Terry Prosser with Jane Revell and Jeremy Harmer intermediate A Teacher’s Guide Letter to you, the teacher Hello – and a big welcome to Jetstream Intermediate, the course we’ve written to help your students learn English (and improve what they already know). We’ve used engaging and stimulating topics and activities so that, we believe, students will study successfully and enjoyably. Our intention has been to blend the familiar (activities and exercises with which teachers and students feel comfortable) with some newer, different features which are intended to add extra depth and interest to the learning experience, for example: • Jetstream is thought-provoking. It gets students to think in a variety of different ways, not only about ideas, but also about the language itself; • Because we live in a connected digital society, Jetstream often invites students to venture beyond the Student’s Book itself (if they can) and bring what they’ve found and enjoyed back to the classroom; • Jetstream presents a wide variety of people, cultural settings and topics – because learning how to communicate also means learning about the world we all live in; • Above all, Jetstream encourages students to use the language they’re learning in a grown-up way that fits with our increasingly interconnected world. The thinking behind Jetstream Underlying everything in Jetstream are a number of principles that have guided us during the writing process. We believe: • that what students bring to the learning experience (and the Student’s Book) is as important as what’s between the covers. That’s why students are often asked for their input, and to share (if they want) their stories, thoughts, reactions and opinions; • that providing a range of stimulating topics – and, crucially, a repertoire of appropriately challenging activities – is the key to successful student involvement, and, therefore, learning; • in providing students with a range of the most appropriate and useful vocabulary at this level – and offering them different ways of meeting, learning and practising that vocabulary; • that grammar is important (of course!) and that students need to interact with it in enquiring and creative ways; • in providing a range of stimulating and appropriate practice and production activities which both bolster students’ knowledge whilst at the same time giving scope for creativity and experimentation. The Teacher’s Guide As teachers ourselves, we know how busy and demanding a teacher’s life can be. That’s why Jetstream comes with a Teacher’s Guide which can take you through each lesson, step by step. There’s a wealth of support online, too, including extra material and practice tests. However – and this is important to stress – you don’t have to use any of this if you don’t feel like it. It’s there in case you want it and find it useful, that’s all. But if you’re happy to ‘do your own thing’, that’s wonderful too. We believe that Jetstream allows you considerable flexibility if that’s what you’re after! So this is Jetstream: a course designed to provide students with a rich and rewarding learning experience; a course which we believe is extremely enjoyable to teach with. Have a good time and good luck! Jane Revell and Jeremy Harmer Contents Letter to you, the teacher Jetstream Intermediate Student’s Book contents Introduction Jetstream Intermediate components Jetstream approach – a summary Unit overview Unit notes Introduction Unit 1 Unit 2 Units 1&2 Review Unit 3 Unit 4 Units 3&4 Review Unit 5 Unit 6 Units 5&6 Review Tasks Teacher’s notes Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Technique banks Using the video Using memory games Working with mixed-ability classes 4 6 7 10 21 30 47 63 67 80 95 98 114 133 136 138 138 139 139 140 140 141 142 143 Contents 3 CONTENTS Jetstream Intermediate INTRODUCTION page 4 LESSON 1 How would you describe yourself? LESSON 2 How do you want to improve your English? VOCABULARY GRAMMAR VOCABULARY PLUS page 61 The alphabet review Numbers and symbols review Years and dates review be (R) Present simple (R) Present continuous (R) Past simple (R) want / need (R) Superlatives (R) VOCABULARY GRAMMAR READING AND LISTENING SPEAKING AND WRITING Talking about yourself Finding out about other people Discussing learning strategies Writing an action plan READING AND LISTENING SPEAKING AND WRITING UNIT 1 Water INTRODUCTION page 7 LESSON 1 A very long way! Present perfect v past simple Reading: He did it first Infinitive of purpose Reflexive pronouns Talking about the Ice Bucket Challenge and raising money for charity LESSON 2 Tap or bottled? Modal verbs: can / can’t, have to / don’t have to, must / mustn’t, ought to / ought not to, should / shouldn’t Reading: Water Discussing ways to save water Writing a message explaining things you can do to save water Listening 1: instructions for doing two water sports Listening 2: a talk about a water sport Demonstrating and describing a sport Giving a talk about a regular activity Words connected with water LESSON 3 Water activities Water sports and equipment EVERYDAY ENGLISH VOCABULARY PLUS p62 Asking for more information Wordbuilder: nouns from verbs; verbs with un- say and tell Focus on: could Networking VOCABULARY UNIT 2 Switch on! Doing a quiz to learn more about water INTRODUCTION TV genres Words that go with drama, show, programme watch v look at LESSON 1 Stories from Scandinavia Adjectives for describing a programme page 15 LESSON 2 The world of telenovelas GRAMMAR SPEAKING AND WRITING Talking about TV and the kinds of programmes you watch Adverbs of frequency Used to Used to v usually Reading: Nordic noir Listening: information about Hans Christian Andersen Finding out what people watched Writing and filming a vlog about past TV preferences Present perfect continuous for and since Reading: Avenida Brasil Discussing soap opera issues Talking about long-running TV programmes Writing a scene from a soap Reading: David Attenborough and Claudia Winkleman Listening 1: a conversation about male and female presenters Listening 2: an interview with a former TV presenter Giving a short presentation about a TV presenter Talking about attitudes to female TV presenters LESSON 3 Influential people EVERYDAY ENGLISH VOCABULARY PLUS p63 READING AND LISTENING TV talk Requests and responses Asking / Telling people not to do things Wordbuilder: un- and im- used to v get used to Focus on: verbs of the senses Phrasal verbs: turn REVIEW Units 1 & 2 page 23; Aspects of culture: Water festivals VOCABULARY UNIT 3 What music does page 25 4 Contents GRAMMAR READING AND LISTENING SPEAKING AND WRITING INTRODUCTION Musical instruments Talking about what instruments people can play LESSON 1 Making music differently Body metaphors (1) could / was able to / managed to Reading: Against the odds Talking about a time you managed to do something Writing about a friend’s experience of a difficult situation LESSON 2 Music and rubbish Where to put things Past continuous; past perfect Reading: The world sends us garbage. We send back music. Acting out a TV interview LESSON 3 The busker Saying what you like Past conclusions – can’t / could / must / might have Listening: a conversation about an extraordinary busker Giving a short talk about a favourite song or piece of music EVERYDAY ENGLISH VOCABULARY PLUS p64 Complimenting someone’s performance Household tasks Collocations Phrasal verbs: make VOCABULARY UNIT 4 Is it art? page 33 GRAMMAR READING AND LISTENING SPEAKING AND WRITING INTRODUCTION Types of art Types of picture Things we use to make art Talking about street art LESSON 1 Mystery attacks People in the arts Articles Reading: Scallop Deciding which work of art should receive a prize LESSON 2 Mystery man Adjectives to describe people Comparison: considerably, a little bit, a lot, nearly, almost, far, much, significantly, slightly Reading: There he is – again Comparing works of art Writing a poem LESSON 3 Mystery art Adjectives to describe the arts Superlative sentences Listening 1: part of a weekly Arts programme Listening 2: an apology Describing works of art Talking and disagreeing about works of art EVERYDAY ENGLISH VOCABULARY PLUS p65 Discussing opinions and making judgements Photography Where things are Collocations Art metaphors READING AND LISTENING SPEAKING AND WRITING Reading: How well are you managing your stress? Talking about stressful situations something + make + someone + adjective First conditional Listening: a conversation on the therapist’s couch Writing an ending to a story Acting out a conversation with a therapist unless + first conditional Reading: How does it work? – the stress response mechanism Following instructions to complete a diagram and write a short description the most / the least / more … than / less … than Listening 1 and 2: a conversation about research on stressful jobs Listening 3: a description of a stressful job Saying how you feel about your job or studies Writing about what you do and why it’s enjoyable or stressful REVIEW Units 3 & 4 page 41; Aspects of culture: Musical instruments VOCABULARY UNIT 5 Chill out! INTRODUCTION page 43 LESSON 1 How did you react? -ed / -ing adjectives Words connected with the body LESSON 2 Face to face with a bear! GRAMMAR LESSON 3 Nine to five Words connected with work EVERYDAY ENGLISH VOCABULARY PLUS p66 Giving advice and making suggestions Parts of the body review Jobs review Wordbuilder: affixes; over- Focus on: get VOCABULARY GRAMMAR READING AND LISTENING SPEAKING AND WRITING UNIT 6 Consequences INTRODUCTION Animals and categories Phrases for certainty and possibility page 51 LESSON 1 What would we do without them? The natural world Second conditional Reading: Would we die if honeybees didn’t exist? Listening: a radio interview with a scientist Making notes Giving a short talk Past obligation and permission Reading: What a load of junk! Talking about a fast-food experiment Writing a video script LESSON 2 Hamburgers and pies! LESSON 3 Magic or myth? Superfoods Medicine and health Listening 1: a conversation Giving a talk about a food about an ancient but with special properties modern remedy Talking about your favourite Listening 2: street interviews home remedy about home remedies EVERYDAY ENGLISH VOCABULARY PLUS p67 Describing things Irregular plurals Phrasal verbs: more or less of something Focus on: the earth Wordbuilder: compound nouns; dis- REVIEW Units 5 & 6 page 59; Aspects of culture: Natural remedies Pages 68 – 73 Pages 74 – 77 Information gap activities and extra material Stories Pages 78 – 84 Pages 85 – 91 Pages 92 – 93 Grammar reference Transcripts Pronunciation and irregular verbs KEY audio (on CD and mp3 online) P pronunciation activities test your memory similar or different to your language? 6 watch the video EXPLORE ONLINE extend your learning with online projects VIDEO OPTION make a short film with your phone or camera Contents 5 Jetstream Intermediate components For the student: Student’s Book The Student’s Book contains 6 units, each consisting of an introductory page plus three double-page lessons and an Everyday English section at the end. It also contains the following: • a two-page Review unit after every two units • a Vocabulary plus section, with a page for each unit • a comprehensive grammar reference section • information-gap activities and extra material • complete transcripts for the audio • a Pronunciation spread focusing on problematic sounds • an irregular verbs list. Workbook with audio The Workbook contains 6 units of five pages – four pages covering the three SB lessons, and one page for Vocabulary plus and Everyday English. It also contains the following: • a Review quiz after every two units • a Check your progress test after every two units • one page of dedicated Writing practice for each unit, giving students a structured writing development course • a ‘do-it-yourself’ dictionary listing the key vocabulary (with phonetics) for each unit and space for students to write their translations or definitions. E-zone The e-zone is an online resource for students and teachers containing: • the video for all the Everyday English pages • a cloud book – an interactive version of the Student’s Book, including all video and audio • cyber homework – interactive activities covering grammar, vocabulary, reading, listening and dialogues. They’re assigned by the teacher in a virtual classroom and have automatic feedback. (They can also be used in self-study mode – see below.) • mp3 audio files 6 Introduction • online training – pronunciation exercises, exam practice (Cambridge PET, TOEFL, IELTS and TOEIC) and cyber homework in self-study mode (extra practice) • CLIL projects. For more information on the e-zone, see page 9. For the teacher: Teacher’s Guide with class audio CDs The Teacher’s Guide contains full teaching notes for each unit, including all transcripts, keys and useful background and cultural information, plus extra ideas for early finishers and mixed-ability suggestions. Three class audio CDs contain all the listening material for the Student’s Book. The Teacher’s Guide also contains the following extra material: • one task per unit with accompanying teaching notes • three ‘technique banks’ giving ideas in the following areas: Using the video Using memory games Working with mixed-ability classes Interactive book for whiteboards DVD-ROM E-zone Full access to the students’ area plus: • the video for all Everyday English pages • mp3 audio files • downloadable Teacher’s Guide with answer keys • Helbling placement test • Testbuilder containing 12 unit tests covering grammar, vocabulary, functions and the four skills and six progress tests. Jetstream approach – a summary Motivation Research shows that motivation is key to learning; to learn, students need to be interested! Jetstream has been written to be highly motivating for students, and includes the following: • interesting and relevant topics • stimulating and often thought-provoking photos • lots of personalisation activities where students are encouraged to talk about themselves • communicative activities which give students a real purpose for completing a task • Vocabulary It’s increasingly recognised that vocabulary is just as important as – or perhaps even more important than – grammar when learning a language. Jetstream has a high vocabulary input so that students can understand, speak, read and write with ease. Stimulating and unusual pictures and motivating activities ensure students absorb the vocabulary easily, and there’s plenty of practice. Most of the three main lessons in Jetstream have a vocabulary component. In addition: • Vocabulary plus pages (one for each unit) at the back of the SB provide an opportunity for vocabulary enrichment. • highly motivating tasks throughout the Student’s Book, and also a bank of photocopiable tasks in the Teacher’s Guide Focus on sections within the Vocabulary plus pages highlight and practise high-frequency words and phrases and their different uses and meanings. • • a Song / Poem / Video / Music Link in every unit which encourages students to use their English in a fun and less formal way Preposition park sections in the Review units focus on prepositions, usually within an interesting text. • • Everyday English pages at the end of every unit which provide immediately useful conversations practising different functions, including short video clips Similar or different? activities ( ) get students comparing new words with words which are the same or different in their own language. Reading • plenty of games and game-like activities. Grammar Grammar is an important element in Jetstream. It’s dealt with in the following way: • It’s introduced gradually – each of the three main lessons in a unit usually has a grammar point. This enables the grammar to be introduced step-by-step, practised and easily absorbed. • It’s revised in the Review units that occur after every two units. • The grammar for a lesson is introduced in context. The grammar form is highlighted and students are given activities where they deduce the form and meaning. • Activities are realistic and meaningful. • A clear and straightforward grammar reference section at the end of the Student’s Book explains each lesson’s grammar. • The Irregular verbs section provides an invaluable reference for students. The main reading focus in Jetstream is usually in Lesson 2 of each unit, but there are often other, shorter reading texts elsewhere. There’s a variety of high-interest text types – reallife stories, articles, quizzes, blogs, etc. Where possible at this level, texts are based on real people, places and events. • Activities develop students’ ability to scan a text for its general meaning and guess meaning from context. • Texts, whether in the form of human-interest articles or fictional stories, are absorbing and memorable and a key way of learning and practising language. Other sections that provide very short, highinterest texts for additional reading comprehension relevant to the topic are: • Song / Poem / Video / Music Link • Did you know? The Aspects of culture section in the Review units also provides additional reading matter. It offers interesting and practical information on different cultures and should lead to stimulating discussions. Introduction 7 Writing Regular short Writing sections in the Student’s Book provide guided writing practice through a variety of tasks. The core writing course, however, is to be found at the back of the Workbook, which includes a full page of guided writing tasks per unit. In this writing development course, students cover the following areas: • an email petition • a TV blog • a celebrity profile • a description of an artwork • a letter of advice • an online restaurant review • an online discussion post • a description of a film • a flyer • a fairy tale • a description of a game • a narrative. There are reminders of useful expressions and other language features: connectors, reduced clauses, time expressions, etc. Check it! sections allow students to review and improve their work. Listening The main listening focus in Jetstream is in Lesson 3 of each unit, but there are often short listening activities elsewhere. The Everyday English page provides further listening practice in the form of functional dialogues. To train students in useful and relevant listening skills, the listening texts reflect a variety of real-life situations, including conversations, interviews, talks, reports and radio programmes. The transcripts of the listening texts can be found at the back of the Student’s Book for students’ reference and are also reproduced with the relevant activity notes in the Teacher’s Guide. Speaking For many learners of English, speaking is the most important language skill. There are speaking activities at all stages of a lesson in Jetstream: • At this level, activities are carefully designed so that students can express themselves freely without making a lot of mistakes. 8 Introduction • The main speaking section of a lesson generally has longer speaking activities than earlier in the lesson. • The photos, cartoons, listening and reading texts all provide stimulating platforms for speaking activities. • You first! at the start of some lessons uses a short question to get students engaged with the lesson topic immediately. • Everybody up! sections encourage students to stand up and move around the class, interacting with each other to find out information. • The Link and Did you know? sections in the main units, and the Aspects of culture sections in the Review units, also provide platforms for stimulating discussions. • The photocopiable tasks in the Teacher’s Guide and the information-gap activities at the back of the Student’s Book provide further communicative practice. Pronunciation Short pronunciation activities in the Everyday English sections provide clear practice of some common areas, including: • specific sounds • word and sentence stress • intonation. In addition, students are encouraged to listen to and repeat the main vocabulary groups throughout the book. The Pronunciation section on page 92 of the Student’s Book includes a phonemic chart for students’ reference and practice of sounds that students often have difficulty with. Consolidation and review Consolidation of recently acquired language and regular revision are crucial to learning. After every two units, there’s a Review unit that revises key language from these units. Each Review unit contextualises the language through reading and sometimes listening texts. There are also grammar exercises and writing and speaking tasks. The Workbook provides further practice and testing of the language in a unit. In addition, after every two units in the Workbook, there’s a Review quiz. This is followed by a Check your progress test. Online resources – available on e-zone Cyber homework Interactive activities assigned to students by their teacher within an online virtual classroom. Results and feedback are automatically given when the deadline fixed by the teacher has been reached. HELBLING Placement Test Designed to give students and teachers of English a quick way of assessing the level of a student’s knowledge of English grammar and usage. Projects Open-ended tasks on both cultural and global themes, where students can embed other resources such as web links or files and share them with the teacher and their class. Online training Resources and interactive activities for individual student access. Includes: • exam practice • pronunciation • all exercises from the cyber homework in selfstudy mode. Cloud book An interactive version of the Student’s Book and Workbook, where students can access all audio and video content at the click of a mouse or touch of a screen. Students can complete the activities, check their results and add their own notes. How to integrate an LMS (a Learning Management System) into your teaching Initial assessment Assessment HELBLING Placement Test Exam practice Testbuilder 1 Planning > 2 Scope & sequence Teacher’s Guide > 6 5 > 4 Virtual class and self-study practice Lesson enrichment • • • • Projects Online training Cyber homework Student downloads • • • • 3 Class routine Student’s Book Workbook Resources Videos Interactive book for whiteboards Teacher downloads Introduction 9 Unit overview Everybody up! This is a chance for students to move around the classroom and use specific language in a controlled way to get information from other students. This kind of short, intensive practice can be very lively and also very rewarding if students succeed in completing the task using the language resources available to them. In addition, it allows them to interact with lots of different people. The act of physically getting up and moving around is also mentally refreshing; being physically active helps us to learn. Students may naturally find that they engage in longer conversations than the activity requires. If time allows, this is good and enjoyable practice for them. However, it’s a good idea to set a time limit for this type of activity. Did you know? These are very short, interesting pieces of information related to the theme of the lesson. The section can usually be done at any point in the lesson. The teacher’s notes sometimes suggest ways of exploiting it, but if students want to know more, they can be encouraged to search online. 10 Introduction Explore online This is an opportunity for students to go beyond the page and find out more about some aspect of the topic: a sort of mini project. They should do the research online, make notes and report back, working either alone or in pairs. You may want to set this up in the classroom by suggesting possible websites or just by eliciting suggestions for words and phrases to type into the search engine. As with the Link feature (see page 14), there’s a natural mixed-ability element to this section. You first! You’ll find a You first! box on many of the large photos at the beginning of a lesson. It has a triple purpose. Firstly, to engage students and get them saying something immediately. Secondly, to allow students to use what they already know and boost their confidence. And thirdly, to give you an idea of what and how much they already know so that you can target your teaching much more effectively. What if your students don’t respond at all? That’s fine. Now you know. Just move on and start to teach them something. Search and think These exercises invite students to look through a text that they’ve recently read or listened to, in order to find particular grammatical structures (or sometimes categories of vocabulary) and think about how they’re used or what they mean, before going on to practise them in further exercises. Introduction 11 Grammar reference There’s a useful grammar reference at the back of the Student’s Book. Each main grammar point from the grammar boxes throughout the book has a relevant section in the grammar reference. Take a break Apart from providing tiny practical texts to read, these sections are there to help students unwind from time to time. Why? Because, quite simply, we don’t learn well when we’re stressed; we learn best when we’re relaxed. These little exercises give students the opportunity to switch off for a few moments, in order to recharge their batteries and come back to the task in hand with renewed energy! If it’s a piece of advice, talk about it with students. If it’s a physical exercise, students can read it and follow the instructions. Do it there and then in the classroom if you can. Then you can use it again and again, whenever it’s useful (see, for example, SB page 33, volume B, where students are asked to massage their ‘brain buttons’). 12 Introduction Mini-talk Students write down their ideas in answer to questions relating to the lesson and then shape them up into a short talk, using digital presentation media where appropriate. They then present their talk to a (small) group of other students. Predict Students use different elements (photos, titles, questions, etc) to predict what’s in a text. The idea is to motivate them to engage with the material; to give them a very good reason for reading or listening to see if they were right! Think This is used to signal a creative or critical-thinking exercise. Students are asked to work something out for themselves, give their opinions or comments or use their creativity, rather than find an answer directly on the page. A simple example might be where a text describes a problem at work and students are invited to come up with solutions. Encouraging students to think creatively means they increase their engagement with the material. The increased alertness enhances their learning capacity. With these sections – as indeed with many others – it’s a good idea to give students a chance to look at the material and think about (or even write down) their ideas individually (for say 30 seconds) before they start talking to each other. Some students are quick thinkers and talkers, while others need more time. Giving them ‘thinking time’ evens it out a little. Introduction 13 Information gap There’s an information-gap activity in every second unit. In these, students need to get information from each other in order to complete a task. All the material students need to do the tasks is in the back of the Student’s Book on pages 68–73. Video option Students think or find out about – and/or take a photo of – something related to the lesson. After writing and/or making notes, they record a short piece to camera using their smartphones or tablets (like a video blog). They can then share their video clip with other students or upload it to a video-sharing site such as YouTube if they want. 14 Introduction Link Each unit contains a Link section, featuring a song, a poem, a piece of music or a video clip which relates to themes and topics in the lesson. These sections utilise students’ natural interest in these things to motivate them and transfer the topic language to a new context. The tasks give students the opportunity to listen to / read / view the material and then research online to answer some questions or do a small associated activity. They then bring the information back to the class, which should often stimulate lively discussions. There’s a natural mixed-ability element: more competent students will be able to take it further than those who are less competent. Similar or different? This symbol often occurs where new vocabulary is introduced and it suggests that you ask students which words are the same as or similar to words in their own language – and which are very different. This feature of Accelerated (or Holistic) Learning (see page 20) aims to draw students’ attention to the fact that they already know some words. It serves to reassure them, build their confidence and lighten their learning load. It can also give them a basis for wordbuilding (eg the fact that words ending in -ion in English may also end in -ion in their language). Suddenly they know ten words, not just one. Guess Asking students to ‘guess’ answers before reading or listening to information not only gets them to interact, it also frees them up from having to know the ‘right’ answer and thus inhibiting their response. In addition, it prepares them for the text and gives a valid reason for reading or listening to something – to see if they were right. For this reason, it’s very important not to confirm if students are right or not in their guesses. Just say things like Hmm or That’s interesting or Possibly, etc and let the text provide the answers. These exercises are similar to Predict ones, but involve more guesswork, rather than ideas based on evidence. Note: Very often, if the word is a similar one, the difference is in the pronunciation – especially the word stress – or the spelling. Also, Similar or different? is obviously easier if you have a unilingual class, especially when you’re familiar with the students’ mother tongue, but it can work well with a multilingual class, where students can compare words in different languages. Introduction 15 Listening This symbol tells you that there’s recorded material that goes with the activity. This can either be a full listening text, as here, or it might be listening to check answers and hear the correct pronunciation. Full transcripts are given in the back of the Student’s Book. Takeaway language These exercises are optional. They pull out useful everyday expressions from a text or dialogue and present them for students to think about and ‘take away’ and use themselves. Your story Students generally enjoy personalising what they’ve just learnt; these exercises ask them to think about some aspect of the lesson as it relates to them personally, and then share their ‘story’ with other members of their group. 16 Introduction Everyday English This section provides practice in the everyday functional language that students need when interacting with people, such as making suggestions, giving advice, discussing opinions and so on. Role-play Students are given a scenario / roles / questions, often based on a dialogue they’ve just heard, and are asked to script a short scene for themselves, which they then act out. The level of support given can be adapted to suit students’ abilities, ranging from allowing them to look at the original text as they work to completely reinventing the conversation off the top of their heads. 6 Video The main conversation in the oddnumbered Everyday English sections appears on video, which provides extra contextualisation for the functional language. (If you don’t have the video or prefer not to use it, then just play the audio version.) See also Using the video on page 141. P Pronunciation The pronunciation activities appear in the Everyday English section of each unit of the Student’s Book. At Intermediate level, there’s work on stress and intonation, as well as sounds, as these can often pose problems for students. All the pronunciation activities are recorded so that students can hear the correct sounds or stress. There’s also a Pronunciation section at the back of the Student’s Book on page 92. This provides practice in various key areas that often cause students difficulty, including weak forms, consonant clusters and diphthongs. Introduction 17 Review Three Review units revise key language from the preceding two units, using a reading text as the main presentation. Finish it These exercises are personalisation tasks where students complete short sentence stems with their own information or ideas, and then compare with other students (often in an Everybody up! activity). 18 Introduction Aspects of culture Each of the Review units finishes with an Aspects of culture section. This is often an opportunity to reflect on how people do things differently (or not!) in different parts of the world and how we can begin to be sensitive to these differences and act accordingly. There’s usually a short reading text with a task or questions, often leading to a discussion and a comparison with the students’ own culture(s). Preposition park This section appears in many of the Review units and provides a short text that revises and extends prepositions that students already know, enabling them to recycle prepositions in a new way, or introduces new ones. Memory This symbol represents your brain! Memory is a crucial component in learning anything and it’s like a muscle: the more you exercise it, the stronger it’ll be. These simple games ask students to remember a variety of things: vocabulary items, facts from an article and so on. But you can do a lot more activities than the ones suggested here (see pages 142–143). And remember that the more you get students to exercise their memory in English, the more it’ll serve them in other aspects of their life as well. Introduction 19 A final word The features new to Jetstream, which occur throughout the units, are informed – in a gentle way – by some of the key principles of Holistic Learning (sometimes called Accelerated Learning*): 1 We learn with our body as well as our mind: they are connected. Hence the value we attach to bringing more physical activities into the classroom and paying attention to students’ physical well-being. 2 Different learners prefer different kinds of input. Some people learn more with their eyes, some more with their ears and some more with their bodies and movement. We aim to provide a variety of activities to reflect these preferences. 3 What we learn with emotion, we tend to remember best. We hope to engage students’ emotions through the use of stories, songs and games – and making them laugh. 4 Our memory is very powerful … and we can make it work even better. The reason for all the little memory-training games is to give students practice in using their memory, and aid their learning. 20 Introduction 5 People know a lot already – more than they think. Good teaching and good material can help to make students aware of what they already know and boost their confidence. 6 People are different. Some people are more outgoing and sociable, while others are more introspective and reflective. The former readily enjoy interacting with others, while the latter often prefer to work on their own. They usually welcome time to think on their own too, before being asked to participate in an activity. As teachers, we need to try to cater for these differences. *The roots of Accelerated Learning go back to the Bulgarian educator, Georgi Lozanov, who developed something called ‘Suggestopaedia’ in the early 1960s. Helping learners feel comfortable, relaxed and confident meant that they were able to absorb and remember more information more quickly. That’s it in a nutshell! Introduction UNIT FOCUS FUNCTIONS: talking about yourself; finding out about other people; discussing learning strategies Lesson 1 How would you describe yourself? pp4–5 Aim The focus of this first lesson in the introductory unit is to give students the opportunity to find out more about each other. Warm-up Introduce the topic with a game. Write the headings politician, novelist, singer, sportsperson, musician on the board. Put students into two teams and give them five minutes to come up with as many famous people in each category as they can. They get a point for every name, plus a bonus point for every name the other team hasn’t got. The team with the most points wins. 1 Students stand up and walk around the room to introduce themselves to each other. Model the activity and tell them to include extra information, such as where they’re from and any hobbies they have. Also encourage students to ask extra questions to keep the conversation going. Monitor and write down any mistakes or good sentences you hear. You can come back to these later if you have time. Alternatively, do this as a game with students in two lines facing each other. They introduce themselves to the person opposite, then move down the line and repeat the process until they get back to where they started. Extra ideas: Focus on intonation and different ways of saying Hi (in a monotonous way or an enthusiastic way). Ask how many /aɪ/ sounds there are in the three example sentences (Ten). 2 Students look at the photos and answer the questions in groups. Get feedback and ask extra questions (eg Have you read any of Paulo Coelho’s books? Did you like them?) to encourage personalisation and speaking. MA Encourage early finishers to use their smartphones or mobile devices to find out a bit more about some of the people pictured. Answers A Aung San Suu Kyi (Burmese politician) B Paulo Coelho (Brazilian novelist) C JK Rowling (British novelist) D Buffy Sainte-Marie (Canadian singersongwriter) E Muhammad Ali (American boxer) F Manu Chao (French / Spanish musician) Extra idea: To promote pairwork and discussion, ask students to look at the photo at the top of the page. They then discuss these questions with a partner: What does the body language of the two men tell you? How important is a firm handshake? How important is eye contact? What other things can we do when we first meet people? How do things change when we meet people from other cultures? Get feedback and check their ideas. 3 Students look at the quotations then work in pairs and guess who said each one. Which quotation did they like best, and why? Encourage them to explain why they found a quotation funny, interesting or surprising, eg It’s surprising that JK Rowling doesn’t believe in magic, because she wrote the Harry Potter books. Answers 1 Buffy Sainte-Marie 2 Manu Chao 3 Aung San Suu Kyi 4 Paulo Coelho 5 JK Rowling 6 Muhammad Ali 4 Students look at the highlighted parts of the quotations in 3 and rewrite them in a personalised way. Do the first one together as a model and encourage students to write funny and creative quotations. Introduction 21 5 Students walk around the room, introducing themselves to each other and sharing their ideas from 4. Introduction, page 15. Students work in pairs to complete the quotations with the phrases in the box. Compare answers as a class to see how many pairs agreed. Extra idea: A few students report back facts that they learnt about their classmates. They’ll need to change the first person statements they heard into third person statements. Answers 1 a great big baked potato 2 an education 3 superheroes 4 story; story 5 money 6 an uneventful and safe life Quotation 5 comes from Can’t buy me love by The Beatles. Song link Quotations 1 and 2 come from songs. 1 I’m not a queen, I’m a woman are words from a song called Until it’s time for you to go written by Buffy Sainte-Marie in 1965 and also later sung by Nancy Sinatra. It’s written in English, and the next line is Take my hand. 2 I like planes, I like you. I like travelling, I like you is the translation of words from a 2001 Manu Chao song called Me gustas tú, which is in Spanish (and a bit of French). The next line is Me gusta la mañana, me gustas tú (I like the morning, I like you). Ask students to find a translation online of Me gustas tú or, if they speak Spanish, have them translate the lyrics themselves or check an existing translation (some are terrible!). Culture notes • Buffy Sainte-Marie is a Canadian singersongwriter, born 20 February, 1941. She has campaigned throughout her life for the rights of Native Americans and takes a keen interest in education and social issues. She has released over 20 albums in her career, which spans over five decades. • Manu Chao was born in France on 21 June, 1961, to Spanish parents. He’s played in several bands, the best-known of which is probably Mano Negra. His musical style has a variety of influences, including rock and punk. He sings in many languages, including Spanish, French, English, Portuguese, Galician and Arabic, often mixing several languages in the same song (as he does in Me gustas tú). 6 22 GUESS When you see GUESS in front of an instruction, it means students can talk about what they think the answers are, but they don’t have to know for sure. For more information about these exercises, see the Introduction Extra idea: Ask students if they’ve heard of the people quoted in 6. They could research those they don’t know for homework. 7 Write the sentence starter All I want ... on the board. Students complete it in their own words and read out their ideas. They then complete two of the other sentences from 6 and share their ideas with a partner. 8 1.2 Students look at the photo and speech bubble and say what the three questions are (If you were a colour, what colour would you be? If you were a car, what car would you be? If you were a bird, what bird would you be?). Play the recording and pause after the first answer. Elicit that this only answers one of the questions (If you were a colour, what colour would you be?) and ask students for the answer (red). Play the rest of the recording for students to make notes of the answers they hear. They shouldn’t try to write down every word. They should then check their answers with a partner. Transcript 1 If I were a colour, what colour would I be? Oh, red, of course! 2 A colour? Um, I think I’d be black. 3 Green? Blue? Purple and pink? Absolutely no idea. It’s a very silly question. 4 What kind of car would I be? What kind of question is that? 5 Car? Oh, that’s a no-brainer. I’d definitely be a Porsche! Definitely! 6 A Mini! Oh no, hang on a minute, I’d be a BMW Z4 Roadster. 7 A bird? Oh, I haven’t a clue. I don’t know any birds. A chicken?! 8 Ooh. That’s an interesting question. I think I’d be a ... pigeon! 9 Um, birds, birds ... oh I know! An eagle! I’d be an eagle! Answers 1 red 2 black 3 – 4 – 5 Porsche 6 BMW Z4 Roadster 7 chicken 8 pigeon 9 eagle Extra idea: Write the structure If you were a ___, what ___ would you be? on the board and ask students to think of other similar questions (eg If you were a fruit, what fruit would you be? If you were a shape, what shape would you be?) to ask. 9 Students discuss the questions in pairs. Get feedback and encourage them to give reasons for their ideas. Give them a chance to listen again if necessary. 10 TAKEAWAY LANGUAGE When you see TAKEAWAY LANGUAGE in front of an instruction, it indicates a focus on colloquial language that’s not featured elsewhere. For more information about these exercises, see the Introduction, page 16. Students match the phrases from the interviews. Check answers and elicit what each expression means from the context. Answers 1c 2d 3a 4b 11 THINK When you see THINK in front of an instruction, it means students should think about ideas on their own for a moment before they talk to other students (think–pair–share). This type of exercise often asks students to be imaginative or creative, or to work something out. In this case, students look at the ideas in the box and think about related metaphors. For more information about these exercises, see the Introduction, page 13. Ask students if they know what the word metaphor means (= an expression, often found in literature, that describes a person or object by referring to something that is considered to have similar characteristics to that person or object). Students make metaphors about themselves using the ideas in the box. Extra idea: Review lexical sets by doing a column dictation. Dictate two or three different headings to students, who have to write as many related words as they can in a list under each heading (eg Furniture: wardrobe, cupboard, sofa; Animals: cat, dog, mouse, lion, etc). 12 Students work in groups of three or four and invite each other to guess what they wrote for each idea in 11. Get feedback and check the funniest and best ideas. Poem link a Students work in pairs to see how many different lines they can make. Encourage them to be as creative as they want! Explain that bananas can also mean ‘mad’ or ‘crazy’. b Students use their smartphones or tablets to search for the poem on the internet. They should be able to find it by typing very poet bananas into their search engine. They then discuss the questions in pairs and compare the poem with their answers to a) – did any of their lines match the actual poem? Encourage them to search for an image of Georgio de Chirico’s painting. Answers 1 The Uncertainty of the Poet 2 Wendy Cope 3 It is based on Georgio de Chirico’s 1913 painting of the same name. Extra idea: Give each student a line or lines from the poem and have them collaborate in a class recital. Culture note Wendy Cope is a contemporary English poet, born 21 July, 1945. She spent 15 years as a primary school teacher before becoming a full-time writer, critic and poet. She has won several awards for her lighthearted, often comical, poetry, and some of her poems have been used as song lyrics. In this poem, she plays with English syntax by using the same words in a different order to form each ‘verse’. Introduction 23 Lesson 2 How do you want to improve your English? p6 3 Aim The focus of this second lesson in the introductory unit is to encourage students to think about why they’re studying English. Warm-up Students look at the four photos on the page and think about which skills are being used in each one (top left: reading; top middle: speaking and listening; top right: writing; bottom left: listening, speaking and writing). 1 Students think about the questions for a moment, then discuss their ideas in small groups. Alternatively, ask students to identify the three tenses in questions 1–3 (present continuous, present simple, going to future) and elicit why each tense is used (present continuous: to describe actions happening at the moment; present simple: to describe things we do regularly; going to future: to describe future plans). Also focus on the use of be able to as an infinitive of can in question 7 to describe ability. Tip: The process of asking students to think about a topic or question individually, then discuss it with a partner before finally sharing ideas with the whole class is sometimes known as ‘think–pair– share’. This technique is useful in many situations. 2 FINISH IT When you see FINISH IT in front of an instruction, it indicates a personalisation exercise where students complete short sentence stems with their own information. For more information about these exercises, see the Introduction, page 18. Students complete the sentence in their own words, then share their ideas with a partner. Extra idea: Do a quick class survey to find out students’ most important learning goals. This will also provide you with helpful information about students’ needs that will help you plan future lessons. 24 Introduction EVERYBODY UP! When you see EVERYBODY UP! in front of an instruction, it means that this is a chance for students to move around the classroom and use the language they’ve learnt. For more information about these exercises, see the Introduction, page 10. Students walk around and share their goals from 2 with each other. When they’ve found someone with the same goal, they should take a note of that person’s name. Alternatively, students write each goal on a separate piece of paper. Collect their ideas and read them out one by one. Stick them on the board, grouping similar ideas together (get students involved in deciding how to do the grouping). At the end of the process, students draw circles around groups of ideas to show which ideas are most / least popular. Extra idea: Students write out their goals and put them up around the room, so they are constantly reminded of them. 4 Brainstorm a few ideas with students for how they can improve their English outside the classroom (eg using social media, setting up a class library with graded readers, compiling a list of useful websites). Put them in groups and ask them to think of as many strategies as they can. Set a time limit so they work quickly. Elicit their ideas and encourage them to write down and remember as many as possible. 5 Students listen to the recording and complete the table. Pause the recording as necessary. 1.3 Answers A spoken English watch a movie they know in English, first with Spanish subtitles, then with English subtitles, then without subtitles B vocabulary translate song lyrics C pronunciation read short, simplified readers and listen to the online audio at the same time D reading skills read newspaper articles on the internet E writing write letters to a penpal F everything come to class and start following other people’s suggestions Transcript A I want to improve my understanding of spoken English, so I download films in English – ones I’ve already seen, so I know the story. I watch them with Spanish subtitles the first time, and then I watch them again with English subtitles, and then the third time I watch them with no subtitles at all! B I need to increase my vocabulary, so I listen to songs while I’m driving, and if I really like a song, I search for the lyrics online later on, and translate them if there are bits I can’t understand. Then, when I listen again the next day, I can understand what I’m listening to! C I read a lot in English – newspapers, magazines – and I love those short, simplified readers you can get at different levels. You can get an audio track online, and so you can read and listen together or do one or the other. Listening and reading at the same time is really good for your pronunciation and that’s one of the things I want to work on. D Yeah, I’ve found some great websites where you can read newspaper articles in English at different levels too. They’re really interesting and up to date, and you can test your level before you begin, from very easy to quite difficult. I have to focus on my reading skills because I need to read books and articles in English for my studies. E There are sites where you can find a penpal to write to in English, too. I’ve done that. My penpal’s from Ireland, and we write to each other about once a week. I tell her about things in Ankara and she tells me what’s happening in Dublin. I need to work on my writing skills, so it’s a great way to practise, and next year I’m going to Dublin to see her! F Um, I want to improve everything! Listening, speaking, reading, writing, pronunciation – everything! But I don’t do anything much outside the classroom. At least, I haven’t up to now – I’ve just come to class. But it isn’t enough, is it? And listening to everybody else, it sounds like it really makes a difference and is lots of fun. I think I’m going to start! Tip: Listening is an individual task, so encourage pairwork by asking students to check their answers with a partner after you play the recording the first time. This helps them share ideas and information and also increases learner interaction and speaking. 6 1.3 Play the recording again for students to compare their answers to 5 with the lists they wrote in 4. Which strategies were the same, which ones were new? 7 In pairs, students discuss the strategies they would like to use. They write their top five ideas, then compare with another pair. 8 Students look at the example. Elicit why be going to is used (to describe future plans) and ask students to write their own action plans. They then compare with a partner. Vocabulary plus p61 This section provides an opportunity for vocabulary enrichment. It’s flexible and can be used in several ways. It can be done as a complete lesson or alternatively, you could practise a vocabulary set when you have time to spare or give a Vocabulary plus activity to early finishers. The alphabet review 1 Students circle only the letters where they’re sure about the pronunciation. Walk around the classroom as they do this and ask individual students to say one or two of the letters they have circled. 2 Students can either point to the letter(s) they find tricky or say something like the letter before / after / between ... Play the recording for them to repeat in chorus. 2.20 Extra idea: Ask students to say each tricky letter ten times in a row! Tip: Having the class repeat in chorus may make it harder to monitor individual pronunciation, but it’s very motivating for weaker students, as they are happier to participate when they don’t think their mistakes will be heard. Introduction 25 3 THINK This will really get students to think laterally! Look at the example with them and ensure they understand what the letters represent (the initial letters of one, two, three, etc). They then look at the second sequence and read the clue (2 is a bit like 1.). Encourage them to think of another number sequence that begins with the letters given. They then work out the other sequences in pairs. MA Weaker students may need extra prompting. You could give them the full sequences (ie 2 T, T, T, F, F, S, S, E, N; 3 M, T, W, T, F, S, S; 4 J, F, M, A, M, J, J, A, S, O, N, D; 5 R, O, Y, G, B, I, V) as well as asking them to read the clues and look at the picture. Answers oh / nought / zero / nil / love ten a hundred a thousand ten thousand a hundred thousand a million one eleven a hundred and ten one thousand, one hundred ten thousand and one a hundred and ten thousand one million, one hundred thousand 0 is said in different ways (see 6). Background notes Generally speaking, you use the indefinite article before hundred, thousand, million, etc. The exception is when the number consists of more than one part, in which case one is used: a thousand pounds one thousand and ten pounds Occasionally the number one can be used with hundred, thousand, etc for emphasis: There are more than one hundred spots on that dog! Answers Initial letters of ... 1 numbers 1–10 2 numbers 10–90 counting in tens 3 the days of the week 4 the months of the year 5 the colours of the rainbow Extra idea: Challenge students to think of more ‘puzzles’ like this. 4 Students work in pairs. They shouldn’t tell or show their partner the words they’ve chosen. Numbers and symbols review 6 Write the different pronunciations of 0 on the board. Students cover their books and try to think of different contexts in which each pronunciation is used. They then open their books and match the pronunciations to the uses. Answers 1 nil 2 zero 3 oh* 4 nought / oh / zero* 5 love However advanced students are, numbers are always something they find difficult – hence this review. And while some students may dislike the kind of problem-solving they’re asked to do in 7 and 8, others will welcome a fairly rare opportunity to play with numbers! * There is some difference in usage between British and American English. For telephone numbers, British English uses oh, whereas American English tends to use zero. Nought is almost exclusively British English and is used in mathematics and the game of Noughts and Crosses (Tic Tac Toe in American English!). British English also uses zero in mathematics. 5 Go round the class asking individual students to read out each number and elicit which number has several different pronunciations. 7 Play the recording for students to write the numbers. 2.21 MA Weaker students may need to hear the sequence more than once. 26 Introduction Answers 1 They are Fibonacci numbers. 2 The next ten numbers would be: 377, 610, 987, 1,597, 2,584, 4,181, 6,765, 10,946, 17,711, 28,657. Transcript 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233 Background note The Fibonacci sequence is produced by starting with 0 and 1 (or 1 and 1 in some cases), then adding the last two numbers to form the next number in the sequence. It is named after the Italian mathematician Leonardo Fibonacci. He was born Leonardo Bonacci in around 1170 in Pisa, and his 1202 book Liber Abaci introduced the sequence to Western mathematics, although it had been known in Indian mathematics for some time. Fibonacci numbers are connected with the golden ratio (The ‘golden ratio’ is a special number found by dividing a line into two parts so that the longer part divided by the smaller part is also equal to the whole length divided by the longer part. It is 1.618, represented by the Greek letter phi (ɸ). Many artists, including Le Corbusier and Dalí, use the golden ratio in their works, as it is thought to be aesthetically pleasing. It also appears in biological contexts, such as branching in trees, the fruit sprouts of a pineapple, an uncurling fern and the arrangement of a pine cone’s ‘scales’. Fibonacci numbers are used in mathematics to solve a variety of problems. Extra idea: If students are mathematically inclined, they can find out more about Fibonacci numbers and their uses. Students with an interest in art could find out more about the golden ratio. 8 THINK Write the numbers on the board; students guess what they might refer to. Encourage students to suggest different things for each number. Suggested answers 007 James Bond’s agent number 5 number of Great Lakes / weekdays 12 number of months in a year / Western zodiac signs / Chinese zodiac signs 26 number of letters in the English alphabet / weeks in half a year 101 number of dalmatians (in Dodie Smith’s novel and the Disney films) 366 number of days in a leap year 1,000 number of years in a millennium / metres in a kilometre / grams in a kilogram 86,400 number of seconds in a day 31,536,000 number of seconds in a year Culture notes • James Bond’s code number, 007, indicates that he is the seventh agent with a licence to kill (shown by the 00 prefix). It has also been speculated that the number comes from the ISD code for Russia, where Bond went on an early assignment. In the 1995 film GoldenEye, a former 00 agent, 006, was played by Sean Bean. • The Great Lakes lie on the US / Canada border and consist of Lakes Superior, Michigan, Huron, Erie and Ontario. They form the largest group of freshwater lakes on Earth, containing 21% of the world’s surface fresh water. Lake Superior is the second largest lake in the world, with only the Caspian Sea being bigger. • The Western zodiac signs are Aries, Taurus, Gemini, Cancer, Leo, Virgo, Libra, Scorpio, Sagittarius, Capricorn, Aquarius and Pisces. • The Chinese zodiac signs are Rat, Ox, Tiger, Rabbit, Dragon, Snake, Horse, Goat, Monkey, Rooster, Dog and Pig. • Dodie Smith (1896–1990) wrote The Hundred and One Dalmatians (also known as The Great Dog Robbery) in 1956. It was made into an animated film by Disney in 1961, and a live-action version starring Glenn Close as Cruella de Vil was produced in 1996. Introduction 27 • Leap years occur every four years in the Gregorian calendar and were originally introduced in Roman times to keep the calendar year synchronised with the seasonal year, because it actually takes the Earth 365.25 days to orbit the sun. In a leap year, an extra day – the 29th – is added to February. In Britain and Ireland, women can traditionally propose marriage in a leap year. 9 Students discuss the symbols in pairs; get feedback as a class. Answers + plus (in mathematical equations and as a short form of and in notes) – minus (in mathematical equations) = equals (in mathematical equations) @ at (in email addresses) . dot (in email addresses and websites) full stop (in British English punctuation) period (in American English punctuation) point (in decimal numbers) , comma (in punctuation) ? question mark (in punctuation) ( ) brackets (in punctuation); also known as round brackets and parentheses % per cent / percent (with figures) ˚ degree(s) (with temperatures) 10 Students work in pairs and decide how each item should be read out. Five pairs give their answers to the class; the other students should confirm or correct. Answers 1 zero / nought degrees centigrade / Celsius 2 three point one four one five nine two 3 Does two plus two equal five? 4 lots of information at jetmail dot com 5 a / one hundred per cent Extra idea: Ask students what items 1 and 2 in 10 represent. Answers 1 The temperature at which water freezes. 2 Phi (ɸ) to six decimal places 28 Introduction Years and dates review 11 Students work in pairs or small groups to work out the pronunciation of the years and answer the questions. Answers 2016 twenty sixteen / two thousand and sixteen 2014 twenty fourteen / two thousand and fourteen 2001 two thousand and one 2000 two thousand 1999 nineteen ninety-nine 1998 nineteen ninety-eight 1812 eighteen twelve 1600 sixteen hundred 357 three hundred and fifty-seven 1 Yes; years from 2010 onwards can be said as either two two-digit numbers or a four-digit number. The latter format was used for years 2001–2009, but the former is now becoming more prevalent for years 2010 onwards. 2 a) 2016, 2000, 1900 b) 2014, 1998 c) 2016, 2000 Background notes • The 1900 Olympics were held in Paris, France; the 2000 Olympics were held in Sydney, Australia and the 2016 Olympics are in Rio de Janeiro, Brazil. (There were Winter Olympics held in 1998 in Nagano, Japan, and in 2014 in Sochi, Russia.) • The 1998 FIFA World Cup was played in France; France beat Brazil 3–0. The 2014 FIFA World Cup was played in Brazil; Germany beat Argentina 1–0. • Students may have counted 1900 as a leap year, but it’s not. To calculate a leap year, ask: – Is the year divisible by 4? No: It’s not a leap year. Yes: Go to next question. – Is the year divisible by 100? No: It’s a leap year. Yes: Go to next question. – Is the year divisible by 400? No: It’s not a leap year. Yes: It’s a leap year. in East Germany going to the West, but in 1989 a series of radical political changes in the Eastern Bloc occurred, culminating in the announcement that citizens in the East could visit West Germany and West Berlin. Within days, people were chipping away at the Wall, carrying away chunks of it as souvenirs. It actually took three years to complete the demolition of the Wall, but it paved the way for German reunification, which was formally concluded on October 3rd, 1990. Extra idea: Ask students if the years mean anything special to them. They can think of general responses (eg 1812 was the year of Napoleon’s attempted invasion of Russia, commemorated by Tchaikovsky’s famous overture; 2001 was in the title of a film 2001: A Space Odyssey) or personal responses, such as the year of birth of a family member. 12 Ask four students to read out the dates and ask the class if they know what happened on them. They can use the clues to help them guess. • The first Harry Potter book was Harry Potter and the Philosopher’s Stone, written by JK Rowling in an Edinburgh café after getting the inspiration for the story during a train journey. The book and its six sequels became hugely popular with children and adults alike, and spawned a series of eight films, which brought the students of Hogwarts to the big screen in one of the most successful movie franchises of all time. • Amy Winehouse (1983–2011) was a British singer-songwriter who became known as much for her bouffant hair and dark eye make-up as for her soulful voice. She started as a jazz singer, but her style later encompassed elements of pop, soul and R&B. Her 2006 album Back to Black won five Grammy awards, and she had hit singles with Rehab, Back to Black, Love is a Losing Game and Valerie. She won many other awards for her music before her tragically premature death from accidental alcohol poisoning. Answers July 21st, 1969 The first man walked on the moon. th 9 Nov, 1989 The Berlin Wall came down. th 26 June, 1997 The first Harry Potter book was published. th Oct 20 , 2003 Amy Winehouse released her debut album. Extra idea: Remind students that there are two ways to say and write dates: 28th July the twenty-eighth of July July 28th July (the) twenty-eighth You could also remind them that Americans tend to put the month first, so that 4/3 is the third of April in the USA, but the fourth of March in the UK. Write a few dates on the board in figures for students to read out in full. Background notes • The first men to land on the moon were the crew of the American spaceflight Apollo 11: Neil Armstrong, Buzz Aldrin and Michael Collins. They actually landed on the moon on July 20th, but it was the following day when Armstrong became the first man to set foot on the moon, uttering the famous words ‘One small step for man, one giant leap for mankind’. • The Berlin Wall was constructed in 1961 by the German Democratic Republic, splitting the city of Berlin into East Berlin, which belonged to the communist Eastern Bloc, and West Berlin. It prevented people 13 Students work in pairs to say the dates and then discuss other dates that are memorable for them. Answers New Year’s Day: the first of January / January (the) first New Year’s Eve: the thirty-first of December / December (the) thirty-first Extra idea: Ask students if New Year’s Eve is a big celebration in their country. Do they know what it’s called in Scotland? (Hogmanay) Introduction 29 1 Water UNIT FOCUS GRAMMAR: present perfect v past simple; infinitive of purpose; modal verbs VOCABULARY: words connected with water; water sports and equipment FUNCTION: asking for more information Introduction p7 Aim The focus of this lesson is to introduce the topic of water by exploring vocabulary connected with water and its uses and doing a quiz. Warm-up Books closed. Write the word water in the middle of the board and ask students to think of as many things as they can that they associate with it. Elicit their ideas and write them on the board to make a vocabulary network. 1 Students work in pairs to add words to the word fountain. They can use the network they produced in the Warm-up as a starting point. You could also ask them to suggest a heading for each group of words. Get feedback from the class and add any new ideas to the board. Suggested answers • • • • • • boat, ship … ferry, yacht, canoe, kayak, surfboard, hovercraft, jet ski … sail, swim … ski, surf, fish, dive, scuba dive, snorkel … sea, river … lake, ocean, waterfall, canal, pond, pool, stream, lagoon … cloud, rain … snow, fog, hail, ice, mist, … hot, dirty … cold, icy, clean, deep, shallow, salt … drink, shower … bath, freeze, boil, pour, filter, save, wash … 2 In pairs, students mime things they can do with water. Their partner tries to guess the correct answer. Give an example, such as watering plants, to model the activity. 3 30 THINK Before students do the quiz, you could pre-teach words such as filter, iodine and splash. Filter and iodine are similar in lots of languages, so they should be easy to understand. Try to demonstrate splash. Elicit the meaning of words like seatbelt and sink (eg by looking at the elements of the compound word or from context). Unit 1 Students do the quiz together. Get feedback and find out which answers they knew and which ones were surprising. Answers 1 a) A few days (three), but also c) (It depends on where you are, how hot it is, what you’re doing, how old / well you are … .) 2 a) Boil it. If you don’t, you can get ill or have stomach problems. 3 a) Drink it. If you don’t, you may die. 4 a) Undo your seatbelt and b) open the window. If you don’t open the window, you won’t be able to open the door when the car is under the water. 5 c) Salt water, because it will make you thirstier. (It makes the cells in your body get rid of water rather than absorb it.) 6 b) H2O. The other two are hydrogen gas (H2) and sulphuric acid (H2SO4). Extra idea: Use the quiz to review zero and first conditional sentences. Write the following on the board: 1 If you drink salt water, it makes you thirstier. 2 If you don’t make water safe to drink, you’ll get stomach problems. Ask these questions: • How many parts to each sentence are there? (two) • How do we know? (They’re separated by a comma.) • What has to happen first? (the action in the if clause) • What is the other part of the sentence? (the result) • Are these things possible? (yes) • Which one is more likely? (sentence 1) • Will salt water definitely make you thirstier? (yes) • How do you know? (It’s a fact.) • Will you always get stomach problems if you don’t boil water? (not always) • Is it likely? (yes, very likely) Tip: Let students think about the quiz questions on their own for a few moments, then, to encourage interaction, they can ask each other the questions and circle their partner’s responses. 4 Reading 1 Students look at the photos, describe what they see and guess the connections. Get feedback and check their ideas. 2 PREDICT When you see PREDICT in front of an instruction, it means students should make predictions about what they are about to read or listen to based on information on the page. For more information about these exercises, see the Introduction, page 13. Write the title of the text on the board (He did it first) and ask students to guess what the man did. You could also write sentence starters on the board to help them make predictions (Maybe he ... , Perhaps he ...). Give students a very short time (eg 30 seconds) to scan the text and find the answer to the question (He was the first person to swim the length of the Amazon.). They then read it again more slowly to get the detail. 3 This symbol shows that this is a memory game – the first of many in the book. Memory is an important part of learning anything, and the more we exercise our memory by playing these kinds of game the better it will be. Put students in pairs to try to remember the answers to the questions without looking at the text. They then read it again to check their answers. Students listen to and read the rhyme. They then guess what happened to the technician (He drank or bathed in what he thought was water (H2O) but was really sulphuric acid (H2SO4), which killed him.). 1.4 Extra idea: Ask one or two students to read the rhyme aloud, copying the rhythm and intonation of the recording. 5 FINISH IT Write the sentences starters The most disgusting thing I’ve ever drunk is ... The most delicious thing I’ve ever drunk is ... on the board. Students complete the sentences with their own experiences, compare with a partner and then walk around the room asking each other What’s the most disgusting / delicious thing you’ve ever drunk?. Get class feedback. Were any students able to find two other people with the same answers? Lesson 1 A very long way! pp8–9 Aims The focus of this lesson is to compare the use of the present perfect and past simple, and to practise using the infinitive of purpose. You first! There are You first! boxes at the beginning of many lessons in the Student’s Book. They have three goals: firstly, to engage students and get them saying something immediately; secondly, to allow students to use what they already know and boost their confidence; and thirdly, to give you an idea of what they already know so that you can target your teaching much more effectively. Students can say as much or as little as they want. For this one, students look at the background photo and discuss the question with a partner. Ask if they would swim a river like this and elicit their reasons and ideas about possible delights, difficulties and dangers. Ask them which river they think it is (the Amazon). Answers 1 To draw people’s attention to water problems around the globe 2 Five rivers are mentioned in the text: the Mississippi, the Paraná, the Yangtze, the Colorado and the Amazon. 3 The Amazon is the longest river, at 5,430km. 4 The Mississippi 5 It starts in Peru and reaches the sea in Brazil. Extra idea: Show the trailer of the film documentary about Martin Strel, which won the Sundance Film Festival in 2009 (https://www.youtube.com/ watch?v=ce432_JmdB8). Put students in pairs and give each pair a set of sentence fragments (see below). Students try to put the sentence fragments Unit 1 31 in the correct order (the fragments are shown in the correct order below). They then watch the trailer again and check. Show the trailer a third time if necessary and check together as a class. There is a man who has swum the world’s deadliest rivers, who laughs in the face of crocodiles, piranhas, and giant anacondas; a man who drinks two bottles of wine a day, a man who has braved the Yangtze, the Mississippi, the Danube, and who will now do battle with the mighty Amazon. His mission – to save the world before it is destroyed. His name is Martin Strel, but you can call him Big River Man. 4 THINK Students discuss the questions in pairs. Check ideas with the whole class. Answers 1 The USA (the Mississippi, the Colorado), Argentina (the Paraná), Paraguay (the Paraná), China (the Yangtze), Peru (the Amazon), Brazil (the Paraná, the Amazon), Colombia (the Amazon) 2 The Amazon is very polluted and is home to many dangerous animals: piranha, crocodiles, snakes, candirú, insects, etc. He also had to contend with sunburn and bandits. 3 A crew in a boat which provided food, water and a place to sleep; a cameraman. 32 Unit 1 Extra ideas: Encourage students to look online for more information or create a web quest. Give the class links to two or three websites for them to answer comprehension questions about Martin. Slovenian completes Amazon swim http://news.bbc.co.uk/1/hi/world/ americas/6536283.stm#amazon Martin Strel: Swimming the Amazon http://content.time.com/time/arts/ article/0,8599,1920907,00.html Piranhas, Sunburn Can’t Stop 3,272Mile Swim http://abcnews.go.com/WNT/ESPNSports/ story?id=3021041 Students read the text again and find words or phrases that mean: 1 having strong feelings and emotions 2 get people to notice 3 the world 4 something very good and difficult that you succeed in 5 knowledge or understanding of something 6 damage caused to the environment 7 a film that gives facts and information about a subject Answers: 1 passionate, 2 draw attention to, 3 the globe, 4 achievement, 5 awareness, 6 pollution, 7 documentary Grammar 1 Present perfect v past simple 5 Students work in pairs and discuss the differences between the present perfect and the past simple. You could also ask questions to make sure they notice the difference: • • • • • When did he swim the Colorado? (in 2011) Is it still happening, or is it a completed action? (a completed action) What tense do we use to describe completed actions in the past? (past simple) Could he swim other long rivers in the future? (yes) What tense do we use to refer to repeated actions in the past that could continue in the future? (present perfect) 6 Students complete the sentences with has or did and the correct verb, and compare with a partner. Check as a class and ask students which tense is used in each sentence and why. Answers 1 How long has Strel been passionate about clean water? (present perfect) 2 What year did he swim the Amazon? (past simple) 3 Where did he start his journey? (past simple) 4 Where did he finish it? (past simple) 5 How many rivers has he swum up to now? (present perfect) 6 Has he ever swum the Nile? (present perfect) 7 Students ask and answer the questions in pairs. Answers 1 He has been passionate about clean water for many years. 2 He swam the Amazon in 2007. 3 He started his journey in Atalaya in Peru. 4 He finished his journey in Belém in Brazil. 5 He has swum five of the longest rivers up to now. (He has also swum the Danube and the Thames.) 6 No, he hasn’t ever swum the Nile. Tip: Repeat the answers to the questions together and encourage students to notice natural features of pronunciation such as contractions and weak forms. You could highlight them in phonemic script on the board: He has been passionate ... /hiː hæz biːn ˈpæʃənət/ – /hɪzbɪnˈpæʃənət/ He has swum ... /hiː hæz swʌm/ – /hɪz swʌm/ Grammar 2 Infinitive of purpose 8 Students complete the grammar table. They can look back at the text to help them if necessary. Ask the following questions and highlight the different sections of the sentence to check students’ understanding. What did Strel do? (He swam the Amazon.) Why did he do it? (in order to raise awareness of water pollution) • What kind of word is ‘to raise’? (infinitive) • What does it tell us? (the reason why we do things) • Where does ‘not’ go in the negative form? (between order and to) You could also explain that we can just use the infinitive instead (He swam the Amazon in order to raise awareness). This structure is more common and less formal than in order to. • • Answers a) Strel swam the Amazon in order to raise awareness of water pollution. b) In order not to get sunburnt, he often wore a mask over his face. 1 The infinitive 2 By adding not after order Speaking 9 Students discuss the questions in pairs. Get feedback to check their ideas and predictions, and that they’re using the infinitive of purpose to express their answers in question 2. Answer 3 Both activities are about raising awareness of issues. 10 Quickly check that students know the meaning of words in the text such as viral, degenerative and afflicts. Students then read the text and find out why people did the Ice Bucket Challenge and if it was successful. Answer They did it in order to raise money for charity and to increase awareness of ALS (MND). It was a huge success and raised millions of pounds. Unit 1 33 Background information To do the Ice Bucket Challenge, people had to record a video of themselves pouring icy water over their heads. Then the participant could nominate three other people to do the challenge, often within a set period of time. Pop stars like Justin Bieber, sports personalities like Roger Federer, and former US Presidents George W. Bush and Bill Clinton did the challenge! The Ice Bucket Challenge was very successful, and people shared more than 2.4 million videos on Facebook and tweeted more than 2.2 million times on Twitter. In the United States, people did the challenge for the ALS Association and raised over $100 million. In the UK, people participated for the Motor Neurone Disease Association, the UK equivalent of the ALS Association, and raised over £7 million. 11 YOUR STORY When you see YOUR STORY in front of an instruction, it indicates that students have an opportunity to personalise the language by talking about a situation that they’ve been in that is similar to the one they’ve just read about or listened to. For more information about these exercises, see the Introduction, page 16. Students discuss the questions in pairs, then report their experiences in feedback. You could also ask extra questions: Can you suggest any problems with doing the Ice Bucket Challenge? (Some people said it was a waste of water, that it was bad for your health.) What could you do in order to avoid these problems? (Pour the same bucket of ice and water over more than one person at the same time, use water that has already been used for something else, eg bathing.) 12 TAKEAWAY LANGUAGE Ask students if they can remember other things that went viral (eg men putting nail polish on one fingernail). Which things did they like best? Have any of them done the Ice Bucket Challenge, or liked / commented on a related online post? Extra idea: Students read the information again and make a list of social networking language (post a video, go viral, upload, comment, like, a post). 34 Unit 1 13 Students listen to the conversation and answer the questions. Play the recording again if necessary, then ask for feedback and find out students’ opinions about the solutions. Ask them if they know how many people around the world don’t have clean water (nearly 800 million people). 1.5 Answer 1 People used seawater and toilet water instead. Transcript man Did you see all those people doing the Ice Bucket Challenge last summer? woman Yes, I read about it. Amazing, wasn’t it? man Yes, it was, but I wouldn’t ever do anything like that. woman Why not? man Such a waste of water. Do you have any idea how many people in the world don’t have good, clean water? And these people were throwing it over their head! woman I don’t think everyone wasted clean water. A friend of mine used sea water in order not to use fresh water, and I know several other people who did the same. man Oh, that’s clever. woman Yes, and the American actor, Matt Damon, filmed himself using toilet water. man Really? Because he didn’t want to waste water? woman Yes, exactly – because he’s a cofounder of a water charity, Water.org, and he wanted to make the point that the water in toilets in the West is actually cleaner than the water that most people in the developing world have for cooking and drinking. EXPLORE ONLINE The Explore online exercises give students the opportunity to go beyond the page and find out more about some aspect of the topic for themselves, on their computer, smartphone or other mobile device. The online research can be done individually, or in pairs or groups, either in the classroom or at home. If it’s done at home, you can set it up in the classroom beforehand by suggesting possible websites or by eliciting suggestions for words and phrases to type into the search engine. Tip: Students often enjoy using their smartphones to search for things online, so encourage them to find out information on the internet. It gives them extra reading practice in English, but it’s OK if they read in their mother tongue, as it gets them to translate! 14 VIDEO OPTION When you see VIDEO OPTION in front of an instruction, it gives students the chance to make a short film on their smartphones using the language and topic they’ve been studying. For more information about these exercises, see the Introduction, page 14. Answer The writer is against bottled water. Tip: Setting a short time limit encourages students to read quickly for gist and not to worry too much about unknown vocabulary or look up words in dictionaries. Explain that they don’t need to know the meaning of every word to understand the general meaning and complete the task. It also makes the reading more focused ... and fun! 2 Students work with a partner and write down reasons for the writer’s opinion. There are more than five reasons in the article, so it shouldn’t be difficult for them to complete this task. Answers Bottled water isn’t healthier. It can have more bacteria than tap water. It’s bad environmentally. It’s expensive to transport. You have to keep it in a fridge. The plastic bottles are hard to get rid of. If we didn’t spend so much on bottled water, we could invest more on water projects. Encourage students to think of other challenge ideas for their video presentations. They then walk around the room and share their ideas with each other. Get feedback and have them vote on the best / most difficult / silliest / funniest challenges. Lesson 2 Tap or bottled? pp10–11 Aims The focus of this lesson is to review the function and meaning of modal verbs for making suggestions and for expressing ability, obligation and prohibition. The vocabulary is related to the environment, and students also discuss ways of conserving water. You first! Ask students how far they have to go to get water, and if they know anyone who has to travel far to get water (to make the point that we’re really lucky to have it ‘on tap’, while many people have to walk miles). You could also ask extra questions (Do you prefer tap water or bottled water? How much water do you drink each day?). Reading 1 Give students five minutes to read the article and find the writer’s opinion on bottled water. 3 When you see this icon with a vocabulary exercise, it means that you should ask students which words are the same as or similar to words in their own language – and also which are very different. For more information about these exercises, see the Introduction, page 15. Students work in pairs and match the words and phrases in green in the article with their correct meaning. Do the first one with the class as an example. Ask students which words are very similar in their own language and which are very different. Answers 1 proper 2 experiments 3 landfill sites 4 bacteria 5 vital 6 wells 7 lack 4 Students discuss the overall message of the article. They should give reasons for their choice. Unit 1 35 Answer c) use our money to help provide safe water worldwide Answers 5 Students decide if the statements are true or false and correct the false statements. 7 Students work in pairs to discuss and then match the modals with their meanings. As a follow-up, students think of sentences using the modal verbs in context. 36 Unit 1 can’t It is advisable ought to, should It isn’t advisable oughtn’t to, shouldn’t It isn’t necessary don’t have to Extra idea: Write (or project) words scattered across the board (example below). Students work in pairs to quickly arrange the words to make a sentence (eg Jane is a flight attendant so she has to wear a uniform). The first team to shout out a correct answer wins a point. The team with the most points at the end wins the game. Try to include as many different modal verbs in context as possible. uniform Grammar Modal verbs Tip: Students often have difficulties with modal verbs, so look out for typical mistakes, such as using an infinitive after the modal verb (We should to drink around two litres a day) and use of mustn’t to show lack of obligation (It’s Saturday, so I mustn’t don’t have to go to school). It isn’t possible It is mustn’t prohibited Tip: Asking students to choose four out of the six statements is a useful tool for helping students to feel more in control of their learning. They still have to read all six statements in order to make their choice. Answer We ought to / should drink around two litres a day. can It is have to, necessary must Answers 1 False (Bottled water is much more expensive than tap water.) 2 True 3 False (It is not mentioned in the article.) 4 True 5 True 6 True 6 Students complete the sentence and check the meaning with a partner. Get feedback and check students understand the function and form: • When we say ‘ought to’, do we have to do it? (No, it’s advice, even though it’s quite bossy!) • Which modal verb has the same meaning? (should) It is possible wear 8 flight attendant has to Jane a is so a she SEARCH AND THINK When you see SEARCH AND THINK in front of an instruction in a grammar or vocabulary exercise, it indicates that students need to go back through a reading text or transcript to find particular examples of language. For more information about these exercises, see the Introduction, page 11. Students search for the missing modals in pairs. To make the activity quick and enjoyable, tell them it’s a race. The first team to finish with the correct answers wins the game. Answers Modals not in article: shouldn’t, oughtn’t to, don’t have to, mustn’t. 9 Students complete the sentences with an appropriate modal verb. Go over the example with them first to check that they understand that both sentences should mean the same. Check answers in feedback and correct if necessary. Answers 1 We ought to drink about two litres of water a day. 2 We don’t have to drink bottled water. 3 Bottled water can have high levels of bacteria. 4 Perhaps we should stop buying bottled water. 5 Girls have to walk a long way to fetch water. Tip: Do some repetition drilling and help students notice how the pronunciation of modal verbs changes in connected speech because of weak forms and elision (sounds we drop when we speak quickly). We can drink – /kæn/ – /kən/ We have to walk – /hæv tuː/ – /hæf tə/ We must go – /mʌst / – /mʌs/ Speaking and writing 10 THINK Write the following on the board: You should / could take a shower instead of a bath. Elicit which modal is ‘softer’ and more polite (could). Explain that should is a bit bossy and is more likely to be rejected. Students make a list of things we can do to save water. You might need to teach words like flush and load, but they’ll probably ask for these in the course of the activity. Feed back as a class and make a composite list on the board. MA Weaker students can work in pairs to write their lists. Suggested answers Spend less time in the shower (will also save on hot-water bills). Use less water in the bath (will also save on hot-water bills). Don’t flush the toilet every single time. Don’t leave the tap running while you brush your teeth. Make sure the washing machine (or dishwasher) is fully loaded each time you use it. Water the garden less. Collect rainwater for watering the garden. 11 Students complete the email giving advice and helpful suggestions for saving water. They can refer to the composite list from 10, but encourage them to be creative and funny. When they’ve finished, ask a few students to read their emails to the class and vote for the most creative / funniest / silliest ideas! EXPLORE ONLINE Students could find out about waste in general, not just water waste. As a follow-up, students work in pairs to think of ways to prevent unnecessary waste and help the environment. Lesson 3 Water activities pp12–13 Aims In this lesson, students learn vocabulary related to water sports and equipment and discuss their own favourite hobbies and activities. This provides a nice context for practising the present perfect and past simple. The listening section includes plenty of modal verbs for giving advice and suggestions, and the Song Link focuses on words and phrases connected with the passing of time. You first! Students work in pairs to choose one of the photos in the lesson that they like and say why. Write extra questions on the board to encourage more speaking: Have you ever done this activity before? Where were you? Did you enjoy it? Would you like to do the activity in future? Tip: Walking around the room, listening and noting any good sentences and mistakes you hear, is a good way of gaining an insight into things you might need to practise and review. It also offers ideas for future lessons and enables you to highlight good language to the rest of the class in feedback. Extra idea: Write the names of different water sports on the board in phonemic script. Put students in pairs to guess the words. The first team to shout out the correct answer wins a point. The team with the most points at the end wins. Unit 1 37 /ˈækwə ˌwɔːkɪŋ/ (aqua walking) /kəˈnuːɪŋ/ (canoeing) /ˈdaɪvɪŋ/ (diving) /ˈkaɪækɪŋ/ (kayaking) /ˈkaɪt ˌsɜːfɪŋ/ (kite surfing) /ˈpædl ˈbɔːdɪŋ/ (paddle boarding) /ˈseɪlɪŋ/ (sailing) /ˈskuːbə ˌdaɪvɪŋ/ (scuba diving) /ˈsnɔːkəlɪŋ/ (snorkelling) /ˈswɪmɪŋ/ (swimming) /ˈwɪndˌsɜːfɪŋ/ (windsurfing) Vocabulary Water sports and equipment 1 Listening 1 5 Students identify the sports in photos 2 and 6 (aqua walking and paddle boarding). Ask them if they’ve come across these sports before, and if anyone has tried them. Students should use guesswork and the photos to select and order the instructions for each sport. MA Tell weaker students that there are four instructions for each sport. Students match the words with the photos and identify any words that don’t belong in the list. If they can think of any other water sports, write them on the board too (eg jet skiing, water skiing, water polo, synchronised swimming). Ask students which words are very similar in their own language and which are very different. Answers 1 canoeing 2 aqua walking 3 kitesurfing 4 diving / scuba diving 5 sailing 6 paddle boarding 7 snorkelling 8 kayaking 9 windsurfing Students will probably say that ironing does not belong in the list because it’s not a water sport. However, underwater ironing is possible, although it is not pictured! 2 Students discuss the questions in pairs. After a while, change pairs so they can compare their ideas with someone else. 3 To model the activity, tell students about a water sport or activity you’ve done. They then discuss the questions with a partner. You may need to supply vocabulary for the equipment required. Conduct whole-class feedback to find out the most popular water sports and get extra information about activities students have done. 4 Students can also find additional water sports and activities online. It’s actually quite hard to find anything that isn’t done underwater! An internet search will reveal people play ping-pong, tennis, chess, hockey, rugby, football, volleyball, golf, ice hockey and bingo underwater, not to mention cycling and ice skating! 38 Extra idea: Have a competition to see who can find the most unusual underwater activity. Unit 1 Answers Paddle boarding: h, a, c, e Aqua walking: f, g, b, d Sentence f assumes the aqua walking is taking place in the sea (as in photo 2) and therefore requires a wetsuit, though many people do it in a swimming pool and don’t need a wetsuit! 6 Play the recording for students to check their answers to 5. They then compare with a partner. To review, students note down the modal verbs in the recording (should, will, can’t, must, mustn’t, can). 1.6 MA With weaker classes, play the first extract and check answers before continuing with the second. Answer Lesson 1: aqua walking Lesson 2: paddle boarding Transcript 1 instructor group instructor OK, good morning, everyone! Morning! And welcome to your first aqua walking class! I’d just like to check that you all have everything you need. You should wear a wetsuit, boots, gloves and even a hat if the water’s very cold. And it is! Very cold! So does everyone have everything they need? We have some spare hats and gloves if anybody needs them. group instructor woman instructor instructor group instructor I don’t have gloves! / I’d like a hat! / No, I’m fine. Wearing a floatation belt around your waist will help keep your chest above water. Would anybody like one? Yes, please! I can’t swim. Here you are. OK, off you go and change. See you down on the beach. *** OK. Everybody here? Let’s all walk into the sea. It’s nice and calm today, luckily. We’re going to start in shallow, waist-high water and gradually move to deeper, shoulderhigh water. Move forwards naturally: place your heel, then your toe. Don’t walk on tiptoe! That’s right. Now, are you ready to do some exercises? Yes! / No! OK. Let’s do some running on the spot! Tip: Try a TPR (total physical response) game to check students know words such as knees bent, back straight, on tiptoe, kneel, etc. This is fun, gets students moving around and active after a long time seated, and checks their understanding in a really visual way. 7 Close books. Play the recording again for students to write down what the instructor says for each thing. They then compare with a partner. Answers a life jacket: Paddle boards are classified as boats, so you have to wear a life jacket. standing up: If it’s too difficult to stand up, you can kneel and learn to paddleboard on your knees at the beginning. your hips: Use your hips to balance. the front of the board: The front of the board should be in the water, not up in the air. 2 instructor woman instructor woman instructor woman instructor woman instructor woman First of all, you must put on this life jacket. A life jacket? Really? Why? Because paddle boards are classified as boats, so you have to wear a life jacket. As boats?! Oh, OK. OK. To get on, first kneel just behind the centre of the board, then stand up. If it’s too difficult to stand up, you can kneel and learn to paddle-board on your knees at the beginning. No, I want to stand up. You’re up. Great. So your feet should be parallel, your knees bent and your back straight. That’s right. Use your hips to balance. The front of the board should be in the water, not up in the air. Good. You mustn’t look down. Always look straight ahead at the horizon. What do I do with the paddle? Hold the paddle with both hands: one at the top, one lower down. Excellent. Well done. The water’s nice and calm. Off you go! Byee! Extra idea: Develop body vocabulary by asking students to look at the photos in this lesson. Which parts of the body / muscles are important for each of the activities? 8 Close books. Students write down the parts of the body that were mentioned, then compare in pairs to see who remembered the most. Check answers either by allowing students to reread the instructions in 5 or by playing the recording again. Answers feet, knees, back, waist, shoulder, hand, heel, toe, chest, hip 9 EVERYBODY UP! Students work in small groups and take turns to demonstrate and describe the position. Play the audio again if necessary. They could also play Simon says with the paddle-boarding instructions. Model the activity so they know what to do. They then take turns giving instructions in pairs. They can only do the actions if their partner says Simon says ...! Unit 1 39 Listening 2 10 instructor Pre-teach words like workout, impact, rehabilitation, resistant, stamina and socialising. Play the recording, pausing it at key points for students to guess the activity. When they’ve guessed correctly, ask them which words enabled them to work it out. 1.7 man instructor man instructor Answers The sport is aqua walking. Transcript man So, tell me a little bit about this activity. It doesn’t look wildly exciting. What are the benefits? instructor It’s actually a wonderful workout for your whole body. You can use it to strengthen your muscles and joints in a very safe way. The water supports your weight, so there’s no impact or stress on your muscles or joints. You can’t hurt yourself. man So you can use it for helping people with injuries? instructor Yes, it is good for people with injuries – injured sportspeople often use it for rehabilitation – but it’s good for everybody else too, and many athletes use it as part of their training. man I read somewhere that if you’re in shoulder-deep water, you only weigh ten per cent of what you weigh on land. Is that right? instructor Yes, exactly. So there’s no danger. But you have to work much harder because water is 12 times as resistant as air. So you can do it in order to build up your stamina, and it’s terrific for your heart. It can also help you lose weight. man Really? instructor Yes, you burn 100 more calories for every half hour walking or jogging in water than when you do those same activities on land. man I didn’t know that. And what kinds of things do you do in a session? Just walk around in the swimming pool? Sounds a bit unexciting. 40 Unit 1 man No, not a swimming pool. A lot of people do it in a pool, but round here, we do it in the sea. Whatever the weather? Whatever the weather! Goodness, you’re brave. It can be freezing! Well, it’s more interesting than being in a swimming pool. And we don’t just walk around, and we don’t just walk forwards. We walk on the spot and we walk backwards and sideways. And we run as well as walk. And we do cycling movements and leg exercises. And we exercise our arms, too – often with weights – so all kinds of exciting things. It’s actually lots of fun. And it’s a great activity for socialising. You should try it! Hmm. I might do one day. Extra idea: There are four additional parts of the body mentioned in the recording. Ask students if they can identify them (muscles, joints, heart, arms). 11 Students answer the questions. Do the first one together as an example. Then play the recording again for them to check. MA Students can answer the questions in pairs, then join with another pair to check answers. Answers 1 You can use it to strengthen your muscles and joints in a very safe way. 2 The water supports your weight, so there’s no impact or stress on your muscles or joints. 3 It’s good for athletes and people with injuries. 4 They walk, run, do cycling movements, leg exercises and arm exercises with weights. 5 It’s unlikely. He uses the word might, but his intonation suggests that he’s not keen on the idea. 12 Students discuss together in pairs. Check their ideas and opinions in whole-class feedback. 13 MINI-TALK When you see MINI-TALK in front of an instruction, this is a chance to get students talking and writing more. However, giving a talk to the whole class can be intimidating, so if they prefer, they can just do it for a small group. For more information about these exercises, see the Introduction, page 12. Everyday English p14 Asking for more information 1 Students read the advert and answer the questions, then compare with a partner. Answers 1 It tells you the cost per day, the opening times, what’s included and that there is a discount available. 2 It doesn’t say what leisure facilities are available or what the ‘light lunch’ consists of. 3 Suggested answers What different leisure facilities / treatments are available? How many swimming pools are there? Is there a sauna / hot tub / steam room? Can I get a massage? Is there a vegetarian lunch menu? Give students time to read the instructions and prepare their talk. Walk around and offer help and useful language as needed. They then give their presentations in small groups. Song link This activity could be done in class (on smartphones or tablets) or at home. Draw students’ attention to the fact that most of the words ending in -ing in the lyrics (eg sitting, morning, wasting) are rendered as -in’ to show that the g is not pronounced in informal speech. Answers 1 ships, bay, tide, dock 2 morning, evening, wasting time 3 waves, seagulls and other beach sounds 2 Extra idea: Write ‘word chunks’ (groups of between two and five words) from the song The Dock of the Bay by Otis Redding on pieces of A4 paper. Give each student one or two of the pieces of paper. Ask them to stand in a circle. Play the song. When the students hear their words, they have to quickly raise their hand. Culture note (Sittin’ on) the Dock of the Bay was cowritten and recorded by Otis Redding in 1967. It is said to have been inspired by Redding’s stay in a houseboat near San Francisco. The song won two Grammy awards and has been covered by many other artists, including Glen Campbell, Cher and Bob Dylan. The whistling on the track was originally recorded by Redding at the start of the song; it was later rerecorded by his bandleader, Sam Taylor, and moved to the end. Redding died in a plane crash shortly after recording the song, and it became the first posthumous number one. Write the two headings – leisure facilities and treatments – on the board. Students come to the board and write the vocabulary in the correct column. Ask them which words are very similar in their own language and which are very different. Answers leisure facilities: gym, jacuzzi, sauna, solarium, steam room, swimming pool treatments: facial, hot stones, manicure, massage, pedicure 3 1.8 6 Decide whether you’re going to use the video or simply play the audio (you may not have the video or the necessary video equipment). Students watch or listen to the first part of the conversation. Play and pause as needed. Answer c) Could you tell me more about it? The receptionist replies Of course. What would you like to know? Unit 1 41 Transcript receptionist jerome receptionist jerome receptionist jerome Good morning. Tribeca Gym and Spa. How can I help you? Um, yes, I passed by earlier and had some questions. I read online that you do a one-day leisure pass for $30. That’s right. Yes, we do. I wonder if you could tell me a bit more about it. Of course. What would you like to know? Well, there are actually a few things I’d like to know more about. 4 Students discuss which sentences are more polite and explain their reasons. Point out the use of modal verbs could and would and also the use of an indirect question: I wonder if you could tell me a bit more about it. Answers a) is the most direct; d) is the most polite. 1.9 This symbol shows that this exercise 5 P focuses on pronunciation. Play the recording for students to underline the stressed words or syllables. Do some repetition drilling to help with pronunciation. Answers and transcript a) I need some more information. b) Please can you give me some more information? c) Could you tell me more about it? d) I wonder if you could tell me a bit more about it. e) Would you mind giving me a bit more detail? Tip: You could also do some sentence-stress drilling to show the stress in a visual way. Tap the beat out with your hand (go from your right to left so students see the movement and direction of writing on the page). Say the sentences and raise you hand higher on stressed syllables. 42 Unit 1 6 P Students look at the example; demonstrate the different linking techniques, ie how the sound changes at word boundaries (could you), how an /r/ sound links to a word beginning with a vowel (more about) and how similar consonants cross word boundaries (about it). Say the words in isolation, then linked together, then as a complete sentence. Could you more about about it /kʊd juː/ /mɔː əˈbaʊt/ /əˈbaʊt ɪt/ – – – /kʊʤə/ /mɔːrəˈbaʊt/ /əˈbaʊtɪt/ /kʊd juː ˈtel miː mɔː əˈbaʊt ɪt/ /kʊʤəˈtelmɪmɔːrəˈbaʊtɪt/ You can also draw students’ attention to how a word ending in a vowel links to a word beginning with another vowel with a /j/ sound. Answers a) I need some more information. b) Please can you give me some more information? c) Could you tell me more about it? d) I wonder if you could tell me a bit more about it. e) Would you mind giving me a bit more detail? 7 Students reformulate the sentences in a more polite way using indirect questions. Make sure they use the correct verb form (eg can changes to could, -ing form after Would you mind ...?). They then work in pairs to ask and answer. Encourage them to focus on pronunciation (sentence stress and connected speech). MA Students can work in pairs to rewrite the questions. Suggested answers 1 I wonder if you could give me a lift home. 2 Would you mind telling me what the homework is? 3 I wonder if you could lend me your phone. 4 Would you mind doing me a favour? I need to borrow £1 for the lockers. 8 1.10 6 Play and pause the video / audio as necessary. Answers What does that include exactly? How much are they before the discount? What treatments are available? What exactly does that mean? A lettuce leaf? Can I keep them afterwards? Transcript jerome receptionist jerome receptionist jerome receptionist jerome receptionist jerome receptionist jerome receptionist jerome When it says ‘use of all leisure facilities’, what does that include exactly? Well, you can use our swimming pool, gym, sauna, steam room and jacuzzi spa. Oh, that’s great. And it says 20% off all treatments. How much are they before the discount? Well, it depends on the treatment, but generally speaking about $95. Wow. That’s about £60! Expensive! Well, it would be $75 with the 20% off. OK, so that’s £48. Even so, that’s quite a lot. What treatments are available? We have several water treatments: mineral baths, seaweed baths, mud baths, multi-jet baths and all different kinds of massage: Swedish massage, head massage, sports massage … Oh, lots of things! OK! Thank you. I’m not sure what all of those things are, but I can check online. If not, I’ll come back and ask you. That’s fine. You can find more information that describes them all in detail on our website. Oh, great. Thanks! Just a couple more things – it says ‘light lunch’. What does that mean exactly? A lettuce leaf? It means a small salad or a sandwich, like a wrap, and a bottle of water or a fruit juice. OK. A bottle of water is mineral water, right? And, um, it says towels, robe and slippers. Can I keep them afterwards? 9 Students discuss the questions in pairs and try to answer them from memory. If necessary, allow them to watch the video or listen to the recording again and answer the questions together. Answers 1 Swimming pool, gym, sauna, steam room and jacuzzi / spa 2 Mineral baths, mud baths, seaweed baths, Indian head massage, Thai massage 3 Students’ own answers, but probably no! Extra idea: Write each line of the dialogue on a separate slip of paper. Give a set of papers to each pair of students. Play the video / audio again and ask pairs to put the conversation in the correct order. EXPLORE ONLINE This can be done in class or at home. Students use their smartphones or mobile devices to find out more, then share and discuss their findings in small groups. Background information • Mineral baths, also known as hot springs or geothermal waters, involve bathing in waters rich in minerals such as calcium, sodium, magnesium and potassium. • Mud baths are often found in areas where hot spring water can combine with volcanic ash. Bathers coat themselves in the mineral-rich mud, which is said to be good for detoxing the skin. • Seaweed baths involve plastering the body with a mix of water and seaweed. It is said to lower stress, relieve skin conditions such as eczema and acne, and aid the treatment of muscle and joint problems. • Indian head massage is based on the Ayurvedic system of healing, practised in India for over 1,000 years. It involves manipulating the soft tissues of the shoulders and scalp. • Thai massage is one of the most invigorating types of massage, as it works the entire body, moving it into yogalike stretches. Therapists use many parts of their body, not just their hands, and sometimes even walk on you! Unit 1 43 10 ROLE-PLAY When you see ROLE-PLAY in front of an instruction, it indicates an opportunity for students to act out a dialogue or situation that they’ve just heard or seen, often substituting their own ideas and details. For more information about these exercises, see the Introduction, page 17. In pairs, students role-play a conversation similar to that in 8, but using the details of the Thalassotherapy Centre. They can look back at some of the questions (eg I wonder if ...? Would you mind ...?) to help them. Take a break These sections are there to help students take a break from studying from time to time. You’ll find a simple Take a break exercise in every unit, usually one that’s easy to do in the classroom – but feel free to do one at any time. For more detailed information about the Take a break sections, see the Introduction page 12. This first section picks up on the unit theme of water and advises students to drink water throughout the day. If it’s practical, allow students to have a quick drink of water now! Vocabulary plus p62 Wordbuilder Nouns from verbs 1 Students work in pairs to read through the list and find the verbs that have different noun forms. Check as a class. MA Give weaker students a clue by telling them there are four verbs with different noun forms. Answers begin – beginning; die – death; live – life; lose – loss 2 Go through the examples together so that students understand that they have to write one sentence using the verb form and one using the noun form for each of their chosen words. Encourage students to use at least one of the verbs that has a different noun form. MA Stronger students could write sentences for more than two words. 44 Unit 1 Wordbuilder Verbs with un3 Students look at the photo. Elicit suggestions as to what the man is doing; encourage students to think of words beginning with unto describe him, but allow they to be creative at this stage. Suggested answer He’s unpacking a box. 4 Students work in pairs or small groups to think of nouns that can go with each verb. For each action, students do a quick mime to demonstrate it. Get feedback and write ideas on the board. MA Pair weaker students with stronger ones to help them. Suggested answers 1 undo: a seatbelt, a zip, a button 2 unpack: a suitcase, a bag, a box, a crate 3 untie: a knot, a ribbon 4 unplug: the iron, the kettle, the phone charger 5 unlock: the door, the car 6 uncork: a bottle 7 unwrap: a present, a parcel 8 unfasten: a zip, a button, a jacket, a coat 9 unload: a van, a lorry Extra idea: Students work in new pairs and mime the actions for their new partners to guess. 5 Students work in pairs to answer the questions. Monitor and give help as required, then get feedback as a class. Answers 1 untie, unfasten 2 ‘Undo’ means to unfasten something that is fastened or tied. ‘Unpack’ means to take things out of a box or suitcase. ‘Untie’ means to unfasten a knot or something that is tied. ‘Unplug’ means to take the plug out of an electric socket. ‘Unlock’ means to open something that has been closed with a key. ‘Uncork’ means to take the cork out of something. ‘Unwrap’ means to take off the outer layer of protective or decorative material from something. ‘Unfasten’ means to release or open something that is fixed or closed. ‘Unload’ means to take goods out of a vehicle that has transported them. 3 undo – do up unpack – pack untie – tie (up) unplug – plug in unlock – lock (up) uncork – cork / put a cork in unwrap – wrap (up) unfasten – fasten (up) unload – load (up) Focus on: could a Elicit that sentences a–e all use the word could for different functions; students match them. Check answers as a class. Answers 1c 2a 3e Answers say: hello, yes, no, sorry, the words, nothing, something, a lot, goodbye tell: the time, a story, me the news, a joke, the truth, a lie, no one 7 Students work in pairs to tell each other a joke or story. Monitor to ensure that jokes are appropriate, and listen out for good ones so you can invite students to share them with the rest of the class. If students aren’t comfortable with telling jokes, they can tell their partner an anecdote about something that happened to them recently instead. Extra idea: When students have told their jokes / stories, have them swap partners and tell their original partner’s joke / story to their new partner. 5d b Students discuss the questions in pairs. Answers 1 might, may 2 a) It makes the suggestion stronger and a bit ‘bossier’. b) It becomes a definite prediction. c) It becomes more direct and slightly less polite. d) It becomes a definite deduction – you don’t think you’re mistaken. e) It becomes more direct and slightly less polite. Say and tell 6 Remind students that say and tell aren’t used in the same way, and elicit that tell needs an object, whereas say doesn’t. Write say and tell on the board as column headings and invite students to tell you which column each of the words in the box should go in. 4b c Students work in pairs to make requests and give advice. Monitor to ensure they’re using could correctly. Networking 8 Students complete the sentences on their own, then ask and answer the questions in pairs. Remind them that they may need to change the form of some of the words. Ask students which words are very similar in their own language and which are very different. Answers 1 site 2 post; timeline 3 liked; commented; uploaded 4 download 5 tweet 9 Ask students why they think abbreviations are used so much in text messages (They are quicker to write and they make the message shorter.). Do they think using too many abbreviations can be confusing? Look at the text message together and explain any abbreviations that students are unsure of. They then work in pairs and write the message in full. Unit 1 45 Answer Hello, Jim. Thinking about you now. How are you? Shall we / Would you like to meet for coffee at Carluccio’s at 4pm? Bye bye for now. See you later. Love you lots. Mave. 10 Ask students if they know what these abbreviations mean. If they don’t, ask them to guess or make something up! Answers TBH To be honest IDK I don’t know BRB Be right back IRL In real life CU See you LOL Laughing out loud / Lots of love Extra idea: Ask students to research other text abbreviations in English and make up a short quiz for their partner to do. Some ideas for inclusion: L8R (= later), 2moro (= tomorrow), 2 (= too, to), BTW (= by the way), IYKWIM (= if you know what I mean), ATB (= all the best), F2F (= face to face), ROTFL (= rolling on the floor laughing). 11 Students write their replies. Encourage them to use any new abbreviations they’ve researched or invented. They then swap replies with a partner to see if their partner can understand the message! 46 Unit 1 2 UNIT FOCUS Switch on! GRAMMAR: adverbs of frequency, used to, present perfect continuous VOCABULARY: TV: kinds of programme and descriptions; adjectives FUNCTIONS: TV talk; requests and responses; asking / telling people not Introduction p15 Answers Aims The focus of this lesson is to introduce the topic of TV by focusing on different genres of TV programme. Students are also encourage to start thinking about their TV-watching habits. You first! Students look at the four photos and have a class brainstorming session about the types of programme that they represent. (Don’t go into too much detail with vocabulary at this stage, as students will do this in 1.) Pre-teach the phrase change channels, then tell students to discuss in pairs or small groups whether or not they would watch any of these programme types. 1 Students match the photos and words in the box. You could also ask extra questions to encourage speaking and personalisation: Which two teams are playing in photo D? (South Africa and Portugal in the 2010 World Cup); Has anyone ever watched ‘Modern Family’? Who is who? (This is also a great way of eliciting X’s brother, Y’s adopted daughter, Z’s step-mother, etc); Do you have ‘Deal or no deal?’ in your country? Ask students which words are very similar in their own language and which are very different. Answers A crime drama B sitcom D sports programme to do things C game show 2 Ask students if they can guess the meaning of a ‘fly on the wall’ show (a programme where the people involved behave normally as if they’re not being filmed) and ongoing (continuing and happening now). In pairs, they match the definitions with the words in the box in 1. They could also find a pair of opposite adjectives in the definitions (fictional / real). 1 weather forecast 2 sitcom 3 makeover show 4 reality show 5 soap (opera) 6 documentary Extra idea: Students work in pairs and brainstorm other adjectives that can be used to describe TV programmes. Check their ideas in feedback and write the adjectives on the board. Students could also come to the board and write their ideas. Possible answers absorbing, addictive, amazing, boring, depressing, enthralling, exciting, factual, fascinating, fun, funny, interesting, sad, scary, soppy, realistic, thought-provoking, unrealistic, uplifting Tip: Encourage students to always write new words and phrases down in their vocabulary books. If they don’t have one, encourage them to get one and look back at new language on a regular basis to help their vocabulary to develop. 3 Elicit the five kinds of programme in 1 that weren’t used in 2 (cartoon, crime drama, game show, the news, sports programme). Students choose one of these to write a definition for. They then work in pairs, read out their definitions to each other and guess what kind of programme they refer to. MA Students write their definitions in pairs, then join with another pair to guess the programme types. Unit 2 47 4 Suggested answers Answers Cartoon: A film using animation techniques. Crime drama: A serious fictional story about criminals, police detectives, lawyers, etc. Sports programme: It shows us live matches / games and commentary. The news: It informs us about world events as they happen. Game show: People / celebrities play a game (answering questions or solving a problem) and often win a prize or some money. watch: a film, a match, a programme, TV, a video clip look at: (a film), (a match), a painting, a photo, (a programme), (TV), a video clip, a view Elicit or explain the difference between drama, show and programme (Programme is a generic term that can be used for any TV programme, but also tends to be factual; drama is fictional, and a show is in front of an audience.) Use the collocations in 1 to help. Students list the programmes under the correct heading. Check their understanding of words like costume drama and period drama. Ask students which words are very similar in their own language and which are very different. MA Tell students that some words can go under more than one heading. Answers drama: costume drama, hospital drama, legal drama, period drama show: cookery show, quiz show, talk show, travel show programme: history programme, natural history programme, nature programme, news programme, political programme, travel programme 5 Students mime and guess the programmes in pairs. Look out for the funniest and most creative ideas, and ask those pairs to perform their mime for the whole class. 6 Students often confuse watch and look at. Write watch / look at something on the board and elicit the difference between them (We watch something that changes or develops, or that we expect to change, not something that stays still. We look at both.). Students decide which of the nouns in the box can collocate with which verbs. 48 Unit 2 Items in brackets can be used with look at, but are more common with watch. 7 Remind students of the word fountain that they completed in Unit 1 and explain that a mind map is a similar concept. Copy the diagram onto the board and elicit students’ ideas to add to it. MA With weaker classes, you could suggest sub-categories to help them such as: • • • • people on screen (actors, presenters) places to watch programmes (TV, laptop) parts of a TV (screen, remote control) leisure activities (watching TV, listening to music) 8 Students choose two questions to discuss in their groups. Do feedback as a class – is there a common viewing pattern? MA Encourage stronger students to answer all five questions and have weaker ones choose just one or two of the topics. Extra idea: This could also be done as a class mingle to increase learner interaction and speaking, or as a class survey. Tip: Keep group sizes relatively small (a maximum of five students) to ensure that everyone has a chance to contribute to the discussion. If students are particularly reticent to speak, give each student a number of counters; each time they contribute to the discussion, they have to ‘spend’ one of their counters. Once they have used them all, they can’t say any more until everyone in the group has spent their counters. Lesson 1 Stories from Scandinavia pp16–17 Answers 1 They’re black in terms of subject matter (terrible things happening) and also visually (the settings and the weather are very dark). 2 They are usually strong women who aren’t glamorous, make mistakes and have personal problems. Aims The focus of this lesson is to practise adverbs of frequency and adjectives. Students also focus on used to to describe past habits, and in the Speaking and writing section, they look back nostalgically at the TV shows they watched when they were younger. Background note Nordic noir is a hugely popular crime drama genre. It is typified by series such as The Killing and Borgen from Denmark, and Wallander from Sweden, which have received critical acclaim in a number of different countries (particularly Britain, Germany and the Netherlands) and become cult television shows. The Nordic noir series have received numerous awards and nominations, including BAFTA and International Emmy Awards. Warm-up To introduce the topic, tell the class about your favourite TV series when you were young. In pairs, ask students to discuss their favourite programmes and genres. Get feedback and find out the most popular series. Reading 1 PREDICT Students look at the photos and lesson title, then write down their predictions and compare with a partner. MA Show an online trailer for a Nordic noir series such as Wallander (see http://nordicnoir. tv, for example) to give students some ideas for vocabulary. 2 Pre-teach potentially difficult vocabulary such as genre (= style of TV series, cinema or literature) and abandoned (= an empty place people have left forever). Students read the text and check if their predictions from 1 were correct. Get feedback and ask what things were interesting or surprising. 3 Extra idea: Do a word-and-colourassociation dictation with the class. Write colours on the board. Then read a list of words. Students listen and decide which colour to write each word under. Grammar Adverbs of frequency 4 SEARCH AND THINK Students underline the adverbs of frequency in the text and answer the remaining questions to identify the rules in pairs. Concept-check with a scale. Extra idea: Students sometimes have difficulties with adverbs, so write a few jumbled or gapped sentences on the board for students to complete; look out for typical mistakes, such as word-order errors, and correct as needed. Answers 1 people sometimes commit, There is always a very strong woman, These women are never glamorous, They often have a lot, the action usually takes place, we hardly ever see the sun, It is always snowing 2 The adverbs come after the verb be. They come before other verbs. 3 never, hardly ever, rarely, sometimes, normally, often, usually, almost always, always (This is a suggested order: hardly ever and rarely are synonymous, as are normally, often and usually.) 4 The infinitive with to follows the word tend. It has the same meaning as normally / often / usually. THINK Students discuss the questions in pairs, then check their ideas and opinions in feedback. Unit 2 49 5 Students discuss the questions in groups. Have one or two pairs if the class does not divide equally into threes. Remind them to use adverbs of frequency where possible, and keep to the time limit strictly. Find out if all the groups managed to find three kinds of programme for each category. Listening Background note Hans Christian Andersen was born on 2 April, 1805, in Denmark. He was a writer of plays, novels and poems, but is best known for fairy tales. Andersen’s fairy tales have been translated into more than 125 languages and are popular not just with children but across all ages. His stories present lessons of virtue and resilience in the face of adversity. Some of his most famous fairy tales include The Ugly Duckling, The Little Mermaid and The Emperor’s New Clothes. His delightful stories have been read by millions around the world and have also been adapted into hugely successful animated films and stage productions. He died on 4 August, 1875, in a house called ‘Rolighed’ (which means ‘calmness’), near Copenhagen. Extra idea: Students write eight sentences about things they think their partner does, including adverbs of frequency (eg Paolo never cleans his room). They then ask their partner questions to check how many of the sentences are correct. MA Weaker students could just write four or five sentences. Vocabulary Adjectives 6 Students circle the adjectives in the text. Extra idea: Make it into a game: set a short time limit (eg one minute) and put students in two or three teams. The team that finds the most adjectives in the time wins the game. Alternatively, teams get a point for each adjective they find, and a bonus point if they find an adjective that none of the other teams has circled. Answers popular, pleasant, open, terrible, shocking, strong, leading, glamorous, ordinary, perfect, personal, good, interesting, cold, dark, lonely, foggy, grey, empty, abandoned, fun 7 Students write ten short sentences using the adjectives in context. Ask a few students to read their sentences to the class. MA Encourage stronger students to write more than ten; weaker students could write fewer. Extra idea: Ask students to choose five adjectives and make anagrams. Their partner has to unscramble the letters correctly. 50 Unit 2 8 Students look quickly at the photo of Hans Christian Andersen and guess who it is. Quickly elicit what they know about him. They then do the true / false activity in pairs. Answers 1 True 2 False 9 3 True 4 True 1.11 Play the recording for students to check if their answers to 8 were correct and to write down any other interesting information they hear. Ask extra comprehension questions such as: • • • • What did Andersen’s father / mother do? (His father was a shoemaker and his mother was a washerwoman.) What kinds of things did Hans’s father read to him? (He read him Danish legends and stories from Arabian Nights.) Why didn’t his mother read to him? (She couldn’t read.) How old was Hans when he began to write fairy tales? (He was 30 years old.) Transcript Once upon a time, a baby was born in Odense in Denmark. It was the 2nd of April, 1805, and the baby’s name was Hans – Hans Christian Andersen. Hans was the only child in a very poor family. His father was a shoemaker and his mother was a washerwoman. His mother had never learnt to read and write, because poor people in those days didn’t usually go to school. But his father had received a little bit of education and so he could read, and he often used to read to his son. He read him Danish legends and stories from Arabian Nights. So it was from his father that Hans discovered literature, but it was not until years later – at the age of 30 – that he began to write his own fairy tales. EXPLORE ONLINE Do a quick class survey to find out which of the tales students have read / seen. Find out some of the titles in students’ own language(s). Answers The Ugly Duckling, The Little Mermaid, The Snow Queen, The Emperor’s New Clothes, The Princess and the Pea Culture note • The Ugly Duckling tells the story of a cygnet raised by a family of ducks. He is bullied and thinks himself ugly until he finally turns into a swan and finds his true beauty. The expression an ugly duckling is used to describe an unattractive child who turns into a beautiful adult. • The Little Mermaid is about a mermaid who falls in love with a human prince and sells her voice so that she can have legs and be with him. It has spawned several films, including a Disney animation. • The Snow Queen is the story of Gerda, a little girl who saves her friend Kai from the Snow Queen. Disney’s Frozen is (very loosely) based on this fairy tale. • The Emperor’s New Clothes tells of how an emperor is duped into believing that he is wearing a wonderful suit of clothes, when in fact he is completely naked. Everyone goes along with the belief in order to please the emperor apart from one person. The phrase has • 10 now entered the English language as a way of describing a situation where someone dares to speak the truth about something when everyone else is pretending it’s different. The Princess and the Pea, which tells of a princess who is so sensitive that she can feel a pea through a huge pile of mattresses, is sometimes confused with The Princess and the Frog (from the German fairy tales of the Brothers Grimm), though the stories are different. Pre-teach any tricky words and phrases such as ridiculous and more or less. Play and pause the recording as needed. Students answer the questions and compare answers with a partner. 1.12 Answers 1 The first woman used to enjoy The Ugly Duckling. She didn’t like The Emperor’s New Clothes, and she didn’t use to like The Little Mermaid, although she does now. The second woman enjoyed The Ugly Duckling, The Little Mermaid and The Princess and the Frog. 2 The Snow Queen Transcript woman 1 Did you use to read Andersen’s fairy tales when you were a child? woman 2 Some of them. I used to love The Ugly Duckling. woman 1 Yes, I often used to read that one, too. But I hated The Emperor’s New Clothes. woman 2 Why? woman 1 Because it was such a ridiculous story! And he was such a stupid emperor! He really believed he was wearing invisible clothes? Come off it! woman 2 Well, they are fairy tales, so they aren’t supposed to be true to life – that’s the whole point! woman 1 Hmm. I suppose so. It’s funny how you can change your mind about things, though. The Little Mermaid certainly isn’t true to life, and I didn’t use to like it at all when I was a child. Unit 2 51 woman 2 woman 1 woman 2 But my four-year-old daughter loves it, and so now I enjoy reading it with her. Oh, I used to love The Little Mermaid. I used to watch the Disney version a lot, too. I liked The Princess and the Frog, too. Don’t you mean The Princess and the Pea? Andersen wrote The Princess and the Pea. The Princess and the Frog was a Grimm’s fairy tale. Oh, was it? Well, they’re all more or less the same story, aren’t they? The princess meets the prince and they fall in love! GRAMMAR used to 11 Elicit the examples of used to and write them on the board. Read them aloud and point out that used to and use to are pronounced the same way (/ˈjuːstə/). Answers His father used to read ... His mother didn’t use to read ... 12 Students complete the sentences in the table in pairs; elicit the rules for affirmative, negative and question forms (‘Used to’ is used in the affirmative, ‘use to’ in the negative and questions). Concept-check and ask whether used to describes the past or the present (the past) and whether the action described still happens or not (it doesn’t). Answers 1 use to 2 used to 3 didn’t use to Tip: Students sometimes use the past tense instead of the base form of the verb after used to, and use used in the negative and question forms instead of use, so watch out for mistakes and correct as needed. 52 Unit 2 Extra ideas: Draw a time line (see below) and repeat the sentence quickly so that students notice the weak form in the pronunciation of to: /juːs tuː/ – /juːs tə/. I used to read when I was young. past xxxxxx future _________________________ now Draw attention to the Grammar spot and ask which sentence refers to the present (I usually go riding on Sundays) and which to the past (I used to go riding on Sundays). Elicit that both phrases refer to habits, not one-off actions. Speaking and writing 13 EVERYBODY UP! Students walk around the room and ask each other the questions. Monitor and note down any mistakes. Highlight good English and correct mistakes in feedback. Do a quick class summary to find the most popular programmes then and now. Tip: It’s often nice to play some music in the background (preferably without lyrics, as they can be distracting). This creates a relaxed atmosphere and encourages students to speak more loudly and clearly. In addition, it also helps you bring activities to a close. When you stop the music, students realise the activity is finishing. Extra idea: Ask students if they recognise either of the programmes in the photos (top right: Sesame Street; bottom: Teenage Mutant Ninja Turtles). Both of these programmes have been running for many years. Ask students if any of their favourite programmes have been on TV for a long time. Do they watch any of the same programmes as their parents watched when they were young? 14 Write a short example on the board to model the activity or ask students to look again at the Nordic noir text on page 16 of the Student’s Book. Give them time to think of ideas and write bullet-point notes before writing their paragraph. Walk around and offer gentle correction and language as needed. Students work in pairs to read each other’s descriptions afterwards. Extra idea: Students write their descriptions without mentioning the title of the TV series. When they read each other’s descriptions, they have to guess which series is being described. 15 VIDEO OPTION Students record their vlogs on their smartphones. They can upload them onto YouTube if they want, but don’t make it compulsory, as some students may not want to do this. Extra idea: To review and practise used to in a personalised way, ask students to write down three true or false statements about their childhood (eg I used to eat dog biscuits when I was a little girl!). Ask them to walk around the room and share their sentences with each other. They have to guess whether the other students’ sentences are true or false. Get feedback on some of the funniest and craziest sentences. Take a break You could play some relaxing instrumental music while students do this. Encourage one or two students to share their recollections with the class. Lesson 2 The world of telenovelas pp18–19 Aims The focus of this lesson is the huge popularity of Brazilian ‘telenovelas’ like Avenida Brasil and Salve Jorge. The Grammar section looks at the present perfect continuous, and students also learn and guess the meaning of new vocabulary in context, watch online video clips and practise listening to and acting out a soap-opera scene in pairs. You first! To introduce the topic, students look at the photo and guess what kind of programme it is (a soap opera). If students are familiar with Avenida Brasil, ask extra questions (eg What kind of things happen? What kind of characters are there?). Reading 1 GUESS Elicit or explain what a blackout is (= a power cut). Students then discuss the question together in pairs. Check their ideas in class feedback. Answer The final episode of Avenida Brasil was due to air on that date and almost 100,000,000 people were expected to watch. A blackout would have stopped them watching and finding out who killed Max. 2 Students read the article quickly for gist, then check their ideas. Set a short time limit so they don’t worry too much about unknown vocabulary (this is covered in the following activity). 3 Students guess the meaning of the words and phrases in context. They then compare with a partner. MA Allow weaker students to use a dictionary. Answers air: to be broadcast on TV rally: a public meeting of a large group of people (often about politics) turn up: to come or arrive, usually unplanned left out: excluded, not invited posh: relating to people from a high social class emerging: starting to exist proud: feeling pleasure or satisfaction because of something you have done origins: where someone or something comes from reflect: to show a sign of something get hold of: to get or obtain something 4 Students read the article again and decide if the sentences are true, false or the article doesn’t say. Encourage students to correct the false statements. Unit 2 53 Answers 1 Don’t know (It’s unlikely, but the article doesn’t say.) 2 False (The rally was cancelled.) 3 True (Students will need to work this one out: 150 divided by 6 (Mon–Sat) is 25 weeks, so about six months.) 4 True 5 True 6 False (They spend a lot of money doing research, and sometimes change the plot to match what audiences want.) Extra idea: Ask students to read the article and find out what these numbers refer to: 2012 100,000,000 150 740 Answers 2012 Year in which the final episode of Avenida Brasil was broadcast 100,000,000 The approximate number of viewers that were expected to watch it 150 The number of episodes in a series 740 The percentage increase in the number of Brazilians who travelled to Turkey 5 6 Speaking 7 Students discuss two of the questions in pairs. They’ll have to read and understand all of them in order to make their choice of which two to discuss. Feed back as a class. MA Encourage the stronger students to talk about three or four questions. video link Students look for Avenida Brasil clips (or clips of another soap opera) online and discuss it. Did they like it? Why? / Why not? Extra idea: Find a clip online of a soap in a language other than English and show it to students. If there are English subtitles, cover them so students can’t see them. Ask students to write their own subtitles in English for the scene based on the context they see. Check their ideas in feedback. Play the clip again and show the subtitles so they can compare their ideas. GRAMMAR Present perfect continuous Close books. Students try to remember how people are influenced by telenovelas, then read the article again and check their answers. Ask students to look at the grammar box or review it on the board with a time line and conceptchecking questions. Answers People want to wear the same clothes, shoes and make-up. They want to have the same objects and furniture in their houses. People want to go on holiday to the locations featured in the telenovelas. Telenovelas have been changing. THINK Students write extra ideas and check answers in feedback. Extra ideas: Students find out why soap operas are called ‘soaps’. They could research this online or look at the Reading text on page 13 of the Workbook. You could also discuss product placement. Ask students if they can remember good 54 examples of this kind of promotion (James Bond films often do product placement of watches, cars and clothes. Soap operas sometimes advertise breakfast cereals, drinks, computers, etc). Unit 2 past • • • • • x future _________________________ now When did telenovelas start? (in the past) Are they still on TV now? (yes) Are they the same as before? (No, they’ve changed.) When did they change? (They started changing in the past and they’re still changing now.) Will they continue to change in the future? (Maybe, it’s possible.) Repeat sentences in the present perfect continuous and point out the weak form of the auxiliary verbs: /hæv biːn/ – /həv bɪn/. 8 Look at the example together, then students write the sentences in pairs. Do some repetition drilling with the answers to help pronunciation. Point out that although all of the sentences have time expressions, we don’t always have to use them with the present perfect continuous. Answers 1 It’s been raining all day. 2 Prices have been rising all year. 3 I’ve been trying to ring you all weekend. 4 You’ve been wearing that shirt all week! 9 Students complete the information and compare with a partner. Get feedback and elicit reasons for their choices. You may want to point out that be is not used in the present perfect continuous: I have been being a teacher for three years. I have been a teacher for three years. Answers 1 has been running 2 have been watching 3 have been 4 have been going 5 have been listening Extra idea: Students find examples of the present perfect continuous with for and since in the text in 9, as described in the Grammar spot. Extra idea: To review the present perfect continuous, show students the movie trailer of Cast Away with Tom Hanks on YouTube (https://www.youtube.com/ watch?v=2TWYDogv4WQ). Tell students they’ve just arrived on a rescue ship and found the castaway on the desert island. Elicit some of the conversation (eg ‘How long have you been living here?’ ‘About two years.’ ‘What have you been eating?’ ‘I’ve been eating coconuts ...’). Then ask students to act out the conversation in pairs. Lesson 3 Influential people pp20–21 Aims The focus of this lesson is a text about two TV presenters. Students give short talks about famous presenters in their own countries and review grammar from the first two lessons. The lesson also introduces the suffix -ish to describe things in an imprecise and vague way. Warm-up Do an image search and find 12 photos of famous people. Put students into two teams and show six photos to each team. Teams get a point for identifying the person correctly and another point if they can say why that person is famous or influential. Speaking and writing Reading 10 Students ask and answer questions in pairs to complete their tables. When they’ve finished, they compare tables to check their answers. You could discuss the questions in the third part of the exercise as a whole class. 1 Find out how many students recognise David Attenborough. If quite a few of them do, ask them to discuss the questions in pairs (ensuring that each pair has at least one student who knows who he is). If students don’t recognise him, run through the questions quickly as a class. It’s possible they might remember some of his wildlife programmes. 11 Give students time to think about the questions and plan what the scene is about and what they’d like to say. They then act out the scene in pairs. MA Adjust the size of the groups to suit the ability of students: stronger students can work in pairs or groups of three; weaker students may need the support of a larger group. 2 Set a short time limit so that students read for gist. Elicit similarities and differences. Unit 2 55 Answers A 1 are 2 have you been 3 Do 4 did 5 do; want B 1 do 2 have you been 3 Do 4 did 5 Will Answers Similarities: Both presenters and writers who have worked around the world. Differences: Man / woman, worked on different types of programme, different lengths of time working in TV. 3 Close books. Read out the questions and see if students can remember the answers. Make a note of their answers on the board. They then look back at the information to check. MA Allow weaker students to look back at the information to help them. Answers 1 David (He has been working in television for over 60 years; Claudia has worked in television since 1991.) 2 She has been involved in news programmes, game shows, children’s shows, film programmes, comedy quizzes, travel shows, a sewing series, a dancing show (Strictly Come Dancing) and the Eurovision Song Contest. 3 David (probably because of the length of time he has been presenting natural history and wildlife programmes, and because of his work with environmental projects) 4 Both of them have worked as writers and presenters. 5 Claudia Speaking 4 MINI-TALK Students can use their smartphones and tablets to find out information. Remind them to use the paragraphs about David and Claudia as models. If students are shy about presenting in front of the class, let them do presentations in pairs or small groups to alleviate any nervousness. 5 Students complete the questions with the correct verb tense. Check the questions, then tell students to ask and answer them with a partner. They should make a note of the answers they’re given. 56 Unit 2 6 Ask several pairs to report the answers that they were given in 5. Note them on the board, then ask the class questions to form a picture of the survey results (eg Carla has been studying for longer than Raúl. She’s been studying for five years. Has anyone been studying for longer than that?). Build up a class profile for the first three questions based on students’ responses, then discuss question 4 as a whole class. Listening 1 7 GUESS Give students a minute to read the short text, then encourage them to make predictions about what Karl noticed and share their ideas. 8 1.13 Play and pause the recording as necessary so students can check if their predictions in 7 were correct. Also point out phrases like Sorry? (to check and get people to say something again), but here’s the (really strange) thing (to prepare someone to listen to something important), Exactly! (to show agreement), and No! and Really? (to show interest). Answer He noticed that his female co-presenters received a lot of negative feedback about their appearance, but he didn’t receive any. Transcript woman Did you read this article about that Australian news presenter, Karl Stevanovic? man Sorry? What Australian news presenter? woman Karl Stevanovic – he’s quite well known. man No, I’ve never heard of him. Why? What’s he done? woman man woman man woman man woman man woman man woman man woman man woman man woman Well, he’s been a news presenter on Australian TV for over 20 years apparently, and for years he’s noticed that women news presenters get lots of negative criticism from viewers. Do they? Why? Well, that’s what’s interesting. It’s not professional criticism. It’s always about their hair and their clothes and their make-up – things like that. No! Yeah. But – and now here’s the really strange thing – no one’s ever commented on his appearance! Why not? Oh, because he’s a man, you mean! Exactly! Well, that seems very unfair, doesn’t it? It doesn’t seem right at all. No, but here’s the thing – he decided to do something about it. Really? What did he do? He wore the same blue suit on-screen every day for a whole year. The same suit every day for a year? Wow. So what happened? Absolutely nothing. Nobody noticed. Nobody noticed? So he made his point! Yes, he did. He said it was very clear that viewers judged him on how well he did his job: his interviews, his sense of humour and so on. But viewers don’t seem to judge women on those kinds of professional things at all, do they? Just on their appearance. Exactly! 9 Students listen again and answer the questions. Answers 1 He wore the same blue suit on-screen every day for a whole year. 2 He proved that viewers don’t notice what male presenters wear in the same way that they do for female presenters. 3 Nobody noticed. 10 Students discuss the questions and give their personal reactions to the story. Listening 2 11 PREDICT Students read the introduction and write their predictions down. Get quick feedback and note their ideas, but don’t confirm anything at this stage. 12 Play the recording and check if students’ predictions were correct. Point out that Vera says they got used to the treatment they received from men. Elicit and check the difference between used to and get used to. Which one describes a past habit (used to) and which one describes something we become accustomed to (get used to)? 1.14 Answers She says that when she worked in TV, female presenters were criticised for what they wore and how they looked, whereas male presenters weren’t. Female presenters were also discriminated against because of their weight and age. Transcript presenter Did you hear that story about that man in Australia, Vera? The TV news presenter who wore the same suit every day for 365 days and no one noticed? He said he did it in solidarity with women, as they always get criticised for what they wear. vera Yes, I did read that story, and I’m shocked that it’s still true nowadays. When I was working on TV – for about 20 years – we always had to look smart every time we appeared. Directors wouldn’t hesitate to tell us if they didn’t like the colour or style of our clothes, or the pattern, or our scarves or jewellery, or anything! presenter Really? vera Yes, and our hair too! And shoes were another thing. We always had to wear heels in the studio, and preferably shortish skirts. It sounds absurd, when viewers couldn’t even see our feet and legs. But we just got used to it all. presenter But male colleagues didn’t have similar rules? Unit 2 57 vera presenter vera presenter vera presenter vera 13 No. The men could look really awful – and they often did – and it didn’t seem to matter one bit! They had spots, grey hair, thick glasses … And I think you said weight was an issue, too? Yes, I used to get a lot of criticism about my weight. Because, guess what, I’m not super thin like a stick insect! But a lot of my male colleagues were actually quite fat and it didn’t seem to be a problem. They never received negative comments about it. And wasn’t there an issue with age, too? Yes, there was. And there still is, in fact. TV executives definitely prefer younger women, regardless of their talent on air. Certainly I noticed that once women got over 40, and certainly by 50, they were slowly being pushed off the screen into more invisible roles: producing, researching, voicing, etc. But age isn’t an issue for men? No, absolutely not. Older men are supposed to look serious and inspire confidence. But older women? They’re past their best! I know from my female colleagues still working in TV that there is still prejudice. It’s just that it is better hidden than it used to be. Students try to remember what Vera said about each thing, then compare their ideas with a partner. Answers the colour / style / pattern of her clothes: Directors would say if they didn’t like them. shoes: Female presenters had to wear heels in the studio, even though viewers couldn’t see their legs or feet. skirts: They had to wear shortish skirts. weight: Vera got a lot of criticism because she wasn’t super-thin like a stick insect, but some of her male colleagues were quite fat and no one said anything. age: TV executives prefer younger women, and once women are over 40 or 50, they are moved to off-screen roles. 58 Unit 2 older women: Are considered to be past their best. older men: Look serious and inspire confidence. 14 Students listen again and check, and also add anything they missed. You could ask extra questions to check their understanding: • • • How long did Vera work in TV? (about 20 years) How did she feel about the story about Karl? (She was shocked.) Why was she criticised? (for her appearance and weight) Extra idea: Students read the transcript at the back of the Student’s Book and find words or phrases that mean the following: agreement and support for people (solidarity) pause or stop for a moment (hesitate) if possible (preferably) stupid or unreasonable (absurd) problem (issue) unfair opinion against a group of people (prejudice) 15 TAKEAWAY LANGUAGE Write the phrase and preferably shortish skirts on the board and ask students what they think the suffix -ish means (It’s a suffix added to adjectives used to describe a vague degree of something). Explain that it’s often used with colours (greenish) and to talk about time (I’ll meet you at eightish). Students look at the items in the box and describe the difference between them. Discuss with the whole class whether students have ever worn these things. Ask why / why not. MA Help weaker students by asking questions like Which is shorter, a short skirt or a shortish skirt? (a short skirt). Extra idea: If you have a mixture of male and female students, have a discussion about the different treatment of male and female TV presenters. Have the male students ever made critical comments about female TV presenters because of their appearance? Have female students ever noticed what male TV presenters are wearing? Speaking 16 Students discuss their opinions and the things that surprised or shocked them. Get feedback and encourage further discussion about prejudice against women. Are women treated fairly now, or is the prejudice just better hidden than it used to be? 17 YOUR STORY Students try to remember a time when they’ve been treated unfairly. Give them time to think about the questions and then share their stories in small groups. Tell them to look at the cartoon and ask a pair of confident students to act it out, exaggerating the emotions. Ask another pair of students to act it out again, but changing the detail that’s noticed (eg Yes, awful. What an ugly pair of earrings!). Everyday English p22 TV talk 1 Students look at the photo and say what the people are doing (watching TV together). They then match the questions and answers in pairs. Check answers by asking various pairs to read out the mini-dialogues. Answers 1f 2e 3d 4b 5a 6c Background note BBC 1 is one of the TV channels in the UK broadcast by the BBC, which is funded by a television licence instead of advertising revenue. Every house with a TV in the UK has to buy a annual licence, which currently costs about £150. Because of this, none of the BBC channels has any commercials. BBC 1 broadcasts mainstream programmes, including popular soaps and series. Other BBC channels are BBC 2, BBC 3, BBC 4, BBC News, CBBC and CBeebies. 2 1.15 Play and pause the recording so students can tick the exchanges they hear. Answer They hear all the exchanges apart from 5a and 6c. Transcript man What’s on? woman 1 Nothing much. Just my quiz show. man Where’s the remote? woman 1 You’re sitting on it! man Oh, so I am. What time does your show start? woman 1 About now, I think. man What channel is it on? woman 1 I think it’s on BBC1. man Thing is, there’s a match on. woman 1 Oh. man Mind if we change channels? woman 1 No, go ahead. We can watch this later on catch-up. Sue and I have got things to talk about, anyway. woman 2 Yes, shall we go and sit over there in the kitchen and … man Would you mind not standing in front of the telly? woman 1 So sorry. *** man Do you think you could keep the noise down? I can’t hear the commentary. woman 2 Oh, sorry. man And can you make me a cup of tea while you’re there? woman 1 Actually, no, Ted. Make it yourself! We’ve decided to go out! Extra idea: Highlight examples of natural features of English in the recording, such as ellipsis and vague language. Write these extracts on the board and explain how words are often left out to avoid redundancy. What’s on TV? (ellipsis) There’s nothing much on TV. (ellipsis) Where’s the remote control? (ellipsis) It starts about now, I think. (vague language) You could also point out that telly is colloquial language for TV and that watch something on catch-up means to watch a programme by accessing it via a computer or digital TV box. 3 Students discuss in groups what they think of Ted. Elicit their ideas in feedback. Unit 2 59 Requests and responses 4 Students complete the requests and compare their ideas with a partner. Play the recording again for them to check their answers. Draw their attention to the Grammar spot and explain that we often shorten questions in informal speech: Mind if ...? is short for Would / Do you mind if ...? Answers 1 Mind if we change channels? 2 Can you make me a cup of tea while you’re there? 3 Do you think you could keep the noise down? 4 Would you mind not standing in front of the telly? 5 Students quickly discuss the questions in pairs. Do a class check to ensure they understand the form and levels of politeness. Answers 1 Mind if we change channels? and Can you make me a cup of tea while you’re there? are more polite. 2 Would you mind not ... is followed by the -ing form. Extra idea: Ask students if they think the woman is being sincere when she replies So sorry in response to the request not to stand in front of the TV (no). Elicit that she does this using a sarcastic tone of voice. Ask pairs of students to read the request and response, varying the tone of the reply and ask the rest of the class if they think the reply sounds sincere or not. 6 Students match the responses with the requests in 4 and then repeat the requests and responses in pairs. Answers 1c 2b 3d 60 Unit 2 4a Extra idea: Practise pronunciation. Elicit where the stress is in each sentence. Play the recording again and ask students to say the requests and responses at the same time, mimicking the stress and intonation patterns used. ‘Mind if we change channels?’ ‘No, go ahead.’ ‘Would you mind not standing in front of the telly?’ ‘So sorry.’ ‘Do you think you could keep the noise down?’ ‘Oh, sorry.’ ‘Can you make me a cup of tea while you’re there?’ ‘Actually, no.’ 1.16 Model the vowel sound and ask 7 P students to repeat it. They then say each word aloud and find the odd one out, before comparing with a partner to see if they agree. Play the recording for them to check their answers. Answer Food /fuːd/ is the odd one out. It has a longer /uː/ vowel sound. 1.17 Students work in pairs and read 8 P the three sentences aloud. They should identify the connected speech by drawing a line underneath sounds that change or link. Write the three sentences on the board and ask students to come and highlight the links (examples of assimilation, vowel reduction and vowel-to-vowel linking). Play the recording for them to check, then do some repetition drilling to help them say the sentences more quickly and naturally. Answers 1 Could you have a look at this? /kʊd juː hæv ə lʊk æt ðɪs/ /ˈkʊʤəhævəˈlʊkətðɪs/ 2 Mind if I open a window? /maɪnd ɪf aɪ ˈəʊpən ə ˈwɪndəʊ/ /ˈmaɪndɪfaɪˈjəʊpənəˈwɪndəʊ/ 3 Would you mind not pushing? /wʊd juː maɪnd nɒt ˈpʊʃɪŋ/ /ˈwʊʤəˈmaɪndnɒtˈpʊʃɪn/ You stood on my foot! /juː stʊd ɒn maɪ fʊt/ /jəˈstʊdɒnməˈfʊt/ 9 ROLE-PLAY Play recording 1.15 again for students to act out the conversation in groups of three. Encourage them to speak naturally and use the features of connected speech, changing any details they want to. MA Weaker students can take the part of Woman 2, who has fewer lines. Asking / telling people not to do things 10 Students complete the sentences with the correct verb form, then compare their answers with a partner. Elicit that the -ing form is used after stop. Answers 1 Please don’t do that. 2 Can / Could you not do that please? 3 Please stop doing that. 4 Can / Could / Would you stop doing that, please? 11 Students discuss the sentences and meanings in pairs and explain their ideas. Answers 1 Request 4 (Would you mind not ...?) asks people not to do things. 2 Possible responses: Oh, I’m sorry, So sorry, I’m really sorry. 12 Students ask their partners to stop doing annoying things. Remind them that it’s best to sound polite when they say it, though! Give an example and encourage them to have fun with the activity (eg ‘Could you not do that, please?’ ‘What?’ ‘Answering all the teacher’s questions correctly. You make everyone else look bad!’). Get feedback and find out the funniest requests and most annoying habits! Vocabulary plus p63 Wordbuilder un- and im1 Remind students of the adjectives they circled when working on Lesson 1 Vocabulary. They then work in pairs to answer the questions. Question 3 is intended to be a fairly open question to encourage discussion, so it may be better as a whole-class activity. Ask students which words are very similar in their own language and which are very different. Answers 1 unpopular, unpleasant, unglamorous, uninteresting 2 imperfect, impersonal* 3 Suggested answers: open – closed; terrible – great; shocking – expected; strong – weak; leading – minor; ordinary – extraordinary; hard – soft / easy; good – bad; cold – warm; dark – light / bright; lonely – crowded; foggy – sunny / clear; grey – colourful; empty – full; abandoned – lived-in * The article on page 16 uses personal in the collocation personal problems, so impersonal isn’t really the opposite of this context. You could elicit the meaning of impersonal from students (= without human warmth; not referring to people by name). Extra idea: You could do this as a ‘tennis’ game: divide the class into two teams, asking each team alternately for the opposite of an adjective. If they get it correct, they get a point and ‘play’ bounces to the other team; if they get it wrong, the other team gets a chance to ‘steal’ the point. 2 Give students a few minutes to do the matching exercise, then compare with a partner. Answers 1f 2c 3h 4b 5e 6g 7d 8a 2.22 Students work in pairs to say the 3 P un- adjectives and decide which syllable is stressed. Remind them that they all follow the same pattern apart from one. Then play the recording for them to check and repeat together. Answer a) unusual e) unlucky b) unkind f) unhappy c) unnecessary g) unfair d) unexpected h) untidy They all have the stress on the syllable that follows the prefix un- apart from unexpected. Unit 2 61 4 Students work in pairs to rewrite the sentences. Then put pairs together to form groups of four to discuss whether they agree or disagree with the statements. MA With a weaker class, go through the sentences together first to identify which unadjective they need to use. Suggested answers 1 Traffic laws are unnecessary. 2 Untidy hair means an untidy mind 3 It’s awful when you get unexpected guests. 4 It’s unfair that some people have everything and others nothing. 5 It’s unlucky when a black cat walks across your path. Extra idea: Ask students to write two more sentences using the other adjectives from 2 (unusual, unkind, unhappy). They could do this in pairs, with student A writing a sentence using word / phrase 1, 4 or 8, and student B rewriting it with the appropriate adjective. Used to v get used to 5 Tell students to read the four sentences, then elicit the answers from the class. Answers a) 1, 3 b) 2, 4 6 FINISH IT Students complete the sentences individually, then walk around the class comparing their ideas. Focus on: Verbs of the senses a Students work in pairs to think of things that the sentences could describe. There are lots of potential answers here, so encourage them to use their imaginations! Suggested answers 1 cat, dog, bull, horse … 2 shoes, boots, jeans … 3 meal, ticket, dress … 4 flowers, roses, biscuits … 5 film, lecture, book … 6 soup, food, drink … 62 Unit 2 b Give students five minutes to write six similar sentences using verbs of the senses (look, feel, seem, smell, sound, taste). They then work in pairs to think of answers to their partner’s clues. Phrasal verbs turn 7 Go through the box to make sure that everyone understands the vocabulary. Encourage students to look up any words they don’t know in their dictionaries or on their smartphones. They then answer the questions in pairs. Ask students which words are very similar in their own language and which are very different. Answers 1 air-conditioning, computer, engine, heating, laptop, light, music, oven, phone, sound, television 2 air-conditioning, heating, light, music, oven, sound, television, volume 3 air-conditioning, heating, light, music, oven, sound, television Extra idea: Write these expressions and meanings on the board and tell students to match them: 1 fly on the wall (page 15) 2 Once upon a time … (page 17*) 3 Come off it! (page 17*) 4 You’d better sit down. (page 19) 5 Here’s the thing. (page 21*) a) b) c) d) e) I’m just about to explain it to you. I don’t believe it. Don’t tell me lies. outside, neutral observer I’m about to tell you a fairy story. I’m about to tell you something serious. The expressions all occur in the unit; those marked * are in the recordings. Answers 1c 2d 3b 4e 5a Units 1&2 Review Aims To review the vocabulary and grammar covered in Units 1 and 2. Students also look at the first Preposition park feature and read about water festivals in Aspects of culture. You first! Ask students if they know the expression be someone’s cup of tea (= be something that someone likes). Tell them to look quickly at the photos, which both come from TV series. Ask them to identify the genre of each programme and have a quick show of hands to find out how many students would prefer to watch each programme. Answer The photos show a Nordic noir drama (on the left) and a period drama (on the right). Tip: Try to teach useful reading strategies. Encourage students to guess meaning from context rather than just looking words up straight away in their dictionaries or on their smartphones. Words often have more than one meaning, and this can lead to mistakes. It’s important for students to read around unknown words for contextual clues. Model and practise the strategy in class and encourage students with questions (eg What do you think it means? How do you know?). 3 Students work with a partner to complete the text using the correct verb tenses. Answers 1 appeared 2 has become 3 have seen 4 has been 5 follows 6 were 7 sank 8 was 9 had 10 were 11 finished 12 hoped 13 (has) won 14 was 15 say 16 think 17 love 18 are Reading and grammar 1 Students look at the photos and write down words they associate with the programmes depicted. They then compare with a partner. Did they have the same ideas, or were they completely different? Ask them to give reasons for their associations. 2 Pre-teach vocabulary like hit (= success), have an impact on (= have a powerful effect on someone or something), superb (= excellent quality) and timeless (= something that has a value that lasts forever). Students read the description and work out which photo it goes with. Have a quick feedback session with the class to ask which words they used to help them guess. MA Encourage more able students to use expressions of comparison, eg whereas, on the other hand, but, to explain why the description refers to one photo and not the other. Answer The description refers to Downton Abbey, featured in the right-hand photo. pp24–25 4 Students work in pairs and give reasons for their choice of verb tenses. Check together in feedback. 5 You could do this activity as a class quiz. Put students in teams and ask them the questions about the text. The first team to give the correct answer wins a point. The team with the most points at the end wins the game. Answers 1 Its themes are universal and timeless. 2 It’s set in a magnificent country house in the north of England during the first part of the 20th century. 3 It’s about the lives of the wealthy Crawley family and their servants. 4 Brazil, China, the Middle East, Russia, Singapore, South Korea, the USA, England (Europe is also mentioned, but it’s a continent, not a country.) Units 1&2 Review 63 also pick out useful words and phrases, eg in my opinion, goodies and baddies, room for doubt, stuff, believe it or not. Extra idea: If Downton Abbey has been on TV in students’ countries, ask them if they’ve ever watched it, and if so, what they thought of it. 6 THINK Students brainstorm ideas in pairs to make two lists. They then work in new pairs to compare their lists to see how similar / different they are. Listening 7 1.18 Play the first opinion and do the first one with students. Then play the rest of the recording for students to listen then compare their answers. Answers 17 23 3? 43 57 63 73 8? Transcript 1 Downton? I can’t stand it. I think it’s unrealistic and sentimental! 2 How can you say that? I’ve been watching it since the beginning. It’s the best thing on telly. 3 In my opinion, it isn’t really drama and it isn’t really history. It isn’t really anything. 4 I absolutely love the music. It’s very emotional. As soon as you hear it, you just have to sit down and watch. 5 It shouldn’t be so black and white. The goodies are very good and the baddies are very bad. Life isn’t like that. There’s no room for doubt. 6 Exactly! It’s very clear. There’s no ambiguity. You don’t have to think too much. 7 I agree. Things should be clear. A lot of stuff these days is confusing and I can’t understand it. I like being told what to think for a change! 8 I’m sorry. I can’t comment. Believe it or not, I’ve never actually seen it! 8 Students work in pairs to remember what each person said using the prompts. The person with the best memory wins. Play the recording again for them to check their answers. MA You may need to play each opinion separately for weaker students to reconstruct the sentences. With a stronger class, you could 64 Units 1&2 Review Answers 1 I can’t stand it. I think it’s unrealistic and sentimental! 2 I’ve been watching it since the beginning. It’s the best thing on telly. 3 It isn’t really drama and it isn’t really history. (It isn’t really anything.) 4 I absolutely love the music. It’s very emotional. As soon as you hear it, you just have to sit down and watch. 5 It shouldn’t be so black and white. The goodies are very good and the baddies are very bad. Life isn’t like that. There’s no room for doubt. 6 It’s very clear. There’s no ambiguity. You don’t have to think too much. 7 Things should be clear. A lot of stuff these days is confusing and I can’t understand it. I like being told what to think for a change! 8 I can’t comment. Believe it or not, I’ve never actually seen it! Tip: Be flexible when correcting students’ work. If they’ve written something grammatically and semantically correct, even if it doesn’t quite match the original, give them credit for it. Extra idea: The recording offers a nice opportunity to review and practise reported speech. Draw a line down the middle of the board to make two columns: direct speech and reported speech. As you do 8, elicit what the people said exactly and write it in the direct speech column. Students then work with a partner and make sentences in the reported speech column. direct speech reported speech I can’t stand it. I think it’s unrealistic and sentimental! She said (that) she couldn’t stand it. She said (that) it was unrealistic and sentimental. I’ve been watching it since the beginning. It’s the best thing on telly. He said (that) he’d been watching it since the beginning. He said (that) it was the best thing on telly. It isn’t really drama and it isn’t really history. It isn’t really anything. She said (that) it wasn’t really drama and it wasn’t really history. It wasn’t really anything. I absolutely love the music. He said (that) he absolutely loved the music. Life isn’t like that. There’s no room for doubt. She said (that) life wasn’t / isn’t* like that and there was no room for doubt. It’s very clear. There’s no ambiguity. You don’t have to think too much. He said (that) it was very clear. He said (that) there was no ambiguity. He said (that) you didn’t have to think too much. I like being told what to think for a change! She said (that) she liked being told what to think for a change! I can’t comment. I’ve never actually seen it! He said (that) he couldn’t comment. He said (that) he’d never actually seen it! * Accept the present tense here, as it’s a general truth. 9 Students discuss the questions, first in pairs, then in whole-class feedback. They should tell the class what their partner said in order to review reported speech. If none of the students has ever seen Downton Abbey, ask them if they can think of a series that they’re familiar with that presents a similar, ‘simplified’ view of life. Preposition park a This is the first Preposition park section; this feature occurs in several of the Review units. Explain that it is intended to focus on the use of prepositions and their common collocations, which is often a difficult area for students of English. Pre-teach any tricky vocabulary, eg depend on (= rely on, need something else to happen first), shrink (= become smaller), practical (= relating to real situations rather than ideals). Do the first one with the class to model the activity, before students complete the text in pairs. Answers 1 of 2 on 3 on 4 Without 5 in 6 in / of 7 by 8 in 9 about 10 of 11 at 12 from 13 on 14 for / at 15 of 16 on 17 about / of 18 around / in 19 to 20 to Extra idea: Students create a special page in their vocabulary notebooks for ‘verb + preposition’ combinations and pick out all the examples from the text: depend on, look at, sell something on, focus on. b Students discuss the questions in pairs first; encourage more ideas and speaking in feedback. EXPLORE ONLINE If you don’t have internet access in the classroom, students can do this for homework, as they’ll need the details for c. c MINI-TALK Give students time to read the questions, think and write ideas and notes before they do the speaking activity. Put them in small groups and tell them to discuss together. MA Split the task and allocate different aspects to different students (eg finding out about Irena Salina, finding out more about Flow, finding out facts about the worldwide water supply). Students then compile their information and collaborate in a class presentation. Aspects of culture a Students read the information and choose their favourite festival. Tell them to give reasons why. Extra idea: Split the class into two and ask each half to read one of the texts. They then present ‘their’ festival to the other half of the class. b Students read the information again and answer questions about it. They could also write three more questions about the texts and test each other. Answers 1 The festivals both involve water. 2 The celebrations are for different reasons in different countries and sometimes religions. They also involve different names, traditions and ways of celebrating. Units 1&2 Review 65 3 The Water Festival celebrates the new year. The Bloco da Lama honours the ancestors of indigenous Indians in Brazil. 4 Traditionally, people poured water on each other to show respect, to get rid of bad spirits and to bring good luck. The Bloco da Lama started when the indigenous Indians covered themselves in the black mud for the health benefits. c Students look up information about a festival in their country and share in small groups. Ask one or two groups to present their festival to the class. MA Form groups that contain a mixture of stronger and weaker students, but ensure the stronger students don’t dominate by giving each student ten counters. Each time they contribute to the discussion, they ‘spend’ one of their counters. Once they have spent them all, they must keep quiet until everyone has spent all their counters. 66 Units 1&2 Review 3 UNIT FOCUS What music does GRAMMAR: could / was able to / managed to; past continuous; past perfect; past conclusions VOCABULARY: musical instruments; body metaphors; where to put things; saying what you like FUNCTION: complimenting someone’s performance Introduction p25 Aims The focus of this lesson is to introduce the topic of music and the effect that it has on people’s lives. Students learn the names of musical instruments and are encouraged to think about a wide variety of musical styles, not just mainstream types. Tip: If students have difficulty guessing where the stress is (they often do), tell them to just hum the word instead. It takes the emphasis off the word and focuses on the sound and rhythm, making the stress much easier to hear. Extra idea: Find out if anyone plays any of the instruments listed. Do any students play instruments that are not listed (eg clarinet, oboe, French horn)? Expand the lexical set to ensure that students can describe their own musical interests. Remind students that the collocation is play an instrument – no preposition is needed. You first! Students discuss in pairs how important music is to them. Write extra questions on the board to increase speaking and learner interaction (eg How often do you listen to music? Where do you listen to it? How do you listen to it? Do you use an mp3 player, CD player, laptop or listen to songs on your smartphone or tablet? Do you like listening to music on the radio? Do you ever go to concerts? Do you prefer live music?). 3 1 Give students time to check they understand all the words in the box. They then take turns acting out the instruments for their partner and guessing the instruments. Answers Yuja Wang: piano, China Courtney Pine: saxophone, England Hilary Hahn: violin, the USA Anoushka Shankar: sitar, England Rodrigo y Gabriela: guitar, Mexico Toumani Diabaté: kora, Mali Extra idea: If there are any instruments in the list that students haven’t heard of, encourage them to research them online. 2 1.19 Play the recording for students to mark the word stress in each word. If necessary, do the first one with them as an example. Get feedback and do some repetition drilling to practise pronunciation. Ask students which words are very similar in their own language and which are very different. Answers bagpipes, bass guitar, cello, double bass, drums, flute, guitar, harp, keyboard, kora, piano, saxophone, sitar, trombone, trumpet, violin GUESS Students work in pairs and guess the answers to the questions. If possible, they can check their answers quickly online using their smartphones or tablets. 4 1.20 Students listen and check their answers. You could also show them short clips on YouTube of each musician. Transcript Yuja Wang plays the piano. She was born in Beijing, China. She started playing the piano when she was six. She’s a really brilliant pianist – but she says she loves fashion too! Courtney Pine plays the saxophone – and many other instruments. He was born in London. His parents are from Jamaica. Unit 3 67 Hilary Hahn is a violinist. She was born in Virginia, USA. She started to play the violin when she was four years old. Rodrigo Sánchez and Gabriela Quintero play guitars. They were both born in Mexico City. They used to play in a rock band, but now they play their own special kind of music. Anoushka Shankar plays the sitar. She is the daughter of the great Indian sitar player Ravi Shankar. He started to give her music lessons when she was seven. She was born in London, England, and lives in London and New Delhi. Toumani Diabaté plays the kora, a popular West African instrument. He is a music superstar from Mali. He plays his kora all over the world. 5 Give students a few seconds to read the questions so they know what to listen for. Play and pause the recording as necessary. Remind them that they don’t need to write every word when they make notes. Answers 1 Yuja Wang is from China. Courtney Pine is from England. Hilary Hahn is from the USA. Rodrigo Sánchez and Gabriela Quintero are from Mexico. Anoushka Shankar is from England. Toumani Diabaté is from Mali. 2 Yuja Wang was born in Beijing. Courtney Pine was born in London. Hilary Hahn was born in Virginia, USA. Rodrigo Sánchez and Gabriela Quintero were born in Mexico City. Anoushka Shankar was born in London. Toumani Diabaté was born in Mali. 3 Courtney Pine’s parents came from Jamaica. Anoushka Shankar is the daughter of the great Indian sitar player Ravi Shankar. 4 Yuja started playing the piano when she was six. Hilary started playing when she was four years old. Rodrigo and Gabriela used to play in a rock band. Anoushka started playing when she was seven years old. Toumani plays his kora all over the world. 68 Unit 3 EXPLORE ONLINE This activity can either be done in class or for homework. Encourage students to look up the musicians online using their smartphones or tablets. Get feedback (eg Which musicians did you like best? Why? What famous musicians are there in your country?). 6 EVERYBODY UP! Students walk around the room and find out more about each other’s musical skills, then report back in feedback This is also a nice opportunity to practise the past simple and present perfect continuous, which were featured in Unit 2 (eg When did you start? How long have you been playing the guitar? Have you been taking lessons?). Lesson 1 Making music differently pp26–27 Aims The focus of this lesson is to practise could / was able to / managed to to describe ability and things we have succeeded in doing. Students also read about two famous musicians, learn body metaphors and share information about their own personal achievements. You first! Students work in pairs or small groups to tell each other about special abilities they have. They should report back in feedback. Background notes • Evelyn Glennie was born on 19 July, 1965, and is a famous Scottish percussionist. She grew up in Aberdeenshire and studied at Ellon Academy and the Royal Academy of Music. Glennie has been deaf since the age of 12. However, although her music teacher believed she would never be able to continue with her music career, she went on to become a successful international performer. She often plays barefoot during her live performances and studio recordings to feel the music better. She has received many awards for her music and work for charity and has been nominated for the Polar Music Prize of 2015. • Jean ‘Django’ Reinhardt was born on 23 January, 1910, in Liberchies, Pont-à- Celles, Belgium. Django (which means ‘I awake’ in Romani) was attracted to music at an early age and quickly learnt to play the violin, banjo and guitar. But at the age of 18, in 1928, he was injured in a fire and received first- and second-degree burns over half his body; two of the fingers of his left hand were also badly burned. Doctors believed that he would never play guitar again, but with rehabilitation and practice, he learnt to play in a completely new way. He is regarded as one of the greatest guitar players of all time and created an entirely new style of jazz guitar technique (sometimes called ‘hot’ jazz guitar). Django died in Fontainebleau at the age of 43. Since his death, many guitar players and musicians (including Jeff Beck and Paul McCartney) have expressed their admiration for Django Reinhardt, or have cited him as a major influence. Reading 1 Students look at the photos and the title of the article and write down five things they expect to read about. They then read the article and check to see if their predictions were right. Students re-read the article and answer the questions. Check answers in feedback. Answers 1 Evelyn Glennie played clarinet, but now she plays drums and percussion. Django Reinhardt played the banjo, the violin and the guitar. 2 They both overcame disabilities. 2 Put students in pairs for the jigsaw reading activity, asking and answering each other’s questions about the musicians. Answers EVELYN 1 She lost her hearing. 2 Her teacher thought it was impossible for Evelyn to become a musician. 3 She realised that she could ‘hear’ music with other parts of her body and went on to get a place at the Royal College of Music in London. DJANGO 1 He was burned in a fire. 2 The doctors said he wouldn’t play music again. 3 He learnt to play the guitar in a different style using only his index and middle fingers and played with jazz violinist Stéphane Grappelli in the Hot Club in Paris, France. Tip: Ask students to read the instructions out loud sometimes. This involves them more in the lesson and keeps them on their toes – they’ll be listening in case you ask them! It also involves different learning styles – some students will understand more quickly this way than if they just listen to you read the instruction. 3 Give students time to make questions about the article. Walk around, help and correct as needed. Then put them in pairs for them to ask and answer each other’s questions. MA Stronger students can be left to write questions individually, whereas weaker students will find it easier to do this in pairs. If they do, ensure they do the second half of the activity (answering the questions) with a new partner. Extra idea: Students find words or phrases in the text that mean: level of sound (pitch) unable to hear (deaf) succeed or do something difficult (manage to) a position (a place) get enough money to pay bills and buy food (earn a living) think or have an opinion about someone or something (consider) EXPLORE ONLINE This activity can either be done in class or for homework. Encourage students to look up the musicians online using their smartphones or tablets and share their information. Unit 3 69 Grammar could / was able to / managed to 4 Students match the sentences and meanings. They can also look back at the article to help them. Ask personalised questions and ask students to think of something they could / couldn’t do, managed to do / didn’t manage to do, were able to do / weren’t able to do. 8 Elicit what a metaphor is; students then guess and complete the sentences with the words in the box in 7. Tell them that often there’s no logical explanation for metaphors of this type; they’re just phrases we say! Answers 1 hand 2 leg 3 finger 4 face 5 fingers 6 shoulder 7 chin 8 arm; leg Answers 1b 2c 3a 5 Students complete the sentence and compare with a partner. After checking answers, elicit why could is wrong (it requires a conditional clause, eg He could finish his essay in time if he didn’t have to go to football practice). Answers was able to, managed to 6 Look at the two examples as a class, then tell students to write sentences about the pictures. They then compare with a partner. MA Stronger students could write two or three sentences for each picture, or even build them into a short story. Extra idea: To practise the grammar in a fun way, show a video clip of someone trying to do something difficult (maybe something like James Bond or Mr Bean in Mr Bean’s Holiday). Students watch the clip and write down as many sentences as they can using could / couldn’t, managed to / didn’t manage to, were able to / weren’t able to. Vocabulary Body metaphors (1) 7 Read out the body parts one at a time (or ask students to read them out) and ask students to point to the photo. You could also tell them to point to the relevant parts of their own bodies. Change the order and say them more quickly to make it challenging and fun. 70 Unit 3 Extra idea: Students write the isolated metaphors in their vocabulary notebooks, eg to lend (someone) a hand, to pull someone’s leg. 9 Ask students if they have similar phrases in their language(s) or whether they are completely different (eg in Germany, they don’t keep their fingers crossed for luck, they press their thumbs!). 10 Students could look up metaphors in a dictionary or search online on their smartphones. Get feedback and vote on the most interesting, funny or strange metaphors. Speaking and writing 11 YOUR STORY Ask students to think about a personal achievement, something they managed to do that they found difficult. Give an example (eg running a marathon, learning a language, etc) and tell them to write notes about it. They then work their notes into a story. Set a time limit and monitor, to offer help and gentle correction. 12 Students work in pairs and tell each other their stories from 11. They should take notes and write a summary of their partner’s story. Students then report back on their partner’s story in class feedback. Extra idea: Students tell each other their stories, then ask their partner comprehension questions about it (Where was I when I did the bungee jump?, Who was I with?, Where did I go afterwards?, etc). Their partner has to listen, try to remember the story and answer the questions correctly. Lesson 2 Music and rubbish 2 pp28–29 Aims The focus of this lesson is to practise the past continuous and the past perfect to describe background actions and sequences of events. Students also read about recycling and music, learn about different containers and role-play an interview about the article. Warm-up 3 Set a short time limit for students to check their predictions so they read quickly for gist and don’t worry too much about unknown vocabulary (they will focus on it in the next activity). What things were interesting or surprising about the story? 4 Write a long world on the board (eg unbelievable). Students work in two teams to make as many words as they can out of the letters. Give an example, then set a short time limit (about two minutes). The winner is the team with the most words. Background note The Recycled Orchestra is a group of young musicians from Cateura, Paraguay. The orchestra is renowned for their instruments, which are crafted from recycled materials gathered from a landfill site that the community is built upon and around. Nicolás ‘Cola’ Gómez, a garbage picker, collaborated with Favio Chávez, a musician doing volunteer work, and together they built instruments for over 100 different students in 2006. Favio’s maxim is ‘Having nothing is not an excuse for doing nothing’. The orchestra has performed concerts all over the world, and have made a film entitled Landfill Harmonic. With the money they have earned from their concerts, the children of the Recycled Orchestra have been able to buy a property near Cateura, where a huge music school and concert hall is being built. There will also be free craft classes for all the residents of Cateura. Reading 1 Split the class into two or three teams and tell students to write down as many musical instruments as they can. Tell them it’s a race. The first team to get 15 instruments wins the game. PREDICT Students look at the photos and the title of the article and guess what the story is about. Brainstorm as a class. THINK Have a student read the question aloud and check that everyone understands what it refers to (Is it a good thing that the kids of Cateura don’t have to play with rubbish any more?). Students then discuss the question in pairs and give their opinions in feedback. Extra idea: Ask students if they know how much instruments cost. What are the cheapest instruments and the most expensive? Students look at the Did you know? spot. Do they think an instrument can ever be worth so much money? 5 Students read the text again and find the words that match the definitions. Check together in feedback. Answers 1 rubbish dump 2 garbage 3 recycle 4 measured 5 rewind 6 conductor 6 Students read all six questions, then choose two to do a mini-presentation to the class about. Encourage them to give as much information as possible. If students feel uncomfortable addressing the whole class, allow them to work in groups and present to their group instead. MA Encourage stronger students to talk about more questions. 7 TAKEAWAY LANGUAGE Explain that a ‘brainwave’ can also be a sudden, inspired idea for solving a problem. Students discuss their own ‘brainwaves’, then report back and vote for the best stories. MA Weaker students can have a quick look at the list in 1 on page 25 before they start. Unit 3 71 EXPLORE ONLINE This can be done as homework or in class. Students look up information online using their smartphones and tablets. You could also direct them to a website where they can see the movie trailer: http://www.landfillharmonicmovie.com. Ask for a few opinions. Tip: Encourage students to notice the grammar of sentences, especially things like pronouns, conjunctions and transition signals like contrast, result and reason clauses. This helps them to see sequences of events and tell their own stories and anecdotes. Grammar Past continuous; past perfect 8 Students complete the sentences in the table and look back at the article if they need help. They then answer the questions below the table in pairs. MA For weaker students, ask extra conceptchecking questions and draw timelines on the board to check understanding. Answers 1 was working 2 was carrying 3 had never seen 4 had made a) had never seen, had made b) was working, was carrying 9 Students work in pairs to put the sentences in order, then listen to the recording to check. 1.21 Extra idea: Write the sentences on slips of paper to appeal to different learning styles and introduce a kinaesthetic focus. Answers and transcript f) Ali was taking the rubbish out k) when he suddenly remembered something. h) The day before he had taken his car to the garage. b) He had left it there, a) and he had forgotten all about it. g) He went back into his flat and put on his coat. e) He called a cab and went to the garage, c) but he couldn’t see his car there. j) The men at the garage were having coffee. d) He asked them about his car. i) They had sent it to the recycling centre because it was so old! 72 Unit 3 10 Students retell the story from 9 in pairs from memory. Alternatively, you could tell students the story but add in false information and things that didn’t happen. Students have to listen and correct you when they hear a mistake. Tip: When asking students to interrupt and point out mistakes, encourage them to do it politely, eg I’m sorry, but I think that’s wrong. Vocabulary Where to put things 11 Do the first one with the class as an example. Students then match the words and containers. Answers garbage dump, landfill site, laundry basket, recycling bin, rubbish dump, trash can, waste paper bin Extra idea: Some of these terms are more common in American English. Students do some research to find out which ones, and what their British English equivalents are. 12 Write the names of the containers on the board and produce a mind map with students’ ideas. Speaking 13 ROLE-PLAY Students choose a role, then read the article again and think of what they’d like to say. 14 Students work in pairs to interview each other in the role they chose in 13. Interviewers should ask questions to cover the four bullet points. Remind students to answer in the first person. Walk around, listen and note down good sentences and any mistakes you hear to highlight afterwards in feedback. MA Go through the four bullet points first and elicit the questions needed (How did the Recycled Orchestra start? What was your role? What has happened to the Recycled Orchestra? Are you happy that you’re getting new instruments?). Extra idea: Students think of an embarrassing story (something that happened to them or to someone they know). Give them time to write a few notes and encourage them to sequence the things that happened using the past simple, past continuous and past perfect simple. They then walk around the room in a class mingle and tell each other their stories. When the laughter has died down, get feedback and vote for the funniest stories. Lesson 3 The busker pp30–31 Aims The focus of this lesson is the use of modal auxiliary verbs to make deductions and conclusions about past events. Students also listen to a story about a classical violinist who became a busker for a day in the Washington subway and offer their opinions about different types of music in the Vocabulary section. You first! Students look at the photo. Elicit what’s happening by asking questions: Where are they? What are they doing? Have you ever done this? Would you like to do it? Speaking 1 Students work in groups to discuss the questions, then compare with another group. Check their ideas and opinions in feedback. Listening 1 2 PREDICT Students guess the answers to the questions. Get a few suggestions from the class, but don’t confirm if they’re correct or not. MA Allow weaker students to make guesses in pairs. 3 Play the recording for students to listen and check if their predictions were correct. Elicit personal responses from the class. Were they surprised by the story? Do they agree about how important context is? 1.22 Answers 1 Joshua Bell, the world-famous classical violinist, earned $32 for playing the violin in a Washington metro station. 2 About an hour Transcript woman You aren’t listening! man Yes, I am. I mean, I was. Anyway – you were talking about a busker? woman Yes, I was, but he wasn’t an ordinary busker. man OK, OK. Start from the beginning. Again. If you must. What was so special about this incident? It’s just a story about a busker, right? woman Well, yes. And no. man I think you’d better explain, ’cause I don’t get it. woman OK. This is the situation. Imagine that you are in the Washington metro station and this guy comes along and he gets out his violin. Then he starts to play. man He starts to play. And? woman He plays classical music. man He plays classical music. So what? That isn’t a story. woman Hold on! He plays classical music for at least an hour. And a lot of people come past. man How many? I mean, more or less. woman I can tell you exactly. It was 1,079 people. man Somebody counted? woman Yes. The Washington Post. man The Washington Post? The newspaper? woman Yes. man Well, at least he must have made a lot of money, right? woman Wrong. He made just over 32 dollars. And only seven people stopped to listen. man That isn’t great, is it? He can’t have been very good. Unit 3 73 Grammar Past conclusions Listening 2 4 Students match the sentences and meanings of the modal verbs. Ask extra concept-checking questions if needed: 6 When are the sentences about? (the past) Are we completely sure about what happened? (no) Why do we use words like ‘can’t have’, ‘could have’, ‘must have’ and ‘might have’? (to guess about the past) Which modal verbs show more certainty? (must have, can’t have) Answers a) 1, 3 b) 2, 4 5 Look at the examples in the box, then brainstorm with the class a list of other possible reasons why Joshua Bell earned so little money when he busked. Students work in pairs and formulate conclusions using the modal verbs. Walk around and correct any grammar mistakes. Suggested answers He can’t have played very well. He can’t have played loudly. The people might / could have been in a hurry. He might / could / must have played very quietly. People might not have liked his music. He can’t have been very good. Tip: When students make mistakes, indicate something is wrong and try to elicit selfcorrection or peer correction rather than just telling them. You could do this by asking questions (When was it? Are you sure?) or echoing the sentence back and pausing at the word they got wrong (He can’t have play?). This gets them more involved in the learning process, helps them analyse things, is more memorable and gives you the opportunity to praise them for their correction. 74 Unit 3 Give students a moment to read the questions so they know what to listen for. Play the recording and pause as necessary. 1.23 Answers 1 Joshua Bell 2 Because of a conversation he had with a journalist about context. 3 Does it matter where you hear something or see something? 4 Where and when you see or hear something Transcript woman Oh, he was good, he was very good. His name is Joshua Bell, one of the best violinists in the whole world. man Joshua Bell! Why was he playing in a metro station, then? woman It was because of a conversation he had with a reporter from The Washington Post. They were talking about context. man Context? What do you mean? woman Well, their question was: Does it matter where you hear something or see something? For example, if the Mona Lisa was on the wall in someone’s bedroom, would people say ‘It’s beautiful’? If you hear hip-hop music in a concert hall, is it exciting? man Oh, I see and if you hear beautiful classical music in the wrong place – like a metro station – is it still beautiful? woman Yes, that’s it, exactly. Joshua Bell said it’s all about context. man Mm, I guess he was right. woman Looks like it. When he plays in a concert hall, people pay him thousands of dollars. But in the metro station, he got exactly 32 dollars. Background note Joshua David Bell is an American violinist and conductor. He was born on 9 December, 1967, in Bloomington, Indiana. He started taking violin lessons at the age of four and by the age of 14, he had played with the Philadelphia Orchestra. Joshua made his Carnegie Hall debut in 1985, at the age of 17, with the St Louis Symphony. He has since performed with many of the world’s major orchestras and conductors and he won a Grammy Award in 1993. He also performed the solo part on John Corigliano’s Oscar-winning soundtrack for the film The Red Violin and was also featured in Ladies in Lavender. Joshua is also well known for the ‘Washington Post experiment’, when he put on a baseball cap and played as an incognito busker in a metro subway station, L’Enfant Plaza, in Washington, DC, on 12 January, 2007. The experiment was videotaped on a hidden camera; of over 1,000 people who passed by, only a handful stopped to listen to him, and only one recognised him. For his performance, Bell collected $32.17 from 27 passers-by (excluding $20 from the passer-by who recognised him). Three days before, he had earned considerably more playing the same repertoire at a concert. The Washington Post posted the video on YouTube and a feature-length documentary, Find Your Way: A Busker’s Documentary, chronicled Bell’s experience at https://www.youtube. com/watch?v=1arAYoKE2VY. 7 VIDEO OPTION Students record themselves telling the story of Joshua Bell busking. When they’ve finished, they can upload the clip to YouTube or just walk around the class and show each other their video clips. Tip: Sometimes retelling a story several times is a very effective way of improving. When we do things for the first time, we often make mistakes, so tell students to watch their videos, pick up any mistakes and make little changes the next time. Vocabulary Saying what you like 8 Students talk in pairs or small groups about the different types of music in the box. Do a quick survey afterwards to find out which is the most popular. MA Pair a weaker student with a stronger student to encourage discussion. 9 Write the word music in the middle of the board and make a vocabulary network or a word fountain with the class. Elicit as many different types of music as you can. Repeat the words with the class to practise pronunciation. Try and find at least one person for every type of music on the board. 10 Draw a scale from 1 to 10 on the board and elicit the extremes from the list to go at either end (ie I’m crazy about at 1, I can’t stand at 10). You could also draw emoticons to indicate ‘like’ or ‘dislike’. Students should arrange the phrases on the scale. There are some in the middle of the scale (eg I don’t really like and I’m not really into) that are very similar in meaning, so as long as students put them in roughly the correct order, accept their answers. Suggested answers 1f 2j 3e 4d 5i 9 b 10 a 6g 7h 8c 11 Students talk in groups about music using the phrases from 10. Encourage them to give reasons for their opinions. Extra idea: Play a game of ‘Juke Box Jury’ with the class. Play different styles of music and have the class vote for their favourites. Speaking 12 Read the four statements together as a class and tell students to look at the example. They then rewrite the sentences in a personalised way. Encourage them to use the phrases from 10 and to add an explanatory sentence for each one, as in the example. 13 Put students in pairs to compare their answers to 12 and tell each other what they like or dislike. They should explain why and ask extra questions. 14 MINI-TALK This could be done for homework or in class. Give students time to find out background information online about their chosen song. Remind them to use the ideas in the box; ideally, they should give their talk using just brief notes. Monitor and choose two or three students to give their talk to the whole class. Unit 3 75 Music link Ask students if any of them know either of these pieces of music. Try to choose the piece that fewest students are familiar with so that as many of them as possible hear it for the first time. If any students play the violin, ask them if they’ve ever played either of these pieces. Encourage students to give their honest opinions of the music. For those who said they didn’t like classical music, has listening to this changed their mind? Everyday English p32 Complimenting someone’s performance 1 Answers 1 A guitar 2 People have given money to a busker. 2 Culture note • Méditation de Thaïs is a piece for solo violin and orchestra written by French composer Jules Massenet (1842–1912) as part of his opera Thaïs in 1894. The eponymous heroine is reflecting on advice given to her by a monk and deciding to leave her life of luxury and pleasure to find salvation. It is in the key of D major and is around five minutes long. • Jean Sibelius (1865–1957) was a Finnish violinist and composer. He wrote his Violin Concerto in 1904, but was unhappy with its first performance and revised it substantially. The new version premiered in October 1905 and is the only concerto that Sibelius wrote. It was originally dedicated to the noted violinist Willy Burmester, but he was unable to attend either of the premieres and was so offended that the performances still went ahead without him that he refused to play the concerto ever again. It is written in the key of D minor and is considered a very challenging solo violin piece. Take a break Try to find a piece of music to play that everyone wants to hear. If they can’t reach consensus, go with the majority, but make a list of other songs to play in the next few classes. Encourage them to choose a wide variety of music styles. Alternatively, give them five minutes to listen to a song of their choice on their mp3 players or phones, providing they have headphones! 76 Unit 3 GUESS Students make guesses about the photo and compare ideas with a partner. 1.24 6 Play the video or recording for students to check if their predictions in 1 were right. Try to avoid pausing at this stage, as students only need to get the gist first time around. Transcript marianne I’m really enjoying your music. Thank you so much for letting me listen to you. charlie My pleasure. I’m glad you’re enjoying it. marianne Absolutely! Your last song was great. You’re great. charlie Oh, really? Do you think so? marianne Yeah. I mean, like, you’re amazing! charlie Well, it’s kind of you to say that, but ... marianne Honestly, you rock. You really rock! charlie I’m grateful for that. Thank you. marianne No, really! I mean you’re just incredible – I mean you’ve made my day. charlie Have I? Wow. marianne Yeah, you deserve a real pat on the back. charlie Right. OK. Well, thank you again. I appreciate that. marianne Yeah. You were good. Really good. High five! charlie High five? OK, well, thank you, that’s enough. marianne Oh, come on. You’re honestly the best musician I … charlie OK. Hold it, Mrs ... uh? Look, thank you for the kind words, but that’s enough. I can’t take any more compliments. marianne Oh, you’re just being modest. OK, it’s just I’ve never heard anyone as … charlie No more compliments, OK? I can’t take it any more. marianne OK, I’m sorry. I tend to get a bit overenthusiastic. But you’re just so good! charlie marianne charlie marianne charlie marianne charlie Yes, well … And I feel very emotional. But that’s because you are … OK, stop! OK. I’ve stopped. I think. Yes, I have Well, that’s good. OK. Sorry, don’t mind me. I’m just going to listen. Thanks again. 3 Students do the activity, then watch or listen again to check their answers. Encourage them to correct the false ones. Answers 1 True 2 False (He doesn’t like too many compliments.) 3 Don’t know 4 Don’t know 5 True Tip: Give students control of the audio / video player from time to time so they can pause and replay the parts they’d like to listen to. This creates learner autonomy and gets them more involved in the lesson. 4 Students write the sentences in the correct column. You could also ask them to come up and write the answers on the board. Answers Compliments: b, g, h, i, j, k, l Responses: a, c, d, e, f 5 Students discuss in pairs which statements are more formal / informal. Answers Expressions b, j and k are more informal (especially b and k, which are very colloquial). 6 Students act the conversation out with a partner. Encourage them to mimic the intonation from the recording. Let them have several attempts at it, to see if they can remember a bit more each time. Ask one or two stronger pairs to perform their version for the class. MA Give weaker students a minute or two to read the transcript of the conversation first. 7 Show the video or play the recording again so students can compare their conversations. Were they similar or really different? 8 1.25 Encourage students to guess what the woman did next. Elicit their ideas, then play the recording so they can see if their predictions were correct. Answer She started calling people to listen to him. Transcript woman How long have you been busking? man A few months. woman And you do it because you love it? man Because I love it? Because it’s fun to stand out in the cold weather? Because it’s great when people walk past and don’t even listen? Because … ? woman So if you don’t like it so much, why do you do it? man ’Cause I’m a student. In college. I have to eat. I have to earn money to eat, you know. woman Oh, but you were great, you were just so good. man Please, don’t start again. woman Hey, I have an idea. I said I have an idea. man Yeah? woman Why don’t I tell everyone how great you are? Start playing again. Come on over, everyone! Come and listen to this amazing young singer. He’s amazing, the best around, he’s … hey, what’s your name, anyway? man Charlie. woman He’s Charlie! Extra idea: Have a class discussion about the situation. Do students think the woman was over-the-top in her compliments? Was the busker being over-sensitive? Who do they identify most with? Unit 3 77 9 ROLE-PLAY Students think of other compliments and do their best to embarrass each other. You could also make it into a game. One student pays compliments; the other student has to respond politely without laughing! 1.26 Play the recording for students to 10 P underline the stressed syllable in each word. To make it more visual, do word-stress drilling and show the pronunciation by tapping out the beat and raising your hand on stressed syllables. Answers emotional, enthusiastic, famous grateful, incredible 11 P Students work out the answers in pairs, then think of two more words for each category. MA Challenge stronger students or early finishers to think of a two-syllable word with the stress on the second syllable (eg invest, career). Answers 1 grateful 2 decisive, enthusiastic 3 emotional, incredible 12 P Students work in pairs or groups of three to work out where the word stress is in each of the words. You could also make word cards and cards with stress patterns. Give each group a set of cards and ask them to match the words to the correct stress pattern. This offers variety, is easy to correct (just by moving the card into another place) and is a visual, auditory and kinaesthetic activity. Encourage students to group the words according to their endings. Answers -ic academic, altruistic, energetic, pathetic, -ve aggressive -ble amiable, disagreeable, horrible, dislikeable, likeable, loveable, reliable -gry angry -cy bankruptcy, efficiency -ty insensitivity, legibility 78 Unit 3 -phy biography, geography, philosophy, photography -gy biology, futurology, psychology -ous jealous 1.27 Play the recording so students 13 P can check their answers. Then elicit the links between the spelling and the stress tendencies. Check together and do some repetition drilling to practise pronunciation. If necessary, elicit or explain the meanings of the words. Answers a) penultimate syllable b) penultimate syllable c) syllable before the -able or -ible ending d) two syllables before the end Tip: Although word stress is often fairly predictable because of the part of speech, number of syllables and type of suffix, try not to tell students they are rules! There are often exceptions, and students might overgeneralise. Instead, it’s best to talk about ‘strong tendencies’ and tell students to approach every new word on its own terms. Extra idea: To review and reinforce the new vocabulary, students choose five of the words and write definitions for them. They then describe their words to a partner, who has to listen to the definition and guess the correct word. Vocabulary plus p64 Household tasks 1 Write do and make as column headings on the board. Divide the class into two teams and ask a student from each team alternately to come to the board. Read out one of the words / phrases from the box and ask the student to write it in the correct column. They win 2 points if they do it without help and 1 point if they need to ask their team’s advice or be corrected by their team. The team with the most points at the end is the winner. Answers do: the dusting, the ironing, the washing up, the laundry, the cleaning, the dishes, the hoovering / vacuuming make: a cup of coffee, a mess, arrangements, breakfast*, a mistake, the bed You may sometimes hear breakfast used with do, as in Let’s do breakfast tomorrow, especially in the USA, but this is generally confined to businesspeople arranging meetings. 2 Quickly elicit the verbs to fill the gaps, then ask three students to read the completed sentences aloud. Answers 1 Put 2 take Answer music 6 Students classify the collocations shown on the board. Answers 1 live music, background music 2 listen to music, compose music, play music, face the music 3 music industry 4 music to my ears 7 Students work in pairs to write their definitions. They then work with another pair, reading out their definitions for the other pair to guess the phrases. MA Stronger students could write definitions for all eight phrases. 3 collect 3 Ask students which words are more common in which variety of English. Answers a) trash, garbage b) rubbish 4 Students work in pairs to discuss how household tasks are shared out in their homes. Do a class survey and ask if students think that domestic chores are distributed fairly or not. Collocations 5 Explain that a concordance is a list produced by a computer that shows every example of a particular word used a body of writing. The featured word is usually printed in a different colour or aligned in the middle of the line (as in this activity). Tell students that they need to look on either side of the gap to find the words that the missing word collocates with. Elicit the collocations for the gaps and write them on the board (ie listen to _____ , compose _____ , live _____ , background _____ , play _____ , _____ industry, _____ to my ears, face the _____). Students identify the word that’s missing from all the collocations. Phrasal verbs make 8 2.23 Give pairs five minutes to match the phrases to the correct gaps in the conversation, then play the recording for them to check. Answers 1c 2a 3d 4b 9 Elicit the phrases with make from 8 and write them on the board – make off with, make it up to, make it out, make do with. Students then work in pairs to write their story, following the instructions. Their final story should include one sentence for each phrase. Unit 3 79 4 UNIT FOCUS Is it art? GRAMMAR: articles, comparison; superlative sentences VOCABULARY: art and pictures; people in the arts; adjectives FUNCTIONS: discussing opinions and making judgements Introduction p33 Answers 1 calligraphy, graffiti, graphic design, installation, printmaking, sculpture, statue, tapestry, video 2 collage, drawing, landscape, painting, photograph, portrait, sketch 3 chalk, charcoal, chisel, paintbrush Aims The focus of this lesson is to introduce the topic of art, especially street art, and to teach students related vocabulary. You first! Show some photos of graffiti; students discuss the questions in pairs or small groups. Check their ideas in feedback and ask additional questions (eg Is it art or just vandalism? Should street art be allowed? Why? / Why not?). 3 Students compare with a partner and think of extra words for each category. Get feedback and add extra ideas to the board. Extra idea: Play a spelling-bee game to review the vocabulary. Ask students to close their books and dictate the words in a random order. Students listen and write the words with the correct spelling. They then compare their answers with a partner and check answers in feedback. 1 Students work in pairs or small groups to talk about the photos and give reasons for their opinions. Get feedback and find out which piece of street art is the most / least popular. Culture notes • The Istanbul photo is of a work by Brazilian street artist Claudio Ethos. He specialises in murals and has painted many large images in his home town of São Paulo. • The Santa Monica photo is by Agata Oleksiak, a Polish artist known professionally as ‘Crocheted Olek’ or just ‘Olek’. Her works include sculptures, installations (such as the crocheted bicycle pictured), inflatables and fibre art. • The London photo is by Banksy (see page 35). 2 80 Write the three categories on the board and ask students to come and write the words from the box in the correct category. Repeat the words together to practise pronunciation. As a follow-up, students say the words and underline the stressed syllables. Ask students which words are very similar in their own language and which are very different. Unit 4 to describe people; adjectives to describe the arts 4 To introduce the topic and set the scene, show a photo of an example of Banksy’s street art and ask extra questions (eg Do you recognise the picture? Who painted it? What does he or she look like? Is Banksy a man or a woman? Would you buy a picture by Banksy?). 1.28 Play the recording for students to listen and answer the questions. Pause as necessary and get feedback. Answers 1 Banksy is a graffiti artist, a political activist and a painter. 2 He is a street artist and he makes films too. 3 He is most famous for his paintings on buildings in cities all over the world – especially in Britain and the United States. 4 Banksy’s picture is the maid sweeping rubbish under a cloth. Transcript One of the most famous artists in the world is someone called Banksy. You’ve never heard of him (or is it her?)? Well, let me explain. Banksy is a graffiti artist, a political activist and a painter. Oh, and he makes films, too. He is most famous for his painting in cities all over the world – especially in Britain and the United States. He wins prizes, too. But is he ‘he’? The thing about Banksy is no one really knows who he is. Some say he is an Englishman called Robin Gunningham, but others think he is a woman. Or perhaps he is really about 14 different artists. Banksy’s identity is one of the greatest mysteries of contemporary art. Many people love Banksy’s work. You can see it on walls and bridges in cities like London and New York – or on buildings in New Orleans after Hurricane Katrina. For example, in one of his London paintings, a maid sweeps rubbish under a cloth. Other people do not like what he does. They think the work of Banksy is just graffiti – like any other angry child or adolescent. It’s vandalism. It destroys buildings. And so Banksy’s street art is often destroyed. Background note ‘Banksy’ is the pseudonym of an English graffiti artist, political activist, film director and painter. His satirical street art and subversive graffiti and social commentary have been featured on streets, walls and bridges of cities throughout the world. Banksy does not sell photographs or reproductions of his street graffiti, but his art has been sold at auction houses such as Sotheby’s for huge sums of money. After Christina Aguilera bought pictures for £25,000, in October 2006, a set of Kate Moss paintings sold in Sotheby’s London for £50,400, setting an auction record for Banksy’s work. The six silk-screen prints, featuring the model painted in the style of Andy Warhol’s Marilyn Monroe pictures, sold for five times their estimated value. His success and influence on other street artists has been called ‘the Banksy effect’. Banksy’s first film, Exit Through the Gift Shop, billed as ‘the world’s first street-art disaster movie’, made its debut at the 2010 Sundance Film Festival. The film was released in the UK on 5 March 2010 and was nominated for the Academy Award for Best Documentary. In 2014, he was awarded Person of the Year at the 2014 Webby Awards. Banksy’s name and identity remain unknown, but there has been speculation that Banksy is a woman, or that Banksy is a team of several artists. 5 VIDEO OPTION Set the video activity for homework. Ask students to bring to class their films of interesting graffiti they found in their town and share with each other. Remind them that they’re not expected to find major works of art, just any examples of graffiti. 6 FINISH IT Write the sentence starters on the board for students to complete in their own words. 7 Students compare their ideas with a partner and give reasons for their opinions. Do they agree or disagree? Lesson 1 Mystery attacks pp34–35 Aims The focus of this lesson is the definite and indefinite article. Students also learn about people in the arts in the Vocabulary section and read about mystery attacks on famous pieces of art. They have the opportunity to discuss controversial examples of modern art, too. Warm-up Do an online image search and print out some pictures of famous pieces of art. Cut the pictures in half, mix them up and give each student half a picture. Students walk around the room and describe their picture to other people. Remind them they’re not allowed to show anyone, just describe the image. They have to listen to the descriptions and find the person they think has the other half of their picture. Unit 4 81 Tip: The warm-up activity on page 35 is a good way of promoting learner interaction and speaking, and also changing pairs. When students find the person who has the other half of their picture, ask them to sit down next to their new partner. This enables you to change seating and manage the classroom in a game and also helps to move problematic partners. Speaking and reading 1 2 EVERYBODY UP! Students walk around the room in a class mingle and find out information about each other. They then report back to the whole class and ask extra questions to promote further discussion. Were there any categories with only one student (or even no students)? Ask for ideas as to why that might be. GUESS Students make predictions about the photo. Have they seen it before? What’s the connection between the sculpture and the writing ‘Move this tin can’? Background note Scallop is a sculpture dedicated to English composer Benjamin Britten, who used to walk along the beach where the sculpture is located. Created from stainless steel by Suffolk-based artist Maggi Hambling, it stands 15 feet (4.6 metres) high, and was unveiled in November 2003. The sculpture is made up of two interlocking scallop shells; each one is broken. People are encouraged to sit on it and watch the sea. The sculpture is controversial in the local area, and some people think it has spoiled the beach. It has also been vandalised with graffiti and paint on 13 separate occasions.. 3 Set a short time limit so students read for gist and don’t worry too much about new vocabulary. They then read and check if their predictions were correct. Answers 1 A sculpture named Scallop by Maggi Hambling 2 On a beach in Aldeburgh, England 82 Unit 4 3 The people of Aldeburgh asked an artist to put it there to commemorate local composer Benjamin Britten. 4 Explain to students that these are the answers to questions that they have to formulate. Do the first one together as an example to illustrate that each one may have several possible questions (eg Where did Britten live? Where is ‘Scallop’?). Students work in pairs to decide which four words / phrases to choose and write questions. When they’ve finished, they work with new partners to ask their questions and see if they get the right answers. You could also do this as a class game. Put each word / phrase on a different card and give each group a set of cards. Students take turns to pick a card and ask the right question to get the answer on the card. MA Stronger students can work alone to write questions and can choose more than four words / phrases. Suggested answers 1 Where was Britten from? / Where did Britten live? / Where is Scallop? 2 Which composer of classical music lived in Aldeburgh? / Who is the sculpture dedicated to? 3 Where is Aldeburgh? / Which country did Britten come from? 4 Has the sculpture been taken away, or is it still there? 5 Who created the sculpture? / Who did the people of Aldeburgh ask to create something in Britten’s memory? 6 What does the graffiti say? 7 Who were the attackers? 8 What is the sculpture called? 9 Did everyone like it? / What was the reaction to the sculpture? Extra ideas: Put students in pairs. Student A is a journalist who wants to know more about the history of the sculpture. Student B is an expert about the history of Scallop. Student A interviews student B about the sculpture. Students find out more about Maggi Hambling and give a short presentation of her life and work. Grammar Articles Answers 1 nothing (rule 4) 2 a (rule 1) 3 nothing (rule 4) 4 nothing (rule 5) 5 the (rule 2) 6 an (rule 1) 7 nothing (rule 5) 8 a (rule 1) 9 an (rule 1) 10 an (rule 1) 11 The (rule 2) 12 the (rule 2) 13 nothing (rule 5) 14 The (rule 2) 5 Students complete the extracts with the correct article. They can look back at the text to help them if necessary. Answers 1 a 2 the 3 Some 4 the 5 nothing; nothing 6 nothing 7 the 8 nothing 6 Students work in pairs, look back at the sentences and work out the grammar rules. Elicit that where a name includes the definite article (eg the United States, the Mona Lisa), we don’t add another one. Answers 1 a 2 the 3 some 4 nothing 5 nothing Extra idea: Focus on pronunciation. Model the weak schwa in indefinite articles /ə/ and the different pronunciation of the definite article if it’s followed by words that begin with a vowel: /ðiː/: the car /ðə kɑː/ the boy /ðə bɔɪ/ the apple /ðiː ˈæpl/ the elephant / ðiː ˈelɪfənt/ • What vowel sound does ‘the’ have when it’s followed by a noun that begins with a consonant? (/ə/) • What sound does ‘the’ have when it’s followed by a noun that begins with a vowel? (/iː/) You could also point out the /j/ sound for vowel-to-vowel linking: the apple /ðiːˈjæpl/ the elephant / ðiːˈjelɪfənt/ 7 Students work in pairs to describe Scallop. Ask extra questions: Do you like the sculpture? How would you feel if it was put on a beach near you? MA Weaker students may need to re-read the article on page 34 to help them; stronger students should attempt it with their books closed. 8 1.29 Students complete the gaps. They can look back at the grammar rules in 6 to help them. Then play the recording so they can check their answers. Check as a class, eliciting which rule applies in each gap. MA Remind weaker students that an is used before nouns beginning with a vowel or silent h. Vocabulary People in the arts 9 To introduce the activity, ask students what we call someone who makes sculptures (a sculptor). They then look at the words in the box and complete the mind map. You may want to tell them that one word (director) can go in more than one category. Encourage them to add extra words if they can. Tell them that the collective term for these things is the arts /ðiˈjɑːts/. Ask students which words are very similar in their own language and which are very different. Answers art: photographer, potter theatre: director, playwright film: cameraman, director literature: poet, writer music: composer, conductor, singer dance: ballerina, choreographer, dancer 10 Ask students to think of a famous person from each category (eg film – Steven Spielberg). Students can play this game in pairs, groups or as a class. MA If weaker students struggle to describe the people they’ve chosen, help them with the necessary vocabulary. Extra idea: Students ask yes / no questions to guess the famous person. Give an example to model the activity: a Is this person in music? b No. a Are they in film? b Yes. a Is it a famous director? b Yes. a Are they old? b Yes. a Is it a man? b Yes. Unit 4 83 a You first! b Elicit the difference between graffiti and pieces of public art (public art is done with official permission). Students discuss statues and pieces of public art in pairs. Where are they located? Who created them? Do you like them? Do a class survey and find out the best-known and most popular pieces of art. Was he an actor a long time ago? Yes. a Is he famous for westerns? b Yes. a Is it Clint Eastwood? b Yes! They get a bonus point for guessing in fewer than ten questions. Speaking Reading 11 Students discuss the works of art in pairs and decide who should win the prize. Tell them to give reasons for their opinions. 1 Background notes • Rachel Whiteread is an English artist, born in 1963. She was the first woman to win the Turner Prize (in 1993). Many of her works are casts of ordinary domestic objects. • Chris Ofili is an English painter, born in 1968. He won the Turner Prize in 1998 and many of his works include elephant dung. The title of this work comes from a song by Bob Marley and the Wailers. EXPLORE ONLINE Students look up information for homework or in class using their smartphones or tablets. Although there may be other similarities that they identify, the obvious one is that both artists won the Turner Prize. Extra idea: Students prepare a short presentation with background information about an artist, their favourite work by that artist and why they like it. Encourage them to include pictures to make their presentations more visually attractive and interesting. They then make their presentations in small groups. Lesson 2 Mystery man pp36–37 Aims The focus of this lesson is comparisons and adjectives to describe people. Students read about the maquettes of the Turner Prize-winning sculptor Antony Gormley and also complete a poem in the Writing section about statues and other works of art. 84 Unit 4 GUESS Tell students they’re going to do a dictionary race. Put them in small groups and give them dictionaries. They have to find the eight words and write down the definitions. The first team to finish wins the game. If they don’t have dictionaries, they can use online dictionaries via their smartphones or tablets. Get feedback, then ask them to guess the connection between the words. Don’t confirm or refute any of their guesses at this stage. 2 Set a short time limit so students read quickly. They should then check if their predictions were right. What things were interesting or surprising? Answer All the words relate to sculptures made by Gormley. Background note The English sculptor Antony Gormley was born on 30 August, 1950. His best-known works include The Angel of the North near Newcastle in the north of England, Another Place on Crosby Beach near Liverpool, and Event Horizon, which is made up of 31 life-size figures located in London, around Madison Square in New York City, and in São Paulo, Brazil. Gormley’s auction record is £3,401,250 for a maquette of The Angel of the North, set at Christie’s, London, in October 2011. He has won the Turner Prize, the Laurence Olivier Award for Outstanding Achievement in Dance (for a set design for a ballet), the Obayashi Prize in 2012, and the 2013 Praemium Imperiale laureate for sculpture. The Angel of the North is a contemporary sculpture, completed in 1998. It is a steel sculpture of an angel, 20 metres (66 feet) tall, with wings measuring 54 metres (177 feet) across. The wings do not stand straight sideways, but are angled 3.5 degrees forward; Gormley did this to create ‘a sense of embrace’. Answers 1 Five from: Crosby, London, New York, São Paulo, Austria, Norway, Newcastle 2 The statue of Christ at Corcovado in Rio de Janeiro, Brazil 3 Another Place is a work situated on the beach at Crosby, near Liverpool, England. The statues disappear under the waves when the tide comes in, then stand free when the tide is out. 4 His assistants wrap him in clingfilm, then wrap cloth and then wet plaster around that. When the plaster is hard, they cut him out of it. The cast is then put back together and covered in lead or fibreglass or iron. 5 ‘I simply use my body as a starting point,’ he says, ‘to see how man and nature interact. It’s as if [the men in his work] are both watching and being watched.’ 3 Students talk about the statues in small groups. Encourage them to use the adjectives in the box. Walk around, listen and note down any other adjectives and good sentences you hear. Highlight nice ideas and good use of English in feedback, and find out whether the class agreed on their descriptions. Tip: Always try to monitor unobtrusively when students do speaking activities. They need to know you’re there, because this keeps them on task, but if you get too close, it can disrupt learner interaction and pairwork, as they tend to forget about their partner and talk to you instead! Be available to help and near enough to monitor, but keep a distance so they work things out together. 6 4 Remind students to figure out the meaning of the vocabulary through contextual inference and clues in the sentences. They then compare ideas with a partner. Ask one student to supply an example sentence for each word. Write them on the board and invite peer commentary. Answers hugely popular, the tide comes in, the tide goes out, they disappear beneath the waves sea phrases: the tide comes in / goes out; they disappear beneath the waves; rising out of the waves; stand free of the water MA Stronger students can do all six words. Answers shabbier: looking older and in worse condition protect: to keep someone or something safe obviously: in a way that is easy to understand or see wrap: to cover or surround something with something else a starting point: a place where something begins critics: people who give their opinion on something, usually in the arts 5 Students find the information. Put them in pairs and encourage them to skim-read quickly. Set a time limit and see if they can beat the clock! TAKEAWAY LANGUAGE Students match the words to make phrases from the article. They then look back at the text to check. Give an example of phrases about the sea (eg rising out of the waves) and ask students to find other examples. EXPLORE ONLINE This can be done as homework or in class. Students search for information online with their smartphones / tablets. Do a quick survey to find the class’s favourite Gormley sculpture. Grammar Comparison 7 SEARCH AND THINK Students work in pairs to find the answers in the article. Ask extra concept-checking questions to check their understanding of the function and form of the grammar: • How many things are the sentences describing? (two) Unit 4 85 What do the words in bold do? (They make a degree of comparison between the two things in each sentence.) • Which words shows a much more noticeable difference? (considerably, a lot) • Which words show smaller differences? (a little bit, nearly) • Which words are followed by a comparative adjective? (considerably, a lot, a little) • Which word is followed by ‘as + adjective + as’? (nearly) To review the comparisons, students walk around the class and find someone who is considerably / a lot taller or shorter than they are. They then find someone who is a little taller or shorter or someone who is nearly as tall as them. • Answers 1 The Angel of the North is considerably shabbier than most public art. 2 The Angel of the North is a little bit smaller than the statue of Christ in Rio de Janeiro. 3 Gormley is a lot more successful than the critics. 4 Gormley isn’t nearly as big as The Angel of the North. 8 Students fill in the gaps with the correct comparatives. Check answers in feedback. Answers a) considerably, a lot b) nearly 9 Students complete the sentences with the words in the box. They should check unknown words in the dictionary and change the sentences if necessary to ensure they’re still true (the focus is on the comparative structures ___ taller than and (not) ____ as tall as, not the works of art). Answers a) The Angel of the North is far / much / significantly taller than Michelangelo’s statue of David. The statue of Christ in Rio is slightly taller than The Angel of the North. b) The Angel of the North is almost as tall as the statue of Christ in Rio. 86 Unit 4 Vocabulary Adjectives to describe people 10 This activity can be done as a game. Put students in pairs. One student says an adjective from the box; their partner has to say the opposite. Give them a five-second time limit for each word to make it more competitive and fun. Suggested answers big – small cheerful – miserable crazy – sensible funny – boring generous – mean happy – sad intelligent – unintelligent / stupid large – little noisy – quiet old – young rich – poor tall – short 11 Students work in pairs to make comparisons about the photo using some of the adjectives and opposites from 10 (although they can use other adjectives if they wish). Get feedback and check their ideas. Tip: Students often get stuck in an ‘intermediate plateau’, where improvement is slower and less noticeable. One feature of this is that they use the same words again and again instead of expanding their range of lexis. Try to encourage them to write down new words and use them regularly. This helps to reinforce recent learning and increases their vocabulary, confidence, momentum and motivation. Writing 12 Students complete the sentences and the poem, then compare their ideas with a partner. MA Weaker students may need help to get the two sentences correct before they try and fit them into the poem. Do them together as a class on the board if necessary. Answers 1 The tide is out 2 The waves race in. 13 Students make their own poems about statues or works of art they like, then share in pairs or small groups. Lesson 3 Mystery art pp38–39 Aims Transcript announcer maria russell The focus of this lesson is superlative sentences to describe things that are different to all others. Students also learn adjectives to describe the arts, listen to the Nat King Cole song Mona Lisa and practise phrases of disagreement to describe paintings and sculptures they’ve seen. maria russell maria russell Warm-up Do an image search and print out a series of random pictures. Ensure you have at least three pictures for every group and place them face down on a table so students can’t see them. Put students in groups of three and ask one student from each group to come and select three pictures from the table. Each group has to think of imaginative connections between the three pictures and tell a story. Get feedback and vote for the most imaginative and funniest stories. maria russell maria russell maria russell Listening 1 1 To introduce the topic, students look at the photo and talk about the questions together. Answers 1 It shows an art gallery. 2 All the pictures are empty frames. 2 3 GUESS Students make predictions about what they’re going to hear and how it’s likely to be connected to the photo. Elicit their ideas and get their reactions to the photo and the lesson title ‘Mystery art’. Students listen and check if their predictions were correct. Play and pause the recording if necessary and go over any unknown vocabulary, eg invisible, ridiculous, apparently. 1.30 Answer A radio show hoax involved an artist who produces ‘invisible art’. maria russell maria russell maria russell maria russell maria russell maria russell maria And now we return to our weekly arts programme, The Arts Today. Welcome back to The Arts Today. What are we going to talk about now, Russell? Well, Maria, there’s a new artist on the scene. Her name is Lana Newstrom. Never heard of her. No, me neither, but she sounds interesting. Why? Well, she does what she calls ‘invisible art’. What do you mean? Well, basically her art is invisible. There’s nothing there. Nothing? Absolutely nothing? Nothing at all. But that’s ridiculous. That’s one of the most ridiculous things I’ve ever heard. Yes, me too. And a lot of people are really angry about it. I’ve read hundreds of tweets. We’re getting thousands of emails. They are some of the angriest emails we have ever received. Here’s one: ‘This is the stupidest idea I have ever come across.’ But if the art is invisible, well, it isn’t art, is it? That’s not what she says, apparently. She says that, sure, we can’t see anything. But she put a lot of time into making her art. She had to think about it. That’s the art. But we can’t physically see it. Now I’ve heard everything! There’s an exhibition of her work. What work? There is no work. She wouldn’t agree with you! Where did you hear about this artist, Russell? On a radio programme. What was it called? This and That. It’s on CBC. CBC? The Canadian Broadcasting Corporation. Oh, that explains it! Unit 4 87 Background note In September 2014, the CBC radio station in Canada discussed the invisible art of Lana Newstrom and claimed that people were paying thousands of dollars for her empty paintings. It created a storm of anger from art studios and critics, but it was in fact a hoax by the radio-show hosts, Pat Kelly and Peter Oldring. Many people fell for it, as the joke was actually quite believable! Martin Creed and Susan Philipsz had both recently won the Turner Prize for empty rooms – Creed’s with the lights going on and off and Philipsz’s with a folk song playing in the background. It was in fact a parody of contemporary art, with the amusing image of people walking around galleries looking at nothing, buying invisible art and proudly showing their friends! Tip: It’s helpful to pre-teach vocabulary before students read texts or listen to audio content, but sometimes it’s also good to wait and react to students’ questions afterwards. Don’t tell them what the words mean straight away, though. Write the sentence on the board so they can see the context, and encourage them to guess the meaning from clues in the sentence. It may take a few seconds longer than just telling them, but it practises helpful strategies that will serve them well in the future. 4 Students listen again and make notes about each point. Pause the recording so they have time to listen and write; they then compare ideas with a partner. Answers 1 The art is invisible, there’s nothing there. 2 She put a lot of time into making her art. She had to think about it. That’s the art. 3 Listeners were very angry about it. 5 88 TAKEAWAY LANGUAGE Elicit the phrases from the class and draw their attention to examples of natural English in the conversation. Quickly go through the questions as a class. Play the recording again and focus on the sentence stress and intonation. Unit 4 Answers There’s a new artist on the scene, We’re getting thousands of emails, I’ve read hundreds of tweets, Now I’ve heard everything 1 Now I’ve heard everything! 2 It just means ‘a lot’. Native speakers often use exaggeration and hyperbole in a funny way to make stories more interesting (eg ‘I was stuck in traffic this morning. There were like a million cars on the road!’ ‘What’s going on outside? There are like a billion firefighters in front of the building!’). Listening 2 6 PREDICT Students work in pairs to guess the answers to the questions. Elicit their predictions. Answers 1 He apologises for the story about the artist Lana Newstrom on yesterday’s programme. 2 CBC were responsible for the hoax. 3 The photo was changed in Photoshop. 7 Play the recording for students to check if their predictions were correct. You could also check if students fell for the joke too (ie Did they believe the photo on page 38 was a genuine exhibition when they first saw it?). 1.31 Transcript russell I want to apologise for our story about the artist Lana Newstrom on yesterday’s programme. I oh dear. This is one of my most embarrassing moments on radio. Ever. One of the silliest stories we have ever broadcast. I’m not really sure I can go on. producer Come on, Russell. You’ve started. You’d better finish. russell My producer is telling me to go on. So, well, this is it. The artist Lana Newstrom doesn’t exist. She isn’t one of the most provocative artists ever. She’s a fake. A hoax. Everything about her is false. She was a joke. I’d better explain. This and That is, apparently, a satirical programme producer russell on CBC. They do jokes and hoaxes and fakes. And me, I’m one of the stupidest people in the world because I fell for it. I believed it. Perhaps that’s the end of my career in broadcasting, perhaps it’s the end of everything I’ve ever … Russell! Get a grip. This is a radio programme, not a visit to the doctor’s. Keep going. Tell them about the photograph. Er, yes. Some people were taken in by the photograph of people in an art gallery looking at nothing. But in actual fact, the picture was Photoshopped. It was from a real art exhibition – they just removed the paintings in Photoshop! Extra idea: Ask students to read the transcript and find words or phrases that mean the following: causing people to think about interesting subjects (provocative) someone who is not who they claim to be (a fake) a plan to trick or deceive someone (a hoax) to believe a joke or trick (to fall for, to be taken in by something) control yourself (get a grip) Grammar Superlative sentences 8 Students complete the sentences with adjectives in the superlative form. They then answer the questions and work out the grammar rules with a partner. You could also ask extra questions to review the superlative form: • • How do we make the superlative form of short adjectives? (adjective + -est) What about long adjectives (two syllables or more)? (most + adjective) Answers 1 silliest 2 most stupid 3 most ridiculous 4 angriest 5 most embarrassing 1 present perfect simple 2 Ever refers to a mixture of both – the past up until the present. Extra idea: Use the original hoax (https:// www.youtube.com/watch?v=4-HZBQrT5Hw) in class as extra listening practice. Create an activity such as a gap fill, some questions or a true/false exercise based on it. 9 In small groups, students give their opinions using superlative adjectives about two of the works of art listed (No Woman, No Cry; House (both page 35); or The Angel of the North (page 36)). Ask extra questions to continue the discussion: What do you think of contemporary art? Should an empty room win the Turner Prize? Did you like the idea of people admiring and buying invisible art? MA Stronger students could also write comparative sentences comparing the two works they chose. Vocabulary Adjectives to describe the arts 10 Students put the adjectives into categories. Explain that there are no definite answers: the whole point of the exercise is not to have perfect answers but to get them talking about the meaning of words. They might say, ‘Shocking is not good. I’d put it in the “It doesn’t make me feel good” category. Boring is definitely in the “It hurts my brain!” category,’ etc. Ask students which words are very similar in their own language and which are very different. 11 Students compare their categories and ideas in pairs and give reasons for their opinions. 12 Read through the ‘Did you know?’ section about the Huichol. Students look at the painting and give their opinions using superlative adjectives from 10. Walk around and note down any good ideas and sentences and also look out for small mistakes. Get feedback afterwards and correct. Tip: We can often guess the mistakes students are likely to make. With the superlative, students sometimes add -est to long adjectives (It’s the stunningest picture I have ever seen) or forget to use the article before most (It’s most beautiful thing). Try to predict typical difficulties and correct in an encouraging way. Unit 4 89 Speaking 13 EVERYBODY UP! When students have chosen their adjectives, they should walk around the room in a class mingle. They compare their adjectives about each of the works of art and give reasons for their reactions. Conduct class feedback to find out which adjective was the most used, and in relation to which work(s) of art. 14 Students have conversations starting with a sentence containing a superlative. Remind them to use some of the adjectives to express their feelings and opinions, as well as describing the thing itself. Invite a few pairs to perform their conversations to the class. MA Weaker students may need a short preparation time to think up things to say about their chosen play / film / etc. 15 ROLE-PLAY Students have to disagree with what their partner says. You could write ways of disagreeing on the board to help them. Repeat the phrases in chorus to practise intonation that shows surprise or amazement: I’m not sure about that! I completely disagree. (I’m afraid) I don’t agree. That’s an interesting idea, but ... Do you really think ...? That’s rubbish! / Nonsense! You can’t be serious! No way! Song link Students listen and complete the sentences, then answer the questions. Encourage them to give their reactions to the song using the superlative adjectives. MA Allow weaker students to pause the recording if necessary to give them time to write. Answers Are you warm, are you real, Mona Lisa? Or just a cold and lonely, lovely work of art? 90 Unit 4 Culture notes • Mona Lisa was originally written for the 1950 film Captain Carey, USA. It won an Academy Award for Best Original Song in the same year and was number one for eight weeks. • Nat King Cole (1919–1965) first made his name as a jazz pianist, but his soft baritone voice ensured his popularity for over three decades. His real name was Nathaniel Adams Coles, but he used the stage name Nat Cole and acquired the nickname ‘King’ whilst performing at a jazz club, presumably because of the similarity to the title of the nursery rhyme Old King Cole. During his career, he recorded many hit songs (including several albums in Spanish) and appeared in many films, sitcoms and TV shows, including his own show on NBC. 16 Students compare the two works of art. The Cézanne paintings on pages 68 and 70 are very similar, so if you’d rather they compared more disparate works of art, you could either ask them to find pictures themselves online or select from pictures you’ve chosen. Tip: Sometimes you have to choose things for students and tell them what to talk about to save time, but try to give them time to choose things they’re interested in. This is more personalised and meaningful and will probably get a better response. Take a break Some students may view this as a bit childish, but encourage them to give it a go. Some may prefer to try and stick close to the colours of the original, but let them use whatever colours they want – the brighter the better! If two or more students have chosen the same image, compare the finished results to see how similar / different they look. Everyday English p40 Discussing opinions and making judgements 1 GUESS Provide helpful language for students. Write It could be, It can’t be, It might be, It may be and It must be on the board. Students discuss the photos in pairs and guess the answers to the questions. Ask extra questions: What city are they in? What clues do you have? (The person is not real, so it could be Madame Tussauds in London. The target icon on the plane’s wings is from the Royal Air Force. It’s a Spitfire fighter plane, so it must be in England.) woman man woman man woman man woman man woman man Background notes The left-hand photo shows a waxwork of country and pop music star Taylor Swift at Madame Tussauds in New York in 2014 (it has since been updated). The right-hand photo shows a Spitfire fighter plane at the Imperial War Museum in London. Tip: Take opportunities to review and practise recently learnt language such as modal auxiliary verbs to make predictions. 2 Play and pause the recording as necessary and check answers in feedback. 1.32 Answer The people are in Madame Tussauds waxwork museum. Transcript man What do you think of this? woman I rather like it. It’s quite a good pose. man Do you really think so? woman Why, don’t you? man No, I don’t. I think it’s absolutely ridiculous! woman That’s a bit extreme. man Come on! Look at it. woman What’s wrong with it? man Well, in the first place, it doesn’t look like her at all. woman Don’t you think so? man No. And look what she’s wearing, for goodness sake. It’s totally hideous. woman man woman man Well, I beg to differ. She looks incredibly lifelike to me. Lifelike? Yes. I think she’s rather lovely. As if she was living and breathing right in front of us. You can’t be serious. Would you have her in your front room? I might, yes. I can see we don’t have the same tastes. And that’s a surprise? We never agree about stuff. True. So let’s agree to disagree, shall we? If we have to. But you are completely wrong, of course. Honestly! Sometimes I wonder why I bother with you at all. Because you like it. Who else do you have to argue with? OK. Point taken. Shall we go and get some lunch? Only if we go where I want to go. That’s absurd! 3 Play and pause the recording as necessary to give students time to listen and write their answers. Check answers in feedback. Answers 1 The woman 4 The woman 2 The man 3 The man 5 The woman 4 Students look closely at the photo again and discuss who it is and which people they would like to see if they went to Madame Tussauds. Ask extra questions to promote more conversation (eg Have you ever been to Madame Tussauds? Did you like it? Why? / Why not? Would you like to go in the future?). Answer The two people are looking at a waxwork of a female celebrity, but they don’t say who. It could be Taylor Swift (in the photo at the top of the page). 5 Students work in pairs to arrange the conversation in order. Play the recording again for them to check. This activity could also be done with cut-up slips of paper to appeal to different learning styles and include a visual, auditory and kinaesthetic focus. Unit 4 91 MA Weaker students may need to hear the conversation again before they order it. Answers 1dW 2bM 3eM 4jW 5aM 6 f M 7 c W 8 i W 9 m M 10 k M 11 g M 12 l W 13 h M 6 Students complete the chart. They can work in pairs if they like. Check answers in feedback and elicit other ideas. Note that it could be argued that some of the answers (eg item l) should be in the other category. Be flexible if students can demonstrate sound reasoning for their decisions. Answers giving opinions: d, e, f, i, k reacting to opinions: a, b, c, g, h, j, l, m Extra idea: Books closed. Write a correct and an incorrect example of an adverb + extreme adjective collocation on the board (eg It’s absolutely nice! – It’s absolutely amazing!). Tell students to work with a partner and to write as many extreme adjectives as they can. Get feedback and write the words in a word fountain on the board. 7 Students decide with a partner which collocations are strong / not as strong and mark them in the left-hand column. Ask students which adverbs are used with extreme adjectives and which aren’t. They read the Grammar spot to check. Answers a) + b) – h) – i) – c) + d) – e) + f) + g) + 1.33 Explain the activity carefully and 8 P give an example. There are no words – the phrases are represented by nonsense syllables – so students should listen to the beat and intonation instead to work out which phrase is being ‘sounded’. Play the first one with the class and show how it links to the example in the exercise. Play the remainder of the recording for students to order the sentences in the right-hand column. They then compare their answers with a partner. 92 Unit 4 Answers 1a 2c 3b 8g 9f 4i 5d 6h 7e 9 P Students use their own nonsense syllables to say the same phrases. They should focus on the number of syllables and word stress. They’ll probably go slowly at first, but encourage them to go more quickly after they get used to it! MA Weaker students may get the hang of the technique more easily if they say the words first, then ‘translate’ the phrase into nonsense syllables. 10 ROLE-PLAY Students choose a picture and do the role-play, using some of the phrases and collocations they’ve learnt. They can refer to transcript 1.32 if they need a model. Walk around, monitor unobtrusively and help if needed. Extra ideas: Make sets of 15 extreme adjective cards featuring the following words: ancient, astounding, boiling, exhausted, fantastic, filthy, freezing, furious, gorgeous, hideous, hilarious, huge, spotless, starving, tiny. Put students in groups of three or four. Give each group a set of cards and tell them to spread them across the desk in a random way. Give them a few seconds to quickly look at the cards. Tell the students you’re going to play a word-grab game. Dictate the corresponding normal adjectives to them (ie old, surprising, hot, tired, good, dirty, cold, angry, pretty, ugly, funny, big, clean, hungry, small). As soon as they hear the normal adjective, they have to grab the matching extreme adjective. Tell them not to be polite! The student with the most adjectives at the end wins the game. Students say sentences using ‘adverb + extreme adjective’ collocations (eg ‘I went for a 10-kilometre run yesterday and I was completely exhausted afterwards.’ ‘Have you seen Bob’s dog? It’s absolutely hideous!’). Vocabulary plus p65 students to read it aloud, checking that they’ve used the correct form of the missing word in each gap. Photography 1 Students write a sentence containing each word to show that they understand them in a photographic context. Answers One of the great unsolved mysteries in Britain is that of Lord Lucan. Lucan disappeared on the night that someone attacked his wife and killed the nanny. The identity of the attacker has remained a mystery, but many people believe it was Lucan. The mystery deepened when Lucan’s car was found near the sea. Many people and book writers have tried to solve the mystery, but his whereabouts remain a mystery to this day. ‘To me,’ says the writer Deborah Klein, ‘it’s a complete mystery.’ One of life’s little mysteries is why so many authors have remained interested in the story. MA Weaker students could do this in pairs. 2 Students complete the information, then compare with a partner. Answers 1 exposure 2 focus 3 swiping / tapping 4 tapping / swiping 5 composition 6 edge 7 angle Where things are 3 Students work in pairs to come up with as many combinations as they can in five minutes. Answers at the back of the picture / photo, in the background, behind the, at the bottom of the picture, in the bottom left-hand / right-hand corner (of the picture / photo), in the centre (of the picture / photo), in the foreground, in the front of the picture / photo, in front of the, to the left / right of, in the left-hand / right-hand corner of the picture / photo, at the top (of the picture / photo) 4 Students work in pairs to describe a photo for their partner to draw. If drawing makes some students nervous, explain that it just has to be a quick sketch – there are no prizes for art! If students don’t have any suitable photos on their phones, let them find one online or in a book. As long as they don’t show the image to their partner, that’s fine. Students compare their drawings / sketches to the original photo. Are they similar? Collocations 5 Students scan the story first to identify the root word that’s missing. They should focus on the words in italics to pick out the collocations. They then complete the story with a partner. Go through it together, asking different Tip: It’s tempting to always partner students with the person sitting next to them when it comes to pairwork activities, as it’s quick and easy. However, this can be detrimental in the long run, as a weak– strong pairing can result in the stronger student doing all the work and the weaker student just going along for the ride. Students can also get used to their partner’s way of doing and saying things. So it’s worth taking the time to mix up the pairs from time to time. Art metaphors 6 2.24 Students look at the verbs in the box and elicit the difference between them (draw = reproduce an image using a pencil or pen; paint = reproduce an image using paints; picture = imagine; sketch = do a rough drawing). They complete the conversation, then listen to the recording to check. Answers 1 draw 2 paint 3 picture 4 sketch 5 Picture 6 draws 7 painted 8 draw 9 sketch Unit 4 93 7 Write the expressions in italics from 6 on the board for students to match to the definitions. Answers 1 isn’t as black as he is painted 2 draws level (with) 3 draw your attention to 4 sketch in a few more details 5 paint the town red 6 picture him, Picture the scene 7 draw up 8 sketch out Extra idea: Write the phrases from 7 on separate strips of paper. Have a conversation about art (painting, photography, ballet, drama, etc). Say what you like and what you don’t like. Every 30 seconds, give someone a strip of paper. They have to use the phrase in the conversation immediately! 94 Unit 4 Units 3&4 Review Aims To review the vocabulary and grammar covered in Units 3 and 4. Students also read about unusual musical instruments in Aspects of culture. Warm-up Ask students if they’ve ever had their luggage go missing or be damaged on a flight. If so, how did they feel? Was the airline helpful? Reading and speaking 1 To introduce the story, students look at the photo and title of the article and guess what happened. Alternatively, write the words airline, luggage, guitar and YouTube on the board and ask students for predictions about the story. They then read the article and check if their predictions were correct. They can also look at the glossary for difficult words. Answers United Airlines broke a musician’s guitar while they were unloading it from the plane. 2 Students complete the sentences. MA Stronger students should try to remember the words, but let weaker ones look back at the article. Answers 1 check in 2 on the tarmac 3 baggage handlers 4 passengers 3 Students form groups of three or four to guess what happened next. Get feedback, but don’t confirm or refute their guesses at this stage. Answer Dave wrote a song about how the airline broke his guitar. It went viral on YouTube and United Airlines finally said sorry and changed their baggage-handling policy. pp41–42 4 Students read the rest of the article and check if their predictions were correct. Extra idea: Find the song online (https://www.youtube.com/ watch?v=5YGc4zOqozo) and make a gapfill exercise of the lyrics. Background notes United Breaks Guitars is a protest song by Canadian musician Dave Carroll and his band, Sons of Maxwell. It chronicles a real-life experience of how his guitar was broken during a trip on United Airlines in 2008, and the subsequent reaction from the airline. The song became an immediate YouTube and iTunes hit in July 2009 and was a public-relations disaster for the airline. His guitar was broken after baggage handlers threw the band’s equipment from the plane at Chicago O’Hare International Airport. Carroll made a complaint to United Airlines, but they told him he was ineligible for compensation because he had not made the claim within the 24-hour timeframe. Carroll posted his video on YouTube on 6 July, 2009. It had 150,000 views within one day, and by 9 July, it had had over half a million hits. By mid-August, it had 5 million hits and 10 million by February 2011. To date, the video has been seen 14 million times. Although United Airlines eventually apologised and offered Carroll $3,000 in compensation, the damage was already done. Within four days of the video being posted online, United Airlines’ stock price fell 10%, costing the company about $180 million. In May 2012, Carroll published a book, United Breaks Guitars: The Power of One Voice in the Age of Social Media, and now travels the world as a speaker on Customer Service. Ironically, on one of his trips abroad, United Airlines lost his luggage! Units 3&4 Review 95 Grammar songs (no article: plural, first time mentioned) talks (no article: plural, first time mentioned) a / the video (indefinite and definite articles: singular countable noun mentioned more than one time) 5 Do the first one together with the class as an example; students then complete the remaining gaps individually. Put students in pairs to compare their answers. Encourage them to give reasons for their choice of verb tense (eg It’s past simple because ...). You could also draw students’ attention to the separable phrasal verb check in. Ask them to say where else in the sentence the particle in could go (They checked in their instruments.). Ask if the word order is still flexible if their instruments is replaced by a pronoun (No – the only possible word order is ‘They checked them in’.). Extra idea: Copy the Background notes on page 95 for extra reading practice. Ask students to read the text and write down what the following numbers and dates refer to: 2008 (The year United Airlines broke Dave’s guitar) 2009 (The year his song became a YouTube hit) 24 (The number of hours he had to make a claim for the damage) 150,000 (The number of hits the video received within the first day) 14,000,000 (The number of times video has been seen so far) 3,000 (The amount in dollars offered in compensation by United Airlines) 10 (The percentage that United’s stock price fell by) 180,000,000 (The amount in dollars that United lost off its share price) 1 (Appears in Dave’s book title: United Breaks Guitars: The Power of One Voice in the Age of Social Media) 2012 (The year his book was published) Answers 1 flew 2 checked 3 were sitting 4 were throwing 5 had smashed 6 had seen 6 Draw attention to the two example sentences. Ask students what must have and can’t have are ((present perfect) modal verbs). Check they understand the function of the sentences (to make guesses and deductions about past events). Students write sentences about the questions using can’t / might / must have. Ask them to report back and correct if needed. 7 Students find the nouns in the article and explain why the articles are used or not. Answers a book (indefinite article: singular, first time mentioned) a claim (indefinite article: singular, first time mentioned) guitars (no article: an unspecified plural amount) money (no article: uncountable noun, first time mentioned) music (no article: uncountable noun, first time mentioned) the phone (definite article: countable, singular noun) phone calls (no article: an unspecified plural amount) a / the song (indefinite and definite articles: singular noun mentioned more than once) 96 Units 3&4 Review Speaking EXPLORE ONLINE This can be done as homework or in class. All three songs are by Sons of Maxwell and can be found by searching for United Breaks Guitars Song 1/2/3 on YouTube. Students watch the music videos on their smartphones or tablets and discuss which song and video they like best. 8 Close books. Students summarise the story in their own words. They then read the article and check if they remembered the details correctly. Extra idea: Write these four quotations about customer service on the board: ‘The customer is always right.’ (Marshall Field, Founder of Macy’s) ‘In the world of internet customer service, it’s important to remember your competitor is only one mouse click away.’ (Doug Warner, American banker, JP Morgan) ‘Your most unhappy customers are your greatest source of learning.’ (Bill Gates, founder of Microsoft) ‘A customer is the most important visitor. He is not dependent on us; we are dependent on him.’ (Mahatma Gandhi, ex-president of India) Ask students which quotation they like best. Aspects of culture a Students read the information and use the descriptions to match the paragraphs to the photos. Set a short time limit so students read for gist. They should underline words they don’t know and guess meaning from contextual clues. Answers 1 mizwad 2 didgeridoo 3 (pan) pipes / zampoña (no photo) 4 dhol 5 oud b Give students time to think and write notes down about each of the questions. Monitor and help with language as needed. Extra idea: Ask students if they’ve ever heard – or even played – one of these instruments. Have them find examples online and do a survey to find out which instrument the class likes best. c Students share information in small groups. Walk around, monitor and write down good sentences and any small mistakes you hear. Highlight these when students report back in feedback. If there are groups of students from different countries in your class, they could each give a short presentation on traditional music from their country to the rest of the class. Units 3&4 Review 97 5 Chill out! UNIT FOCUS GRAMMAR: first conditional; if / unless VOCABULARY: -ed / -ing adjectives; words connected FUNCTIONS: giving advice and making suggestions Introduction p43 less) on the board, then split the class into two teams. Dictate a mixture of countable and uncountable nouns (eg flights, time, money, seats, ideas, water, food, places, beaches, people, etc) and ask members of each team to come and write them in the correct column (alternate between the teams). They get one point for spelling the word correctly and one point for writing it in the correct column. You can decide whether to allow the other members of the team to help the student at the board or not. If the students are good at the activity, include a few more difficult nouns that they typically confuse at intermediate level, such as advice, homework, information, fruit, entertainment. Aim The focus of this lesson is to introduce the topic of stress and ways of coping with it, mainly via a quiz. You first! Students look at the photos and describe how the people are feeling. Ask students why the man is sleeping on the office floor. They then work in pairs and discuss what things make them stressed and why. You could also do a quick survey of the top five things that stress students out. 1 Students discuss the questions with personalised examples. They can do this in small groups or as a class mingle. Encourage them to ask extra questions to get more information. 2 Quickly check students know the words strategies (= plans to deal with different situations successfully) and tend to (= be likely to behave in a certain way). They ask each other the questions in pairs, then report back in feedback. Do a quick grammar review and ask questions: What tense is used in the questions? (present simple) • Which questions / answers contain adverbs of frequency? (2, 4, 6, 9 and 12) Students check their answers in the key, do the exercises on page 72 linked to the language in the quiz and discuss the questions in small groups. • Answers 2 1 least 2 say 3 go 4 go 1c 2e 3d 4b 5a 98 Unit 5 Tip: Good speaking opportunities are often missed, so always try to ask students to do questionnaires, quizzes and surveys in pairs rather than silently filling in their own information or opinions. This encourages extra speaking and learner interaction. It also reinforces question forms and creates a natural information gap where students can find out more about each other. 3 FINISH IT Check students understand all the words and expressions – ask them to mime them to you or to each other! Write the sentence starter on the board – students come up with a different example from the one in the book, then complete the sentence in three different ways with personal information. Remind them that they don’t have to use the words / phrases in the box if they don’t want to. 4 EVERYBODY UP! Students walk around and ask each other about the things that stress them out. Remind them that they don’t have to find the same person for all three sentences. 5 have Extra idea: Elicit or explain the difference between fewer with countable nouns and less with uncountable ones (fewer glasses / less money). Write two columns (fewer and with the body; words connected with work Lesson 1 How did you react? Aims Answer In order from best to least, this animal likes: honey, fruit, fish, small animals, insects. It’s a bear. The focus of this lesson is an analysis of students’ reactions to stressful situations and using the first conditional to describe probable or likely events in the future. It also highlights the difference between -ed and -ing adjectives, and students learn words connected with the body in the Vocabulary section. Extra idea: Students produce a similar test about another animal and food or drink. They quickly look up information on their smartphones, then do the test with a partner. pp44–45 Warm-up Put students in groups of four. One of the group is the ‘victim’. They move their chairs so that one student puts a chair to victim’s right and another puts a chair to their left. The third student sits in front of the victim. The student on the right asks the victim questions about opinions (eg Do you like sushi? Why not? What’s your favourite holiday destination? Why?). The student on the left asks logical questions (eg What’s 7 + 9? How do you spell ‘difficult’?). The student in front makes gestures and movements. Students ask their questions at the same time and quickly to make it as stressful as possible for the victim! The victim has to answer the questions and copy the gestures of the person in front of them. After one minute, they stop and move clockwise into the next seat until everyone has been the victim. Get feedback. How did they feel under so much pressure with so many questions coming at them and so many gestures to do at the same time? Which questions were easier to answer? Why? 1 THINK Explain to students that this test is designed to put them under a lot of pressure for a few moments so they become more aware of what happens physically when they’re under stress. The very short time of 20 seconds is impossible for most people! Of course, it’s an artificial situation, but they’ll still experience some stress signs. And you can increase their stress – and distract their thinking – by saying things like Come on!, Hurry up!, Be quick!, Only five seconds left!. After 20 seconds, stop the activity and ask everyone to stand up and do a quick gorilla thump (or something else physical) to get rid of any tension in their body. 2 Students tick the boxes that were true for them and give their reactions to the test. Look at any new expressions and elicit the meanings of give up, go blank and freeze in context. 3 Elicit which reactions were positive and negative. Check answers in feedback. Answers All of the sentences are negative (N) except I got excited and It was challenging. Vocabulary 1 -ed / -ing adjectives 4 Students complete the table and check with a partner. Elicit which adjective is different. Ask students which words are very similar in their own language and which are very different. Answers challenge challenged challenging confuse confused confusing excite excited exciting frustrate frustrated frustrating interest interested interesting relax relaxed relaxing stress stressed stressful We don’t use an -ing suffix for stress. We say stressful. Extra idea: Ask students which adjectives from the table can be preceded by get. Answer: confused, confusing, excited, exciting, frustrated, frustrating, interested, interesting, stressed, stressful Unit 5 99 5 John did a 10km run, so it’s not surprised / surprising that he’s tired. The lesson was really confused / confusing. No one understood a thing. I’m sorry I’m late, but there’s no need to be so annoyed / annoying with me. Jane teaches young children. It’s an exhausted / exhausting job. You could also use nine of the sentences above (or make new ones of your own) to play a game. Draw a noughts-andcrosses grid on the board and write one of the sentences in each space with a gap where the adjective goes. Invite two students to come to the board. The first student chooses a space and completes the sentence with an appropriate -ed or -ing adjective (more than one adjective may be possible). If they’re right, they put a cross in their space. If they’re wrong, the second student can correct it and put a circle in the space. The first one to get a straight line across the board (horizontally, vertically or diagonally) wins. This can either be done at the board or by giving the students a worksheet with extra games and examples. It’s fun and different and it reviews verb patterns in a learner- centred way. To extend the activity, ask students to make their own boards and examples. This gets them more involved and minimises your preparation. Play the recording for students to check their answers. 2.2 Answers See answers for 4. 6 Elicit example sentences from students to provide more context (eg The James Bond film was very exciting. I felt really excited when I heard you were coming.). Compare them and elicit the grammar rules from students. Check understanding by asking students how the words ‘The Stress Test’ made them feel when they saw them at the top of the page! Answers a) -ed adjectives describe how someone feels. b) -ing adjectives describe the people or things that cause those feelings. 7 Students complete the text with the adjectives in 4. Check answers together, then allow students to stretch, jump or run for a minute! Answers 1 stressful 4 stressed 2 excited 3 interested 5 frustrated 6 relaxed Extra ideas: Write these sentences on the board and ask students to choose the correct adjective: I was disappointed / disappointing with the movie; I expected it to be better. Are you interested / interesting in football? The game was quite excited / exciting. It’s embarrassed / embarrassing when you have to ask people for money. I was really amazed / amazing when I got the job. She has made astonished / astonishing progress in her English. I didn’t find the situation very funny. I wasn’t amused / amusing. I really liked the book, it was really interested / interesting. Bungee jumping was a terrified / terrifying experience. I was shocked /shocking when I heard the news. The lesson was so bored / boring. 100 Unit 5 MA Write the -ed / -ing adjectives in a word bank on the board. This enables weaker students to look at the board and choose adjectives to complete the sentences. 8 YOUR STORY Students work in pairs to ask and answer each other’s questions. Walk around and note down any good sentences or small mistakes you hear. Get feedback, highlight good use of English and correct as needed. Ask a few students to retell their partner’s story to the rest of the class. Tip: Play gentle background music to create a relaxed atmosphere (instrumental music usually works best). It breaks the silence and students will generally talk more if they think no one is listening to them. It encourages them to speak more loudly and clearly, too. Vocabulary 2 Words connected with the body 9 Students complete the text and check their answers. Explain the expression get butterflies in your stomach and elicit examples of when students have had that feeling. Ask if they have similar idioms in their language(s). Answers 1 neck 2 shoulders 3 heart 4 mouth 5 throat 6 stomach 7 eyes 8 ears 9 mind Mind is different, because it isn’t a physical part of the body. 10 Students explain how they felt. Ask them extra questions: Do you always feel that way when you take tests? Why? What things do you do to calm down? Listening 11 Students put the words into the two categories. Explain that it isn’t the words themselves that are stressful or not, it’s the things they’re associated with. Then students compare with a partner to see if they agree. Be flexible when checking answers, as some people find phones stressful but others like to talk to their friends and find it relaxing, for example. However, few students are likely to consider a heart attack as ‘not stressful’! Suggested answers stressful: city, work, heart attack, insomnia, phone, pressure, tired, traffic jam not stressful: country, exercise, fresh air, gardening, sleep, therapist, walk 12 PREDICT Students make predictions about the cartoon in pairs. Encourage them to use modal verbs (eg He could be ... , He might be ... , He must be ...). Play the recording so they can listen and check their answers. 2.3 Answer The man is seeing a therapist because he finds work and commuting stressful and is constantly answering his phone. The therapist is advising him to do something relaxing, such as move to the country, do some gardening and go for walks, so that he doesn’t have a heart attack. Transcript therapist What seems to be the problem, Mr Beaver? steve I’m so tired. I work and work and work all day, and I can’t sleep at night. Every day, I’m in my office from eight in the morning until eight at night and the phones never stop ringing. And I always get stuck in a traffic jam on my way home. It takes two hours, and my phone never stops ringing. What can I do? I’m so stressed! Soooo stressed! therapist Well, Mr Beaver, I’m afraid that … steve Oh no! Excuse me. Hello? Yes? Yes? Yes, do it now. If you do it now, it’ll arrive tomorrow! If you do it now, it won’t arrive late. OK? Right. Goodbye. I’m sorry about that. Please, go on. therapist Well, Mr Beaver, I’m afraid that … steve Oh no! Excuse me. Hello? Yes? Yes? Yes, do it now. If you don’t do it now, it won’t arrive tomorrow! If you don’t do it now, it’ll arrive late. OK? Right. Goodbye. I’m sorry about that. Please, go on. therapist Please switch off your phone, Mr Beaver. If you keep answering your phone, we won’t make any progress. steve Yes, of course. I’m so sorry. therapist Well, Mr Beaver, I’m afraid that if you go on like this, you’ll have serious health problems. In fact, you’ll probably have a heart attack! steve If I go on like this, I’ll have a heart attack? Really? therapist Yes, really. How old are you? steve I’m 45. therapist Well, if you don’t slow down, you won’t get to 60! In fact, if you don’t slow down, you probably won’t get to 50! steve Oh my goodness! And if I learn to relax a bit? Unit 5 101 therapist steve therapist If you learn to relax a bit? You’ll feel much better if you learn to relax a bit! Really? Really. Why don’t you buy a little place in the country, do some gardening, go for walks and breathe in the pure country air? Then I’m sure ... Tip: Before students listen to a recording, ask questions about the content and elicit predictions. You don’t have to acknowledge correct answers; try to get peer verification instead and throw the answers back to the class (eg What do you think? Do you agree? Why?). Extra idea: Ask extra questions and draw a timeline and scale on the board to check students’ understanding of the function and form of the first conditional. 1 2 If you relax a bit, you’ll feel much better. relax feel better past ___________________________ future X X now possible, quite likely _____________ unlikely X • • • 13 Students answer the questions in pairs. Play the recording again so they can check their answers. MA Weaker students may need to listen to the recording again before answering the questions. Answers 1 He works in the office all day. 2 The phones never stop ringing. 3 He always gets stuck in a traffic jam. 4 He can’t sleep. 5 He is interrupted by phone calls. 6 The therapist tells him to move to the country, do some gardening, go for walks and breathe in the pure country air. Grammar First conditional 14 Students complete the sentences. Encourage them to look at the transcript to check their answers. They then discuss the questions in pairs. Answers 1 If you go on like this, you will (probably) have a heart attack! 2 If you don’t slow down, you won’t get to sixty! 3 You’ll feel much better if you learn to relax a bit. 1 present tense 2 will + base form 3 yes 102 Unit 5 • • • How many parts does the sentence have? (two) When is the sentence about? (the future) What does he have to do to feel better? (relax a bit) Will he relax? (maybe) What word tells us it is not definite? (if) Is it possible or likely in future? (yes) You could also demonstrate inversion and use of the comma: You’ll feel much better if you relax a bit. • • • • Can we change the sentence like that? (yes) Is there anything different? (no comma) So when do we put a comma? (when the if clause is first) When do we use the first conditional? (when things are possible or quite likely in future) 15 Students look at the pictures and the example, then make predictions about the other pictures using the first conditional. Check answers in feedback and correct any grammatical mistakes you hear. You could ask students to switch the order of the clauses in each answer for practice. MA You may need to help weaker students with the vocabulary to express their ideas for some of the pictures. Suggested answers 1 If he cycles to work, he’ll get there more quickly and lose some weight. 2 If he smokes less, he’ll feel better. / If he stops smoking, he’ll reduce his risk of a heart attack. 3 If he does more exercise / goes to the gym, he’ll get fitter / feel better. 4 If he switches off his phone sometimes / uses his phone less, he’ll be more relaxed. 5 If he goes walking / takes more exercise, he’ll feel better / lose weight. 6 If he eats fewer hamburgers / more healthily, he’ll lose weight and feel more energetic. Extra idea: This activity can be used to change pairs, encourage speaking and also review the grammar. Write first conditional sentences on slips of paper and cut them into two parts. Mix them up and turn them over. Then ask students to pick up the sentence halves. They walk around the room and say their clause to another student. If it doesn’t match, they have to do the same again until they make a correct sentence. Then they sit down with their new partner. Make sure that they don’t shout out the clause on their slip, show anyone or group together. This limits the amount of speaking they do. Writing and speaking 16 PREDICT Students work in pairs to make predictions and complete Steve’s story. They read out their endings and vote on the best one. They then compare with the original on page 73. Is the ending the same / similar? If it’s not, which ending do they prefer? 17 ROLE-PLAY Give students time to write the role-play with a partner and offer useful language to help them. Elicit the kinds of question the therapist might ask for each of the three phases: 1 What’s the problem? (Draw students’ attention to the more indirect / polite form in the example and the recording: What seems to be the problem?) 2 Can you tell me a bit more about that? When / Where does it happen? How long have you had this problem? How is it a problem? 3 If you do X, I think it will help. Possible language for the client’s problem: Every time I see / hear X, I do Y. If I X, Y happens. Students then do the role-play together using the prompts. Walk around, monitor and correct as needed. MA Let weaker students look back at the transcript to help them. Extra idea: Think of 15 words you want to review from earlier in the unit. Write them on the board. Tell students to choose any five of them and write them down. Read the 15 words out in any order. When students hear one of the words they’ve written down, they cross it out. The first person to cross out all of their words shouts ‘Bingo!’. Lesson 2 Face to face with a bear! pp46–47 Aims The focus of this lesson is unless + the first conditional. Students also read about the human stress response mechanism and our fight-or-flight reaction in dangerous situations. In the Speaking section at the end of the lesson, students come up with a list of physical activities that relieve stress. You first! Students look at the photo and work in pairs to think about the best way to escape, then share their ideas and choose the best options. Note that although students are actually using the second conditional here to speculate, the focus is on the ideas, not the grammar, so don’t labour the point. Just present I’d + verb as the structure they should use. MA You could give weaker students these options to choose from: run, shout, climb a tree, walk away slowly, fight it, play dead, go upwind from it, go downwind from it, punch it on the nose, talk to it gently. Answers run: Bears can run fast and can easily catch you. Bad choice! shout: This will frighten the bear and make it even more aggressive. Bad choice! Unit 5 103 climb a tree: You probably haven’t climbed a tree since you were ten years old. Anyway, bears can climb trees too. Bad choice! walk away slowly and don’t make any sudden movements: Bears are less likely to attack if they don’t feel threatened. Lowering your gaze and wandering nonchalantly away may make the bear realise you are not a threat and leave you alone. Good choice! fight it: The bear always wins. Bad choice! play dead and don’t move: Bears have bad eyesight, so if you don’t move, they are less likely to see you. Good choice! go downwind from the bear: Bears don’t have good eyesight and rely on their sense of smell. If you’re downwind, they won’t be able to smell you. Good choice! go upwind from the bear: No! The bear will be able to smell you and find you. Bad choice! punch it on the nose: You shouldn’t hit the bear. Fighting back will only result in more serious injuries. talk to it gently: Bears probably don’t understand English, so it won’t help. Bad choice! Reading 1 2 4 Students read the article and check if their predictions in 2 and 3 were correct. Set a time limit so they read quickly for gist and don’t worry too much about unknown vocabulary. Encourage them to correct any false answers. Answers 1 False (We have always had the stress response mechanism.) 2 False (The response is quick and automatic.) 3 True 4 False (More blood flows to our brain and muscles.) 5 False (It’s better for physical situations.) 6 False (It can cause major illnesses too.) Extra idea: Write the phrase fight or flight on the board and ask students to explain what it means (= the two natural responses to a threatening situation: stay and fight or run away). Explain that flight here is not linked to planes or birds, it’s the noun related to the verb flee (= run away). Students circle or underline the words connected to the body. Check answers in feedback. Ask students which words are very similar in their own language and which are very different. EXPLORE ONLINE This can be done as homework or in class. Students look up information about the link between stress and illness using their smartphones or tablets and report back to the class. Answers blood vessel, brain, heart, hormone, illness, immune system, infection, muscle, skin, stomach 5 Students read the article again and work in pairs to find the words and phrases. Check answers in feedback and help with any other unknown vocabulary. PREDICT Students read the definition and guess the words from 1 that are connected to it. Check their ideas quickly (the answers given below are those that students are most likely to guess, not those that are actually featured in the article). Suggested answers blood vessel, brain, danger, heart, hormone, muscles, skin, survival 104 3 Students read through the statements with a partner and decide whether they’re true or false. Don’t check their answers at this stage or ask them to correct the false ones; this will be done in 4. Unit 5 Answers 1 enabled 2 kicked in 3 automatically 4 affect 5 heal 6 use up 7 get rid of 8 damage Answers Stress hormones will stay in our body unless we do something physical. 1 b 2 a present tense b will + verb (base form) 3 negative Tip: Although some teachers don’t encourage the use of dictionaries, they are useful, especially in mixed-ability classes. It’s obviously great if students can figure out meaning from context and read quickly, but not everyone can do it! Weaker students are often shy about asking questions, and just having the ability to check words occasionally makes them feel more relaxed. Taking their dictionaries away could cause them to feel more nervous and stressed, which is the last thing you want. Extra idea: To help weaker students in mixed-ability classes, write first conditional sentences with if and unless on the board so they can compare them in a clear, more visual way. Cross out don’t in clauses beginning with unless: If we don’t take action, stress hormones will stay in our body. Unless we don’t take action, stress hormones will stay in our body. 6 Students guess the meaning of the orange words and phrases in context. They should look at the co-text (the rest of the sentence around the highlighted words) to help them. 7 Answers hunter-gatherer: person that lives by hunting and gathering fruit, etc, rather than farming swelling: when part of the body becomes bigger when injured or ill factor: a fact or reason why something happens minor: small, having little importance major: more important or serious Ask questions to check students understand function and form: • Is it possible that stress hormones will remain in our body? (yes) • Why do we say sentences like this? (to warn people or give advice) • Which words are different? (if and unless) • When do we use the negative ‘don’t?’ (in if clauses) • Do we use the negative ‘don’t’ in clauses with ‘unless?’ (no) Students work in pairs to complete the diagram and write notes about the stress response mechanism in preparation for their talk / paragraph. You could also review clause inversion: Stress hormones will stay in our body if we don’t take action. Stress hormones will stay in our body unless we don’t take action. • Can we change the order of the clauses? (yes) • When the result clause comes first in the sentence, is there a comma? (no) MA Weaker students can look back at the article to help them at any stage in the process. Answers 1 brain 2 system 3 cortisol 4 heart 5 blood vessels 6 organs 7 beats faster 8 goes up 9 skin and stomach 10 brain and muscles 11 breathe 12 (physical) energy GRAMMAR unless + first conditional 8 Students complete the sentences and discuss the grammar rules in pairs. Check answers in feedback. 9 SEARCH AND THINK Students will need to look at the transcript for this exercise. Alternatively, play the recording again, pausing after each if statement, so students can listen and adapt the sentences. Look at the example together and point out how the verb (keep) has been changed to stop to preserve the meaning. Check answers in feedback and correct any mistakes you hear. MA Stronger students could also rewrite Steve’s if sentences (shown in brackets in the Answers). Unit 5 105 Answers (Unless you do it now, it won’t arrive tomorrow!) (Unless you do it now, it’ll arrive late.) Unless you stop answering your phone, we won’t make any progress. I’m afraid that unless you stop, you’ll have serious health problems. (Unless I stop, I’ll have a heart attack?) Unless you slow down, you won’t get to 60! Unless you slow down, you probably won’t get to 50! You won’t feel much better unless you learn to relax a bit! Extra idea: Make a card game with if / unless clauses written on them. Mix them up and turn them over so students have no idea what they are choosing. Put them in pairs or groups of three. They take turns picking up a card, reading it and reacting immediately by thinking of a consequence. The jobs pictured are: 1 firefighter 2 doctor 3 teacher 4 miner 5 businessman / businesswoman / manager 6 journalist 7 librarian 8 nursery teacher / nurse 9 hairdresser 10 pilot 11 police officer 12 vet Extra idea: Do an online image search and find about 20 photos of different jobs. Tell students you’re going to show them images and give them about five seconds to look at each photo. Put students in pairs and give them one minute to write as many down as they can remember. The pair that gets the most wins the game. Vocabulary Words connected with work (1) 1 Check that students know the word rating. They discuss the questions and rate the jobs from least to most stressful. Ask students which words are very similar in their own language and which are very different. Speaking Listening 1 10 Students make lists and then compare with other groups. Alternatively, they could walk around the room and tell each other the things they do to help them deal with stress. Try a few of the suggestions in the classroom if possible! 2 Lesson 3 Nine to five pp48–49 Aims The focus of this lesson is words connected with work; students discuss the most enjoyable and stressful jobs in the Writing and speaking section. They also find out about the advantages and disadvantages of being a pilot and listen to the song Nine to Five by Dolly Parton. You first! Students look at the photos and discuss the questions. Ensure they know the vocabulary to describe the jobs shown, and their own job if necessary. If they haven’t got much work experience to date, change the activity and ask them which jobs they would most like to do in the future, giving reasons for their ideas. 106 Unit 5 2.4 Students listen to the conversation and check if their predictions from 1 were correct. Play and pause the recording as necessary. Answers Miner 8.3, librarian 2.0, police officer 7.7, airline pilot 7.5, journalist 7.5, doctor 6.8, firefighter 6.3, teacher 6.2, senior manager 5.8, nursery nurse 3.3, hairdresser 4.3, vet 4.5, soldier 4.7 Transcript woman Hi there. man Hi. What are you doing? woman I’ve got this project to do for Monday about stressful occupations. I’m just looking at some research they did at UMIST in 1987. man Interesting? woman Yes, very. What would you guess the most stressful job was in 1987? man Um, dentist? Heart surgeon? woman Nah! Miner. They gave it a rating of 8.3. man woman man woman man woman man woman man woman Miner? Really? Mind you, I can imagine being a miner must be a really difficult job. Did they rate the least stressful job, too? Yes, being a librarian. Stress rating 2! That’s low. Let’s have a look – police officer’s high, isn’t it? 7.7. And airline pilot and journalist both have a rating of 7.5! Yes. Then doctor 6.8, firefighter 6.3, teacher 6.2 and senior manager 5.8. Really? I would expect being a firefighter to be a lot more stressful than being a journalist. What about the least stressful jobs? What’s down here? Um, being a nursery nurse is OK – 3.3. And hairdresser at 4.3 is just a bit less stressful than vet – 4.5. Oh, that’s a surprise – soldier 4.7! I would expect it to be a lot higher than that. Yes, but remember this was 1987. Things are a bit different nowadays. True. Well, I’m just going out for a run. I’ll see you in a while. Fine. See you. Have a good run! Extra ideas: Write the following jobs on the board for students to guess what ratings they were given in the same survey: builder (7.5), dentist (7.3), actor (7.0), ambulance driver (6.3), musician (6.3), social worker (6.0), salesman (5.7), hotelier (5.3), accountant (4.8), farmer (4.8), travel agent (4.8), secretary (4.7), civil servant (4.4), estate agent (4.3), solicitor (4.3), architect (4.0), scientist (3.4). Students complete the sentences in the Grammar spot with the correct information. Tip: Tell students that it’s important to keep listening even if they think they know the answer. They’ll often hear something, assume it’s the answer and then switch off. This is a mistake, because the thing that they hear first, especially in exams, is usually there to distract them. The information in the recording is deliberately not given consistently from most to least stressful, so they have to listen to the end of the conversation in order to get the correct answers. 3 Students discuss the questions in pairs. Get feedback and check their ideas and opinions. Answer 2 Dentist, heart surgeon and soldier are mentioned in the recording, but not pictured. Listening 2 4 2.5 GUESS Give students time to read the questions and ask them to predict any changes to the ratings. Play and pause the recording as necessary. Transcript man You still there? What are you doing now? woman Now I’m looking at a more recent survey – 2014, in fact. man Oh. And are the ratings still the same? woman Well, this one doesn’t actually have ratings, but a lot of the most stressful jobs in 1987 are still high on the list: firefighters, airline pilots, senior managers, journalists, police officers – all of those jobs are still up at the top. man What about the least stressful jobs? woman Lots of those have stayed the same, too. man So being a librarian or a hairdresser is still a good choice if you want to avoid stress? woman Absolutely. But there have been some major changes, too. Miners – which were top of the list in 1987 – were completely absent from the list of the ten most stressful jobs in 2014. man So what was top of the list this time? woman Military personnel! Soldiers! 5 Students talk about the questions and offer their ideas. This activity also provides a nice, quick review of comparative and superlative adjectives. Answers 1 Most of the most stressful jobs (firefighters, airline pilots, senior managers, journalists, police officers) are the same, as are most of the least stressful jobs (librarian and hairdresser). Unit 5 107 But miners have disappeared from the list completely, and soldiers are now at the top. 2 Mines have been closing in many countries in recent years and so there are many fewer miners than there used to be. On the other hand, wars – involving international forces – have been increasing around the world, making a soldier’s job more stressful. Song link This could be done at home or in the classroom using smartphones and tablets. Students find the song online and answer the questions. Answers 1 The song was written and sung by Dolly Parton for the 1980 film of the same name. 2 They are her bosses. 3 A typewriter Extra idea: Create a gap-fill exercise with the song lyrics. Play it (on audio or video) in class for students to listen and fill in the gaps. Play it again for them to compare answers with a partner. Culture note Dolly Parton (born 19 January, 1946) is an American singer-songwriter best known for her country music. She wrote the song Nine to Five for the 1980 film of the same name, starring Jane Fonda, Lily Tomlin and Parton herself, and it became something of an anthem for office workers. It gained an Academy Award nomination and four Grammy nominations, and reached the number-one spot in the American charts. It is one of the few songs to feature the noise of a typewriter; Parton relates that she used her false nails to work out the rhythm of the typewriter when writing the song. 108 Unit 5 Extra idea: Students find other songs about working. Do they generally give a negative or a positive view of working life? MA Point weaker students in the direction of Lee Dorsey’s 1966 hit Working in a Coalmine. Listening 3 6 Write the word shift on the board and elicit what it means (a period of time during the day or night when people work). Give an example (eg doctor, nurse) and ask students to think of jobs that typically involve shift work. 7 2.6 GUESS Students listen carefully for key words and clues. Play and pause the recording for students to guess the job. Answers She is an air traffic controller. Likely key words: JFK, guiding planes ... onto and off the runways, eight-hour shifts. Transcript Well, it’s a wonderful job and the people I work with are great, but it’s an enormous responsibility. Being responsible for the safety of so many people can be extremely stressful. But the pay is good because of that – it’s a very well-paid job. It’s absolutely exhausting, though. We work eight-hour shifts here in the States, which can be morning or evening or night shifts – night shifts are the hardest. You often feel exhausted the next day if you work overnight. And we sometimes only get about eight hours rest between shifts. Eight hours is just not long enough – unless you live nearby, you don’t get much rest. And most of us live a long way away. By the time you get out of JFK, get home, get something to eat and spend some time with your family, there isn’t much time for sleep! I often get less than four hours’ sleep and it’s hard to concentrate when you’re so tired. And in my work, you have to concentrate every single minute. If you don’t concentrate, you’re putting a lot of lives at risk. When you’re guiding planes full of passengers and crew onto and off the runways and around an airport, you need to be very awake! Some people have fallen asleep on the job on the night shift. It’s very rare, but they’ll fire you if they catch you asleep. Though it’s actually not dangerous unless you’re working alone, and most of the time we aren’t. 8 Play and pause the recording again for students to write the answers. They then check in pairs. Go through some of the vocabulary afterwards (eg rare, fire) for students to guess the meanings. Answers 1 Because you are responsible for the safety of lots of people. 2 They are eight-hour shifts. 3 The breaks between shifts are about eight hours. 4 Go home, get something to eat and spend some time with their family; there isn’t much time for sleep. 5 You put a lot of lives at risk. 6 They’ll fire you. 9 Students write a list. Then play the recording again so they can check how many things they remembered correctly. Answers The enormous responsibility, the fact that it’s exhausting, the different shifts (especially the night shifts), the short time to rest between shifts, travelling to and from JFK, the lack of sleep, having to concentrate every minute. Vocabulary Words connected with work (2) 10 Students match the words. Tell them there may sometimes be more than one possibility. Answers difficult: boss, colleagues, environment, working hours long: working hours low: salary negative: feedback, boss, colleagues noisy: environment, colleagues tight: deadlines uncomfortable: uniform unfriendly: boss, colleagues, environment These are all factors that can cause stress in a job. 11 Students work in pairs and think of possible opposites. They can use their dictionaries or smartphones to look up words if necessary. Suggested answers difficult: understanding, supportive, congenial, friendly long: short, reasonable low: high, good, OK negative: positive noisy: quiet tight: flexible, generous uncomfortable: comfortable unfriendly: nice, friendly Extra idea: You could also add other useful language such as: a lack of: appreciation, support, challenges, training, career prospects, not enough / too much: competition, travel, danger, noise, variety, overtime, responsibility 12 YOUR STORY Students talk about the questions in pairs. Encourage them to use the vocabulary in 10 and 11. They report back, then vote for the best ideas on making work / studies more enjoyable and less stressful. Take a break Students do some research on ways that a working or studying environment could be made less stressful. Ask them if they’ve heard of feng shui, the Chinese system of establishing harmony with the environment, which includes lots of theories about ways to make a space calmer. Writing and speaking 13 VIDEO OPTION Students record a short video using their smartphones. If they’re in work, they can focus on that; if they’re students, they can choose a hobby or pastime, or choose a job they’d like to do. If they’re a bit shy and reluctant to upload their videos, that’s fine. Just encourage them share them in small groups. 14 Students watch each other’s videos and decide who has the most / least stressful job. Ask extra questions (eg Which jobs did you find interesting? Which jobs would you like to do? Why?). Unit 5 109 Everyday English p50 Giving advice and making suggestions 1 GUESS Students look at the photo and make predictions. What can they see? (vocabulary notes) What language is it? (Spanish) Write a few sentence starters on the board (He might be ... , He could be ...) to prompt ideas and to practise modal verbs. 2 2.7 6 Students watch the video and check if their predictions were correct. Answers Charlie is worried about his Spanish exam at school. Transcript dana Hey, Charlie. charlie Oh, hi Dana. dana What’s the matter with you? You look awful! charlie Gee, thanks. dana No, really. You look as though you haven’t slept in weeks! charlie I know. I can’t sleep! I’m so stressed out. I’ve got my Spanish oral exam tomorrow. dana Oh, that’s right. I forgot about that. But, don’t worry, you’ll be fine. Your Spanish is terrific! charlie You think so? You really think so? dana Absolutely. charlie How do you know? You don’t speak Spanish! dana Yeah, but your friend from Argentina said your Spanish was really good. charlie But I’m so terrified that I won’t be able to open my mouth. dana Well, if you relax, it’ll help. charlie Oh? dana OK, sit back and I’ll help you, all right? You know I have practice with this. I work in a health club every weekend! charlie Right, good point. dana Are you comfortable? charlie Uh-huh. dana Now. Just try breathing slowly and deeply for a moment. Slowly and deeply. That’s right. You got it. I suggest you breathe in through your nose and out through your mouth. 110 Unit 5 Can you do that? That’s right. Now, just shut your eyes for a moment and see if you can imagine the exam tomorrow. Imagine you’re in the room. You’re sitting at the table and the examiner is on the other side. The examiner is smiling. And you’re talking and talking. And now you’re both laughing. Your Spanish is perfect. You’re talking like a native speaker! Charlie? Charlie? Oh. 3 Students work in pairs and tick the advice. Play the recording again so they can check their answers together. Draw attention to verb forms (I suggest you breathe in ... Try breathing slowly and deeply ...). Do some repetition drilling to practise pronunciation and help students remember the phrases. Answers If you ..., it’ll help. Try ...ing. I suggest you ... Just ... See if you can ... 4 Students work in pairs to give suggestions and advice using the phrases from 3. Walk around, help and correct as needed. 2.8 Students often don’t hear the 5 P contraction of will (it’s called a ‘dark l’ and is difficult to notice), so it’s helpful to repeat the full form and contraction. You could also point out the weak form of you. If you relax, it’ll help. /ɪf jə rɪˈlæks ɪtl ˈhelp/ 2.9 Play the recording for students to 6 P repeat together. Some students might find the sound difficult, so you may have to show them the tongue position (it’s an alveolar sound, so get them to gently touch the ridge just above the top teeth). 7 Students work in pairs to think of contexts for the sentences (eg I bought Emma a T-shirt for her birthday – she’ll love it.). Invite a few pairs to read their sentences to the class. 8 Do the first one with the class as an example. Get feedback and ask students which suggestions they like best. Which ones do they already do? Which ones will they try? Note that there are some ‘red herrings’ which may mislead students (eg Do will also collocate with yoga or tai chi, but students should work out that this can’t be the correct match by a process of elimination.). Answers 1i 2d 3f 8a 9h 4e 5g 6c 7b 9 Students combine the suggestions with the phrase. Remind them to say the short form of will. 10 Students create a stress-busting plan using the suggestions given and their own ideas. They then walk around the room and share their ideas with each other. Extra idea: Students write ten recently learnt words down and test each other. One student gives a definition, their partner guesses the word. Jobs review 3 Give students a couple of minutes to complete the jobs before they compare their answers in pairs. Encourage them to add to the list if they can (eg painter, sculptor, designer, editor, plumber, engineer, doctor, teacher, farm worker, factory worker, cleaner, dancer, driver, explorer, firefighter, hairdresser, lawyer, lecturer, reporter, singer, tennis / football player, author, sailor, professor, lecturer). Answers 1 actor 2 banker 3 conductor 4 director 5 instructor 6 manager 7 miner 8 soldier 9 writer 2.25 Students work in pairs and mark 4 P the stressed syllables. Play the recording for them to check and elicit which job has a different stress pattern. Play the recording again for them to practise. Answers 1 actor 2 banker 3 conductor 4 director 5 instructor 6 manager 7 miner 8 soldier 9 writer They all have the main stress on the syllable before -or / -er except for manager. Vocabulary plus p66 Parts of the body review 1 Ensure that students understand internal organs (= parts of the body under the skin that perform particular jobs). They then work in pairs to circle the words that refer to internal organs. Answers brain, heart, lung, stomach Although the skin is the largest organ in the human body, it’s not an internal organ. 2 Divide the class into two or three teams and give them a time limit (eg five minutes) to think of as many parts of the body as they can to add to the list in 1. You can decide whether to limit this to internal organs or to accept any part of the body. Have team A call out a word from their list. If none of the other teams has it on their list, team A wins a point. Continue with the other teams until all the items have been read out. The team with the most points wins. 5 Students work in pairs to make as many job titles as they can. Feed back as a class to see which pair got the most. Ask students which words are very similar in their own language and which are very different. Answers company: director, manager, receptionist heart: surgeon hotel: manager, receptionist, worker lorry: driver office: assistant, manager, receptionist, worker Pilates: instructor prison: officer sales: assistant, director, manager Extra idea: Ask students which of these jobs they would love and which they would hate. They explain their reasons. Unit 5 111 Wordbuilder Affixes 6 Remind students that a suffix is a group of letters added to the end of a word to change its meaning. Ask them which three-letter suffix can be added to all the nouns except one. Answer -ful The odd one out is health (the adjective from that is healthy). Tip: Students may be tempted to add an extra l to the -ful suffix, so remind them that only the adverb suffix -fully has two ls. 7 Students work in pairs to think of things that can be described as careful, colourful, harmful, helpful, painful, peaceful, stressful, successful, thoughtful and wonderful. Have pairs call out their ideas and write the best ones on the board. 8 Remind students that a prefix goes at the beginning of a word and give them a couple of minutes to think of a prefix or suffix that creates the opposite meaning. MA You may want to point out to stronger students that sometimes different affixes can be used for different meanings. For example, helpless and unhelpful both exist, but mean different things. Answer -less It doesn’t work for health, peace, stress, success or wonder. The opposites of their adjectives are: unhealthy, noisy / loud, unstressful, unsuccessful, awful / terrible. Wordbuilder over9 Give students a couple of minutes to do the matching in pairs, then check as a class and elicit the meaning of over- (= more than, too much). Answers 1 overtake 2 overtime 3 oversleep 4 overweight 5 overcharge 6 overcrowded 7 overdone 8 overjoyed 112 Unit 5 10 Students quickly read the short paragraph and complete it with over- words. Ask if they know any other words that begin with over(eg overrated, overconfident). Answers 1 overcrowded 2 overdone 3 overcharged 4 overjoyed Extra idea: Students write sentences using the other over- words from 9. Focus on: get a Students work in pairs to circle the words that collocate with get, then answer the questions as a class. Answers All the words can collocate with get. 1 get angry: become angry get cold: become cold get a cold: catch a viral illness that makes you sneeze and cough get dark: become dark get dressed: put your clothes on get an email: receive an email get a feeling: have the impression get a headache: have a pain in your head get home: arrive at your house get an idea: have an idea get ill: become unwell get permission: be allowed to do something get a present: receive a gift get good results: do well in an exam or a test get scared: become afraid get started: begin something get stuck: become trapped in something or somewhere get tickets: buy tickets get tired: become tired get upset: become upset get well: recover from an illness / accident 2 No, it doesn’t. 3 Suggested answers: get married, get divorced, get lost, get better, get up, get out, get around, get together, get a life, get there, get an award, get a job, get a bargain, get a haircut, get something to eat, get ready ... b Students match the phrasal verbs with their meanings. Answers 1b 2g 3f c 4e 5c 6a 7d Students complete the sentences. Ensure they use the correct form of get. Answers 1 got back; get out of 2 getting on with 3 got rid of; get to; get off Extra idea: Students match these expressions from page 44 (1–3) with the correct meaning (a–c), then use them to complete the sentences below: 1 I gave up. a) I couldn’t think at all. 2 My mind went blank. b) I couldn’t do it any more. 3 I froze. c) I couldn’t move. 1 When I turned over my exam paper and looked at the questions, __________ . 2 When I saw the snake on the path in front of me, __________ . 3 I felt so tired, I couldn’t make it to the top. __________ . Answers 1b 2a 3c 1 my mind went blank 3 I gave up 2 I froze Unit 5 113 6 Consequences UNIT FOCUS GRAMMAR: phrases for certainty and possibility; second conditional; past obligation and permission VOCABULARY: animals and categories; the natural world; superfoods; medicine and health FUNCTION: describing things Introduction p51 Answers 1 They’re birds. They can’t fly, but they’re still birds. 2 Only in the southern hemisphere, mainly in Antarctica 3 They can control the rate of blood flow, and they have special blood vessels. 4 No, whales do. 5 A liger – a cross between a male lion and a female tiger (The opposite is a tigon – a cross between a male tiger and a female lion – but neither exists in the wild.) 6 For up to two hours. 7 To express emotions – faces would be much less expressive without them! (They also prevent sweat dripping down into their eyes, although this isn’t mentioned in the recording.) 8 They help us to hold and handle objects – it would be difficult otherwise. 9 Because the cells which give hair its colour gradually die as we get older. 10 Nobody seems to know the answer to this yet. You could ask students to search online to see if they can find out the answer. Aims The focus of this lesson is to introduce the concept of certainty and possibility via a general knowledge quiz. It also introduces some new animal vocabulary and the general topic of the unit, which is about answering intriguing questions, mainly about what the consequences would be if something happened. Warm-up Play a quick team game to review animal vocabulary. Divide the class into two teams (A and B) and ask each team to write a list of as many animals (including birds and insects) as they can think of in two minutes. When they’ve finished, ask team A to say an animal; if team B doesn’t have it on its list, team A wins a point. Repeat for team B, and continue alternating between teams until both teams’ lists are exhausted. The team with the most points wins. 1 Tell students they’re going to do a general knowledge quiz. First, they complete the questions with the correct auxiliary verb. Check their answers; they then discuss the questions in groups of three or four. Tell them that the questions get progressively harder! Monitor their discussions, checking that they’re using the phrases for expressing (un)certainty correctly. MA With weaker students, do the first gap-fill (or even all ten) together to revise auxiliaries in questions. Answers 1 Are 2 do 6 can 7 do 3 don’t 4 Do 5 is 8 do 9 does 10 does 2 Compare answers as a class. Are there any questions which everyone is sure about? Any questions for which no one knows the answer? Which things were the most interesting and most surprising? 114 Unit 6 3 2.10 Play the recording for students to match the conversations and questions. Answers A2 B5 C8 H 6 I 3 J 10 D1 E9 F7 G4 Transcript A man Oh, I know that one: they only live in the southern hemisphere, mainly in Antarctica. B man Isn’t a tiger the biggest cat? woman No, it’s definitely a liger, with an ‘l’ – a cross between a male lion and a female tiger. man woman Really? I’ve never heard of that. Well, it doesn’t exist in the wild. And the opposite is a tigon – a cross between a male tiger and a female lion. Answers a) frog b) parrot c) salmon, shark d) bee, butterfly, fly, mosquito, wasp e) badger, bat, bear, dolphin, human, mouse, rat, whale, zebra f) snake g) spider (Spiders are arachnids, which have eight legs; insects have six.) C woman man I think it’s because they help us to hold and handle objects – it would be difficult otherwise. We’d drop things. Really? I didn’t know that! D man woman They must be birds. Yes, I agree. They can’t fly, but they’re still birds because they have feathers and a beak and they lay eggs. Extra idea: Ask students to suggest other ways of categorising the animals. Ask them to share with a partner and explain. E woman man woman Answers Other possible categories: can fly / can’t fly; dangerous / not dangerous; things we eat / don’t eat; colourful / black, grey or brown; can / can’t swim; in / not in your country Note: These categories are not black and white, and students should feel free to discuss them. A bee, for example, could be dangerous if someone is allergic to bee stings. I have no idea why we go grey. Do you know? I think it’s because the colour cells which give hair its colour gradually die as we get older. Oh, right. F woman I think it’s to express emotions – our face would be much less expressive without them! G man No, whales do, but I don’t know why whales need such large brains. All they do is swim and eat! H man woman Possibly for up to two hours. I think I read that somewhere. That’s an awfully long time! I woman man woman man woman No idea about penguin’s feet! I think it might be something to do with having special blood vessels to control the rate of blood flow. How on earth do you know that? I read it somewhere. Ah. J man woman 4 I have no idea what the answer is. I haven’t a clue! You aren’t the only one. Nobody knows! Elicit the difference between amphibians, mammals, reptiles, etc. Students then match the animals to the correct categories. Ask students which words are very similar in their own language and which are very different. 5 EVERYBODY UP! Give students a few minutes to look up interesting facts about the animals online using their phones or tablets. Monitor and help and correct as needed. Look at the example as a class (Why do zebras have stripes?) and see if anyone can guess the answer. (There has never really been a definitive answer to the question ‘Why do zebras have stripes?’, but recent research suggests that the stripes may help protect the zebras against certain kinds of parasitic flies.) Students walk around the room to ask and answer each other’s questions. Remind them to use the phrases of certainty and uncertainty. MA Stronger students could write two or three questions. EXPLORE ONLINE If there’s enough time, students can find out the answers online and tell the class what they’ve discovered. This can include answers to question 10 in the quiz and any answers in 5 that no one could answer. Unit 6 115 Did you know? Reading Write the question Does anything eat wasps? on the board and try to elicit the answer. Encourage students to use the phrases from 1 and ask if they know any other strange book titles (there is an annual competition to find the oddest book title – students could find out more about this online). 1 2 Students read the article quickly and check if their predictions were correct. How many of their words from You first! were mentioned in the article? Answer Yes. (And there’s a clue on the book cover!) Bears, badgers, bats, rats, mice, frogs … lots of animals do. Wasps are an important part of the food chain. Answer No, we probably wouldn’t die, but life would be more difficult. 3 Lesson 1 What would we do without them? pp52–53 The focus of this lesson is vocabulary of the natural world; the Grammar section highlights the second conditional to talk about hypothetical future situations. Students also read about the importance of honey bees to the ecosystem and discuss the consequences of extinction in the natural world. Pre-teach the expression come to mind (= think of suddenly). Students make word associations with the photo, then compare and explain their ideas with a partner. Were they the same or different? 4 Students read the article again and work in pairs to guess the meaning of words from the context. Answers wax: a solid substance containing fat that becomes soft and melts when warm pollinate: something bees do to flowers and plants that makes them produce seeds pesticides: chemicals used to kill insects and wild plants parasites: animals or plants that live on other animals or plants and feed off them habitat: the natural environment where things live fill the gap: take over a job or vacancy Suggested answers honey, wax, dance, black and yellow, wings, sting, hive, summer, flowers, buzz, nature, … Background note The western honey bee is native to Europe, Asia and Africa, but was also introduced to America in the 17th century. The honey bee is of great importance to humans, as it pollinates crops, orchards and fields. It also provides wax and honey, which are used in commercial products. Unfortunately, European honey-bee populations face threats to their survival from insecticides and predators such as hornets, wasps and dragonflies. 116 Unit 6 Students read and answer the questions in pairs. Check answers in feedback. Answers 1 They are dying because of pesticides, parasites, disease and loss of habitat. 2 a) Other kinds of creature would pollinate instead. b) We could pollinate crops ourselves, but it would take a lot of time and money. c) Food would be more expensive. d) Life would be more difficult. Aims You first! PREDICT Students discuss the question in pairs. Check their ideas in feedback. 5 SEARCH AND THINK Students answer the questions together, then check their ideas with the article. For question 2, encourage them to stretch themselves by making it into a game. They get a point for every insect, animal or food that no one else has thought of. Suggested answers 1 a) insects: honey bees, other bees, flies, butterflies, pesticides, parasites, pollinate b) animals: cows, pigs, sheep, chickens, habitat, creatures, humans c) food: honey, fruit, vegetables, grasses, cereals, starve 3 cow: beef, pig: pork, sheep: lamb / mutton, chickens: chicken Extra idea: Write the name of an animal on the board. Students think of another animal whose name begins with the last letter of the previous word (eg dog – giraffe – elephant – tiger). Put them in pairs to play the game. To make it more challenging and fun, give them a time limit of ten seconds to think of the next animal! Grammar Second conditional 6 Students complete the sentences in the table. Remind them they can look back at the article to help them if necessary. They then answer the questions and figure out the grammar rules with a partner. Check answers in feedback. Answers 1 Would 2 didn’t exist 3 disappeared 4 would 5 wouldn’t starve 6 disappeared 1 a) hypothetical situations in the present or future 2 past simple 3 would / could + base form of the verb. 4 Would we die if honey bees didn’t exist? If there weren’t any honey bees, what would we do without them? If they disappeared completely, would we starve? If that ever happened, some other creatures could help fill the gap. If we did it ourselves, it would take a lot of time and it would cost a lot of money. We probably wouldn’t starve if honey bees disappeared. Life would be a lot more difficult [if honey bees disappeared]. Extra idea: Ask extra questions and draw a timeline and scale on the board as shown below to check students’ understanding of the function and form of the second conditional. Look out for typical mistakes. Students often confuse the first and second conditional, so highlight the difference in meaning (first conditional is more likely, second conditional is unlikely). The past tense verb in the if clause also confuses them, so show them that the second conditional is about a hypothetical future and not the past. 1 2 If honey bees disappeared, life would be a lot more difficult. disappeared be difficult past __________________________ future X X now possible, quite likely ____________ X unlikely • • • • • • • • How many parts does the sentence have? (two) When is the sentence about? (the future) Could honey bees disappear? (maybe) What word tells us it is not definite? (if) Is it likely or unlikely in the future? (unlikely) When do we use the second conditional? (to talk about hypothetical, unlikely events in the future) What tense is the verb in the ‘if’ clause? (past simple) What word comes before the verb in the result clause? (would / could) You could also show inversion and ellipsis: Life would be a lot more difficult if honey bees disappeared. • • Can we change the sentence like that? (yes) Is there anything different? (no comma) Life would be a lot more difficult if honey bees disappeared. • • Have honey bees already been mentioned? (yes) Do we still understand the sentence? (yes) Unit 6 117 7 FINISH IT Students write their sentences; alternatively, elicit possible endings from the class. Encourage students to refer back to the article if necessary. Then elicit different ways of saying the second conditional sentences (ie clause inversion, beginning with If we ...). Suggested answers We could help to protect honey bees if we ... stopped using pesticides. protected their natural habitat. stopped them catching diseases. protected them as much as we can. Suggested answers 1 disaster, Ice Age, Iceland, submarines, wobble 2 climate, day, die, energy, humans, photosynthesis, plants, sunlight, survive, temperature, trees 3 cold, dark, lean over, moonlight, night, oceans, orbit, tides, werewolves Speaking and listening 10 Students discuss the questions in small groups. Model the activity to encourage them to use the words from 8 and the second conditional. MA Stronger students could discuss both questions. Did you know? Another interesting honey-bee fact is that they can find their way to a particular area of flowers many times, even if they are a long way away. They can also communicate the location of the flowers to other bees by doing a form of dance. Take a break Demonstrate how to ‘buzz’ a song – it’s similar to humming, but uses the word buzz! Some students may feel self-conscious doing this, so allow them to work in groups of four if necessary, with each pair choosing a song to ‘buzz’ to the other pair. Vocabulary The natural world 8 Check students know the words in box. You could either pre-teach them or tell them to look them up in their dictionaries. Ask students which words are very similar in their own language and which are very different. Extra idea: Make cards with the words on. Put students into pairs or groups of three and give them a set of word cards. One student takes a card and describes the word on it. The rest of the group has to guess what the word is. Set a time limit of three minutes, telling them that this is to encourage them to go quickly and race against the clock. The team that gets the most correct answers wins. 9 Students answer the questions in pairs and put the words from 8 into the correct category. They should explain the reasons for their ideas. 118 Unit 6 Tip: It’s helpful to model activities. Even if your instructions are super clear, students sometimes lose concentration, don’t listen carefully enough and are not sure what to do. Giving an example and modelling the activity provides a clear, visual clue of the task and also reminds students of language they can use. 11 Tell students they’re going to listen to an interview about the sun and the moon. They listen and check if their predictions from 10 were correct. The recording is quite long, so you may want to play the section about the moon, then pause it and play the information about the sun afterwards. Check as a class if there were any ideas that students thought of which weren’t mentioned in the radio interview (eg Some people have suggested that because we wouldn’t produce vitamin D, which helps absorb calcium, we’d all develop bone diseases – but we wouldn’t live long enough for that to be a problem!). 2.11 Answers a) It would be darker without moonlight, tides would be much smaller, the Earth would wobble and lean over more, resulting in shorter days and a more extreme climate. There would be no more werewolves, either. b) It would be a disaster. The Earth’s temperature would drop to –73˚C within a year, part of all the oceans would freeze, all plants (apart from some large trees) would die, as they wouldn’t be able to photosynthesise, and the animals that eat those plants (including humans) would also die. Humans could possibly live under the oceans in submarines or in countries such as Iceland which have geothermal energy. interviewer professor interviewer professor Transcript interviewer professor interviewer professor interviewer professor Good evening and welcome to Sci-time, the radio programme where we play with ideas and try to answer all your What if … questions. Last week, we talked about bees. What if there were no more bees? And this week, we’re going to talk about the moon and the sun. What if there was no moon? What if there was no sun? With me to discuss those questions in the studio tonight is Professor Ruth Patterson from Imperial College, London. Very nice to have you here, Professor Patterson, thank you so much for coming. It’s a pleasure. Now then, we’ve had lots of emails this week asking about the moon and the sun. First of all, what would happen to the world if there was no moon? Would things be very different? Would it be a disaster? Well, without moonlight, nights would obviously be darker, but that wouldn’t be too much of a problem. But there wouldn’t be any tides, would there? Because tides depend on the moon, don’t they? The sea would stop coming in and going out – the level would stay the same. Actually, there would still be tides, because the sun also pulls the oceans, but it’s true they would be much, much smaller. interviewer professor interviewer professor interviewer professor interviewer So life wouldn’t be very different without a moon? Not radically different, no. Probably the biggest effect would be that the Earth would wobble and lean over more as it spins. And, as a result, we would have shorter days and our climate would be more extreme. And I suppose there wouldn’t be any werewolves? They only come out at night when there’s a full moon, don’t they? No. Definitely no werewolves! There wouldn’t be any romantic songs about the moon either! What about the sun? What would happen to the world if there was no sun? Now that would be a disaster! The Earth would get extremely cold. Within a week, the temperature would fall below 0° Fahrenheit (that’s minus 17 degrees Celsius), and within a year it would go down to minus 100° Fahrenheit (that’s minus 73 degrees Celsius!) and the top part of all the oceans would freeze, too. Would anything survive? No, not for long. Some large trees could survive for several decades, but most other plants would die because they need the sun’s energy for photosynthesis. And that means, of course, that the animals that eat those plants would also die, and the animals that eat those animals and so on. Including humans. Isn’t there anywhere humans could go? Well, we could live in submarines at the bottom of the ocean, where the water would be warmer, or we could camp out in Iceland, which has lots of geothermal energy! But I don’t think either option would be much fun! No, I agree living on a submarine forever would be absolutely awful. It would be a nightmare. But camping out in Iceland? That could be interesting! Unit 6 119 professor interviewer professor interviewer professor But there’s another problem. The sun doesn’t just heat the Earth. It also keeps it in orbit. So if it suddenly disappeared, we would fly off into space! Really? That sounds terrible! Yes, it does. But don’t worry. It isn’t going to happen. We’re just speculating. Well, that’s a relief. Professor Patterson, thank you very much. Thank you. 12 Students listen again and answer the questions with a partner. Check answers in feedback. Answers 1 The loss of the sun would be the greater disaster because the Earth would freeze and almost everyone and everything would die. 2 Because they’re just speculating, it’s very unlikely to happen. 13 Students answer the questions using the second conditional. Do the first one with the class as an example (If there was no moon, the Earth would be darker). Monitor, help and correct as needed. Answers 1 If there was no moon, the Earth would be darker. If there was no moon, the tides would be smaller. If there was no moon, the days would be shorter. If there was no moon, the climate would be more extreme. 2 There wouldn’t be any stories about werewolves or romantic songs about the moon. 3 If there was no sun, temperatures would fall. If there was no sun, the oceans would freeze. If there was no sun, some trees would survive for a while. If there was no sun, plants and animals would die. If there was no sun, we would fly off into space. 120 Unit 6 Writing and speaking 14 Write What if ... didn’t exist? on the board and tell students to choose a topic to write about. Give them about five or ten minutes to find out information and make notes using their smartphones or tablets. Walk around and offer help and useful language if necessary. 15 MINI-TALK Students use their notes from 14 and prepare a short talk about their topic. Put them in pairs and encourage them to read and correct each other’s work. Then put them in small groups to give their talks. Walk around, making notes of good sentences and any small mistakes you hear. Get feedback and highlight good uses of English. Extra idea: To introduce the topic, show a movie trailer of An Inconvenient Truth (https://www.youtube.com/ watch?v=Bu6SE5TyrCM). Elicit students’ reactions to the clip and global warming, then encourage them to find out more about endangered species, deforestation, global warming and pollution. Tell them to choose a topic and make a short presentation. Provide links to websites like https://www.worldwildlife.org and http://www.foei.org. Lesson 2 Hamburgers and pies! pp54–55 Aims The focus of this lesson is to read about the film Super Size Me, which focused on junk food and health problems in the USA. The Grammar section introduces modal verbs to describe past obligation and permission, and students talk about McDonald’s and eating at restaurants and listen to a famous song about American culture. Reading and writing 1 To introduce the topic, write hamburger on the board and tell students to look at the photo. They make a vocabulary network or word fountain, writing all the words that come to mind. Students might have different opinions, so encourage positive and negative ideas before they read the article. They then compare with a partner and see what words they both included. Extra idea: Ask personalised questions and encourage conversation. Dictate the questions and put students in pairs to discuss: Do you like McDonald’s [or another fastfood restaurant]? Why? / Why not? How often do you eat there? What things do you usually eat and drink? Could you eat that sort of thing every day? What do you think would happen if you did? Would you be ‘lovin’ it’?!* * This is a reference to McDonald’s strapline in their advertisements (I’m lovin’ it). Omit this question if students are unlikely to know this. 2 PREDICT Students read the title of the article and the purple introductory text and predict what happened and why Morgan became so heavy. MA Telling weaker students that they’re going to read about a film called Super Size Me may give them an extra clue. Extra ideas: Ask students to predict five things they expect to see in the article. You could also show them the Super Size Me movie trailer at: https://www.youtube.com/ watch?v=I1Lkyb6SU5U. Ask students what they think about accelerated weight gain like this, and what the causes might be. However, you need to be very careful with this subject, as it can easily get too personal if any students have weight issues, or have had them in the past. Make sure you keep any discussion very general unless students themselves volunteer the information. Background note Super Size Me is a 2004 American documentary film directed by and starring Morgan Spurlock, an American independent filmmaker. Spurlock’s film follows a 30-day period from 1 February to 2 March, 2003, during which he ate only McDonald’s food. The film documents this lifestyle’s dramatic effect on Spurlock’s physical and psychological well-being, and explores the fast-food industry’s corporate influence, including how it encourages poor nutrition and finds its way into the hearts of young children for its own profit. Super Size Me is a movie that sheds a new light on what has become one of America’s biggest health problems: obesity. At the end of the experiment, Spurlock had gained 11kg in weight and had done irreparable damage to his liver. Morgan Spurlock won the Best Director award at the 2004 Sundance Film Festival, and the film was also nominated for an Academy Award for Best Documentary. 3 Set a time limit so students read quickly for gist in order to check how many of their predictions were correct. Get their reactions to the article in feedback. 4 THINK Students discuss the questions in pairs. Check answers together in feedback. Answers 1 The title is ambiguous. Junk could mean ‘junk food’ or it could mean ‘rubbish’, ‘nonsense’, ‘stupid ideas’, etc. 2 a) It may have influenced McDonald’s decision to withdraw super-size meals and start offering salads. b) He made a lot of money from his film, but he gained 11 kilos and he had physical and mental health problems. c) A lot of people saw the film, and it brought the topic to their attention. 5 Students work in pairs to read the definitions and find the words in the text. Check together in feedback. Answers 1 period 2 concerned 3 amount 4 apparently 5 discontinued 6 options 7 gain 8 issues 9 depressed 10 severe Extra idea: Ask students what super means (= bigger, better or more than usual). Tell them to circle all the words to do with size or quantity in the text. Answers nothing, 30, huge, enormous, amount (of), three, everything, once, 5,000, more or less, a lot of Unit 6 121 6 Students read and answer the questions. Check answers in feedback. Answers 1 He wanted to see what would happen if he ate nothing but food from McDonald’s for a period of 30 days. / Because he was worried about the obesity epidemic across the USA and the huge profits that fast-food companies were making. He was also worried about junk-food advertising aimed at children. 2 First, he had to eat three McDonald’s meals a day. Second, he had to try everything on the menu at least once and he couldn’t eat anything that wasn’t on the menu. 3 It made a lot of money, won awards and raised awareness of the issue. It may also have contributed to McDonald’s decision to withdraw the supersize option. 4 Some people said that any diet high in calories and fat (and low in vitamins and minerals) might have caused Spurlock’s weight gain and health issues, not just a McDonald’s one. The lack of exercise may have contributed too. The film was also criticised for being vegan propaganda. 5 He suffered from both mental and physical health problems: he was depressed and tired, he had headaches, and he had severe and permanent liver damage. Extra idea: Write It’s Quiz Time! on the board. Put students in pairs and ask them to write five comprehension questions about the article. Tell them to make the questions difficult, but the answers have to be located in the article (so a question like What pets does Morgan have? isn’t a good question because the answer isn’t in the article!). When they’ve finished, put students in new groups of three, so the group has 15 questions. Tell them to ask and answer each other’s questions and see who can get the most correct answers. 122 Unit 6 Tip: Asking students to write their own comprehension questions and then putting them in new groups to quiz each other practises reading, writing, speaking and listening skills and is also an enjoyable variation from the course book. It’s learner-centred, maximises students’ work and minimises your involvement too! 7 Students summarise the article using the ideas in each paragraph. You may or may not want to help them start off the other four sentences too: 1 Spurlock made the film because he was concerned about three things: firstly ... secondly ... and thirdly ... 2 Two of the rules he made himself follow were … 3 The film was successful because … 4 But some people said … 5 And afterwards Spurlock … As a follow-up, ask students to make up alternative titles for the article (eg McDonald’s Man in Disaster Diet). Get feedback and vote for the best, funniest or strangest title. Grammar Past obligation and permission 8 Students complete the table using the past forms. Elicit the answers in feedback. Answers 1 had to 2 had to 3 didn’t have to 4 could 5 couldn’t Extra idea: Students often confuse have to and must, especially when talking about past obligation and permission, so watch out for mistakes like It was Saturday, so I mustn’t go to school or I couldn’t ate. Give clear examples and context and also show the function and meaning through time lines and scales like the following: I had to do an exam last Saturday. It was necessary. I couldn’t eat in the exam. It wasn’t allowed had to work couldn’t eat past ___________________________ future X now choice ______________________X no choice • • • • • • • When is the sentence about? (the past) What words show it’s the past? (had to, couldn’t; last Saturday, was, wasn’t) Did I have a choice? (no) Do we change the main verb into the past? (no) Which part do we change to the past? (the auxiliary verb: had to, couldn’t) • • • • 9 Elicit the first example from the class, then ask students to find and underline other past obligation sentences. Answers First, he had to eat three McDonald’s meals a day. Second, he had to try everything on the menu at least once. He couldn’t eat anything that wasn’t on the menu. He didn’t have to supersize his meal unless he was asked to do so. Extra idea: Review past modals of deduction in paragraphs C and D. These were covered in Unit 3. Ask questions to see if students understand the meaning and see the difference in probability. McDonald’s [...] began to offer healthier options like salads instead, but that could have been a coincidence. Any diet high in calories and fat [...] might have caused Spurlock’s weight gain and health issues ... The lack of exercise must have contributed too. Spurlock’s partially vegan diet may also have been responsible for his health problems. • When did these things happen? (the past) • What words tell us it’s the past? (have been, have caused, have contributed, have been) • Are we certain Spurlock’s McDonald’s diet caused his problems? (no) • Are we sure that McDonald’s discontinued the Super Size meals because of the film? (no) Do we know the lack of exercise contributed? (no) Do we know his vegan diet was responsible for his health problems? (no) What words show that we aren’t sure? (could, might, must, may) Which word shows we are fairly sure about something? (must) Why? (Because we know exercise and an active lifestyle are important.) Which words show we are less certain? (could, might, may) 10 EVERYBODY UP! To introduce the activity, show a photo of yourself when you were a child or tell a story about the things you ate and meals at home. Check students know the meaning of sweets (= food with lots of sugar, candy), allergy (= bad reaction or sickness because of certain food or things) and greens (= vegetables). They walk around the room, asking and answering each other’s questions. MA Help weaker students by eliciting the questions on the board first to help them: When you were a child, ... did you have to finish everything on your plate? could you eat as many sweets as you wanted? were there any types of food you couldn’t eat because of an allergy? did you have to eat your greens? Speaking 11 Students talk about two of the questions in small groups. MA Stronger students discuss all three; weaker students talk about just one. Extra idea: Put students in pairs and give them each a role card (see page 124). They read their role card and think of questions and answers they could say in the interview. They then do the interview about the ‘Super Size Me’ experiment. Ask volunteers to do their interviews in feedback. Unit 6 123 Journalist You are a journalist. Think of questions you can ask Morgan about the ‘Super Size Me’ experiment (eg Why did you do it? What were the rules? How did you feel?). Interview Morgan about the film and his experience. Morgan Spurlock You made the film Super Size Me. You are meeting a journalist to do an interview. Think of details about the experiment, the film (eg reasons for the film, the rules, what happened). Talk to the journalist and answer his / her questions. Song link This activity could be done as homework or in class. Students find out more about this iconic song and answer the questions in pairs. They can use their smartphones to search for information online, and they could use Wikipedia to search for the information and Metrolyrics for the lyrics – they’ll need both. Answers 1 Something else 2 The song is about the death of Buddy Holly, Ritchie Valens and Jiles Perry Richardson junior (the Big Bopper) in a plane crash on 3 February, 1959. The music of the 1950s was Don McLean’s favourite music and Buddy Holly was his hero, hence the line ‘the day the music died’. 3 Apple pie was a symbol of the American dream in the 1950s. When those singers died, McLean felt that part of the American dream died with them. 124 Unit 6 Culture note Don McLean is an American folk / rock singer, born 2 October, 1945, in New York. He is best known for his two number-one hits from his second album: American Pie and Vincent. American Pie, released in 1971, is so long (nearly nine minutes) that when it was originally released as a single, it had to be split over both sides of the record, with the result that some radio stations only ever played the first half of the song. McLean has described the song as ‘somewhat autobiographical’, presenting an abstract story of his life from the mid-1950s to the late 1960s when he wrote the song. The one specific detail that he has confirmed is that he was folding newspapers for his paper round on 4 February, 1959, when he first heard the news of the plane crash. This gave rise to the line ‘February made me shiver / with every paper I’d deliver’. He has also said that the references in the song to ‘the king’ and ‘the jester’ are to Elvis Presley and Bob Dylan respectively. The working manuscript for American Pie sold at auction in 2015 for over £800,000 (over $1 million), making it the third highest auction price ever paid for a literary manuscript. 12 Students look at the ingredients and instructions for making apple pie. Put them in pairs, but don’t allow them to look at each other’s information. They ask each other questions using the amounts and adverbs of quantity to complete the recipe. Check students understand the different measures and amounts. You could also quickly review questions with How much / many ...? Answers 2 pastry 3 apples 4 ingredients 6 pastry 9 cream; ice-cream. 13 VIDEO OPTION Students write about their favourite restaurant, answering the questions. They then video their talks on their smartphones. They can either upload their videos or walk around the room and show each other. Extra idea: Do a guided visualisation with the class. Tell students to relax and close their eyes. Tell them to imagine they’re at a restaurant. Play some gentle background music to relax them even more and help them picture the scene. As the music plays, gently prompt them and guide them: You’re in your favourite restaurant. Where is it? Who are you with? Sit down and look at the menu. Order your favourite food and a drink. What can you see? What can you hear? How do you feel? Ah! Here comes your meal! What does it taste like? What can you smell? How do you feel? When the music stops, ask them to open their eyes and to describe the restaurant to their partner. Get feedback and find out more about what they could see, hear, feel, smell and taste. This is a great activity, as it generates so many different ideas, is really personalised and leads to lots of learner interaction and speaking. Lesson 3 Magic or myth? pp56–57 Aims The focus of this lesson is on ‘superfoods’ that have amazing healing properties and health benefits. Students learn food-, medicine- and health-related vocabulary and also listen to conversations about home remedies from around the world. You first! Put students in pairs to discuss the things they eat and explain the reasons why. Get quick feedback and ask extra questions (Really? How often? Do you eat it on its own or with something else? What do you make with it?). Don’t worry too much if students don’t know the names of all the foods at this stage, as this will be covered in 1. They can just say this. Vocabulary 1 Superfoods 1 Students cover the box and see how many of the foods in the photos they can name. They then look at the words in the box. They’ll already know some of these, but there will be a few more unusual, interesting and crosscultural ones as well. They then match the words and photos. Ask students which words are very similar in their own language and which are very different. Answers 1 honey 2 acai berries 3 miso 4 coconut 5 artichoke 6 ginger 7 Brazil nuts 8 turmeric 9 pineapple 10 kiwi fruit 11 garlic 2 Write acai berries on the board. Elicit which syllable is stressed. Write the word in phonemic script too /ˌæsaɪˈiː ˈberiz/ and ask students to repeat. They then listen and repeat, underlining the stressed syllables in each word. 2.12 Answers acai berries, artichoke, Brazil nuts, coconut, garlic, ginger, honey, kiwi fruit, miso, pineapple, turmeric Extra idea: Students work in pairs to write down as many fruit and vegetables as they can. The team that has the most wins. As a follow-up, write the words on the board and give the class 30 seconds to look at them. Then wipe the words away and see how many they can remember. 3 Ask the questions and elicit ideas from the class. Ask why foods is plural here. Students guess using degrees of certainty from page 51. Answer Food is usually an uncountable noun. However, when we talk about ‘a type of food’ (like superfoods), we can use it in the plural form. Background note A ‘superfood’ is a type of food that is considered to be very good for your health and which may even help some medical conditions. Superfood lists contain common food choices whose nutritional value has been long recognised as exceptional. Examples of these are berries, nuts and seeds in general, dark green vegetables (such as spinach and broccoli), citrus fruits, fish (such as salmon and sardines) and peanuts, lentils and beans. Some critics Unit 6 125 claim that the word is just a marketing term to help sell certain products and the benefits are often disputed by scientific studies. Find out more about superfoods at http:// www.history.com/news/hungry-history/theancient-origins-of-superfoods and https:// en.wikipedia.org/wiki/Superfood. Vocabulary 2 Medicine and health 4 GUESS Students read the text and guess which food item it is about. They then compare their ideas in pairs. Answer Honey Background note The honey in question is not just any old honey, it is manuka honey, also known as surgihoney. It is produced in Australia and New Zealand from the nectar of the manuka tree. Although there are some doubts as to the scientific basis for the antibacterial qualities of manuka honey, it has become very expensive and thus a target for fraud. Over half of the samples tested in 2012–2013 were found not to be manuka honey at all, despite being labelled as such. 5 SEARCH AND THINK Students find the words and meanings. They can use their dictionaries to help them. Answers 1 There are actually 16 words or phrases: medicine: healing properties, treat, penicillin, antibiotics, doctors, medicine, scientists, patients, hospital, operation disease: infection, superbugs, resistance, bacteria, MRSA, E. coli Listening 1 6 126 Students listen and tick the words they highlighted as they hear them. Play and pause the recording as necessary; students compare their ideas afterwards. 2.13 Unit 6 Answers medicine, infection, operation, antibiotics, doctors, bacteria, penicillin, scientists Transcript sunita What are you doing, Joe? joe Oh, just looking at this website a Mexican friend of mine told me about. It’s all about natural products in medicine. It’s fascinating. sunita Uh-huh. So what have you found out? joe Well, my friend Maria had a really bad infection after an operation – it went on for days and antibiotics didn’t get rid of it, and then finally someone told her to try honey – manuka honey, in fact – so she did, and the infection completely healed. Completely! sunita Really? joe Yes, really. So I’m just looking it up to see what I can find out, and there’s loads of stuff if you just google manuka honey. sunita For example? joe There’s a true story about a man from Wales – he used to keep fish. sunita Fish? joe Yes, koi, and one day he got a cut from one of them. He wasn’t worried about it, but then the cut became infected and turned into a terribly painful skin condition and it got so bad that he found himself in a wheelchair – he couldn’t walk. sunita My goodness! How awful! joe Yes, and then his doctors started to talk about amputation, so the man thought ‘Right, that’s it!’ and he decided he had to find a different solution. And guess what? He discovered it in Venezuela, from a street doctor. The guy told him to put honey dressings on his legs. So he did, and five months later, he was walking again! sunita Really? How amazing! So how did this honey thing all start? joe Apparently on a farm in Chile. The owner noticed that the honey in his beehives didn’t go off, even in warm weather. It stayed fresh. So it must have something special which protected it against bacteria. sunita joe sunita joe sunita joe sunita joe 7 So it was a lucky accident? Sounds a bit like Alexander Fleming and the discovery of penicillin. Yeah, I suppose it was a bit. Anyway, later on, scientists got interested and managed to produce a medical, antibacterial honey. It’s sometimes called surgihoney. That is interesting. So what exactly do you do with it? Do you eat it? Well, you certainly can eat it. Some people say eating it helps to prevent and treat cancer or reduce high cholesterol. But most people use it directly on wounds or skin infections or burns. What, you just put it straight on your skin? Absolutely. But not just any old honey, remember. It needs to be a special medical honey. Oh right. Sounds a bit sticky. Yeah, sticky, but it works! Answers 1 A website about natural products in medicine 2 She had a bad infection after an operation. 3 He got a cut from one of his koi fish. 4 It got infected and he ended up in a wheelchair because he couldn’t walk. 5 His doctors started to talk about amputation; he heard about manuka honey from a street doctor in Venezuela. 6 He noticed that the honey in his beehives didn’t go off, even in warm weather. It stayed fresh. So it must have something special which protected it against bacteria. 7 You can eat it, but most people put it on their skin. TAKEAWAY LANGUAGE Students match the expressions from the recording with the meanings. 4e 5b Extra idea: As a follow-up, students write a short story that includes each of the phrases. They then delete the phrases from their story and leave gaps. Finally, they tell their stories to a partner and say Boo! instead of each missing phrase. Their partner has to guess which phrase fits the sentence correctly. Speaking and writing 9 Pre-teach claim (= a belief that something is true, though there may not be proof). Students match the sentences to the photos. Don’t confirm their answers at this stage. Answers 1 miso 2 acai berries 3 ginger 4 Brazil nuts 5 artichoke 6 vinegar 7 pineapple 8 coconut 9 kiwi fruit Students try to remember the answers. Play the recording again so they can check. MA With weaker classes, give students time to read the questions first before asking them to listen and write the answers. 8 Answers 1c 2d 3a Tip: It’s great if students know the answers, but if they don’t, just encourage them to guess – at least there’s a chance they might get it right! This is a good technique for them to learn, especially when they’re doing exams. It’s also important for them to have a safe atmosphere where their ideas will be appreciated and praised even if they’re not quite right. 10 Students listen and check their ideas together. Play and pause the recording as necessary. 2.14 Transcript 1 Miso can apparently help prevent certain types of cancer and give protection from radiation. 2 Many people believe that acai berries give you energy, help you lose weight and also slow down the aging process! 3 They say that ginger is really good for colds, flu and respiratory problems. 4 Brazil nuts apparently have a powerful positive effect on your brain. Unit 6 127 5 Artichoke may help your digestion and it also lowers cholesterol. 6 Vinegar can possibly help to regulate blood sugar levels. 7 Pineapple is especially good for your eyes and your skin as you get older. 8 Apparently coconut oil is excellent for your hair and skin. 9 They say that eating kiwi fruit can help prevent skin cancer and is also good for depression. Extra idea: Elicit which two superfoods from 1 were not featured in the recording (turmeric and garlic); students find out what beneficial properties they’re supposed to have. 11 YOUR STORY Students talk about their own personal experiences with alternative medicine. If they don’t have any, they can talk about the type of food they eat to stay fit and healthy. Check their ideas in feedback. EXPLORE ONLINE This can be done as homework or in class using smartphones or tablets. Ensure that students understand all the items in the box. Alternatively, students find out more about one of the items on page 56. 12 MINI-TALK Put students in small groups. They give a short talk about their superfood but don’t say what it is. The other students have to listen and guess. Listening 2 and speaking 13 GUESS Students look at the photos and guess the remedies. Encourage them to use the phrases to express degrees of certainty from the unit. 14 2.15 Students listen to the recording and number the photos in order. Answers a) 5 b) 4 c) 1 d) 6 e) 2 f) 3 Transcript 1 I get hiccups quite often, and I find that if I have a spoonful of sugar, it gets rid of them. 128 Unit 6 2 Chocolate! It’s really good for coughs. I don’t know why. And it’s delicious of course. 3A: Peanut butter. It’s great for getting chewing gum out of your hair. B: Why on earth would you have chewing gum in your hair in the first place? 4 Vinegar is brilliant for sunburn. I was terribly burnt once and someone put vinegar all over me and the burn went away. I’d recommend it for a blocked drain, too. 5 I eat cherries to help me go to sleep. I heard that’s because they contain melatonin. 6 And toothpaste can get rid of spots. Did you know that? It can get rid of stains like ink and lipstick, too. And it can clean piano or keyboard keys! 15 Students listen again and check if their predictions from 13 were correct. What things can each food item good for? Answers 1 Sugar gets rid of hiccups. 2 Chocolate is good for coughs. 3 Peanut butter is good for getting chewing gum out of your hair. 4 Vinegar is good for soothing sunburn and unblocking drains. 5 Cherries are good for helping you sleep. 6 Toothpaste gets rid of spots (and gets rid of stains like ink and lipstick, and cleans piano or keyboard keys). 16 VIDEO OPTION Students write about their favourite magic home remedy and then video their talks on their smartphones. They can either upload them or walk around the room and show each other. Extra idea: Use short speaking activities to encourage learner interaction. Put students in pairs to talk about the things they do to stay fit and healthy. Should they eat differently to stay healthy? What things should we do / avoid to live a long life? Everyday English p58 Answers 1 A simple tin opener. 2 Really dangerous. Really, really dangerous. 3 A simple, safe tin opener. 4 Not an electric one. 5 A simple, safe, manual tin opener. Describing things 1 2.16 Students listen and answer the questions. Answers He wants a tin opener, but the shop doesn’t sell them, so he’s not successful. Transcript man Good morning. I wonder if you can help me. I’d like a thing for opening tins. assistant Sorry? man You know, something I can use to open tins with. assistant Oh. You mean a tin opener? man Yes, that’s it. A tin opener! One that’s very easy to use. assistant So, a simple tin opener. man Yes, a simple tin opener, and one that won’t cut me when I use it. Some of them are terrible. Really dangerous. Really, really dangerous. assistant So, you want a simple, safe tin opener. man Exactly! And not an electric one, of course – I’m going camping. assistant So, a simple, safe, manual tin opener. Is that right? man That’s it exactly! Do you have one of those? assistant I’m sorry. We don’t sell tin openers here! Tip: If students can’t hear the word stress easily, hum the ‘tune’ of the sentence and ask them to copy. Then say the words in the same tune! 4 P Students practise pronunciation and intonation by responding to the questions. Do the first one together as an example. Suggested answers 1 No, it’s really difficult. 2 No, it’s really boring. 3 No, I’d prefer sparkling. 4 No, I’d like it white, please. 5 No, I’d like baked fish, please. 6 No, I’d like it well done. 5 Students match the items from A and B. Alternatively, shout out items in a random order from box A. Students have to respond with the correct word from box B. Students then describe the item to each other; their partner has to guess what it is. Encourage them to use the expressions from 2. Answers bicycle pump, bin liner, bottle opener, clothes brush, coffee maker, insect repellent, lemon squeezer, phone charger, potato peeler, stain remover 2 Students listen again and complete the sentence in two different ways. Play the recording again if necessary, giving them time to write sentences. Answers I’d like a thing for opening tins. I’d like something I can use to open tins with. 2.17 Students listen and underline the 3 P stressed syllables in each sentence. They then practise and repeat together. 6 ROLE-PLAY Students do their own role-plays in pairs using the language for describing things. They can look back at the transcript to help them if necessary. 7 GUESS Students look at the photo and answer the questions. Ask extra personalised questions (eg Where were you? Did you like it? Do you know the ingredients?). Unit 6 129 Answer Custard is a thick, sweet sauce made from milk, flour, eggs and sugar, sometimes flavoured with vanilla. It is often used as an accompaniment for hot desserts such as pies, crumbles and sponges. 8 Students listen to the recording and fill in the gaps, then compare with a partner. Elicit why these words and phrases are used (Vague language is useful when we don’t want or need to say things exactly.). 2.18 Answers 1 a sort of 2 stuff 3 a bit like 4 [thick]ish, [yellow]ish 5 for putting 6 to have 9 Write the sentences with lots of gaps as a dictagloss (see below). Play the recording just once without pausing; students then try to remember what she said exactly! The idea is that they won’t be able to fill in all of the gaps. They find a partner and dictate what they have to each other. They then change pairs and continue until they’ve completed the dialogue. The first person to finish is the winner. To increase the speaking and learner interaction, students can only talk to one partner at a time and they can’t show each other what they’ve written. 2.19 You __________ __________ __________ __________ __________ custard __________? It’s a __________ __________ __________ __________ with __________ , __________ and __________ and __________ __________ __________ __________ __________ or __________ __________ __________ __________ ! Is __________ __________ ? Answer and transcript [You] want to know precisely what [custard] is? [It’s a] sweet, yellow sauce made [with] eggs, milk [and] sugar [and] you can eat it hot [or] cold with your pudding! [Is] that clearer? 10 Students discuss the questions in pairs. Encourage them to ask extra questions (eg Where were you when you ate it? Did you like it? What other foreign food do you like?). 130 Unit 6 Culture notes • Bouillabaisse is a traditional fish stew from Provence in France. There are at least three different kinds of fish or seafood in a bouillabaisse, and it’s traditionally served with rouille, a type of mayonnaise made of olive oil, garlic, saffron and cayenne pepper. • Paella is a rice dish from the Valencia region of Spain. It’s often regarded as Spain’s national dish and comes in various types, including seafood paella and mixed paella. • Goulash is a Hungarian stew made of meat and vegetables, seasoned with paprika and other spices. • Feijoada is a Portuguese dish made with beans, beef and pork. • Ceviche is a seafood dish popular in South America. It’s made of fresh raw fish cured in citrus juices and spiced with chilli. • Borscht is a beetroot soup of Ukrainian origin, now popular in much of Eastern and Central Europe. • Karniyarik is a dish from Turkey consisting of aubergine stuffed with onions, garlic, tomatoes and ground meat. • Dulce de leche is a South American speciality made by slowing heating sweetened milk. • Tiramisu is an Italian dessert made of coffee-flavoured sponge fingers layered with a creamy mixture of eggs, sugar, cream and mascarpone cheese and chocolate. • Moussaka is an aubergine-and-potatobased dish from Greece and Turkey. • Guacamole is an avocado-based dip originally created by the Aztecs in what is now Mexico. It has become part of American cuisine as a dip to go with tacos. • Kimchi is a traditional fermented Korean dish made of vegetables with a variety of seasonings. It’s often described as spicy and sour. 11 Students describe and guess other types of food from 10 using the vague language from 8. Vocabulary plus p67 Focus on: the earth Irregular plurals a Students work in pairs and take turns to ask and answer the questions. Encourage them to use intonation to express surprise – what may sound exaggerated to them may sound perfectly natural in context. 1 Write two column headings on the board – singular and plural. Students come to the board, write the word from the box in the ‘single’ column, then complete the ‘plural’ column with the correct word. Encourage the other students to gently correct any mistakes. Answer person – people, man – men, woman – women, child – children, foot – feet, tooth – teeth, fly – flies, goose – geese, leaf – leaves, half – halves, wolf – wolves, ox – oxen, salmon – salmon, sheep – sheep MA Remind weaker students that adding on earth doesn’t change the meaning of the question – they can take it out to see more easily what the question is. b Transcript 1 a Where on earth have you been? b Nowhere! 2 a What on earth are you doing? b Nothing! 3 a Why on earth didn’t you tell me? b Because I thought you’d be really cross, and I was right! 4 a Who on earth was that woman? b Oh, just someone I met on holiday. No one special. 5 a What on earth do you mean? b I mean that I’ve changed my mind! 6 a How on earth did you get here? b Well, the flight was cancelled, so I took a bus to the station and caught the train! Extra idea: Ask students if they know any other irregular plurals, eg fish – fish, deer – deer, medium – media, crisis – crises, hoof – hooves, loaf – loaves. Phrasal verbs More or less of something 2 Students do the matching individually, then check with a partner. Answers 1d 2a 3e 4b 5c 3 Students work in their pairs to rewrite the sentences. Get feedback and correct any mistakes. Answers 1 Have you ever suddenly put on a lot of weight? 2 Might the world run out of oil one day? 3 Is the cost of living going down or (going) up right now? 4 What can we do to cut down carbon emissions? 4 Students discuss the questions in groups of three or four. Encourage them to be sensitive about the first question, as not everyone is comfortable discussing their weight. Play the dialogues for students to compare their responses. 2.26 c P Play the recording again for students to listen for the stressed words in the questions. Answers See underlining in transcript above. Extra idea: Play the recording and ask students to read along at the same time, shadowing the intonation of the speakers. d Read the example together. Students then work in pairs to choose one of the questions and construct a short conversation. They can use the initial response given on the recording in b or their own response from a. MA Stronger students can do two or three of these conversations; weaker students can just practise the two-line exchanges from the recording. Unit 6 131 Wordbuilder Compound nouns 5 Students quickly look at the words in the boxes and check that they know them all. Elicit that all the words in A are parts of the body. Then give students five minutes to form as many compound nouns as they can. You could make this a team game, with the team with the most correct compounds winning. If necessary, remind students that some parts of the body can go with more than one word. Answers armchair, background, earring, eyeball, eyebrow, eyelid, eye line, fingernail, fingerprint, football, footprint, handball, hand print, handwriting, headline, lipstick, necklace, neckline, toenail, toothpaste Background note Most of these compounds have been around for a long time, so are written as one word. The origins of some compounds – such as necklace – aren’t immediately obvious, although this probably meant ‘lace that was put around the neck’ at some point. 6 Go through the example with the class to make sure that students understand what they have to do. They work in pairs to write their sentence / question. Feed back as a class to see who had the funniest / strangest sentence. MA Stronger students can write two or three sentences / questions. Wordbuilder dis7 Check that students understand the negative meaning of the prefix dis- using the example; they then work in pairs to work out the words. MA Weaker students start with items 3 and 5, as these are easier. Answers 1 disappear 2 disagree 3 dislike 4 disabled 5 disadvantage 6 disapprove 132 Unit 6 8 Check that students understand the vocabulary, such as facilities (= buildings, equipment and services provided for a particular purpose), freelance (= doing particular pieces of work for different companies rather than working all the time for just one) and litter (= small pieces of rubbish that have been left lying around in public). They complete the sentences, then discuss them with a partner. Get feedback to find out the majority opinion for each sentence. Answers 1 disappear 2 disabled 3 dislike 4 disadvantages 5 disapprove Units 5&6 Review Aims To review the vocabulary and grammar covered in Units 5 and 6. Students also look at the art form of the mini-saga and different natural remedies from around the world. 3 Pre-teach words like reasonable (= fair) and traces (= a very small amount, a sign that something happened). Students read and identify the story that isn’t a mini-saga. Answers 1 B is not a mini-saga, as it has more than 50 words. 3 They are all about food and the consequences of eating or drinking something. Warm-up Have a quick class discussion about stories. What makes a good story? What are students’ favourite stories from childhood? Do they still like reading or listening to stories? Ask students if they know what a saga is (= a long story about past events, usually over a long period of time). 4 Reading and grammar 1 To introduce the topic and elicit predictions, write mini-saga on the board and invite students to guess what it means. They read the description and check if their predictions were correct. Elicit the three rules orally. THINK Students answer the questions in pairs using modal verbs of deduction. Get feedback and correct any grammar mistakes. Suggested answers A He can’t have felt terrible because of the tea. He must have eaten too much. B Monica must be his girlfriend. He might have told his wife he was having an affair. He could have told her he wanted to leave her. I think he hopes to get a divorce. I don’t think he’s going to be able to do it, because she’s poisoned him. C Auntie Ivy’s advice might be wrong. It might have been Marge’s birthday, or Marge could be pregnant. Marge’s idea might be bad. It might be a good idea if she goes on a diet. Answers 1 It must have exactly 50 words. 2 The title is not included in the word count – it can be up to 15 words. 3 It must tell a story. 2 Students fill in the gaps using the first conditional. Get feedback and correct the grammar if needed. Note that items 3 and 4 say basically the same thing, but draw students’ attention to the use of unless. Won’t qualify and won’t be allowed are synonyms, so allow both as correct where there’s an option. Answers 1 If it doesn’t have exactly 50 words, it won’t qualify. 2 If there are more than 15 words in the title, it won’t be allowed. 3 Unless it tells a story, it won’t qualify. 4 If it tells a story, it will be allowed. / If it doesn’t tell a story, it won’t be allowed. pp59–60 Extra idea: Ask students to write an ending for story B. You could give them free rein, or impose a further word restriction. 5 FINISH IT Students finish the sentences in a personalised way, then share with a partner. Units 5&6 Review 133 Writing 6 Remind students of the mini-saga rules and elicit which one story B broke (rule 1). They then rewrite the story with the correct word count. Remind them that they need to keep the essence of the story, just reduce the number of words. When they’ve finished, they share with a partner and read each other’s work. Encourage peer correction. Suggested answer ‘Did you enjoy the tea?,’ she asked, taking the empty mug from her husband. ‘Delicious,’ he replied. ‘I had to tell you about Monica. Thanks for understanding.’ ‘No problem.’ She smiled. ‘If you’re happy, that’s fine.’ She held the mug under the tap, washing away all traces of the poison. Tip: This task practises précis, which is challenging even for native speakers. However, it really gets students thinking about how things can be rephrased and which words are redundant, so it’s worth persevering, even if you have to give them a lot of support and suggestions. 7 Students write their own mini-saga about food and health. Break the activity up into stages. Firstly, they write notes and ideas. Secondly, they think about what grammar and vocabulary they could include. Thirdly, they write their story, using their notes and ideas. Finally, they read their work, count the number of words and correct any mistakes they see. Extra idea: Display their mini-sagas around the classroom for everyone to read and vote on the class favourite. EXPLORE ONLINE This activity can be done as homework. Students could find interesting and enjoyable mini-sagas and bring them into class. They then create their own comprehension questions for the mini-sagas. 134 Units 5&6 Review Tip: It’s nice to let students find things they would like to use in class. It’s more learner-centred, it practises skills work, it provides authentic language and it saves you time, too! Make sure you check and edit as needed, though, so the language is level-appropriate and understandable. Preposition park a Students complete the text with the missing prepositions, then compare their answers in pairs. MA With a weaker class, add a preposition word bank on the board. Answers 1 about 2 for 3 by 4 as 5 of 6 to 7 against* 8 of 9 of 10 from / against 11 In 12 of * It’s also acceptable to have no preposition here, so don’t penalise students who can’t think of one. b Students read again and guess which superfood the text describes. Which words gave the best clues? Answers Garlic (allicin, vegetable, vampires) Aspects of culture a GUESS Set a time limit so students don’t get stuck on unknown vocabulary – they probably don’t need it to do the activity. They compare their answers in pairs and explain their choices and clues they found in the text. A Morocco (Berber people are from Morocco. Souk is an Arabic work for ‘market’.) B Mexico (Aztecs and Maya are from Mexico (and countries such as Belize, Guatemala and Honduras).) C Australia (Aboriginals are the indigenous people of Australia. The tea tree is an Australian tree.) D Brazil (The Amazon basin is situated in Brazil.) E Turkey (Sultans lived in Turkey (the Ottoman Empire), and Manisa is in Turkey.) b Students match the descriptions to the photos. Answers A Top photo, left-hand column (saffron) B Top photo, right-hand column (chicalote) C Bottom photo, right-hand column (tea tree) D Bottom photo, left-hand column (guaraná powder) E is not pictured. c This could also be done as a quiz in pairs. Students take turns asking and answering the questions. Answers a) tea tree oil b) chicalote c guaraná powder d) Berber remedies e) guaraná powder f) mesir paste g) Berber remedies, guaraná powder d Students discuss the best natural remedies in their country. Get feedback and ask more questions (eg Do they really work? Do they just give a placebo effect?). Extra idea: Students could use the information they discuss as the basis of a mini-talk about a natural remedy that they would recommend. Units 5&6 Review 135 Tasks General teacher’s notes Specific task notes 1 You can either read the task instructions to students, or photocopy the task notes and give them to students. Unit 1 stage 2 For some tasks, students can produce a printed document if they have access to computers. Decide if you want them to do this and organise the task accordingly. 1: Students can do some research online or they can refer back to the lists they wrote in Unit 1 (Lesson 2, Exercise 10). stage 3 If the task requires certain things, eg the facility to make an audio recording, ensure that students have access to these. 3: Elicit suggestions, eg Water is life!, Don’t waste a drop. Leaflet formats could range from a simple one-sided A4 sheet to a more complex folded format. stage 4: Encourage students to illustrate their leaflets, either by drawing pictures themselves or finding them online. If they have computer access, they can experiment with typography and layout for maximum impact. 4 Make sure students understand each stage of the task. As you go through the stages, check students understand the example language and elicit more where necessary. Remember that when students are in their pairs or groups, they’ll need language for suggestions, agreement, etc. Where there are dialogues or conversations, it’s often a good idea to model them first with confident students. 5 Tell students that when they need new language, they can use a dictionary, or ask each other or you for help. Unit 2 stage 1: If necessary, review language for giving suggestions. stage 2: Students will probably choose to focus on the key event that they identified in stage 1, but they can select any scene. Encourage them to choose something with conflict or a surprise to create maximum impact when they perform it. Remind them not to have more characters in the scene than there are students in the group, or they won’t be able to act it out. stage 4: Students should try to do this without a script, putting as much emotion into their performance as possible. However, less-confident students should be allowed to use prompts. 6 As students do the task, monitor them and help them with language. Check their written work so they have a correct final version. 7 You can do the unit task as revision after you have finished the unit, or at any other point during the unit that you feel is appropriate. 8 Students will need a certain amount of help to do the tasks, but at the same time encourage them to be as independent as possible, as this promotes learner autonomy. stage 136 Tasks 5: Remind students to vote on content, not acting ability! Jetstream Intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Unit 3 stage 1: Weaker students could look back at page 25 of the Student’s Book. stage 3: You may need to help with specialist vocabulary here, eg strings, mouthpiece, fingerboard, bow. If you prefer, encourage students to paraphrase using relative clauses (eg the bit that you blow into, the pieces that stick out the top). Unit 4 stage 1: Give a time limit for students to choose their work of art. stage 3: Ensure that pairs split the presentation equally between them. Allow them to use visuals if they want (at the very least they should have an image of the work they’re presenting). Unit 5 stage 1: Write a list on the board of useful phrases, eg I find ... stressful, ... stresses me out, ... makes me really stressed. Elicit that verbs should be in the -ing form (eg losing your job, going to the dentist, flying). stage 3: Elicit suggestions, eg Some situations can be really stressful. Here are the ten situations that would stress us the most. 4: If you want, add a final stage, where the class has to agree on the top ten situations. stage Unit 6 stage 1: Allow students to choose a different topic if they prefer. It’s quite easy to find ideas by typing ‘Fascinating facts about ...’ into a search engine. stage 3: Ensure that students jumble the answers so the correct answer isn’t always A. stage 4: You could end with a feedback session to find the most fascinating fact. Jetstream Intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Tasks 137 Unit 1 stage 1 TASK: Design a leaflet to promote ways of saving water. Work in pairs. Write a list of different ways of saving water. • • stage 2 3 Think of a catchy slogan to go at the top of the leaflet and decide what format it’s going to be. stage 4 Write and design the leaflet. stage 5 Have a class display of all the leaflets and discuss which water-saving tips are most useful. Have a shower instead of a bath. Don’t use a hosepipe to water the garden. • stage … Work with another pair and compare your lists. Then agree on four pieces of advice to include in your leaflet and find some facts and figures to back up your advice. • ‘ ‘ I think [having a shower instead of a bath] is the best way of saving water. If people [had showers instead of baths], that would save a lot of water. Did you know that the average five- ’ ’ minute shower uses about 35 litres of water, whereas a bath uses up to 80 litres? Unit 2 stage 1 TASK: Draft the opening episode of a new soap opera. Work in groups of four or five and think about the following questions: • Where is your soap opera going to be set? ‘ ‘ ’ I think we should set it on a distant planet. How about setting it in a wealthy part of Hollywood? ’ stage 2 Choose a scene from the episode and write the conversation that takes place between two or more of the characters. stage 3 Allocate roles and rehearse the scene. If you’re not acting, be the director! stage 4 Perform your scene for the other groups and answer any questions they may have. stage 5 Vote on the most interesting new soap opera. • When is it going to be set? • • would be good to set it in the future. ‘ItI think ’ it would be more interesting to set it in ‘ present day. the ’ What characters are going to be in it? should have a couple who are in love. ‘We ’ We definitely need a bad guy! ’ ‘ What key event is going to happen in the first episode? ‘ ‘ The couple are going to get married, but the bad guy wants to stop them. They’ve just discovered that the planet is going to be destroyed! 138 Tasks ’ ’ Jetstream Intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Unit 3 TASK: Write a description of how to make a musical instrument. stage 1 Work in groups of three or four. Make a list of as many musical instruments as you can. stage 2 Choose an instrument from your list that you think you could make out of rubbish or recycled material. stage 3 Write a paragraph describing how to make your instrument – but don’t mention the name of it. stage 4 Display all the paragraphs around the classroom. Try and guess what instrument each one describes. I think this one is a tuba. ‘This ’ one might be a guitar, but I’m not sure. ‘ ’ First, you take a large cardboard box and make a hole in it. Then, you get ... Unit 4 stage 1 TASK: Give a presentation of a work of art. Work in pairs. Decide on a work of art that you both like. It can be: • when it was created • a painting • why it was created 1904 (first bronze casting) • a photograph Originally par t of a doorway surround, begun in 1880, called ‘The Gates of Hell’ • a sculpture • how big it is • an installation About 186 centimetres tall • a statue • where it is • a piece of graffiti. stage 2 About 28 versions around the world Find out as much as you can about your chosen work and make notes. You could include: • what it’s called ‘The Thinker’ (‘Le Penseur’ in French) (museums and public places) • how much it’s worth. Sold for over $15 million in 2013 stage • who created it 3 Prepare a presentation on your chosen work. You should include your opinion(s) of it and why you chose it. Auguste Rodin, French sculptor (1840–1917) Jetstream Intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Tasks 139 Unit 5 stage stage 1 2 TASK: Make a list of the top ten most stressful situations. Work in pairs. Discuss situations that are stressful and make a list. exams are really stressful. ‘IOrthink ’ losing your job – that would really stress me ‘out. ’ They say that moving house is one of the most ‘ things you can do. stressful ’ I don’t like getting ready to go on holiday – I ‘find that stressful because I’m worried I’ll forget something! ’ Work with two more pairs and compare notes. Then agree on your top ten stressful situations and make a list of them. Choose a title for your list. stage 3 Write one or two short sentences to introduce your list. stage 4 Work with the whole class. Someone from each group reads out their group’s introduction and list of situations. Have a class discussion about which situations are most stressful. stage 5 think that [...] is the most stressful. ‘II definitely ’ find [...] is more stressful than [...], but I can see ‘why other people think it’s stressful. ’ Choose two or three of the most stressful situations and suggest three ways of making each one less stressful. should ... ‘You ’ You could try ... ’ ‘ Unit 6 stage 1 TASK: Write a quiz about fascinating facts. Work in pairs and choose a topic area from this list: stage 3 • animals • the human body • technology Answer A: 60% • natural phenomena stage 2 Work with another pair and exchange your lists of questions. For each of the other pair’s questions, add two wrong answers to make a multiple-choice question. Do some research to find five fascinating facts about your chosen topic. For each fact, write a question and the correct answer. Fact: About 80% of the human brain is Answer B: 70% Answer C: 80% stage 4 Give your combined list of ten questions and multiple-choice answers to another group. Do the quiz you’re given! water. Question: How much of the human brain is water? Answer: 80% 140 Tasks Jetstream Intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Technique banks Using the video You will not necessarily want to work through all three stages described here every time, nor will you always want to work through all the sub-stages. It depends how fast you and your class want to go and how much practice they need. But if your goal is for students to act out a conversation, then – especially in the early days – you will need to build up their confidence (and take away their support) gradually rather than suddenly. This structure of gently developing a conversation from reception to production is ideal for exploiting many of the conversations in Everyday English but it will also work well with other conversations in the book. Stage 1 Watch, listen to and / or read the conversation. • Students watch or listen to* and / or (silently) read the conversation once or twice. Make sure they understand any new words or expressions. • They listen to and repeat sentences from the conversation, either after you or the audio / video. • You read one part of the conversation, students read the other in chorus. Swap roles. • Divide the class in half, each with one role. Open pairs: two students read the conversation while the rest of the class listen. Closed pairs: students read the conversation in pairs. *Different ways of using video / audio • Play the video sequence with sound and vision (S+V) in the normal way. You can do this with or without the subtitles. • Play the video sequence with vision only (VO) – and ask students to imagine what is being said. Then play the sequence S+V so they can check. • Play the video sequence with sound only (SO) (or just play the audio) – and ask students to guess: o how many characters there are o where they are o what they look like o what the situation is. Then play the sequence S+V so they can check, or look at the photo if you’re using audio. • Play part of the video / audio sequence (S+V / VO / SO) and pause it. Ask students to guess: o what X is going to say next o what is going to happen next. Play the next part for students to see if they were right. Note: Any time you play the video S+V, you can do so with or without the subtitles and you can vary the order you do this, ie first without, then with, or first with, then without. It’s very flexible! Stage 2 Practise using the ‘Look, look up and speak’ technique. This is a great technique to help students move from listening / reading to acting out a conversation. Working in pairs, students ‘read’ the conversation in the following way. • A looks at their line, then looks up at B, makes eye contact and says it. • B then looks at their line, looks up at A, makes eye contact and says it. And the conversation continues in this way. It takes a little longer than just reading it, but it helps to gently take students away from the support of the written word and build up their confidence. You will need to demonstrate this technique with a student in front of the whole class the first few times you use it. Technique banks 141 Stage 3 Act it out. When you and your students feel they are ready, students can close their books and have a go on their own. They can do this first sitting down, then standing up and adding gestures. It doesn’t matter if the words aren’t exactly the same as in the video. At this stage, fluency is more important than accuracy. (If students are making a lot of mistakes, go through stages 1 and 2 again.) If some students are happy to come to the front and ‘perform’ in front of the class, that’s great. If not, don’t pressurise them. Let them ‘perform’ in small groups. Variations 1 Suggest students take on different moods or ways of behaving: quiet and shy / noisy and enthusiastic / happy / grumpy / angry / confused / tired, etc. 2 Bring props into the classroom if appropriate (and you can get hold of some). Using memory games Use it or lose it! That’s what fitness instructors say about our muscles. And it’s what psychologists say about our memory too. If we want to be good at remembering things, then we need to practise as often as possible. The more we practise, the better we get. And as remembering is a very large part of successful language learning, it’s crucial that we give our students plenty of opportunities to exercise their memory. Some memory games are already indicated in the lessons, wherever you see this symbol: . Here are some more, very simple, ideas if you would like to do more. You can do them as whole-class activities or, once they are familiar to students, do them in pairs or small groups. They need only take a few minutes, so make them a regular part of your routine if you can. Using pictures 1 Ask students to look at a picture in the book for 30 seconds then close their books. 2 Ask them questions about the picture. Obviously what you ask will be dependent on the picture but here are some possibilities: Is there a …? Are there any …s? How many …s are there? Where is X? What is in / on / under / behind the …? What is on the left / right? What colour is X? What is Y wearing? Variations 1 Students write a list of people or objects in the picture. 2 Students do a sketch of the picture. (We use the word sketch rather than drawing because it’s somehow less stressful. Some people find the word drawing a bit scary!) 142 Technique banks 3 Students test each other in pairs. One has their book open, the other has their book shut. Using texts 1 Students re-read a text they’ve already worked on in class, perhaps a while ago, then close their books. 2 Ask them questions on the text or make true / false statements for them to confirm or correct. Variations Can they remember the following? • the title • the very first word in the text • the last word • the first line • the last line • the most frequent word • any words that occur more than once Using conversations 1 Students re-read a conversation or listen to it again, then close their books. 2 Say a line from the conversation. Students reply with the line that comes next. Variations 1 Read the conversation saying just the first part of each line. Students complete the lines. 2 Choose lines from a conversation and ask students who says them. Using vocabulary Ask questions, eg Can you remember ten words from the last lesson? How many words can you remember beginning with …? How many places / countries / adjectives / irregular verbs, etc can you remember? A couple of other activities Repeat my sentence This is an exercise in very careful listening as well as remembering. Students work in pairs. Student A says a sentence (or reads one from a text or conversation). Student B must repeat it word for word. They swap. They should do this five or six times, with the sentences getting a little longer every time. I, I, I, you, you, you! Another exercise in careful listening as well as remembering. Students work in pairs. Student A makes statements about themselves beginning with ‘I’. Student B listens carefully. After five or six statements, Student B must repeat as many of Student A’s statements as they can remember, beginning with ‘you’. Then they swap over. This exercise can have a grammatical focus and function as a very personal repetition drill and it lends itself to many different structures. Some possible kinds of statements: I like + noun I like + activity Every day I + present simple Last year I + past simple I’ve never + present perfect In the future I’d like to … Note: According to memory experts, we readily forget 70% of what we learn in 24 hours unless we recycle it before that 24-hour period is up. You can facilitate that as a teacher by doing two things (which you may already be doing!): 1 Make sure you leave five minutes at the end of a lesson for students to recap what they’ve learnt in the lesson. 2 Tell students just to take five or ten minutes to go through the lesson at home that evening … and tell them why it’s important to do that. You have control over the first one but not the second! Because of that, revising the previous lesson at the beginning of the next one is also crucial Working with mixed-ability classes It’s inevitable that there will be students with different levels of English (though not necessarily ability) in your class, especially in larger classes. Some students will need extra support, some will need less. So here are some ideas to help you tackle this issue. You will also find ideas in the unitby-unit notes, where you see this symbol: MA. Note: We’ve used the terms ‘stronger’ and ‘weaker’ for the sake of convenience but of course those terms are not completely accurate. • Use stronger students to correct weaker students. Make sure that you praise weaker students for their successes just as much as stronger ones. • Direct more difficult questions at stronger students and easier ones at weaker students. • Sometimes pair and group students of the same ability so they feel comfortable with each other. • And sometimes pair up students of different levels and encourage the stronger student to help the weaker one. • Group weaker students together for an activity and give them extra attention, leaving stronger students to work alone. • Use stronger students as group leaders and give them more responsibility for activities, like being the group ‘scribe’ and keeping a written record, for example. • When appropriate, give weaker students slightly easier tasks. The teacher’s notes may suggest these – look for the MA icon. • Note weaker students’ errors and give them extra homework. Fast finishers If some students complete an activity more quickly than others, have some extra activities ready that they can do. Ideally, these activities should be short, fun things that are easy to set up. Students shouldn’t feel punished for finishing quickly by being given something boring to do! • Also suitable are the Memory games using pictures on page 142, once students have played them in class and know how they work. • Online research is another task you can give, using the Explore suggestions, for example. • And finally, you can offer them lots of different e-zone activities to choose from. Technique banks 143 HELBLING LANGUAGES www.helblinglanguages.com JETSTREAM Intermediate Teacher’s Guide A by Terry Prosser with Jane Revell and Jeremy Harmer © HELBLING LANGUAGES 2016 First published 2016 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the publishers. 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