New success intermediate TB

Dealing with mixed-level classes Placement tests in the Testing and Evaluation Programme Test Master Multi-ROM help you to place your students in groups according to their level, and all

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Intermediate Teacher’s Support Book

Grant Kempton

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Contents

Introduction

Course description 3

Description of New Success components 8

Evaluation and testing system in New Success 11

New Success exams preparation 14

Map of educational content – index 16

Teaching notes

Unit 2 26

Exams Revision 1 (Units 1–2) 34

Unit 3 36

Unit 4 44

Unit 5 54

Unit 6 62

Unit 7 72

Unit 8 80

Unit 9 90

Unit 10 98

Unit 11 108

Unit 12 116

Culture Shock 1 126

Culture Shock 2 127

Culture Shock 3 128

Extra tapescripts 129

Photocopiable resources Contents 131

Instructions 133

Resources 142

Workbook answers 193

Workbook tapescripts 202

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Welcome to New Success – the new edition of the

best-selling course for upper secondary students This

introduction:

• describes how the course meets the needs of

students and teachers,

• outlines the principles on which the materials were

developed,

• describes the course and its components

NEW SUCCESS FOR STUDENTS

New Success is a six-level course for upper secondary

students, taking learners from zero beginner to an

advanced level of English competency It is aimed at

fourteen to twenty-year-old students The age range

has been fundamental in defining the most important

features of the course

Students at this age are at the peak of their

cognitive development

They learn best when they are encouraged to use

discovery techniques and engage with interesting

topics related to their age In common with learners in

all age groups, they need a lot of recycling to

internalise and acquire the new grammar, vocabulary

and functional language input, but they can also deal

with big chunks of new material

Students at this age want to learn about

the world

New Success has a highly educational content It not

only teaches English but also provides students with

information about the culture of English-speaking

countries and the world at large It provides

interesting and engaging exercises and texts that deal

with citizenship issues, literature, history, geography,

art, science and technology as well as the challenges

of everyday life

Students at this age are young adults who want

to be independent in their learning

New Success promotes maturity in its approach to

learning through self-assessment strategies, topics

and tasks which encourage the learner to think about

what they read, rather than just respond to it

New Success provides everything students of English

need to cross the border between their school life and

the outside world

New Success is designed for learners who are at

a critical point in their education The exams they

take, whether school-leaving/university entrance

exams or public exams such as those of Cambridge

Assessment, will determine their future

All exams now follow Common European Framework

requirements, which means that they are skills-oriented

with a special emphasis on communication

New Success has a very strong skills syllabus and task

types from different exams are practised throughout the course

Special features in the New Success Workbook such

as exam tips and self-assessment tests also help students deal with exam tasks

The tests included in the Testing and Evaluation Programme (Test Master Multi-ROM) are designed to give students a sense of progress and achievement

Students at this age are ‘digital natives’ who are versatile in using the latest technologies in their everyday lives.

New Success takes into account the needs of today’s

students, who spend a lot of time online Technology changes the way students learn and revise They feel increasingly at ease using online learning programmes

New Success includes digital components such as New Success ActiveBook This ensures that students

benefit from the most up-to-date ways of learning

NEW SUCCESS FOR TEACHERS

Although the course has been designed for use in sector schools, it is also suitable for use in private language schools and the activities will work well with both small and large groups – of up to thirty students

state-Lesson preparation

The format of the units in the Students’ Book guarantees successful lessons Clear headings and the logical sequencing of exercises ensure that New Success will be

very easy for you to teach from with little preparation

The fact that the order of sections changes

in every unit makes the lessons varied and interesting

Further support is given in the Teacher’s Support Book with ideas for warm-ups, extra activities and photocopiable activities while the Workbook offers additional flexibility to the pattern of the unit Extra material (e.g Culture Shock sections) provides ideal material for special one-off lessons

The Workbook offers further exercises for homework

As the exercises strongly reflect themes and language from the Students’ Book input, you do not need to spend too much time explaining homework tasks to your students

Evaluation and assessment

Monitoring students’ progress is particularly important

in the light of exam preparation Students need to be confident that they can pass the relevant exams at each stage of their learning

New Success provides you with a unique testing and

evaluation system that includes different types of

3 Introduction

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tests carefully compiled to assess students’ progress

in a comprehensive way The Test Master Multi-ROM

which is part of the Teacher’s Support Book

DVD-ROM provides all the testing materials in an

electronic version, making it easy for you to customise

it to your particular classroom situation

Keeping up-to-date with students

New advances in technology are changing the way

students learn and want to be taught New Success

provides a number of digital solutions that will enable

teachers to keep up with the latest trends in the

classroom

ActiveTeach is the new software for interactive

whiteboards Teaching with an ActiveTeach is easy

and motivating Teachers will no longer need

conventional teacher’s books as they will find a wealth

of materials within a single environment

Dealing with mixed-level classes

Placement tests in the Testing and Evaluation

Programme (Test Master Multi-ROM) help you to

place your students in groups according to their level,

and allow you to make the right choice of book from

the six levels of New Success for your class.

For very able students, more challenging exercises on

vocabulary (Extend your vocabulary) are included in

the Workbook These students should be encouraged

to do more projects suggested in the Testing and

Evaluation Programme as they give students the

opportunity for freer language production They will

allow all students to contribute to the class

irrespective of their abilities Even the weakest

students can participate and enjoy a real sense of

success

PRINCIPLES BEHIND THE COURSE

New Success is an ELT course written specifically for

secondary school students It draws from the most

cutting-edge developments in ELT methodology and

practice and is clear, accessible and novel

The ten most important features of the course

concept are the following:

• A controlled environment for teaching and learning

• Student and teacher motivation

• An interactive approach to learning

• Memorisation techniques

• An equal emphasis on skills and grammar

• A strong focus on vocabulary input and practice

• Expanding general knowledge

• Building cultural awareness

• A principled testing and evaluation system plus

exam preparation

• Keeping up-to-date with new trends in education

by providing innovative digital solutions for both

teachers and students

The above features make New Success a very well

balanced course which gives you security, and your students a real sense of progress

1 A controlled environment for teaching and learning

One of our most important aims was to publish

a course where learning is very carefully monitored

A problem sometimes encountered in coursebooks is that of un-previewed language and grammar It can be frustrating for both you and the students when, for example, an elementary lesson on the Present Simple also contains examples of the Past Simple or even Present Perfect Your assurances that ‘this will be covered later’ can stifle the students’ own sense of achievement We have been very careful to avoid this

in New Success We have carefully monitored the

language progression and have avoided using new grammar in the skills sections Each speaking exercise

is well guided through the use of prompts and examples The same approach has been carefully implemented throughout all the components

The second important aim was to create materials that provide methodologically sound lessons on the page

You do not need to adapt the material and no extra preparation or input is required In other words, if you teach from New Success, you will be very successful

with little effort

2 Student and teacher motivation

The New Success course was designed to help you

motivate students and also be very rewarding to teach from

One of the key ways of achieving this is that throughout the course there is a clear direction for learning Unit objectives are clearly stated at the beginning of each unit Lessons and tasks have carefully-prepared stages leading up to clear communicative outcomes

The varied unit structure, the liveliness of the presentations and exercises, and the sheer interest of the texts make the material extremely engaging

There is often an element of puzzle-solving which, added to the high quality of photos, illustrations and audio material, will add to students’ motivation and desire to learn

Most importantly, many of the presentations in New Success are amusing and thought provoking, which

we hope will make the material memorable, thus promoting acquisition and learning You and your students will often find yourselves smiling at a funny cartoon or a humorous text The topics covered are usually familiar but with a fresh and interesting angle, e.g Intermediate Unit 6, ‘Those crazy humans!’ shows how our favourite pets perceive their owners rather than the other way round Grammar presentations, texts and exercises often contain an unexpected twist

at the end which will surprise students and engage them further on the road to learning We are sure that studying from New Success will be a very enjoyable

experience!

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3 An interactive approach to learning

We believe that a unique feature of New Success is

the fact that students are much more actively involved

in every stage of the learning process than in other

courses The involvement is particularly transparent

in the following sections of the book:

Grammar: the inductive approach makes the

grammar presentations in New Success particularly

interesting and memorable Students analyse

examples of language and arrive at the grammar rules

themselves: this helps them understand and

remember the rules better

Skills strategies: while other courses offer language

tips about skills strategies, we give students the

opportunity to experience the strategy through doing

exercises that illustrate them Students can then

understand the strategies boxes (Train Your Brain)

much better, and even help create them

Reading and listening skills: we believe that these

sections are developed in a very involving way They

very often work like puzzles where students have to

complete the reading with the missing paragraph or

title, or guess the ending of the listening before they

listen to the last part of it The variety of exercises

and their unique character motivate the students and

help them remember the material

Speaking: as in most courses these sections include

a box with the functional language highlighted

However, what is unique in New Success is the fact

that all the exercises are constructed in such a way

that students have to either complete the box

themselves or refer to it many times, so by the end of

the lesson they can use the new phrases almost

effortlessly In order to prevent students from losing

what they have once learnt, New Success now

includes short, one-minute films that practise the

functional and situational language in realistic yet

amusing situations that make the phrases memorable

Vocabulary sections: These are not just a selection

of exercises based around a particular lexical set

They are mini lessons which very often finish with

a speaking exercise in which students have to use the

vocabulary they have just learnt

4 Memorisation techniques

The course has been developed in the light of

knowledge about how the brain works To help

students remember grammar, vocabulary and new

phrases, the following principles have been taken into

consideration:

1 New language is always presented in context

Learners remember the interesting context, which

then helps them remember the new structure or

vocabulary

2 Exposure leads to acquisition so new language is

constantly revised within the unit and within the

course For example, the new grammar introduced

in the opening spread is recycled in the Reading,

Listening and Writing sections

3 There are references to the language students have already come across in the course, which are called

Think Back! Students are encouraged to find the

information they need in the sections of the Students’ Book that they have already covered

This activates the knowledge students already have

4 The Revision sections after every second unit help consolidate the material in all its aspects (grammar, vocabulary, pronunciation and skills)

5 The material from the Students’ Book is revised and consolidated in the Workbook

6 The Teacher’s Support Book provides exercises which refer to the material covered in the previous unit or section (Warm-up in the Teacher’s Support

Book) The bank of photocopiable activities helps

to revise material in a communicative way

5 An equal emphasis on skills and grammar

In keeping with current trends in language teaching,

we provide very solid skills training but at the same time, we are aware that skills cannot be practised without a solid base in grammar They have therefore been given equal emphasis

Grammar presentation and practice

New Success provides a structured and thorough

grammar syllabus which will not create unforeseen problems or surprises The specific contents of the syllabus are organised in a logical way, which makes grammar easier to understand

Depending on the level and particular unit, there are

up to three grammar points presented in a unit

Grammar is always presented in context The presentation usually opens the unit, particularly at the lower levels, and the language is then consolidated and practised in all other sections, which is very important from the point of view of recycling and remembering new structures

The grammar presentation uses a variety of text types (dialogues, short reading texts, cartoons, famous quotations) Students first analyse examples from the presentation (Work it out section), then check if they

were right by looking at the Check it out sections

Mind the trap! boxes draw students’ attention to

areas of special difficulty and help to pre-empt errors

This particular way of teaching grammar encourages students to analyse and come to conclusions about grammar patterns and rules The course deals with this important area effectively, yet without labouring the point

Grammar analysis is followed by controlled practice exercises, which provide a focus on accuracy, before moving on to freer practice exercises Grammar is consolidated and practised in the Revision sections after every second unit

There are more grammar exercises in the Workbook

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Introduction

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Skills strategies training

Skills training in New Success is organised in the

following way:

1 The Students’ Book covers general skills strategies

such as identifying speculation or text types and

reading or listening effectively These are ‘life skills’

students will need in different situations outside

the classroom, regardless of whether they are

taking any language exams or not

2 The Workbook introduces exam skills which help

students deal with specific exam task types such as

multiple choice, true/false and matching

Skills strategies training is not limited to simple rules

in a box Students first ‘experience’ the strategy and

then complete the Train Your Brain box with the

information they already have about the given

strategy One example of the approach is the teaching

of prediction for reading in Unit 2 of New Success

Intermediate Students are encouraged to guess what

will happen on the basis of titles, pictures and their

knowledge of the world, as well as clues within the

text The sequence of exercises leading up to the

Train Your Brain box shows how the strategy works

in a very practical way This inductive approach to

teaching skills is unparalleled in New Success.

Teaching Reading

The Reading sections present topics and language in

a wide variety of text types such as notices, signs, text

messages, website pages, questionnaires, reports,

brochures, advertisements, letters, emails, literary

extracts and semi-authentic or authentic journalistic

material, all written in a lively style

Each reading passage is accompanied by a wide range of

exercises to encourage students not only to understand

what they read, but also to notice the language used

They analyse the text in detail, focusing on new

vocabulary while reinforcing and building on the

grammar and vocabulary they have recently learnt

Reading strategies are introduced and practised

systematically and thoroughly throughout the book For

reading strategies see the Students’ Book contents page

Reading is practised further in the Workbook There

are also photocopiable activities for practising reading

skills in the Teacher’s Support Book as well as on the

DVD-ROM

Teaching Listening

Listening is probably the most extensively practised

skill in New Success There are special Listening

sections in every unit, and shorter listening tasks in all

the other Students’ Book sections, including the

Revision and Culture Shock sections

The skills of listening are developed in New Success

through a wealth of listening text types, including

radio (reports, phone-in, interviews, quizzes),

dialogue, monologue, announcements, speeches and

mini-lectures, and songs There is a wide range of task

types, both for single answer, true/false, text

completion, table completion etc., and more extensive

and freer note taking, with opportunities for students

to compare their answers or report their findings

Listening texts mainly include standard British English and regional British accents, but some contain accents of other English-speaking countries such as the USA and Australia, all properly marked in the Teacher’s Support Book

Additionally, there are special Listening sections which cover all the listening tasks students are likely

to come across both in real life and in exams They introduce strategies for listening which are then used repeatedly in the book

For listening strategies see the Students’ Book contents page Listening is consolidated and practised

in every other Revision section Listening is practised further in the Workbook

Teaching SpeakingSpeaking is often the area with which students experience the most frustration They need considerable help and guidance to improve their accuracy, but not at the expense of fluency New Success aims to give a wide range of speaking tasks to

cater for all student types and give ample, regular practice

Speaking exercises in the classroom have to be particularly easy to administer, but also be worth the effort you put in They should have a very high payoff with a sense of satisfaction for both you and the students

There are speaking activities in all sections of the course The special Speaking sections introduce functional language (Speak Out), either connected

with situations (e.g buying goods in a shop) or everyday phrases (e.g expressing interest) Students learn how to use these phrases in context and practise them meaningfully in dialogues At the higher levels, students are introduced to speaking strategies which will help them to express themselves in a more sophisticated way as well as prepare them for various exams

In addition to this, there are speaking activities in every lesson of New Success These exercises have

been carefully designed so that they progress from guided to more open ones

There are extra speaking tasks in the Revision sections In the Teacher’s Support Book as well as on the DVD-ROM there are up to three photocopiable communicative activities for each unit They provide extra speaking practice for each lesson

Speaking is practised further in each unit of the Workbook where there are exercises which practise the language from the Speak Out box.

Teaching Speaking is enhanced even further in New Success as each Speaking lesson is accompanied by

a one-minute film that is available on the DVD-ROM

These films show the language used in realistic yet amusing contexts that enhance memorisation and provide further practice

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Teaching Writing

Writing is an essential part of the student’s

competence and requires special emphasis New

Success addresses key text types, especially those

required in exam situations These include letters,

notes, messages, emails, discursive and descriptive

essays and reviews The course provides both

appropriate guidance and opportunities for freer

practice All types of writing are covered and there is

a strong focus on micro skills such as punctuation,

linking words and avoiding repetition in order to build

and develop the overall writing skill New Success also

focuses on the communicative value of writing by

making students aware of who they are writing to

There are writing tasks in every unit including six

extended Writing sections in each book Tasks move

from controlled writing activities to longer writing

exercises Students analyse the specific features of

a model text by doing the exercises This leads up to

a summary of the features in a Train Your Brain box

Students then write and check their own text using

the Train Your Brain box to help them.

Writing is practised further in the Workbook where

the Writing section contains model texts for students

to follow

6 A strong focus on vocabulary input and practice

The activation, extension and enrichment of

vocabulary is an essential element of New Success

The course pays attention to the revision and

recycling of lexis in the belief that students at this

level have particular difficulty in maintaining their

fluency and need help in developing strategies for

learning vocabulary in context There is a strong focus

on the practice of fixed and semi-fixed phrases, based

on recent research showing that we acquire language

more quickly and effectively by learning in chunks

rather than single items

New vocabulary is presented where relevant through

grammar and reading lessons, as well as in separate

Vocabulary sections The separate Vocabulary sections

include word formation exercises, word webs, and

exercises on prepositions and phrasal verbs Mind the

trap! boxes focus students’ attention on any

exceptions to the rule and areas of special difficulty

Vocabulary is consolidated and practised in the

Revision sections

The new vocabulary from the Students’ Book is

revised in the Workbook The exercises included in

this section practise all the vocabulary from the word

list and help students remember the words they have

just been introduced to

From the Pre-Intermediate level, at the end of the

Vocabulary section, there is a special exercise called

‘Extend your vocabulary’ where students practise the

vocabulary they know as well as learn new meanings

of familiar words or expressions

The word lists in the Workbook are presented on

a grey panel next to the exercises Students should

first do the exercises and refer to the word list After

they have completed the exercises, they should be able to remember the words By covering

the exercises (or folding the word list), they can check if they remember them all

Word lists are now also included at the back of the

New Success Students’ Books.

7 Expanding general knowledge

New Success has a highly educational content

Students learn, for example, about history, geography, music, the environment, developments in science and technology, as well as about people who have played

an important role in politics, art and culture It encourages students to discuss contemporary social issues which are relevant to their age

For a map of the educational content see pages 16–17

in the Teacher’s Support Book

8 Building cultural awareness

The content of New Success is designed to represent

the culture of Britain and other English-speaking countries that are multicultural and multiracial The course also introduces characters from the countries where students are likely to use the book so that they can relate to the issues easily

Culture Shock sections focus on specific cultural facts and issues which provide further information and background about Britain and other English speaking countries

9 A principled testing and evaluation system plus exam preparation

Testing in New Success is very carefully planned and

includes a strong link between the Revision sections in the Students’ Book with the self-assessment tests in the Workbook as well as the tests in the Testing and Evaluation Programme on the Test Master Multi-ROM

The fundamental rule is that there should be no surprises for the students, which means that they should know the format of the test well in advance

10 Keeping up-to-date with new trends in education

by providing innovative digital solutions for both teachers and students

As in any other walk of life, trends and styles in language teaching are adapting all the time Students’

needs change over time, and their learning styles evolve as they grow up in new environments New Success keeps up-to-date with these changing needs

and provides a number of innovative digital solutions

in line with students’ different cognitive styles and current examination board requirements

We hope that you will enjoy working with New Success.

Authors: Stuart McKinlay, Bob Hastings, Jane Comyns Carr, Jennifer Parsons, Peter Moran, Jeremy Day, Lindsay White

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Introduction

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New Success Intermediate

Students’ Book (144 pages)

with ActiveBook

Authors: Stuart McKinlay, Bob Hastings

Organisation

The Students’ Book contains 12 thematic units,

each consisting of 8 pages Each unit is clearly

divided into sections, i.e Grammar and Listening,

Reading and Vocabulary, Vocabulary, Listening and

Speaking, Writing Each unit follows its own pattern

and the sections differ in length according to what

the particular topic/grammar point/vocabulary set

requires

Every two units are followed by a two-page Exams

Revision section which draws students’ attention to

the material they have covered

End matter contains:

– Student Activities for information-gap exercises

– Culture Shocks – three lessons based around

different aspects of British culture

– Word lists with phonetic transcription

– Writing bank presenting model texts

The ActiveBook is a digital version of the Students’

Book with full audio and video

Class CDs

The recorded material is a very important feature of

New Success There are usually four CDs for each

level of New Success (the Advanced level offers as

many as five CDs), which is more than any other

course in this segment

Class CDs include:

– Dialogues and listening activities from the

Students’ Book

– All the reading texts from the Students’ Book

– Songs from the Students’ Book

– Listening tests (also on the Test Master Multi-ROM)

Workbook (136 pages) with audio CD

Author: Lindsay White, Rod Fricker,

Peter Moran

The New Success Workbook activates all of the

language which was introduced in the Students’ Book

As well as grammar and vocabulary practice, which is

a common feature of workbooks for other courses, the

New Success Workbook provides skills practice.

The unique features of the New Success Workbook

are as follows:

Exam Strategies

As the Workbook provides a lot of exam task types, students’ attention is drawn to how these tasks should be approached so that they use the same techniques in the actual exam Next to each exam tip there is a list of exercises it relates to and students are encouraged to use the strategy with these particular exercises

Bank of Language Functions

This is a collection of phrases which were introduced

in the Speak Out boxes in the Students’ Book

Students need this reference for the speaking exercises in the Workbook

Grammar

Grammar explanations open each Grammar section to provide reference for the exercises They are an

extended version of the Check it out sections in the

Students’ Book and help students do the exercises that follow

The grammar exercises are graded and go from easier, controlled tasks, to more challenging, contrastive exercises

Skills

The units provide further practice of Reading, Listening, Speaking and Writing Most of the tasks which go with these sections are exam oriented

Reading texts are recorded on the Workbook CD to provide further listening and pronunciation practice

Speaking exercises help students memorise the functions introduced in the Students’ Book Writing sections include a model text which students follow in their homework assignments

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Components

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The new vocabulary from the Students’ Book is

revised in the Workbook in sections called Vocabulary

The exercises included in this section practise all the

vocabulary from the word list and help students

remember the words they have just been introduced

In the Intermediate level, at the end of the Vocabulary

section, there is a special exercise called ‘Extend your

vocabulary’ where students practise the vocabulary

they know, as well as learn new meanings of familiar

words or expressions

The word lists in the Workbook are presented on

a grey panel next to the exercises Students should

first do the exercises and refer to the word list After

they have completed the exercises, they should be

able to remember the words By covering the

exercises (or folding over the word list), they can

check if they remember them all

Self-assessment sections

After every second unit there is a self-assessment test

with language and skills tasks It is related to the

Exams Revision sections in the Students’ Book and is

designed to prepare students for the tests provided in

the Testing and Evaluation Programme (Test Master

Multi-ROM) As the key to the tests is provided in the

Workbook, students can assess their progress and

decide if they need further practice

Organisation

– Exam strategies tips related to the exercises in the

Workbook

– Bank of language functions

– 12 units with further practice of the key grammar,

vocabulary, and skills lessons from the Students’

Book

– Cumulative self-assessment tests after every other

unit with an answer key included in the Workbook

– Vocabulary exercises

– New Success Workbook CD with listening

exercises and reading texts

Teacher’s Support Book (208 pages) with DVD-ROM

Author: Grant Kempton

New Success Teacher’s Support Book is a unique

publication which contains a wealth of additional materials for teachers The Teacher’s Support Book mirrors the Students’ Book in its organisation and thus is very easy to navigate

The Introduction provides information about unique

features of the New Success Students’ Book as well as

the other course components It describes how the course prepares students for exams The map of educational content in the form of an index lists all the names of people mentioned in the course as well as geographical names, cultural events, film or book titles

It is an easy reference for teachers who are looking for specific information in the book The teaching notes for each lesson start with information on how a given unit prepares students for exams It is followed by

a box which outlines what materials are available for the given unit It is very often the case that teachers may expect difficult questions from students about the particular grammar, vocabulary, pronunciation, etc

Teacher’s Support Book Special difficulties section provides answers to the anticipated problems Culture

notes provide a wealth of information connected with

the people, history and photos in the Students’ Book

Warm-up activities refer back to the material covered

before and provide a nice start to a new lesson

Optional activities offer suggestions for the

exploitation of the Students’ Book material

The bank of photocopiable activities (available also

on the DVD-ROM) contains 36 activities (three per unit) and it includes skills oriented activities

Organisation

– Introduction– Components description

– Evaluation and Testing system in New Success – Exams in New Success

– Map of educational content – index– Lesson notes with tapescripts– Photocopiable resources– Workbook answer key and tapescripts

The DVD-ROM contains:

– 12 short films to accompany each Speak Out box

from the Students’ Book: these are short amusing films using the situational and functional language

in real-life contexts– Additional exercises to accompany the films– Photocopiable materials

– Test Master Multi-ROM

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Components

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Testing and Evaluation

Programme with Test Master

Multi-ROM

Author: Patricia Reilly

The New Success Testing and Evaluation Programme

is more than just a collection of tests It offers

a coherent system of evaluation and grading which

covers a wide range of test types

The Testing and Evaluation Programme includes:

The New Success Intermediate Test Master

Multi-ROM includes everything in printable pdfs

as well as in word files in an editable format

The audio mp3 files for the listening tests are

also included on the Test Master Alternatively,

the tracks are at the end of the Class CDs.

ActiveTeach

The New Success ActiveTeach is a new generation of

interactive whiteboard software which includes many

innovative features and a wealth of materials All

exercises have an in-built functionality of checking

and/or showing answers The open-ended tasks

include sample answers students can follow when

preparing their dialogues, monologues or written

assignments

The ActiveTeach also contains a lot of additional

materials that make the lessons motivating and

varied, such as the Speak Out films, photocopiable

materials, etc

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Frequent testing and evaluation gives students

a sense of achievement and prepares them for difficult

exams in the future It is also a source of information

for teachers as to whether remedial teaching is

necessary The evaluation and testing system in

New Success comprises:

A Exams Revision sections in the Students’

Book

After every two units in the Students’ Book there is

an Exams Revision section which checks

vocabulary, grammar and skills for the two units.

➧

B Self-assessment tests in the New Success

Workbook

The self-assessment tests in the New Success

Workbook are linked to the Exams Revision

sections in the Students’ Book and prepare

students for the Language and Skills tests in the

Testing and Evaluation Programme

C Language and Skills tests in the Testing

and Evaluation Programme (Test Master

Multi-ROM)

The Language tests check the grammar and

vocabulary from each unit The Skills tests test the

skills of reading, listening and communication on

the topics related to the two units of the Students’

Book they follow

+

D A variety of other types of tests in the

Testing and Evaluation Programme (Test

Master Multi-ROM)

They are linked to speaking, writing, grammar and

vocabulary exercises in the Students’ Book and the

New Success Workbook.

The two main reasons for giving students regular tests

are: the need to be able to assess their progress and the

need to give them the confidence to continue learning

Therefore, our tests appear regularly and we test

students’ knowledge in such a way that the students

should get most of the answers correct if they have

studied the material adequately The purpose is not to

trick students or show them how much there is still to

learn but to demonstrate that systematic work brings

benefits If they work systematically during the semester,

most students should get high marks in the tests

TESTS AND TYPES OF ASSIGNMENTS

IN THE NEW SUCCESS TESTING AND EVALUATION PROGRAMME (TEST MASTER MULTI-ROM)

The New Success Testing and Evaluation Programme

is not just a collection of tests We have prepared

a coherent system of evaluation and grading which covers language and skills tests as well as oral exams, written assignments and class projects To make the most of our programme, different tests should be carefully planned over the semester or school year

The Testing and Evaluation Programme includes:

1 Presentations There are twelve presentations, which correspond to the Students’ Book units

2 Projects There are twelve class projects to be prepared in groups of 2–3 students

3 Oral Sets for the students and examiners There are four sets giving students extra practice of various types of tasks found in oral exams

4 Written assignments There are twelve topics for written assignments, which correspond to the Students’ Book units

5 Language tests There are twelve A and B Language tests, which revise the grammar and vocabulary presented in each unit of the Students’

Book

6 Skills tests There are six A and B Skills tests which test the skills of listening and reading and communication, on the topics related to the two units they follow

7 Cumulative Grammar and Vocabulary tests There are three A and B tests (one for every four units) that revise vocabulary and grammar

8 Placement test These tests are designed to help teachers decide which level of New Success they

should use with their class/group of students

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Evaluation and testing system

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Advantages of the programme

1 Motivation – students appreciate that their

teacher has thought about their learning process

and feel looked after Most of them pay their

teachers back by being equally well prepared for

the tests

2 Students’ independence – students feel that they

can choose to take the test or skip it as they

establish the target number of points they want to

achieve for themselves It makes them feel that

they are able to manage their own learning

process

3 Systematic work – students work very

systematically to score as many points as possible

without constantly needing to be reminded about

it by teachers

4 Clear and objective evaluation – students,

teachers and parents know the rules for the

assessment for the year The rules are the same

for everybody, which helps to build trust between

teachers and students

5 Flexibility – the system of evaluation in points can

be easily ‘translated’ into grades

6 Exam preparation – the points system helps

students to get used to the way they will be

evaluated in the exam

12

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COMMON EUROPEAN FRAMEWORK

New Success and CEF

The New Success grammar, vocabulary and skills

syllabuses are linked to the Council of Europe’s

Common European Framework The CEF is

a document created by the Council of Europe as part

of their policy to promote foreign language learning,

cultural contacts and understanding between the

people of Europe The CEF suggests that learners use

a European Language Portfolio as a record of their

language learning experience and progress

Languages within the Common

European Framework

The Common European Framework of Reference for

Languages is a system of describing language levels

and competences The Common European Framework

is used to describe levels of competence for a range of

languages across Europe This means that students

studying different languages, for example Spanish and

German, in different countries can share a common

and agreed level of competence The Common

European Framework helps teachers to plan their

teaching and to match their students’ progress and

level to a Europe-Wide system The Common

European Framework is also important for

assessment Different international language

examinations are linked to levels within the

Framework This means that students, teachers and

employers can link examinations to specific level

descriptions as provided in the Framework

Levels within the Common

European Framework

Descriptions of different language levels are phrased

in the form of can do statements They state what

students can do at each level There are six levels:

A1 is the lowest, C2 is the highest

A1 Basic User This is the lowest level which is

described within the Framework It is also

described as Breakthrough Level

A2 Basic User This is also described as Waystage

C1 Proficient User Learners at this level are also

described as having Effective Operational

Proficiency

C2 Proficient User Learners at this level are also described as having Mastery

The Elementary level of New Success takes students

from level A1 to A2 The other levels of New Success

fit in across the levels – the Pre-Intermediate level of

New Success takes students from level A2 to B1 of

the framework, Intermediate takes students from level B1 to B2 and Upper Intermediate takes students from level B2 to B2+

Categories within the Common European Framework

Level descriptions are divided into five main categories or areas: Listening, Writing, Reading, Spoken Interaction, Spoken Production There are descriptions within the Common European Framework of what students are expected to be able

to do at each level in each of these five areas You will notice that there is an exam preparation box at the beginning of each unit in the New Success Teacher’s

Support Book This includes the four main skills, Listening, Speaking, Reading, Writing

Objectives within the Common European Framework

The level descriptions within the Common European Framework are also called competences or objectives

In New Success, there are objectives at the beginning

of each unit in the Students’ Books These objectives are all phrased as things students are going to do or can now do For example: Write a biography As an objective for the Unit, it tells the students what they are going to do As a review at the end of the Unit, students can complete a comprehensive revision section so they can see what they can do now

Self-assessment within the Common European Framework

The objectives for each skill at each level within the Common European Framework are used to provide students with a checklist of what they can do In this way students develop their ability to assess their own progress and development: self-assessment It is also very motivating to realise there are things they can do

Often they are demotivated by how much there is to learn and what they can’t do! Self-assessment is particularly important for young adults who are becoming more independent learners Self-assessment promotes independence and confidence in students

New Success exams

preparation

13

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The European Language Portfolio

The European Language Portfolio is a system

which enables students to maintain a record of their

achievements and of their progress in language

learning The European Language Portfolio can

include Common European Framework

self-assessment checklists for different languages, test or

examination certificates and comments and feedback

from teachers for each of the languages that they are

studying Students are able to update the European

Language Portfolio for each language they are

studying as they progress though school and

university and it provides a record for themselves and

their employers of what they have done and of what

they can do in a number of different languages

Over to you!

Here is an idea to help you develop your

understanding of the Common European Framework

of Reference for Languages Look at the website

for the Common European Framework on

http://www.coe.int click on Organisation; European

Language Portfolio; Levels; Education to find the

levels and the sections which describe the appropriate

learner levels for your class Focus on the

self-assessment grid for the different language skills

Think how you might adapt these and use them with

your students Note down your ideas in your teacher

portfolio

CAMBRIDGE EXAMS

The New Success syllabus also takes into

consideration the range of exams from the University

of Cambridge exams suite Although the level is

obviously graded to your students’ needs, you will find

all of the task types in one or more of the Cambridge

exams

The table below shows how all of the levels of New

Success fit together with both CEF and the UCLES

exams:

New Success Common

European Framework Level

UCLES Main Suite Exam

––KETPETFCE

NEW SUCCESS AND EXAMS

New Success has two main aims: to help students gain

a general level of competence in English and prepare for exams New Success includes all of the features

that you would expect to see in a general English course – listening, reading, speaking and writing tasks and in addition to this there are a variety of

exam-style exercises which are graded to the students’ level

Exercise types

New Success includes a varied range of exercise types

which will give students the practice they need in order to prepare for exams True/false, multiple choice, gap-fill exercises are some of the many exercise types students will need to be familiar with and New Success includes all of these.

Skills

Reading

Students are likely to encounter a variety of text types

in any exam For example, written texts such as letters, emails, notes and extracts from literature

New Success exposes students to a wide range of

these texts which are all graded to their level, so that students can gradually build up familiarity with a wide variety of text types

Listening

As with reading text types, there is also a variety of listening types such as news bulletins, radio announcements or general conversations All of the reading and listening text types are those that you would find in a variety of exams

Writing

Whichever exam your students are planning to take, the course offers a range of guided writing tasks to help them prepare Students are encouraged to plan and write letters, stories, notes, reviews, essays, emails and much more All of these text types are included in many of the exams which students might take

Speaking

Students are able to practise speaking skills in

a variety of situations in order to help them prepare for exams There are also a wide range of topics to interest and motivate students

Grammar and Vocabulary

Passing exams successfully wouldn’t be possible without grammar and vocabulary New Success

presents grammar in context and also gives extra practice The vocabulary is also presented in a natural context and students have the opportunity to

consolidate this in the Workbook

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Whether your students are preparing for school

leaving exams or aiming to take the FCE in the future,

New Success will give students the skills and

awareness they need to approach any exam with

confidence

OTHER NEW SUCCESS COMPONENTS

Workbook

The Workbook provides students with additional

practice in all the skills areas as well as grammar and

vocabulary Students will be able to consolidate at

home and practise exam techniques learnt in class

The Workbook also gives the students once again the

chance to self-evaluate what they have learnt and

work on those areas they are weaker in

Testing and Evaluation Programme

(Test Master Multi-ROM)

The Testing and Evaluation Programme gives students

extra structured practice Exam style reading,

listening, writing and speaking tests consolidate

themes and language presented and practised in the

Students’ Book and Workbook

Teacher’s Support Book

At the beginning of each unit there is information

about which exercises in the Students’ Book are

linked to exam task types For example true/false,

multiple-matching

EXAM STRATEGIES

There are tips and strategies in both the Students’

Book and Workbook to equip students with the tools

they need to pass an exam successfully The

Workbook includes a three-page section on how to

deal with exam-style tasks and the Elementary level

includes a Functions Bank which lists useful words

and phrases from Speak Out that students may need

in a speaking exam Additionally, the vocabulary is

organised into topics to help with revision

15

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Midway Island SB 45; TB 56 New Mexico SB 61

Scotland SB 90, 119 South Africa SB 59 South Carolina SB 59

Anna Karenina SB 86; TB 98

Borough Market SB 117 British Museum SB 117 Buckingham Palace SB 116, 117 Carbisdale Castle SB 69; TB 80 Chain Bridge SB 74 Cirque du Soleil SB 94 City, The SB 116 Courtland Institute Art Gallery SB 117 Covent Garden SB 116

Croft, Lara SB 65; TB 76 Cyberbullying SB 17

Gatwick Airport SB 72; TB 84 Globe, The SB 116

HMS Belfast SB 117

Hogwarts SB 69; TB 80 Hopeless Heroic SB 90

Institute of Greatly Endangered and Rare Species SB 59 Internet forums SB 17

London Aquarium SB 117 London Dungeon SB 117 London Eye SB 117 Ludwig Museum SB 74 Mad Hatter SB 93

Madame Butterfly SB 89; TB 101 Madame Tussauds SB 116, 117

Marble Arch SB 116 Message boards SB 17

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Victoria & Albert Museum SB 116

Victoria Coach Station SB 116

Other

1918 influenza epidemic SB 42; TB 54 Albatross SB 52 Ancient Egypt SB 112, 119 Anti-gravity boots SB 98 Battle of Carbisdale SB 69; TB 80 Body Togs SB 99 British courtroom SB 27; TB 38 British Empire SB 119 Butterfly SB 52 Buy Nothing Day SB 108; TB 120

Chanel Number 5 SB 112 Chavs SB 10; TB 23 Chimpanzee SB 53 Coeducational schools SB 39 Comprehensive schools SB 38, 39; TB 50 Debating society SB 7; TB 18 Doctor Marten boots SB 10

Hawaiian folklore SB 53; TB 64 High schools SB 38, 39; TB 50

History of life on Earth SB 54

Hostelling International SB 69 International Rules Board SB 119

Middle Ages SB 96; TB 108 Octopus SB 53; TB 64

UK eating habits SB 36; TB 47 Vampire bat SB 51 Vikings SB 35; TB 46

Worker bee SB 52

Xhosa language SB 59 Youth Hostel Federation SB 69

17

Map of educational content – index

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One of the gang

Practise the Present Simple and the Present Continuous, reflexive pronouns.

Focus on listening effectively, agreeing and disagreeing, describing appearance.

Write a simple description.

GRAMMAR AND READING

This section revises the Present Simple and the

Present Continuous and looks at state verbs and

adverbs of frequency Ss should be aware of the

grammar points and fairly competent at using them

Special difficulties: The section assumes that Ss

are able to use the two tenses accurately It may be

worth adding activities to ensure that they are able

to form negatives and questions in both written and

spoken activities

Culture notes

Freshers’ Week is the period at the beginning of the

academic year when new students at the university

are given the chance to take part in a variety of social

activities to get to know people and the university

better

A Debating Society is a club or society at university

where groups of students regularly come together

and participate in debates on topics of the day, e.g

the importance of capital punishment, does this

society support the banning of smoking everywhere,

censorship on the Internet The best debaters in these

societies may form teams to take part in national and

international competitions

Warm-up Revision of Present Simple and Present

Continuous question forms Find out! Each student

writes two questions, one using the Present Simple

and one using the Present Continuous Ss mingle

and ask as many people as possible their questions

Monitor carefully and note errors in form Correct as

necessary at the end of the activity

1

and what they think it may be about Then give Ss

a minute to discuss the three questions Elicit Ss’

ideas in open class

Suggested answers 1 Freshers are first-year students

2 Ss get to know the university, have fun and make new

friends

2

Work it out

3

routines, generalisations, state verbs When eliciting answers, also elicit what things

such as generalisation and state mean.

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

4

Mind the trap!

Before Ss look at the Mind the trap! box, elicit what

an adverb of frequency is, i.e it’s an adverb that tells how often the action happens, and which ones

Ss know Write them all on the board and ask Ss to tell you the order of frequency (from always to never) Add useful adverbs that you can’t elicit, e.g

always, usually, often, sometimes, occasionally, seldom/rarely, hardly ever, never When Ss have

looked at the Mind the trap! information, elicit sentences that are true for them

5

4 – now) and which answer is correct Then elicit from

Ss what adverbs of frequency could be added and where they would go in the sentence Ss work in pairs

EXAM FOCUS Topic: Social life; People

Workbook Unit 1Photocopiable resources 1, 2, 3Testing and Evaluation Programme testsDVD-ROM Unit 1

Listening Matching: SB p.8, ex.2

True/False: SB p.8, ex.4Reading Matching: SB p.11, ex.2

Multiple choice: SB p.11, ex.3Grammar and

vocabulary Verbs in brackets: SB p.6, ex.6

Writing A description of a person: SB p.13, ex.5

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One of the gang

01

Students’ Book ➝ pages 6–7

and do the rest of the activity, choosing the correct

answer Get feedback from the whole class, making

sure Ss give reasons for their answer

Answers 1 are going 2 often goes 3 doesn’t usually;

is studying 4 do you belong 5 is sleeping 6 work

6

only and then can compare their answers with

a partner before you elicit the answers This will

ensure that Ss are confident but will also be aware of

their own mistakes Make sure Ss give reasons for

their answers

Answers 1 are putting 2 belong 3 meet 4 are

giving 5 seem 6 don’t join 7 are becoming

7

Ss A to turn to page 122 and read the text and B to do

the same with the text on page 123 Give Ss about

a minute to do this Ss then ask each other questions

and find information about each other As they do this,

move around the class monitoring and making note of

any errors When the task has been completed, do

a quick class check

8

and check understanding Ss think about one they do

belong to or decide to pretend to be a member of one

Give Ss about a minute to think of answers to the

questions in Exercise 7 Then put Ss into pairs to ask

and answer questions to find out about each other’s

clubs or organisations Get feedback from the whole

class and ask Ss what other clubs or organisations

they’d like to be members of and why

Optional extension: Ss work in small groups They

imagine that they are university Ss and it is the first

week of university They are all members of the same

organisation and they have to try and ‘sell’ their club

to the rest of the class Give Ss about five minutes

preparation time and then Ss give their presentations

At the end elicit from Ss which club they most prefer

ADDITIONAL PRACTICE: Photocopiable resources

Resource 1: Meeting friends

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20

LISTENING

This section gives Ss listening practice in working

out the context, predicting and using key words

Warm-up Revision of the Present Simple, the Present

Continuous and adverbs of frequency How well do you

know your friends? Choose one student to sit at the

front of the class He or she has a pen and paper and

completes a sentence dictated by you with one word

or a short phrase so that it is true for them Everyone

else then tries to guess what the word is Elicit ideas

and then the student at the front reveals what they

actually wrote Nominate a different student and

repeat the activity

Sentence stem ideas:

On Saturdays I usually … ; I don’t often … ;

I never … ; At the moment I am … ; I hardly ever …

1

the listening ONCE only Check the answers with the

whole class, making sure Ss give reasons for their

answers

Tapescript CD1 Track 3

One

Tamsin: [Southern accent] … do you meet?

Sophie: [Southern accent] Well, it depends on your

level, really How would you rate yourself as a player?

Tamsin: I’m not sure what you mean

Sophie: You know … are you beginner, intermediate or

advanced?

Tamsin: Well, I think I’m pretty good I mean, my dad

taught me to play when I was a kid and I’m better

than him now And I’ve got a program I play on my

computer but I usually beat it And I played for my

school team for many years

Sophie: OK It sounds like you’re quite advanced then

We have quite a lot of decent players in the club and

we usually …

Two

Gemma: Are you free on Friday night?

Dad: Maybe Don’t tell me you actually want to spend

the evening with your old mum and dad!

Gemma: Er, not really It’s just that the fan club are

organising something at the Guildhall and I really

want to go The thing is it finishes really late and the

last bus home is before midnight

Three

Jean: [Scottish accent] What a lot of people this year!

Jan: [Scottish accent] Yes But I think the food’s very

disappointing this time My chicken’s disgusting! And

the tickets certainly aren’t cheap!

Jean: Och, I think the food’s fine, Jan And anyway,

all the money goes to charity so you can’t complain

really

Jan: I suppose so

Bob: [Scottish accent] Er, can everybody hear me? OK

Welcome to the 40th Methil and Buckhaven Rotary

Club Charity Dinner I hope you’re all enjoying

a pleasant evening Well …

Answers 1 2 2 1 3 2

2

Answers 1 e 2 a 3 c

3

in Exercise 8 on page 6 In pairs, ask Ss to match one

to each of the extracts they hear, in no more than three minutes Get feedback from the whole class but

do not confirm the answers

Suggested answers 1 sport club 2 the fan club of

a group/singer 3 a charity

4

Check the answers for both exercises and key words with the whole class

For tapescript see page 129

Suggested key words 1 level, player, school team, club

2 fan club, finishes really late, last bus before midnight

3 this year, charity, welcome to, Charity Dinner

TRAIN YOUR BRAIN

5

Answers 1 context 2 don’t worry 3 knowledge of the world 4 check

6

Play the listening again before checking as a whole class Make sure Ss provide the key words that helped them find the answers

Mike: [urban US accent] OK! It’s time to go out there

and make some great memories for yourselves and the team! Remember – we want 100 percent tonight!

Do not save anything for later, do not relax, do not take a break, give us everything you’ve got from start until finish! I want to see some great ice hockey from you guys and you don’t need me to remind you that

I expect a lot of goals! OK, let’s get out there!

Answers Situation – before an ice hockey game/match

The speaker (coach) is talking to his team Key words – team, 100 percent, ice hockey, goals

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One of the gang

01

LISTENING AND SPEAKING

In this section Ss do matching and true/false listening

tasks, which then lead on to a speaking activity where

Ss use phrases to show agreement or disagreement

Culture notes

EMO is a style of rock music, meaning emotional

hardcore music Famous examples of Emo groups

are: Weezer, Jimmy Eat World and Dashboard

Confessional It is also a style characterised by slim fit

jeans and tight t-shirts, usually in bright colours

Hippie is a style characterised by home-made or

home-sewn clothes which are loose-fitting and in bright

colours Hippies generally believe in the power of peace

and love They are often involved in anti-governmental

protests but always in a peaceful fashion

Goth is a style characterised by the colour black

Goths will also have tattoos and piercings

Punk style looks like the clothes have been made

or put together by the person wearing them Punks

normally have piercings and tattoos and very short

hair which may be coloured The image should reflect

a revolutionary mentality

Warm-up Introduction to agreeing and disagreeing Do

you agree? Write the following on separate slips of

paper, enough for each group of Ss

Dogs are very clever

Girls love pink

Parents don’t understand children

The Internet is unsafe

Rock music is dead.

Put Ss into groups of four or five and hand out the

slips One student turns over a slip and reads it out

He or she then gives their opinion, another student

agrees or disagrees and then gives his or her opinion

Go round each group until everyone has spoken

and then pick the next slip When the activity is

completed, get feedback from the whole class, with

Ss using the phrases they used to agree or disagree

Write these on the board to compare with later

1

a description Ss then answer the questions in pairs

before getting feedback from the whole class

Suggested answers 1 In a radio studio 2 It’s a talk

show 3 The presenter looks a little surprised The

guest on the right seems to be angry

2

psychiatrist, psychologist and sociologist Ss then

listen to the recording ONCE and complete the

activity Check answers with the whole class

Presenter: [RP accent] Welcome to another edition of

Hot Topic with me Nigel Hayes Today we’re looking

at subcultures and in particular why young people

join gangs With me in the studio to discuss this are

Dr Mark Mondale, professor of Sociology at Goodman Browne University in West Virginia …

Mondale: [American accent] Hello!

Presenter: Dr Jane Webb, professor of Psychiatry at Uxbridge University …

Webb: [RP accent] Psychology!

Presenter: I’m so sorry, Dr Webb! And our last guest is Matt Hodges Matt’s studying Psychiatry at Waterloo College in Liverpool, where he’s also the head of the Students Union

Matt: [Liverpudlian accent] Hi!

Presenter: OK, first of all perhaps let’s look at why people feel the need to belong to a group Dr Webb?

Answers 1 D 2 C 3 A

3

to elicit definitions rather than translations It is also

a good idea to elicit sentences which include the words and which show that Ss understand the meaning

4

Get feedback from the whole class, making sure Ss give reasons for their answers

Mondale: Yes, I couldn’t agree more Another interesting example of this is the Internet People talk about how the Internet is great for personal freedom with millions of people offering their personal opinions and writing about things that are important to them

But in reality, the Internet is full of gangs and little cliques

Webb: Absolutely! In fact, the Internet is like one enormous playground with groups of people attacking each other or joining up with other groups

Presenter: OK What I’d really like to talk about today are teenage cults and fashions There seem to be so many of them – hippies, punks, Goths, clubbers, the list is endless Let’s start with you, Dr Webb What makes a young person decide to become an Emo or

a skater?

Webb: Well, Nigel, there are all sorts of different reasons, but it seems to me that it’s all part of becoming an adult The thing is, when young people are in their teens, they start to question the adult world they see around them So parents, other adults or older brothers and sisters often stop being role models for teenagers for a time Instead, young people look for

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22

new role models from people of the same age Joining

a group of people who like the same music is an easy

way to find people who feel the same as you

Presenter: Dr Mondale, do you agree that it’s a reaction

against the adult world?

Mondale: I’m afraid I have to disagree Becoming an

Emo or a skater has absolutely nothing to do with

looking for role models from people your own age

Look at young people sixty years ago, they looked

and behaved like younger versions of their parents

No, it’s all about money Every new youth fashion

makes millions of dollars for the fashion and music

industries People invent these fashions to make

money, and young people are happy to buy them

Presenter: Let’s bring in Matt at this point Matt, do you

agree with Dr Webb’s ideas?

Matt: Well, I agree up to a point Buying music and the

fashion that goes with it is the easiest way to belong

to a group But I think it’s important to remember

that young people are looking for friendship

and tolerance It’s only natural that you want to

spend your time with other people who enjoy and

understand the same kind of music And then these

people become your friends – you have fun with

them, they help you if you have any problems and …

Webb: Which is exactly my theory about looking for

answers from people the same age …

Mondale: Oh, come off it! It shows that the music

industry has the most say in what …

Webb: You sociologists are all the same You think

people can’t make up their own minds and …

Mondale: Well, the day that a psychologist gives me

a good explanation of how people behave is the day

that I personally …

Presenter: Well, we’ll have to leave it there In next

week’s Hot Topic we’re talking about what can be

done to end the conflict between different groups

I hope you can join me …

Answers 1 F 2 T 3 F 4 T 5 T 6 T

SPEAK OUT

5

understanding Then look at phrases 1–4 and ask Ss to

predict where they go in the box Then play the

recording ONCE only Check the answers with the

whole class Refer Ss back to the phrases you wrote on

the board in the warmer Are they the same or different?

One

Presenter: Dr Mondale, do you agree that it’s a reaction

against the adult world?

Mondale: I’m afraid I have to disagree Becoming an

Emo or a skater has absolutely nothing to do with …

Two

Presenter: Let’s bring in Matt at this point Matt, do you

agree with Dr Webb’s ideas?

Matt: Well, I agree up to a point Buying music and the

fashion that goes with it is the easiest way to belong

to a group But I think it’s important to remember

that young people are looking for friendship and

tolerance

Three Webb: Adults join gangs too – you know, even in an office you can have a gang of people who like the boss, and a gang who don’t

Mondale: Yes, I couldn’t agree more Another interesting example of this is the Internet

Four Mondale: But in reality, the Internet is full of gangs and little cliques

Webb: Absolutely! In fact, the Internet is like one enormous playground with groups of people attacking each other or joining up with other groups

Answers 1 I couldn’t agree more 2 Absolutely!

3 I agree up to a point 4 I’m afraid I have to disagree.

6

1 Absolutely!

2 I couldn’t agree more!

3 That may be true, but I still think it’s important that …

4 I agree up to a point

5 I’m afraid I have to disagree

6 Oh, come off it!

7 No way!

7

That may be true, but … cannot be used in 1 (the

phrase is repeated) and why No way! and Come off it! cannot be used in 2 (direct and rude).

Suggested answers 1 I agree up to a point 2 I’m sorry

but I can’t agree with you/I'm afraid I have to disagree

3 That’s so true!/Exactly!/Absolutely!

8

Their partner should agree or disagree and explain why Tell Ss they should try and keep the discussion

on each statement going as long as possible before going on to the next one As Ss do this, go round the class monitoring, taking note of any errors or any issues that come up When the task is completed, have

an open discussion on all four points

Resource 2: What do you think?

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One of the gang

01

0

READING AND VOCABULARY

In this section Ss do matching and multiple-choice

reading tasks and learn some phrasal verbs

Culture notes

Peterborough is a town in the east midlands of

England It has a population of about 170,000 and

is 70 miles north of London It is thought that about

10 percent of the population is made up of people

arriving from Eastern Europe since 2004 because

there is a lot of agricultural work in the area

Chavs are a stereotype of certain people who live

in the UK Generally considered to be aggressive

teenagers from a working class background who are

known for having anti-social behaviour and get in

trouble with the authorities Usually characterised by

tracksuits, lots of jewellery and the wearing of caps or

hoods

Warm-up Revision of vocabulary from the last lesson

Backs to the board Two Ss come to the front of

the class and sit facing away from the board Write

a word on the board and the Ss facing the board have

to define it When one of the two Ss facing the class

guesses the word or you decide that they are not

going to guess it, swap Ss and write a new word on the

board

Words to use: gang, clique, role model, fashion,

youth, psychiatrist, psychologist, sociologist

Note: This game could be played at the start of almost

all lessons It is an excellent way to revise vocabulary

and it is just as important for the people trying to

define the words as for those trying to guess them

1

and ask how similar or different it is to a scene in their

own country, not just the people’s appearance and

clothes but the architecture Elicit the ideas before Ss

read through to check so that they have more ideas to

compare with Set a time limit of one minute and elicit

what Ss found out from their reading

Answers It is about finding something for the two

groups of teenagers to do which will keep them off the

streets and help them to get to know and understand

each other

2

tell them to underline the key words Give Ss no more

than five minutes to do the activity, then give them

another minute to check with a partner Get feedback

from the whole class, making sure Ss give reasons for

their answers When eliciting answers, also elicit

justifications

Answers 1 f (key words – lipstick, eyeliner, piercings)

2 e (key words – problems, Peterborough) 3 c (key

words – fire, plastic balls, paint) 4 b (key words –

football, another organiser)

3

Answers 1 c 2 a 3 d 4 b 5 c

4

I sometimes hang around the centre of town with my friends on a Saturday afternoon Correct if any Ss are using the words

incorrectly and point out what is wrong

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

5

yesterday – it must be the Past Simple.

Answers 1 get on with 2 put up with 3 fool around

4 bumped into 5 calm down 6 hang around

6

9 for this Allow five minutes for groups to discuss the questions and then elicit ideas in open class

Optional extension: Refer Ss to the cartoon at the

bottom of page 11 Read the strapline Elicit from

Ss why it is funny and then elicit the similarities and differences between the two characters, i.e they both have bags, one is tall but the other is short, etc

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GRAMMAR AND VOCABULARY

This section introduces reflexive pronouns

Although Ss will have seen these before, they

may not have looked at the grammar behind them

previously

Special difficulties: There may be different coverage

between English and Ss’ L1, e.g Ss may have to use

a reflexive pronoun after wash whereas in English

this is only necessary if there may be confusion

without it Point this out in the Mind the trap! box

and include other verbs which are different in the

two languages

Warm-up Revision of vocabulary from the previous

lesson Sausage Put Ss into six groups and give each

group one of the phrasal verbs learned in the last

lesson (hang around, bump into, get on with, put

up with, calm down, fool around) Tell Ss to keep

their books closed so that they don’t see the other

verbs Each group makes a sentence which includes

their verb and whose meaning is clear They then

read their sentences out loud in turn but substitute

the word sausage for the phrasal verb, in the correct

tense Note: Sausage is regular for the purposes of

this activity so the past form is sausaged The other

groups have to guess what the correct verb was

1

go with the prompts There are two possibilities for

the last prompt: Is shopping important to you? Why

is shopping important to you? Give Ss some time

(about three minutes) to prepare their answers to the

promoted questions Give Ss three or four minutes to

discuss and then get feedback from the whole class

2

and answer the question Get feedback from the whole

class, making sure Ss give reasons for their answers

Suggested answer Claire and Omar take fashion seriously

Work it out

3

understand what kinds of words they are looking for

Ss then work alone and complete the table

Answers

Single: myself, yourself, herself

Plural: ourselves, themselves

4

answers, tell Ss that these are the two reasons for

using reflexive pronouns in English: either to show

that something has been done independently or with

certain verbs such as enjoy oneself, take oneself

seriously, etc

Answers 1 Sentence 2 2 It goes after the activity it

describes, not necessarily at the end of the sentence,

e.g I did this homework by myself and I’m very pleased

with it 3 b

Mind the trap!

Look at the box with Ss and point out any other differences between L1 and English

5

Answers 1 himself 2 herself 3 yourself 4 myself

5 ourselves 6 yourselves 7 themselves

6

each other (when the

verb refers to another person) Ss work in pairs to complete the activity Get feedback from the whole class Then, Ss ask and answer the questions in the same pairs Monitor Ss and make notes of any errors

Answers 1 yourself 2 each other 3 each other

4 themselves 5 yourselves 6 each other

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One of the gang

01

0

VOCABULARY AND WRITING

This section introduces the idea of adjective order

for describing clothes, make-up and jewellery and

gives Ss a writing task which practises this

Special diffi culties: There may be a danger that Ss

overuse adjectives when introduced to adjective

order Tell Ss not to use more than three adjectives

before the noun in any one sentence

Warm-up Revision of refl exive pronouns Complete the

sentences Tell Ss that you are going to dictate some

sentences and that Ss should complete them with

a refl exive pronoun or the words each other Ss work

alone To give Ss a permanent record of the sentences,

you could ask them to write what you say as well as

completing the sentences, but this is not necessary

At the end of the activity, Ss check answers with

a partner Elicit all the answers and elicit corrections

where necessary

Ideas for sentence stems:

Jane was talking to _ (herself)

Paul’s homework was so well done that the teacher

didn’t believe he had done it _ (himself)

Claire and John have known _ for three

years (each other)

Do you and your sister get on well with _ ?

(each other)

I looked at _ in the mirror (myself)

1

identify people wearing the items in the class When

Ss have fi nished making their lists, choose four Ss to

come to the board and write words for one category

each Other Ss tell them what to write and, by the end

of the activity, all the words written by the whole class

will be on the board Go through any spelling mistakes

and elicit meanings of less obvious words Repeat the

identifi cation activity with all of the new words on the

board

Answers clothes coat, tracksuit, polo shirt (t-shirt,

jeans, trousers) make-up eyeliner, lipstick

(foundation, blusher, nail polish) footwear boots,

trainers (sandals, slippers, fl ip fl ops) accessories/

jewellery bracelet, belt, earrings (watch, tie, necklace)

2

Hannah with the class and elicit meanings of words

such as baggy, hood, tight, chunky, bracelet, wide,

heels Ss complete the table in their notebooks When

eliciting the answers, point out that not every

category of adjective is used and that it is normal to

use three or fewer You may also tell Ss that the order

of style/colour can sometimes be reversed, i.e red

checked shirt – baggy black chinos, etc.

Answers size/length – chunky, wide, short, longstyle/cut – baggy, tight

colour /shade – dark blue, back, material – metal, leather, silver (could also be colour)noun – sweatshirt, jeans, bracelet, belt, boots, necklacepreposition +noun – with a hood, with high heels

3

When eliciting the answers, also elicit the fact that singular nouns must take an article whereas plurals such as trousers don’t Also, the adjectives are

separated by commas but the fi nal adjective and the noun don’t have a comma between them Sometimes commas are not used at all

Answers 1 An old-fashioned, striped, cotton shirt

2 A large, blue, silk blouse 3 Beautiful, long, gold earrings 4 A cheap, white, nylon tracksuit 5 Baggy, beige cotton shorts 6 Bright, red lipstick 7 Horrible, grey, woollen socks 8 A T-shirt with a funny message

on it 9 Ripped, denim jeans with a patch

4

in groups of three or four Ss take it in turns to read out their descriptions and the rest of the group has to guess At the end, each group will choose one

description (preferably the hardest) to be read to the whole class During the activity walk around

monitoring, taking note of any errors to cover during feedback

5

of all the new vocabulary in class and then do the writing in class or at home If you are using the optional extension, tell Ss that they should not name the fashion or style in their writing

Optional extension: Either when they have

completed writing or in the next lesson, put Ss into groups of three or four Collect in all the writing but make sure each group gets another group’s texts

Ss in their groups should read the texts they have been given and (a) decide which styles or fashion the writer is writing about and (b) say if they agree with the description and why Then have a class feedback where groups will describe what they have read and give their answers to (a) and (b)

Resource 3: Mixed objects

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Keep in touch

Practise the Present Perfect Simple and the Present Perfect Continuous

Focus on making polite requests

Write a personal letter

GRAMMAR AND READING

This section introduces the difference between the

Present Perfect Simple and the Present Perfect

Continuous

Special difficulties: Ss may have been taught the

Present Perfect Simple with for and since and be

confused as to when to use the simple and when

the continuous Tell Ss that, unless the verb is a

state verb, they should always use the continuous

form to show that the activity is unfinished

Culture notes

Lily Allen is an English singer, songwriter and talk

show host Her first album and single, in 2006, were

No.1 in the UK charts In 2008 she was voted Glamour

Woman of the Year

Mafia Wars is a multiplayer social network game,

which is available on Yahoo and Facebook It is also

available on iphones

Common acronyms in social networking sites:

OMG is an abbreviation for ‘Oh my god’, ‘Oh my gosh’

or ‘Oh my goodness’ LOL – for ‘Laugh out loud’ or

‘Laughing out loud’ ROFL – for ‘Rolling on the floor

laughing’ and IMO – for ‘In my opinion’.

Warm-up Review of adjective order and clothes

vocabulary Are you observant? Tell Ss to sit back to

back with their partner Without looking round they

should try to describe their partner’s appearance in

as much detail as possible Ss talk to each other over

their shoulders and then, without allowing them to

look round, elicit descriptions from some of the Ss

1

can tell you about it (e.g it shows her likes, dislikes,

etc.) What does it look similar to? (e.g Facebook)

What other examples of this are there on the Internet?

Ask Ss to look at Gabby What can they say about her

by looking at the picture? Give Ss no more than two minutes to answer the questions and then a further minute to check with a partner Then get feedback from the whole class

Answers 1 She’s an administration assistant, she likes

sound and smell of rain, finding money in her pocket, Lily Allen and Mafia Wars, has lots of friends 2 She is

being sacked 3 She’s possibly lazy, not hard-working,

laid back, relaxed

2 Present Perfect Continuous = an activity that

started in the past and may be continuing

Present Perfect = a completed action

Check it out

Read through the Check it out box with Ss Ss may notice that periods of time, e.g all afternoon, are

mentioned in the Present Perfect Continuous Tell

Ss that these time phrases can also be used for the Present Perfect, if the actions have been completed but the time period has not, e.g I have written three messages this afternoon Read through the section

on since and for Elicit some time periods when for

and since would be used, e.g for two hours/a long time/hours; since Saturday/my birthday/last week.

3

EXAM FOCUS Topic: Science and technology

Speaking Describing a photo: SB p.16, ex.1

Workbook Unit 2Photocopiable resources 4, 5, 6Testing and Evaluation Programme testsDVD-ROM Unit 2

Listening True/False: SB p.16, ex.2

Completing notes: SB p.17, ex.4Reading Matching: SB p.18, ex.3; SB p.21, ex.3

Grammar and

vocabulary Verbs in brackets: SB p.15, ex.6

Writing A personal letter: SB p.21, ex.7

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Keep in touch

02

Answers I’ve been skiing, I haven't been checking,

you’ve been trying, I’ve only been working, I've been

writing, I’ve been watching, You’ve obviously been

spending

4

bold Tell Ss that these sentences show the present

result of a past activity which may or may not be

continuing Look at the example and ask Ss what the

activity is (raining) and the result (Gabby’s pleased)

Remind Ss they also have to think of different time

adverbials Elicit possible examples, e.g since, for, all

day, lately, etc Ss then do the activity and then

check with a partner Get feedback from the whole

class

Answers 2 He has been writing a report since 2 o’clock

3 She’s been sitting at her computer for four hours

4 They have been working long hours for the past few

weeks 5 She hasn’t been eating much recently.

5

box with the whole class Look at the example

sentence and elicit which rules they correspond to

and why the different tenses have been used

(1 an action started in the past and still continuing,

2 a completed action) Ss then write their sentences

in full in their notebooks before comparing them with

a partner Get feedback from the whole class, making

sure Ss give reasons for their answers

Answers Ivy has delivered about fifty leaflets so far

She has been delivering leaflets all afternoon Tim has

been running since six o’clock He has run about five

miles already

Optional extension: Ss write two sentences about

themselves, one using the Present Perfect and one

using the Present Perfect Continuous They don’t

have to be about that day They could be about that

week, that month or that year even Put Ss into pairs

Each student tells their partner the main verb and

their partner has to try and recreate the sentence that

their partner has written, e.g eat – you have eaten

breakfast already? If Ss get it wrong, then their

partner can give another keyword from the sentence

to help, e.g lunch.

6

Simple (when the activity is finished and the time it

happened in is also finished) Ss work in pairs to

complete the text Get feedback from the whole class,

making sure Ss give reasons for their answers

Answers 1 have been trying 2 have been 3 have lost

4 Have you decided 5 have been talking 6 has decided

7 have been crying

7

all four questions Then put pairs together into groups

of four to compare their information While they are

doing this, walk around the class monitoring and

taking note of any errors to cover in feedback Then

get feedback from the whole class Elicit other pros and cons about using a social networking site Discuss why social networking sites are the best form of communication on the Internet (or not the best) and why

Optional activity: Either in the same lesson or

for the next lesson, Ss prepare a report on a social networking site, why it is good or bad These can be presented to the rest of the class to discuss or put on the wall

Resource 4: Find someone who …

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SPEAKING AND LISTENING

This section introduces the language of being

polite, in particular the use of indirect questions

This is done through the topic of working in a shop

Special difficulties: Ss have problems with indirect

questions, especially the difference between wh-

questions and yes/no questions Make sure Ss

understand the use of if in yes/no questions and

the word order following

Warm-up Review of the Present Perfect Continuous, for

and since How long? Ss write three true sentences

about themselves using the Present Perfect

Continuous and either for or since They then either

tell their partner an activity and their partner has to

guess how long they have been doing it for or they

give their partner a time period and their partner has

to guess the activity

1

picture and discuss the questions Then get feedback

from the whole class Ask Ss what they would have to

do if they worked in this job

Suggested answers 1 He is working in an electrical

shop He is worried, perhaps because it is his first day

at work or maybe he doesn’t know the answer to

a question Maybe he has made a mistake

2

Darren’s day in the shop Give Ss about thirty seconds

to read the questions and then play the recording

ONCE only Then get feedback from the whole class,

making sure Ss give reasons for their answers

Customer 1:[RP accent] Excuse me, could you tell me

where the toilets are?

Darren:[Manchester accent] Em … The toilets, er …

No, I’m sorry, I don’t know I haven’t been working

here very long I only started this morning I had

a training course last week, but …

Customer 1: Never mind, I’ll ask someone else

Darren: Oh dear

Customer 2:[slight northern accent] Pardon me, but

I was wondering if you could recommend one of

these TVs

Darren: A TV? Well, this is a TV

Customer 2: I can see it’s a TV But is it a good one?

Darren: Yes, well, em … I like it a lot

Customer 2: Why?

Darren: Em, well it’s got a flat screen and the colours

are lovely and …

Customer 2: Yes, but has it got P.I.P.?

Darren: Eh, sorry?

Customer 2: P.I.P You know, a picture in the picture?

A split screen?

Darren: Em, Mr Harrison, do you think you could help

this gentleman, please?

Mr Harrison:[Manchester accent] Yes, of course,

Darren How can I help you?

Customer 2: I’m looking for a new flat screen TV and

I was wondering if you …

Darren: Oh, I don’t know anything! … Hi, mum It’s me, Darren … Yeah … Yeah, I know, but it’s been terrible

so far I don’t know what to say when the customers ask me for help … Oh! Got to go, bye!

Mr Harrison: Darren! Would you mind telling me why you are talking on your telephone when you should

be working?

Darren: I’m sorry, Mr Harrison I won’t do it again

Mr Harrison: I hope not!

Customer 3:[neutral accent] Excuse me I wonder if

you can help me?

Darren: Yes, well, I can try

Customer 3: Have you any idea which of these phones is the best buy?

Darren: Oh yes, this one here It’s brilliant Look, it’s the same as mine and it’s definitely the best phone I’ve ever had

Customer 3: Do you happen to know how much it costs?

Darren: It’s on special offer this week, actually Only ninety-nine pounds

Customer 3: Oh! I’d like to know what it can do Could you possibly …?

Darren: Of course … Look, it’s my coffee break now

Would you like to go and get a drink and I’ll show you

my phone?

Customer 3: Oh, that’s very nice of you Yes, I’d love that … You’re very good at your job Have you been working here long?

Darren: Well, I just started today actually, but …

Answers 1 F 2 T 3 F 4 T 5 F

SPEAK OUT

3

Once you have done this, ask Ss to make the direct questions from the indirect ones from Exercise 3, i.e

Where are the toilets? Can you recommend one of these TVs? Can you help this gentleman? Why are you talking on your telephone? Can you help me?

Which of these phones is the best buy? How much does it cost? What can it do? Elicit from Ss which are wh- questions and which are yes/no questions Tell

them that some yes/no questions need a word added

after the phrase that begins an indirect question

Elicit what that word is (if) Make sure Ss note that

only Do you think doesn’t use if for yes/no

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Keep in touch

02

1 Could you possibly tell me how much it is?

2 I wonder if you could lend me £20?

3 Have you any idea where the toilets are?

4 Would you mind telling me how much it costs?

5 I’d like to know what it can do

6 Do you know what time it is?

5

pairs Get feedback from the whole class

Answers 1 how this works 2 if I could see a cheaper

model 3 how many gigabytes it has got 4 the price will

go down 5 how long you have been working here

6 when the first iPhone came out

6

the instructions with Ss and then give them three

minutes to prepare the questions Make sure Ss realise

that you won’t answer any questions that are not

indirect and are not correct Give a point for every

question correctly asked and the group that gets the

most points wins

Optional procedure: Rather than asking the teacher,

each group chooses an object for another group to

ask about Put groups together as two teams, who ask

and answer each other’s questions Go round the class

monitoring, taking note of any errors for feedback

7

on page 120 Do the roleplay and then swap roles and

repeat Go round the class monitoring, taking note of

any errors for feedback

Resource 5: Gift shopping

VOCABULARY | Computers

This section introduces vocabulary on the topic of the Internet

Warm-up Review of indirect questions Do you mind … ?

Write the following five situations on the board: at the airport, in a café, at a ticket office, in a furniture shop,

on a railway platform Divide Ss into groups of three

or four (but make sure you have an even number of groups) For each situation Ss should write a direct question that can be turned into an indirect question

Make sure you have checked that the questions can

be made direct before going onto the next stage of this activity When Ss have completed this, pair up the teams (A and B) and sit them opposite each other

Tell team A that, one by one, they will read out their questions, to which the other group must reply by saying Do you mind … ? and repeat the question

now as an indirect question They have a total of one minute to complete as many of the five questions as possible but they cannot move onto the next until they have successfully completed the first Then it is the turn of B teams to read out their questions The group that finished the most indirect questions in

a minute is the winner As they do this, go round the class monitoring and taking note of any problems for the class feedback

After Ss have done the matching activity and you have checked the answers as a whole class, put Ss into six groups and give them two of the verbs each They have to define what their word means by explaining when and why you might carry out the action

Answers A 4 B 9 C 7 D 5 E 1 F 10

Some people may know more of the underlined words than others so put Ss into groups of four or five to see how many of the words they know between them

They will then only have to look up words that no one knows In feedback, elicit the meanings of all the underlined words as well as the missing words

Answers 1 Sign up 2 click 3 download 4 install

5 delete 6 post/attach/paste/upload 7 save

3

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LISTENING AND VOCABULARY

This section includes two listening tasks and

focuses on vocabulary related to mobile phones

1

and the reason why the boy is unhappy Ask Ss if they

have been in a similar situation before, or what other

problems they have experienced with mobile phones

Write these on the board as they will help with

Exercise 3

2

the meanings of new words Encourage Ss to make

a note of useful collocations, e.g to charge a battery

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

3

pairs before doing whole-class feedback

Suzy: [American accent] Oh my God! That is a terrible

ring tone!

Lynne: [southern English accent] That’s the problem

with you, Suzy! You’ve got no culture …

Suzy: No seriously, it’s awful Do me a favour, and put it

on vibrating alert, will you?

Lynne: Oh there’s a message in my voicemail box … Oh!

Suzy: What’s up?

Lynne: I’ve got no money left in my phone and I’ve just

remembered I promised to call Fiona

Suzy: Well, send her a text message then

Lynne: No, I can’t I’ve got no money at all

Suzy: It’s OK, you can use mine What’s her number?

Lynne: Hold on a sec till I open my phonebook … It’s

664 785 422

Suzy: Oh no! It’s not working

Lynne: What? Is the signal strength too low?

Suzy: No, the battery has run out

Lynne: Oh brilliant! What do I do now?

Suzy: You could try shouting

Lynne: Oh, thanks a lot, Suzy You’re a great help Oh!

I’ve got to talk to her It’s really important

Suzy: Hold on a second

Lynne: What are you doing?

Suzy: If you rub the battery on your sweater, you can

recharge it a little … Here, it’s working, dial the

number

Lynne: It’s ringing … Hi, Fiona, it’s me, Lynne I’m

sorry I didn’t call earlier but I had no money in my

phone … What? … What are you saying? … No,

I can’t hear you … Say it again! … Oh no!

Suzy: What is it?

Lynne: We’re in a tunnel and there’s no signal! … Oh no!

And now the battery’s gone dead again!

Answers No money/credit on her phone and when she

borrows the phone from Suzy, it’s not working because

the battery is low

4

Ss check with a partner Then check the answers as

a whole class

Answers 1 terrible ring tone 2 a message 3 money/

credit 4 send 5 battery 6 a sweater 7 no signal

5

Resource 6: You've got my words!

This section gives Ss open-ended and matching reading tasks and presents some new, phone-related vocabulary from the text

Culture notes

Robert Heinlein (1907–1988) is considered to be

one of the three fathers of modern science fiction writing, with Isaac Asimov and Arthur C Clarke

His most famous novels are Starship Troopers, Red Planet and Stranger in a Strange Land One

of his novels was The Puppet Masters (1951), in

which American agents fight against alien invaders who inhabit human bodies The scripts for the films

Invasion of the Bodysnatchers and The Faculty

were heavily influenced by this novel

Warm-up Review of vocabulary for the Internet What’s

the problem? Before the lesson, prepare bits of paper

with the following problems on:

My computer is not working! (You haven’t turned

it on.) I’ve downloaded a programme but something is wrong (You don’t know how to open it.)

I want to download a new antivirus programme but I have a problem (I don’t know where to look.) I’ve just bought the new ‘Warcraft’ game but I have

a problem (I don’t know how to play it.)

I received an email an hour ago but something is wrong (I think it has a virus in it.)

I’ve uploaded my latest holiday photos of me and

my friends to my computer but I have a problem

(I don’t know how to send them to my friends.)

Pairs of Ss get one of the problems The pair stands

up and reads out the sentence By asking yes/no

questions the class has to work out what the problem

is in brackets and then suggest ways of solving it For bigger classes, Ss will need to work in groups of three pairs and each pair gets two slips One pair reads out one of their slips and the other two pairs work out the problem and suggest solutions

1

a whole-class discussion afterwards

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Keep in touch

02

0

2

so that Ss have to skim read rather than reading in

detail Get feedback from the whole class

Answers 1 science magazine 2 2018 3 c

3

and ask Ss to mark words or phrases in each

paragraph which help them to find the answer Elicit

answers and key words, e.g 1 problem, solution;

2 touch screen, doesn’t need batteries, power;

3 risk, radiation, human health; 4 user-friendly,

simple; 5 drawbacks, not very convenient.

For paragraph matching, explain that e cannot be the

right answer as the problem of not receiving a signal is

an example It is not the main idea

Answers 1 g 2 c 3 f 4 a 5 d

4

in a question before attempting to answer this

question By finding words that are the same or similar

in meaning in the text, it makes it easier to find the

answer Do question 1 as an example As a class, Ss

identify the key words (three problems, making

phone calls) Then elicit where these words or similar

are used or even an antonym (e.g problem and

solution in paragraph 1) Then give Ss two minutes to

underline the key words in the other questions, i.e

1 three problems, making phone calls; 2 parts of the

body, Permaphone go; 3 Where, power, from; 4 Who

first wrote, idea, phone implant; 5 How, feel, have

Permaphone; 6 two situations, problems,

Permaphone Then allow six minutes to answer the

questions Give Ss a further three minutes to check

with a partner before doing feedback with the whole

class For each question, check the key words and

where Ss found the same words or words with

a similar meaning

Answers 1 no signal, battery dead, not receiving

a signal in the middle of the country (key words –

phone call, couldn’t, because) 2 ear, nose, wrist (key

words – implant, under your skin) 3 the body’s kinetic

energy (key words – power from) 4 Robert Heinlein in

The Puppet Masters (key words – idea, since,

science-fiction writer ) 5 perfectly natural (key word – feels)

6 having a cold, swimming (key words – some

drawbacks)

TRAIN YOUR BRAIN

5

skimming and scanning Ss then read through the

Train Your Brain box and answer the questions Ss

compare their answers with a partner Get feedback

from the whole class Elicit which of the skills went

with each exercise, i.e 1 – Exercise 2, 2 – Exercise 3,

3 – Exercise 4 Tell Ss that as well as these being three

of the most important skills, they are the most

common skills to be tested in exams

Answers 1 c 2 a 3 b

6

to work out the meaning from the context if they aren’t sure Ss work in pairs and then complete the gap fill Warn Ss that they may have to change the form of the verbs Elicit the answers and meanings

of each word in the context of phones, e.g bring out

– launch/introduce, make available to buy; come up with – have the idea of, create; go dead – suddenly

to stop working; run out of – empty, finish; switch off – close, turn off; turn up – make louder

Answers 1 switched off 2 turn up 3 went dead

4 brought out 5 run out of 6 come up with

7

on question 3, write up all the suggested applications

on the board

Optional activity: In groups of three or four, Ss

create a phone of the future, considering some of the applications on the board Ss prepare a presentation with visuals, e.g drawings, pictures or maybe printouts from the Internet They should use at least three of the phrasal verbs in Exercise 6 in the presentation Groups give presentations to the whole class and then the class votes on the most wanted mobile phone of the future

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WRITING | Personal letter

This section introduces Ss to personal/informal

letter writing

Special difficulties: Unlike most writing tasks, this

is something that Ss probably do in their own lives

Although this should make it easier, it may also

lead to more resistance to using the vocabulary and

layout necessary in the exam, especially as most

informal writing nowadays is done on the Internet,

where there is no strict format or style Ss need to

be told that, although in their own letters they can

write in any way they like, this is an exam task the

same as any other and they should learn to adapt

their normal style of writing in class and homework

exercises

Warm-up Review of inventions and the Present Perfect

Perfect technology Tell Ss to think of an item of

technology that other students are likely to have

They should then write five questions about the

object, e.g How long have you had it? How much

did it cost? Have you ever … ? Have you been

using it a lot recently? etc When Ss are ready, they

mingle and ask as many Ss as possible their questions

Monitor and note errors in question formation and

have a correction slot at the end of the activity

1

example question Elicit more ideas in open class but

don’t write them down, e.g Who do you send

postcards to when you are on holiday? Ss may not

remember them exactly but will have heard ideas

from other Ss to help get them started Each student

in the group writes their own questions and then asks

the others in their group and notes their answers

Elicit questions asked and information found in the

class feedback Put the best questions and ideas on

the board

2

marking the sections of the letter which give the

answers Ss then compare answers in pairs and justify

their answers where necessary, e.g 1 she tells Hanif

where she is and how long she is staying for Even

though she doesn’t say what she is doing this is still

her news When eliciting the answer to question 2, ask

Ss what each paragraph talks about, i.e first: asking

why Hanif hasn’t written; second: telling her news;

third: talking about how quiet and peaceful it is where

she is; fourth: suggesting Hanif visits with Neil; fifth:

asking about Hanif’s new phone; sixth: saying

goodbye

Answers 1 2 3 4 5 6

3

to find out what it is about (he has a new job, he’s

been working hard, he has a new mobile phone, they

are coming to the country at the weekend and he is

meeting Neil) and what information is given in each

paragraph, i.e first: saying sorry for not writing;

second: his new job and how it is affecting his sleep;

third: news about his new phone; fourth: making arrangements for their meeting Ss do the exercise alone and compare answers in pairs

Answers 1 d 2 g 3 e 4 h 5 b 6 f 7 c 8 a

4

Answers before I forget – by the way guess what? – The big news is

it seems that – apparently well – Anyway

5

By the way tends to go at

the end of a letter and is used before a question or reminder, not to introduce important news; 5 Cheers

is an informal way of saying goodbye and this is an informal letter

Answers 1 Have you heard 2 Apparently 3 Anyway

4 By the way 5 Cheers

6

is a useful reading skill but also keeps reminding Ss of the need to separate information with paragraphing

In pairs they check what they think each paragraph is about and decide on the final order When you have finished getting feedback, you might like to tell Ss that the order of a letter does not always have to be the same as this, i.e you can order information in different ways as long as the linkers work This is worth mentioning so that Ss don’t think they have to follow this as a template

Answers 1 g 2 c 3 b 4 a 5 h 6 e 7 f 8 d

TRAIN YOUR BRAIN

7

to find examples of the different rules in the three letters, e.g 1 – the first letter used Dear and the other

two use Hi to start You can also finish with Love as

Neil did in the third letter 2 Daria’s news is that she is

in the country with her uncle and aunt; Hanif has got

a new job and a new phone; Neil has a new girlfriend

3 Daria asks Hanif why he hasn’t been in touch and Hanif says that life in the country sounds great (although it’s more about himself than her) 4 Each paragraph in each letter starts with a new idea

5 Daria: Where have you been recently? Write me

a letter Hanif: Stop worrying! Neil: What about you?

Come on! 6 Daria’s uncle is going into town and can

post the letter; Hanif is meeting Neil; Neil has to do his trigonometry revision 7 Short sentences, exclamation marks, phrases such as Anyway, before I forget.

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Keep in touch

02

0

Tell Ss that they should always plan their writing with

notes, as in the exercise Set a time limit for making

notes and, before Ss start writing the letter itself, elicit

ideas of who Ss are writing to, what they are going to

tell the other person about, what they are going to ask

the other person, what information will go in each of

their paragraphs and what phrases they are going to

use from Exercise 5

Set a time limit of fi fteen minutes for the actual letter

writing and make Ss do it under exam conditions so

that it is their own work and they get used to writing

under pressure When Ss swap letters, ask them

to identify the purpose of each paragraph in their

partner’s letter as well as checking for grammatical

and vocabulary errors They could also point out extra

information that they would like to know if they were

the recipient of the letter

Monitor and help if there are disagreements over what

is correct or not The fi nished letter could then be

written for homework

Optional activity: In order to make the task as

realistic as possible, Ss should respond to each other’s

letters as there are questions in them Put Ss into

pairs and tell them to give each other their letters

They have to imagine that the letter has been written

to them – whatever the name on the letter, that is who

they are If there are questions, e.g about an event

they have been to, they have to imagine that they

really did go to it and answer the questions If the

person has written an invitation, they should respond

with an acceptance or a polite rejection with a reason

for it In order for the activity to come to a natural

end, this second letter shouldn’t include any questions

or the fi rst student may feel they have to reply again

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INTRODUCTION

The review sections in the Students’ Book give Ss

a chance to revise the vocabulary and grammar of the

previous two units of the book as well as giving them

important exam practice in reading, listening and

speaking skills They mirror similar review sections in

the workbook which can be set as homework

There are four main ways of approaching the review

sections in the Students’ Book

Firstly, as individual exam practice where Ss are given

a time limit to complete the tasks and work alone

The teacher can either mark their work or, at the end

of the activity, give Ss the answers so that they can

see how well they have done and where they have

problems

Secondly, the review sections can be done

collaboratively by Ss working in pairs or small groups

Although there is a danger that this may lead to some

Ss relying on others, it can also have beneficial effects

as Ss discuss the answers together and learn from

their peers

Thirdly, some of the activities, notably the grammar

and vocabulary tasks, can be carried out in the form

of ‘games’ or races where Ss work in groups and

win points for being the first to answer a question

correctly Having Ss write the answers on the board

makes it easy to decide which group was the quickest

and also gives a good idea of mistakes that are being

made

Finally, the activities can be approached in the same

way as normal coursebook activities with prediction

tasks and a variety of individual, pair and group work

Instructions have been written for this form of activity

VOCABULARY AND GRAMMAR

1

story They should not fill in any gap at this stage

Then, ask Ss what kind of word is needed in each

space, e.g 1 an adjective describing people; 2 an

adjective describing clothes; 3 a plural noun Ss work

in pairs, checking back in their books if necessary

Then get feedback from the whole class

Answers 1 trendy 2 stylish 3 piercings 4 fashionable

5 competition

2

definitions of the different phrasal verbs

Answers 1 hang 2 put 3 bump 4 calm 5 get 6 run

3

is about and the clues for each gap, e.g 1 what word

goes with other; 2 the Present Perfect and a time

period Ss do the exercise alone and compare in pairs

The get feedback from the whole class and elicit

reasons for their answers

Answers 1 each 2 since 3 attend 4 around/about

5 up 6 keep 7 have 7 at

4

Answers 1 has been studying 2 has cleaned 3 emailed

me for 4 take care of themselves 5 (by) ourselves

5

it allows them to work out immediately what tenses should be used Ss work alone and compare in pairs

Elicit answers and reasons why those answers are correct, e.g 1 c – the Present Perfect for things that have happened in a time period that is still unfinished

Answers /æ/ tracksuit, apple, fan, fashion, practical /ʌ/ uncle, cup, fun, bump, club /a:/ toolbar, card, park,

bargain, recharge, mascara

READING SKILLS

7

do this and then check with the whole class Then give

Ss five minutes to read the entries and match the statements, underlining the words that are connected

to the key words from the statements, in the text

Then give an extra two minutes for Ss to check their answers with a partner before getting feedback from the whole class Make sure Ss give reasons for their answers

Answers 1 B, D 2 D 3 C 4 A, B 5 C 6 B 7 A

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EXAMS REVISION 1 units 1–2

SPEAKING SKILLS

8

photos, e.g In the background/foreground; It looks

like/as if; I can see … , etc Write these on the board

and tell Ss they should work in pairs to compare and

contrast the photos and talk about the points given

Allow a time limit of two minutes and then change

pairs and repeat the activity While Ss do this, go

round the class monitoring and taking note of any

problems or errors to discuss in feedback Ss then

discuss the questions as a whole class

Tiêu đề	New Success Intermediate Teacher’s Support Book
Tác giả	Grant Kempton
Trường học	Unknown University
Chuyên ngành	English Language Teaching
Thể loại	Teaching Support Book
Năm xuất bản	2012
Thành phố	Unknown City

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Số trang	208
Dung lượng	23,04 MB