Outcomes advanced teachers book

• In feedback, elicit the most interesting points the students discussed and use your notes to praise good use of language and correct errors.. • In feedback, elicit ideas from some pai

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L E A R N I N G

OUTCOMES

Riccardo Chiappini with Mike Sayer

THIRD EDITION

Teacher’s Book

CEFR correlation:

Outcomes Advanced is for students who have

achieved B2 and want to achieve C1

Bringing the world to the classroom

and the classroom to life

Join the conversation.

Outcomes, Third Edition empowers learners to express themselves by developing

their ability to have natural conversations in English.

The Outcomes Teacher’s Book provides full instructional support for every lesson,

as well as extra activities, worksheets and comprehensive explanations of the

target language and pronunciation

The Outcomes Teacher’s Book features:

• Teaching notes for all Student’s Book activities, with accompanying language,

pronunciation and culture notes, and suggestions for extra activities.

• A new Teacher Development Bank focused on practical ‘in the classroom’

advice, as well as regular tips in the lesson notes on how to develop students’

skills in learner independence, mediation and taking exams

• Resources for lesson-planning and leading engaging classes, such as the Student’s

Book answer key, video and audio scripts, and communicative worksheets.

• Accompanying digital tools on the Spark platform that support every stage of

teaching and learning, including placing students at the right level, planning

and teaching live lessons, assigning practice and assessment, and tracking

student and class progress.

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Example answers

Positive: affluent / wealthy, charming, clean / spotless, compact, suburban / residential, well-run / organized, peaceful

Negative: boring / dull, expensive / pricey

2 Put students into groups of four to discuss the question Monitor and note the most interesting language and ideas the students use

Example answers

Advantages: residents feel safer, aesthetics, comfortable

Drawbacks: higher costs of living, slow-paced lifestyle

3 Go around the room and check students are doing the task

• In feedback, look at the language the students used

well and the language that needs correcting

Culture note

The photo shows an aerial view of Dehesa de Campoamor,

a district in the city of Alicante on the Costa Brava on the southeastern coast of Spain Today it’s one of the most sought-after areas for permanent or holiday residences It was known as Dehesa de Matamoros until 1854 when it was acquired by Spanish poet Ramon de Campoamor

Optional extra activity Personalize this topic by asking

students whether they would like to live in Dehesa de Campoamor Encourage students to give a full answer

TEACHER DEVELOPMENT 8: FEEDBACK ON CONTENT, LANGUAGE AND ERRORS

Go to page 262 for information and advice

1A A real buzz about the place

Student’s Book pages 8–9

IN THIS LESSON, STUDENTS:

• describe and relate their experiences of a city

• talk about city life and places they know

• practise listening to conversations about city

to do the flick test to become familiar with the

Student's Book and its aims

Ask students in pairs to ‘flick’ through their new

Student’s Book and answer the questions below:

1 What topics are covered in the Student’s Book?

2 How many sections are in each unit? In which

sections can you usually find the following:

a reading text, a listening activity, a speaking

task, new vocabulary, a focus on grammar, a

writing activity?

3 Where can you find the grammar and

vocabulary reference?

4 What do you find interesting, surprising or

particularly useful about the book?

5 In what ways do you think the book will

match your interests and needs?

SPEAKING

AIM

to set the scene and introduce the theme with a

photo to get students talking about cities and city life

Optional lead-in activity Tell students to look at the

unit title, aims and photo Ask: What do you think this

unit will be about? What skills, language or situations do

you expect to learn and practise? If students don’t know

each other, you could also ask them to work in pairs and

briefly describe the city or town they live in, or a city they

have visited, and say whether they like(d) it and why

TEACHER DEVELOPMENT 4: LEARNING AND

CHECKING NEW WORDS

1 Start by telling the class that in this unit they’re going to be

learning how to describe cities, discuss city life and urban

problems, and tell anecdotes and urban myths

• Ask students to look at the photo on pages 6–7 Ask:

What can you see? Elicit a brief description of the photo.

• Organize the class into pairs to discuss the question

• Ask different pairs to share their answers with the

class Write on the board the adjectives they use to

describe the place in the photo

IN THIS UNIT, STUDENTS:

• describe and relate their experiences of a city

• tell stories and share urban myths

• work together to create a plan to improve a city

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VOCABULARY City life

• Ask students to compare their ideas in pairs Encourage

them to justify their opinions by referring to the immediate context

• If possible, ask students to confirm their guesses by

looking up the words and phrases in a dictionary

Language notes

springing up (v) = appearing suddenly buzz (n) = a positive, exciting feel grand houses (n) = large houses, such as those built for

wealthy people

gated apartments (n phr) = apartment buildings

surrounded by fences or walls with a gate that can only

be accessed by residents

transport infrastructure (n + n) = all the physical components

of transport systems, e.g railways, bridges, tunnels

runs very smoothly (v phr) = works, functions very well smog (n) = thick fog in cities caused by smoke and pollution choke on the fumes (v phr) = stop breathing because of

gentrification (n) = the process of improving an area of a

city or town to attract wealthier residents

settling down (phr v) = starting to live in a place where

you intend to stay for a long time

neglected (adj) = not receiving care or attention derelict (adj) = ruined, abandoned

developments (n) = areas on which new buildings have

been built in order to make a profit

outskirts (n) = the areas outside a city or town crammed (v) = forced into a small area dingy (adj) = dark and dirty

TEACHER DEVELOPMENT 4: LEARNING AND CHECKING NEW WORDS

2 Organize the class into pairs to answer the questions

• Monitor and provide support as necessary (e.g by

suggesting ideas students can use)

• In feedback, elicit answers from different groups and

react to their ideas Praise good use of language and correct errors if necessary

Example answers

1 People, vehicles, colours, music, restaurants, cafés, bars, etc

2 When buildings are left to fall into decay or when

no new buildings are built

3 Bridges, water supplies, electrical grids, telecommunications, etc

4 A process (e.g the manufacturing of a product), a business, a machine, a web server, etc

5 Services and facilities (e.g newer bus lines and bus stops), road improvement, etc

6 Why neglected: Decrease in public service quality (e.g public transport), increased litter, broken road signs, etc

Other signs: Decrease in public service spending, local opportunities for work dying out or moving away, transport networks being restructured / changed

7 1 up-and-coming, vibrant 2 affluent

3 well-run 4 polluted

5 spotless, well-run 6 chaotic, congested

7 up-and-coming 8 run-down

9 sprawling 10 deprived, congested

Optional extra activity Focus students’ attention on

the photo on page 9 and ask them to describe it using the adjectives in bold in Exercise 1, and the adjectives from the box in Exercise 2, question 7

Culture note

The photo on page 9 is a view of the district of Chinatown in Bangkok, Thailand It’s an area with a bubbling nightlife, with lots of restaurants, jade shops and neon lights

Language notes

affluent = rich congested = crowded run-down = in bad repair

spotless = clean sprawling = stretched out vibrant = lively

Pronunciation notes

• Note the stress in congested, polluted.

• Note the pronunciation of the -ed ending in gated,

neglected, congested and polluted: /ɪd/

• Note: sprawling: /ˌsprɔːlɪŋ/)

LISTENINGAIM

to practise listening for general understanding, and

to hear key phrases in a spoken context

TEACHER DEVELOPMENT 10: DEVELOPING LISTENING SKILLS

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3 Before playing the audio, encourage your students

to take notes while they listen You could suggest they

draw two columns for each conversation – one for

good things, one for bad things Play the audio

• Monitor and provide support as necessary.

• Before giving feedback as a class, ask students to

compare their answers in pairs

Answers

Conversation 1

Positive: the nightlife is crazy, the whole city is still

buzzing at four in the morning; downtown is very

vibrant

Negative: the traffic is terrible; it’s very humid and

hard to walk around; it’s very polluted

Conversation 2

Positive: affluent (though this also contributes

to it being boring); good to bring up kids; clean;

everything runs smoothly

Negative: conservative and affluent; dull, not much

going on, no music scene or anything

Audio script

1

A: How was your trip?

B: Great Really amazing Have you ever been there?

A: No What’s it like?

B: It’s really wild It took me by surprise, actually

A: Yeah?

B: Yeah I don’t know what I expected, really I just

thought it’d be quieter, but the nightlife is totally

insane

A: Really?

B: Honestly We went out with these people and

ended up in a place in the early hours and it was

just absolutely packed

A: Yeah?

B: Seriously You literally couldn’t move In fact, the

whole city was still buzzing You can still get stuck

in traffic at three or four in the morning

A: Wow!

B: Actually, that was a bit of a pain, the congestion

A: Really? Is it bad?

B: Unbelievable! You just spend hours and hours in

the taxi crawling along with everyone sounding

their horns You might as well walk really

A: So did you?

B: Well no, actually, because it’s unbearably humid, and

at least the car has air con Honestly, you walk out of

your hotel and it’s like hitting this thick wall of heat

A: Gosh Really?

B: Honestly You’d just die if you walked for any

length of time

A: There must be a fair amount of pollution, then

B: That as well The smog is incredible I mean, our

hotel was supposed to have this amazing view –

and I guess it would have on a clear day – but

half the time you could hardly see a thing beyond

about 200 metres And you nearly choke on the

fumes when you’re outside

A: Sounds awful Are you sure it’s so great?

B: Well, you know, it does have its drawbacks but, as I say, it just has a real buzz – especially downtown with the skyscrapers and the neon lights flashing and the people and the noise It’s just a really, really vibrant place

2C: What’s your home town like? It’s supposed to be nice, isn’t it?

D: It is, if you like that sort of place

C: What do you mean?

D: It’s just very, very conservative You know, it’s very affluent – you see loads and loads of people

in fur coats and posh cars, and the streets are spotless, but it’s also just incredibly dull There’s not much going on

C: Fair enough

4 Ask students to work individually to read the questions and prepare to answer them Set a time limit

• Tell students to share their answers with a partner

before eliciting them as a class Encourage students to ask each other more questions and justify their opinions

You could demonstrate this by asking questions, e.g

Why do you think they’re talking about Las Vegas?

5 Ask students to read the ten sentences Before playing the audio, ask students to work in pairs and try

to remember or work out which words are missing in each sentence

• Play the audio again Students listen and write the

missing words Play the audio as many times as necessary, especially those sections your students find most difficult to understand, or pause after each set of missing words

• In feedback, write the answers on the board.

Answers

1 took me by surprise 2 in the early hours

3 might as well 4 it’s like hitting

5 have its drawbacks 6 that sort of place

7 more of a music scene 8 consider going back

9 get me wrong 10 were to settle down

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6 Organize students into groups of four or five to discuss the questions

• Monitor and note any examples of good use of

language, as well as errors to correct during feedback

• Elicit some of the topics students discussed in their

groups Use your notes to praise good language students used and correct errors as necessary

TEACHER DEVELOPMENT 2: ORGANIZING PAIRS AND GROUPS

Optional extra activity Ask students to individually

choose five of the phrases from Exercise 5 and write them on five pieces of paper (or card) Then organize the class into groups of three to act out a short conversation about a city, similar to Conversation 1 in Exercise 3

Explain that they have to try and use as many of the useful phrases as they can Each time they use a phrase, they put the corresponding piece of paper down on the table The student who uses the most phrases wins

GRAMMAR Intensifying adverbs and adjectives

AIM

to check students’ understanding of how to use intensifying adverbs and adjectives to describe and relate their experiences of a city

7 Pre-teach or elicit the meaning of deserted (= a

place where there are no people) Read through the information in the Grammar box as a class Then ask students to read the sentences If necessary, deal with unfamiliar vocabulary before students do the activity

• Ask students to correct the mistakes in the sentences,

explaining that one sentence is already correct

• In feedback, elicit answers

3 ✓ (because amazing is an ungradable adjective)

4 ✗ very, very – absolutely / completely / utterly /

really (deserted is an ungradable adjective)

5 ✗ really and really – really, really (we use a comma

instead of and to repeat very or really)

Language notes

Intensifying adverbs are adverbs of degree Adverbs of

degree, such as absolutely, totally and utterly, make the

adjectives they modify stronger

Choosing the right adverb depends on:

• the appropriate degree of intensification, e.g extremely

is stronger than really.

• collocation patterns, as certain adverbs normally

collocate with certain adjectives, e.g it is more

common to say absolutely huge than completely huge.

• the type of adjective that needs intensifying, as we use

different adverbs depending on whether the adjective

is gradable or ungradable

Gradable adjectives can be measured Adjectives such

as large, small and nice are gradable, e.g a bed can be

more or less large, small or nice

Ungradable adjectives cannot be measured Adjectives

such as amazing, fantastic and spotless already express

absoluteness, e.g a city cannot be graded as more or less amazing, fantastic or spotless

Intensifying adjectives are the adjective form of these

adverbs, and we use these to intensify nouns, e.g Her

desk was an absolute mess.

We can combine intensifying adverbs and adjectives with

the conjunction and to add emphasis to the sentence, e.g It was totally and utterly unfair It’s a complete and

utter disgrace We don’t usually combine extremely, incredibly, really and very, but we can repeat them by

replacing the conjunction and with a comma, e.g She’s

very, very clever.

TEACHER DEVELOPMENT 6: APPROACHES TO GRAMMAR

8 Ask students to read the instructions and check their understanding Model the task by writing a comment

of your own on the board about an area you know,

e.g The streets in the Gràcia district in Barcelona

are always absolutely filthy the day after the ‘Fiesta Mayor’.

• Ask students to work individually and write their

comments Then organize them into groups of three

or four to share their ideas Allow weaker students to work with stronger students if necessary

• In feedback, elicit some sentences and deal with error

correction as necessary

TEACHER DEVELOPMENT 13: DIFFERENTIATION

G For further guidance and practice, see Grammar reference 1A in the Student’s Book It explains use and form in greater detail, and provides written accuracy practice.

Answers to Exercises 1, 2 and 3, Grammar reference 1A

8 really, really; really; really

2 2 The train was really / totally / completely /

absolutely packed

3 The restaurant was (really / totally / completely / absolutely) (awful / terrible / rubbish)

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Pay attention to how students use stress and intonation

in Exercise 10 – students should exaggerate intonation on

words like really and honestly.

CONVERSATION PRACTICEAIM

to practise language from the lesson in a free, communicative, personalized speaking activity

11 Ask students to think about two cities they have been to Encourage them to make notes about the positive and negative aspects of these cities and at least one thing that happened to them in one of the cities Monitor and provide support as necessary

12 Organize the class into pairs to have conversations about their chosen cities Monitor and note any examples of good use of language as well as errors students make

• In feedback, elicit the most interesting points the

students discussed and use your notes to praise good use of language and correct errors

Optional extra activity For students to have further

practice, you could organize the class into new pairs and ask them to do the task again

TEACHER DEVELOPMENT 7: DEVELOPING SPEAKING SKILLS

• tell stories and share urban myths

• talk about monuments and legends where they live

• practise avoiding assumptions when reading a text

on urban myths

• learn about binomials and use them to discuss city

life

SPEAKING AIM

to set the scene and introduce the theme; to get students talking about urban legends

1 Tell students that in this lesson they’re going to talk about urban legends You may want to elicit or explain

the meaning of myth or legend (= an ancient story), and moral (= the message that an author wants to

give the reader through their story)

4 The museum was (totally / completely /

absolutely) (amazing / fantastic / brilliant)

5 It’s absolutely crucial / vital / essential that you

are not late

6 My hotel room is OK, but it’s (really / totally /

completely / absolutely) (tiny / minute)

7 The building work next door is really / totally /

completely / absolutely deafening I can’t

concentrate

3 Example answers

1 Life is 2 My exam result was

3 Thai food is 4 War is

5 The economy is 6 The new film is

to introduce and practise ways of reinforcing,

emphasizing and exemplifying a point

9 Read through the information in the Developing

conversations box as a class Pre-teach simile (= an

expression used to compare two things which always

includes ‘like’ or ‘as’) Ask students to read the sentences

(1–6) and the examples (a–f) If necessary, check students’

understanding of key words (see Language notes).

• Organize the class into pairs to match sentences 1–6

with examples a–f Monitor and provide support as

necessary Then write the answers on the board for

students to check

Answers

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

Culture notes

Beverly Hills is a city in California’s Los Angeles County

It’s known primarily as an affluent location, with several

gated mansions and communities

Language notes

building site (adj + n) = an area where a building (e.g a

house or facility) is constructed or repaired

royalty (n) = people who belong to a royal family

race track (n + n) = a path, often oval, on which cars,

bikes or horses compete against each other

mansions (n) = very large and expensive houses

air con (n) = short for ‘air conditioning’

crumbling buildings (adj + n) = old, weak and close to

break or collapse

10 Ask students to work in pairs Tell them to prepare by

first reading the sentences and the examples in Exercise 9

again, and then thinking of how they could add adverbs

to make the conversations more interesting Allow time

for students to practise their conversations Monitor and

provide support as necessary

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• Organize the class into groups of three to answer the

questions Monitor and note any interesting use of language, as well as any errors

• Elicit answers from different groups Praise good

language and help students correct errors if necessary

READINGAIM

to practise reading for gist and specific information

2 Tell students they’re going to read a wiki entry about

urban legends If necessary, explain wiki entry (= an

entry on the free online encyclopaedia Wikipedia)

• Ask students to read the extract to check if it mentions

any of the ideas they discussed in Exercise 1, and if there’s any new information they can find

• Elicit ideas from the class and deal with error correction

as necessary

3 Tell students to read sentences 1–9 Ask them to read the text again and mark the sentences T (true),

F (false) or NG (not given)

• Before giving feedback as a class, ask students to

compare their answers in pairs

Answers

1 NG (‘Urban legend’ is a term popularized by

Professor Jan Brunvand in collections such as

The Choking Doberman and Other ‘New’ Urban Legends.)

2 F (One area of folklore is fairy tales and myths,

such as those collected by the Brothers Grimm

in the early 19th century, which typically involve magic or monsters and carry a moral.)

3 T (Brunvand found that students saw folklore as

fundamentally old and not something that was part and parcel of modern life.)

4 T (He started collecting these urban legends and

asked his students to contribute stories they heard

or saw reported in the media.)

5 T (Statement 5 is a well-crafted summary of the

second paragraph in the second section of the reading text.)

6 T (Other realistic details are added by the teller,

such as setting the events in a real city.)

7 NG (And just as stories such as Medusa or Hansel

and Gretel may have reflected those societies’

misogynistic attitudes or fear of famine, Brunvand suggested urban legends may reveal something about the darker side of city life and what we are afraid of in contemporary society.)

8 NG (Urban myths have much in common with

rumours, conspiracy theories or fake news, and the boundaries between them are not cut and dried They are all fictions that get retold orally or through social media, but by and large, rumours and conspiracy theories arise in response to particular events which we feel threatened by.)

9 F (The boundaries between them are not cut and

dried.)

EXAM-STYLE SKILLS TASKS:

True, false or not givenStudents at advanced levels are asked to complete true / false / not given exercises in several official exams They require students

to decide whether the information in a given statement is true (can be confirmed by what the text says), false (contradicts the text), or if the information is not given (the text doesn’t mention it)

To train your students in this type of task, you could ask them to work in pairs to analyse pairs of sentences such as the ones below Ask

them to decide whether Sentence a conveys the

same information as Sentence b (true), whether Sentence a and Sentence b say opposite things (false) or if Sentence a conveys a completely different message from Sentence b (not given)

1 a We still know little about how to use efficiency technology in our town, because

high-it hasn’t been around for long

b Given the fact that high-efficiency technology

is relatively new to us, conclusive findings on its implementation in our town are limited

2 a According to a recent survey, around 40%

of the local population use social media to connect with friends, spending an average

of two hours every day on these platforms

b Forty percent of the local population avoids using social media and prefers spending time with friends and family face-to-face instead

3 a The urban evolution of the Spanish city

of Barcelona has been constant since its foundation in Roman times to the present day, although since the nineteenth century

it has been boosted thanks to the Eixample

district plan

b The Eixample district plan is the most

admired urban project in Barcelona’s evolution as a city

Answers

1 a and b convey the same information

= true

2 a and b say the opposite = false

3 a and b say completely different things

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Language notes

sewage system (n) = network of pipes transporting

wastewater to points of treatment and disposal

authenticity (n) = the quality of being genuine, real

hairdo (n) = hairstyle

grisly (adj) = awful, horrifying

cockroach (n) = fairly flat, brown or black insect

sometimes found in the home

mugger (n) = someone who attacks people in order to

steal their money

Optional extra activity Encourage students to use a

separate notebook to keep a record of new vocabulary

Suggest they could organize this by theme

• Ask students to write the six new words or phrases in

their notebooks For each one, tell them they need to

come up with or find a simple definition, one or more

synonyms, and an example phrase or sentence

6 Organize the class into pairs Ask pairs to take turns

answering each question Monitor and note any

examples of good use of language as well as errors

students make

• In feedback, elicit ideas from some pairs and help

students correct their own errors if necessary

Optional extra activity M Ask students to use the

questions in Exercise 6 as a framework to create a poster

or presentation about urban tales They could use the

wiki entry as a source text, plus any materials they can

find online, in print (if you can, find and bring some in

yourself), as well as their own knowledge

TEACHER DEVELOPMENT 11: DEVELOPING

READING SKILLS

VOCABULARY Binomials

AIM

to introduce and practise binomials (common pairs

of words usually linked with and / or)

V See Vocabulary reference 1B in the Student’s Book.

7 Read the information as a class Ask students to find

five more examples of binomials from the wiki entry

on urban myths Elicit some examples and then give

feedback by writing all the binomials from the text on

the board.

Answers

part and parcel = an essential part of something

far and wide = over a large area

cut and dried = clear

by and large = generally

first and foremost = mainly, more than anything else

time and again = often, on a regular basis

8 Ask students to match the words from each box to

make binomials with the conjunctions and / or.

Answers

checks and balances = sets of rules that help to

prevent a person or group from exerting too much power in an organization

here and there = in different places hit and miss = not planned or done carefully and so

not likely to be successful

hustle and bustle = a large amount of activity and noise law and order = a situation characterized by respect

for and obedience to the law and the authorities

long and hard = very carefully (usually used in the

expression Think long and hard)

out and about = active, doing things you usually do,

especially when you haven’t been able to for some time

rise and fall = the best and worst moment of

something (e.g a culture, a political power, a product)

rules and regulations = guidelines made by an

authority to control the way things are done or how people behave

safe and sound = still alive and healthy after a

dangerous situation

straight and narrow = morally acceptable (usually in

the expression The straight and narrow)

to and fro = alternating movements in opposite

directions

TEACHER DEVELOPMENT 3: APPROACHES TO VOCABULARY

9 P Tell students to listen to the binomials from

Exercises 7 and 8 and choose which are most difficult for them to say Play the audio without pausing it and then elicit the most difficult ones from some students

• Play the audio again, this time pausing after each

binomial for students to repeat it

Audio script

by and large checks and balances cut and dried far and wide first and foremost here and there hit and miss hustle and bustle law and order long and hard out and about part and parcel rise and fall rules and regulations safe and sound straight and narrow

to and fro

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Go to page 260 for information and advice.

10 Organize the class into pairs to fill the gaps with the binomials from Exercises 7 and 8

• In feedback, write the answers on the board

Answers

1 By and large 2 part and parcel

3 hustle and bustle 4 here and there

5 rules and regulations 6 rise and fall

7 long and hard 8 out and about

9 hit and miss 10 law and order

11 Organize the class into small groups Refer groups to the sentences in Exercise 10 Ask groups to discuss to what extent they think the sentences are true or not

• Monitor and provide support as necessary Encourage

students to reuse the language from the lesson as well

as justify their opinions Note any examples of good use of language as well as errors students make

• Elicit ideas from some groups and help students correct

their own errors if necessary

SPEAKINGAIM

to provide students with an opportunity to read and discuss their opinion about a selection of popular urban myths

MEDIATION

Mediating a text

A mediator often needs to add information that may not be in the source text and to explain certain points In Exercise 12, before students tell each other about their urban myth, encourage them to answer these questions:

1 What are the key points in the story?

2 What does my partner already know about this story?

3 What do they not know that I might need to explain?

This will help them better understand which pieces of information will need summarizing, and which ones will need expanding on After completing Exercise 12, ask students to reflect

Ask: How did reflecting on what your partner knew about the topic help you make your speech more effective?

12 M Organize the class into A / B pairs Tell As to go

to page 189 and Bs to page 196 Ask students to choose

an urban myth outline from the list of three as shown on their page Ask students to read the outline and prepare

to relay it to their partner

• Students tell each other about the urban myth outline

Monitor and note any examples of good use of language as well as errors students make

• Elicit reactions from students by asking them questions

such as: Did you like the urban myth you read / heard?

What moral do you think we can learn from the urban myth you read / heard? Do you think there’s any truth

in it? Why? / Why not?

TEACHER DEVELOPMENT 1: INSTRUCTING

• work together to create a plan to improve a city

• talk about urban plans and policies

• practise identifying main ideas in a podcast about

Neom

• explain predictions and expectations related to

plans

Optional lead-in activity Ask students to do a quick

online search on urban planning They could focus on

a particular project that has been or is projected to be carried out Set a time limit for students to search for information and prepare to relay it to the class

Ask groups to briefly tell the class what they have found out

VOCABULARY Urban plans and policies

AIM

to introduce and practise words and phrases to talk about urban planning and policies

1 Organize the class into pairs to complete the

sentences Monitor and provide support as necessary

Answers

1 inward + thriving 2 demolish + from scratch

3 pump + beacon 4 envisaged + materialize

5 harness + renovate 6 initiated + spiralled

7 undertook + credited 8 pilot + scale it up

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demolish (v) = destroy a building, generally to make the

land where it stands available for a new building

from scratch (prep phr) = without preparation

envisaged (v) = imagined what will happen

harness (v) = collect, gather

spiralled (v) = (usually said of costs and prices) increased

faster and faster

undertook (v) = began to do something

credited (v) = considered to have done something

pilot (n) = test, trial

scale it up (v) = increase the amount or size of something

imposed top-down (phr) = established by those in charge,

not by the people who are affected

2 Organize the class into pairs Ask pairs to read the

sentences in Exercise 1 again and together decide which

could happen or could have happened in their city or

town

• Encourage students to justify their answers Monitor

and provide support as necessary

• In feedback, elicit answers from different pairs If your

students are all from the same city, town or area, you

could extend the feedback session into a class discussion

LISTENING

AIM

to practise understanding fast speech; to listen for

gist and for specific information

3 FS Read through the fast speech information as

a class As an example, play the first phrase as many

times as necessary, and elicit the words that are most

stressed (smaller and scale)

• Play the audio and pause after each phrase Play each

phrase as many times as necessary

Audio script and answers

Optional extra activity Students might benefit from

doing a gist listening activity before moving on to Exercise 4

Play the introduction and ask: What is the Neom project?

4 Refer students to the items in the box and

explain they will listen to find out why the items are

mentioned

• Play the audio.

• In feedback, elicit the answers from different students

and confirm or, if necessary, correct what they say

Answers

St Petersburg = the speaker gives examples of visionary urban projects, and St Petersburg is one of them500,000 = the number of people Neom is projected

to house in the first modulestwo = 500-metre-high blocks that will be cutting through mountains and desert and end in the Red Sea

170 = the two 500-metre-high blocks will be

Think St Petersburg, Brasilia, or – on a smaller scale – Milton Keynes in the UK Well, the latest

of such visionary projects is Neom in Saudi Arabia, also known as 'The Line' Neom will initially house 500,000 people in the first modules, to be built over the next few years, but will eventually be extended to two continuous 500-metre-high blocks up to 170 kilometres long, cutting through mountains and desert and ending in the Red Sea

The design has called upon a host of international experts in design and architecture and aims to

be a model of sustainability The building work is projected to be completed by 2030 at a cost of

$500 billion dollars and the population is expected

to have reached nine million by 2045 Here to discuss the plan and whether it can possibly live up

to these sky-high expectations is the architectural journalist, Faiza Bashir

FB: Hi Pleasure to be here

P: So Faiza, could you perhaps just start by explaining a bit more about the Line and the ideas behind it?

5 Organize the class into groups Ask students to share their initial thoughts on Neom and come up with six questions they think the audio will answer

• Tell them to write down their questions and leave

space to make notes under each one You may want

to model the task by providing a couple of example

questions, e.g What technology are they going to use?

What forms of transport will be available to residents?

• Elicit some questions from different groups and write

the most relevant ones on the board

6 Play the audio Students listen and take notes

• In feedback, you could elicit the answers to the questions

on the board before referring students to the audio script

on Student's Book page 201 for them to read and check

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Audio script

P = Presenter, FB = Fazia BashirFB: So, for context, Neom is one of several projects Saudi Arabia is pumping money into, preparing for a post-oil economy As such, it’s intended

to be a beacon for international business on the one hand, and on the other a model of

an emissions-free city where citizens can get everything they need within a short walk

P: And how is that envisaged?

FB: Well firstly, they’ll harness innovative technology and renewable energy to power the city And secondly, there won’t be any roads – just two hundred metres of gardens and walkways between the two blocks with amenities and housing arranged at different levels

P: I see, so how will people get out of the city?

FB: The plan is for an underground high-speed link that’ll travel the length of the line in twenty minutes – give or take

P: Wow! Is that possible?

FB: Yeah, I mean, the Shanghai Maglev, which is currently the fastest train, reaches speeds of four hundred and sixty kilometres per hour, so it’s within the bounds of what’s already possible

There are certainly bigger hurdles to overcome than that

P: Really? I did wonder about issues such as controlling heat in the desert and how sunlight penetrates the lower levels of the city

FB: Well, yes, absolutely These are massive challenges, and I think that’s reflected in the spiralling budget, which is set to rise to nearer a trillion dollars

to provide drinking water from the sea for

a whole city, and no doubt there’ll be other breakthroughs But you know, technology can’t guarantee the perfect environment they envisage

P: Why not?

FB: Because cities are complex organic entities, peopled by complex communities, and subject to the complexity of the natural world They take

on a life of their own

P: OK, just explain that a little more

FB: Well, for example, cities grow, and successful cities grow faster, but how? Well, they tend to attract newcomers with limited resources who are seeking their fortune, so to speak So their options are either to cram into existing houses and areas which were not built to sustain so many people, or otherwise they set up new informal settlements wherever they can, which then need facilities like sewage and recycling plants Where will those be in Neom? Who’s going to live next to them?

P: I see – can’t you plan for that growth?

FB: To some extent But everything’s subject

to change For example, you need jobs for inhabitants OK, initial plans may provide that, but then new industries emerge that require

a factory or office or some other change to the city space At the same time, industries that were expected to provide thousands of jobs can fail, leaving derelict buildings and unemployment, which in turn hits local services and leads to migration out I mean think of Detroit – a booming city in the 70s, built on the car industry, but as that industry declined, its population shrank and by 2013 it was bankrupt

P: Isn’t it recovering now though?

FB: Well, the decline has certainly been halted, but the point is, cities’ fortunes naturally rise and fall And some say it’s better to let that happen naturally through gentrification rather than imposing plans top-down Basically, people eventually will repopulate and restore neglected areas because they’re being priced out of smarter neighbourhoods They settle, start families, demand new facilities for kids and secure funding to, say, clean up a park

or commission public art to celebrate their community …

P: That’s interesting, because parks and art might seem peripheral elements of good cities, but when I think about where I live, there was a little park at the end of our road, which was quite run down and underused, but then some community activists got together and campaigned to get it renovated – and now it’s somewhere we’re really proud of

FB: Exactly

P: But are you saying urban planners should take a back seat?

FB: Not at all – probably your local activists were

in consultation with planners, and as urban populations are set to grow, we’ll be needing their wisdom even more Nor does it mean that Neom won’t eventually thrive – just don’t be surprised if unexpected issues arise along the way

7 Refer to the Exam-style skills tasks box to explain this type of task to your students if necessary

• Ask students to try and remember the missing words

first, without listening Then play the audio for students to confirm, correct or add their answers

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Completion tasks

To do this task effectively, students should:

1 Predict possible words that could fill the gaps

and that the speakers may use in the audio

(e.g economy, lifestyle, nation, future).

2 Use a limited number of words (or a number)

from the audio Encourage students to always

double-check the instructions to find out how

many words they can use to complete the

sentences

8 Organize the class into pairs to choose three questions

and discuss them Encourage students to use some

of the language from the lesson in their discussion

Monitor and note any examples of good use of

language, as well as errors to correct during feedback

• In feedback, elicit answers from different pairs Deal

with error correction as necessary

GRAMMAR Passive structures for plans and

predictions

AIM

to check students’ understanding of how to use

passive structures to talk about plans and predictions

Optional lead-in activity Advanced students should be

familiar with the passive form However, if you think your

students need to review the form and use of the passive,

write these (or similar) sentences on the board:

a The City of Arts and Sciences in Valencia was designed

by Calatrava and Candela.

b Calatrava and Candela designed the City of Arts and

Sciences in Valencia.

• Elicit which sentence is in the active form (b), and

which is in the passive form (a) Then ask these

concept questions:

1 Which is the subject in each sentence? (a The City of

Arts and Sciences; b Calatrava and Candela)

2 Who does the action in each sentence? (a and b

Calatrava and Candela)

3 Who or what receives the action in each sentence?

(a and b The City of Arts and Sciences)

4 Do you think it’s important to name the people who

did the action? (Yes, because Calatrava and Candela

were the ones who designed the complex.)

• Point out that the agent in the passive voice is usually

introduced by the preposition by Ask: What’s the verb

structure in the passive? (be + past participle of the

main verb)

9 Read through the information in the Grammar box

as a class Explain that to answer the three questions,

students will have to analyse all the examples given in

the Grammar box

• Organize the class into pairs to answer the questions

Monitor and provide support as necessary

• In feedback, elicit answers from different pairs For

further support, see the Language notes and Grammar reference 1C in the Student’s Book

Answers

1 By using a past passive structure For example,

Companies that were expected to provide

thousands of jobs are failing, means that the

companies’ plan to deliver more jobs has changed

Some students may suggest that the change of plans is also conveyed by the contrast between the use of the past tense to refer to the initial plans

(were expected) and the present tense to refer to the situation today (are failing).

2 By using the preposition by before the time expressions, e.g by 2030, by 2045.

3 In the first example, both verbs are in the passive (is

projected, to be completed); in the other sentences,

it’s only the first verb that is in the passive

Language notes

Verbs to talk about plans and predictions

Other common verbs that are used to talk about plans

and predictions are: announce, calculate, estimate,

expect, hope, intend, project and set In the active form,

these verbs are normally followed either by a that clause

in the active voice (e.g We expect that the new sports

facilities will be ready by the end of next year) or by

an infinitive form (e.g We intend to complete the new

sports facilities by the end of next year) When used

in the passive, these verbs are always followed by an

infinitive (e.g The new sports facilities are expected /

intended to be ready by the end of next year).

Form: Subject + am / is / are (present tense) or was /

were (past tense) + past participle of the main verb (e.g

projected) + infinitive of the second verb (e.g to rise).

By: When we want to emphasize that a plan or

prediction will happen before a certain time, we

introduce the time expression with the preposition by

(e.g by the end of next year)

10 Model the activity by giving an example sentence

yourself, e.g With the new regulations, the number of

petrol vehicles in our town is estimated to decline to 3,000 by 2030.

• Organize the class into pairs to write the sentences

Monitor and provide support as necessary If you notice students are making errors with the use of the passive voice, provide them with immediate correction

G For further guidance and practice, see Grammar reference 1C in the Student’s Book It explains use and form in greater detail, and provides written accuracy practice.

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11 M Ask students to read the information and the bulleted instructions Allow them to ask you questions

to make sure they understand the objective (i.e to use

a budget to improve a city)

• Organize the class into groups of four or five If you

wish, students can use slides to make their presentations

• Allow enough time for groups to organize the work

Monitor and provide support as necessary, e.g

by suggesting how each group could split their responsibilities

• Set a time limit of fifteen minutes for groups to

discuss their ideas, find solutions and prepare their presentation

• Monitor and provide support as necessary If any of

your groups run out of ideas, you could provide them with possible solutions yourself, or you could help them find real examples of urban planning solutions online

12 Ask students to present their solutions to the class

Encourage the students who are listening to the presentations to prepare some questions while they listen, and allow time for them to ask their questions

at the end of each presentation

• When all the groups have presented their ideas, lead a

class discussion for students to decide which solutions were the most interesting ones

• Give students feedback You could ask yourself

questions such as: How well did the student(s)

collaborate in group work? Did they support each other? What evidence do I have of this? Were the solutions included in the final presentation relevant?

Were they clear to me / the audience?

TEACHER DEVELOPMENT 14: ASSESSMENT

MY OUTCOMESAIM

to reflect on what students have learned and

on how to improve in a personalized speaking activity

• Give your students time to read the questions and

prepare things to say You could tell students to make a few brief notes

• Organize the class into pairs or small groups

Give students five to ten minutes to discuss the questions

• In feedback, ask a few pairs to tell the class what

they said Alternatively, you could have a class discussion in which groups share the ideas they have, and comment on each other’s ideas

TEACHER DEVELOPMENT 16: MY OUTCOMES

For further practice, use Communicative activities 1.1 and 1.2 on pages 266–267.

Answers to Exercises 1, 2 and 3, Grammar reference 1C

1 1 The redevelopment is expected to cost around

3 1 is projected to fall over the next two years

2 are intended to continue into next month

3 is expected to close next year

SPEAKING TASKAIM

to develop students’ speaking skills in an extended fluency-based activity; the task has a goal, an intended outcome and requires mediation, and

it encourages students to use all their language resources in English to successfully complete it

MEDIATION

Mediating concepts

In mediating concepts, students are engaged in collaborative group work Each group member contributes with their own opinions, knowledge and expertise so that the group can reach a given objective (e.g solve an issue, create a poster)

Before a mediating concept activity, it’s a good idea

to remind students what being in ‘collaboration mode’ means For example, you could explain that they will have to be: ready to clarify their views, repeat and reformulate points that they, or other group members, might have made; tolerant of misunderstandings, disagreements and conflicts;

ready to find solutions to resolve these

Remind your students in the role of leader that while their main responsibility is to organize work and facilitate understanding between the members of their group, the success of the group will be dictated by how all of the members work together and support each other

At the end of Exercise 11, ask team members:

How much did you contribute to group work?

How easy or difficult was it to collaborate with other people? Why? Ask leaders: Did you take into consideration your team members’

opinions? How easy or difficult did you find leading group work? Why?

TEACHER DEVELOPMENT 9: MEDIATION

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• Tell pairs to ask each other their questions Monitor

and note any examples of good use of language, as well as errors to correct during feedback Encourage students to turn this activity into a more natural conversation, e.g by reacting to, and adding questions

to know more about, what their partner is telling them

• Elicit some ideas from different pairs Use your notes to

praise good language students used, and correct errors

as necessary

Language notes

strikes (someone) as = used to describe the impression

created by someone on an onlooker

comes across as = used to describe the particular opinion

of someone formed by their appearance or actions

Note that as here is used to say how somebody or

something ‘is considered’ or ‘described’ Some other

verbs that include as are: see (It’s seen as a symbol

of peace and purity in many cultures), regard (She’s regarded as the most followed celebrity in South Africa),

and describe (He’s been described as the hardest working

nurse in our unit).

Optional extra activity Ask students to write three

sentences to describe how they think they come across to other people in public Collect the sentences, mix them

up, and hand them to different groups in the class Ask groups to read the sentences and say who they think is being described

TEACHER DEVELOPMENT 7: DEVELOPING SPEAKING SKILLS

VOCABULARY Describing people

photo; to get students talking about friendships and

people they know

Optional lead-in activity Tell students to look at the

unit title, aims and photo in pairs Ask: What do you

think this unit will be about? What skills, language or

situations do you expect to learn and practise? Elicit

answers from different pairs and confirm them

1 Start by telling the class that in this unit they’re going

to be describing people they know, talking about the

connections between long-term partnerships and science,

and sharing personal issues through a roleplay activity

• Tell students to look at the photo on pages 14–15, and

elicit a brief description of it Alternatively, ask students

to do this in pairs

• Organize the class into groups of three to discuss the

questions Monitor and provide support as necessary

Note the most interesting language and ideas the

students use, especially the language they use to

describe people and talk about relationships This will

help you understand how much your students already

know about the lesson and the unit’s target language

• Ask different pairs to share their answers with the class.

• In feedback, you could look at the good language the

students used, as well as language that needs correcting

• explain what people are like and describe their traits

• give examples of different characteristics and

behaviour

• practise listening to conversations about different

people

• describe people they know and what they are like

• explain what people are like and describe their traits

• discuss issues around love and long-term

relationships

• roleplay sharing and talking through personal

problems

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2 Organize the class into pairs for students to discuss their ideas.

• Tell students that they’re going to discover the meaning of

all the words and phrases in bold in the next exercise In

case students ask you about phrasal verbs, or why rub off

on has two particles instead of one, tell them that they’ll

talk about phrasal verbs in more detail in Lesson 2B

Language note

lighten up (ph v) = become relaxed or less serious

3 Tell students to work in the same pairs and match the sentences in Exercise 2 with their descriptions in

Exercise 3 Pre-teach bubbly, upbeat, loner, prickly and

sheer (see Language notes).

Answers

1 f 2 c 3 d 4 b 5 j 6 k 7 h 8 l

9 i 10 a 11 g 12 e

Language notes

bubbly / ˈbʌb.li/ (adj) = enthusiastic, full of energy

upbeat /ʌpˈbi:t / (adj) = full of hope and happiness

loner / ˈlə nə(r)/ (n) = someone who likes doing things on their own, without the help of other people

prickly / ˈprikli/ (adj) = easily offended or annoyed, unfriendly

sheer / ʃ ˈiə(r)/ (adj) = utter, absolute

Optional extra activity Play a quick revision game Say

an expression (full of yourself ) and the students respond with an appropriate synonym (arrogant).

4 P Play the audio and pause it after each word for

students to repeat it Explain that they can repeat the words aloud, or whisper them if they don’t feel confident

Audio script

a bubbly = He’s an incredibly bubbly and upbeat

person

b loner = He’s a bit of a loner

c approachable = She’s very, very approachable

d prickly = She can be very prickly

e stubborn = Well, I'd call it a real stubborn streak

f arrogance = I find that utter arrogance really annoying

g team player = He’s a real team player

h nạve = He can be incredibly nạve

i resilience = It’s his sheer resilience that impresses me

j intense = She can be very intense

k laid-back = She’s incredibly laid-back

l cynic = He’s such a cynic

Note the pronunciation of confide / kənˈfaɪd/, sheltered

/ ˈʃeltəd/, upbringing / ˈʌpˌbrɪŋɪŋ / and conscientious

/ˌkɒnʃ iˈenʃəs/

Note the weak form of: of (/ əv/ ) in full of herself; to (/tə/)

in prone to see, himself to himself, sticks to her guns; an

(/ən/ ); and on (/ə/ ).

Note the different stress patterns in lighten up, where the stress is stronger on the preposition up than on the verb lighten, and in confide in, where the stress is stronger on

the verb instead

TEACHER DEVELOPMENT 5: DRILLING FOR PRONUNCIATION

5 Organize the class into A / B pairs Ask both As and Bs

to look back at the sentences in Exercises 2 and 3 Set

a two-minute time limit

• Tell students to cover up Exercise 3 As start by

choosing and reading a sentence from Exercise 2 Bs try to remember the corresponding description Explain that if Bs don’t remember the exact description (with the exact same words), As should accept a similar one, provided this is appropriate They take turns

• Monitor and provide support as necessary If students

use the words and phrases incorrectly, correct them on the spot

6 Organize the class into pairs to discuss four of the ideas provided Encourage pairs to try and include as many words and phrases from the previous exercises as they can in their conversations

language as well as errors students make, especially with the target vocabulary

• In feedback, elicit some answers from different pairs

and help students correct their own errors as necessary

TEACHER DEVELOPMENT 4: LEARNING AND CHECKING NEW WORDS

LISTENINGAIM

to practise listening for general understanding, and

to focus on specific chunks of language in a listening text

7 Play the audio for students to note their answers.

• Ask students to compare answers in pairs, and then

elicit some answers from different pairs Note that the answer to question 2 will vary

Answers Conversation 1

1 manager (dragging the whole team down, go over

his head)

2 incompetent, arrogant, sucks up to boss

Conversation 2

1 rock or pop star

2 decent, principled (other speaker disagrees – fake,

cynic to sell more of his music)

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Audio script

1

A: So, how’s it all going? Any better?

B: I’d say things are worse if anything, to be

honest He doesn’t seem to have a clue how the

department should work or what’s expected of

him – and he’s dragging the whole team down

with him I’ve tried to talk to him about it, but

he always just gets really defensive and puts up

this great big barrier and basically just tells me

to get on with my work What really drives me

mad, though, is the man’s arrogance He’s so full

of himself! He’s one of those people who’ll just

never accept they’ve made the wrong decision

He just blames it all on everyone else – mainly

those below him!

A: Sounds like an idiot to me! Maybe you need to go

over his head and talk to his line manager about it

B: It’s not worth it He isn’t exactly the most

approachable person and from what I’ve heard

he wouldn’t take any notice anyway They seem

oblivious to criticism, these people All they’re

interested in is sucking up to whoever is above

them in order to get ahead

2

C: I can’t stand him

D: Really? I’ve always thought he comes across as a

really decent guy

C: You’re joking, aren’t you? He’s so fake!

D: Do you think so? In what way?

C: All that rubbish about saving the world and

helping the starving millions that he’s always

going on about

D: What’s wrong with that? I quite admire the fact

he’s prepared to stand up for what he believes in

There are plenty of people in the public eye who

just aren’t bothered about those things It’d be

easier for him to just keep his mouth shut

C: I wouldn’t say that I’d say it’s all just

self-promotion It’s just to sell more of his music If he

was really bothered, he’d give his millions away

and really help people He just likes to be seen to

be doing good

D: I just think you’ve got him wrong He’s done a lot

to raise awareness of various different causes and

he works really hard to make a difference You’re

just a cynic

C: And you’re just nạve!

3

E: So, Pilar, what’re the people in your flat like? Are

you getting on OK with them all?

F: More or less I haven’t seen much of the guy

next door He strikes me as a bit of a loner – he

certainly keeps himself to himself I don’t know

– maybe I’m being a bit harsh I’ve bumped into

him in the kitchen a couple of times, and he seemed quite hard work when I spoke to him

E: Maybe it’s just shyness

F: Maybe Anyway, you can’t hit it off with everyone

E: True What about the others?

F: Well, there’s this German girl opposite me, Birgit, who’s also on an exchange programme

E: Nice

F: Yeah, she’s really lovely … very bubbly and funny

E: Sounds like you!

F: Thank you! You’re very kind I think maybe she’s a bit more conscientious than me, though

E: Well, you are a bit of a slacker

E: Well, that’s fair enough, isn’t it?

F: What about my night on the town? It’s spoiled

E: I’m joking! Don’t you know anyone else who can

go out with you?

F: Yeah – of course – it’s just that Birgit’s usually more fun

8 Play the audio for students to check and mark the

sentences true or false

• Refer students to the corresponding audio script on

Student’s Book page 202 for them to check their answers Then write the answers on the board

1 F (He’s dragging the whole team down with him.)

2 T (It’s not worth it He isn’t exactly the most

approachable person and from what I’ve heard he wouldn’t take any notice anyway.)

3 T (They seem oblivious to criticism, these people

All they’re interested in is sucking up to whoever

is above them in order to get ahead.)

Conversation 2

4 T (All that rubbish about saving the world and

helping the starving millions that he’s always going on about.)

5 F (If he was really bothered, he’d give his millions

away and really help people.)

6 T (You’re just a cynic; And you’re just nạve!)

Conversation 3

7 F (More or less I haven’t seen much of the guy

next door He strikes me as a bit of a loner – he certainly keeps himself to himself.)

8 F (I know you’re very studious.)

9 T (What about my night on the town? It’s spoiled

my evening!)

Conversation 3

1 flatmate – probably in a student residence – dorm

or house (next door, opposite me, exchange

programme)

2 lovely, bubbly and funny, conscientious

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9 Organize the class into groups to discuss three of the sets of questions Monitor and note any examples of good use of language as well as errors students make.

• In feedback, elicit some answers from different pairs,

and deal with error correction as necessary

TEACHER DEVELOPMENT 10: DEVELOPING LISTENING SKILLS

CONVERSATION PRACTICEAIM

to talk about people you know in a freer practice speaking activity, reusing the language from the lesson

10 Ask students to think of one person for each of the categories, i.e six people in total

• Encourage them to take notes using the three

questions they are asked in the instructions:

1 Who is the person?

2 How do you feel about them?

3 Why?

11 Organize the class into pairs for students to talk about the people they’ve chosen Encourage them to react to what their partner is telling them, and ask further questions to find out more about the people their partner is telling them about Set a time limit (five minutes per student)

language as well as errors students make

• In feedback, elicit what students have found interesting

about the people their partners told them about Then deal with error correction as necessary

Optional extra activity Say a word or phrase from

the lesson, e.g bubbly Students find a photo on their

phones of someone (a friend, family member, etc.) that can be described with that word or phrase They show

it to the class and give a short explanation of why their friend or family member is bubbly

2B Getting together

• discuss issues around love and long-term relationships

• identify arguments and opinions in a text about

love and science

• respond to a text by sharing their own ideas and

experiences

• practise using phrasal verbs to talk about relationships

READINGAIM

to read for specific information, and to identify the writer’s views and opinions; to learn chunks of language in the reading context

1 Organize the class into groups of three or four to read and discuss the questions Monitor and note any examples of good use of language as well as errors students make

• In feedback, elicit some interesting points students

have discussed in their groups Then deal with error correction as necessary

Culture notes

The photo shows a woman reading people’s profiles during a matchmaking event in Jinan in eastern Shandong province in China Since 2013, marriage rates have fallen by over half, while birth rates have been falling steadily since 2016 Both declines may have a knock-on effect on the country’s economy For this reason, people in China are encouraged to attend matchmaking events

Optional lead-in activity Ask students to discuss

what ingredients they think are key to a successful relationship Elicit some of the ideas pairs have discussed and, if possible, turn the feedback session into a class discussion

2 Organize the class into pairs to discuss the phrases from the article In case they don’t know them, invite them to use a dictionary Monitor and provide support

as necessary (see the Language notes below)

• In feedback, briefly go through the phrases.

Example answers

go through rough times = the text might mention

the challenges that couples experience in their relationships

cling on to the dream = the author might say that

some people believe in long-lasting relationships

step in and guide us = the text might mention

counsellors or other people giving professional advice to couples

narrows down users’ choices = the author may describe

a dating app (application) or website that allows users

to reduce the number of results or possible partners

carried out scans = the text may mention research in

neuroscience focusing on people’s feelings while in a relationship

parts of the brain lit up = the author might talk

about a piece of research in which scientists performed tests on people’s brains

boils down to our willingness = the author might be

of the opinion that relationships aren’t a matter of science, but rather a matter of if (and how much) people really want a relationship to last

talk through the issue = the author might say that

relationships may last longer if couples discuss their problems

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Language notes

go through rough times = experience a (series of) difficult

situation(s)

cling on to the dream = to refuse to stop believing that a

dream will come true

narrows down = reduces

boils down to (something) = be the main reason for

(something)

talk through = discuss something thoroughly

3 Ask students to read the article and see if their ideas

were correct

• In feedback, elicit answers from different pairs.

Multiple-choice tasks in reading papers

Multiple-choice tasks are a staple of most

exams The questions and options are usually

paraphrases of the information in the text

Before Exercise 4, tell your students to follow

these steps:

1 Read the whole text to understand the gist

2 Read the first question and find the relevant

section in the text

3 Carefully study the options by considering the

synonyms of the key words and phrases in

each option, the linking words and the tenses

4 Select the correct option based on their analysis

4 Do the first question together to show how the

procedure suggested in the Exam-style skills tasks box

works

Answers to question 1

1 The text is about whether science and technology

could help people find long-term partnerships

2 The relevant section is the first two paragraphs

3 Option c reads: They illustrate an ideal many

people have, where the key words are illustrate

and ideal In the article, the synonyms for these

are respectively is also testament and cling on to

the dream.

4 Steps 1–3 in the Exam-style skills tasks above show

us that option c is the answer

• Ask students to read questions 2–5 and the options

Tell them to underline the key words in the questions

and options

• Ask students to choose the correct option for

questions 2–5 Encourage them to use the same

procedure you demonstrated with question 1

• In feedback, write the answers on the board If

students have answered some questions incorrectly,

show the class where in the article the answer is given

Answers

1 c 2 a 3 c 4 a 5 b

5 Ask students to read the questions individually first

• Organize the class into groups to answer the questions

• In feedback, elicit some interesting points students

have discussed in their groups If possible, extend the feedback session to a class discussion Then deal with error correction as necessary

TEACHER DEVELOPMENT 11: DEVELOPING READING SKILLS

GRAMMAR Phrasal verbs

AIM

to check students’ understanding of how to use phrasal verbs to talk about relationships

6 Read through the information in the Grammar box as

a class Note that light up can be both transitive (e.g

Fireworks lit up the night sky) and intransitive (e.g

Parts of the brain light up in scans)

• Use Grammar reference 2B for further support.

• Organize the class into groups of three and refer

them to the phrasal verbs in the box Explain that groups will have to match these phrasal verbs with the corresponding type as shown in the Grammar box To do this, they can use a dictionary

• Tell groups to match the phrasal verbs in the box with

the corresponding type Monitor and provide support

as necessary

• In feedback, write the answers on the board Make

sure students have the correct answers before moving

on to Exercise 7

Answers

Type 1: move onType 2: account for, agree on, cater for, come between, draw on, fend for, get into, go through with, read up on

Type 3: back up, call off, split upType 4: keep from, see through

Some phrasal verbs have the primary stress on the verb

(account for, agree on, cater for, draw on, fend for;

others have it on the particle (move on, come between,

get into, back up, call off, split up, see through); while

two-particle phrasal verbs have it on the first particle

(read up on, go through with).

7 Give students time to complete the phrasal verbs with the correct particles For an additional challenge, you could ask your students to cover the box in Exercise 6

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Answers

1 cater for

2 keep anything from

3 read up on

4 agree on; come between

5 draw on; see them through

6 get into; fend for

7 call it off; go through with

8 back your partner up / back up your partner; get

into

9 split up; move on

8 Organize the class into pairs to read and discuss their opinions

• Elicit some ideas pairs have discussed and extend

the feedback session to the whole class for other students to agree, disagree and explain their opinion

G For further guidance and practice, see Grammar reference 2B in the Student’s Book It explains use and form in greater detail, and provides written accuracy practice.

Answers to Exercises 1 and 2, Grammar Reference 2B

1 1 It’s time he left home and started to fend for himself.

2 There are holiday companies that cater for all

kinds of interests

3 I don’t think we should ever keep anything

from our partner We should be able to tell

each other absolutely anything and everything

4 Correct

5 Even if he thinks I’m in the wrong, he’ll usually

back me up in public He’s very supportive like

that

6 They were going to have a big party, but they’ve

called it off for some reason.

2 1 with; on 2 about; on

3 on; out 4 on; to

5 off; up 6 at; on

7 out; back 8 up; for

TEACHER DEVELOPMENT 6: APPROACHES TO GRAMMAR

SPEAKINGAIM

to practise using phrasal verbs in a freer, personalized speaking activity

9 Organize the class into pairs Ask pairs to look back

at the opinions in Exercises 7 and 8, and choose eight sentences they both agree on

• Ask pairs to take a few minutes to note some of the

reasons why they both agree with the sentences they have chosen Encourage both students in each pair to write down the list of reasons in their notebooks

Optional extra activity Debate any of the opinions in

Exercise 7 Write the opinion on the board first Then organize the class into A / B pairs Explain that As will have to argue in favour of the opinion on the board, while Bs will have to argue against it Set a time limit for students to debate the sentence on the board (e.g

three minutes) Make sure students understand that this activity is useful for them to think on their feet to find communicative strategies to defend an opinion, even if they don’t personally agree with their stances

DEVELOPING LEARNER INDEPENDENCE AIM

to get students to reflect on their homework preferences

To give students a more personalized approach to learning, ask them to reflect on their homework preferences You could allow some class time for them to answer questions such as the ones below

This could help them reflect on the importance of homework, and their commitment to doing it, as well as help you to gauge the quantity and type of homework to assign to each of them

1 How much time do you have to do your English homework? (e.g two hours a week)

2 When would you prefer your teacher to set homework? (e.g at the end of the week)

3 What type of exercises would you expect to do

as homework? (e.g grammar.)

4 Would you be happy to record your voice for speaking homework activities?

5 Would you like your teacher to recommend you something to read, listen to or watch on your own? How often would you like them to

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2C Mixed messages

• roleplay sharing and talking through personal

problems

• talk about different kinds of relationships

• listen to different speakers talking about a boy

who’s in trouble

• practise speculating on the causes, events and

consequences of the story

SPEAKING

AIM

to get students talking about types of relationships;

to lead into the topic of the lesson

1 Start by pre-teaching key words: siblings (= brothers

and sisters); life partner (= either member of a couple

in a relationship that is regarded as permanent);

colleague (= somebody you work with) Tell students to

work individually first to rank their relationships, from

the one that has had the biggest influence on their

lives to the one with the smallest

2 Organize the class into groups of three or four to

compare and explain their choices Monitor and note

any examples of good use of language as well as

errors students make

• In feedback, elicit what different groups have

discussed, and deal with error correction as necessary

VOCABULARY Relationships

AIM

to introduce and practise words and expressions to

talk about and describe relationships

• In feedback, elicit answers from different pairs.

you have fallen out or had a disagreement with someone

make it awkward (v phr) = make something difficult

to deal with, especially because someone may feel embarrassed by what is being done or said

on first-name terms (phr) = this suggests you are friendly

and familiar with someone

(not) see eye to eye (v phr) = (not) agree (be) at (someone’s) throat = be in an aggressive argument

hard as other people do

friction = bad feeling, disagreements

Optional extra activity Play a memory card game

Write the twelve expressions (a–l) on one set of cards and their corresponding synonyms or definitions on another set (Make sure you have two sets of cards for

as many pairs as you can divide your class into.) Once

in class, organize the class into pairs to play the game

Ask students to lay the cards face down: the expressions

on one side and the synonyms on the other Students pick and uncover an expression first and then find its synonym The student who uncovers the most pairs of expression-synonym wins

2 good (keep an eye on)

c 1 teacher – student (teenager; my interest in

science)

2 good (sparked my interest)

d 1 colleagues (collaborated; projects)

2 good (he’s taught me a lot)

e 1 colleagues (at meetings)

2 bad (not on speaking terms; awkward)

f 1 doctor – patient (go and see him)

2 good (first-name terms)

g 1 colleagues (They maintain a professional

relationship)

2 bad (don’t see eye to eye) / good (They maintain

a professional relationship)

h 1 siblings (all day; competing for my attention)

2 bad (They’re at each other’s throats)

i 1 doctor – patient (reassures them about the

whole process)

2 good (puts people at ease; reassures them)

j 1 coach – athlete (pushes them incredibly hard;

competition)

2 bad (incredibly hard; get dropped)

k 1 colleagues (Whenever there’s trouble)

2 bad (It’s not fair)

l 1 parent – child (kids)

2 bad (doesn’t really pull his weight; cause some

friction)

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TEACHER DEVELOPMENT 3: APPROACHES TO VOCABULARY

LISTENINGAIM

to practise with fast speech; to listen for gist and for specific information

4 FS Tell students you’re going to play the first

phrase and that they have to write down only the words that they hear most clearly Play the first phrase

as many times as necessary, and elicit the words that

are most stressed (I’d and childcare).

• Make sure all students are ready to write down the

phrases Play the audio and pause it after each phrase

Play each phrase as many times as necessary

Answers and audio script

1 I’d do the childcare

2 I knew it would come to no good

3 I’d still give him another chance

4 I would’ve thought he could

5 I’d expect him to make a

6 I probably would’ve stayed with him

7 I still doubt he’d do something

The modal verb would features in all of the extracts.

5 Play the audio and students take notes.

• Ask students to compare their answers in pairs

before discussing the answers in open class

Encourage students to justify answers by saying what they heard

Audio script

1When he was a toddler, I’d do the childcare most days and he was always a bit of a handful I did try and instill a bit of discipline into him, but I’m not sure it really happened at home My son would shout and tell him off, but then he’d burst into tears and his mother would comfort him – so totally mixed messages I knew it would come to no good, but you can’t really interfere, can you? Not that he’s all bad He’s helped

me out sometimes since I’ve been unsteady on my feet

But really, if it’s true, I hope they treat him severely It’s what he needs to get back on the straight and narrow

2The frustrating thing is he’s a bright lad, but I would say he has a stubborn streak and he’s been prone

to outbursts and answering back I remember once I asked him to change desks to sit next to this girl and

he just wouldn’t – just refused point blank – and then

we got into this ridiculous confrontation with neither

of us willing to back down I had to call the Head in the end So yeah, I guess it doesn’t entirely surprise

me he’s ended up in this kind of trouble What should happen now? Well, he should obviously be punished, but after that I’d still give him another chance rather than exclude him permanently I’m sure he’ll learn

3

Oh yeah Hugely talented and I would’ve thought he could go all the way and turn professional, so this has come as a big shock Maybe there’s more to it than appears to be the case He certainly conducted himself well here You know, I push them hard, but he’s just taken that in his stride and done everything I’ve asked of him He’s had the odd dispute on the pitch, but I always took that to be part of the game rather than something particular to him He confided that his parents were going through a rough patch and I was aware that

he had a few issues at school, but I think training and matches were always an escape from that and I made sure he was always focused Hopefully this is just a setback rather than the end of his career prospects

4I’ve been treating him since he came in here He suffered some quite severe blows, but the operation went very well It helped he was in remarkably good health for someone of his age and although he’s a little frail now, I’d expect him to make a complete recovery We’re going to monitor him for a few more days, but we’ll probably discharge him next week

From what I understand, he’s still a bit confused about what happened, but he seems to think the young man who was arrested had actually come to his aid

5He’s in my class and we kind of went out for a while

He can turn on the charm and that, but he was just too unreliable When it came down to it, the only thing he was committed to was his football We’d arrange something, but then he’d be like, ‘Oh, the coach wants to put us through our paces’, or ‘Coach says we’re getting complacent Gotta stay on’, ‘Early night Coach says I’ve gotta conserve my energy for the game.’ Tttch! I said, ‘You might as well go out with Coach cos you’ve let me down too often’ I probably would’ve stayed with him if he’d apologized, but he’s too proud, inne Just walked away It was cold And it’s been awkward in class I actually saw him the night it happened at this friend’s party I don’t know what was up with him He was acting strangely – staring at the people I was with – and there was like

a bit of a scene, but I still doubt he’d do something like that

Answers

Speaker 1: Toby’s grandmother (my son; his mother;

unsteady on my feet)

Speaker 2: Toby’s teacher (bright lad; change desks;

call the Head in)

Speaker 3: Toby’s coach (turn professional; on the

pitch, part of the game; training and matches)

Speaker 4: doctor (treating him; suffered some

quite severe blows; operation went very well; in remarkably good health; complete recovery; monitor him for a few more days; discharge him next week)

Speaker 5: Toby’s classmate / possibly ex-girlfriend

(He’s in my class; went out for a while; can turn on

the charm; committed; awkward in class)

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6 Organize the class into pairs to discuss the phrases

• Elicit ideas from different pairs before playing the audio.

• Ask students to give feedback by providing the answers.

Answers

1 Toby’s dad and grandmother are / were more in

favour of a stricter approach while his mother wasn’t

2 Proper punishment, treating him more severely

3 He wouldn’t change desks

4 He was used to getting his own way

5 He has conducted himself well, he has taken

things in his stride

6 The fact that his parents were going through

a rough patch and that he had some issues at

school

7 Because of his age and because he suffered

severe blows

8 A young man / Toby

9 Toby wasn’t committed enough to her but totally

committed to football

10 At a friend’s party – Toby might have been

unhappy to see his ex-girlfriend with other people

Language notes

mixed messages = different, contradictory messages

come to no good = not producing a good, satisfactory result

get back on the straight and narrow = return to behaving

sensibly (a criminal stopping committing crimes)

have a stubborn streak = be very firm and determined in

character

answer back = respond disrespectfully

refuse point blank = refuse to do something

unwilling to back down = not prepared to allow

somebody else to win an argument or fight

go all the way = continue something till the end

take that in his stride = deal with a problem calmly

confide to (someone) = tell personal, secret information

to (someone else)

a rough patch = a difficult period in a relationship

when it came down to it = in the end

a scene = a situation in which there is an argument or

display of anger

GRAMMAR Would

AIM

to check students’ understanding of how to use

would to give opinions

7 Read through the Grammar box as a class Use

Grammar reference 2C, and the Language notes

below for further support Explain that students

will have to use the hedging phrases shown

in the box

• Elicit opinions from different students

Language notes

The modal verb would – which is often shortened to

’d – is followed by the infinitive without to It is used in

the following situations:

1 Expressing an unlikely or unreal hypothesis in the

present or future, e.g We wouldn’t be here if we had

taken the train.

2 Expressing a past hypothesis or regret, e.g I wouldn’t

have failed if I’d worked harder.

3 Expressing past habits with verbs that express action

and repeated states, e.g As a child, I’d walk to school

every day.

4 Expressing the future in the past, e.g It was then that

she met the man she would one day marry.

5 Expressing a refusal in the past, e.g The car

wouldn’t start.

6 Giving advice, e.g If I were you, I’d stop smoking now.

7 Introducing cautious opinions / hedging, e.g I’d say you

should keep your old car instead of buying a new one.

8 Making polite requests, e.g Would you mind opening

the window?

9 Expressing wants, e.g I’d like to leave now.

10 Expressing preferences, e.g I’d prefer to go by train.

8 Organize the class into groups of four or five to discuss their opinions Encourage students to ask each other more questions and to justify their opinions Monitor and note any examples of good use of language, as well as errors to correct during feedback

• Elicit opinions from different groups, and deal with

error correction as necessary

G For further guidance and practice, see Grammar reference 2C in the Student’s Book It explains use and form in greater detail, and provides written accuracy practice.

Answers to Exercises 1, 2 and 3, Grammar Reference 2C

1 2 would not say he was / would say he was not /

wouldn’t say he was

3 would not / wouldn’t accept any of

4 would not / wouldn’t get involved

5 he would not / wouldn’t gossip (about people)

6 I would / I’d ask him to leave

7 wouldn’t imagine he’d get / buy or would

imagine he won’t get / buy

8 I would expect it to take

2 1 Correct.

2 I often got into trouble at school just because I

had really long hair.

3 Correct

4 My parents wish we lived a bit closer to them.

5 I wouldn’t be here if I hadn’t had the surgery.

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10 Once the students have chosen a situation, refer them to the phrase bank Explain that they can reuse these phrases to: sympathize with the person who’s explaining the problem; advise them on how the problem could be solved; and reassure them that the problem will eventually be solved

• Allow students to prepare their roleplay Invite students

to start their roleplay Set a time limit (three to five minutes) for As to explain their problem and get advice and reassurance from their partners Monitor and note any examples of good use of language as well as errors students make, especially with the target vocabulary

• Stop the conversations when the time is up Then start

a new timer for Bs to explain their problem and get advice and reassurance from their partners Monitor and provide support as necessary

• Do the same for Cs

• Elicit some interesting points of discussion from

different groups Then give groups feedback and deal with error correction as necessary

11 Encourage students to repeat the task by discussing one more problem each Repeat the same steps as shown in Exercise 10

Optional extra activity Ask your students whether they

(or someone they know) have ever found themselves in any of the situations they have discussed Ask them how they dealt with the issue and encourage them to ask each other questions, sympathize with each other, and give each other advice in case the problems haven’t been resolved yet

MY OUTCOMESAIM

to reflect on what students have learned and

on how to improve in a personalized speaking activity

• Give your students time to read the questions and

prepare things to say You could tell students to make a few brief notes

• Organize the class into pairs or small groups

Give students five to ten minutes to discuss the questions

• In feedback, ask a few pairs to tell the class what

they said Alternatively, you could have a class discussion in which groups share the ideas they have, and comment on each other’s ideas

TEACHER DEVELOPMENT 16: MY OUTCOMES

SPEAKING TASKAIM

to develop students’ speaking skills in an extended fluency-based activity; the task has a goal, an intended outcome and requires mediation, and

it encourages students to use all their language resources in English to successfully complete it

MEDIATION

Giving advice

In mediating communication, students may be asked to find common ground between two or more debating parties, help two or more people understand each other, or give advice on how problems may be solved Exercises 9 and 10 offer a good opportunity for students to practise the latter

Explain to students that they will normally have little time to come up with possible solutions

Provide extra practice for students to think on their feet to solve problems Before Exercise 9, write on the board a list of five to ten problems that may occur in different types of relationships (e.g flatmates: lack of personal boundaries;

only one flatmate does the house chores; one flatmate throws too many parties) Then set a very short time limit (one or two minutes) for them to come up with as many solutions as possible for each problem

Also explain to students that to be able to give good advice, they will first need to have

a clear understanding of the situation Before Exercise 10, encourage your students to use questions to better understand the context,

such as: What is the problem? Who is involved?

What are the main causes of the problem? After

completing Exercise 9, ask students to reflect

Ask: How did reflecting on the issue before

doing the task help you give advice?

9 M Organize the class into groups of three Assign

roles to students in each group: A, B and C Tell As to

go to Student’s Book page 189 to read and choose

a situation, Bs to page 196, and Cs to page 200 Tell students to choose one of the three situations on their page

3 1 If I had more time, I’d travel a lot more.

2 I’d recommend visiting Malta

3 I’d say things are going to get better

5 As a child, I’d play a lot of computer games

6 I wish the weather would improve

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WRITING 1

Describing visual data

• practise writing a summary of linked charts and tables

• discuss predictions about population

• find and share examples of statistics and trends

• show how statistics / groups can be further broken

down

SPEAKING

AIM

to lead into the topic of the lesson; to analyze data,

and discuss predictions and trends about population

Optional lead-in activity Books closed Write on the

board the name of a few cities reported in the table on

page 22 (e.g São Paulo, Delhi, Shanghai, Karachi, Cairo)

First, elicit where these are (i.e Brazil, India, China,

Pakistan, Egypt) Then ask students to say or guess the

population for each Write the populations on the board

next to each city Ask students to open their books at

page 22 to check their answers

1 Organize the class into pairs to ask and answer the

questions Monitor and provide support as necessary

• In feedback, elicit the answers from different pairs.

Possible answers

1 More developed: Japan, and the USA; Less developed:

the rest of the countries included in the table

2 Main facts: The table shows the twelve biggest cities

by population; Tokyo is the biggest in 2020, while

Karachi is the smallest; in 2035, Delhi features as

the biggest, while Karachi is again the smallest

Main trends and predictions:

Highest growth rate: Delhi (+13 million people in

2035)

Lowest growth rate: São Paulo (+2 million

people in 2035)

Among the biggest twelve, the cities that will

grow the most demographically are Delhi, Dhaka,

Cairo and Mumbai; the city that will grow the

least is São Paulo

The cities that aren’t predicted to undergo

significant demographic growth are Kinki M.M.A.,

and New York (these aren’t included in the 2035

column)

The population in cities such as Lagos and

Kinshasa will grow exponentially (they aren’t

included in the 2020 list, but will be among the

twelve biggest cities by population in 2035)

WRITINGAIM

to analyze data from tables and charts; to discuss predictions about population

2 Ask students to first read the summary of the data shown in the table and chart without completing the gaps

Answers

1 2035 2 Tokyo 3 thirteen / 13 4 ten / 10

5 four / 4 6 six per cent / 6% 7 less 8 Lagos

• In feedback, elicit the answers from different pairs

USEFUL LANGUAGE Describing percentages

AIM

to introduce and practise words and expressions to describe percentages

4 Ask students to replace the numbers and words given

in bold in the sentences with the expressions in the box

Answers

1 the vast majority

2 almost a fifth

3 more than halved; fourfold

4 two thirds; slightly higher

5 a tiny percentage

6 a significant minority

MEDIATION

Mediating source information

In text mediation, students are asked to identify key information in a text, and then report it, either in speech or writing, to someone else (i.e

the target audience) The mediator’s objective

is always to make this source information more accessible to the target audience To do this, they will have to use appropriate communication strategies (i.e mediation strategies), such

as summarizing, expanding, paraphrasing, translating, and so on

In Exercises 5 and 6, students are first asked

to find source information from visual texts, i.e

statistics and trends from graphs, tables, charts, etc Then they’re invited to report this source information to other students or the class, through another text (i.e the target text), in this case, a peer presentation The communication strategies students will be more likely to use to explain trends and statistics are expanding and breaking down complicated information At the end of Exercise 6, ask students to reflect

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Ask: What problems did you have in reporting

the data? How did you solve these problems?

5 M Organize the class into pairs to search the

news and find four interesting examples of statistics

or trends using the terms suggested

• Encourage students to take notes individually, as they

might have to split up in the next exercise

• Make sure students understand that for this exercise to

be mediation, they will have to find data from tables, charts, graphs, diagrams, infographics, etc

• Monitor and provide support as necessary If the

students make mistakes with the language from the lesson, correct them on the spot

6 Reorganize the class into groups for students to present the statistics and trends they’ve been able

to find online Encourage them to use their notes and the corresponding visuals to explain the data

language as well as errors to correct during feedback

• When all the students have presented their statistics or

trends, ask them to choose the three most interesting ones among those the group discussed

• In feedback, elicit some of the most interesting

trends from different groups and then deal with error correction as necessary

USEFUL LANGUAGE some of which / some of whom

7 Read through the information in the Useful language box as a class Ask students to rewrite the sentences

• Give feedback by showing the answers on the board

Make sure all the students have the correct answers before moving on to Exercise 8

Answers

1 The government donates 0.6% of GDP as aid, the bulk of which goes on developing health programmes

2 There were 2,650 fatalities from car accidents last year, the vast majority of which were caused by driver error

3 The city has around 200,000 inhabitants, 25,000

of whom are students

4 There was a significant fall in crime in the last decade, a large part of which was attributed to rising living standards

5 The survey interviewed 950 people altogether, the vast majority of whom were 18 to 25 years old

6 There was a fall in local unemployment, most of which was due to a new recycling plant being opened in the area

PRACTICE AIM

to write a summary to explain data contained in charts and tables

Table: World’s educated population will grow within all school years except for Incomplete Primary; the increase in Primary is projected to be minimal

3 Graph: World’s under-15 population reached its apex around the year 2020 (over 1.8 billion); Asia’s under-15 population reached its apex around the year 2000 (just under 1.2 billion); Africa’s under-15 population reaches its apex in the 2050s (just under

600 million); Africa’s under-15 population growth rate is predicted to be much slower than the rest

of the world; Under-15 population’s growth rate in Europe, Latin America and the Caribbean, Northern America, and Oceania are projected to slowly decline over the twenty-first century

Table: World’s Post Secondary and Upper Secondary population’s growth rate will nearly double; World’s Primary population’s growth rate will roughly stay the same

4 Graph: Under-15 population in Europe and Africa

is the same at the beginning of the time period in analysis

Table: There will be fewer uneducated people

in the world, but the decline over the period in analysis seems to be very slow

9 Make sure students write their summaries in a legible way, as they’ll have to swap summaries with a partner

in Exercise 10

• Note that exam candidates are usually given twenty

minutes to write this type of task However, since this might be the first time your students have written

a summary of data, allow them as much time as they need

• Monitor and provide support as necessary

Writing a summary of data; analyzing dataThis type of task is common in the writing paper

of several official exams, especially those aimed

at higher-level students and those who are pursuing their academic or professional goals abroad

In this type of task, candidates have to write a short text (minimum 150 words) that clearly describes the key data shown in one or more visuals

Candidates are generally given very little time to complete this task, so students should practise analyzing and identifying key features in visuals

as quickly as possible This involves picking out:

• the nature of the data (demographics, land

features, etc.)

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• how the data has been measured and presented

(millions, percentages, etc.)

• how the data is organized (periods of time,

countries, etc.)

• the key details (highest and/or lowest numbers and

proportions)

To help students do this, tell them to use a

marker or pencil to highlight the key data on the

graphs they’re given, and take notes that they

can refer back to when writing their description

10 Ask students to swap their summaries with a partner

Allow time for students to read their partner’s summary

and give it a mark out of nine You could suggest that

students do this by using the criteria below (Marks

below, divided by 2, add up to max score of 10.)

The summary contains the most important data from

the graph and table ( / 4)

The summary includes a short explanation for each

piece of data presented ( / 4)

The summary is clear and easy to follow, even for an

audience who isn’t very familiar with the topic ( / 4)

The summary is logically structured (i.e it is organized

similarly to the summary in Exercise 2) ( / 4)

The summary includes a wide variety of words and

phrases as well as structures from the lesson ( / 4)

• Ask students to give each other feedback Elicit some

interesting points discussed by the different pairs and

extend the peer feedback session into a class discussion

if possible

• Collect your students’ summaries to correct them.

WRITING SKILLS

For further practice, use Communicative activities 2.1

and 2.2 on pages 268–269.

different accents, and English as it is spoken in the real world They can also be used to build students’ confidence about their own ability in English, by showing them that you don’t need to have completely accurate English as long

as you can communicate your message to your listener

VIDEO Out and about

AIM

to watch an ‘out and about’ video in which people talk about urban development; to notice accents which replace a /ðə/ sound with /d/

1 This is a review of the unit 1 topic so you could start

by asking students to say what they remember about the conversations in the unit, or what phrases they remember from the lesson

• Organize the class into pairs to discuss the questions

In feedback, ask students to briefly share any interesting opinions they heard from their classmates

2 Tell students they are going to watch the ‘Out and about’ video in which five people answer the questions from Exercise 1

• Before playing the video, read through the

Understanding accents box with your class Tell students that they may notice this pronunciation feature in the video If you’d like to explore this with your class further, see the Pronunciation notes below

• Ask students to watch and note which place sounds

most similar to the town or city they talked about in Exercise 1 and what the speakers said about it

• Play the video Then ask students in the same pairs to

compare before eliciting the answers

Video script Milena: I think we could talk about Venice, which

has changed quite a lot in the last couple of years, mainly due to Covid So, Venice has always been obviously one of the biggest tourist attractions in Italy But in a way, ever since the pandemic started, the tourism influx has changed a lot Meaning that tourists now come to Venice and stay for longer periods of time, which in a way has benefited the city because originally Venice would be one of those day trips tourists would do, so the hop in and out culture

Whereas now people are taking more time to visit the city, to get to know the culture, to get to know the locals a little bit more, which has helped financially and economically because a lot of locals have started their businesses up again So, all in all, I think it’s going in the right direction, hoping it stays that way

Luke: Sure Well, we live in the city of Oxford It’s a

very beautiful ancient city and it’s really important

to kind of make sure that it’s accessible to everyone

However, there’s recently been a lot of new traffic measures, so there are things like traffic barriers put

in, in lots of streets and it’s become a real problem for some local people It’s affected local businesses and it has caused actually quite a lot of traffic and a lot of pollution And so, I feel it’s a shame that this city is becoming harder to access when, when I think a lot

of people could benefit from from from it

REVIEW 1 Video

Student’s Book page 24

About the videos

The two types of video in Outcomes are designed to expose

students to the sort of natural communication that they

will encounter outside the classroom, with speakers from

a wide range of language backgrounds They are intended

to be authentic examples of English, rather than perfect

models The accompanying activities reflect this and aim to

build students’ confidence in understanding fast speech,

Trang 27

Kat: I think I agree that this is definitely has been a

change recently So, the city council have been trying

to introduce low-traffic neighbourhoods and I live on

a very, very lively crossroads And also, I don’t drive,

so I rely either on walking or using public transport

And so, as such, I should be one of the people who directly benefit from the measures And I would say to

a degree it has worked And I absolutely agree with the longer-term goals of reducing pollution I think the way it has been implemented was really poor because, for example, people weren’t giving sufficient notice All of the barriers came into work at once

There wasn’t enough direct communication Many people were very angry And I think there is also the angle where something is being introduced, not by improving existing structures, but by forbidding people from doing what they used to do And you can see how that would resonate poorly across the city

Kemal: Istanbul has changed so much maybe over

the decades because the population goes increased dramatically Now it’s, I think it’s the most populated city in the Europe And there are so many beautiful places But the, the, the traffic is terrible because there are almost 18 or 20 million people in a tiny city because it’s, the size is really tiny So it’s really, it’s just changed dramatically Yes, it’s a good thing for, for it’s, it’s for Turkey because now it’s, it’s attractive place for tourists people, for tourists But it’s not good for the local people and the other people now, if they want

to find a job, they go Istanbul or Ankara or other big cities in Turkey Eh, so it’s not good because our population is not good for a city, for tru, for transport and for the other things, yeah

Lucía: The capital city of my country, Montevideo,

it has changed a lot Maybe not in terms of infrastructure, but when it comes to diversity, you definitely get to see people from like different parts of the world that maybe when I was a child you didn’t get to see very often And, and that is also reflected

in, for example, restaurant options You know, there’s food from everywhere in the world When, when again, maybe 20 years ago you didn’t see that I like

it Yeah I think it’s very positive

You may wish to explore why some speakers may replace one sound with another Start by asking whether speakers of the students’ first language often do this

Then look at reasons why students change the sounds

Here are some possibilities:

1 Sometimes a sound does not exist in a student’s first language (e.g the /ð/ sound), so they approximate to the nearest similar sound

2 Sometimes a sound in a student’s first language is similar

to two sounds in English (e.g a sound that falls between /ɪ/ and /i:/), so they use the same sound for both

3 Sometimes, it is hard to say a sound after another sound in a word – so students approximate

Recognize that English is an international language,

so students will come across many accents influenced

by a speaker’s first language, as well as many accents influenced by other factors such as nationality, age, culture and regional variations Encourage students to be open to and alert to the variety

3 Ask students to read the sentences Revise some of the vocabulary used in the sentences, e.g

implementation (= starting to use a plan or strategy).

• Tell students to watch the ‘Out and about’ video again

and match the sentences with the speakers Then ask students to compare their ideas with a partner

• In feedback, elicit answers from the class and confirm

and correct as necessary

Answers

Milena (Speaker 1): 4 (tourists now come to Venice

and stay for longer periods of time)

Luke (Speaker 2):7 (it’s become a real problem for

some local people It’s affected local businesses and

it has caused actually quite a lot of traffic and a lot

of pollution; this city is becoming harder to access)

Kat (Speaker 3): 5 (the way it has been implemented

was really poor; There wasn’t enough direct communication)

Kemal (Speaker 4): 6 (it’s a good thing for, for it’s,

it’s for Turkey because now it’s, it’s attractive place for tourists people, for tourists But it’s not good for the local people and the other people now)

Lucía (Speaker 5): 8 (You know, there’s food from

everywhere in the world When, when again, maybe

20 years ago you didn’t see that.)

Statements 1, 2 and 3 are not needed

4 Ask students to read the prompts and prepare to talk about them Then organize the class into small groups

to share their ideas

• In feedback, elicit ideas from different groups and open

up the discussion to the whole class

Optional extra activity Ask students to tell each other

what else they know about Venice, Oxford, Istanbul and Montevideo, and whether they’ve ever been to any of these cities

VIDEO Developing conversations

AIM

to watch a ‘developing conversations’ video in which two people share personal news; to give students practise in understanding fast speech

5 Lead in by asking some general questions You could use the photo in the Student’s Book or pause the video just before the two people start talking Ask:

What can you see? Where are they? Explain that they

are talking about what they have been doing and the

people they have met Ask: What things do you think

they are going to mention? Then organize the class

into small groups to share their ideas

• Tell students to watch the video and make brief notes

Tell them to note down any key words or phrases they hear

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Video script

A: So, how’s the new place? You’re settling in?

B: Yes Finally Finally settled and unpacked

A: How’s it, how’s it looking?

B: It’s getting there There’s some work to be done,

but you’d expect that, anyway

A: That’s lovely And you like the area?

B: Yeah, area is lovely Really, really nice neighbours

A: Oh…

B: Yeah, I think I’ve been very lucky in that sense

They, they all seem so nice Everyone I’ve met

so far

A: That’s lovely Anyone in particular that you, like?

B: One of my neighbours, Jonathan, who lives two

doors down He just comes across as such a,

such a nice and sincere guy When we, when we

were unpacking, he was working in his garden,

he came over to introduce himself

A: Yeah

B: You know, he straightaway, he’s like, ‘Can I give

you guys a hand?’ You, there’s loads of sofas,

and you know, everything as unpacking goes,

I thought, what, what a lovely gesture He just

seems so sincere

A: Yeah

B: It’s just the thought of as well, he said, ‘You guys

have probably got enough to do Do you want

to come over for dinner later?’ And you, on the

first day he’s met us, is invites us over to, into his

house for dinner

A: Did you go? Was it …

B: It was amazing You know, him and his family,

they all just seem so pleasant and so welcoming

A: Yeah, yeah Yeah So, you feel like you’re in a

good company

B: Yeah, it does, it does feel good

A: That’s cool Well, I hope you, you continue to

hang out with Jonathan

B: Yes

A: Lovely, lovely

B: Oh, thank you, it’s nice

A: Yeah, yeah, yeah

B: Yeah How, how about you, how are you, how

you feeling at work? You nice to work from

there?

A: Work it’s, it’s OK I mean, my, my employer, my,

my boss, he’s a bit tricky, A bit strict a bit Yeah

He likes things done his way

B: OK

A: And it’s always his way So, I need to be really

careful with that, to make sure that I’m meeting

certain expectations And in the interview, he

seemed friendlier He seemed a little bit more fun

to be around, but he’s, you know, just the guy

that’s literally there to just do his job

B: OK

A: But I think eventually we may actually just build some kind of relationship and make a nicer working environment So hopefully that’s going

to happen I mean, looking forward to it It’s a great job So, I’m, I’m, I’m looking forward to growing in the company

B: Yeah, that sounds promising I mean, sometimes it’s, it’s a matter of working with people, you know, you just obviously, you know, obviously you haven’t been there so long as you said so good I hope it goes well

A: Me too

6 Ask students to compare their ideas in pairs Play the video again if necessary

• In feedback, elicit key points from students Note that

you shouldn’t worry about getting all the details – just find out how well students were able to follow the natural conversation

7 Organize the class into pairs to discuss the questions

• In feedback, elicit ideas from different pairs and open

up the discussion to the whole class

8 FS Ask students to read sentences 1–8 and try to complete them based on their previous viewings

• Play the video (or the relevant sections of it) again for

students to complete the sentences

• Encourage students to compare their ideas with a

partner before writing the answers on the board

Answers

1 you settling in

2 to be done

3 lives two doors down

4 give you guys a hand

5 done his way

6 more fun to be around

7 a nicer working environment

8 as you said

Optional extra activity Here are a few things you can

do with a video to vary the activity:

1 Play the first few seconds of the video and pause before the speakers start their conversation; then ask students questions to set the scene and predict what the speakers might do or say

2 Pause the video after someone asks a question and ask students to predict how the other speaker might respond

3 Pause the video after a speaker has answered a question and ask students to predict what question the other speaker might ask next

4 Pause the video on a close-up or on an interesting expression or action and ask students how the speakers are feeling

5 Play the video with the sound turned down and ask students to recall what the speakers are talking about

or actually saying – students could even improvise the conversation while watching the silent video

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5 Character: conscientious, naive, prickly, sheltered,

streak Cities: congested, hustle and bustle, outskirts, sprawling, vibrant

Plans: from scratch, scale up, spiral, top-down, undertake

3 utter 4 were only expected

5 would have imagined 6 brought it in

7 have been 8 sticking to it

9 set to thrive

2 1 large we would play

2 pushes the kids too much

3 gone / been through huge changes

to practise conversations based on the Developing conversations video and the Conversation practice in 1A and 2A

9 Ask students to work in pairs to choose a conversation

to prepare Refer them to the Conversation practice sections in Lesson 1A or 2A of their Student’s Book

• Once students have selected a conversation, tell them

to prepare by looking at phrases to use Help students with language as necessary

• Allow students time to prepare the conversation When

they are ready, ask them to improvise the conversation

Monitor and provide support as necessary Note any examples of good use of language as well as errors students make

• In feedback, praise good language use, and comment

on any errors you noted

Optional extra activity Ask students to practise their

conversations again, e.g by changing roles or partners

If you want to make the activity more language focused, write five or six useful words or phrases from the lesson

on the board and encourage students to include them in their new conversations

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DEVELOPING LEARNER INDEPENDENCE AIM

to train students to correct their own mistakes

During a speaking activity, note the most interesting / important mistakes students make

At the end of the activity, write the mistakes

on the board, making sure you include them in full sentences so that students can understand the context Then label them according to the type of mistake they belong to For example,

you could use a G to flag grammatical

mistakes (e.g I’ve watched this Korean movie

yesterday); a V for vocabulary mistakes (e.g She

agreed responsibility for her behaviour); P for

mispronunciations (e.g identity /ɪˈdentəti/) By training your students to recognize the types of mistakes they make, you’re not only offering them

an opportunity to correct their own mistakes, but also to reflect on what mistakes they make the most, as well as to be better prepared to avoid making them again in the future

TEACHER DEVELOPMENT 15: LEARNER INDEPENDENCE

TEACHER DEVELOPMENT 8: FEEDBACK ON CONTENT, LANGUAGE AND ERRORS

2 Organize the class into pairs to discuss the traditions they’ve thought of Monitor and note any examples of good use of language as well as errors students make

• Elicit some traditions from different pairs If possible,

extend the feedback session into a class discussion

Then deal with error correction as necessary

Culture and identity

3

SPEAKING

AIM

photo; to get students talking about culture and

society; to introduce key words

1 Start by telling the class that in this unit they’re going

to be discussing culture and society, and personal

and national identities, while improving their ability

to express feelings and opinions and to agree and

disagree politely

• Ask students to look at the title, photo and aims on

pages 26–27 Ask: What do you think this unit will

be about? What skills, language or situations do you

expect to learn and practise? Elicit some ideas from

different students and confirm or correct their guesses

as necessary

• Organize the class into pairs to discuss the questions

Monitor and note examples of good use of language

as well as any errors students make

• In feedback, elicit answers from different pairs Then

deal with error correction as necessary

Example answers

1Men in traditional clothes are erecting what seems

to be a wooden pole They may be getting ready

to celebrate a traditional festival

2It might say that the culture the people are from

has rural origins or is rooted in peasantry It

may also suggest that the people in this country

enjoy being outdoors and keeping their cultural

traditions alive

3It adds to the individual’s identity; it may help

people feel like they belong to a larger community

with which they share ideals and values; it may

help keep languages alive

Culture notes

The photo shows people in Sweden wearing traditional

clothes and erecting a maypole (usually a wooden pole

decorated with flowers, and with long ribbons attached

to the top of the pole) to celebrate Midsummer Eve, the

shortest night of the year

• discuss the things they like and don’t like about

where they live

• talk about the cultural meanings of different

household objects

• explore and explain their own personal cultural

identity

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3A Things are different there

• discuss the things they like and don’t like about

where they live

• talk about different aspects of societies and cultures

• practise challenging overgeneralizations

• listen to three conversations about different cultures

VOCABULARY Society and culture

• Ask pairs to discuss to what degree the sentences

describe their countries You could suggest that students talk about their towns or villages if relevant

• Elicit opinions from different pairs If possible, extend

the feedback session into a class discussion Then deal with error correction as necessary

Language notes

hospitality (n) = welcoming and being kind to guests,

strangers and foreigners

male-dominated (adj) = a society in which men have more

power, and are in more positions of power, than women

conform (v) = behave in a way that accepts the rules and

expectations of your society

holds sway (v phr) = the person or view that is the most

important; has power

(bureaucratic) red tape (adj + adj + n) = when there are

too many unnecessary rules that delay (bureaucratic) processes

extended family (adj + n) = family including grandparents

and other relatives (e.g aunts, uncles, cousins)

secular (adj) = materialistic; has lost touch with spiritual

or religious traditions

liberal (adj) = tolerant, permissive live and let live = to accept things as they are without

trying to change them

outlook (n) = the way people understand and do something social mobility (adj + n) = changes in an individual’s

social, and usually also economic, situation

banter (n / v) = funny, not serious conversation; talk

about something in a funny way

reserved (adj) = not talking extensively or plainly showing

one’s feelings

2 P Play the audio for students to listen to, repeat,

and select the words and phrases they find most difficult

to say

• Elicit the words and phrases students have found the

most difficult and drill pronunciation as necessary

1 is central to is central to the culture

2 male-dominated It’s quite male-dominated

3 conform If you don’t conform, life

can be hard

4 holds sway No one religion holds sway

5 red tape There’s a lot of bureaucratic

red tape

6 extended Social life revolves around

their extended family

7 secular a very secular society

8 liberal It’s a very liberal society

9 outlook have a very positive outlook

10 social mobility there’s not much social

mobility

11 banter there’s quite a lot of banter

12 reserved people are quite reserved

Note the stress in: male-dominated, where the stress

on male is stronger than the stress on na in dominated;

conform, where the stress falls on the second syllable;

holds sway; red tape; extended family, where the stress

on fa in family is stronger than ten in extended; outlook,

where the stress falls on the first syllable

Note the difficult sounds of: /iks/ in extended, /jə/ in secular

Note how liberal can be pronounced as a three-syllable

word (/ˈlı-bə-rəl/) or a two-syllable word (/ˈlıb-rəl/)

TEACHER DEVELOPMENT 5: DRILLING FOR PRONUNCIATION

3 Organize the class into groups of three or four to discuss the questions Encourage students to justify their answers, e.g by talking about their own experiences

Optional extra activity Write on the board a couple of

statements your students are likely to disagree with (e.g

Citizens of a country should always and only conform; It’s always better to be reserved than friendly) Put students

into pairs to come up with at least two points in favour

of the opinion expressed in the statement Finally, ask the class to reflect on whether empathizing with people with different opinions to ours might help us better understand other cultures and other people’s ways of doing things

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TEACHER DEVELOPMENT 3: APPROACHES TO

4 Elicit the meaning of or pre-teach stereotype and

stereotypical (= a firm, simple view of what a

nationality or class of person is like)

• Read through the information in the Developing

conversations box as a class

• Model the phrases in bold by reading them out.

• Ask students to read sentences 1–8 Pre-teach

hypocrite (= somebody who is insincere in their actions

or beliefs)

• Organize the class into pairs to prepare and practise

ways of responding to overgeneralizations Monitor

and provide support as necessary

• Elicit some phrases from different pairs Then deal with

error correction as necessary

Example answers

1 Just because you don’t like any films from this

country, it doesn’t mean there aren’t any decent

4Come on! That’s just so stereotypical

5It’s not as though all modern music is like that

6That can’t be true! That’s like saying that all of us

today are rebels!

7That’s a bit harsh!

8What? All of them? That can’t be true!

5 Organize the class into groups of four or five to discuss

the questions Monitor and note any examples of good

use of language as well as errors students make

• Elicit answers from different pairs If possible, extend

the feedback session into a class discussion Then deal

SPEAKING SKILLS

LISTENING

AIM

to practise listening for general and specific

understanding; to introduce cleft sentences in context

6 Play the audio for students to listen and take notes

• Direct students to the audio script on Student’s Book

page 203 for them to check their answers

1 People and how they interact (hypocrisy, harsh,

nasty comments, sarcasm, etc.)

2 Yes, they’re talking about their own culture but from Mehdi’s point of view

3 Negative, because Mehdi doesn’t like it and/or feels he can’t fit in

Conversation 2

1 Bureaucracy and people’s attitudes to it

2 No, the speakers are talking about where they

currently live (the bureaucracy here).

3 Negative (drives me insane, frustrates me)

Conversation 3

1 People, traditions, women’s role in society

(hospitality, male-dominated, home-building

role, etc.)

2 No, the culture of a place both speakers have

visited (C: When I went, the people were just so

welcoming! D: what I heard from people there

is that as the economy grows, more women are starting to study and even work now)

3 Positive feelings from the first speaker (amazing

hospitality, loved … the fact that they’ve managed

to maintain their culture and traditions), but more

negative feelings from the second speaker (it

must be difficult if you don’t conform, quite dominated, most women play that traditional home- building role, there’s clearly still a fair way to go)

male-Audio script

1A: Zoe! I’m over here

B: Chrissy How are you? You’re looking great!

A: Thanks – so are you I like that top

B: Yeah, it’s nice, isn’t it? Mehdi got it for me

A: Very good taste How is he?

B: Oh, … he’s OK A bit down

A: Really? How come? Is he fed up with the miserable winter like the rest of us?

B: No, no, not really It’s the people that he seems

B: It’s not really – and I don’t take it personally I think it’s really more about his work

A: Oh, OK In what way? Is it problems with his boss?

B: It’s not that No I think what he hates is all the nasty comments and the sarcasm and stuff

A: Really? Are you sure he’s not reading too much into it? You know, it might just be friendly banter Maybe his colleagues don’t mean things to be taken that seriously

Trang 33

B: Yeah, I know it can be like that sometimes here

… and they are more formal where he’s from –

at least in work settings

A: Oh, the poor thing

B: Don’t get me wrong I mean, people are polite

to him and everything, but he just feels like he’ll never belong, like he’s always going to be

an outsider

A: Aww, that’s such a shame – he’s such a lovely guy

2C: How did it go?

D: Oh man, the bureaucracy here! The red tape just drives me insane We’re in the 21st century! You should be able to do everything online rather than having to do it in person

C: I know Mind you, the thing that really

frustrates me is the fact that they only ever

seem to have one person serving you

D: Yeah, yeah Where I went this morning … it wasn’t that they were short of staff There were plenty of others in the rest of the office, but all they did was stare at their computer screens or file papers away

C: I know! And when I went to get a parking permit, there was a queue of about 100 people even before the place opened, but they only had two people actually dealing with them all

D: Oh! Tell me about it!

C: Still, people were very funny about it, in that lovely dry way they have here, you know, which I guess is the best outlook to have

D: Yeah, but then again how will anything ever change if people just accept it, eh?

3E: So how did you find it?

F: Oh it was incredible – just really amazing

E: I’m so glad you enjoyed it

F: Yeah I don’t think I’d really grasped quite how central hospitality is to the culture

E: Absolutely When I went, the people were just

F: I guess

E: You don’t think?

F: No, I hear you, but but the flip side is it must

be difficult if you don’t conform

F: No, of course not, but what I heard from people there is that as the economy grows, more women are starting to study and even work now, and it’s these women who are pushing the government to do more to change things, you know, so there’s clearly still a fair way to go

E: Oh right OK I hadn’t grasped all that

7 Play the audio for students to match the sentences

to the conversations

• Direct students to the audio script on Student’s Book

page 203 for them to check their answers

Answers

a 3 (Oh right OK I hadn’t grasped all that.)

b 3 (male-dominated, fewer rights, traditional

home-building role)

d 2 (that lovely dry way they have here, you know,

which I guess is the best outlook to have)

f 1 (it’s really more about his work, I think what he

hates is all the nasty comments and the sarcasm and stuff)

g 2 (Where I went this morning … it wasn’t that

they were short of staff There were plenty of others in the rest of the office, but all they did was stare at their computer screens or file papers away.)

h 1 (he just feels like he’ll never belong, like he’s

always going to be an outsider)

Sentences c and e are not used

Language notes

a bit down (phr) = feeling negative or depressed fed up with / sick of (v + prep) = bored or frustrated with the bottom line (n) = the most important fact

fit in (phr v) = belong to a cultural group

an outsider (n) = different from others guy (n) = an ordinary man

the flip side (n phr) = the other side of an argument or

point of view

grasp (v) = realize, understand home-building role (adj + n) = set of responsibilities that

family members assume to provide care for the family

8 Organize the class into groups of four to discuss the questions Ask groups to answer the questions and try to create a conversation instead of simply taking turns to ask and answer the questions

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10 Organize the class into pairs to complete the dialogue using the words given in italics Do the first sentence as an example.

Answers

1 the thing I like; is the fact that you can be

2 what concerns me is that people

3 one thing that frustrates me is the lack of social mobility

4 It’s not the government that should be doing /should do something; it’s people’s attitudes that need to change

5 (The) One thing that gives me hope is the fact that

6 All they want to do is go shopping

11 Organize the class into pairs to compare and explain the sentences Monitor and note any examples of good use of language as well as errors students make

5 thing; trying; skydiving / place; visiting; New Zealand

6 go running; it stops me getting even more out

of shape than I already am / love travelling; that I love meeting people

Optional extra activity Write more sentence starters on

the board to practise other types of cleft sentences: What

I love about … is …; It’s … that I hate about …; All that happens when I … is … etc Ask students to complete

them so they are true for them

G For further guidance and practice, see Grammar reference 3A in the Student’s Book It explains use and form in greater detail and provides written accuracy practice.

Answers to Exercises 1, 2, 3 and 4, Grammar reference 3A

1 1 it; that 2 What; was; that / which

3 did; what; is 4 thing; that

5 reason; that; happened; was

2 1 frustrates + lack 2 upset + seeing

3 disturbs + stance 4 drives + way

5 concerns + number 6 worrying + level

7 angered + the fact 8 amazes + amount

3 1 surprised me was how cosmopolitan the city is

2 disturbs me is how nationalistic he can be

3 concerns me is the growing wealth gap

4 (I find scary / scares me) is (the rate that the whole society is ageing / how fast society is ageing / the alarming rate at which society is ageing)

LISTENING SKILLS

GRAMMAR Cleft sentences

AIM

to check students’ understanding of how to use cleft

sentences

9 Read through the Grammar box as a class Use the

Language notes and Grammar reference 3A in the

Student’s Book for further support

• Organize the class into pairs to answer the questions.

• In feedback, elicit the answers from different pairs, and

confirm or correct them as necessary

1 It’s the people that he seems to be struggling with

→ He seems to be struggling with the people

What he hates is all the nasty comments and

sarcasm and stuff → He hates all the nasty

comments and sarcasm and stuff

The / One thing that really frustrates me is the

fact that they only ever seem to have one person

serving → The fact that they only ever seem to

have one person serving really frustrates me

All they did was stare at their computer screens

or file paper away → They only stared at their

computer screens or filed paper away

2 It’s / What / The thing that / One thing that / All +

subject + verb be + object / complement

3 It’s the people that he seems to be struggling with

→ He is frustrated only with ‘the people’, not

other aspects of culture

What he hates is all the nasty comments and

sarcasm and stuff → There is one thing in

particular that he hates, not everything

The / One thing that really frustrates me is the

fact that they only ever seem to have one person

serving you → There is one thing in particular

that he hates, not all of them

• All they did was stare at their computer screens or

file paper away → There was only one thing that

they did, as opposed to the many others they were

supposed to do

Language and pronunciation notes

• Cleft sentences add emphasis by fronting nouns or

phrases that we want to focus on, e.g I blame the

government can be changed to It’s the government I

blame to emphasize government, which is the target of

the speaker’s frustration We can also use set phrases

to emphasize feelings, reasons, places, etc

• Form and pronunciation are the two challenging aspects

of cleft sentences In practice, you will need to give

students plenty of time to have a go at forming sentences

using prompts Before and during speaking practice,

make sure students emphasize the stress on the key parts

of the phrases (It’s the government that I blame).

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5 makes me angry / angers me is the way people assume that I must love football just because I’m Brazilian

4 1 is how some people can be so selfish

2 is all the so-called experts on social media

3 is visiting new places

to practise language from the lesson in a free, communicative, personalized speaking activity

12 Elicit two or three ideas from the class to get them started Monitor and provide support as necessary

13 Organize the class into small groups to share and discuss their ideas Note any examples of good use of language as well as errors students make

3B It’s a cultural thing

• talk about the cultural meanings of different

household objects

• describe different household jobs and objects

• read an article about different experiences of living

abroad

• match specific summaries with parts of the article

SPEAKINGAIM

to discuss household objects and how they reflect nationality or identity; to lead into the topic of the lesson

1 Organize the class into groups of four or five to discuss the questions Monitor and provide support

as necessary

• In feedback, elicit some answers from different groups

and deal with error correction as necessary

Example answers

4 Rugs not carpets on the floor; religious objects

in the house (icons or shrines); TV in the kitchen or the living room; wallpaper or painted walls; taste in colours – bright or tranquil; kettle, coffee machine or coffee pot

VOCABULARY Things in the house

• In feedback, elicit possible pairings and write students’

answers on the board

Possible answers climb: ladder; cover: pan; fill: bucket, dishwasher,

pan, sink; flush: toilet; heat: oven, pan; lay:

carpet; load: dishwasher; run: tap, dishwasher;

spread: glue; thread: needle; unblock: sink, toilet,

dishwasher; wring out: cloth

Language notes

flush (v) = pull the lever or press the button to get rid of

the waste in a toilet

lay a carpet (v phr) = put down a carpet and fix it to the

floor

thread (v) = put a piece of thread through the eye at the

top of the needle

wring out (v) = hold a wet cloth tightly in your hands and

twist it so that the water comes out

3 Ask students to discuss the problems and solutions in pairs Elicit the first answer to get them started

Answers Problems

• spill some water – need a mop and bucket (and

maybe a brush)

• flood the kitchen – need a mop and bucket / plumber!

• rip your trousers – need a needle and thread /

sewing machine

• drop a glass – need a dustpan and brush (and

maybe a mop and bucket)

• stain your top – need stain remover Solutions

• sweep the floor – it’s dirty / dusty

• soak your jeans – they’re dirty / stained

• rinse a glass – it’s soapy / dirty

• mend your shirt – it’s ripped / torn

• wipe the table – it’s dirty / has crumbs on it

4 In the same pairs, students discuss the difference between the items in each pair Elicit the first answer

to get students started

• In feedback, elicit answers from different pairs You

may need to draw or act out the answer to question 7

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1 rope and string – rope is a lot thicker and stronger

2 wire and cable – wire is usually thinner; a cable

may have several wires in it

3 a cloth and a sponge – a sponge is thicker and

takes up more water; a cloth is used for cleaning;

a sponge is used for washing the body or cars

4 a bucket and a bowl – a bucket has a handle /

is deeper and narrower than a bowl

5 a drill and a hammer – you use a drill to make

holes; you use a hammer to hit nails, etc

6 a mop and a brush – a mop is used to clean up

liquids; a brush is used to clean up dust, broken

glass, etc

7 a nail and a screw – you use a hammer to hit a

nail; you turn a screw to make or fix something

8 a ladder and stairs – a ladder can be moved

around, has rungs, is straight; stairs are fixed,

angled, go between floors

9 a plaster and a bandage – a plaster is sticky and

is used to protect cuts; a bandage is usually cloth

and is put on after you’ve been injured

10 soap and washing-up liquid – soap is usually

used to wash a person’s hands / body;

washing-up liquid is used to wash dishes

5 Ask students in the same pairs to take turns drawing

or miming, and guessing the objects or actions from

Exercises 2, 3 and 4

TEACHER DEVELOPMENT 4: LEARNING AND

CHECKING NEW WORDS

READING

AIM

to read for general and specific understanding; to

summarize an introduction

6 Ask students to decide on the best summary

• In feedback, elicit ideas from the class, asking students

to justify their answers Then tell them the answer

Answer

3 Definitions of normality vary across different

countries

Pre-teach take for granted (= assume that something

is normal or typical) Monitor and provide support as

necessary

• In feedback, elicit answers from different pairs and

extend the conversation to the whole class for other

students to give their opinion

8 Ask students to read the rest of the article Then

organize the class into pairs to discuss the questions

• In feedback, elicit ideas from the class and confirm and

correct as necessary

1 The text mentions:

In the UK: old and draughty houses; fitted carpets

on stairs and in bathrooms; kettles and toasters;

separate taps

In Spain: basement for storage, not flats; kitchen

equipment such as a jamonero and a paellera; gas burners; brasero

In Brazil: no baths; sink next to the washing machine; pressure cooker

In Vietnam: ground floor for business during the day and then as a domestic residence afterwards;

all rooms tiled; fancy tea sets

Matching tasksMatching tasks in exams can aim to test both candidates’ general understanding of a text, as well as their ability to find specific information

Candidates match sentences summarizing specific information from a reading text,

to the right section of the text A possible procedure for tackling a matching task is:

• Read the whole text quickly to understand the

general meaning

• Next, read the sentences and check what

information from the text each one focuses on

• Then, read each paragraph or section more

carefully and decide which sentence best summarizes it

Optional extra activity Set up a jigsaw reading

Organize the students into ABCD groups Assign students

in each group a section of the article (e.g As read In-ha’s section; Bs read Jim’s, and so on) Give students a short time to read their sections and summarize the main points to other students in their groups

TEACHER DEVELOPMENT 11: DEVELOPING READING SKILLS

9 Pre-teach or elicit the meaning of the adjective draughty

(= a place that’s cold and uncomfortable because there are currents of cool air) Ask students to read the article and match the summaries with the people

• Ask students to compare their answers in pairs

Encourage them to tell each other where they have found the correct references in the text

Answers

1 Jim (basement flat; people here find really weird)

2 Adam (business during the day; domestic

residence afterward)

3 Kasia (I used to love soaking in a nice hot bath,

but here we don’t even have a tub)

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4 In-ha (I’ve more or less got used to; houses that

are old and draughty)

5 Jim (Best of all, though, is the brasero; it’s lovely

and cosy when everyone’s sitting round the table)

6 Adam (fancy tea set and if you get invited to drink

green tea with locals, that’s always a real bonding experience)

7 Kasia (Another weird thing for me; kind of little

utility area, where your clothes can be soaked and scrubbed and more delicate items can be washed)

8 In-ha (what drives you really mad; Useless!)

Language notes

draughty houses (adj + n) = houses with poor insulation

so the wind gets in

clamp (v) = implement for holding two things together

firmly

soak (v) = if you soak in a bath, you stay in it for a long

time; if you soak clothes, you leave them in the water for

a long time

staple (n) = something fundamental, and always there

Note all the synonyms used for the adjective strange:

odd, bizarre, weird, extraordinary, ridiculous.

Culture note

Belfast is the capital of Northern Ireland; Belo Horizonte

is the capital of the state of Minas Gerais, Brazil; Lublin is

a city in Poland approximately 170 kilometres (106 miles) southeast of the capital, Warsaw; Hanoi is the capital of Vietnam

10 Organize the class into groups of four or five to discuss their ideas Note that students can talk about simple and cheap household objects, not necessarily high-tech or expensive ones Then elicit ideas from different pairs, and discuss the most interesting ones

• justify and support their opinions

• give examples to demonstrate their stance

• compare their ideas with those of others.

Encourage and remind your students to use all these ingredients before any of the collaborative activities they will be doing during the course

After Exercise 11, ask your students to reflect

Ask: How easy or difficult was it to come up

with a final decision? How did you help your partners understand your views?

Optional extra activity Before students do Exercise 11,

organize them into pairs or small groups Provide each group with a set of cards on which you have previously

written phrases to agree or disagree (e.g I see it that way

too; I’m not thoroughly convinced it is …), exemplify

(e.g say; a good example might be …), and compare and contrast (e.g One thing that … and … have in common

is that …; Unlike …, … is …) Ask students to shuffle the

cards and divide them between them Give them a topic

(e.g Soaking in a bath is better than taking quick showers)

and ask them to talk about it for two minutes and use the phrases on their cards When the time is up, the student who has used the most cards wins

11 M Ask students to work in the same groups

• Elicit the three household objects that different groups

have agreed on Extend this feedback session to the whole class for other students to give their own opinions

• Give students feedback.

• explore and explain their own personal cultural

identity

• discuss different aspects of British culture

• listen to three British people talk about their

cultural identity

• summarize a short lecture in different ways

SPEAKINGAIM

to explore and discuss aspects of British culture; to lead in to the topic of the lesson

1 Organize the class into groups of four or five to discuss the questions Monitor and note any examples of good use of language as well as errors students make

• In feedback, elicit answers from different pairs and deal

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1 Photo 1: A street in the town centre in Kingston upon

Thames, London, England The photo may suggest

how British culture is rich in multicultural diversity

Photo 2: A group of ramblers participating in a

guided walk through Derbyshire countryside as part

of the Chesterfield Walking Festival The photo may

suggest that British people like walking outdoors

Photo 3: People attending a game of cricket, a

popular sport in England

Photo 4: A road sign in English and Welsh

Bilingual signs are common in Wales and Scotland

Photo 5: People performing traditional Irish

dances The photo may suggest there is a deep

connection between the Irish and British cultures,

that Ireland and Great Britain share history and

many traditions

Photo 6: The Alloa Bowmar Pipe Band marching

through Main Street, Killin, a village in central

Scotland The photo may suggest how important

it is for Scottish people to maintain local traditions

Culture notes

Car boot sales: A form of market in which private

individuals come together to sell unwanted things from

the boot of their cars

Carnival: One of the world’s biggest carnival

celebrations takes place in London every year in August:

the Notting Hill Carnival It is led by members of the

British Caribbean community

Curry: Originally from India and south-east Asia, curry

dishes are an important aspect of British life

Fish and chips: The first two fish and chip shops in the

UK opened in the mid-1860s Battered fish and chips

became a stock meal among the working classes, and is

still popular today, especially in seaside towns

Football: In 1863 the Football Association was formed

in London and the rules of the game we now know were

codified Today, the English Premier League is one of the

Tiêu đề	Cities
Tác giả	Riccardo Chiappini, Mike Sayer
Trường học	Not Available
Chuyên ngành	Advanced English Learning
Thể loại	Teacher's Book
Năm xuất bản	Third Edition
Thành phố	Not Available

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Số trang	293
Dung lượng	12,76 MB