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Advanced Teacher's Bool<

U N I V E R S I T Y P R E S S

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ISBN: 978 o 19 455222 6

Printed in Spain by Orymu, S.A.

The publisher and the authors wwldlike to thonkstre Hobbs for the material she contribute d t o this b o ok.

The authors and the publisher woddlike to extend their speiul thanlcs to the follou,ing people for their contribution to the development of Solutius Adyanced' Zinta Andzane, LaMa; Olga Belova, Czech Republic; Katalin Bergholdn6 K6zdi, Hungary: Irena Budreikiene, Lithuania: Szilvia Csaniidy, Hungary; Henrik Csepregi, Hungary; Erzs€bet Csontos, Hungary; Anita Daru, Hungary; [dik6 Ddmdtdr, Hungary; Kati Elekes, Hungary; Danica Gondovd, Slovakia; HajnalkaJuh{sz, Hungary; Ferenc Kelemen, Hungary; Katrina Kennedy, Czech Republic; D6ra Koltai, Hungary; Natasha Koltko, Ukraine; Alena Kopeck, Czech Republic; Gabriella K6r6di, Hungary; Mario Maleta, Croatia; Juraj Marcek, Slovakia; Dace Mi5ka, LaMa; Anna Morris, Ukraine; Zsuzsanna Nyir6, Hungary; Eva Paulerovi, Czech Republic; Hana Pavlikovii, Czech Republic; Judit Petrask6, Hungary; Zolt:in Rdzmiives, Hungary; Katalin Ricknd Cserj6s, Hungary; Rita Rudiatiene, Lithuania; Dagmar Skorpikovd, Marta Szalka, Hungary; Czech Republic; Gdbor T:imyik, Hungary; Katalin B T6th, Hungary; Kati Zentai, Hungary.

The publisher andthe authorswouldliVcto thonkthe author of: Dyslexia andICT: Katarzlma Bogdanowicz

The wthors and publtsher are grateful to those who have given permission to rtproduce the follo\uingextrqcts and adaptations of copyrightmateriol: p23 Extract from Deathof aSolesmafl byArthur Miller @ 1952, Arthur Miller Reproduced

by permission AII rights resewed p25 From 'Men choose beauty heatments to dval bride on wedding day' by Sarah Womack, 10 June 2006, www.telegraph.co.uk Reproduced by permission p8,{ From 'Antarctica to Costa Rica: mapping the humpbackwhale's amazing joumey', byJarnes Randerson, 4 April 2007, www.Guardian.co.uk Copyright Guardian News & Media Ltd 2007 Reproddced by pennission p97 Frorn 'It's just water, right? Wrong Bottled water is set to be the latest battleground in the eco war' by Lury Siegle, 10 February 2008, www.Guardian.co.ttkThe Obsenter Copyright Guardian News & Media Ltd 2008 p101 From'Conrad, the literary outsider ignored by his adopted country'byJonathan Brown, 3 December 2007, www.Independent.co.uk Reproduced by permission p107 From 'The truth about lying and laughing' by fuchard Wiseman published,inThe Guardion,

72 Aprll 2OO7 Copyright @ Richard Wiseman Reproduced by permission

of Pan Macmillan, London p111 From 'Endless Summer' by David Ansen, www.newsweek.com From Newsweek,79 April2oO8 @ 2008 Newsweek, Inc All rights resewed Used by permission and protected by the Copyright Laws ofthe United States The printing, copying, redistribution, or retransmission ofthe Material without express written permission is prohibited.

The publisher wouldlikr to thank the followingfor their permission to reproduce the following photogroph: Corbis p138 (Kylie Minogue).

nfusv atiorls by : John Haslam pp1 2 7, 136, 742: Ian Foulis p140

Three class audio CDs

c Challenge! exercises to stretch stronger students

r writinS guides to provide a clear structural framework forwriting tasks

o step-by-step preparation with audio models for exam-style

s p e a k i n g t a s k s

r cumutative reviews to develop students' awareness of theirprogress, with Exam Challenge! sections to practise exam-type tasks

r a Functions Bank and Writing Bank for quick reference a dictionary definition style Wordlist which contains thevocabulary activated in the units

r one listening activity per unit is included so that studentsare able to practise listening at their own pace

speaking a n d w r i t i n g s e c t i o n s h e l p s t u d e n t s i m p r o v e t h e s e

s k i l l s o u t s i d e o f t h e c l a s s r o o m an audio C D e l e m e n t i s in c l u d e d , w i t h a l l th e a u d i o f o r th elistening tasks in the Workbook, which can be played on a CDplayer

The Teacher's Book

The Teacher's Book was co-written by authors with

first-h a n d e x p e r i e n c e o f t e a c h i n g a t t h i s le v e l I n a d d i t i o n t o f u l lprocedural notes for the whole course, it offers:

optional activities throughout for greater ftexibitity

o structured speaking tasks to get students talking confidently teaching notes with usefuI tips and strategies to improve

s t u d e n t s ' e x a m t e c h n i o u e

r 20 photocopiable pages to recycle and activate thelanguage.of each unit in a fun, communicative context

Test Bank MuttiROM

A seoarate resource MultiROM contains:

Short tests: two for each unit Progress tests: an A and a B version for each unit

r Cumulative t e s t s : o n e fo r u n i t s 1 - 5 a n d o n e fo r u n i t s 6 - 1 0

o Answer keys Results table

o Audio and tapescriptsThe Short tests, Progress tests and Cumulative tests can beadapted You can add, remove and edit tests depending upon whatyou have taught You can even personalise the tests ifyou want

Website

fhe Solutions website is oart of the Oxford Teacher's Club at

w w w o u p c o m / e l t / t e a c h e r i s o l u t i o n s Y o u c a n fi n d : extra a c t i v i t i e s - including r r r i t l l g a c s o e a k i n g - that arelinked to the Solutions Acivc:cec S:,ce.:"s Book These are

c l e a r t y f t a g g e d i n t h e te a c - ' - g -: : i s

o a full Workbook a n 5 \ 1 ' e ' < e r A : - - : : ? - < e - : : ' a n s c r i p t s

o a teacher's guide to c'us:ex,a z'c 7

Our work on Solutions began with a research trip We travelled

from city to city with colleagues from Oxford University Press,

v i s i t i n g s c h o o l s , w a t c h i n g l e s s o n s a n d ta l k i n g t o t e a c h e r s a n d

students The information we gathered on that trip, and many

subsequent trips across Central and Eastern Europe, gave us

valuabte insights into what secondary students and teachers

w a n t f r o m a n e w b o o k T h e s e b e c a m e o u r g u i d i n g p r i n c i p l e s

while writing Solutions Most people we spoke to asked for:

a clear focus on exam topics and tasks

easy-to-follow lessons which always have a ctear outcome

o plenty of support for speaking and writing

plenty of extra practice material

In response, we designed a bookwhich has a crystal-clear

structure: one lesson in the book = one lesson in the

classroom We included up to thirty pages of extra vocabulary

and grammar practice within the Student's Book itself to

provide more flexibitity We included at least ten specific

lessons to prepare students for the school-leaving exam, as

well as ensuring that the book as a whole corresponds to the

syllabus topics required in the exam And we recognised the

difficutties that students naturally have with speaking and

writing, and therefore ensured that these activities are always

well prepared and well supported Achievable activities are

essential for motivation!

Our research trips alsci taught us that no two schools or classes

are identica[ That is why Solutions is designed to be flexible

There are five levets (Elementary, Pre-lntermediate,

lntermediate, Upper-lntermediate, Advanced) so that your

students can begin and end the course with whichever is most

appropriate for them

Solutions has benefited from collaboration with teachers with

e x t e n s i v e e x p e r i e n c e o f t e a c h i n g 7 4 - 1 9 y e a r o l d s a n d o f

preparing students for their school-leaving exams We would

like to thank Danuta Gryca for sharing her expertise in writing

the exam procedural notes in the Teacher's Book The main

lesson notes and cultural and language notes were written by

Groline Krantz The culture notes and photocopiable resources

were by Sue Hobbs

We are confident that Solutions will be easy to use, both for

students and for teachers We hope it witl also be interesting,

10 topic-based units, each covering 8 lessons

5 Languoge Review / Skills Round-up sections, providing a

language test of the previous two units and a cumulative

skills-based review

o 1,0 Get reody for your exam lessons providing typical exam

tasks

27 pages of extra language material: 11 pages of further

vocabulary practice and extension in the Vocabutary Buitder

ptus 15 pages of grammar practice with an integrated

g r a m m a r r e f e r e n c e i n t h e G r a m m a r B u i l d e r

r tip boxes giving advice on specific skilts and how best to

approach different task types in all four main skitls

You wilt find more details on pages 5-7 in the section 'A tour of

t h e S t u d e n t ' s B o o k '

4 | Introduction

,/

Solutions and the exam

Although Solutions Advanced is above the level required by 82

exams, it helps students develop and extend their language

c a p a b i l i t i e s a n d fi n e - t u n e t h e i r e x a m t e c h n i q u e t o a t l o w t h e m

to approach 82 level exams with confidence

Typicat exam requirements are reflected throughout the course

in the choice of topics, tasktypes, texts and grammar

structures ln addition to this, Solutions offers:

Student's Book

The Student's Book includes ten exam-specific lessons

designed to familiarise students with the task-types and

requirements of the exam The lessons provide strategies and

exam techniques to give students the skills they need to tackle

exam tasks successfully

Workbook

The Workbook provides further practice of both the oral and the

written exam Work in class can be followed uo with Workbook

tasks done as homework

Challenge! sections practise exam-type tasks

The listening material for the Workbook listening tasks is on the

M u l t i R O M

Teacher's Book

The exam lessons in the Student's Book are accompanied by

'.rll procedural notes with advice and tips for exam preparation

-''rere are ten main units in the Student's Book Each unit has eight lessons Each lesson provides

-lateriaI for one classroom lesson of approximatety 45 minutes

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Lesson A - Vocabulary and listening

r 'This Unit includes' states the main language and skills to

be taught

r EverV lesson has an expticit learning objective, beginning

' l c a n '

Lesson A introduces the topic ofthe unit, presents the

main vocabulary set, and practises it through listening

and other activities

This lesson links to the Vocabulary Builder at the back of

the book, which provides extra practice and extension

New language is presented in a meaningful contextthrough either a listening or reading text, and often acombination of the two

The lesson always finishes with a speaking activity whichbrings the language from the lesson together

Learn this! boxes present key information in a clear andconcise form

This lesson has a link to the Grammor Builder at the backofthe book and provides extra practice and an integratedgrammar reference

Introduction

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Lesson G focuses on writing an exam text type

The anatysis lesson atways begins by looking at a model

text or texts and studying the structure and format

Students learn and practise usefuI phrases

The clear writing guide helps students to produce their

Longuoge Review / Skills Round-up

r There are five two-page reviews (after units 2,4,6,8 and 10)

r The first lesson of each review is a Language Review of the

preceding two units

There are exercises focusing on vocabulary and grammar

r The marks always total 40, so it is easy to monitor progress

through the book

The second lesson of each review is a Skil/s Round-up

which covers all the preceding units of the book

The lesson includes practice of all four skills: listening,

reading, writing and speaking

The materiaI is centred around a young man called Edgars,

who is working in Britain

d r d t r q i f t r b h h r : r l

Get ready for your exam

o There are Get ready for your exam lessons after each unitwhich focus on exam skitts and preparation

The lessons include exam tasks for reading, speaking,listening and grammar (with writing exam tasks in theWorkbook)

r These lessons also recycle language from previous unitsand tink with the unit tooics

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,, Memories

Speaking: describing a memory

Topic: family life and relationships

Eiqt@ To do the lesson in 30 minutes, keep the

lead-in brief, skip item 3 of exercise 7, askstudents to describe 2

instead of 3 memories in exercise 6 and set the Vocabulary

Builder exercises for homework.

i Lead-in 3-4 minutes

Askthe students to brainstorm 'important firsts' in a

person's life, such as the first time you rode a bicycte With

a weaker ctass, askthem to brainstorm in pairs

After 1-2 minutes, put students in pairs or groups of three

asking questions Ask: Which word means so impressed

by something that you feel nervous and frightened?

(overawed); feeling worried or unhappy about a situation,

because you think something bqd might happen or

you're not sure that what you're doing is rightT (uneasy);

confused about where you are and where you should

go? (disorientated); extremely upset and anxious so that

you con't think clearlyT (distraught); thinking or worrying

about something so thatyou don't pay attention to other

things? (preoccupied); feeling nervous or frightened or

having lost confidenceT (unnerved); feeling so emotional in

response to sonething that you don't know how to react?

(ovenrvhelmed); thinking carefully before you do something

because there may be risks involved? (circumspect);

extremely confused? (bewild ered); extremely quiet and shy /

not wanting to talkto other peopleT (withdrawn).

As you elicit the words, listen out for errors in pronunciation,

then model and drill those words; words most tikely to

be mispronounced are: distraught ldr'strc:t/, bewildered I

br qrldad/ and overawed /.ai-rver'c:d/

11rr pairs students use the words to describe the chitd's

:eel :rgs in more detaih encourage students to expand

1r :'e 'easons why he might experience these feelings,

e'6; irr;6-rg he's feeling distrought as his father is just

mlmrrl,n m r8r,r€ h:ifl; ask one or two students to repeat their

d{ffiiir'tiltiln'mcni l: :€ c"ass.

rm ' eilimttt: irrinn :e n*s:e ci.ass situations that might cause

Srllln ilffi ff]illnlml |1]f1[5

rfi I,, rnr sier[.s fi:lJflefrfls !es::':e:heir rnemories of their first

dirul, ff rd.rlrrruw], .u3rn$:,e -evii €ir- s drier€ possible Conduct

; tM,rig' :lmrl mgdh*aL:'t,

Explain that students are going to listen to four speakerstatking about aspects oftheir chitdhood Pause after each

s p e a k e r t o a l l o w t h e m to c h o o s e a t o p i c a n d c o m p a r e t h e i rchoice with a partner before checking the answer as a class

K E Y S p e a k e r l c S p e a k e r 2 d S p e a k e r 3 f S p e a k e r 4 b

Transcript 1.01

Ben As I recall, the trouble started when my tittle sister was born,and I had to move into my brother's bedroom He hated having

to share, and he took it out on me - although of course, it wasn't

my fautt He used to ptay att kinds of tricks on me, particularlywhen I was in bed - like tipping glasses of water over my pillow,

or putting strange things underneath the blankets to scare me Icomplained to my mum and dad time after time, but either theydidn't believe me, or they fett they coutdn't do anything about it.With hindsight, I suppose it was atl fairty innocent, and he neveractually harmed me, physicatty - but at the time, I found the wholething quite traumatic, and I'm sure it affected my relationship with

mv brother as we became adults

Miranda I've always b'een quite an obsessive sort of person and fickle too l'tt get really into something - or somebody - for

-a while, -and then ch-ange my mind completely For example, I'mtotally fanatical about going to the gym lt's the most importantthing in my life - for now But l'm sure I'tt go off it completely verysoon lwas exactlythe same as a chitd l'd have a favourite dress,for exampte, and I'd wear it att the time There was a denim dress

I had when I was four I can sti[[ picture it clearty - it had flowersembroidered around the hem I wouldn't wear anything else - forweeks! Then suddenly, I decided I hated it lt was the same withvideos: I'd watch the same film a hundred times until it becamecompletely ingrained in my memory Then l'd never see it again

My parents always thought I'd change as soon as I grew up but Ihaven't!

Phil Christmas is a very evocative time for me, I guess because

it was so important to me when I was a chitd As that time of yearapproached, I'd have endtess conversations with my mum anddad about what presents I wanted Father Christmas to bring me.They always listened carefully, asking questions to make surethat I reatty wanted what I said I wanted And when I opened mypresents on Christmas morning, I usually discovered that I'd gotwhat I'd asked for lt was a great feeting Of course, once in awhile I was stightty disappointed - for example, one year when I'dasked for a real, futt-sized aeroplane, I didn't get it But generallyspeaking, Father Christmas was very kind to me, and I can't call to

m i n d m a n y d i s a p p o i n t m e n t s A n d I d i d n ' t fo r a m o m e n t s u s p e c tthat my parents were buying the presents for me - at least, not

Sue It was my very first day at primary school and I was so

upset about leaving my mum that I cried for most of the morning

Anita came up to me at lunchtime and told me not to worry, that

everything would be OK She smiled, and I felt better I still have

a clear recollection of that smile We became friends at once, and

we remained inseparable for years We sat next to each other in

class, we had lunch together, we shared our secrets, our fears

and anxieties, everything After primary school, Anita and I went

to different secondary schools and saw much less of each other

We still saw each other at weekends sometimes, but gradually we

drifted apart In the end, we lost touch with each other completely

and l've no idea where she is now orwhat she's doing lt's a

shame, really - | stitt think about her quite often and wish we

could meet up lt would fun to reminisce about the good otd days

Mind you, if we met up now, we might have absolutely nothing in

common! Perhaps it's better just to keep the nice memories

Exercise 3 page s 6) r.or

Students work individually Encourage them to refer to

the wordlist at the back of the Workbook Then play the

recording for students to check their answers

During feedback clarify the differences in meaning

between the words Model and drill the words with tricky

p ro n u n c i ation, na m e [y, h i n d s i g ht lhatndsarV, tra u m ati c

/trr:'metrk/ and reminisce /,remr'nrs/, and hightightthe fact

that the re in recollection and reminisce is pronounced /rel

in contrast to the usual pronunciation of the prefix re lil as

in rewrite, retake, rearrange, reorganise, etc,

With a stronger class point out that to picture is an example

o f a n o u n u s e d a s a v e r b a n d a s k if t h e y c a n th i n k o f o t h e r

examptes (to fother, to mother, to bin, to knife, to network, to

rubbish, to pencil)

Remind students that many of the words in the box are part

of fixed expressions and that they should record the full

expression in their vocabulary notebooks (With hindsight,

as I recall, picture sth cleorly, ingrained in one's memory,

reminisce obout the good old days.)

7 repeatedly / time after time

8 finally / in the end

Exercise 6 pase s

Refer students to the topics in exercise 2 Demonstrate bydescribing a memory of your own, incorporating languagefrom exercises 1, 3 and 4, then give students a minute tomake notes to describe their memories

Exercise 7 pase s

Students take turns to describe their memories to theirpartners Circulate as they do the activity, listening,answering questions and making a note of any importantmistakes to be used in feedback at the end

Notes for Photocopiable activity 1.1 S[am!

Team gameLanguage: revision of negative prefixes, adjectives related topeople and feelings

Materials: one copy of the game cut up per group of 3-4students Oeacher's Book page 124)

Refer students to Vocabulary Buitder 1.1

Divide the class into teams of two and group two teamstogether around each table Spread out the prefix cards onthe table and put the adiective cards in a pile, face down.Tel[ students they are going to play a fast-moving gamewhich you will now demonstrate with one group

Exptain that student 1 is going to read out an adjectiveand the other players need to decide which prefix makes itnegative The first player to place his or her hand over thecorrect prefix will win the chance to win a point Now he

or she must confer with his / her team-mate to provide anaccurate definition of the word lf they can do this, they winthe point The team with the most points at the end wins.The students should take turns to pick up an adjective cardand read it out The reader cannot place his or her hand over

a card on that turn but should be involved in providing thedefinition

In whole class feedback, review any words which causedprobtems either in choosing the correct prefix or finding agood definition

KEY

impractical, unwilling, unenthusiastic, disadvantaged,illiterate, irrationat, immoral, im partial, unem barrassed,dissatisfied, unwise, irresponsible, unreasonable,unpredictable, immature, impatient, incapable, incompatible,ineffi cient, irreligious, illogicat, disapproving, inconsiderate,indecisive, immodest, intolerant, impolite, insensitive,unimaginative, unreliable

i Lesson outcome

Ask students: What have you learned todayT What can you

do nowT and elicit: I can talk about childhood memories anddescribe how I felt

Students complete the exercise in pairs Set a time limit of

two minutes Check answers as a class

Ask students to complete the text individually using two

synonyms in each gap Then let them check in pairs before

going through the answers

During feedback highlight the foltowing points related to

word order:

- Generally speaking, simple one-word adverbs of

frequency, e.g occasionally, never come before a verb,

whitst longer adverbial phrases, e.g time after time,

for the time being sound more natural at the end or

b e g i n n i n g o f s e n t e n c e s

- Not for a moment is commonly used, as it is here, in

sentences with dramatic inversion, e.g Not for a moment

did I think about giving up

Unitl.Beginnings t 9

\

t E S S O l { S U t I i | A R Y O O o * " r

Grammar: habituat actions

Listening: dialogue about family similarities

Speaking: talking about inherited characteristics

Topic: science and technology, family life and relationships

EiNEtr To do the lesson in 30 minutes, keep the

lead-in brief, set exercise 2 and the Grommar Builder exercises as

homework.

t Lead-in 3-4 minutes

r Write on the board 'DNA' Say: Do you know whot this is7

Talk with your partner and find out how much they know

about it Give them one minute to talk together.

o Elicit information from pairs to write on the board.

Exercise 1 page 6

r Focus on the photo and questions and establish the

difference between inherited (via one's genes) and acquired

(via one's environment), then ask students to discuss the

q u e s t i o n s i n p a i r s

Exercise 2 pagee 6) t.oz

Students do the exercise in pairs You could run it as a

competition After they have completed and answered

the questions, ask students to exchange their answers

with another pair Ptay the recording and pause after each

section to altow them to mark the answers Two points are

awarded for each question: one for using the correct word

from the box and one for choosing the correct answer

Exercise 3 page o $) r.or

Before playing the recording, give students a few moments to read through options a-f Elicit synonyms for res e m b la n ce (si m i ta rity) and tro its (ch a racteristics) KEY a, b and d are mentioned

Tara lt's strange, because physicatty, the person I'm most similar

to is my dad We've got the same hair, the same eyes and I'vedefinitety got my dad's nose unfortunately! But in terms ofpersonality, it's my mum that I take after

Ben In wfat way?

T Lots of ways For example, we've got a lot in common when

it comes to dealing with stressful problems And if I'm goingthrough a difficult time, I'lt often call my mum to talk about it Sheunderstands me better than anybody else - because we're sosimilar

B I don't think I'm particutarly like either of my parents, really.But apparently, I'm the spitting image of my granddad He diedbefore I was born, but I've seen photos

Claire And can you see the resemblance yourself?

B Definitely! lt's quite uncanny

C Hmm Other people notice a strong family resemblancebetween me arld my sister, but to be honest, I can't really see it

T Welt, I think it's always easier for outsiders to see thosesimilarities

C True In fact, when we were younger, people were alwaysmistaking us for twins! | used to hate that, because I'm eighteenmonths older

B My brother looks absolutety nothing like anybody else in thefamily We've att got straight, dark hair - his hair is curty andginger!

T Maybe there was a mix-up in the hospitat

B Actually, when we were younger, I told him he was adopted

C Aaah, that's horrible

B I know But I was onty eight or nine, I didn't know any better

T Did he believe you?

B Yes, he did He got reatly upset about it, and then told my mum

- so then I got into trouble

C Serves you right!

T And do you look like either ofyour parents, Ben?

B Yes, I suppose so I can see my dad in myself quite clearly Andmaybe one or two features from my mum - my eyes, perhaps

T lt's interesting hearing you say that you've inherited yourgrandfather's appearance Because in my family, there's this weirdconnection between my sister and my grandma

C Oh yes? What's that?

T Wett, my grandmother, apparently, when she was a littte girl,used to suck the third finger of her left hand And my sister, whenshe was younger, used to do exactly that same thing - the samefinger And of course, she never saw my grandmother doing it - sothe habit must have been passed on genetically

Exercise 4 pase o S) r.or

Play the recording a second time, pausing to allow thestudents to write down the complete sentences

Every human being in the world begins life as an egg - a single

cel[ Once fertilised, that egg develops into a person But how

does one microscopic cell know exactly how that complete

individual should devetop?

The answer is that all the instructions necessary for an organism

to devetop, suwiue and reproduce are contained in its DNA,

sometimes referred to as the'doubte helix' because of the way

the two long strands of genetic information run side by side in a

spiral The nucleus of atmost every human cell contains 23 pairs

of chromosomes Each of these chromosomes contains several

hundred or even several thousand genes, and each one ofthese

is in turn made up ofthousands or hundreds ofthousands of

chemical building blocks catted bases There are only four different

bases; it's the sequence which determines the information, f ust

as all the information on computer discs, CDs and DVDs can

ultimately be reduced to a succession of ones and zeroes

In total, the human genome, which is a complete map of human

DNA, includes about 25,000 different genes These genes are by

n o m e a n s u n i q u e t o h u m a n s , C h i m p a n z e e s a n d h u m a n s s h a r e

around 98% of their genes - and even 50olo of the genetic code

of bananas is common to humans That means we're all half

b a n a n a s !

10 ) Unitl.Beginnings

K E Y

1 I've definitely got my dad's nose

2 In terms of personatity, it's my mum I take after

3 We've got a lot in common when it comes to dealing with

7 | can see my dad in myself quite clearly

8 The habit must have been passed on genetically

Give students five minutes to write their sentences Let

them compare sentences with a partner before asking a few

students to read out their sentences

Ask students to underline the verb forms and check the

answers before getting them to complete the chart Do the

first two together to get them started

t Lesson outcome

Ask students: What have you learned today? What can you donow? and elicit: / can talk about habitual actions in the presentand past I can describe inherited characteristics

t E s s o l { s u t M A R Y a o , s " , ,

Listening: a radio talk about the history ofthe Engtish tanguageVocabulary: words which have recently entered the Engtishlanguage

S p e a k i n g : t a l k i n g a b o u t t h e o r i g i n s o f t h e s t u d e n t s ' o w n l a n g u a g eTopic: sport and culture

Eiqt@ To do the lesson in 30 minutes, keep the lead-inbrief, do exercise L and 4 as a whole class activity, and limit thetime given to the discussion questions in 5

t Lead-in 3-4 minutes

o Putthe students i n s m a l l g r o u p s A s k t h e m t o t h i n k o f a n ywords in their [anguage which may originatly have comefrom another language (and which language that might be).After one or two minutes, regroup them so that they canshare their ideas with other students and finatly, conductwhote class feedback, eliciting ideas, particularly aboutwhen and forwhat reasons certain words started to be used

i n t h e i r la n g u a g e

Exptain that the excerpts 1-5 illustrate different stages in

t h e d e v e l o p m e n t o f t h e E n g t i s h l a n g u a g e G i v e s t u d e n t stwo minutes to match the excerpts with the works of Engtishliterature Ask them to explain how they made their choices

K E Y

1 d (alt words are recognisable, but some are used differentty

or in a different order, e.g four and twenty hours)

2 c (mostwords are recognisable, but doth is no longer used)

3 a (hardty any words are identifiable)

4 e (alt words and their uses are the same as they are today,

t h e im a g e o f t h e g r a n d m o t h e r e x p t o d i n g i s s u r r e a l a n dcontemporary)

5 b (there is a higher proportion of recognisable words than in

PROI{UilCtATtOil 1{OTE - EXPRESStItG

DISAPPRO,VAL WITH W'LL AND WOULD

When we describe a habitual action in a neutral tone

we do notplace strest on wilt and woAld and we often ,

contra€t thern to 'll and 'd.Io:express disapp,r:gval of a

habitual action,, we always use thsrfu,ll stressed fornr of

will a:r::iitould

o Students do the activity in pairs Circulate and monitor for

correct use of habituaI language

r Students interview each other in pairs Encourage them to

give expansive answers with examples and to ask fottow-up

q u e s t i o n s C o n d u c t a b r i e f w h o l e - c l a s s f e e d b a c k a t t h e e n d

, : t : : , , : i t : 1 '

G U T T U R E ]I O T E E T { G I I S H T E X T SBeowulf - The poem is about a hero catled Beowulf whofights moniters and a dragon lt is set in Scandinavia In2,002 itwas mad€r:into a film starri6g,&ay Winstone andAntony Hopkins

The Canterba.y,fales - lrn this work, a number of pilgrimstralrel together from S.outhwarkin,London to Cantcrburyand tetl each other stories when they stop each night

There are many different characters inctuding a monk, amiller, a sailor, a:knight and a nln.,:,,, ':'GeoffreyChaucer- Born 1343, died circa 1400, Chaucer issometimes catled the futher of Engtish literature, as before - ihim, most work was in Latin or French He wrote storiesand poetry but is mainly known for The Canterbury Toles.For further practice ofTalking about habitual actions, go to:

^

U n i t l B e g i n n i n g s ( 1 1

\

also been made into a famo,us musical.

The Crow Road - This novelris about S.iotsman Prentice

McHoan P-rentice's Uncle Rory disappears mysteriously

while writing a book calted lhe Crow Road Prentice sets

out to solve the mystery

lain Banks - Born 16 February 1954, lain Banks is a

well-known contemporary Scottish author He has written over,ri"

twenty novels, including some science fiction His most

fumous novels to date include The Wasp Facto,ry and The

Crow Rood, which has been adapted for British televjsfOn,

Tell students they are going to listen to a radio programme

a b o u t t h e h i s t o r y o f t h e E n g t i s h l a n g u a g e E l i c i t i d e a s a b o u t

what type of information they might hear Ask: What factors

influence the development of o languoge? (wars, invasions,

The history of the English language is a compticated one, mainly

because it is inevitabty tinked with the history of Britain and its

inhabitants Languages, tike populations, are influenced by wars,

invasions, immigration, trade and many other factors But in order

to simplify the story of English, we often divide its history into

three main ohases

During the fifth century, Britain was invaded by Germanic tribes

from mainland Europe: the Angles, the Saxons and the Jutes They

displaced the existing population - and their Celtic languages

-to the fringes of the country: Wales, Cornwatt and the North The

languages of the invading tribes formed the basis of the English

language Today, we usually refer to this Angto-Saxon language

as 'Old English' and much of the vocabutary that we still use

today has its roots in Old Engtish - particularty words which are

connected with their farming lifestyle: earth, plough and sheep

are three examptes of words with Anglo-Saxon origins Perhaps

surprisingly, Otd Engtish did not borrow many words from the

Celtic languages of Ancient Briton - maybe because the two

populations did not really mix One of the few is the word Britain

itsetf - another is the name of London's main river, the Thames

lt did borrow words from Latin, however - school is one example

-as we[[ as adopting the Roman atphabet, which is still used today

to write Engtish and many other languages

Between about 800 and 1000 AD, Viking invaders from Norway

a n d D e n m a r k c a m e t o B r i t a i n , s e t t l i n g m a i n l y i n th e n o r t h e r n a n deastern parts of the country Many words from their language -

O l d N o r s e - b e c a m e p a r t o f O t d E n g t i s h , a n d s o m e o f th e s esurvive to this day, such as the common verbs get, take and want.The transition from Otd Engtish to Middte Engtish happenedgradually - beginning around the eleventh century Grammarbecame much simpler In Old Engtish, there is a complex system

of inftections, iust as there is in German or Latin But in MiddleEngtish, there are very few inftections To avoid this resulting inambiguity, the word order becomes more rigid In other words, wecan tell which noun is the subject of a verb and which is the objectnot by the endings ofthe nouns, but by the fact that the subjectcomes before the verb and the obiect comes after This is of course

a feature of Modern Engtish, too

As well as the grammar, the vocabulary of Middle English isdifferent from Otd English For example, it contains a lot of Frenchwords This is because Britain was conquered by the Normansfrom Northern France in 1066 For the next three hundred years

or so, Britain was ruled by the French, and the Anglo-Saxonpopulation were mainly deprived of power and wealth Thesuperior social position of the French during that time is reflectedeven today in some of the words we use For example, the wordsfor the meats beef and mutton come from the French words boeuland mouton, while the words cow and sheep originally come fromAnglo-Saxon This reflects the fact that the Anglo-Saxon peasantshad to look after the animals so that their French masters could

d i n e o n t h e m e a t

The third phase, Modern English, is generally agreed to beginaround the time that the printing press was invented at the end ofthe fifteenth century In the 1700s, the first dictionaries of Engtishbegan to record vocabulary The spetting of words became morestable; up to this time, writers used to spell a word however theywanted to! And as science flourished thousands of new wordswere added to the Engtish language, the majority taken fromGreek - for exampte, microscope and biology - or Latin, such asthe word science itself

The process ofchange is a continuous one - and there is

no reason to think that Modern Engtish witt be the final andeverlasting form of the language On the contrary, it is alreadybeing transformed by several powerful influences One ofthem isthe Internet; another, related influence is the global community

of non-native speakers of Engtish, which far outnumbers thecommunity of native speakers What witt the Engtish language betike in the future? Nobody can be sure - but it will certainly not bethe same as the Engtish oftoday

Exercise 3 page z f) r.o+

Focus o n t h e s e n t e n c e s a n d e m 0 h a s i s e t h a t e a c h s e n t e n c e

s h o u t d b e c o m p l e t e d w i t h a m a x i m u m o f t h r e e w o r d s L e tstudents complete some of the sentences from memory Forthe others, give students practice in predicting answers bygoing through and eliciting guesses for the type of answerthey can expect

Play the recording again and check answers together

o With a weaker class get students in pairs to recap on whatinformation they heard before they listen again

KEY

Romeo and'lulief - fhit:ii':me tragic story of a young man

'and you*g woman who fall in love buf ,cannot be together

because,,of,the feud between their famities Many famous

actors haie ptayed thg Starring roles, e.g La:urdilce

Olivier, Judi Dench,1t,rhas been made into a nurm,ber of ,,.,ii

films, including one starring Leonardo DiCaprio lt also

was the basis for the musical West Side Story

Wllliam Shakespeqre - Born April 1564,d16d Aprll 1616

This Engtish pqqt'End playwright is often called Englan.dis

national poet He is best known for his plays but also

wrote 154 sonnets and oth€r',psems His plays have

b€en trans,lated iflto every major living language, and are

performed,,more often than those of any other ptaywright

Greot Eqectations - This novel was written towards the end

of Dicke:n,s's tife lt is thre story of the, orphan Pip, writing

his life flom his early days of chitdhood untit adulthood

Charleg,,Dkkens -,Bom 7 February 1812, died,9 June

1870, Dickens is qnq of England's best knowi'Wctorian

novelists He wrote overtwen,tv novels and many short,,:.::t,,,

stories Wel[ known novels include Oliver Twist, A

ChllStnas Carol and Great Expectafions Many of his

novels have been made into films andAliverTwisthas

72345

Celtic languagesand the Northfarming Iifestyte

t h e a l p h a b e tnorthern and eastern

Exercise 4 page 7

o Focus on the instructions Do the first question together

then ask students to continue the exercise individuallv and

check in pairs before class feedback

During feedback ask students to explain how the words

were formed

K E Y

1 d (an acronym from not in employment, education or

training)

2 h (from shed and headquarters)

3 a (from peer and parent)

4 f (from more and bourgeoisie)

5 c (from ner,y and repeat)

6 b (from slum and suburb)

7 e (from local and globolisation)

8 g (from local and -ivore (carnivore / herbivore)

O P T I O I { A L A C T I Y I T Y - , N E O [ O G l 5 l l 5 , : , ,

Write the following neologisms (new words) on the board

and ask students to try to guess what they mean.

EilNEtr To do the lesson in 30 minutes, keep the lead-inbrief, skip the second part of exercise 2 and ask students toread the texts for the first time at home

i Lead-in 4-5 minutes

o Tell the students you are going to give them one minute

t o t h i n k o f a s p o r t , t h e e q u i p m e n t n e e d e d t o p l a y i t , th e

n u m b e r o f p e o p l e w h o p l a y a n d th e p l a c e w h e r e i t i s p t a y e d They shoutd not talk to anyone else After one minute, putthem in groups of four or five and ask them to slowly givepieces of information about their sport, pausing to give the

o t h e r s t u d e n t s i n t h e g r o u p t i m e to t h i n k a n d g u e s s T h eperson who guesses the sport first gets a point

r As a class elicit some of the more unusual soorts

Refer students to the quotation and elicit ideas about what itmeans Then ask students to talk in pairs for a minute aboutwhether they agree with it, before discussing as a class

KEY

Robert Morley is probably suggesting that balt sports bring outhuman nature's worst traits: a tendencv to warlike behaviour,violence and cheating

' ' l : l : l " l l l : : : : : ' : : :

r:::l,lilllrl:li:1i, '

CUTTURE ilOTE,;;."XnBERT li,Ofi,LEY The actor Robett'Mbitey (1908-igt iltgs known ror

being'portly' (overweight) with a doubte chin He often '.,,

I ptayed rather pompous character paits in films lt's easy ,, to imaginq thAt sp,ort wasn't realty'hJs thing.

r ' , , : i : : : : : , 1 : , i , , r ' : l

o Put students into pairs to name the sports, check answers,then ask them to think of ten more ball sports Stop whenthe first oair has come uo with ten

KEY

Water polo, rugby, polo, hockey, basketbattOther balt sports: baseball, bittiards, bowling, cricket, croquet,football, gotf, netball, squash, (tabte) tennis, volteybalt

r Ask students to skim read the texts to find the answers

t o t h e q u e s t i o n s S e t a t i m e li m i t o f t h r e e m i n u t e s t odiscourage them from reading too intensively at this stage.They witl have a chance to read the text in more detail later

KEY

A rugby B basketbatl C baseballRugby was invented first (1823), baseball second (1839), andbasketbatl third (1891)

o Focus on the reading tip and ask students to hightight thekey words in the questions before they read the text Theythen look for synonyms or paraphrases in the text andunderline the relevant sections Check answers

Elicit ideas, but don't cgnfirm or deny at this:point Next,

read out the definitions below one by one Students-call

out the answers

a lhe activity of playing video games that provide

physical exercise

b vacation ta.keAl]a{r0i::neaf one's home

c a piece of info:r:nia(ion, especially in a newspaper or on

television which,,isveryexciting,;,,,;,,,1,,

d the annoying feeling of mistakenly thinking you can

hear your mobile phone ringing

e a speciaI hotiday taken by parents-to-be before their

first baby is born

Ask students: What have you learned todayT What can you do

now? and elicit: I can understand a talk about the origins and

development of the English language I have learned some

words thot have recently entered the English language

Sporting origins

L E S s ( ) 1 { S U m M A R Y a O 'j;

Reading: three short articles; multiple matching

Vocabulary: adverbs and adverb collocations

Speaking: discussion about sport

Topic: sport and culture

U n i t l B e g i n n i n g s ( t 3

\

9 widety

10 cateforically

1 1 o n w a r d s

12 loosely

CUTTURAL IIOTE PUBLIC SCHOOL

:, Remind strtdqntstriflecessary, that,a:rp!:bfic qehool, in

direct contrast to what its name suggests, is actually an

expensive and exclusive type of private school

Well-known public schools are Eton, Harrow'and Rugby, which,

like other public schools, place a lot of emphasis on

traditional subjects and sport The term 'public'refers to

the fact that in th,e pa,st these schools could be attended

by any member of,.the paying public,,a!,lopposed to a

,, r:eligious schoot;:t&tli1ch was openon]ly,rb.:m€mbers sf s ; ,:,:

particular church lt atso distinguished it from private

education at home

r Students comolete the exercise alone and then comoare

answers with a partner before whole class feedback Eticit

a o u i c k t r a n s l a t i o n t o c h e c k c o m p r e h e n s i o n o f s o m e o f t h e

trickier words

L E S S O I { S U i l l l , l A R Y o | 0 r ,

G r a m m a r : o h r a s a l v e r b sReading: two short articles about the effect of genes andenvironment on personality

Speaking: talking about personatity traits

E!UI@ To do the lesson in 30 minutes, set the GrammarBuilder exercises as homework

t Lead-in 2-3 minutes

o Write on the board: Noture or nurture? Ask if anyone hasever heard this phrase before lf not, tett them it's about

w h e t h e r y o u r e n v i r o n m e n t a n d u p b r i n g i n g o r y o u r g e n e s a r eresponsible for making your personatity Put them in small

t h e c l a s s a n d e x p l a i n t h e m e a n i n g o f t h e q u e s t i o n I n p a i r sthey write a sentence summarising the answer Check theanswer together,

KEYThe title asks the question: What ore the factors that determine

so m eon e's p e rson ality?

Answer: Your genetics, your environment, your free will

Go through the four different types of phrasalverbs Write

an example on the board to iltustrate each type (e.g 1 sitdown,2 point out- point out a mistake, point a mistake out,but point it out notpoinffi,3 look for - look for the booknotleekthe4ookJor 4, get oway with)

Do the first one together, t h e n s t u d e n t s c o n t i n u e a t o n e o r i n

o a i r s

5678

L A X G U A G E ] I O T E C O T L O C A T I O l {

To further illustrate the point about collocation in the look

out! box, refer students back to exercise 5 and explain

that some of the synonyms could be substituted into the ' 1 ,

text, whereas others wouldn't sound natural For example,

loosely based sounds natural, whereas vaguely doesn't "'

normally collocate with based, and therefore doesn't

sound as natural Likewise, state categorically collocates

more naturally than sfafe unambiguously Collocation is

highly important at advanced level, and a sense of which

words commonty co-occur can only be developed through

maximum exposure to written and s,,pgk€-n,,qng[sh

Read through the information about coltocations in the Look

out! boxtogether

Introduce the topic of drugs in sport by writing doping on

the board, asking students to tell you what they know about

it and if they know of any recent scandats involving athletes

that have been banned due to a drugs-related incident

Students complete the exercise individuatty or in pairs

Check answers together

K E Y 1 b 2 a 3 b 4 c 5 a 6 c 7 c 8 a

Begin by giving your own example of a sport which should

be un-invented, giving reasons why Divide the class

i n t o s m a l l g r o u p s a n d a s k th e m to d o t h e s a m e A s k a

spokesperson from two or three of the groups to report their

i d e a s b a c k t o t h e c l a s s

I Lesson outcome

Ask students: What have you learned today? What con you do

now? and elicit: / can understand an article about the origins of

sports I can understond the importance of collocation ond have

Iearned some adverb collocations

c

h

For further proctice of Phrosal verbs, go to:

Exercise 3 page 1o

o Read through the took out! box together then focus on the

instructions Analyse the first verb together as a whole class

before students continue alone or in oairs

KEY

1 to admit defeat, to take back an opinion type 1, active

2 to resist, not accept bad treatment from somebody without

complaining, type 4, active

3 t o c o n t i n u e t o d o s o m e t h i n g u n t i l it h a s fi n i s h e d , i n s p i t e o f

difficulties, type 2, active

4 to stop doing something, type 1, active

5 to give something to the next generation, type 2, active

6 to develop into an adult, type L, active

7 to be the explanation for, type 3, active

8 with mind = to decide, type 2, active

Notes for Photocopiabte activity 1.2 Phrasal verbs

PairworkLanguage: revision of phrasal verbs in different tenses andinctuding passive forms, with and without object pronouns

M a t e r i a l s : o n e c o p y o f t h e g a m e c u t u p p e r g r o u p o f 4 s t u d e n t s (Teacher's Book page 125)

Refer s t u d e n t s t o G r a m m a r B u i l d e r 7 2 a n d 1 3 Divide the class in hatf The students in one half are student

A and the others are student B Telt them that you are going

to give them some sentences with gaps These gaps should

be fitled with phrasal verbs which shoutd be in the correctform, including pronouns if necessary Put the students intopairs of the same letter, i.e Student A + Student A, hand outthe sentences and give them ten minutes to do this task in

t h e i r o a i r s Now give each pair of Student As a copy of the multiplechoice answers to B's sentences and vice versa for the oairs

of Student Bs Tetl them not to show these muttiple choiceanswerS

Each pair should now take it in turns to read out a sentence

lf the phrasalverb is correct, the pair score two points lf it

is incorrect, they have another chance to score a point by

l i s t e n i n g t o t h e th r e e m u l t i p l e c h o i c e a n s w e r s , c h o o s i n g t h ecorrect one and reading the sentence again with the phrasalverb in the correct form NB it is important that the multiplechoice answers are kept hidden as the correct choices are

c irc led

You will need to monitor carefully and conduct feedback at

t h e e n d to h i g h l i g h t a n y p r o b l e m s y o u have n o t e d i n t e r m softhe form / tense used There may also be cases wherestudents have chosen different ohrasal verbs which makelogical sense in the sentences or they may wish to ask why acertain phrasal verb is not possible These issues could also

b e a d d r e s s e d d u r i n g f e e d b a c k

K E YStudent A

1 get away with it

2 has been called off

3 turned it down

4 get round to (doing) it

5 let me down

6 set off

7 get through to him 7 to drop me off

8 put up with them / it 8 was beaten up

its meaning buf:bf knowing how it beFraves grammaticalty

as lwetl Students are nqtt,expected to remembrgr in the

future exact,ly what a typ,e 2 phrasal verb is in relation to

a type 3, or to be able to state whether a phrasal verb

is transitlve or separable, but just to be aware of the

different patterns For this reason when they come across

a new']ihrasal verb they sho:iild make a point of inoticing'

the pattern itta&es, and when noting jt down in their

vocabulary book, including an example which shows

which type it is

o lf possible, get students to work with a different partner for

this exercise Encourage them to use the phrasal verbs in

their answers and to ask at least two follow-up questions for

e a c h a n s w e r t h e i r p a r t n e r g i v e s

Unit 1 Beginnings

t E s s o l l s u t i l A R Y o o ,

Functional English: reacting to opposing views

Listening: a discussion about genetic engineering

Vocabulary: adverb collocations

Topic: science and technotogy, health and fitness

i ' - - !

- ! - - , 1

E!@@ To do the lesson in 30 minutes, keep the lead-in

brief, play the recording once only and limit the discussion time

in exercise 7

* Lead-in 3-4 minutes

Put the students in pairs or small groups Ask them to

brainstorm what traits make humans unique in the animal

world After one minute, ask them to think of any animals

that they think display traits which are similar to human

beings Give an example if necessary; dogs are often said

to show loyatty, dolphins disptay considerable intelligence

Give them a minute or two to brainstorm Now ask them:

Which of these animals, blended together, would be the

closest to a human beingT After a minute more discussion

time, students share their ideas with the class and give

explanations for their choices where necessary

r Focus students on the question and the options and then

ask them to quickty find the answer in the first paragraph

KEY c

Ask students to read the rest ofthe text and share their

views with a partner Keep this brief in order not to pre-empt

the discussion later

ln a weaker class pre-teach: weird, alter, feoture and offspring.

Play the recording once and let students compare with a

oartner before class feedback

KEY

a The man is in favour, the woman is against

b The woman thinks the man isn't being serious when he

starts fantasising about having Spiderman powers

Transcdpt 1.05

Man Did you read about that experiment they did on a monkey

-adding a gene from a ietlyfish?

Woman I think I saw something about it on W

M lt made the monkey give offgreen tight Weird, eh?

W I think it's terrible

M Why? lt's just an experiment The monkey looked OK to me - it

wasn't in pain or anything lt was just a bit welt, a bit green

W I just hate the whole idea I don't thinkyou can defend animal

experiments, from a morat point of view We don't have the right to

use animals in that way

M I don't really agree with that Of course nobody wants animals

to be harmed unnecessarily - but these are really important

experiments Without them, scientists will never find a cure for

serious diseases like cancer

W That's lust an opinion - there's no evidence to prove it

M I reckon it's true, though And I think genetic treatments arethe future of medicine In fact, in my opinion, scientists will oneday be abte to cure any disease - serious diseases, I mean - byattering a patient's DNA I read that in a magazine somewhere.Wouldn't it be amazing if all those diseases had cures?

W But where wilt it end? lt's a dangerous road to go along, don'tyou think? | mean, we still don't know enough about how our DNAworks We might make alterations which cure a certain disease,but at the same time, have other terrible consequences - youknow, side effects that nobody predicted

M That's a fair point, I suppose But in my view, it's worth takingthe risk- because the benefits could be so fantastic And thescience is advancing so quickty - it's impossible to stop it, so weshould learn to live with it and be happy about it

W That argument doesn't make sense Just because somethingseems unstoppable is no reason to welcome it I mean, you couldsay the same about global warming and climate change Wouldyou welcome those?

M Well, I do tike a bit of nice weather

W I iust hate the idea of'designer babies', with parents choosingal[ the best features for their offspring by tooking at their genes

It iust isn't right And you know what witt happen - 'ordinary'people, who haven't been speciatly designed by their parentsusing genetic technology, will end up as some kind of inferior race.Only the genetically perfect people wilt get good jobs, or healthinsurance - or be allowed to have children

M You don't need to take things to such an extreme Nobody'stalking about creating a race of super-humans - it's much simplerthan that Why shoutdn't parents have the choice ofa girl or a boy?

W Huh I knowwhich I'd choose :

M What do you mean?

W I'm amazed you're still defending this kind of experiment.Can't you see where it will lead? One day they're experimenting

on monkeys, the next they'lt be creating some kind of monster bycombining human and animal DNA lt's like a science fiction horrormovie

M I see what you mean But I quite like the idea of somehowmixing human and animal DNA lmagine, you could have a spidergene inside you and be Spiderman - watking up buildings andspinning webs

W You can't be serious

M Or Eagle man - with the power of flight

W Now you're just being sitty I'm not talking to you about it anymore

o Having established who is in favour and who is against, thestudents can work out who made each statement withouthearing the recording a second time

Students then work individuatly or in pairs to completethe sentences Point out that many ofthese are furtherexamples of adverb collocations and should be learned andrecorded as a complete phrase

During feedback, to check understanding, ask for synonymsfor some of the more challenging vocabulary, e.g

i n d efe n si b Ie (wro n g), m od ifi ed (cha n ged), u n fo res e e n (notpredicted), vi rtually (almost)

1 don't reatly agree with that.

2 That's just an opinion - there's no evidence to prove it

3 But where will it end?

4 That's a fair point, I suppose But in my view

5 That argument doesn't make sense

6 You don't need to take things to such an extreme

7 | s e e w h a t y o u mean B u t

8 You can't be serious

EXTRA"PROf,iU:ilCIATIOil ACTIVITY -'WORD

STRESS

The{oliowing adverb-adiective collocations a re_ usefu I

for discussion Write them on the board (without stress

marked) for students to copy Read them out (stressing

them as shown) and ask students to mark the stress

Wjth a stronger class they can be asked to write the

stress beforil hearing,it Mode[ and drill the words ,i,,

'ghorally 1 environmentally and individudlly, unfriendlykeepinrg a snappy pace.

2 politicalty incoryqg!

3 completely unacggptable

lfllNnlf*ilfdilnm To do the writing analysis and writingtask in one 45-minute lesson, keep the lead-in for the writinganalysis brief, skip exercise 6 of the writing analysis and theIead-in for the writing task Ask students to brainstorm ond plan

in class but to finish exercise 7 for homework

r Lead-in 2-3 minutes

r Put the students into pairs Tell them to ask each other:What's your fovourite kind of music and who ore youlistening to these days? Do you buy CDs or download musicfiles? Do you prefer songs in English or your language?

r Give them two minutes to tatk then ask some students to

f e e d b a c k o n w h a t th e i r p a r t n e r s a i d

r Students r e a d t h e m o d e l a n d a n s w e r t h e q u e s t i o n i n p a i r s Make sure students understand Ihat gig (meaning concert)

c a n re f e r t o a s m a l l b a n d p t a y i n g i n a s m a l [ v e n u e o r a b i gname band playing at a very large venue Ask a few students

to report back their partner's experience

o With a weaker class pre-teach: buzz (the sound of peopletatking in an excited way), make ouf (distinguish), encore(an extra short performance of a song at the end of aconcert), stumble ouf (walk outside in an unsteady way)

Focus o n t h e w r i t i n g t i p a n d a s k in d i v i d u a l s t u d e n t s t o f i n d

e x a m p l e s o f s h o r t s e n t e n c e s a n d d e t e r m i n e t h e i r p u r p o s e

KEY

I was thrilled used for emphasis

We waited used to build susoense

Students comptete the exercise individualty or in pairs

KEY 1 like 2 as; as 3 as if

Again, students can do the task individually or in pairs Checkstudents understand the meaning of maze (labyrinth) Pointout that os though can be used as an alternative to as rf

K E Y 1 t i k e 2 a s ; a s 3 a s i f lthough

Read the statement together and find out via a show of

hands how many students agree and how many disagree

Divide the students into two groups accordingly The groups

shoutd be equal in size so some students may have to

'adopt' another view Monitor as they write their lists,

feeding in ideas if necessary

r Ask students to find a partner from the opposite group, sit

next to them and discuss the statement Circulate as they

speak, noting down examples of language (both good and

bad) to highlight in a language feedback session

:''1::l'l' I r::'r:r:ir l

Presentation: sports at school

www.oup.comlett/teach erlsolutions

I Lesson outcome

Ask students: What have you learned today? What can you do

now? and elicit: / can express my opinions on ethical issues

t E s s o l { s u M i l A R Y & { : :

Writing: an account of an event

Language: using sentences of different lengths, using similes

Topic: people

EI@U To do the lesson in 30 minutes, keep the lead in

brief ond skip exercise 6.

OPTIOIIAT EXTRA ACTIVITY lG

S i m i l e s www.oup.com /elt/teacher/solutid{rs Describing

^

U n i t l B e g i n n i n g s [ 1 7

\

Exercise 6 pase 12

r Put students in pairs to invent their own similes Ask a few

pairs to read out their answers.

i Lesson outcome

Ask students: What have you studied today? and elicit: I can

describe an event I know howto create emphasis and build

tension using short sentences I can make my writing more

descri ptive usi n g si m i les

a n

t E S S O l l S U M i l I A R Y

Writing: a description of an event

Topic: people

EigE@ To do the lesson in 30 minutes, finish the writing

task for homework.

i Lead-in 2-3 minutes

Give students two minutes to brainstorm ad.iectives for

feelings, e.g delighted, depressed When the time is up,

ask them to give you adjectives for any strong feelings and

check everyone knows the meaning of each word.

5 When the phone rang, I answered it straightaway, and knew

Students c h e c k t h e i r w o r k l f t h e r e i s t i m e a s k th e m to s w a oessays with a partner They shoutd assess the essay interms of the criteria in the Check vour work lisl

oPTtoltALWRmilG ACT|VITY,,IG ,:

An account of an event r':fwww.ou p.com/elti teach er/solutions

t Lesson outcome

Ask students: What have you studied today? What can you donow? and eticit: / can describe an event I can use synonymstoavoid repetition

t e n s e , u p t i g h t

o Read through the writing tip together You could point out

that even in a rich language tike English there are very few

true synonyms Words which seem like synonyms usuatly

differ very slightty in meaning, collocation, register or

regional use The dictionary extract shows how the Oxford

Advanced Learner's Dictionary gives information about the

differences between these synonyms

o Students d o t h e ta s k in d i v i d u a l l v a n d c h e c k t h e i r a n s w e r s

with a partner

K E Y l c r o s s 2 m a d 3 i n d i g n a n t 4mad

Do the first sentence together and then students continue

the activity individuatly or in pairs Make sure they

understand that they need to find an alternative for both of

the repeated words in each sentence

event

{ 1 8 ) U n i t l B e g i n n i n g s

,/

T O P I C a &

Sclence and technotogy

i Lead-in page t4 2 minutes

' Write: Dolly the Sheep on the board and elicit what the

students know about it

Ask the students to explain what cloning is

Exercise 1 page 14 5 minutes

Ask two students to read the dictionary definitions

r Ask the class to make 2-3 sentences with clone as a verb

a n d a n o u n

Divide the students into pairs; ask hatf of the groups to

write down two arguments in favour of cloning; the other

h a l f - a g a i n s t c l o n i n g

Atlow five minutes Ask each student to present one argument;

ask them not to repeat arguments already presented

ExerCiSe 2 page 74 2-3 minutes

r Tetl the class they are going to read a text about ctoning

Ask the students to scan the text to find two arguments in

favour ofcloning Tett them to ignore both the gaps and the

sentences below the text

Allow two minutes Check answers as a class

Ask students to read the instructions and the text carefully

Explain that if they identify the topic of each paragraph, it

will be easier to narrow the options to those sentences that

d e a t w i t h t h e r i g h t t o p i c

Exptain that each missing sentence will have a certain

function in the text lf it's the first sentence of a paragraph,

it witl probably introduce a new topic or link this new

paragraph with the previous one lf it closes a paragraph, it

may summarise what has been said in this paragraph lf it's

in the middle, it witl probabty serve as a link between the

preceding sentence and the one that follows The students

should notice the position of the sentence in a paragraph

and also read carefully the sentences before and after the

gap to understand the context

Tell students you are going to do the first part of the task as

a class Ask them to read sentences A-F and identifu two

most likely options - they should easily pick sentences A

and D Point to the words'the tissue' in the sentence after

the gap and ask what it refers to Stress 'the' and elicit

that the tissue must have been mentioned before Ask the

students whether there is any tissue mentioned in either of

the sentences they have picked

Ask the students to do the rest of the task in pairs,

hightighting the parts ofthe text that have helped them to

choose the right sentence Allow 8-9 minutes, Check the

answers as a class, pointing to the hetpfut phrases in the text

With a weaker class, do the whole task as a class For gap 2,

tell one student to read out the sentences before and after

the gap Ask the students what this part ofthe text deals

with (research team), and which sentences A-F refer to the

same topic Then point to 'the latter' in sentence B and ask

what it refers to Refer them back to the word 'disgraced' in

the sentence before the gap

Ask another student to read out the sentences before andafter gap 3 By this time, they will remember that sentence Awas not used for gap 1

Remind the students to cross out those sentences they haveatready used Ask a student to read out the sentence aftergap 4 Point to the words 'at least one ofthese' and askwhat 'these' coutd be Ask them to took in the remainingsentences for what coutd be referred to as 'these'

Telt the students to read the sentences before and after gap

5 and both remaining sentences Tell students that iftheycannot decide which sentence fits the gap, they should try

to eliminate the one that is less suitable Point to the factthat sentence E introduces a new topic (cloning people)which the text does not mention at al[

Remind the students that in an exam, after fitling alt thegaps they should read the text again to check it's coherent

l ( E Y 1 D 2 8 3 A 4 F 5 C

ExefCiSe 4 page 74 1-3 minutes

Choose one ofthe questions in the exercise lfyou arerunning out of time - skip the questions, just ask thestudents to look at the picture and identify what it shows.Elicit Frankenstein, and telt the students that the text theyare going to work with concerns ctoning people

EXerCiSe 5 page 14 10-15 minutes

@

Read out the instructions; stress the importance of spelting

in this examination task

Tett the students to scan the text so that they know what it isabout Tell them to ignore the gaps at this stage

Ask students to work individualty Ask them to read the textonce more, aloud so that they can hear themselves Whilereading they shoutd fill those gaps that seem obvious Advisestronger students to repeat the process Allow 3-4 minutes

Go through the text as a class with students contributingtheir words for each gap lf there are no suggestions for aparticular gap, leave it unfilled

Ask a student to read out the text For the gaps that stiltremain unfilled, help the students with the right answer,e.g for gap 1, write'people regard clones - horrof, forgap 10, rephrase the sentence - lt's another question _cloning people would be a good thing Explain that if anindirect question is fronted whether is used, not rf

ExerCiSe 6 page 74 3-5 minutes

Ask the students to discuss the topic in pai:rs lf you arerunning short of time, set the task as homework Ask thestudents to prepare to argue either for or against the idea

of cloning humans Alternatively, ask them to prepare a 2-3minute presentation either for or against the idea.

I Lesson outcome

Ask students: What have you learned / practised today? andelicit l have leorned about commercial cloning of animals Ihave practised reading comprehension through o matchingtask I have practised vocabulary through completing a gap-filling task

, u i l t T t l t c l u D E s , a a $ ,

compound adlectivos i qornpournd:nouns r verb-noun /noun collocations e phrag4t v€fbs , agp€Cts of filrrls r ad:iectives

f ilms modifying adv€-rb9.: ::

c like, unlike andss :,$airative tenses simple and continuous farfis

a real classic lt's quite slow-moving and difficult to follow attimes, but it's a fitm you can watch over and over again The maincharacter, ptayed by Hanison Ford, is an ex-cop who's brought out

of retirement to help find and destroy things called 'repticants',which are basically genetically-engineered robots that are

i n d i s t i n g u i s h a b l e f r o m h u m a n s T h e s e m a n - m a d e r e p t i c a n t s h a v esuper-human strength but timited lifespans and they want to forcethe people who created them to prolong their short lives I guessthe film's really a futuristic detective thrilter

o Students w o r k in d i v i d u a l l y t o f i t t in t h e g a p s T h e n p l a y t h erecording for them to check their answers Point out that thewords are not in order

r Encourage s t u d e n t s t o g u e s s t h e m e a n i n g o f a n y u n f a m i l i a rwords from their component parts To check comprehensionask questions about some of the words, e.g Which

compound adjective meons: causing happiness or pleasure?(heart-warm in g) intelligent or fast thinkingl (q u ick-witted)

in very bad condition? (run-down) extremely frightening(hair-raising) not prepared to accept ideas or beliefs that oredifferent from your own? (narrow-minded) Onceyou have

g o n e t h r o u g h t h e a n s w e r s a s a c l a s s , c h e c k c o m p r e h e n s i o n

o f s o m e o f t h e w o r d s a n d p h r a s e s b y a s k i n g q u e s t i o n s

As a general rule this is the most effective method ofchecking that students understand lf you simply ask Do youunderstand? or Do you have any questions? students may

n o t r e s p o n d b e c a u s e t h e y a r e e i t h e r t o o s h y to a s k o r m a ywrongly suppose that they already know the meaning

t o c l o s e t h e i r b o o k s a n d e t i c i t e x a m p t e s o f t y p e s 1 a a n d b ,type 2 and type 3

Vocabulary: compound adjectives, aspects of fitms

listening: monologues - listening for gist and specific language

Speaking: talking about fictionat character

Topic: sport and cutture

EIQI@ To do the lesson in 30 minutes, keep the lead-in

brief, skip exercise 7 and set the Vocabulary Builder exercise as

homework

i Lead-in 4-5 minutes

Ask the students to think what is important for them when

choosing a book to read or deciding which film to see They

should make a list of four factors they might consider Give

t h e m a m i n u t e t o t h i n k a n d th e n p u t th e m in p a i r s a n d a s k

t h e m to f i n d o u t if t h e i r p a r t n e r h a s th e s a m e f a c t o r s i n m i n d

o With a stronger class, encourage them to rank their key

factors in order of importance

Ask a few students to feed back to the class

Focus on the photos and ask students to identify the films

Tell them they are going to hear three speakers tatking

about the fitms in the photos Ask them to predict what

positive things they are going to hear about these films

r With a weaker ctass, in order to facilitate the listening

process, before you play the recording, elicit more

information about the films: the outline of the story, the

main characters, where and when they are set

In a weaker ctass it would be also be useful to pre-teach:

contemporary (set in today's wortd), run-down (in a very bad

condition), dead against (in complete disagreement with),

twists and furns (unexpected developments in a story), cop

(policeman (slang)) and i n di sti n g ui sh able from (i m possi ble

to tell the difference from other things or people)

KEY

1 set in the real world, it's heart-warming

2 it's action-packed, Daniel Craig is cool

3 it's sci-fi, you can watch it over and over again

Transcript 1.07

Speaker 1 | tike contemporary dramas that are set in the reaI

world One of my all-time favourites is Billy Elliot lt's set in a

Speaker 2 | really like action-packed thrillers, with a fast-moving

r.ci and lots of twists and turns For example, I iust love the James

3 o r C f i l n s , e s p e c i a l l y t h e m o r e re c e n t o n e s , w i t h D a n i e l C r a i g

as 3ond He's such a cool guy, you know, smartly dressed,

good oc<"rg a'ld always so self-assured He gets involved in some

o Point out that compound adjectives are nearly always

hyphenated, as opposed to compound nouns which are

sometimes two separate words, sometimes hyphenated and

sometimes one un-hyphenated word, depending on how

long the word has existed in the English language

KEY

Possible answers

big-headed, big-hearted, broad-minded, broad-shouldered,

cold-blooded, cold-hearted, empty-handed, em pty-headed,

fai r-skinned, fair-haired, fai r-m i nded, kind-hearted,

ton g-legged, narrow-minded, sin gle-minded,

single-handed (done by one person alone, without any help),

th in-hai red, thin-skin ned (oversensitive to criticism), wide-eyed

The ending is heart-breaking

The hundred-page novel is a fantastic read

Demonstrate by giving your own example of 1 and 2

Students continue the exercise in pairs before feeding back

to the class

KEY

Some typical collocations include:

1 Cotd-blooded murder / execution / attack / crime

2 Absent-minded orofessor

3 Light-hearted fitm / book / ioke

4 Long-lasting battery / tight bulb / relationship / friendship /

effects

5 Time-eonsuming task / recipe / hobby

6 Cut-price tickets / computers

7 Remote-controlled aeroplane / boat / robot

Students make notes individuatty Make sure they choose a

characterwho others may know

Students describe their characters in pairs or small groups

For further practice of Compound nouns, go to:

Notes for Photocopiabte activity 2.1

Compound dominoes

G a m e

Language: compound nouns and compound adjectives

Materials: one copy of the worksheet cut up per group of 3-4

students Oeacher's Book page 126)

Refer students to Vocabulary Builder 2.7 and 2.2

Ctarify the following rules for'compound dominoes' All the

dominoes are dealt out face down, equally to all players

The player who has the START domino plays first The next

ptayer attempts to put one of their dominoes down but if it

is not possible then the next player can try This continues

until alt dominoes are on the table The first oerson to use

a t t th e i r d o m i n o e s i s th e w i n n e r A follow-up activity would be for pairs or small groups ofstudents to take each compound noun / adjective in turnand discuss how important it is for them when decidingwhether to see a film (t might help to tell them to imaginethey have read a film review which contains the word.)

o An altemative follow-up activity would be for groups ofstudents to sit together, each student choosing two ofthecompound nouns / adjectives The first student begins talkingabout a fictitious film and uses one ofhis words Then the nextstudent in the circle continues the oral film review and usesone of his words and so on until all the words have been used The second set ofdominoes is to be used after lesson 34 as

a quick review of strong collocations

t Lesson outcome

Ask students: What have you leorned todayT What can you donow? and elicit: / can talk about various aspects of stories I canunderstand and use a range of compound adjectives

t E S S O l l S U t t A R Y a a & 1 Grammar: like, unlike and os

Reading: a short article about the effects ofTV on childrenlistening: three people discussing television

Speaking: discussion about the effects ofTV on children andabout viewing habits and preferences

Topic: school, science and technology

' l

Elqt@ To do the lesson in 30 minutes, keep the lead-inbrief; don't play the recording a second time for exercise 6 andset the Grammar Builder exercises as homework

i Lead-in 2-3 minutes

o Write on the board; books, films, television, radio, theatre

r Ask students to discuss in pairs or smatl groups which ofthese media they prefer for entertainment, giving clearreasons for their preference over the other media Give them

o The text is rich in useful language, so during feedback,analyse its linguistic features as follows:

2 Ask: How else could you soy: He wotches TV for four hoursevery day? (He watches four hours ofW a day)

3 Askt What's onother way of soying: They are less likely tograduoteT (lt is less tikety / probabte that they will graduate)Ask: Who are your peersT (Other people of the same age)

4 Ask: What's the opposite of holf as likely? Twice as likety(not twice more tikely)

7 Write: subsequent on the board: Ask where the stressfalls (subsequent), elicit a synonym (later)

Write: he failed to graduate Ask: Does that meon the same

as he failed his exams? (No, it means he didn't graduate, fail

to means not do something e.g he faited to arrive on time.)

Unit 2 Stories

8 Write: 1 _ comparison to his brother, lohn is very shy.

2 His brother is outgoing _ comparison, lohn is shy

Elicit the prepositions (1 : In, 2 : Ay) Explain that if

comparison is followed by a comma, as in the text, we use

by lf foltowed by an object to +object, we need in

11 Write attention deficit Askwhere the stress falls

(attention deficit) Ask for a paraphrase (inabitity to pay

attention for long)

Ask: Whot is a learning disorder? A condition where children

have difficulty reading, writing or doing mathematics Ask: /s

it reloted to intelligence? (No)

Finatly, ask students to tell you the adjective form of

behaviour (behavioural), cause (causaD and challenge

(challenging)

5 Do you watch a lot of tetly, then Joanna?

J I suppose I watch quite a lot but I don't have a W in mybedroom, like Chris does I tike to watch the news and find outrwhat's going on in the world And um we usualty sit down togetherafter dinner as a family and watch telty We tike the same kinds

of things, luckity

5 What kind of stuff do you watch?

I We watch dramas and films mainly, and series like Heroes

5 Realty? | can't stand all that fantasy and superhero stuff

I Heroes is great The storytines are really good

C I'm with Joanna on that The stories are fascinating, as are thecharacters - really well drawn

S I prefer series tike losf The stories and characters are greattoo, but unlike Heroes, losf is set in the real world

J I'm a big fan of lost too, but I wouldn't say it's set in the realworld In fact one of the reasons I watch it is to escape from thereal world You can really lose yourself in programmes tike that

C Welt, our family can never agree on something to watch Mymum and sister always want to watch romantic comedies or slushysitcoms Me and my dad atways go for the thrillers or the action-packed blockbusters But I guess it's just that men and womenhave different tastes

J I think that's just stereotyping peopte, I don't think it holds truefor everybody I'm not a big fan of rom-coms, like your mum andsister - | prefer something with a bit of action

C The exception that proves the rule!

4 t o

5 t o

6 between

Ask a student to summarise the information in the text

r Put the students in pairs or sma[[ groups to discuss the

question Go round monitoring as they do so, listening,

correcting and offering your own opinions

o Conduct a brief whole-class feedback

r Ask students to close their books Tell them they are going

to hear three people discussing television Brainstorm as

a class the reasons why people watch television and write

t h e i r id e a s o n t h e b o a r d A s k t h e m t o o o e n t h e i r b o o k s a n d

compare the words in the box with their own ideas

Play the recording and ask students to write down the words

which helped them answer the question

KEY

Relaxation (give my brain a rest)

Getting news (watch the news)

Family activity (sit down together after dinner as a family)

Escapism (to escape the realworld)

Transcript 1.08

Chris I watch W most days I guess, usually when I come in from

school I do it to unwind realty, and give my brain a rest l'lt watch

more or less anything, and Mum comes into my room and

-Joanna You've got a W in your bedroom?

C Yeah, yeah, and Mum comes in and she's like, 'Why are you

watch ing that rubbish?'

Steve Yeah, my parents are a bit like that too But they're just

as bad, forever watching cheesy sitcoms and quiz shows lt's true

there's a lot of rubbish on, though, don't you think?

| | suppose My main criticism of TV these days is the way women

are portrayed They're atl impossibty thin and good-looking

And everything is so sexualised The women and girls are all in

relationships with guys and the relationships are, um, nothing like

what happens in the real world

S Yeah, I think you're right about the world we see in W

programmes not being realistic There's always a beginning, a

middte and an end - usually a happy one - and things just aren't

tike that in real life

C Stories are atways tike that, though, whether on W or in books

or whatever

Exercise 5 page re

o Ask the first question to one or two students as ademonstration, making sure students give expansiveanswers, then students continue asking the questions

in pairs At the end, go through each question askingindividuals to report back their partner's answer,encouraging the rest ofthe class to react

r Students do the exercise individually Ptay the recording forthem to check

Highlight the use ofthe present tense to talk about the past

in sentence a The present tense is often used instead ofpast in this kind of narrative

22 ) Unit2.Stories

Exercise 8 page 16

r Students discuss the question in pairs or small goups Have

a brief class feedback

t Lesson outcome

Ask students: What did you learn today? What can you do now?

and elicit: I can discuss the effects ofTV on children I can talk

about my TV viewing preferences I can talk about similarities

and differences using as, like and unlike

t E S S O l l S U i l I M A R Y o a & : i

-Reading: an articte about Arthur Milter and Death of a Salesman

Vocabutary: adiective + noun collocations, verb + noun

coltocations

Listening: an extract from Death ofa Salesman

Speaking: a discussion about the issues raised in Death ofo

Salesman

Topic: sport and cutture, work

Eiqt@ To do the lesson in 3O minutes, keep the lead-in

brief, don't spend long dealing with unknown vocabulary in

exercises 3 and 4 ond Iimit the time spent on discussion in

exercise 9

r Lead-in 3-4 minutes

o Divide the classroom in half and explain that one side is for

those who believe you should have dreams and ambitions

and believe you can achieve them, no matterwho you are

The other side is for those who believe you should be realistic

and have your feet on the ground and in that way you will be

happy Ask the students to choose their side Depending on

the distribution of students, you could put them in pairs or

small groups across the centre line and askthem to defend

their position, or encourage debate fBtween the two groups

Read the definition together, explaining if necessary

prosperity (being successful and earning money) and

irrespective (without taking sth into consideration) Let

students consider their views in pairs before eliciting a few

opinions lf your students have done the lead-in activity, omit

the pair work and move straight into the open class stage

Students do the exercise individuatly Set a time limit of four

m i n u t e s

With a weaker class, go through the first two gaps together,

eliciting what class of word is needed to go in the gaps

(adjective, noun, etc.).

r Write the answers up on the board as some of the words

may present spelting difficulties

r Students might come up with indications for number 4 The

difference between the two words is very subtle Indication

is a sign that something is happening or what somebody

is thinking or feeling e.g There are indications that the

economy is slowing down.Indicator, on the other hand is a

sign, that shows what something is like, e.g an indicator of

wealth, poverty, high self-esteem, etc

o Students can do both parts of the activity individually or

in pairs Check answers to the matching activity before thestudents write their sentences

As you go through the answers elicit or explain maritalsfofus (whetheryou're single, married, divorced, etc.),right-wing (strongly supporting capitatism) and coveted(something that a lot of people want very much).

Explain that to have sympathy (uncountabte) means to feelsorry for, or to understand or care about a person's problems.The countable noun sympothres is usually plural, goes after

an adjective and means showing support for a political cause

ef

c

h

o Tel[ students they are going to listen to the openin g of Deathofo Salesman Focus attention on the glossary and on thequestion and options

Encourage students to sit back and enjoy the play withoutbeing distracted by unknown vocabulary

KEY t

Linda Witty!

Wilty lt's att right I came back

L Why? What happened? Did something happen, Willy?

W No, nothing happened

L You didn't smash the car, did you?

W I said nothing happened Didn't you hear me?

L Don't you feel welt?

W I'm tired to the death I couldn't make it I just couldn't make

it, Linda

L Where were you all day? You look terribte

W I got as far as a little above Yon kers I stopped for a cup ofcoffee Maybe it was the coffee

L What?

W I suddenly couldn't drive any more The car kept going off on

to the shoulder, y'know?

L Oh Maybe it was the steering again I don't think Angeloknows the Studebaker

W No, it's me, it's me Suddenly I realize I'm goin'sixty miles anhour and I don't remember the last five minutes I'm - | can't seem

to - keep my mind to it

L Maybe it's your glasses You never went for your new glasses

W No, I see everything I came back ten mites an hour lt took menearly four hours from Yonkers

Unit 2 Stories

L Well, you'll just have to take a rest, Witty; you can't continue

this way

W I just got back from Florida

L But you didn't rest your mind Your mind is overactive, and the

mind is what counts, dear

W I'tt start out in the morning Maybe I'll feel better in the

morning These goddam arch supports are kitting me

L Take an aspirin Should I get you an aspirin? lt'll soothe you

W I was driving along, you understand? And I was fine lwas

even observing the scenery You can imagine, me looking at the

scenery, on the road every week of my life But it's so beautiful up

there, Linda, the trees are so thick, and the sun is warm I opened

the windshietd and iust let the warm air bathe over me And then

all of a sudden I'm goin'offthe road! I'm tellin'ya, I absotutely

forgot I was driving lf I'd've gone the other way over the white line

I might've kitted somebody So I went on again - and five minutes

later I'm dreamin' again, and I nearty - | have such thoughts, I

have such strange thoughts

o Go through the questions and ask students to make notes

for the answers as they hear the recording a second time

Let them discuss the questions with a partner, iustifoing

t h e i r re a s o n s

KEY

1 He's physicatty and mentally burned out He feels tired

to death and his feet are hurting him He is constantly

distracted (by the beautiful scenery for example) and unable

to focus He is troubled by some strange thoughts and

bewildered by his own behaviour

2 Linda is caring, attentive and extremely worried about his

mentat and physical state We know this because she tries

to find reasons for what happened to him, probably to

reassure herself as much as him

3 She suggests first that what happened was due to the

steering on the car, then that it was his glasses

4 She suggests that he takes a break and rests his mind, then

that he takes an aspirin

Explain that they are going to listen to another extract which

follows straight on from the first Ask students to read

through the glossary and then elicit predictions about what

they will discuss Again, encourage them to put their pens

down and iust sit back and listen

KEY

They talk about Wilty's work and about their son Biffs lack of

achievement

Transcript 1.10

Linda Witty, dear Tatk to them again There's no reason why you

can't work in New York

Willy They don't need me in New York I'm the New England man

l'm vital in New England

L But you're sixty years otd They can't expect you to keep

travelling every week

W I'll have to send a wire to Porttand I'm supposed to see Brown

and Morrison tomorrow morning at ten o'clock to show the line

Goddammit, I could sell them!

L Why don't you go down to the ptace tomorrow and tell Howard

you've simply got to work in New York? You're too accommodating,

dear

W lf old man Wagner was alive I'd a been in charge of New York

now! That man was a prince, he was a masterful man But that boy

of his, that Howard, he don't appreciate When I went north the first

time, the Wagner Company didn't know where New England was!

L Why don't you tell those things to Howard, dear?

W I will, I definitety witt ls there any cheese?

L I'l[ make you a sandwich

W No, go to sleep I'll take some mitk I'11 be up right away Theboys in?

L They're steeping Happy took Biff on a date tonight

W That so?

L lt was so nice to see them shaving together, one behind theother, in the bathroom And going out together You notice? Thewhote house smells of shaving lotion

W Figure it out Work a lifetime to pay off a house You finattyown it, and there's nobody to tive in it

L Well, dear, life is a casting off lt's always that way

W No, no, some people - some people accomplish something.Did Biff say anything after I went this morning?

L You shouldn't have criticized him, Witty, especially after he justgot off the train You m ustn't lose your temper with him

W When the helt did I lose my temper? | simply asked him if hewas making any money ls that a criticism?

L But, dear, how could he make any money?

W There's such an undercurrent in him He became a moodyman Did he apologize when | left this morning?

L He was crestfallen, Witly You know how he admires you I think if

he finds himself, then you'tl both be happier and not fight any more

W How can he find himself on a farm? ls that a tife? A farmhand?

In the beginning, when he was young, I thought, well, a youngman, it's good for him to tramp around, take a lot of different jobs.But it's more than ten years now and he has yet to make thirty-fivedollars a week!

L He's finding himsetfiWitly

W Not finding yourself at the age of th irty-four is a disgrace!

L S h h !

W The trouble is he's lazy, goddammit!

t Willy, please!

W Biff is a lazy bum!

L They're sleeping Get something to eat Go on down

W Why did he come home? | would like to know what brought

h i m h o m e

L I don't know I think he's still tost, Witly I think he's very lost

W Biff Loman is [ost In the greatest country in the world a youngman with such - personal attractiveness, gets [ost And such ahard worker There's one thing about Biff - he's not lazy

L Never

W I'll see him in the morning; l'll have a nice tatk with him.I'lt get him a job selling He could be big in no time My God!Remember how they used to fottow him around in high school?When he smiled at one of them their faces lit up When he walkeddown the street

Exercise 8 page rz f) r.ro

o As before, ask students to take notes as they listen andthen to pool what they can remember with a partner beforewhole-class feedback

KEY

1 Linda suggests that Will asks to relocate to New York so that

he doesn't need to travel so much

2 The first time he disagrees with the idea, saying he's tooimportant in New England, the second time he ignores herand starts thinking about his meeting the next day, and thethird time he finally agrees to speak to his boss

3 Witly had criticised Biff for not making anything of hisworking life, for working on a farm instead of trying to get

a h e a d i n b u s i n e s s

4 He says he won't speakto his boss about relocatingthen

c h a n g e s h i s m i n d

He complains that Biff is lazy then says he's a hard worker

He says Biff is a moody man then says he has an attractivepersonality

Exercise 9 page 77

o Put students in different pairs to discuss the questions

After a few minutes ask setected oairs to summarise their

conversations

t Lesson outcome

Ask students: What have you learned today? What can you

do now? and elicit: I can understand an article about Arthur

Miller I can understand and react to an extroct from Death of a

Speaking: discussion about human behaviour

Topic: peopte, sport and culture

EIE@ To do the lesson in 30 minutes, keep the leod-in

brief and ask students to read the text before the lesson

Witliam Golding Born 1911, died 1993, Gotding was a

British novelist and poet,:1.|e won both the N:obel Prize

for Literature and the Booker Prize Lord of the Fliesishis

best known novel, published in 1954.

Lord of the Flies The book is about what happens when

a group of boys are stranded on a deert island, lt covers

themes such as leadership, moral choices, civitised

versus animal behaviour and the group versus the

individual Two films of Lord of the Flies have been made

2 He is angry because the fire has been allowed to go out

3 The purpose ofthe fire was to attract the attention of

at the gap, look at the sentence after the gap and try topredict what kind of information might come in between

T h e n r e f e r t h e m to t h e id e a s a - h a n d s e e if t h e id e a t h e ypredicted is there (d - retates to the sentence after the gapand mirrors its language) Students continue atone

During feedback ask students to explain the linguistic and

or conceptual [ink between the inserted sentences and thesentences before and after

(lack loud and active - gave orders, sang, whistled)

3 Ratph was angry and felt it that it was unfair that in addition

to letting the fire go out and hitting Piggy, Jack had given

t h e im p r e s s i o n o f b e i n g d e c e n t b y a p o l o g i s i n g

4 The barrier made of wood for the fire was symbolic of theenormous rift between them and of their totally contrastingcharacters,

o Ask students to underline the relevant sections of the text.They do the task individually then compare their answerswith a partner

Make sure students understand the meaning of defiance(rebelliousness, refusal to obey orders)

KEYHis voice was loud and savage, and struckthem into silence.When he heard the hunters agree that he shouldn't havelet the fire out The bolting look came into his eyes and hehit Piggy in the stomach He smacked Piggy's head He'salways shouting

l a c k h a c k e d a n d p u l l e d a t t h e p i g His voice was shaky when he was angry with Jack, he

l a u g h e d a t ja c k w h e n h e d i d n ' t m e a n t o , h e s t e p p e dforward when Jack threatened Piggy but didn't stop himfrom hitting him

23

unit2.stories

e

7

He shouted atJackYou and your blood !And later You

didn't ought to hove let the fire out He threatened Jack after

his glasses broke: /us you wait

H e re f u s e d t o c o m m e n t o n w h a t J a c k h a d d o n e o r t o m o v e

out of the way when they were buitding a fire

He picked up Piggy's glasses

They wailed when they realised Jack had let the fire go out,

they, taughed uncontrollably at his parody, gave out a buzz

o f a p p r o v a l a f t e r h e a p o l o g i s e d

Ask the students t o t a t k a b o u t t h e q u e s t i o n s i n p a i r s a n d

t h e n o p e n it u p a s a w h o l e c l a s s d i s c u s s i o n Y o u c o u l d

round offthe discussion by tying it back to the novel and

asking students how they think the story of Lord of the Flies

e n d s ( T h e b o y s a l l e n d u p s i d i n g w i t h w a r r i o r J a c k a g a i n s t

R a t p h , t h e v o i c e o f r e a s o n T h e y d e s c e n d i n t o v i o t e n c e a n d

savagery and in the end have to be rescued by adutts - see

Workbook page 15 for detailed synopsis.)

Discussion: survival

vi/wwtoup,c6m/ettlieacherlsolutions ",

i Lesson outcome

Ask students: What have you learned today? What can you do

now? and elicit: / can understand on orticle an extract from Lord

ofthe Flies I can reactto and discuss the issues (about human

noture) raised in the novel I have revised how to do o sentence

insertion exercise

l

i:air .rit:

t E S S O l { S U M i l I A R Y o O s : r r

Grammar: narrative tenses

Reading; Aesop's fables

Speaking: inventing and tetling a fable

EiE@ To do the lesson in j0 minutes, keep the

lead-in brief, do exercise 5 together and set the Grammar Builder

exercises os homework

I Lead-in 3-4 minutes

o Elicit the meaning of the word 'fable' Write on the board:

The North Wind and the Sun, The Lion and the Mouse and

The tortoise and the hare Ask ifanyone knows any ofthese

stories by Aesop lf some students do know the stories

appoint them storytellers and put them in a group Give 2-3

minutes to tell the story lf nobody knows the stories, put

them in small groups to discuss what they know about Aesop

or if they know any stories which have a moral at the end

CUTTURE ilOTE - AESOP

The ancient Greek storyteller, Aesop, tived from 620

to 550 BC Not much is known about his,life but he is

thought,to h,ave been a,slave ,He is, famous for his short

fabtes which illustrate truths about life and human

natu:re lt is generatly agreed that not alt of the fables

were created'by him but he was so famous that many

other earlier and later fab-les were attributed to him.

c o n j u n c t i o n w i t h p a s t s i m p l e , w h i c h d e s c r i b e s a n e v e n t o raction that interruoted it

] h a d p i c k e d , h a d th o u g h t

P a s t p e r f e c t i s u s e d t o t a t k a b o u t a n a c t i o n w h i c h h a p p e n e dbefore another event in the oast

4 h a d b e e n s e a r c h i n gPast perfect continuous is used to talk about longer events

t h a t w e r e h a p p e n i n g b e f o r e a n o t h e r e v e n t i n t h e p a s t

5 w o u l d w a t kWould is used to describe past habits that are different now

6 u s e d t o w a n d e rUsed to is used to describe past habits or situations that aredifferent now

7 would be easywas going to eat them

It can be tricky for them to explain succinctly so prompt

t h e m b y a s k i n g c o n c e p t q u e s t i o n s , e g i n n u m b e r 7 , H o d h efinished? Was it a quick action?

KEY

1 a I h a d fi n i s h e d m a k i n g t h e c o f f e e ( a q u i c k s i m p l e a c t i o n )before Joe arrived

b I made the coffee after Joe arrived

c I was in the middle of making coffee when Joe arrived

d Before ,|oe arrived I had been making some bread (which

h a d ta k e n s o m e t i m e )

2 a H e h a d li v e d i n Japan f o r tw o y e a r s a t s o m e p o i n t in h i stife

b H e h a d b e e n li v i n g i n Japan f o r t w o y e a r s u p t o t h e ti m ethe sentence refers to

For further practice of Narrative tenses, go to:

Students work alone or in pairs

The moral of the storv is 'slow and careful wins the race'

o Students construct the fable using the information Tell them

they should try to combine the sentences where possible

to make longer sentences Remind them that although it's

possible to tell the story using just past simple, they must

use a range of narrative tenses

Set a time limit of five minutes, then ask individuals to

come fonruard and wr,ite a sentence each on the board

KEY

There was once a shepherd boy who lived in a village His

famity had lived there for many years He used to look after a

flock of sheep and every day he would go to the village One

day he was feeling bored so he left his sheep and ran to the

village and shouted 'Wolf! Wolf!'The villagers heard his cries

and ran to help him but they had wasted theirtime and he

taughed at them After he had done this two or three times, a

wolf really did come He shouted 'Wolf! Wolf!' but the villagers

ignored him and the wolf killed the whole flock of sheep The

boy woutd never / was never Going) to cry wolf again

e Circulate and check students' work as they write their

sentences Encourage them to self-correct

r First, get students to interpret the meaning of the sayings

t Make hay while the sun shines (do something white the

conditions are right)

Don't judge a book by its cover (appearances can be

deceptive)

c Look before you leap (don't rush into things without

thinking them through)

c A stitch in time saves nine (if you deat with a problem when

it first arises you'll save yourself a lot of troubte later)

o Students should write a brief outline of their fable in note

form only lf time is short, they recount their fables in groups

For further practice of Simple and continuous forms, go to:

Notes for Photocopiable activity 2.2 Tetting tales

Group workLanguage: narrative tensesMaterials: one copy of the worksheet cut up per pair (Teacher'sBook page 127)

o Ask students in small groups to list tenses which they mightuse in telling a story Make sure the list is comprehensive bydirecting them back to lesson 2E exercise 2 With a weakerctass, elicit appropriate tenses for setting the scene ofastory (past continuous), for looking backto a previous event

in the past (past perfect), and for talking about plans whichchanged (future in the past)

Tetl the students that you woutd like them to write a storyfrom pictures you are about to give them Highlight thatthey should make an effort to use as many of the narrativeforms as they can Explain that the final scene ofthe story

is missing so they will need to decide how the story ends.Ask them to make sure they write legibty! Put the students

in pairs and give half of the pairs Picture story A and theother pairs Picture story B They witl probabty need 15-20minutes for the task

When they have finished, move the stories around so eachpair has another pair's work (preferably the same picturestory) Give them a few minutes to read and discuss anydifferences between that story and their own Group thepairs together to discuss what they think works best and try

to come up with one story between them

o Finally put together two groups with different stories Askthem to read out their stories to each other and afterwards

to discuss any similarities between the two stories

r Aftenruards in whole-class feedback, encourage constructivecriticism and comments on the use of the narrative tenses

EiqI@ To do the lesson in 30 minutes, keep the lead-inbrief, do exercise 4 as a class without paying the recording

a second time, and set the Grammar Builder exercise forhomework

t Lead-in 3-4 minutes

o Write on the board down-and-out, beggar, itinerant,homeless, vagrant, tramp, busker Eticit that these wordsretate to people on the street and clarify whether each word

is a noun or adjective, or both Put the students into smallgroups and ask them to discuss similarities and differencesbetween the words in this set After two minutes, encouragegroups to share their knowledge with the class and clarifumeaning, using a dictionary, if necessary

KEY

1 was running

2 came across

3 had been following

4 had never come

18 would / was going to /was to remember

Unit 2 Stories

C U L T U R E ] I O T E - HOTETESSXESS

The UK Government's,Rough Sleepers Initiative

1990-1 9 9 9 w a s a i m e d a t h e l p i n g h o m e l e s s p e o p t e C h a r i t i e s

such as 5h9!!er, Centie'point and Crisis operate ii'i::ihe

UKto help:lhOmeless people Recent:figu,tes released by

qfllis state that there are 380,00O homretess people in

,the UK Governrnent figu:r€5:ls:how a decrease in the lewl

of h omelessn€l!:,but no n-govern ment sources show,'aii

increase of arqaiiiiJ'9yo in 2007 , , ,,:,,,,

: i i : : : r t t , : t , : : t i r t j , , , r

o Ask students t o d i s c u s s t h e q u e s t i o n s i n p a i r s t h e n h a v e a

class feedback

r Tel[ students they are going to listen to an interview with a

homeless person Give them two minutes to think of questions

Write one question from each pair's list on the board

Exercise 3 page zr 6) r.rr

Play the recording then ask students to tell you which of the

questions on the board were answered

Transcript 1.11

Interviewer How long have you been homeless?

Y o u n g w o m a n F o r a b o u t a y e a r n o w

I H o w d i d v o u b e c o m e h o m e l e s s ?

Y I had family probtems I was living at home and I wasn't getting

on very wett with my mum We used to row every day And then I

s t a r t e d s k i p p i n g s c h o o l a n d t h e y s u s p e n d e d m e a n d t h e n fi n a t l y I

was expelled

I So you were at home every day?

Y Not really lt got me down being at home I slept there but I

d i d n ' t h a n g a r o u n d d u r i n g t h e d a y I u s e d th e p l a c e t i k e a h o t e l ,

t h a t ' s w h a t m u m s a i d

I So what made you leave in the end?

Y I'd got into drugs by then, and I'd steal to feed my habit, you

know, shoplifting stuff

I Did you steal from your parents?

Y From my mum, yeah My dad doesn't live with us I'd nick

money from her purse And one day she confronted me and

accused me of stealing from her and we had an almighty row

That's when I walked out

I And you came to London

Y Yeah

I And where did you stay?

Y At first I stept rough, on park benches, under bridges - it was

summer so it wasn't too bad Then I started going to a hostet You

can take a shower and get a good night's sleep But they kick you

out at nine and you can't go back till five

I So what do you do during the day?

Y Wander around, hang out with other homeless peopte

I And have you kicked your drug habit?

Y Yeah, pretty much I haven't taken anything for a month now

I So where do you get money for food?

Y By begging

I How do people react when you ask them for money?

Y Most people ignore me and walk on A few are nice and

give me a bit of loose change You get the occasional one who's

aggressive and nasty

I Does your mum know where you are?

Y S h e k n o w s I' m i n L o n d o n I r i n g h e r a b o u t o n c e a m o n t h to l e t

h e r k n o w I' m 0 K

I Do you want to go back home?

Y I don't know I want to get offthe streets, but I'm not sure about

going home I used to see hometess people on the streets and

wonder why they just didn't go home But it isn't atways that easy

I Where do you see yourself in a year or two from now?

Y I dunno l'd like to get a job, but I haven't really got any

o ualifications

I Why don't you go to college?

Y Yeah, maybe I will

Students d o t h e e x e r c i s e a l o n e o r i n p a i r s O n t y p t a y t h erecording a second time if necessary

r Ask a pair ofstudents to repeat their descrlption to the class

o Tell students to take brief notes as they [isten and thencompare what they remember / understood with a partner

KEY

T h e s p e a k e r t h i n k s h e h a s n ' t h a d a p a r t i c u l a r l y h a r d t i f e

H e p r o b a b l y s l e e p s i n a n i g h t s h e l t e r a t n i g h t , b u t m u s t f e e l

v u l n e r a b l e w h e n h e h a s t o s t e e p o n t h e s t r e e t s H e p r o b a b t yhas to beg for food, [ife must be pretty tough

t h a n th e m a n in t h e s e c o n d o h o t o His clothes look like they're in good condition, and it tooks tike

he has enough layers to keep warm He's sitting on a bunk bed inwhat's presumabty a night shelter of some kind - there are plenty

o f o t h e r b e d s c r a m m e d i n t o th e r o o m I i m a g i n e h e h a s n ' t b e e nsitting there for long, and he probably doesn't spend his daysthere These shelters are onty open at night, so it's tikely that he's

on the streets during ihe day He must feel quite vulnerable whendoesn't get a bed in a shetter and has to spend the night on thestreet I imagine he's short of money and probably has to beg to

be able to buy food He doesn't appear to have any possessionswith him I guess life is pretty tough for him I wonder if he's runaway from home for some reason, maybe after quanelling with hisparents, or he might have a drugs problem

Students c o m p l e t e t h e s e n t e n c e s a n d th e n li s t e n a g a i n t o

ch eck

For further practice of Speculating, go to:

Students speculate about the second photo To encourage

them to use the new language tell them they can use each

speculative phrase once only

o Refer the students to the task on page 142 Quickly elicit the

functional language for comparing and contrasting and for

speculating onto the board for students to refer to This time

students should take it in turns to do the complete task

They shoutd speak for about 2 minutes each

o Circulate and monitor, noting example of good language as

well as mistakes to hightight in a feedback session

r Students discuss the questions in pairs then ask two orthree students to feedback what their partner said Checkunderstanding of screenploy (the words of a film, and theway they are spoken)

Focus on the task instructions Explain that lukewarmhas a literal meaning of stightly warm, often used tosay something is not hot enough, e.g this soup is onlylukeworm so in reference to a review it means not verypositive

Students compare their opinions with a partner beforefeedback

KEY

3 There are a lot of negative points: the film is let down by

a rather convoluted and far-fetched plot lt abandons anypretence of a story and descends into a sequence of

It's nowhere near as good as the first three instalments.The negative [anguage is quite strong but it is balanced bypositive comments: very good performances , pretty ffictivestate-of-the art special effects, fairly entertaining, and it ends

on a positive note: lf it's this film's probably for you

Exercise 3 page22

a a

Students can work individually or in pairs Check answers.After tooking at the structure, you could exploit the textfor further usefulvocabulary for review writing, by askingstudents to underline the words predecessors, goodies,

u p com i n g, state- of-th e- art, co nvoluted

Then ask: which word means: good people in a film or book?(goodies) Elicit its opposite (baddies) OvercomplicatedT(convoluted), things which came before? (predecessors),growing in populority? (upcoming), extremely advanced e.g

te ch n o Io gy? (state-of-th e-a rt)

h i g h ly- a cclai med (oft en praised)

Ask students: What did you learn today? What can you do now?

and elicit: I can compore, contrast and react to photos, by giving

opi n ions and speculati ng

t E s s o l { s u t t A R Y o o , s

Writing: a film review, structuring a review

Language: vocabulary related to film reviews

Topic: sport and culture

EiE@ To do the lesson in 30 minutes, keep the lead-in

brief and skip exercise 5

@l$ffliqt@ To do the writing analysis and writing

task in one 4s-minute lesson, keep the lead-in for the writing

analysis brief, skip exercise 6 of the writing onalysis ond the

Iead-in for the writing task Ask students to broinstorm and plan

in class but to finish exercise 7 for homework

* Lead-in 3-4 minutes

Divide the class into three groups Tett them they are going

to brainstorm vocabulary about films Group 1: people

involved in film-making Group 2: fi[m genres Group 3: the

aspects involved in making a successfut fitm Set a time

limit of two minutes lf possible, one student in each group

should write their ideas on a large piece of paper

After two minutes ask the students to move around and

look at the other groups' pieces of paper or, if this is not

possible, regroup students so there are some from all three

groups together and askthem to share their ideas orally

Ask students: What have you learned today? Whot con you do

now? and elicit I know how to structure a film review I have

learned vocabulary for writing a film review Ask: What useful

words and phroses have you learned?

L E S S O l { S U M M A R Y

"

C : :Writing: a film review

Topic: sport and culture

EIQI@ To do the lesson in 30 minutes, keep the lead.in

brief and ask students to brainstorm and plan in class but to

finish exercise 7 for homework

L e a d - i n 2 - 3 m i n u t e s

o Put the students in pairs Write on the board: adverts on TV,

trailers, interviews with stars on chot shows, media buzz,

recommendations from friends, film websites Ask them

h o w m u c h e a c h o f t h e s e m i g h t i n f l u e n c e t h e m if t h e y w e r e

t h i n k i n g a b o u t g o i n g t o s e e a f i l m L e t t h e m d i s c u s s f o r

1 - 2 m i n u t e s t h e n b r i n g t h e c l a s s b a c k t o g e t h e r a g a i n f o r

feedback Ask whether any of them read film reviews lf so,

where do they find their reviews and have they ever decided

not to see a film because of a bad review

far-fetched, fast-movi n g, gri pping, tight-hearted, m oving,

powerful, predictable, serious, violent

big-budget, disappointing, edgy, epic, flawed, gripping,

light-h earted, tow-bud get, moving, th ird-rate,

thought-provoking, violent, X-rated, wacky

powerful

disappointing, frightening, third-rate

Read through the writing tip, hightighting the fact that it is

particularly important to use these modifiers when saying

something negative

r Draw a line across the board and write up the words in

the correct place on the line from strongest to weakest

H i g h l i g h t t h e p o i n t s i n t h e w r i t i n g t i p

KEY

e x t r e m e l y - p r e t t y l v e r y - q u i t e / f a i r t y / r a t h e r / a b i t - n o t

very / not particularly

very good, pretty effective, rather convoluted, fairly

Give students 15-20 minutes to write their review Tell them

to try to incorporate as much vocabulary as they can from

t h e le s s o n W a l k a r o u n d m o n i t o r i n g a n d h e l p i n g

The students check their writing against the Check your worktist Tetl them that this is a vitaI part of the process and thatthey must make sure that in the exam they leave ptenty oftime to read their essays through

OPTIOI{AL WRITIXG ACTIVITY 2GFilm review

www.ou p.comleltlteach er/solutio ns

2 L

T O P I C e

Sport and culture

r Lead-in page 26 1-2 minutes

Ask the students if they can remember any strange and

untrue stories that many people seem to believe in Ask

if they know what such stories are catted lf the students

cannot come up with ;urban myth / [egend', referthem to

the instruction in exercise 1

ExerCiSe I page 26 3*5 minutes

Workas a class Askthe studentsto give examples funny

or unusual urban / Internet myths Encourage them to

remember details or variations of the stories other students

remember lf the group cannot provide any examples, give

your own, preferably one that is / was widespread in your

area (e.g a myth about people having their kidney stolen or

about poisonous food sold in supermarkets)

Tetl the students that later during the tesson they are going

to learn about some other urban myths

Exercise 2 page26 l0minutes

Write: produce on the board, Ask the students to use the

word to create as many words as they can

ln a weaker ctass, pre-teach allege I allegation I allegedly

Tetl the students to do the task individualty Remind them

to decide what part of speech is required in each gap, to

be careful with singular / plural nouns, and with positive /

negative adjectives, adverbs and verbs

Allow five minutes then ask individuat students to read

out the text to check the answers Write the answers on the

b o a r d s o th a t th e s t u d e n t s c a n c h e c k t h e s p e t l i n g

Ask fast finishers to create word families for some words

from the text e.g completely, add, criticise, sofety, protect,

i m p o s s i b l e

9 allegations

10 recently

567I

a

a

Exercise 3 page 26 10-15 minutes f) r.r+

Telt the students to read the instructions and the task

carefully Altow two minutes

Remind the students that it is more important to listen for

information rather than for words - the correct answer is

usuatly a paraphrase of the words used in the recording

Explain that it is sometimes easier to eliminate the wrong

answers than to identify the right one Encourage the

students to markthe wrong answers

Explain there's no need to answer all the questions during

the first listening; it's more important to grasp the overall

sense ofthe text Encourage the students to use the time

between the first and the second listening to read the

u n a n s w e r e d q u e s t i o n s a g a i n

Play the recording once, atlow a minute, then play it again

Check the answers as a class ln a weaker ctass make short

breaks while ptaying the recording the first time

Transcript 1.14

Stories of cotonies of alligators living in the sewers under thestreets of New York date back to the early 1930s The first sightingwas reported in The New YorkTimes Accordingto the newspaper,

a group of boys was shovelling snow into a manhole cover, when

a [arge alligator emerged When it threatened to attack the boys,they beat it to death with their shovels

At about the same time, men working in the sewers ctaimed tohave come across a large number of alligators, a ctaim which wasverified when city officials [aunched an investigation As the newsspread, more sightings were reported, including one of an alligator

in the subway Passengers who were waiting for a train at BrooklynMuseum station were startled by the sudden emergence of atwo-foot alligator from a rubbish bin on the platform However,witnesses tater told the police that shortly before the alligatorappeared, a passenger had been seen putting a large bundleinto the rubbish bin However, this possibte exptanation did tittte

to quash the rumours People began to speculate as to how theatligators might have got into the sewers, as they are not native tothat part of the United States The most frequent explanation wasthat weatthy famities would return to New York after hotidaying inFlorida, bringing alligators with them as presents for their children.When the atligators grew too large for comfort and becameunsuitable as pets, the famity woutd ftush the reptiles down thetoilet The altigators woutd survive in the sewer by feeding onrats and rubbish, and would reproduce to form large colonies.Eventuatly they would grow to enormous sizes, striking fear intosewer workers and anyone foolish enough to venture down intothe tunnels beneath the streets However, zootogists believe that

a sewer is not a fit environment for an altigator, and they would

be untikety to be able to reproduce down there The animals needwarm temperatures atl year round They also point out that if analligator reatty did get into the sewer, it woutd not stay in thesewer but would try to get out But, despite the scientific evidence,the rumours persist to this day

ExefCiSe 4 page26 1o minutes

o Elicit strategies for dealing with the phrase insertion task.Remind the students to identify the topic of each paragraph,and the function of each missing phrase

K E Y 1 H 2 G 3 I 4 D 5 E 6 ] 7 B 8 A

I Lesson outcome

Ask students: What have you leorned / practised today? andelicil: I hove learned about urban myths I hove practisedvocabulary through a word formation task and listeningcomprehension through a multiple choice task

K E Y 1 C 2 D 3 A 4 C

Getreaoyroryourexam,

O

i r, : : : ,

t l l l 5 U t l T ! t C l t t l t E t o t 0 ! :

Voeabulary verb,{+ adiective) + noun collocations r set phrases p,hrases

to friendship r literal and figuralilgtlarguagb'i comparatite.phrases o phrases E"negotia$*g o adiectives for dexiibiiig ptaces dependenlrpr€positions (1)

contrast: plesent petfeqt eimple aod:qqntinuous r verb patterns talking about relationships negotiation

r al article aUout a ptace ,l:l,:;,:itOOK pages2lr?8Relationships

t E S S O l l S U i | i l A R Y o I I l "

Vocabulary: verb (+adiective) + noun cottocations, set phrases

Listening: monologues; listening for gist and specific information

Speaking: discussing relationships

Topic: family life and retationships

EiN@ To do the lesson in 30 minutes, keep the lead-in

and exercise 1 brief and set the Vocabulary Builder exercises as

homework

i Lead-in 3-4 minutes

Put the students in pairs or small groups Ask them to

brainstorm important relationships an average person wilt have

in their life, e.g teacher-student, boss-employee Then ask

them to discuss which are the most important and choose their

top three Change the pairings so new students are together

and can share their ideas and explain their ranking

r Focus o n t h e p h o t o s a n d th e d i s c u s s i o n q u e s t i o n s

r Divide the class into groups Ask each group to appoint

themselves a spokesperson (to feed back to the class

tater) and a secretary (to take notes from the discussion)

A l l o w f i v e m i n u t e s f o r th e d i s c u s s i o n a n d th e n a s k th e

spokespeople to briefly feed back

e For the feedback, focus on the photos one by one and elicit

answers to question 2 from each spokesperson Build up a

list of qualities on the board

Some suggestions: mutual respect, a witlingness to give

Te[[ students they are going to hear five people tatking

about their partnerships and give them time to read through

the options Remind them, if necessary, that one extra

f (confined space, car, sport)

a (side by side, live on air, viewers, studio)

d (rehearsals, line, character)

c (songs, publisher, music)

b (run a business, fashion design, retail)

Transcript 1.15

Speaker 1 We've spent so much time together - and in a

confined space, too - that we've formed a friendship that's really

quite close, in a way For example, you really start to notice the

other person's initating habits Joe hums to himself when he's

feeling stressed - annoying littte tunes Maybe he's .iust trying to

stay calm - or just pretending to be calm - but anyway, it realty

gets on my nerves, that humming But he definitety makes up

for it when it comes to handling the car - he's one of the best inthe sport, so l'It forgive him for humming! I've mentioned it, too.We're atways comptetely honest with each other lt's important tospeak your mind and get everything out in the open That way youcan resolve a dispute before it gets out of hand

Speaker 2 We've been working side by side - literattyl - for aboutfive years now, and in that time, we've developed an intuitiveunderstanding of each other We're a bit tike a manied couple,

I suppose - we always know what the other person is going tosay! That's essential if problems occur when we're live on air - forexample, if one of us is trying to ask a question but can't think ofthe rightword, the otherone can step in and rescue the situation!

It happens quite a lot - although hopefulty it isn't too obvious tothe viewers We're both tiabte to make occasional mistakes lf I helpher out one week, she'll return the favour the next lt's a mutuallysupportive relationship - it has to be And it makes it doubtyimportant to pay attention when the other person is speakingand not let your mind wander even for a second lt's easy to getdistracted by something else going on in another part ofthe studio.Speaker 3 We've been working together for about a year now -

or more, if you include rehearsals By and large, it's been a goodworking relationship We've had a few tense moments, but we'verarely had a full-scale argument I have to be a tittle careful aboutwhat I say - after all, people in our profession are famous fortheir fragite egos! When I offer advice - for example, about how

to deliver a line, or the best way to bring a character to tife - he'ttsometimes take it the wrong way But he soon calms down andrealises that I'm trying to hetp And if he's been unreasonable,he's always quick to say sorry afterwards

Speaker 4 Last year was the twentieth anniversary of ourpartnership! And in general, they've been good years - although ofcourse, we've had our ups and downs too But when things weren't sogood, having a partner really hetped Whenever we suffered a setback

- for example, if one of our songs was rejected by the pubtisher - |would get really depressed about it but George would stay optimistic

- and gradualty he'd cheer me up! When I stop to think about it, it's agreat way to make a living - especially as we love music so much.Speaker 5 She's the dreamer, I'm the reatist So from the point

of view of running a business, we comptement each other wel[.She's always coming up with these crazy ideas - some of them

a r e b r i t t i a n t , s o m e o f th e m a r e d i s a s t r o u s - a n d lv o i c e a n o p i n i o n Often I say whoa, hold on a second, is that really going to work?Another positive aspect is that we bring different experience to thebusiness: her background is in fashion design, whereas mine is inretail So it's an equaI retationship - neither of us has ever tried totake control, it just wouldn't work

Play the recording again and then check answers as a class

KEY

S p e a k e r 1 d h u m m i n gSpeaker 2 b they've devetoped an intuitive understanding ofeach other, they know what the other is going to say

Speaker 3 e he sometimes takes things the wrong waySpeaker 4 a when a song is rejected by a publisherSpeaker 5 c one has a background in fashion design, theotherwas in retail

Unit 3 Partners

Draw attention to lhe Learn fhisl box then ask students to

complete the exercise individuatly before checking in pairs

Elicit a synonym for constructive

C U I T U R E I { O T E C S L E W I SClive Staptes Lewis, bom in lreland in November 1898,died November 1,963:,A lecturer at both Oxford andCambridge universities during his tife, he is best knownfor his fantasy novels fhe Chronicles of Narnia and hewas a friend of J R R Tolkien who wrcte,:tqrd of the Rings

F o c u s o n t h e q u o t a t i o n a n d a s k s t u d e n t s w h a t s o r t o f t h i n gYou too? I thought I wos the only one might refer to (sharedtastes, interests, experiences, beliefs, fears, goals, etc.).Put students in pairs to discuss the questions Encourage

KEYlosing ground - to lose ground titerally means to lose theadvantage in a competition, here it means facing problems /losing control

turn it all around - make everything better again

a shield from the storm - protection from the difficutt thingsthat life brings

the will to carry on - the motivation to continue living tifenormatly

I can reach the sky again - | feel confident and optimistic againsomeone to lean on - a person who can give me supportthe one who I can run to - the person who I can go to to ask

You're my best friend - QueenStand by me - Ben King

My friends - Red Hot Chitti Peppers

Exercise 5 pase zs f) r.re

Before [istening to the recording, give students a few minutes

to check the vocabulary in the box in the wordlist Then test

t h e i r c o m p r e h e n s i o n a n d m e m o r y b y g i v i n g d e f i n i t i o n s a n dasking students to say which word describes:

- A close friend who understands you really well (soutmate)

- A person who you know but isn't a friend (acquaintance)

- A person you do business wrth (associate)

Elicit some functionaI language for expressing agreement

and disagreement and write it on the board (see Workbook

page 102) Encourage students to use a different phrase for

e a c h d i s c u s s i o n t o p i c L o o k a t t h e e x a m p l e t o g e t h e r a n d

remind students that they need to give futt answers with

reasons and examples

For practice of Set phroses, go to:

+ Lesson outcome

{sk students: What have you learned today? What can you do now?

and elicit I can tolk about different kinds of relotionships I can use

a variety of common verb (+ adjective) + noun collocations

L E S S O N S U M M A R Y O O I

T o p i c : t h e m e a n i n g a n d i m p o r t a n c e o f f r i e n d s h i p

Grammar: present perfect simple and continuous

Reading: song lyrics

Listening: a woman describing a friend

Topic: famity life and relationships

EIQEEE To do the lesson in 30 minutes, keep the leod-in

s,ief, skip exercise 4, set the Grommar Builder os homework

:,1d Iimitthe discussion time in exercise 70

* Lead-in 3-4 minutes

Put the students i n p a i r s T e l l t h e m y o u ' d l i k e th e m to t h i n k

about their friends and brainstorm together when they

particularly need their friends and what they need their

friends for Conduct class feedback or put two pairs together

t o d i s c u s s t h e i r id e a s

Friends

Unit 3 c Partners

- A person who stops being a friend when you're in trouble

(fair-weather friend)

- A word with negative connotations describing a person

that someone spends a lot of time with (crony)

K E Y A s o u l m a t e

Transcript 1.16

Liz As friends, we go back more than ten years and we've known

each other even longer than that Our families used to live in the

same street Actually, I don't think our parents ever really spoke

much to each other, but Karen and I often ptayed together in the

street after schoo[ And then, as we got a bit older, we had some

f r i e n d s i n c o m m o n a n d u s e d t o h a n g o u t w i t h th e s a m e g r o u p

Gradually, we got closer and now, I'd definitety describe her as my

best friend She's certainly my otdest friend - | mean, the one I've

known [ongest

I wouldn't say that the friendship has always run smoothly We

haven't fallen out at alt in recent years, but in the past, we've had

our ups and downs We've even had the odd set-to over the years,

atthough to be honest, I can't remember now what any of them

were about!

But I remember that there were times when we weren't speaking

to each other We always got over it, though, and I think in a way,

t h o s e a r g u m e n t s h e l p e d t o c e m e n t t h e fr i e n d s h i p I m e a n , p a r t o f

the reason why we're so close now is that we've been through so

much together

I guess now that we're a bit older, our lives are less closely

connected We work in completely different fields, for example

-but that doesn't mean we can't talk about work with each other In

fact, recently, problems at work have been getting me down and

it's been great having somebody I can turn to As an individuat,

I'd say I was quite reserved - | don't really wear my heart on my

sleeve, shatl we say But with Karen, things are different She's

always been somebody I can really open up to I guess it's just

because we've known each other for so many years lt's easy to

talk to close friends because they know you inside out You don't

have to watch what you say, because they're not going to be

s h o c k e d !

lf I look back over the last ten years or so, I can think of quite a few

people that I've struck up friendships with and then been close

to for a while but then we've drifted apart But Karen's been a

constant in my life, and that's good She's very dependable, and

honest through and through I know I can trust her, and that's vital

Suggest that students try to work out why each tense was

chosen, and to look at the grammar reference if necessary

KEY

1 t h e v e r b k n o w is a s t a t e v e r b a n d a s s u c h i s n ' t u s e d in t h e

456

c o n t i n u o u s f o r m

we haven't fallen out and we've had are in the simpleform because they refer to actions which did not happenrepeated ly

we've had is simple because the odd set-to happenedoccasionally not repeatedly

the verb to be isn't usually used in the continuous formrefers to a recent action which is ongoing

the verb to be isn't usually used in the continuous form,

For more practice of Present perfect simple and continuous,

2 sentence b suggests that they are continuing to drift apart

3 no difference

4 s e n t e n c e b s e e i n g h a s th e m e a n i n g o f 'g o i n g o u t w i t h '

5 s e n t e n c e a a s k s i f t h e p e r s o n h a s b e e n w e a r i n g t h e c o a trecently whereas b asks if the coat has been worn at all

s i m o l e a n d c o n t i n u o u s f o r m sMaterials: one copy of the worksheet cut up per group.(Teacher's Book page 128)

o Ask students i n s m a l l g r o u p s t o l i s t a n y o f t h e v o c a b u l a r ythey remember for different kinds of friends, referring them

to lesson 3B exercise 5 to consolidate if necessary

t O

) U n i t 3 P a r t n e r s

Tell the students that you have some cards with this

v o c a b u t a r y o n t h e m H a n d o u t th e v o c a b u l a r y c a r d s a n d a s k

t h e s t u d e n t s t o s p r e a d t h e m o u t fa c e d o w n o n t h e ta b l e

N o w e x p l a i n t h a t y o u a r e g o i n g t o g i v e t h e m s o m e o t h e r

cards which have situations written on them Place these in

a oile face down on each table

They shoutd take turns to turn over a card and read it out

Then the same student should turn over two vocabulary cards

and discuss which relationship would make them more likely

to get involved The student should say what action they

might take or what advice they might give to the person in

the situation card Hightight that alt ofthe things that have

happened are recent and that they may well need present

perfect forms to discuss them Other members of the group

c a n a s k q u e s t i o n s a n d a d d th e i r o w n id e a s t o t h e d i s c u s s i o n

Once t h e d i s c u s s i o n o f t h a t s i t u a t i o n h a s e n d e d t h e

relationships cards should be turned face down again as they

can be reused Then the next student shoutd have a turn

When time has run out or alt the cards have been discussed,

conduct feedback as to which situations they would be most

likety to become involved in and any situations they feel

require no action on their part Delayed error correction of any

errors regarding the verb forms might be useful at this point

I Lesson outcome

Ask students: What did you learn today? What con you do

now? and eliciI: I con discuss the meaning and importance of

friendship ond describe my friendships I can use the present

perfect simple and continuous tenses

Elicit t h e m e a n i n g o f t h e q u o t a t i o n ' H a v i n g o n e h u s b a n d

o r w i f e is h a v i n g t o o m u c h ' I n o t h e r w o r d s , W i t d e i s c y n i c a labout marriage (NB Before it was altered, Wilde's original

q u o t e w a s 'B i g a m y i s h a v i n g o n e w i f e to o m a n y M o n o g a m y

i s th e s a m e ' N o w a d a y s , o f c o u r s e , t h i s is c o n s i d e r e dsexist.)

Focus on the chart - eticit what type of chart it is (pie

c h a r t ) - and then on the glossary S t u d e n t s p r e s e n t t h e

i n f o r m a t i o n t o a n o t h e r p a i r A s k a s t u d e n t t o r e p e a t t h epresentation lf necessary, feed in the following [anguage

t h a t c a n b e u s e d i n e x e r c i s e 3

- the vast majority

- a large / small proportion of people

- a small / tiny minority

Students d o t h e ta s k in p a i r s C o n d u c t a w h o l e c t a s sfeedback

Teil students they are going to listen to a news report about

w e d d i n g s P t a y t h e r e c o r d i n g A s k s t u d e n t s t o l i s t e n a n dcomoare answers

K E Y b

Transcript r.rZ

Men are turning to teeth whitening and fake tans to improve theirappearance on their wedding day, says new research carried outfor the magazine Wedding While it is commonptace for women to

w a n t to l o o k th e i r b e s t , in c r e a s i n g n u m b e r s o f m e n a r e b e c o m i n gself-conscious about how they will be perceived on the day

4 2 p e r c e n t o f m e n p l a n n e d t o d i e t b e f o r e t h e i r w e d d i n g w h i l etwelve per cent aimed to get their teeth whitened and eight percent wanted a fake tan spray Among the brides-to-be, 72 per cent

p l a n n e d t o d i e t , 2 7 p e r c e n t w a n t e d t h e i r te e t h w h i t e n e d a n d 6 0per cent wanted a fake tan

T h e a v e r a g e c o u p t e p l a n n e d t o s p e n d f1 0 , 6 0 0 o n t h e i r w e d d i n gday, the survey for Wedding magazine showed, although most

a registry office

W h e n it c a m e t o t h e c o s t o f t h e e n g a g e m e n t r i n g , o n e in t e n b r i d e scontributed financialty in order to have a more expensive piece ofjewettery, with 30- to 34-year-olds spending the most (t1,730).

The average engagement was 22 months At a littte over two years,under-25s spent the longest time together before getting married,while 30- to 34-year-otds spent iust over a year engaged

Asked which celebrity the bride would most like to look tike onher wedding day, the favoured responses were Kate Winslet, theactress, and Tess Daty, the co-presenter of Strictly Come Dancing,

a poputar reality TV show on BBC1 The same question was not

Topic: famity tife and relationships

EiqI@ To do the lesson in 30 minutes, keep the lead-in

brief and skip exercise 6 and the first two items of exercise B

+ Lead-in 3-4 minutes

Put the students i n p a i r s A s k th e m to t h i n k o f t h e lo n g e s t

marriage they know (perhaps their grandparents or parents)

a n d e n c o u r a g e t h e m t o s h a r e i n f o r m a t i o n a b o u t t h i s

m a r r i a g e w i t h th e i r p a r t n e r W h e n t h e y h a v e d o n e t h i s , a s k

t h e m t o d i s c u s s w h a t t h e y t h i n k m a k e s a g o o d m a r r i a g e

Conduct class feedback

CUTTURE IIOTE - OSCAR WILDE

Oscar Fingal O'Flahertie Wilts Wilde (born 15 October

1854, died 30 November 1900) was an lrish ptaywright,

poet and author His plays are still popular and the most

famous is probably The lmportance of Being Earnest

r Do this activity in open class

Ask the class what the real definition of bigamy is: 'the

c r i m e o f m a r r y i n g s o m e o n e w h e n y o u are legally m a r r i e d

t o s o m e o n e e l s e ' a n d m o n o g o m y i ' t h e c u s t o m o f b e i n g

m a r r i e d t o o n t y o n e p e r s o n a t a t i m e '

Unit 3 Partners

o Give students a few moments to read through the sentences

before playing the recording a second time Remind them

that they are unlikely to hear the same words as in the

sentences and should listen out for synonyms

Students discuss the questions Have a class feedback

Exercise 7 pageze f| r.ra

o Students listen to six people talking about weddings and

marriage They only hear the recoding once Pause between

recordings to allow them to read the question, and deat with

any vocabulary queries which arise

Vocabulary which may need to be explained is consent

(permission), civi I ce remony (non-religious ceremony), vow

lvaul (a formal and religious promise)

Give students a few moments to read through the sentences

before playing the recording a second time Remind them

that they are unlikely to hear the same words as in the

sentences and should listen out for synonyms

o lf there is time, highlight the following vocabulary related to

marriage and relationships from the listening

tie the knot (get married)

sweep someone off their feef (make sb fall suddenly and

deeply in love with you)

whirlwind romence (a romance that happens very quickly)

K E Y 1 c 2 a 3 b 4 c 5 b 6 c

Speaker 1 I've been to a lot of weddings over the past few

years - including three in the last six months I guess my friends

are all getting to that age now when they want to settle down,

and maybe have kids I usually quite enjoy weddings, or at least,

I enjoy the first hatf - the ceremony itself, and then the wedding

reception with the meal, the speeches, att of that lt's the stuff

that happens in the evening that often ruins them There's neady

always a row of some kind, about hatfway through the evening

disco! lt usually involves relatives of the bride or groom, who

probabty can't stand each other and have been forced to spend

the whole day together!

Speaker 2 In Britain you can get married at the age of sixteen,

which to me seems terribly young Admittedty, you need to get

your parents' consent, but that won't stop people rushing into a

bad marriage before they're really old enough to make such an

important decision I don't think your parents can necessarily

judge who would make a good husband or wife for their child I

reckon the minimum age should be eighteen I mean, if you're so

sure that you've met the right person, why not wait another couple

ofyears before tying the knot? lfthe relationship fatts apart during

that time, then you know that it wasn't meant to be

Speaker 3 lt annoys me that so many people want to get married

in church these days, when so few peopte actualty go to church

on a regular basis 0f course, their choice has nothing to do with

religious beliefs, or anything like that They've probably seen

photos in a magazine and thought, 'Oh, that looks nice, I'd like

that kind of wedding' lt's a fairytale for them, isn't it? You know, a'proper' wedding But it's hypocritical of them, because they makeall those religious vows without really believing in what they'resaying lt would be more honest of them to have a civil ceremony.Speaker 4 Since I told my friends and family last month that Iwas getting married, I've been amazed at how many people havebrought up alt those silly superstitions that surround maniage Forexample, they'll ask me 'Have you found something blue to wear

on your wedding day?' When I ask them if they really believe inthose superstitions, most of them say they don't - but then theytalk about how it's nice to keep these traditions going and followthem as much as you can But why? That's what I'd like to know.Why keep something going that belongs to another time in history

- when people were ignorant?

Speaker 5 | suppose the idea is to end with the funniest ofthethree speeches - that's why they get the bride's father to speakfirst! He usualty tells a few [ong, wandering anecdotes about thebride as a young girt which might or might not be amusing, but itisn't often the highlight ofthe reception There are exceptions, ofcourse - l've been to weddings when the father of the bride gave

a hysterical speech and the best man's speech fell really flat Butmore often than not, it's the best man's speech that everyone iswaiting for The groom's speech is usually very forgettable That'swhy they put it in the middte, between the other two

Speaker 6 There are always stories about them in the papers,aren't there? So-and-so got manied at the top of Mount Everest, or

at the bottom of a swimming pool, or halfway through the LondonMarathon - the weirder the better, it seems I guess people justlike to see their picture on the news or in a newspaper I can'timagine why else they'd do it What's the point? lt should be anunforgettable day anyway - so why do you need a gimmie k? I'd bevery suspicious if some guy swept me off my feet in a whirlwindromance, asked me to marry him and then suggested we do it in acanoe halhruay up the Amazon Particularly if he also tipped off thelocal news channels lt's just attention-seeking, isn't it?

r Students discuss the questions in pairs Go round helpingand contributing to the conversations, and making a note ofany common errors for feedback

Ask students: What have you learned today? What can you donow? and eticit: / have learned about the marriage and weddingcustoms in the UK I can express my opinion on marriage anddescribe wedding customs in my country

L E s S O i l S U t i l A R Y s .Reading: an article; true / false questionsVocabulary: verb + noun collocationsSpeaking: telling a story about love triumphing over obstaclesTopic: society, peopte

EiqE@ To do the lesson in 30 minutes, keep the lead-inand exercise 1 brief and ask students to read the text before thelessons

t Lead-in 2-3 minutes

o 'Love conquers alt' is the titte of the lesson Ask them to

t h i n k w h a t th i s m e a n s a n d w h e t h e r t h e y a g r e e P u t t h e m inpairs to discuss

Unit 3 Partners

The Fatt of Baghdad This marked the end of the Battle of

Baghdad in 2003 when American troops secured Baghdad

airport and then successfully invaded the city of Baghdad

The Sunni Triangle An area to the north of Baghdad,

poputated mainly by Sunni Muslims This area was

the centre of su,pport for Saddam Hussein and main

opposition to th,e US invasion of lraq , ,,, ,r ,

f h i s id io mat|| sayring m eans th at UetravioUi::trifi ic fr is

unfair in, nomial,tirdumstances, is acteplablo;[1i1,,1* und

war By extension, it now means that in soing'.situations

any type of behaviour is justifiabte to get wh,at you want.

Students w o r k i n d i v i d u a l l y t h e n c o m p a r e a n s w e r s w i t h a

partner, correcting the sentences that are fatse Suggest that

they begin by underlining the key words in the sentences,

before finding the relevant parts in the text They shoutd

write the paragraph number next to each sentence

Explain that the sentences are not in chronologicaI order

KEY

2

3

True (D and E) she's very attractive a tall, shy, handsome

soldier He had the most beautiful eyes I had ever seen

True (10 lt seems ironic that when it manoeuvred to divide

True (H) 0nce the battalion commander found out

Btackwetl was exiled

Fatse (B) She's fitted with hope for the future

True (G and H) made an unauthorised detour two soldiers

stood guard outside

6 False (E) between patrols and weapon raids

7 True 0) fame is a passport Ehdaa continues on her journey

8 False (E) hours of conversation

9 F a l s e ( B ) t h e r e w a s o n e th i n g t h e a r m y d i d n ' t c o u n t o n

l o v e c o n o u e r s a l l

t0 False (G) There was no regulation against a marriage

11 Fatse (J) lt's tike I haven't been away from her for six months

12 Fatse (D lt was a conversion of convenience, not conviction

Students comolete the collocations individuatlv

of errors and have a brief language feedback at the end

motrtottEl SPEAKTIG Acnvrff ,rt

Discussion: relationships www.ou p,com lelt/teacher/solutio'ns

* Lesson outcome

Ask students: Whot have you leorned today? Whot can you donow? and elicit: / can understand and respond to a love story Ihave learned some verb+ noun collocations

EiN@ To do the lesson in 30 minutes, keep the leod-inbrief, for exercise 5 divide the class into pairs and ask students

to look up half the words each, and set the Grammar Builderexercises as homework

I Lead-in 2-3 minutes

Either write on the board, dictate or simply ask the followingquestions: Do you know any twins? Do you think being atvvin is special ond how can this relationship be beneficial ordetrimental to your life? Put the students into small groups

to discuss their answers

Discuss t h e o u e s t i o n i n o p e n c l a s s

Unit 3 Partners

IAIIGUAGE I{'OTE'- VERB PATTERIIS

Knowing the patterns which foltow verbs is essential for

accu:racy and accountsfor'ma,ny errOrs at advanced level

There are not many rules governing which verb form is

needed aftef a particular verb and students must simply

'learn and practise them, You could encourage them '

to start a page in theirvocabulary bqoks dedicated to

.each verb pattern They could then copy the verbs in the

grammar reference to the correct page and then add to

them as they come across new words

However, there are certain families of veibs which behave

in the sam'e way You could encourage students to notice

these For example:

1 likes and dislikes: adore, Iove, like, enjoy, don't mind,

dislike, can't stand, detest, loathe, etc are followed by

.ing form

2 communiea tingt tell, ask,'beg, warn, request, remind,

recommend, persuade, etc are followed by the pattern

verb + object + infinitive

infinitive but a preposition) Ask them to identify two more

prepositions in the text (on and like) and remind them that

prepositions are always followed by an -ing form

KEY

c l a i m 1

d e m a n d L

f a i t lguarantee L

hate 3love 3refuse 1

r e m e m b e r 4

r i s k 2stop 4

not to have spoken

789

1 0

7 7

o Students do the exercise individualty Go round and check

their example sentences Exptain that there are a few

examples of each Suggest that atthough they onty need to

c h o o s e o n e , t h e y s h o u l d c h o o s e o n e w h i c h i s u n f a m i l i a r , s o

that the practice is more usefu[

KEY

1 tend to, choose to, have yet to, happens to

2 has allowed them to, took the twins five years to

3 lets her sister finish

4 spent five years working, keen on writing, anticipate the

book being, feels like typing

5 g e t th e i r n o v e l p u b t i s h e d

Exercise 4 page32

r Asks students to look at the dictionary entry and then elicit

the answers from the class

KEY

The dictionary entry shows the pattern in botd in brackets

[V-ing] lt also contains an example sentence

r Circulate as students do the task monitoring for correct use

of verb patterns At the end ask students to report back theirpartner's answers

Notes for Photocopiable activity 3.2 Proper patterns

PairworkLanguage: verb patternsMaterials: one copy of the worksheet cut up per pair (Teacher's

B o o k p a g e 1 2 9 ) Divide t h e c l a s s i n h a t f G i v e o n e h a t f t h e S t u d e n t A

s e n t e n c e s a n d th e o t h e r h a l f t h e S t u d e n t B s e n t e n c e s Explain that they have eight sentences which use variousverb patterns that they have studied They need to decidewhether these sentences are correct or if they contain amistake, in which case they should correct it

Ask them to work in pairs or groups of ten to decide whether

t h e i r s e n t e n c e s c o n t a i n a n y m i s t a k e s a n d c o r r e c t a n y th e y

f i n d G i v e t h e m a t i m e li m i t o f 1 0 m i n u t e s When they have finished, regroup the students into pairs

of Student A and Student B Now give each student theanswers which correspond to their partner's sentences.Tell them that they need to take turns to say whethertheir sentence is correct and if not, read out the corrected

s e n t e n c e T h e i r p a r t n e r w i t l b e a b l e to l o o k a t t h e i r

w o r k s h e e t a n d c h e c k t h e i r a n s w e r E a c h s t u d e n t g e t s onepoint for correctly deciding if the sentence contains amistake and a further point if they have corrected it wett.Foltowing the activity, ask students to make notes of any

of the verb patterns they had difficutty remembering andencourage them to review them to commit them to memory

For further practice ofVerb pafterns (2), go to:

For further proctice ofVerb patterns (1), go to:

Unit 3 Partners

t E s s o t s u i l i l A R Y o &

FunctionaI English: negotiatin g, making suggestions

listening: two business partners discussing plans to buy a caf6

Speaking: negotiating a plan ofaction for opening a nightclub

Topic: shopping and services

Eiqt@ To do the lesson in 30 minutes, keep the leod-in

and exercises 2 and 3 brief

t Lead-in 4-5 minutes

Ask the students to think about these questions: When was

the lasttime you needed to negotiate for something? What

did you want to achieve? Were you successful or not? lf you

could go back in time, how would you do it differently? Give

them one minute thinking time to write any notes they wish

Now, encourage a few students to tell the class about their

experience Other students may ask questions

Focus on the photos and ask students to tell you briefly

what they can see They continue the task in pairs

During feedback elicit synonyms fot affluent ((ich),

affordoble (cheap) and clientele (customers) Point out that

these words are somehow more 'tasteful'than the simpler,

blunt alternatives

Model and dritl the pronunciation of offluent I'a'fluantl ,

hyg i ene /'hardSi:n/and cli entele /,kli:en'tel/

Transcr:pt 1.19

Man So, let's look at the different options Atl three of thesecaf6s are up for sale - and the prices are similar

Woman OK What's this first one ca[[ed?

M The Soup Bowl

W Yuk I don't like the name

M Me neither We could change that, I suppose

W We could, but that can cause confusion - especially if it'salready in the phone book and on the Internet

M True How long has it been open?

W About a year lt's not doing badty, apparently lt's got a fairtyloyal ctientele What puts me off is its location lt's too far from amain road

M I agree And looking at these photos, we'd need to spend a lot

of money sorting out the internal decoration

W Atl in atl, it isn't very appealing

M I think we should move on to the next ootion

W Yes - Mario's Here are the photos This one has quite a lotgoing for it, in my opinion

M lt looks very otd fashioned from the outside, doesn't it?

W Yes, but that wouldn't cost much to put right

M Where is it, exactly?

W Atthe north end ofthe High Street

M Really? That couldn't be better And it's quite large too - 25tables Can you think of any drawbacks?

W I've heard that the service is very slow They get quite a fewcomplaints

M I suppose there are ways around that, For example, we couldsend the staff on training courses

W I suppose so Shatt we look at the last one?

M Yes - The Corner Caf6 lt's on the corner of Green Street andMansion Avenue

W That's a little far from the centre of town

M Yes, but it's a nice tittle caf6 Good reputation, plenty ofregular customers I think it's definitely worth considering

W Reatty? How manytables?

M Fifteen lt's a bit smalter than we would tike, I admit

W And the location isn't great either

M OK, you've got a point On reflection, maybe we should reiectthat option

W I agree

M So, have we reached a decision?

W Yes, I think we have Personalty, I'm in favour of buying Mario's

M I'tl go along with that lt seems the only choice, really lt's bigenough and the location is perfect

W Absolutety Welt, [et's get on the phone

Exercise 5 page rr O r.rs

o Students work individually, trying to remember as much

as they can Play the recording a second time for them tocheck Check understanding by asking for translations orsynonyms in English for what puts me off (what makes menot like it), has a lot going for it (has a lot in its favouD,drawbacks (disadvantage s) and woys around that (sotutions

to that problem)

Hightight the use of the cleft sentence structure in What puts

me off is This phrasat verb is frequently used in this way

o Ask students to think now about nightclubs and referthem

to the questions for discussion

r Eticit language from lesson 2F for comparing and contrasting

photos and write it on the board

The photos are similar in that

ln the first cafe , whereas in the second

ln the first cafd ln the second caf6, on the other hand,

Give the students 1-2 minutes to describe the photos, then

ask a pair to repeat their description

Students rank the factors giving reasons

Exercise 4 page sr 6) r.rs

Play the recording once and let students compare their

answers with a partner before open class feedback

KEY b Factors 1 (location) and 2 (size) lead to the decision

Unit 3 Partners

Exercise 7 page33

Ask students to work in pairs and make notes under

h e a d i n g s 1 - 5

r Focus on suggestions 1-5 and on questions a-e Remind

them that the aim of the exercise is to practise the language

in exercise 5 so they should consider the options thoroughly

before reaching a decision

Round up the activity by asking two or three pairs to present

i d e a s f o r th e i r id e a l n i g h t c l u b

.',

-i'-.r,,.,,1a, r -' - -"- -., a , :-r- :: - , ,,,

t"l "" ,,,, 'il' ,,, "

Ask students: Whot did you learn today? What can you do now?

and elicit: I can discuss suggestions and negotiate a course of

action

t E s s o l l s u t | t A R Y o o i n

Writing: an article, describing and comparing two towns

Language: using elaborate instead of basic vocabulary

Topic: travel and tourism

-.ri!1i:.,.t :!,

EiEgtr To do the lesson in 30 minutes, keep the leqd-in

brief and do exercises 4 and 5 together as a class

@l$ffti$|@ To do the writing analysis and writing

toskin one 45-minute lesson, do exercises 4 and 5 on page 34

as a class, skip the lead-in for the writing task Ask students

to broinstorm and plan in class butto do exercises 8 and 9 for

homework

t Lead-in 4-5 minutes

Ask the students to pick a touristy spot in their country and

think about why it is so popular with tourists Elicit ideas

from the whole class Now, put the students in pairs and

ask them to pick a place they think tourists don't know

about but should visit and say why they should go there

They should prepare a 3O-5O-second presentation Invite

students to give their presentations to the class

o Focus on the photos and elicit a few adiectives to describe

the general feet of the ptace (Burford: peaceful, pretty,

charming, picturesque, quaint Cheltenham: bustling, lively,

vibrant) then ask two or three individuals to say which place

they would prefer to visit and why

r Students do the task individualty Ask them to underline the

relevant section of the text and write the appropriate letter

Read through the writing tip together and ask students to dothe exercise individually

With a stronger class ask students to find seven differentalternatives

During feedback, hightight the differences in meaning of thewords in part 2

- picturesqus = prett! in a way that looks otd-fashioned, itcan apply to buildings, scenery

- quaint: attractive in an old-fashioned or unusualway

- idyllic = peaceful and beautiful, perfect, it can also apply

2 exquisite, quaint, picturesque, idyllic

KEY Possible answers

1 The High Street boasts an impressive array of historic

b u i l d i n g s The financial district has a wealth of vast, contemporary

b u i l d i n g s The port has a wealth of fascinating history

Young people looking for things to do in the town centre wi[[find themselves spoilt for choice

The streets near the station are teeming with state-of-the-artInternet cafes

Culture lovers are well-provided for in the theatre district

Go round monitoring a n d p r o m p t i n g a s s t u d e n t s d o t h eactivity Have a brief class feedback

Ask students: What have you learned today? and elicit: I knowhow to write an article about o popular tourist destination I conmake a description sound more interesting by using elaboratewords and a ronge of synonyms

3 4

An article

OO

) Unit3.Partners

-An article ,

t E s s o t { s u i l t M A R Y ' ,

Writing: a description , comparing two towns

Language: adjectives for describing places, prepositional phrases

Topic: travel and tourism

:i::,::i:.,ili:,:tii:::

EIpEEE To do the lesson in 30 minutes, keep the lead-in

brief and ask students to brainstorm and plan in class but to do

exercises I and 9 for homework

I Lead-in 2-3 minutes

Ask the students: lf you could live anywhere else in the

world, which country would you choose? Ask them to think

for one minute and prepare to explain their reasons Now,

get the class to mingle and encourage them to speak to as

m a n y d i f f e r e n t p e o p l e a s p o s s i b l e l f t h e y m e e t s o m e o n e

w h o h a s c h o s e n t h e s a m e c o u n t r y , t h e y s h o u l d f i n d o u t if

it is for the same reasons lf they meet someone who has

chosen a different country, they should try to convince them

that their choice is better

Refer students to the wordlist at the back ofthe book

Elicit their ideas onto the boards as three tists lf a student

mispronounces a word, write it up on the board in brackets

and focus on its pronunciation later

Words which are likely to be mispronounced are bustling

/'b.r.slr4/, which has a sitent t, desolate /'deselat/, whose

final syltable is a schwa, and picturesque /,prktJe'resk/,

which has stress on the final syltable

Check comprehension of some of the trickier words by

asking students to telt you which word means: very poor,

without enough food, education etc to live a happy and

comfortable lfe? (deprived) full of people moving obout

busily? (bustling) empty and without people, moking you

feel sad? (desotate) with a strong and healthy economyT

(thriving) spreading out from the centre in on untidy woy?

o Focus on the task and elicit or explain the meaning of extolthe virtues o/ (tatk in very positive terms about all the goodthings the towns offer) Set a time timit of 3-4 minutes for

h i l t y

i n d u s t r i a lremote

s p r a w l i n g

Negativecrowdeddepriveddesolateisolated

r u n o o w ntouristy

\