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JESTREAM INTERMEDIATE PARTE B TEACHER

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Terry Prosser
with Jane Revell and Jeremy Harmer
intermediate
B
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
Unit notes
Unit 7
Unit 8
Units 7&8 Review
Unit 9
Unit 10
Units 9&10 Review
Unit 11
Unit 12
Units 11&12 Review
Tasks
Teacher’s notes
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
Technique banks
Using the video
Using memory games
Working with mixed-ability classes
4
6
21
37
41
59
77
81
95
110
113
114
114
115
115
116
116
117
118
119
Contents
3
CONTENTS
Jetstream Intermediate
VOCABULARY
UNIT 7
Technology rules?
INTRODUCTION
Technological inventions
page 5
LESSON 1
Futurology
Optimism (adverbs of
degree)
LESSON 2
What they know
GRAMMAR
SPEAKING AND WRITING
Listening: a museum audio
guide
will be able to
will future and future
continuous
hope
Reading: FE Smith’s
predictions
Listening: Thomas Frey’s
predictions
Giving your opinion on
various world topics
Making predictions for the
future
Future plans and predictions:
going to, will probably,
present continuous, might
Reading : They’ve got your
profile
Acting out a conversation in
a computer shop
Time adverbials
Listening: a conversation
in a car
Describing a regular journey
Writing a sat nav script
READING AND LISTENING
SPEAKING AND WRITING
Listening: a radio film show
Talking about the last film
you saw
LESSON 3
Losing skills
On the road
EVERYDAY ENGLISH
VOCABULARY PLUS p69
Asking for and giving directions
Cars Pedestrians Collocations
VOCABULARY
READING AND LISTENING
GRAMMAR
UNIT 8
Film
INTRODUCTION
Compound nouns
connected with films
page 13
LESSON 1
Who does what in films?
Jobs in films
Adjectives to describe
character
Neutral singular pronoun:
they
Reporting orders and requests
Reading: Jobs on a film set
Describing and guessing jobs
Reporting what people said
Acting out a film scene
LESSON 2
YouTubers
Statistics
would and used to
Reading: Meet Bing!
Writing and filming a vlog
about your life as a child
LESSON 3
I’m going to be a star.
Jobs and actions
Reporting what people say
Reporting what people said
Listening 1: a conversation
with a casting director
Listening 2: a conversation
with a friend
Writing and acting out an
interview for a TV show
EVERYDAY ENGLISH
VOCABULARY PLUS p60
Giving good and bad news
At the movies Collocations Wordbuilder Weddings
REVIEW Units 7 & 8 page 21; Aspects of culture: Films
VOCABULARY
UNIT 9
The good, the bad
and the ugly
page 23
READING AND LISTENING
Giving a talk about a
beautiful building
LESSON 1
Beautiful buildings
Materials
Passive (1): present and past
simple
Past participles
LESSON 2
Should they be demolished?
Compound nouns for
buildings
Passive (2): modals
Reading: Sky blue with
white clouds
Talking about buildings you
dislike
Writing about an ugly building
LESSON 3
Cowboy builders
Building problems
have / get something done
need
Listening: a conversation
about a cowboy builder
Talking about work you’ve
had done in your home
Writing a poem
EVERYDAY ENGLISH
VOCABULARY PLUS p61
Making and responding to a complaint
Umbrella words Phrasal verbs: down Wordbuilder: nouns from verbs; verbs with the prefix re- Homophones
INTRODUCTION
Professions
LESSON 1
I wish …
Accidents
GRAMMAR
Giving a talk about a wellknown building
Acting out a short story
READING AND LISTENING
Wishes and regrets
If only
LESSON 2
Things would have been
different.
Third conditional
Reading: Eris and the
golden apple
Retelling a story from Greek
mythology
Talking about a myth or
legend from your country
LESSON 3
It wasn’t easy.
be able to
Reading: Connections
Listening 1: a conversation
about a new pop star
Listening 2: an interview
about a Boston Bombing
survivor
Listening 3: a radio extract
about a dancer
Retelling a survivor’s story
Giving a short talk about an
inspirational person
EVERYDAY ENGLISH
VOCABULARY PLUS p62
Showing concern; Cheering someone up
Gender-specific and gender-neutral words Wordbuilder: verbs with mis- Focus on: wrong Phrasal verbs: back
REVIEW Units 9 & 10 page 39; Aspects of culture: Types of dance
Contents
SPEAKING AND WRITING
Talking about things that
have gone wrong
Writing a poem
page 31
4
SPEAKING AND WRITING
Buildings
VOCABULARY
UNIT 10
A question of
beauty
GRAMMAR
INTRODUCTION
VOCABULARY
Unit 11
Games and
temptation
page 41
page 49
READING AND LISTENING
SPEAKING AND WRITING
INTRODUCTION
Board games
LESSON 1
Playing games
Compound nouns with
game
Indirect questions
Reading: Some recent
research findings
Listening: street interviews
about video games
Talking about video games
statistics
Writing a description and
giving a talk about how to
play a game
LESSON 2
Temptation
Describing food
Defining relative clauses
Reading: Self-control or
clever thinking?
Giving a talk about your
favourite food
Talking about how to resist
temptation
LESSON 3
Cheating?
Running and walking
Making sentences into
questions
Listening: an American
radio play
Confirming information
Preparing an argument to
defend your opinion
Persuading others to agree
with your opinion
EVERYDAY ENGLISH
VOCABULARY PLUS p63
Complimenting someone’s appearance
Crime and criminals Crime verbs Crime metaphors
READING AND LISTENING
SPEAKING AND WRITING
Listening: a description of a
night in the mountains
Retelling a story
Describing your favourite
landscape
VOCABULARY
UNIT 12
Survival and loss
GRAMMAR
Listening: descriptions of
games
GRAMMAR
INTRODUCTION
Emergency equipment
Features in a landscape
LESSON 1
Why we forget
remember and forget
Past perfect review
Listening: three stories
about forgetting things
Reading: Why we forget.
Why we get lost.
Talking about a time you
forgot or lost something
LESSON 2
An unlikely rescue
Injuries
Non-defining relative
clauses
Reading: Jessica Bruinsma
Retelling Jessica’s story
Talking about a time you
were injured
LESSON 3
Songlines
Conditions
Tense review
Listening: a conversation in
Melbourne
Reading: Songlines of the
aboriginal people of
Australia
EVERYDAY ENGLISH
VOCABULARY PLUS p64
Telling and reacting to stories
Injuries Body metaphors (2) Phrasal verbs: break
REVIEW Units 11 & 12 page 57; Aspects of culture: The law
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
7
Technology rules?
UNIT
FOCUS
GRAMMAR: will future and future continuous; hope; future plans and predictions;
VOCABULARY: technological inventions; optimism (adverbs of degree); on the road
FUNCTION: asking for and giving directions
Introduction p5
Aims
The focus of this lesson is to introduce the theme
of technology. Students are encouraged to think
about when things were invented, then check
their answers in a listening.
You first!
Students choose from the photos or think of other
inventions. Do a quick survey and vote for the
most popular invention.
1 Pre-teach the word obsolete (= not in use
any more, replaced by something newer
and better). Students work in pairs and
draw timelines, arranging the inventions in
chronological order. They then compare with
other students to see if they agree. Don’t check
their answers at this stage.
2
Play and pause the recording for
students to check their answers and timelines.
You could also write the names of the
inventions on slips of paper for students to
arrange chronologically on a timeline as they
listen. This varies learning styles and adds a
kinaesthetic element to the activity.
1.2
Answer
cassette player: 1962
ATM: 1969
video cassette: 1971
mobile phone: 1973
IBM computer: 1981
CD-ROM: 1982
world wide web: 1989
iPod: 2001
smartphone: 2007
iPad: 2010
Transcript
Welcome to the Science Museum. We hope
you will enjoy this audio guide.
1 You are looking at a cassette player. The
first cassette player was invented in 1962.
6
Unit 7
time adverbials
The model you are looking at dates from ...
2 The first real ATM – often called a cash
machine, or ‘hole in the wall’ – was
installed by the Chemical Bank in Rockville
Center in New York in 1969. They called it
a ‘docuteller’.
3 Video cassettes changed everything for TV
and film viewers. They could record their
favourite TV programmes and watch films
in their own homes. They first appeared in
1971.
4 The first mobile phone call was made in
1973 by Martin Cooper, then Vice President
of the Motorola corporation. He took his
phone onto the streets of New York. People
were amazed. But his company wasn’t
interested for ten years – they were more
interested in their phones in cars.
5 The IBM PC – ‘PC’ stands for ‘personal
computer’ – first appeared in 1981. It was
the first mass-market desktop computer.
6 It wasn’t until 1982 that the first compact
discs were available, and at first they only
stored audio data. Later, video and other
data was included. CD-ROMs are still used,
but increasingly people are using digital
downloads …
7 The world wide web was invented by a
man called Tim Berners-Lee, a software
engineer, when he was working in a
physics laboratory in Switzerland in 1989.
The world wide web allows people to share
information from computers all over the
world using a system of coding …
8 You are looking at a first-generation iPod
– the mp3 player that changed everything
for the music industry. It was introduced
by Steve Jobs, the CEO of Apple, in 2001.
People weren’t very happy with it at first.
But it became more and more popular and
is now an iconic music …
9 The first smartphone was launched in
2007. The CEO of Apple, Steve Jobs, said
at its launch, ‘Every once in a while a
revolutionary product comes along that
changes everything.’
10 Mobile computing really became popular
when the iPad arrived in 2010. Apple
was not the first company to try tablet
computing, but the iPad was the first great
success.
Tip: Try to vary activities so that students
can move and touch things and focus
on different learning styles. Adding
sentence slips to arrange or word cards
for language games adds a kinaesthetic
element to lessons and keeps things
interesting. It takes a bit more
preparation, but pays off in terms of
increased learner motivation and interest.
Culture notes
• Steve Jobs (1955–2011) was a pioneer in
personal computing. He founded Apple
in 1976 with Steve Wozniak; it has gone
on to become one of the most successful
companies of all time. He also helped
to instigate the visual-effects industry,
which resulted in the first fully computeranimated film, Toy Story, in 1995.
• Martin Cooper (1928–) is an American
engineer considered the ‘father of the
cell phone’. He and his wife, Arlene,
have co-founded numerous successful
communications companies, and he
worked for Motorola for 29 years. In
addition to pioneering the mobile phone,
he was instrumental in expanding pager
technology. He formulated the Law of
Spectral Efficiency, which is now known
as ‘Cooper’s Law’, and won the Marconi
Prize in 2013.
• Tim Berners-Lee (1955–) is the English
computer scientist credited with the
invention of the world wide web. He
is now the director of the World Wide
Web Consortium (W3C), which oversees
the web’s continued development. He is
reputed to talk very fast, so much so that
his colleagues supposedly asked him to
speak in French to slow him down.
Background notes
Students should be familiar with most of
the items pictured, even in their archaic
forms. The only two that they may not have
come across are the video cassette and the
cassette player. The video cassette pictured
is actually a small format developed for
camcorders. More common were VHS
cassettes for use in domestic VCRs (video
cassette recorders). Both these and audio
cassettes used magnetic tape, onto which
analogue data was recorded. Sound and
picture quality were relatively poor, and
both formats soon became obsolete when
digital recordings in the form of CDs and
DVDs became available in the 1980s and
1990s respectively.
3 Play and pause the recording again so students
have time to write notes. Encourage them to
write abbreviations so they can note down
information more quickly (eg 1st smart,
S. Jobs, App 2007). They then write the
answers in proper sentences, compare with a
partner and add extra information.
Answers
1 Steve Jobs was the CEO of Apple. He
introduced the iPod in 2001 and the
smartphone in 2007. He described
the smartphone as a ‘revoluntionary
product’ that would ‘change
everything’.
2 The first ATM was installed the
Chemical Bank in Rockville Center in
New York in 1969.
3 The first mobile phone call was made
in 1973 by Martin Cooper, then Vice
President of the Motorola corporation.
4 The world wide web was invented by
Tim Berners-Lee, an English software
engineer, in Switzerland in 1989.
5 The iPod is an mp3 player that was
introduced by Steve Jobs, CEO of
Apple, in 2001. People didn’t like it at
first, but it became very popular.
6 CD-ROMs first appeared in 1982.
Initially, they just had audio data, but
then had video and other data. They
are still used today.
4 Copy the mind map onto the board and elicit
where broadband should go (connectivity).
Students then arrange the other words in the
correct place. You can point out that some
words can go in more than one place.
Unit 7
7
MA You may prefer to do this as a wholeclass activity, inviting individual students to
come to the board to write the words in the
correct place, consulting with their classmates
if necessary. They can then brainstorm other
lexical items to add.
5 If you didn’t do 4 as a whole-class activity,
students should compare their mind maps in
small groups and check together in feedback.
They could also come to the board to complete
the mind map.
Answers
operating system: Windows
program*: Windows, Twitter, Facebook
app: Twitter, Facebook
mobile technology: mobile / cell phone
hardware: desktop, laptop, monitor
connectivity: broadband, cloud computing
* You could draw students’ attention to the
fact that the American English spelling is always
used in relation to computers.
Tip: It’s good to invite students to come
to the board from time to time to
brainstorm words with the class, write
answers and play games. This movement
sends oxygen to the brain and keeps
them more active, alert and involved
after a long time seated. It also creates
more learner interaction and minimises
your work too.
Lesson 1 Futurology pp6–7
Aims
The focus of this lesson is predictions about the
future. Students focus on the future simple and
continuous in the Grammar section, and also learn
adverbs of degree to describe their hopes and
fears about the future.
You first!
Students think about their future life and what
they’ll be doing in the future. To make it more
interesting, set three future points, such as 2025,
2040 and 2060. Students write bullet notes rather
than full sentences. This helps them speak more
fluently rather than just reading sentences. They
then walk around and talk to different partners.
Encourage them to ask questions and use phrases
like What about you?, What about by 2040?,
Really?, Do you think so?, No way!, How come?.
This creates more natural interaction, interest
and conversation. Get their ideas and hopes in
feedback.
Reading
1 Students read about the predictions and
discuss them in pairs. You could also point
out the use of be able to to express ability in
the future: make up a crazy opinion about the
future and write the sentence on the board
with a mistake for students to correct.
Hey! Do you know what I think? I think people
can drive flying cars in the future. – will be
able to drive
Extra idea: Dictate questions about
modern technology for students to discuss
with a partner. Get feedback and find out
about their favourite devices, apps, social
networking sites, etc.
Answers
The army already controls some things
remotely using drones.
We already grow food in laboratories.
People already watch TV in colour and with
good sound and see things on the other
side of the world by satellite.
Cures for some major illnesses have been
developed.
We already have supersonic air travel
(Concorde was the first).
What mobile devices do you have?
Which is your favourite device?
How often do you check your phone /
tablet?
Do you like social networking sites?
Which ones do you use?
What are the advantages / disadvantages
of mobile technology?
2
8
Unit 7
THINK Students work in pairs or small
groups to discuss the questions. For questions
3 and 4, they should think of the advantages
and disadvantages of working fewer hours and
living longer.
1 Restaurants will print food. They will do this
with 3D printers.
2 We won’t go to the doctor any more. We
will all have medical machines at home.
They will check us out and they will tell us
what to do – and they will treat us.
3 There will be a lot of roads for driverless
cars only.
4 We will be travelling around the world on a
regular basis in vacuum tubes. The speed?
More than 6,000 kilometres an hour.
5 A Chinese company will be operating daily
flights to a space hotel.
6 We will be harvesting water from the
atmosphere all the time.
7 We will use swarmbots – nano swarmbots
– (nano means very, very, very small) for
our clothes. We will be able to change our
clothes in a fraction of a second.
Answers
1 Drones are the modern version of ‘army
tanks with no crew’.
2 A scientist or a researcher
3 To introduce the topic, write the following
quotation by Marcel Proust on the board. Elicit
students’ ideas and personal opinions.
Man of imagination, you can find enjoyment
only through regret or expectation, in the past
or in the future. (Marcel Proust (1871–1922),
Remembrance of Things Past)
Elicit what a ‘futurologist’ is (someone who
predicts the future). Students read and talk
about people they know who look back at the
past or hope for the future. Which do they
think is the better outlook?
Listening
4
GUESS Pre-teach words like swarmbots
(= lots of small robots that do complex tasks)
and vacuum tubes (= high-speed travel by train
in a tube). Students work in pairs and guess
what Thomas Frey’s predictions are. Get their
ideas in feedback.
5
Students listen to the recording
and check their answers to 4. What things
were interesting or surprising? Then play
the recording again for them to write the
predictions using the prompts.
1.3
Answers
1 There will be a lot of roads for driverless
cars only.
2 Nano swarmbots will make our clothes. /
Our clothes will be made from nano
swarmbots.
3 We won’t go to the doctor any more.
4 We will be harvesting water from the
atmosphere all the time.
5 A Chinese company will be operating
regular flights to a space hotel.
6 Restaurants will print food.
7 We will be travelling around the world
in vacuum tubes at more than 6,000
kilometres an hour.
Transcript
Here are some of the things that Thomas Frey
predicts about the year 2030.
6
THINK Students discuss Frey’s predictions in
pairs or small groups. You could also write the
phrases below on the board so that students
can use them in their conversations. Get
feedback and ask students to explain their
ideas and opinions. Highlight examples of
good English and correct any small mistakes
you heard.
Agree
Disagree
I agree.
I disagree.
Absolutely!
No way!
That’s for sure!
Yeah, right!
It’s think he’s right.
Not in a million years!
That’s so true.
Extra ideas: Tell students that sometimes
we put two words together to make one.
This is called a ‘blend’ or a ‘portmanteau’.
There are lots of them in English and
swarmbot is just one of them! Write these
pairs of words on the board for students to
combine to make new words.
1 swarm + robot
2 breakfast + lunch
3 electronic + mail
4 information + entertainment
5 tiger + lion
6 chill + relax
7 worldwide web + seminar
8 work + alcoholic
9 stay + vacation
10 croissant + doughnut
Unit 7
9
Answers
1 swarmbot 2 brunch 3 email
4 infotainment 5 liger / tigon 6 chillax
7 webinar 8 workaholic 9 staycation
10 cronut
Students complete these sentences with
the new words.
1 Have you tried one of those new
______ ? They’re absolutely delicious.
2 I have to do a ______ for the students
next week.
3 John is always at the office. He’s a
complete ______ .
4 I’m so tired of travelling. I think I’ll just
have a ______ this summer.
5 Hi, Anna! Do you want to meet for
______ tomorrow? We could go to the
new café on River Street.
6 The zoo has bred quite a few ______ now.
7 This is so stressful! I’ve had about a
million ______ today. I haven’t got time
to read them.
8 I love ______ shows like Animal Planet
and The Daily Show.
9 I wish I had ______ to clean this house.
It’s such a mess.
10 My daughter likes to ______ when she
comes home from school.
Answers
1 cronuts 2 webinar 3 workaholic
4 staycation 5 brunch 6 ligers / tigons
7 emails 8 infotainment 9 swarmbots
10 chillax
video link
Students can visit Thomas Frey’s website ‘The
Futurist Speaker’ and see his talk: http://hello.
futuristspeaker.com/?gclid=CPDtup3R7MYCFfHJtA
od3EoMSQwatch.
They can also view it on YouTube at https://www.
youtube.com/watch?v=L98-v01idZ8.
Students watch the video and answer the
questions with a partner.
Culture note
Thomas Frey is the Senior Futurist at and
founder of the DaVinci Institute, a ‘think
tank’ based in Louisville, Colorado, in the
USA. He frequently gives presentations and
talks on his view of the future.
Extra idea: Write the following words
and phrases on separate slips of paper:
skyscrapers, ships, data-storage centres,
horses, trains, underwater cities, ultra-highspeed tube transportation, trans-Atlantic
bridges, vertical farms, the Pyramids, the
Great Wall, space rockets. Put students in
pairs and give a set of slips to each pair.
Play the video (or show it by data projector
or interactive whiteboard); students put
the slips in the order they see the items on
them. It’s fast, so you’ll probably have to
play the clip again!
Grammar will future and future continuous;
hope
7 Students look at the grammar box, then
answer the questions in pairs. Check answers,
and tell students that, in practice, either tense
can usually be used. Grammar is flexible
and there’s often more than one possible
answer. To emphasise the ongoing nature of
something, we can use the continuous form,
but we may not actually want to, so we can
use the simple form instead. Competent
language speakers use both.
Answers
1 will be doing (future continuous)
2 In sentences 3 and 4, the expressions
on a regular basis and daily are used to
emphasise the continuous nature of the
activities.
MA To review or help weaker students in
multi-level classes, write extra examples and
check understanding using a timeline. This
gives a clear visual clue to the function and
meaning of the grammar.
I hope I’ll be living in a big house by the beach
when I’m older.
will be living
will live
____________
past __________________________________future
now
•
•
•
10
Unit 7
When am I thinking about? (the future)
Is it a short action or an action that lasts for
a longer time? (a longer time)
Is it a continuous action? (yes)
•
•
•
•
•
What do we call this verb tense? (the future
continuous)
When do we use it? (to describe a
continuous action or action with duration
happening in the future)
Can I say ‘I hope I’ll live in a big house by
the beach when I’m older’? (yes)
Is the meaning similar or different? (similar)
What do we call this tense? (the will future
or future simple)
8 Students make predictions about the future
using hope + will or will be doing.
Extra idea: Ask students to think about
the future and what they hope for and
dream of. Then tell them to think of a
dream for:
• their family
• their country
• the world.
Tell them to discuss their dreams for the
future with a partner. Remind them to use
the will future and the future continuous.
Check ideas in feedback.
Vocabulary Optimism (adverbs of degree)
9 Students make phrases with the words. Give
an example sentence in context to model the
activity (eg I’m extremely pessimistic about
England’s chances of winning the World Cup.).
MA Weaker students can just make
collocations, but stronger students should
include the words in full sentences.
10 Students put the adverbs in order. You could
also draw a picture in steps or stages on the
board to give a clear, visual clue.
Answers
not very, rather, quite, really, extremely
Note that rather and quite are pretty much
synonymous, so if students have put them the other
way around, that’s fine.
11 FINISH IT Students write personalised
sentences to review. You could also show
them that the adverb is usually stressed (eg I’m
really optimistic about ..., I’m rather negative
about ...) and practise pronunciation with
some repetition drilling.
Tip: Make things stand out visually for
students by using different colours or
by just writing in bigger letters to show
things like sentence stress or the words
or grammar you would like to focus on.
It takes a few extra seconds to write, but
students understand far more quickly,
thus saving time in the long run.
Speaking
12 EVERYBODY UP! Students explain their
feelings about world peace (they can read the
example to get the idea), then stand in a line
in the classroom to reflect the spectrum of
opinion in the class, ranging from the most
optimistic to the most pessimistic. Do the same
for the other two topics, encouraging students
to give reasons for their ideas. Encourage as
much conversation as possible.
13 MINI-TALK Students work in small groups
and make predictions about the future. Write
the adverbs of degree and future forms on
the board to help them and give them a few
minutes’ thinking time to note down a few
ideas before they begin. Choose the best talk
to present to the whole class.
Lesson 2 What they know
pp8–9
Aims
The focus of this lesson is the comparison of be
going to, the will future, modal verbs and the
present continuous to make predictions. Students
also learn about online advertising and the
unsettling issue of data collection and behavioural
selling.
You first!
Students discuss their feelings about online
advertising and pop-ups when they’re using the
computer. Do they read them? Is it interesting or
annoying? Have they ever wondered why certain
things are advertised on their screen?
Reading 1
1
GUESS Students read the title and look at
the photo. Ask who ‘they’ are (advertisers,
market research companies) and what the
photo represents (people being watched and
Unit 7
11
analysed). Check students’ ideas about the
type of data they think is held about people.
2 Pre-teach the meaning of words like intend
(= plan to do something), on-demand (= TV
and video content you can select and watch
any time) and account (= summary). Students
read the first part of the article to see if their
ideas about the type of data were correct.
I think it’s ... It’s possibly ... It could / might be ...
I definitely don’t know.
I have no idea. I haven’t a clue.
Reading 2
6 Students read Part 2 of the article and check
if their ideas from 5 were correct. They then
answer the questions in pairs.
Answers
1 They analyse what you buy at
supermarkets.
2 There are cameras next to or behind
adverts. The camera can tell your age,
height and sex.
3 They know your browser history, which
things you have looked at online. They
also know how many Facebook friends
you have.
4 They use the location service on your
phone to know where you are and
where you go.
Answers
age, nationality, occupation, residential
status, family history, shopping habits,
holiday destinations, travel, hobbies
and interests, TV habits, annual income,
commuting, eating out, pets, family, marital
status
3
TAKEAWAY LANGUAGE Students match
the words to make words and phrases.
MA Weaker students can read the article again
to help them.
Answers
annual income, detached house,
housemate, on-demand films, privately
owned flat, takeaway, weekly shopping
Background note
There are no rules to dictate whether
word combinations like the ones in 3 are
one word, two words hyphenated or two
separate words. Often compounds start
out as two separate words and gradually
become one word, perhaps with a
hyphenated stage in between.
4 Students compare their lives with Niki.
Encourage them to use both of us and neither
of us to describe similarities and differences,
and to give extra information about themselves
where there are differences, as in the example.
5
12
THINK Students discuss the question with a
partner. You could also encourage them to use
the phrases of certainty and uncertainty from
Unit 6. Write these phrases on the board so
they can include them in their conversations.
I’m certain / sure that ...
I know it’s ... It’s definitely ... It must / can’t be ...
I’m not sure.
Unit 7
7 Students guess the definitions through context,
then check their ideas with a partner.
Answers
location services: a way of finding where
you are via your mobile phone
users: people who use a product or service
just about everything: nearly everything
is due: is expected to be born
on top of that: in addition / as well / also
8
THINK Students discuss the questions in
pairs. Get their opinions in feedback. Is it ever
a good thing? Can they think of other types of
advertising?
Extra idea: Days of our Lives is a famous
American soap opera that is well known
for product placement. Play this clip from
YouTube (https://www.youtube.com/
watch?v=gCh4gnIcJEM) and see if students
can spot the advertising!
What other films do they know that use
product placement (eg James Bond films)?
Grammar Future plans and predictions
thing is to leave time for a chat, really
listen to them, take an interest in their
lives and encourage them to speak in a
personalised way.
9 Students look at the sentences and decide the
level of certainty. You could also draw a scale
on the board to present things in a visual way.
Answers
4, 2, 3, 1
10 Students underline the predictions and identify
the tenses used. Check answers in feedback
and elicit the differences in meaning.
At this level, students have already learnt
each tense, so this gets them to compare and
review (we use present continuous for future
arrangements, be going to for predictions
made with present facts or evidence, and will
future for distant predictions).
Answers
1 They know what you are doing next
week ... (present continuous, used for
future arrangements / plans)
2 ... and what, if your plans work out,
you’re going to do this evening. (be
going to, used for intentions based on
current evidence)
3 They know they know what you’ll
probably be doing next year. (will
future + probably, used for more distant
predictions)
11 Students tell each other their plans and
intentions using each of the future forms. Get
some of their ideas in feedback and ask extra
questions (eg Really? When? How certain is
this? Sounds great, what will you do there?).
12 Students work in groups of four or walk
around the room and share their ideas.
Monitor and note down good ideas and
sentences and small mistakes you can correct
in feedback.
Tip: Always leave time for feedback if
possible, as it’s helpful in different ways.
Firstly, it gives natural closure to activities.
It also helps you to check students’
answers, vocabulary or grammar, and
praise or gently correct them (which is
important to them too, because they
like to know if they’re doing things
right). However, the most important
Speaking
13 ROLE-PLAY Put students in A+B pairs. Give
them time to read their role cards and think
about what they’d like to say.
Extra idea: Students look around the room
and notice things about other students and
what they’re wearing. They then work in
pairs. One student describes what someone
in the class is wearing, eg type of clothes,
style, colour, brand. Their partner has to
guess who it is.
Lesson 3 Losing skills pp10–11
Aims
The focus of this lesson is time adverbials to
describe future plans. Students also read and talk
about the impact of modern technology and our
loss of skills, and learn new vocabulary to give
directions around town.
You first!
Students look at the photos and answer the
questions. Ask extra questions (eg Have you ever
flown in a really old plane? Did you feel nervous?).
Speaking
1 Check that students understand cockpits and
ask them to describe the differences. How do
they think these changes have affected the
pilot’s job? Do pilots have to be more or less
skilled these days?
2 Students read the lesson title ‘Losing skills’
and guess what the paragraph is about. They
then read and check if their predictions were
correct, then discuss the questions with a
partner.
Listening
3
Check that students know what satnav
(= satellite navigation) and GPS (= Global
Positioning System) are. Write some questions
on the board and discuss them with students
1.4
Unit 7
13
(eg Do you use satnav? Do you like it? Why? /
Why not? Have you ever had any problems
with satnav? What happened?).
ceri
satnav
Students listen to the recording and answer
the questions. Play and pause as necessary.
paul
ceri
14
Answers
1 Three people: Paul, Ceri and Hilda (the
satnav)
2 In a car
3 Paul and Ceri are probably married;
Hilda is the voice on the satnav.
paul
Transcript
ceri
Hurry up, Paul. We’re going to be late.
satnav In one mile, take the third exit from the
roundabout.
paul
OK, I will. Thank you, Hilda.
ceri
Who’s Hilda?
paul
She’s the voice on my satnav. I think I
may have fallen in love with her!
ceri
Don’t be so ridiculous.
paul
Just joking.
ceri
Paul, look, we can turn right here.
paul
No, we can’t.
ceri
Yes, we can. We’ll be there in about
three minutes if we do.
paul
Hilda says we have to go on to the
roundabout.
ceri
Hilda’s a satnav, Paul. She isn’t a real
person, you know. But look, there’s a
sign to where we want to go. Look. We
just take the next turning on the right.
paul
But the satnav …
ceri
… says we have to go on to the
roundabout. I know.
paul
I spent a lot of money on this system.
satnav In 500 yards, take the third exit from
the roundabout.
ceri
You’ve missed the turn now anyway.
paul
Yes, but Hilda …
ceri
Oh, shut up about Hilda! If we listen to
her, we won’t get there until the day
after tomorrow.
satnav You are now approaching the
roundabout. Take the third exit.
paul
She’s the latest thing. I rely on her
completely.
ceri
It.
paul
What?
paul
Unit 7
ceri
ceri
satnav
It. You rely on it. It’s a machine, not a
person.
In three miles, take the fourth exit from
the roundabout.
Oh! Now see what you’ve done!
What have I done?
You distracted me. I took the wrong
exit from the roundabout. Now Hilda
says we have to go on for three miles
to the next roundabout and then we’ll
have to do a U-turn.
Paul! Turn Hilda off! I don’t care how
much you love her! Use your memory.
Use your eyes. Look at the street signs.
But Hilda …
There is no Hilda, Paul. She’s a prerecorded voice in a machine, and if you
let her control your life, you’ll forget
everything you ever knew. We can’t let
machines take over our lives. You can’t
let a machine take over your life.
You are now approaching the
roundabout …
Background note
With many satnav systems, you can choose
the voice that makes the announcements.
These range from just male and female
voices to a whole range of celebrities and
cartoon characters.
4
Students listen and follow the route on the
map. Play and pause the recording again as
necessary.
Answers
1 The route goes straight along the
purple road past the first roundabout.
2 She wanted to turn right before the
roundabout.
3 B
5
TAKEAWAY LANGUAGE Students listen
again and identify the phrases and who said
them. Play and pause the recording again if
necessary; students then compare in pairs.
Answers
1 c (W) 2 b (M)
3 d (M)
4 a (S)
Grammar Time adverbials
6 Students underline the time adverbials. Elicit
what time adverbials do (They describe when
actions and things are done). You could also
highlight how the word about is used with
time adverbials (It’s vague language, when
we’re talking about an approximate rather
than specific time).
Answers
in about three minutes
until the day after tomorrow
7 Explain to students that more than one
adverbial is possible in each sentence and
have them look at the example. They write the
sentences and check with a partner. Elicit that
the time adverbial can also go at the beginning
of the sentence, but that it needs a comma (eg
By ten o’clock, we will be there).
Answers
1 We will be there by ten o’clock / for as
long as you like / in two weeks’ time /
this time tomorrow / until Friday.
2 You had better be here by ten o’clock / in
two weeks’ time / this time tomorrow /
until Friday.
3 You can stay here for as long as you like /
in two weeks’ time / until Friday.
4 We will be living in Canada in two
weeks’ time / this time next year.
8 Students write sentences using the time
adverbials.
MA Stronger students can write more and vary
the time adverbials.
9 Students share their sentences in groups of
three and four and ask questions for more
details.
Extra idea: Draw a stick man on the
board. Tell the class, ‘This is John. He’s
always late, but he always makes up bizarre
excuses to explain why’. Students pretend
they’re John and make statements using
the time adverbials. They should ask each
other questions and make up excuses.
Write an example conversation on the
board. You could also include reason
clauses (because), phrases of obligation
(have to, need to) and purpose clauses (to
get, in order to get) to review at the same
time:
a I’ll be home by nine o’clock this
evening.
b
Why will you be so late?
a Because I have to go into town to get
the car serviced.
Get feedback and find out the funniest and
craziest excuses.
Vocabulary On the road
10 Students do the exercise in pairs. You could also
show visuals to quickly check understanding
(eg ‘What’s this?’ ‘It’s a motorway.’ ‘Yes, it
is. Anyone know what we call it in American
English?’ ‘A freeway or expressway.’).
Answers
path, lane, one-way street*, road, avenue,
motorway
* The position of this in the sequence is
debatable, as some one-way streets can be very
narrow and others can be wide.
11 Students may not know the words, so they can
look them up in their dictionaries or on their
smartphones if necessary.
Answers
There are clear drawings of these on page
5 of the Workbook.
Speaking and writing
12 Students work in groups of three and four and
use the phrases in the box to describe their
journeys.
13 Play audio 1.4 again so that students notice
the satnav phrases. They then write the satnav
directions for their journeys.
14 Students discuss the questions together.
Get feedback and check their ideas. Do a
quick survey to find out their opinions about
technology.
Extra idea: Put students in groups of
three or four. Show them a picture of a
teenager using a laptop or a tablet. What
do they think about it? Then give them role
cards. One is for a teenager, and the others
Unit 7
15
are for a parent / teacher / older person.
Students read their card and then take a
few minutes to think about their opinion
and make notes. They then do the role play
from the point of view on their card. This
activity encourages students to think about
things from someone else’s perspective and
consider other ideas, opinions and feelings.
Possible role cards:
• You are a teenager. You love the
internet, social networking and playing
computer games. Think of reasons
why spending a lot of time on your
computer is a good thing.
• You are a parent. Your teenage son /
daughter hardly ever speaks to you any
more and he / she is always on social
networks on the internet. Think of your
opinion about teenagers spending so
much time using computers and how
it might be bad for studying and a
healthy lifestyle.
• You are a teacher. You have mixed
feelings about computers. You
understand the advantages and
disadvantages. Think of your opinion
about teenagers spending so much
time using computers.
• You are an older person. You don’t
really understand why teenagers sit at
home playing games and surfing the
internet. Think of your opinion about
teenagers spending so much time using
computers.
EXPLORE ONLINE
This can be done at home or in class using
smartphones or tablets. Students find out about
people who went through technology detox and
turned off the internet. They can do a search for
digital detox.
Take a break
Although it’s likely that students will have
their phones switched off during class to avoid
disruption, it’s unlikely that they’ve spent time
taking stock of their surroundings like this. Try
having a minute of complete silence for them to
absorb their environment, then ask them what
they saw / heard / felt.
16
Unit 7
Everyday English p12
Asking for and giving directions
1
1.5 6 Students watch the video or listen
to the recording and answer the questions.
Play and pause as necessary.
Answers
1 The Museo del Barrio
2 She asks three people.
Transcript
1
dana
Oh, no. My phone just died. Excuse
me?
man
Yeah?
dana
Do you know where the Museo del
Barrio is?
man
No, sorry. No idea.
dana
Oh. Well, OK, thank you.
2
dana
Excuse me? Could you tell me ...?
woman
Sorry, can’t talk. No time. … I’ll be
there in five minutes, darling. I’m just
leaving the gallery now.
dana
OK. Oops. Sorry.
3
dana
Excuse me.
jerome
Yes? Can I help you?
dana
Yes, please. I’m looking for the
Museo del Barrio.
jerome
The Museo del Barrio? The Latin
American one?
dana
Yes, that’s the one.
jerome
Oh, that’s easy. It’s on 5th Avenue.
You’re quite close.
dana
It’s on 5th Avenue? No wonder. I
thought it was on 103rd Street.
jerome
No, that’s the Museum of the City
of New York. It’s a block away from
there.
dana
From the Museum of the City of New
York?
jerome
Yes, that’s right. Now listen, the best
way is to go left from here and go
one block to East 97th Street. Take a
right …
dana
Take a right?
jerome
That’s right, and then 5th Avenue is
five blocks away When you get there,
turn right and keep going.
dana
jerome
dana
jerome
dana
jerome
dana
OK.
It’s about six blocks then. The block
after the Museum of the City of New
York. You can’t miss it.
How long of a walk is that?
How long will it take to walk? About
ten minutes? No, maybe 15.
OK, thanks. Maybe I’ll jump into a
cab.
Oh, come on. You can walk! It’s not
that far. You’re young! Hope you
have a good time there. Not my
‘thing’, as they say. Not very keen on
museums anyway, but when I do go
to a museum …
OK, sorry, gotta go. Thanks for your
help.
2 Students watch or listen and write the
conversation number.
Answers
1 Speaker 3
2 Speaker 1
3 Speaker 2
3 Students use the map to find out where the
woman is when she has the conversations,
then compare their answers in pairs.
Answers
The woman is at the hospital, on the corner
of East 99th Street and 2nd Avenue.
EXPLORE ONLINE
Students find out information about the Museo
del Barrio (http://www.elmuseo.org) and the
Museum of the City of New York (http://mcny.org)
and report back in feedback. Ask extra questions
to encourage speaking and personalisation (eg
Would you like to go there? Why? / Why not?
What kind of museums or exhibitions do you
like?).
They can also go to the Time Out – New York page
at http://www.timeout.com/newyork/things-to-do
and look at other museums and attractions.
4 Students work in pairs and match the phrases.
Play the recording again for them to check
their answers. Explain that take is followed by
an article (Take a right) and turn is followed by
the direction without an article (Turn right). If
students are in the USA, they’ll probably hear
the phrase Hang a right too!
Answers
1h 2e 3c
8g 9f
4b
5d
6a
7i
5 Students complete the table with the questions
and responses.
Answers
asking for directions
Do you know where the museum is?
How long will it take?
I’m looking for the Museo del Barrio.
giving directions
Fifth Avenue is five blocks away.
Keep right.
Take a right.
The best way is to go left from here and go
one block to East 97th Street.
Turn right.
You can’t miss it.
6 Elicit the meaning of the American English
words intersection (= crossroads) and gas
station (= petrol station). Students then add
the phrases to the table in 5. Explain that or so
is another way of saying ‘about’ when we’re
being vague and giving approximate amounts;
about comes before the amount, or so comes
after:
Keep going for about 500 metres.
Keep going for 500 metres or so.
Answers
asking for directions
Can you help me? I’m trying to find the
town hall.
Do you know where the town hall is?
giving directions
At the junction / intersection, take a right.
Go straight on.
Keep going for a couple of miles / 500
metres or so.
Take the first right.
Take the third exit at the roundabout.
Turn left at the gas station.
1.6 Explain that the phrase Excuse me
7 P
has different meanings depending on the
attitude of the speaker and the situation. Give
students time to read the possible meanings.
Unit 7
17
Pre-teach words like cross (= annoyed, angry)
and squeeze past (= move or get past with
difficulty). Students listen to the conversations
and match each example of Excuse me to the
correct meaning.
Answers
1c 2a 3d
4b
8 P Play the recording again. Ask students
if they hear a difference in the way Excuse
me is pronounced. Practise and repeat the
pronunciation with the class. Students work in
pairs, saying Excuse me in different ways. Their
partner has to guess which meaning it is.
9 Students use the map and practise asking and
giving directions. Encourage them to use the
new phrases.
Tip: Although grammar and vocabulary can
be taught, at the end of the day, it’s up
to students whether they use it or not.
Try to encourage them to use new words
and phrases so that they develop and
upgrade their vocabulary in every lesson.
10 Students follow the notes for the speaking
activity. Model the activity and encourage them
to use the new words and phrases in their
conversations.
MA Stronger students could mark more than
three places on their maps.
Vocabulary plus p59
Cars
1 Students do the matching in pairs. Check
answers as a class.
Answers
1 motorway 2 street 3 high street
4 toll road 5 lane 6 avenue 7 cul-de-sac
8 one-way street 9 highway 10 flyover
18
Unit 7
Extra ideas: Ask which words are British
English (high street, motorway, toll road)
and which are particularly American English
(freeway, expressway). Elicit the American
English equivalent of high street (= main
street) and toll road (= turnpike).
You could also ask students to use their
smartphones / tablets to find songs about
roads and motorways (eg Telegraph
Road by Dire Straits, The Road to Hell by
Chris Rea, 2-4-6-8 Motorway by the Tom
Robinson Band, Route 66 by Chuck Berry
(and many others), Road to Nowhere by
Talking Heads, Motorway by The Kinks).
2 Students discuss the terms in groups of three
or four. Encourage them to talk about personal
experiences of traffic problems. They should
note that traffic congestion is uncountable.
Answers
• A slip road is the entrance to or exit from
a motorway or dual carriageway. It allows
cars to adjust their speed to the traffic on
the faster road before joining it.
• A traffic jam is any situation where
vehicles are stationary and can’t move
because the way ahead is blocked.
• A tailback usually occurs on a motorway
when there is something blocking
the road, causing a queue of slow or
stationary traffic.
• Traffic congestion usually refers to
towns and cities where a lot of vehicles
are trying to pass through a small area.
3 Read through the quiz quickly as a class
to check for any vocabulary problems (eg
pedestrians, speed). Then put students into
pairs or small groups to answer the questions.
Feed back as a class. Did they find any of the
answers surprising?
Answers
1 Because all vehicles are going in the
same direction on a motorway.
2 In order of fatalities (from least to
most): people in cars, motorcyclists,
pedestrians, cyclists
3 a) 5% b) 40% c) 80%
4 a) They will have stopped. b) 38 kph
4 In the same pairs / groups, students discuss the
three questions. Choose one of the questions
to open up to a class discussion.
Tip: Discussing an issue in smaller groups
prior to a whole-class discussion
should encourage weaker students to
participate more, but make a particular
effort to include them by asking for their
opinions.
Pedestrians
5 Ask the class if they recognise the zebra
crossing in the photo, and why it’s famous.
Answer
It’s the zebra crossing outside the Abbey
Road recording studios in London. It
featured on the cover of The Beatles’
Abbey Road album.
Extra idea: Encourage students to find
an image of the Abbey Road album cover
and find out more about it (eg Where is
the white Volkswagen now? (In a museum
in Germany) Who is the man standing
on the pavement? (An American tourist
named Paul Cole, who was unaware he
was being photographed) Can you see the
zebra crossing without going to London?
(Yes – there is a webcam devoted to it at
www.abbeyroad.com/crossingarchive) Why
is Paul McCartney barefoot? (There are lots
of theories about this, but the most likely
explanation is that it was too hot!).
Culture note
The Beatles’ Abbey Road album was their
11th studio album and was released on
26 September, 1969. The album cover
features the four members of The Beatles
walking across the zebra crossing outside
the Abbey Road studios, where the album
was recorded, and it has become one of
the most famous and imitated images from
popular music. It is the only Beatles album
cover to show neither the artist’s name
nor the album title; the cover designer,
Kosh, claimed that these details were not
necessary, as ‘they were the most famous
band in the world’. The original idea came
from an idea sketched by Paul McCartney.
The photo was taken on 8 August, 1969,
at around 11.30; a policeman held up
the traffic for ten minutes to allow the
photographer to take the photo standing
on a stepladder.
6 Students study the photo and select the things
they can see.
Answers
kerb, pavement, pedestrian crossing, zebra
crossing
Background notes
A pedestrian crossing is the general term
for anywhere you can cross – it may or may
not have stripes. A zebra crossing has black
and white stripes. A pelican crossing has a
button you have to press to say if you can
cross.
7 Students quickly match the American English
phrases with their British English equivalents.
Answers
pedestrian mall = pedestrian precinct
phone booth = phone box
sidewalk = pavement
2.26 Play the recording once for
8 P
students to write the words, then play it again
for them to chant along.
Transcript
Street light, pelican crossing, phone booth,
underpass, zebra crossing, footbridge,
sidewalk, kerb.
Traffic lights, pavement, pedestrian precinct,
traffic lights, pavement, pedestrian mall.
That’s where people go, and that’s the end,
that’s all.
9 P See how fast students can repeat the
chant, then ask them to do it backwards. This
is very difficult, so will probably cause some
hilarity.
10 Students work in pairs to categorise the items
in 6.
Unit 7
19
Suggested answers
1 kerb, pavement
2 pelican crossing, traffic lights
3 footbridge, pedestrian crossing, pelican
crossing, zebra crossing
4 pavement
5 footbridge
6 pedestrian precinct, underpass
11 Ask students if they can tell you where the
nearest phone box is, then ask them to discuss
the questions in small groups. As a class, make
a list of situations when a phone box might be
useful.
Collocations
12 Give students a few minutes to complete the
sentences. Get feedback and make a list of
collocations with future on the board (see the
text in italics in the sentences).
Answers
1 foreseeable
2 no; in
3 uncertain; holds
4 immediate; brighter
13 Ask students for their predictions about
technology using the phrases on the board.
20
Unit 7
8
Film
UNIT
FOCUS
GRAMMAR:
reporting orders and requests; would and used to; reporting what people say;
reporting what people said
VOCABULARY: jobs in films; adjectives to describe character; statistics; jobs and actions
FUNCTION: giving good and bad news
Introduction p13
bailey
Aims
keiko
The focus of this lesson is to introduce the topic of
films and to give students some of the vocabulary
they need to discuss films and how they’re made.
You first!
GUESS Ask students if they recognise which
movie the photo at the top of the page is from
(It shows Sir Ian McKellen as Gandalf in The
Return of the King, the third part of the Lord
of the Rings trilogy.) and if any of them have
seen it. If possible, show students the movie
trailer of the film at https://www.youtube.
com/watch?v=r5X-hFf6Bwo. They should
listen carefully to the clip and complete the
sentences below, then compare their answers
with a partner. Play the clip again if necessary.
What does your ... (heart tell you?)
Become who ... (you were born to be.)
All you have to decide is ... (what to do with
the time that is given to you.)
Ask students why they think the film is unique
in class feedback.
2
keiko
bailey
Tell students that although film is generally a
British English term and movie an American
English one, in practice both terms are used almost
interchangeably. Students talk about their cinemagoing habits and their favourite movies in pairs or
small groups.
1
bailey
keiko
bailey
keiko
bailey
keiko
bailey
keiko
bailey
Students listen to the recording and
check their answers.
1.7
Answer
The film won 11 Oscars, one in every
category it was nominated for.
Transcript
And now we go over to Bailey
Churunwallah and Keiko Yamanachi
for today’s edition of Movie News.
announcer
keiko
Welcome, movie goers. We’ve got a
great show for you today.
But before we get going, let’s start
with some movie facts.
Sure thing!
So, which movie has won the highest
number of Oscars in history?
Er, now let’s see, Ben-Hur won 11.
Ben-Hur?
Yes, it was released in 1959 and it was
the most expensive movie ever made
– up till then. It cost $17.5 million. It
was directed by William Wyler and
starred Charlton Heston.
But it isn’t the only movie to win 11
Oscars, right?
No, it isn’t. Titanic – directed by James
Cameron and released in 1997 – won
11 Oscars too, and it was the most
expensive movie up to that time, too –
$200 million! And the cast! Leonardo
DiCaprio and Kate Winslet have never
been better.
But I reckon The Return of the King –
the third film in the Lord of the Rings
trilogy – beats them all.
It won 11 Oscars too.
Yes, and that was the total of its
nominations. Eleven! And no other
movie has ever done that – won
everything it was nominated for.
It was a triumph, wasn’t it? Released
in 2003, directed by Peter Jackson,
with a cast including Elijah Wood,
Ian McKellen, Cate Blanchett, Viggo
Mortensen, Orlando Bloom. One of
history’s great films.
Let’s see if anything wins 11 Oscars
this year!
3 Ask students what connects the films Ben-Hur,
Titanic and The Return of the King. Play the
recording again if necessary.
Answers
They all won 11 Oscars.
Unit 8
21
Background notes
• The Return of the King is the third film
in the Lord of the Rings trilogy, following
The Fellowship of the Ring and The Two
Towers. They were all filmed in New
Zealand and were based on the novels
by JRR Tolkien. The film was directed
by Peter Jackson and the cast included
Elijah Wood, Sir Ian McKellen, Viggo
Mortensen, Liv Tyler, Cate Blanchett,
Orlando Bloom and Christopher Lee. It
earned $1,119,929,521 at the box office
worldwide and was only the second film
in history to earn over $1 billion, making
it the second-highest grossing film at
the time. The film received many awards
and accolades, including 11 Academy
Awards, as well as four Golden Globes,
five BAFTAs, two MTV Movie Awards
and two Grammy Awards for best
soundtrack. The film was also voted as
No. 8 on Empire‍ ’s 100 Greatest Movies
of All Time.
• Ben-Hur is an American epic historical
drama, directed by William Wyler,
starring Charlton Heston and Stephen
Boyd. At the time it was made in 1959,
it had the largest budget ($15.175
million) and one of the biggest sets ever.
More than 200 camels, 2,500 horses
and 10,000 extras appeared in the film.
Ben-Hur was the second-highest grossing
film in history up to that point, after
Gone with the Wind. It won a record
11 Academy Awards, three Golden
Globe Awards and the BAFTA Award for
Best Film. It made about $72.2 million
at the box office on release and is still
considered one of the best movies of all
time. It remains to be seen if the 2016
remake starring Jack Huston and Morgan
Freeman can better this.
• Titanic is a 1997 American epic romantic
disaster movie, directed and written
by James Cameron. It stars Leonardo
DiCaprio and Kate Winslet, who fall
in love aboard the ship during its illfated maiden voyage. The film made
$2,185,372,302 at the box office and
became the highest-grossing film of
all time. It won 11 Academy Awards,
four Golden Globes and three Grammy
22
Unit 8
Awards. The film’s soundtrack became
the best-selling soundtrack of all time,
and has sold over 11 million copies in
the United States alone. Celine Dion’s
recording of My Heart Will Go On (the
love theme from Titanic) went to number
one in many countries and is one of the
best-selling singles of all time.
4 Students work in pairs and match the actors
to the films. They then compare their answers;
play the recording again if necessary.
Alternatively, put students in teams and tell
them you’re going to show them photos of the
movie stars and directors listed. As you lift each
one up, they have to shout out which film they
starred in or directed. The first team to get the
correct answer wins a point. The team with the
most points at the end wins the game.
Answers
Ben-Hur: Charlton Heston, William Wyler,
$17.5 million
Titanic: James Cameron, Kate Winslet,
Leonardo DiCaprio, $200 million
The Return of the King: Cate Blanchett,
Elijah Wood, Ian McKellen, Orlando Bloom,
Peter Jackson, Viggo Mortensen
EXPLORE ONLINE
Students use their smartphones or tablets to
search online for more information. You could
ask them to look at the IMDb site (Internet Movie
Database) at http://www.imdb.com.
You could also create a natural information gap
to encourage speaking and learner interaction.
Put students in groups of three: student A reads
about Ben-Hur, student B reads about Titanic
and student C finds out information about The
Return of the King. They then share information
afterwards.
5 Students match words to make compound
nouns. You can make more than one with
some (eg co-star / film star / film extra / film
critic / film set).
Read the compound nouns aloud; students
then listen to the pronunciation and repeat
together. Which word is stressed? (The stress is
usually on the first word.)
Answers
action film, blockbuster, camera operator,
character actor, co-star, co-writer, film star,
film extra, film critic, film set, leading actor,
leading lady, make-up artist, scriptwriter,
sound engineer, story writer, story board
6
YOUR STORY Students work in pairs or
small groups to talk about the last film they
saw using the ideas in the box. Give them a
few minutes to write quick notes first. Model
the activity and encourage students to ask
follow-up questions.
Tip: Encourage students to listen and respond
to what their partner says, rather just
take turns. This creates more interaction
and dialogue instead of monologue, and
results in more natural conversation.
2 Pre-teach words such as supervise (= watch
someone to make sure things are done
correctly) and construction (= building and
making things). Students work in pairs to
match the jobs and descriptions, then check
answers in feedback. They probably won’t
know all of them, so tell them to match the
ones they know first and guess the others.
Answers
1 producer 2 camera operator 3 director
of photography 4 editor 5 casting director
6 set designer 7 foley artist 8 assistant
director 9 gaffer 10 location manager
Composer, costume designer, director,
scriptwriter and sound designer are not
described.
3 Students discuss which jobs they would most /
least like to do. They should give reasons for
their answers.
Lesson 1 Who does what in
films? pp14–15
Vocabulary 2 Adjectives to describe
character
Aims
4 Students work in pairs to decide if the
adjectives are positive or negative. They can
use their dictionaries if necessary. Check
together in feedback.
The focus of this lesson is reported orders and
requests. Students also learn adjectives to describe
character and different jobs on a film set in the
Vocabulary section. The Video option activity
encourages students to film their own scenes
and provides a natural context for speaking and
practising reported speech.
You first!
Students discuss the question together. Do a
quick class survey to find out who the aspiring
actors are in the class! This also provides useful
information for the Video option activity, as you
can guide students towards their areas of interest
and comfort.
Vocabulary 1 Jobs in films
1 Students look at the photo and write down as
many jobs as they see. The team that gets the
most words wins the game.
Suggested answers
Actor, director, camera operator, sound
engineer, assistant director
(The photo is not very clear, so accept any
plausible answers.)
Answers
positive: calm, clever, decisive, easygoing, friendly, hard-working, intelligent,
knowledgeable, polite, shy, tidy
negative: grumpy, ignorant, indecisive,
lazy, moody, nervous, rude, stupid,
unintelligent, untidy
5 Elicit the meaning of the phrase more or less
(= approximately). Students find possible
synonyms and antonyms (opposites) from the
box in 4.
Suggested answers
a) clever - intelligent; calm - easy-going;
friendly - polite; grumpy - moody;
stupid - unintelligent
b) clever - stupid; intelligent unintelligent; knowledgeable - ignorant;
calm - nervous; grumpy - easy-going;
decisive - indecisive; tidy - untidy;
hard-working - lazy; polite - rude
Unit 8
23
Tip: Tell students that a good way of
increasing vocabulary and remembering
words is to think of possible synonyms
and antonyms when they learn a new
word and to write these down too. Try
to review recently learnt vocabulary
regularly with quizzes, games and
crosswords.
6
THINK Students discuss their feelings
about the words. Check their ideas in feedback.
Is there overall agreement, or at least a majority?
7 Having students act out the words rather
than draw them has the advantage of getting
everybody up and moving around after a
long time seated. It’s also quicker and more
dynamic. However, shyer or more artistic
students may prefer to come and draw on the
board, so tailor the activity to the student.
This can be done as a team game, with teams
getting a point for each correct adjective
guessed.
8 Students write a description of two film-related
jobs using the character adjectives. They then
read their sentences to their partner (without
mentioning the job title!) and guess each
other’s jobs.
9 Students describe the assistant director using
the character adjectives in 4.
Alternatively, they rewrite the text with the
character adjectives.
MA You may want to give weaker students
this sentence starter: She was indecisive, but …
Suggested answers
She was indecisive, but when, finally,
she did decide she kept making stupid
mistakes and she shouted at people and
was rude when she realised. She was
lazy and she never talked to people
(except when she was shouting!). She was
grumpy / moody.
24
Extra ideas: Students work in pairs and
write down five adjectives to describe
themselves. They then write five adjectives
to describe their partner. They can use
the adjectives from the Student’s Book,
but if they use other adjectives, that’s
fine too! They then look at their lists with
their partner and compare the differences
between how they see themselves and
how other people see them. This is usually
funny – but make sure you remind them to
be kind!
Students write a short description of
themselves for a dating agency website,
and describe their ideal partner using
character adjectives.
Unit 8
Grammar Reporting orders and requests
10
1.8 Students listen and write down the
people’s jobs. Play the recording again if
necessary.
Answers
Sheelagh: scriptwriter
Karl: composer
Tamako: costume designer
Transcript
1
woman
What’s the matter, Sheelagh?
sheelagh The producer asked me to write a
new version of the battle scene.
So I wrote a new version. And she
showed it to the director. And the
director made some comments. So
then, when she got the comments
back from the director, she asked
me to write it again. And again. I’ve
rewritten the scene eight times now.
woman
Poor you.
2
man
You look a bit tired, Karl.
karl
Yes, I am.
man
Haven’t you been sleeping properly?
karl
No, it’s not that.
man
Then what?
karl
The director asked me to come up
with a good tune for the battle
scene.
man
And did you?
karl
man
karl
man
karl
man
karl
Well, I tried, but I couldn’t think of
anything.
Oh dear. So what happened, Karl?
He told me to give him something
soon – or else!
Or else what?
Or else he’d find someone else.
What happened?
I wrote a new tune. He found
someone else!
3
tamako
man
tamako
man
tamako
man
tamako
man
tamako
man
tamako
man
tamako
man
tamako
I don’t know what to do.
What is it this time, Tamako?
Well, the director asked me to make
dresses for the ballroom scene like
the ones in the paintings.
The paintings?
Yes, he showed me paintings from
that time, so I made the dresses like
that.
So, no problem, then?
I wish!
I don’t understand.
Well, then he said he didn’t like
them. He asked me not to use bright
colours.
And?
And I said I was using the colours
from the paintings.
Ouch!
Yes, so then he told me not to be
difficult. That was a week ago. He
hasn’t called since.
You need a cup of tea. Shall I make
you a cup of tea?
Tea? Oh, yes, please. I could really do
with some tea. Thank you very much.
11 Students look at the examples in the table and
say what changes are made when reporting
speech (asked / told me to is used, the
pronouns change). Ensure students understand
the difference between a request and an order
(the order starts with an imperative); they then
rewrite the sentences in reported speech. The
sentences all come from the recording, so
students should use the same genders for the
pronouns.
MA Weaker students can look at transcript 1.8
on page 79 for help if necessary.
Answers
1 He asked me to come up with a good
tune for the battle scene.
2 He asked me to make dresses for the
ballroom scene like the ones in the
paintings.
3 He asked me not to use bright colours.
4 He told me not to be difficult.
Extra idea: Ask extra questions to check
students’ understanding of the grammar
and help them to notice reporting verbs,
infinitive forms and pronoun changes.
Write the direct speech with the reported
speech equivalent below. You could also
show changes with different colours to
help things stand out visually for students.
Could you come up with a good tune for
the battle scene?
He asked me to come up with a good
tune for the battle scene.
•
•
•
•
•
•
•
•
Which sentence is spoken in the
present? (the first one)
Which one describes what someone
else said in the past? (the second one)
Which words show someone else said
it? (He asked)
What kind of word is asked? (a verb)
What do we call a verb that reports
what someone else said? (a reporting
verb)
What happens to the subject pronoun
you? (It changes to me.)
What happens to the verb come up
with? (It changes to the infinitive with
to.)
Is there a question mark at the end of a
reported question? (no)
Please don’t use bright colours.
He asked me not to use bright colours.
•
•
•
•
Are the sentences positive or negative?
(negative)
What word shows the first sentence is
negative? (don’t)
How does the negative change in
reported speech? (Don’t changes to
not.)
What happens to the verb use? (It
changes to the infinitive with to.)
Unit 8
25
12 Students focus on the form of the sentence
and arrange the words in the correct order. Get
feedback and correct if needed.
Answers
a) 2 b) 6 c) 4 d) 3 e) 1 f) 5
Say can’t be used in the same way because it
doesn’t take a direct object (He said me ...).
Speaking
13 Students complete the sentences in direct
speech.
Suggested answers
a) Will you marry me?
b) Stop writing!
c) Please get out of the car.
14 Students change what they wrote in 13 into
reported questions and orders and say what
happened next.
MA Encourage stronger students to be
inventive and add more details to make ministories.
Suggested answers
a) He asked me to marry him and I said
yes.
b) She told us to stop writing, so we did.
c) He asked me to get out of the car, so
I opened the door and got out.
Extra idea: Tell students to think of two
things they were asked to do and two
things they were told to do last week, and
report them to a partner.
My sister asked me not to play my music so
loudly.
My friend told me not to forget the football
game later in the evening.
15 Students work in pairs to exchange information
about Boyhood and Girlhood. Despite the
similarity of the titles, the films share no other
obvious links.
16 VIDEO OPTION Put students in groups of
three and assign roles. If you have to have
one or two groups of four, there can be an
assistant director, too. Students film the scene
26
Unit 8
on their smartphones or tablets. Get feedback;
students report back about what they were
asked or told to do / not to do.
Students walk around the room and share their
movie clips with each other. They then vote for
the best interpretation of the scene.
Extra idea: Play a short clip from a film
like Titanic and tell students to write down
what people say in direct speech. Check
they’ve transcribed it correctly, then ask
them to rewrite the sentences in reported
speech.
Tip: One of the best and easiest ways to
review reported speech is to do it
naturally in class feedback at the end of
activities, with students reporting back
what their partner said. This practises the
grammar in a natural context and also
encourages students to listen carefully to
each other during speaking activities.
Lesson 2 YouTubers pp16–17
Aims
The focus of this lesson is would and used to
to describe past habits; students also practise
vocabulary related to statistics and data. The
Reading section includes an article on the
popularity of YouTube and ‘vlogging’ (video
logging), and students also get the chance to look
back nostalgically at their lives and talk about
things they did when they were a child.
You first!
Students discuss the questions about YouTube (or
other online video sites) in pairs or small groups.
Get feedback and ask more questions (eg What
things do you like to watch on YouTube? How
often do you use it? What kinds of videos have
you uploaded? How many views did they have?).
Background note
YouTube is a video-sharing website with
its headquarters in San Bruno, California,
United States. The service was created by
three friends – Chad Hurley, Steve Chen
and Jawed Karim – in February 2005. In
November 2006, it was bought by Google
for US$1.65 billion. The YouTube app is the
third most used application in the world
and is available on almost all smartphones
and other mobile devices. It’s estimated
that over 300 hours of new videos are
uploaded to the site every minute, and
YouTube receives over 4 billion views each
day. In addition, the site has enabled many
independent video creators to upload their
films and have thousands of followers from
all over the world.
5
Answers
1c 2b 3a
6
Reading
1
GUESS Students look at the photos and the
title of the article for clues, then guess about
Bing and share ideas with a partner.
3 Students find out what the numbers refer to.
You could also have them race against their
partner to practise skim-reading skills.
Answers
1 The age when Chris started making
comedy videos
2 His rating in the list of the most popular
YouTubers
3 The number of followers he has on
YouTube.
4 The number of followers he has on the
Slomozovo channel
5 The number of followers Zoe has
4 This time, students practise inferring meaning
from context by matching the definitions to
vocabulary in the article. Encourage them to
look for clues in the sentences.
Answers
1 coaching 2 released 3 platform
4 branching out 5 comedy 6 maverick
THINK Students discuss their ideas in
pairs and also come up with other new
developments and things that have changed
dramatically. You could also teach students
the phrase game changer (= someone
or something that changes a situation
dramatically).
Answer
The internet and YouTube enabled ordinary
people to create their own content that
could be seen by thousands of people
around the world. But video logs became
big business, and now vloggers do things
to make money rather than just for fun.
2 Students read and check if their predictions
were correct. Set a time limit so they read for
gist and don’t get stuck on unknown words
(they’ll cover some of them in 4).
Answer
Bing is a vlogger who uploads videos to
YouTube.
TAKEAWAY LANGUAGE Students make
phrases and describe things they do ‘just for
the fun of it’. Get their ideas in feedback.
7 Students work in pairs to tell each other about
one of the topics. Alternatively, make the
activity into a game. Students insert a few
incorrect facts into the conversation. Their
partner has to listen and correct them
(eg ‘Chris started making videos when he was
16. It was just when YouTube started in 2004
and ...’ ‘No! It wasn’t 2004! YouTube started in
2005.’).
8
Students cover the article and try to
remember the answers to the questions. They
then read again to check the answers.
Answers
1 Bing is at 7,418 in the list of most
popular YouTubers.
2 No, Zoella is more popular. She has
6.6 million followers.
3 No, he is not as popular as before.
Background note
Girl Online is the debut novel by English
author and internet celebrity Zoe Sugg,
released on 25 November, 2014, through
Penguin Books. It is a romance and drama
novel about a 16-year-old anonymous
blogger and what happens when her blog
goes viral. The novel is a New York Times
Unit 8
27
Best Seller in the Young Adult category.
The book was the fastest-selling book
of 2014 and it also broke the record for
highest first-week sales for a debut author
since records began. The novel has received
positive reviews overall, though it has been
criticised after reports suggested that the
novel was actually ghost-written by the
young-adult novelist Siobhan Curham.
EXPLORE ONLINE
Students search for the story about Zoe’s book
Girl Online and find out more. Get their ideas and
opinions about the controversy afterwards.
Tip: In mixed-ability classes, it’s tempting
to call on stronger students to answer
and model language, but this can be
counter-productive and lead to a lack
of motivation for weaker students. Try
to get voluntary responses if possible so
that quiet and shy students aren’t put on
the spot. Alternatively, take the time to
walk around and monitor carefully. If you
see that one of the weaker students has
the correct answer, make a mental note
of it and call on them in feedback. That
way, when they give the correct answer,
you can praise them and help build their
confidence, which will encourage them
to volunteer answers more in future.
Grammar would and used to
9
SEARCH AND THINK Students underline
examples in the text and discuss with a partner.
Answers
He and his friend Tom used to upload his
videos onto this new platform.
They would watch every video that he
uploaded
He would just talk to the camera about
how he was feeling.
That’s what YouTube vlogging used to be
like.
We all used to help each other.
We would make our videos just for the fun
of it.
In the early days, groups of YouTubers and
their fans used to get together and have
fun.
28
Unit 8
The fans used to get really excited when
they met their heroes and heroines.
Used to and would both refer to past habits.
10 Students read the examples and work out the
difference between used to and would. Check
their ideas in feedback.
MA Write example sentences on the board
with time lines to make things clear and
quickly check students understand. It’s
also useful to show negative sentences, as
these don’t have a final d, which is hard
to detect in pronunciation (eg They didn’t
use to make videos for money). Practise
pronunciation with students so they notice
and repeat the weak to in used to /juːs
tə/ and the subject pronoun and would
contraction (we’d).
Answers
Used to can be used to describe with active
and state verbs. We use would to describe
actions but not states.
Extra idea: Contrast the pronunciation
and meaning of used to in sentences like
these:
She used to go the cinema every weekend.
/juːs tə/
Coconut shells can be used to make the
sound of horse’s hooves. /juːzd tə/
Tip: Remember that students may be
confused by this use of would. They’ve
used it before to make polite requests
(eg I would like ...) or with second
conditional sentences to describe unlikely
and hypothetical future events. Draw
a time line and highlight other clues in
the surrounding content, such as past
tense verbs and time expressions, to help
them.
Chris and his friend Tom used to upload
his videos onto this new platform.
past _____________________________
future
XXXXXXX
2005
•
now
When is the sentence about? (the past)
•
•
•
What part of the sentence shows it is
past? (used to)
Did Chris upload videos just once or
many times? (many times)
Does Chris still upload videos in the
same way? (no)
We would make our videos just for the
fun of it.
past _____________________________
future
XXXXXXX
•
•
•
•
•
2005
now
When is the sentence about? (the past)
What part of the sentence shows it is
past? (would)
Did this happen just once or many
times? (many times)
Do they still make their videos just for
the fun of it? (no)
When do we use ‘used to’ and ‘would’?
(to describe habits in the past that don’t
happen or don’t happen so much any
more)
Extra ideas: To introduce the topic, find
pictures on the internet that compare life
in the present and past. Show pictures of
people looking at social networking sites
on smartphones and computers and also
show children in the past playing outside,
camping, walking in the countryside and
reading books. Encourage students to talk
about which was better and give reasons
for their ideas and opinions.
Tell students a story about when you were
young, then ask them to write a short
description (about 150 words) about the
things they used to do. Ask students to
hand them in. Choose one statement from
each student and make a ‘Find someone
who ...’ activity and hand it out. Tell
students to walk around the room and find
people who used to do these things. When
they find the person, the student signs their
name next to the statement. This is a really
learner-centred and personalised activity, as
the ideas and content come from students.
11 Students remember things about their
childhood. Give them time to make notes on
each topic. Model the activity with ideas from
your own experience.
12 Students work in pairs to tell each other about
their childhood using used to and would.
Encourage them to ask and answer questions
naturally rather than just taking turns to speak
(eg ‘Did you go on holiday much?’ ‘Yeah, we
used to go about two or three times a year.’
‘Where?’ ‘We would go to my grandparents’
cottage every summer.’).
Write Both of us used to / would ... and
Neither of us would / used to ... on the board
and encourage them to tell the rest of the class
about differences and similarities they found.
Vocabulary Statistics
13 Elicit how to say the numbers, then practise
and repeat together.
Answers
oh point three / zero point three / nought
point three / point three
three
three point three
thirty
three hundred
three hundred and nine
three hundred and twenty-six
three thousand
three thousand five hundred
three thousand five hundred and nine
three million five hundred thousand
14 Students match the words and figures, then
compare answers in pairs.
Answers
1 a quarter
2 a third
3 a half
4 two-thirds
5 three-quarters
6 four-fifths
7 thirty-three and a quarter per cent /
thirty-three point two five percent
15 Students complete the sentences with figures
(fractions or percentages). They should just
guess, as there aren’t any definite answers.
They then compare their ideas with a partner.
Extra idea: Students could try and find the
correct answers online and see how close
their guesses were.
Unit 8
29
Speaking and writing
16 VIDEO OPTION Students think nostalgically
about the things they used to do when they
were young and create a vlog with their
smartphones or tablets. Encourage them to
use used to and would. They can either upload
their videos or walk around the room and
share with each other. Get feedback and vote
for the most interesting reminiscences.
Lesson 3 I’m going to be a
star. pp18–19
Aims
The focus of this lesson is reported speech to
describe conversations in the past. Students also
learn about different jobs and the kind of activities
they do on a daily basis. The grammar is reviewed
in a natural context when they interview each
other about their jobs and share information with
other students.
You first!
Students look at the picture of a restaurant and
discuss the questions together. Elicit their ideas
and experiences in feedback.
Listening 1
1
GUESS Students look at the picture and
guess the story in pairs. Check their ideas in
feedback.
You could also explain that many famous
movie stars did low-paid jobs to get by
when they first moved to Hollywood. Brad
Pitt famously worked in a restaurant, was a
swimming-pool attendant and handed out
flyers and adverts dressed in a chicken outfit!
Many ‘wannabe’ actors never make it and
survive on low-paid jobs.
2
1.9 Students listen to the conversation and
check if their predictions were correct.
Answer
Dev gets a phone call telling him he has the
lead part in a movie, so he quits his job.
30
Unit 8
Transcript
dev
I don’t think I’ll ever get any work in
this town.
emel
Oh, come on. I’m sure your time will
come one day.
dev
No. I’ll spend my whole life waiting
tables in restaurants like this. [phone
rings] Hang on … Hey, it’s Melanie
Ford.
emel
Melanie Ford?
dev
The casting director for that movie I
told you about.
emel
Wow!
dev
Yes, remember I went for an audition.
emel
Yes, but you said …
dev
[to Emel] Ssshh. [Speaking on the
phone] Hello. Dev Gupta here. [to
Emel] She says they want me for the
part! The lead part!
emel
Wow, that’s amazing!
dev
[Speaking on the phone] That’s great,
Melanie. Can I call you Melanie?
OK, Melanie. Thanks. I’ll be there.
[to Emel] She says the filming starts
in three weeks. She says my co-star
is going to be someone really, really
famous. [Speaking on the phone]
But you can’t tell me who? It will?
Oh wow! [to Emel] She says this will
be my big break. [Speaking on the
phone] Oh, OK. Yeah. Right. [to Emel]
She says I can’t tell my friends about it
for a few days.
emel
So why are you telling me?
dev
[Speaking on the phone] Yes, yes,
OK. Yes. Thanks for calling. [to Emel]
Wow, wow! I’m going to be famous.
manager Dev! Stop talking on your phone and
do some work. There are customers
waiting.
dev
You know what? Too bad! I quit!
I quit!
emel
Dev! Don’t be so stupid.
dev
I quit, OK? I’m going to be a star.
3 Students choose five of the statements. They’ll
have to read them all and consider if they can
answer them in order to do this. They then
listen and decide if their chosen statements are
true, false or if there’s not enough information
in the recording for them to say. They should
correct the false statements.
MA Stronger students can choose more than
five statements.
Answers
1 False (He doesn’t like it.)
2 Don’t know
3 True
4 Don’t know
5 Don’t know
6 False (She’s a casting director.)
7 False (He gets very excited, tells Emel all
about it and quits his job.)
8 True
9 Don’t know (although Emel’s reaction
implies that he might)
4 Students discuss together; check their opinions
in feedback. Encourage them to use modal
verbs to make predictions (eg He might regret
it ... He’ll probably get the job ...).
Answer
He means that he’s leaving his job right
then without giving notice.
Grammar 1 Reporting what people say
5 Students answer the questions in pairs. Check
their answers and highlight the differences in
reported speech.
Answers
1 We want you for the part.
2 The pronouns change: we becomes
they; you becomes me.
3 We sometimes keep the reporting verb
in the present tense because very little
time has passed between the saying
and the reporting (in fact, he’s talking
to Melanie and Emel at the same
time!), and the facts are still true.
6
1.10 Students listen and write what Melanie
actually said. Play and pause the recording so
they have time to write; they then compare
answers with a partner.
Answers
1 The filming starts in three weeks.
2 Your co-star is going to be someone
really, really famous.
3 This will be your big break.
4 You can’t tell your friends about it for a
few days.
Transcript
1 She says the filming starts in three weeks.
2 She says my co-star is going to be someone
really, really famous.
3 She says this will be my big break.
4 She says I can’t tell my friends about it for a
few days.
Take a break
Allow students to just wiggle their toes in their
shoes, as some students may feel uncomfortable
taking their shoes off. If any students play the
piano or keyboard, encourage them to play an
imaginary tune. Can anyone guess what they’re
playing?!
Listening 2
7
Students guess if Dev got the part,
then listen and check if their predictions were
correct.
1.11
Answer
He didn’t get the part because the director
thought he was too short.
Transcript
emel Hi, Dev.
dev
Hello.
emel You said you wanted to see me.
dev
Yeah.
emel Well, here I am. You could look pleased
to see me. You haven’t called for ages.
dev
Sorry. It’s just …
emel What’s the matter? You’re going to be a
film star.
dev
Not.
emel Not?
dev
She said they wanted me for the part.
emel I know.
dev
She said the filming started in three
weeks.
emel Yes, and that was four weeks ago. So,
has it started?
dev
She said my co-star was going to be
really famous.
emel So who is it? Go on, Dev, tell me.
Unit 8
31
dev
emel
dev
emel
dev
emel
dev
emel
dev
emel
dev
emel
dev
emel
dev
emel
dev
8
She said it would be my big break.
Shall we take a selfie?
She said I couldn’t tell my friends about it
for a few days.
Ha-ha! You told me, didn’t you!
Yes.
Oh, for goodness sake, Dev, what’s got
into you?
I didn’t get the part.
You didn’t? Why not?
The director.
The director?
Yeah, Selma Feinstein. The director. I’d
like to kill her.
No, you wouldn’t. What was the
problem?
She said I was too short.
Too short? That’s ridiculous. Isn’t there
anything you can do?
Like what? Grow?
No, that’s not what I meant at all. It’s just
that, well, that’s a really silly reason.
What am I going to do? Do you think
the manager will give me my job back?
TAKEAWAY LANGUAGE Students
work in pairs to match phrases from the
conversation. Do some repetition drilling to
practise pronunciation. They then have short
conversations using the phrases and replies
given (eg ‘Hello. You said that you wanted to
see me.’ ‘Ah yes. Come in. There’s something
I want to discuss. We want to give you a
promotion.’). Draw students’ attention to
the phrase What’s got into you? and elicit or
explain that it’s another way of asking What’s
wrong?, usually when the other person is
behaving oddly or out of character.
Answers
1d 2b 3e 4a 5c
Although students are free to use the
replies with any of the phrases, the obvious
pairings are:
1d 2e 3b 4c 5a
Grammar 2 Reporting what people said
9 Students answer the questions and work
out the grammar rules. Check answers in
feedback.
32
Unit 8
Answers
1 Yes, he is.
2 It goes ‘back a tense’ from the present
simple to the past simple.
3 Because she said it in the past.
Tip: It’s helpful to check students understand
the function and form of the grammar
and elicit and write a set of main points
in the corner of the board. This gives
students some ‘portable rules’ they can
remember and use in future. Make sure
they write them down and also leave
them on the board during the lesson so
students can look back at them for help
during grammar activities.
10 Students rewrite the sentences. They can look
back at the example from 9 to help them. They
then compare answers with a partner; help
them to correct any mistakes they see.
Answers
1 He said that he was working on the
script for a new show.
2 She asked if I would help her find a job
as an actor.
3 They said that they were going to
phone him about the job next week /
the following week.
4 He asked if I was sure I could go to the
audition tomorrow / the next day.
5 She asked if I thought she was doing
the right thing.
6 She told me that she usually worked as
a waitress when she wasn’t acting.
The time references in items 3 and 4 would
depend on when the speech was being reported.
Vocabulary Jobs and actions
11 Students look at the photos and complete the
jobs with the words in the box.
Answers
1 call-centre operator 2 cycle courier
3 refuse collector 4 security guard
5 shelf stacker 6 toll-booth operator
12 Students match the jobs and descriptions.
You could also check the meaning of words
like packages (= objects or parcels wrapped in
paper) and patrol (= to go around an area to
check if there’s any trouble or danger).
Answers
1 toll-booth operator 2 refuse collector
3 cycle courier 4 shelf stacker
5 call-centre operator 6 security guard
Extra idea: Write the names of jobs on
sticky notes and put them on students’
backs or foreheads. Tell them not to look
at the notes. Students work in pairs to ask
yes / no questions and try to guess their
job (eg ‘Do I work with people?’ ‘Yes.’
‘Do I provide a service?’ ‘Yes.’ ‘Do I wear
a uniform? ‘Yes.’).
jim
alex
jim
alex
jim
alex
jim
alex
jim
alex
jim
alex
jim
Writing and speaking
13 ROLE-PLAY Students choose a job and
follow the instructions. Give them thinking
time to script the interview.
14 Students change pairs and tell each other about
their interviews using reported speech.
Everyday English p20
Giving good and bad news
1
1.12 Students listen to the conversation and
answer the question.
Answers
It’s good news for Jim and bad news for
Alex because she’s losing a good employee
due to promotion.
Transcript
alex It’s open!
jim
Hello, Alex.
alex Ah, Jim. Come in.
jim
You said you wanted to see me?
alex Yes. Come in. There’s something I want
to talk to you about.
jim
We haven’t talked in ages!
alex Jim. Sit down.
jim
What?
alex Why don’t you sit down?
alex
Well, I will if you want me to, but what’s
this all about?
Jim, there’s something I’ve been meaning
to say to you.
Something you’ve been meaning to say
to me? Alex? You’re scaring me.
Jim, we’re letting you go.
You’re letting me go? You’re firing me?
We’re letting you go to the next level.
What? What? What are you talking
about? I don’t get it.
No, Jim. We’re promoting you. You’re
going to be a senior vice president.
So you were joking? You aren’t firing
me? I’m going to be …
You could look a little bit pleased!
I could look a little bit pleased?
Yes. I’ve just offered you a fantastic new
job.
OK, yes, well, I am pleased, I really am.
It’s just that I, well, I didn’t expect this.
I thought …
It doesn’t matter what you thought, Jim.
The position is yours if you want it. You
do want it, don’t you? Jim?
Background note
Alex uses a play on words when she says
We’re letting you go ... to the next level.
On its own, We’re letting you go means
‘We’re firing you / making you redundant’,
but when followed by to the next level, it
means ‘We’re allowing you to progress to
the next level’. She’s teasing Jim a bit.
2 Students listen again and match the
statements with Alex or Jim. Play the recording
again if necessary.
Answers
1 Jim 2 Jim 3 Jim 4 Alex 5 Alex
6 Alex 7 Alex 8 Alex 9 Jim 10 Jim
Extra idea: Students put the statements in
the correct order. Then play the recording
again so they can check their answers.
Answers
10, 6, 9, 7, 3, 8, 4, 1, 2, 5
3 Students work with a partner to imagine the
situation, choose three phrases and put them
in order.
Unit 8
33
Suggested answers
Yes?
It’s open.
Come in.
Sit down.
Thanks for coming.
I’m glad you were able to make it.
There’s something I want to talk to you
about.
There’s something I’ve been meaning to say
to you.
I’m glad / pleased we had this little chat.
4 P Students listen to the recording again
and decide if the sentences are statements or
questions. How do they know? What clues
do they hear? (Intonation rises at the end
when the sentence is meant as a question.
Intonation in the statements falls at the end of
the sentence.) Draw students’ attention to the
way Jim expresses his incredulity through his
intonation.
Answers
1 question 2 question
4 question 5 question
7 statement
3 statement
6 question
1.13 Play and pause the recording for
5 P
students to repeat the sentences. Do sentencestress drilling and show intonation visually
with your hands. Elicit why the intonation of
sentences is so important (It shows the attitude
of the speaker and gives clues when normal
question forms and auxiliary verbs aren’t
used.).
1.14 Students listen and mark the
6 P
correct punctuation at the end of the sentence.
Do the first one together as an example.
Answers
1 She’s just won a million dollars?
2 She’s just got married?
3 She’s written a new book.
4 She’s bought a new car?
5 She’s running for president?
7 P Students work in pairs and say the
sentences with different intonation. Their
partner has to guess if it’s a question or a
statement. Do the first one as an example.
34
Unit 8
8 Draw a ‘good news’ and a ‘bad news’ column
on the board and ask students to come to
the board and write the words / phrases in
the correct column. Alternatively, say the
words / phrases out loud to the class and ask
students to shout ‘good news’ or ‘bad news’
in response. Tell students that sometimes the
phrases can be good and bad, depending on
the situation.
Answers
good news: give someone new
responsibilities (could also be bad news),
promote, upgrade
bad news: dismiss, downsize, fire, lay
someone off, let someone go, make
someone redundant, resign, restructure, sack
9 Students answer the questions in pairs. Check
answers in feedback and explain if necessary.
MA Allow weaker students to use dictionaries.
Answers
1 a) downsize, (give someone new
responsibilities,) lay someone
off, make someone redundant,
restructure
b) dismiss, fire, lay someone off,
let someone go, make someone
redundant, sack
c) resign (Remind students another
word is quit.)
2 a) He / She was ... dismissed / fired /
given new responsibilities / laid off /
let go / made redundant / promoted /
sacked / upgraded.
b) The company is ... downsizing /
laying people off / letting people
go / making people redundant /
restructuring / upgrading
10 ROLE-PLAY Students do the role-play. Give
them time to read the instructions carefully and
think of ideas. Encourage them to be sensitive
and careful about how they give their news
and also explain their reasons. They report back
afterwards in feedback.
Vocabulary plus p60
Answers
1 promotional video
2 home video
3 on video
4 upload a video, download a video,
make a video
5 video streamed
At the movies
1 Students work in pairs to make as many
collocations as possible, then check as a class.
Answers
at a movie, at the cinema, at the movies,
big / low budget movie, film buff, go to a
movie, go to the cinema, go to the movies,
movie buff, movie goer, movie theatre,
shoot a movie, silent movie, star in a movie,
take in a movie
2 Elicit that film and cinema are generally British
English terms and movie and theatre are more
American, although there is a lot of crossover
nowadays with film and movie. Elicit, too, that
theatre is spelt theater in American English.
Answers
a) at the cinema, film buff, go to the
cinema
b) at a movie, at the movies, go to a
movie, go to the movies, movie buff,
movie goer, movie theatre, shoot a
movie, silent movie, start in a movie,
take in a movie
3 Divide the class into groups of three or four
and make sure they understand how the game
works.
MA Give weaker students a few minutes to
write out some sentences first.
Collocations
4 Remind students what a concordance is (see
page 79 of this book) and have them find the
word common to all the entries. Make a list on
the board of the collocations.
6 Students write their sentences individually, then
compare with a partner.
MA Stronger students can write more than
three sentences.
Wordbuilder
7
Explain to students that studying word
families will help increase their vocabulary;
encourage them to have a section in their
vocabulary notebooks for them. Ensure they
know that cells in the table with ‘xxxx’ mean
that form of the word doesn’t exist. While
they’re completing the table, copy it onto the
board, then ask individual students to come
and fill it in as a way of checking answers. Ask
students which words are very similar in their
own language and which are very different.
Answers
adjective
adverb
noun
verb
calm
calmly
calmness /
calm
calm
decisive
decisively
decision
decide
friendly
friend /
befriend
friendliness
grumpy
grumpily
grump
hateful
hatefully
hate
hate
ignorant
ignorantly
ignorance
ignore
knowledgeable
knowledgeably knowledge know
lazy
lazily
lovely
Answer
video
5 Students work with a partner to categorise the
collocations on the board.
laziness
love
moody
moodily
mood
nervous
nervously
nerve(s)
tidy
tidily
tidiness
love
tidy
Unit 8
35
8 Divide the class into two teams and explain the
game. A member of team A goes to team B,
who give them an instruction without letting
the other members of team A hear. Give an
example if necessary (eg Walk around the
room grumpily). The student from team A has
to carry out the instruction for the rest of team
A to guess. If they guess correctly, they get a
point. Team B then has a turn at miming. The
team with the most points wins.
Weddings
9 Students complete the text in pairs. Check
answers as a class.
Answers
1 bride 2 bridegroom 3 bridesmaids
4 maid of honour 5 best man
6 registry office 7 wedding reception
8 honeymoon
10 If students are all from the same country, do
this as a class discussion. If not, put them
in groups of the same nationality (as far as
possible) to discuss their country’s traditions,
then get feedback to compare.
2.27 Play the recording and ask students
11 P
to click their fingers (or tap the table) in time to
the chant. Play it again; students write down as
many words as they can remember.
MA Stronger students may be able to write
down quite a few the words after only one
listening.
Answers and transcript
The bride and the bridesmaids all made it
to the church
’cos she wanted to get married and stop
the silly search for a partner.
But the bridegroom never made it and the
best man overslept,
so that wedding never happened and
everybody wept.
But another man was there and he had
never wed
and the bride thought he was handsome,
so she married him instead.
The maid of honour fainted, the reception
was a joke
and the father of the new bride was so
surprised he choked
36
Unit 8
in the middle of his speech.
But he had a glass of water and was OK
pretty soon,
and watched his daughter and her man go
off on honeymoon …
and they all lived happily ever after!
Extra idea: Students tell you the story
of the chant in their own words. Ask
questions to help them (eg Did the
bridegroom get to the church? What about
the best man? Why not? Did the bride get
married? Who to? What did the maid of
honour do? How did the father of the bride
react? Were the couple happy?).
12 P Play the recording as many times as
necessary for students to get the hang of it.
Encourage them to start chanting along with it
as soon as they feel comfortable.
Units 7&8 Review
Aims
To review the vocabulary and grammar covered
in Units 7 and 8. Students also look at the role of
robots in society, both present and future, and the
film industry in different countries.
Warm-up
Students look at the two photos in the article and
suggest possible connections between them (They
both show robots.).
Speaking and reading
1 Students work in pairs and imagine they
could have their own robot. They answer the
questions, then feed back their ideas and
opinions.
2 Pre-teach words like empathy (= the ability to
share someone else’s feelings or understand
what it would be like to be in their situation),
stroke (= touch gently), therapeutic (= causing
someone to feel happier and more relaxed),
fascinated by (= extremely interested in) and
phenomenon (= something unusual or strange
that exists). Alternatively, you could create a
definitions-matching activity after students
have read the article (see Extra idea below).
Set a time limit so students read for gist the
first time. Have a class feedback session to find
the connections in the article.
Answers
1 Keiko and Frank are both old. They are
losing their memory. They both get a
robot to help them. They both treat
their robots like real friends.
2 Ava and Paro are both robots. They
both engender feelings of love in
humans.
3 Caleb and Keiko both seem to love
their robots. They are not sure if they
are robots or humans.
pp21–22
Answers
The robots would have to acquire a real
memory.
They would have to be able to show and
experience empathy and feelings.
Extra idea: Ask students to work in pairs
and match the definitions below with
words or phrases in the article. Remind
them to use the context of the sentence
to help them. As a follow-up, tell them to
make their own sentences with the words.
1 the ability to share someone else’s
feelings or understand what it would be
like to be in their situation
2 to touch gently
3 causing someone to feel happier and
more relaxed
4 extremely interested in
5 something unusual or strange that
exists
6 to get something
Answers
1 empathy 2 stroke 3 therapeutic
4 fascinated by 5 phenomenon
6 acquire
Listening and speaking
4 Ask students if they have ever seen the film
Blade Runner. If they have, ask them what
the story is. Ask extra questions (eg What film
genre is it? When is it set? What kind of world
is shown in the film?).
Extra idea: Show the movie trailer on
YouTube at https://www.youtube.com/
watch?v=W_9rhPDLHWk.
Students check if their ideas were correct.
3 Students read the article again and underline
the characteristics the robots need.
Units 7&8 Review
37
Background note
Blade Runner is a 1982 American dystopian
science-fiction film directed by Ridley Scott
and starring Harrison Ford, Rutger Hauer
and Sean Young. Deckard, a policeman
of the future, hunts down and terminates
replicants (artificially created humans).
He wants to leave the police force, but is
drawn back in when four replicants hijack
a ship back to Earth. Deckard has to search
for them in a huge, sprawling, bleak vision
of the future. This film questions what it is
to be human and why life is so precious.
Blade Runner is considered a modern
classic and was one of the first films to
be digitally remastered for DVD release.
It won three BAFTA Awards and was also
nominated for two Academy Awards and
one Golden Globe.
5
Students listen and make notes. Pause
the recording so they have time to write, and
play it again if necessary.
1.15
Transcript
a What’s the best science-fiction film you’ve
ever seen?
b
That’s easy.
a It is?
b
Yes. Blade Runner, of course.
a Blade Runner? I’ve never seen it. What’s it
about?
b
It’s about the future, of course.
a Yeah? Go on.
b
Well, Earth is in a bad way. There was a
nuclear war. It isn’t a very nice post-nuclear
world. But there are robots!
a Robots?
b
Yes. They’re just like humans, almost
exactly the same. Except of course they
aren’t. They are called replicants.
a What do these replicants do?
b
They work in outer space. They’re not
allowed on Earth. And that’s the point, you
see. Sometimes they try and get back to
Earth, and then detectives like Rick Deckard
have to ‘retire’ them.
a What does that mean?
b
Well, it means destroy them.
a OK. Go on.
38
Units 7&8 Review
b
a
b
a
b
Well, in Blade Runner, four replicants have
come to Earth because they want more
life. They’ve only been programmed for
four years and they want to live longer, so
Deckard has to find them and retire them.
How does the film end?
Well, the leader of the replicants, Roy,
fights Deckard, but then he realises his time
has finished. In the pouring rain, he talks
about his memory, the moments of his life.
‘All those moments will be lost,’ he says,
‘like tears in rain.’ And then he just stops.
He’s finished. His memory erased. It’s so, so
sad.
But it’s a science-fiction film.
‘Like tears in rain.’ It’s beautiful.
EXPLORE ONLINE
Students search for information about the film on
their smartphones or tablets. They can find the
‘tears in rain’ speech on YouTube at https://www.
youtube.com/watch?v=NoAzpa1x7jU.
6 Students read the instructions and work in
pairs to ask each other questions to determine
if they are a human or a replicant.
MA If weaker students are struggling to think
of questions, refer them back to the answer
to 3 and ask them to think of questions that
would require memory or empathy to answer.
Grammar
7 Students try to remember the questions
from the article using the word prompts.
Afterwards, they compare their sentences with
the article.
MA Weaker students may benefit from quickly
rereading the second paragraph.
Answers
1 Will we all be living with robots?
2 Might we have feelings for them?
3 Will robots ever be truly human?
4 Might they be able to acquire real
memory?
5 Will they be able to experience and
show* empathy and feeling?
6 Are they going to be happy with their
own existence or will they want more?
* This is the word order in the sentence from
the article; however, show and experience
follows the word order in the prompt, so is also
acceptable.
8 Students discuss the questions in pairs and give
reasons for their opinions.
9 Students talk in pairs about things they did
differently in the past using would and used to.
10 Write an example sentence on the board (eg
Clean the house, Don’t make a mess). Students
write down three things they were recently
told or asked to do.
11 Tell students that they are unhappy robots
and quickly review how we change orders
and requests into reported speech. They work
in small groups and complain to their friends
about the things they were told to do. They
can pretend to be one of the robots from
the article (as in the examples) or they can
invent their own robot characters. Ensure
they understand that they need to convert
the sentences they wrote in 10 into reported
speech. Check their ideas in feedback and
correct any grammar mistakes you hear.
Speaking and writing
12 To introduce the topic, tell students about
one of your own happy childhood memories;
you could also show some photos to increase
interest. Students then talk about one of the
memories listed. Encourage them to use used
to and would. This could be done as a mingle
activity to increase speaking and learner
interaction.
Tip: Students are often very keen to learn
more about you as a person, rather than
the impersonal ‘teacher’ at the front of
the class. They will usually respond very
positively to any personal information
you share with them, as long as you feel
comfortable doing so.
13 Students write about the memory they
described in 12. Walk around, help and correct
as needed. Afterwards, they read each other’s
stories and report back in feedback.
MA Stronger students could write about their
partner’s memory, instead of their own. This
would ensure they listen carefully in 12!
Aspects of culture
a Students guess where the film posters are
from.
Answers
Winter Sleep is from Turkey; Wild Tales is
from Argentina.
Culture notes
• Winter Sleep (Kış Uykusu in Turkish) is
a 2014 Turkish drama directed by Nuri
Bilge Ceylan. It’s adapted from a short
story by Anton Chekhov entitled The
Wife, and looks at the gap between rich
and poor in Turkey. It won the Palme
d’Or at the 2014 Cannes Film Festival.
• Wild Tales (Relatos Salvajes in Spanish)
is a 2014 anthology film from Argentina
directed by Damián Szifron and coproduced by Agustín and Pedro
Almodóvar. It is composed of six standalone short films united by a theme
of violence and vengeance. It was
nominated for Best Foreign Language
Film at the 2014 Academy Awards.
b Students read the information quickly and
answer the questions with a partner. Ask extra
questions (eg Have you seen any of these
films? Did you like them? Why? / Why not? Do
you like watching films in other languages?).
Answers
1/2 There are 12 films mentioned in the
text:
El Secreto de sus Ojos (The Secret in
Their Eyes) – Argentina
Relatos Salvajes (Wild Tales) – Argentina
Cidade de Deus (City of God) – Brazil
Central do Brasil (Central Station) –
Brazil
Todo Sobre mi Madre (All About My
Mother) – Spain
La Mala Educación (Bad Education) –
Spain
Kış Uykusu (Winter Sleep) – Turkey
Amores Perros (Love’s a Bitch) – Spain
Babel – Spanish director, but made in
the US
Birdman – Spanish director, but made in
the US
Units 7&8 Review
39
Y tu Mamá También (And Your Mother
Too) – Spain
Gravity – Spanish director, but made in
the UK with US actors
3 That there is a thriving film industry
in many countries, not just the three
‘giants’ of film making
c
Students discuss the question about world
cinema in pairs. Do a quick class survey to
see whether dubbed or subtitled films are
preferred overall.
d Students write down the names of five movies
they’ve seen recently and think about the first
two questions. They then compare their lists
in small groups. Do a quick survey to find out
students’ favourite film genres and if they
prefer Hollywood or world cinema.
Extra idea: Put students in groups of three
or four. Tell one student in each group
to turn their chair so they can’t see the
board. Tell the class you’re going to write
famous movie quotations on the board
(see below). The two / three students who
can see the board have to give definitions
of the words in the quotations, but are
not allowed to say the actual words. Their
partner has to listen and guess the words.
The first person to shout out the movie
quotation wins a point for their team. They
get an extra point if they can tell you any
additional information, such as which film
the quotation comes from or the actor that
said it. The team with the most points at
the end wins the game.
‘You can’t handle the truth?’ (Jack
Nicholson as Colonel Jessop in A Few Good
Men)
‘Life is like a box of chocolates.’ (Tom
Hanks as Forrest Gump in Forrest Gump)
‘You talkin’ to me?’ (Robert de Niro as
Travis Bickle in Taxi Driver)
‘Go ahead, make my day.’ (Clint Eastwood
as Harry Callahan (Dirty Harry) in Sudden
Impact)
‘All those moments will be lost in time ...
like tears in rain.’ (Rutger Hauer as Roy
Batty in Blade Runner)
40
Units 7&8 Review
‘I’m going to make him an offer he can’t
refuse.’ (Marlon Brando as Don Corleone in
The Godfather)
‘I’ll be back.’ (Arnold Schwarzenegger as
the Terminator in Terminator)
‘There’s no place like home.’ (Judy Garland
as Dorothy in The Wizard of Oz)
9
UNIT
FOCUS
The good, the bad and the ugly
GRAMMAR: passive voice: present, past and modals; have
VOCABULARY: buildings, materials, building problems
FUNCTION: making and responding to a complaint
Introduction p23
2 Students match the descriptions and photos,
then compare answers with a partner.
Aim
Answers
1E 2D 3B
The focus of this lesson is to get students thinking
about types of building and their appearance.
You first!
Students look at the photos of the famous
buildings and discuss with a partner which ones
they would most like to visit. Which ones do they
think are the most beautiful and interesting? If
any students have visited any of the buildings, ask
extra questions (eg When did you go there? What
was it like? Would you recommend visiting it?).
1 Students look at the photos again and answer
the questions. You could also make it into a
game: the team that gets the most correct
answers at the end wins the game.
Answers
A St Basil’s Cathedral, Moscow, Russia,
built 1554–1560
B Olympic Stadium (Bird’s Nest Stadium),
Beijing, China, built 2003–2008
C Blue Mosque (Sultan Ahmed Mosque),
Istanbul, Turkey, built 1609–1616
D Amazon Theatre Opera House (Teatro
Amazonas), Manaus, Brazil, built
1879–1896
E Ice Hotel, Jukkasjärvi, Sweden, built
every November!
E Soumaya Museum, Mexico City,
Mexico, built 2009–2011
The oldest building is St Basil’s Cathedral. The
most recent building is the Ice Hotel.
Extra idea: If students find choosing
the oldest and most recent buildings too
easy, challenge them to put them all in
chronological order! Order from oldest to
the most recent: St Basil’s, Blue Mosque,
Teatro Amazonas, Bird’s Nest Stadium,
Soumaya Museum, Ice Hotel.
/ get something done
3
4F
5C
6A
Play and pause the recording so
students can check their answers.
1.16
Transcript
man
Er, one is easy. It’s E, the Ice Hotel in
Jukka… um, something, in Sweden.
It melts every spring, so a new one is
completely rebuilt every November.
woman Yeah. Two is easy, too. It’s D, the
Teatro Amazonas in Manaus in Brazil.
I’ve seen a programme about it. It
was built at the end of the nineteenth
century, when rubber was found
there and Manaus became one of
the richest cities in the world. Look at
those roof tiles in the dome! They’re
painted in the Brazilian national
colours!
man
Oh yes! How clever! That’s beautiful.
woman Three’s B of course, isn’t it?
man
Yes, it’s the stadium in Beijing – built
for the 2008 Olympics. It’s called the
Bird’s Nest, for obvious reasons. Isn’t it
original?
woman Yes, it’s fantastic. What’s it used for
now?
man
Not a lot, I think. Mainly football
matches.
woman Oh, pity. What about five?
man
Definitely C, the Sultan Ahmed
Mosque, that wonderful mosque in
Istanbul.
woman Yes, you’re right. It’s called the Blue
Mosque too, isn’t it? It’s stunning. You
can see it from all over the city.
man
Yes. Six is gorgeous, too. It’s A,
St Basil’s Cathedral in Red Square in
Moscow.
Unit 9
41
woman
man
woman
man
woman
Yes, I think it must be one of the most
beautiful buildings in the world.
I agree. Which leaves four! So that
must be F – but what on earth is it?
Oh, I know what it is, I read about it
recently. It’s the Soumaya Museum in
Mexico City. It’s an art gallery and it
was built by Carlos Slim – one of the
richest men in the world – and named
after his wife, Soumaya.
Isn’t it an incredible shape?
Yes, it’s an amazing shape. I think it
looks a bit like …
Extra ideas: Students read the transcript
and say what these adjectives refer to:
richest, clever, beautiful, original, fantastic,
wonderful, stunning, gorgeous, incredible,
amazing.
Answers
richest: Manaus, Carlos Slim
clever: the Teatro Amazonas roof
beautiful: the Teatro Amazonas roof,
St Basil’s Cathedral
original: the Bird’s Nest Stadium
fantastic: the Bird’s Nest Stadium
wonderful: the Sultan Ahmed Mosque /
Blue Mosque
stunning: the Sultan Ahmed Mosque / Blue
Mosque
gorgeous: St Basil’s Cathedral
incredible: the shape of the Soumaya
Museum
amazing: the shape of the Soumaya
Museum
Ask students to listen again and make
notes about any extra information given
about the buildings.
4 Make a list on the board of the words in bold.
Students complete the words for buildings and
add these to the list on the board. Do the first
one together and elicit the answer (castle).
MA You could help weaker students by
showing them pictures to give them clues.
Answers
1 castle 2 cinema 3 factory 4 hospital
5 library 6 palace 7 school 8 station
9 theatre 10 tower
42
Unit 9
Extra ideas: Students work in pairs to give
a definition for each building using relative
clauses; give an example to model the
activity (eg It’s a place where people go to
see films).
Ask students which two buildings have
different names or spellings in American
English (cinema = movie theater, theatre =
theater).
5
MINI-TALK Students prepare a talk about
the most beautiful building in their country,
answering the questions in the box. Encourage
them to search for extra information and
pictures online. If they have trouble choosing
a building in their own country, let them to
choose a well-known building in another
country (the rock city at Petra, the Eiffel Tower,
the Coliseum, etc). After students give their
talks, get feedback and vote for the most
popular choices.
Tip: Tell students not to say the name of the
building so that the other students have
to listen to the descriptions and guess.
This provides a task in feedback and
gives them a reason to listen.
Lesson 1 Beautiful buildings
pp24–25
Aims
The focus of this lessons is the passive (present and
past simple). The key vehicle for this is to describe
what things are made of, so the Vocabulary
section features materials.
Warm-up
Do an online image search and find pictures of
famous buildings. Print the pictures on A4 sheets
of paper and cover each one with 12 sticky notes
numbered 1–12. Put students in teams of three or
four; each team takes a turn to choose a number
and the corresponding sticky note is removed
from the picture. Students then try to guess
what the picture is. They are allowed one guess
per team before the next sticky note is removed.
The first team to guess the building correctly
wins the game. Students should use modal verbs
of prediction (might, could, must) to guess the
buildings.
Vocabulary Materials
•
1 Write the phrases is used for and is made of
on the board and drill pronunciation. Students
discuss the questions with a partner. Check
their ideas in feedback.
•
•
•
Answers
1 You can probably use most of them
except cotton, paper, plastic and wool,
but be flexible!
2 a) glass and aluminium
b) iron
c) stone
d) wood, brick, glass, concrete (later
replaced by fibreglass)
•
The Blue Mosque was built from 1609 to
1616.
past __________________________
future
X
1609–1616
now
•
•
•
•
Extra idea: Students find photos of the
four buildings and say which they think is
the most beautiful, which is the oldest and
what each one is made of. (The 101 Tower
and the Maracanã Stadium are pictured on
the page.)
Grammar Passive (1): present and past
simple
•
•
2 Students complete the table using the passive
of the verbs in brackets. Elicit that the first
example is the present passive and the second
is the past simple passive.
Extra idea: Show examples and check
understanding to help students in
mixed-ability classes. Watch out for
typical difficulties and correct as needed.
Sometimes students see the past participle
and think the passive is about the past,
so draw timelines and show that it’s the
auxiliary verb be that identifies time in
passive sentences. In addition, students
aren’t always sure about why the passive is
used, so highlight the function (the focus
on the action rather than the agent).
Who built the mosque? (We don’t
know.)
Is it important who did the action? (no)
Is it the past, present or future? (past)
What word tells us? (was)
The Sagrada Familia was designed by
Antoni Gaudí.
•
Answers
is made, was built
Who makes the Ice Hotel? (We don’t
know.)
Is the information important? (no)
What’s more important, the action or
the people who do the action? (the
action)
Are we talking about the past, present
or future? (present)
What word tells us it’s the present? (is)
•
Is this an active or a passive sentence?
(passive)
Do we know who did the action? (yes)
Can we say who did the action in a
passive sentence? (yes)
What word introduces the person who
did the action? (by)
3 Students look at the two sentences and answer
the questions in pairs.
Answers
1 Sentence a) is active. Sentence b) is
passive.
2 a) The object becomes the subject of
the sentence.
b) The past participle of the verb is used.
3 Ivan the Terrible is more important in
the first sentence. The architects are
more important in the second sentence.
4
SEARCH AND THINK Students read the
descriptions and underline examples of the
passive. Check together and elicit why the
passive is used.
The Ice Hotel is made of ice!
past _________________________
future
X
now
Unit 9
43
Answers
There are 12 examples of the passive:
1 This hotel is made of ice. It melts every
spring, so a new one is rebuilt every
November.
2 This opera house is in the heart of the
Amazon rainforest but it was designed
by an Italian and the materials to build
it were shipped to Brazil from all over
Europe.
3 26km of steel were used in the
construction of this stadium, which
was built for the 2008 Olympics.
4 This art gallery is named after the wife
of its founder. It was opened in 2011
and is visited by over a million people
every year.
5 This mosque is called the Blue Mosque
because of the beautiful blue tiles on
the inside walls. It was built from 1609
to 1616.
6 The architects of this cathedral were
blinded by Ivan the Terrible so they
couldn’t create anything as beautiful
ever again.
Extra idea: For this game, you need a
balloon. Students stand up and hit the
balloon to each other. They have to keep
it up in the air. Now hit the balloon to
someone and say a verb in the present
tense (eg eat). They have to shout out the
past participle (eaten) before they can hit
the balloon to someone else ... but they
have to be quick before the balloon falls
on the ground. This is a great game for
practising past participles, as the balloon
is the time limit and makes students think
really quickly. They’ll probably shout out the
past simple (ate) by mistake with irregular
verbs, so it creates lots of laughter and
starts the lesson in an energetic and fun
way.
5 Students find the true sentence and correct the
false ones.
Answers
1 False (The Ice Hotel is rebuilt every
autumn / winter, in November.)
44
Unit 9
2 False (The Eiffel Tower is made of iron.)
3 False (The Parthenon was built in the
fifth century bc.)
4 False (The seats in the Maracanã are
yellow, white and blue. The green grass
completes the colours of the Brazilian
flag.)
5 False (They were constructed to resist
hurricanes and earthquakes.)
6 True (He’s an Argentinian American
architect.)
6
1.17 Students complete the information in
pairs using the verbs in brackets. Do the first
one with the class as an example. They then
listen to the recording and check their answers.
MA The first gap is atypical of the others in
that the auxiliary was is supplied, so you may
want to make sure weaker students are aware
of this.
Answers
1 [was] designed 2 worked
3 was completed 4 was killed
5 was knocked down 6 refused
7 looked 8 had 9 was taken 10 died
11 were filled 12 wanted
Extra idea: Students identify which gaps in
the information are passive verbs (1, 3, 4,
5, 9, 11) and which are past simple (2, 6, 7,
8, 10, 12).
7 Students guess the meaning from context and
check their answers together.
Answers
masterpiece: a work of art made with great
skill
tragic: extremely sad, often involving death
crossroads: a place where two roads cross
each other
tramp: someone who has no home, job or
money and lives outdoors
funeral: ceremony for a dead person before
they are buried
pay their respects: to honour someone
after their death, usually by going to their
funeral
8 Students write the words for each question in
the correct order. You could also write each
word on a separate piece of card. Ask students
to come to the front, give them a word card
and tell them to hold it in front of them
and face the class. They then move around
and stand in the correct order to make the
question. The other students have to correct
them if they’re standing in the wrong order.
Repeat with different students for the next
question. This varies the activity, is enjoyable
and gets students moving around after a long
time seated. You can also time each group to
make the game more competitive.
Answers
1 Who was the Sagrada Familia designed
by?
2 How long did he work on the church?
3 Was he knocked down by a car?
4 Which hospital was he taken to?
5 Where is he buried?
Tip: Students sometimes think that you
can’t finish a sentence with a preposition.
This is usually because they’ve been told
this by teachers in the past, but give
examples and show them it’s quite normal,
particularly in questions (see questions 1
and 4 in 8).
9
Students cover the information and
answer the questions with a partner. They
then read the information again and check if
their answers were correct. Encourage them
to quickly search online to find the answer to
question 5.
MA Weaker students can quickly read the
information again before answering the
questions.
Answers
1 The Sagrada Familia was designed by
Antoni Gaudí.
2 He worked on the church for 43 years.
3 No, he was knocked down by a tram.
4 He was taken to the poor people’s
hospital.
5 Gaudí is buried in the crypt in the
Sagrada Familia.
EXPLORE ONLINE
Give students a few minutes to search for
information; they then walk around and mingle,
asking their questions.
Speaking and writing
10
Check the instructions so students
know exactly what to do. Put them in groups
of three or four to listen to the recording and
guess the names of the famous buildings. They
must come to a consensus within their group
about each building. When they’ve finished,
they compare their ideas with another group.
1.18
Answers
1 the Taj Mahal
3 the Coliseum
2 the Alhambra
Transcript
You’re going to hear three short descriptions of
famous buildings in the world. Can you guess
the building? Which clues did you use?
Just one thing. If you think you know what the
building is, please don’t shout it out! Write it
down and just put up your hand. Give other
people a chance to guess it, too!
Are you ready? Here goes.
1 This beautiful monument was built in the
17th century by the Emperor Shah Jahan, in
memory of his wife, who died in childbirth.
It took 22,000 workers nearly 22 years to
build.
2 The walls of this city palace can be seen
from miles away, against the mountains in
the distance. The palace was built in the
middle of the 11th century, and its name –
which means ‘the red’ – is probably taken
from the colour of its bricks.
3 This huge amphitheatre was built in the
first century. It was commissioned by the
Roman Emperor Vespasian as a place where
violent games and spectacles could be
staged.
Do you need more clues?
OK, the first building is located in Agra, in India.
The second building is in Spain, in Granada.
And the last one is located in Italy, in Rome.
Did you know?
The British architect Richard Rogers designed both
airport buildings.
Unit 9
45
11 MINI-TALK Students think of a famous
building and prepare a mini-talk. Give them
time to search for information online and
encourage them to find pictures, too. When
they give their talk, they shouldn’t tell the
group what building it is; they should ask them
to guess. If they can’t, they should give them
additional clues rather than tell them.
12 GUESS Students read the short story and
guess the ending. They then compare with a
partner. Quickly get feedback on a selection of
possible endings.
13
1.19 Students listen to the end of the story
and check if their predictions were correct. Did
they expect it, or was the punch line (the end
of the joke) a surprise?
Transcript
A tourist guide was showing a group of visiting
tourists the sights of the city.
She pointed to a building. ‘That’s our Town
Hall,’ she said proudly. ‘It was built in just three
years.’
‘The Town Hall in my city was built in three
months!’ shouted a man from the back.
A bit later, the guide pointed to another
building. ‘That’s our sports stadium,’ she said
proudly. ‘It was built in just two years.’
‘The sports stadium in my city was built in two
weeks!’ shouted the man from the back.
A bit later, the guide led her group past a
beautiful tall tower made of glass and steel.
‘What’s that building?’ shouted the man from
the back.
What do you think the guide replied?
‘I’ve no idea,’ replied the guide. ‘It wasn’t there
yesterday!’
14 If students are a little shy or reluctant to act
out the story, just ask them to retell it and try
to remember as many details as possible.
Extra idea: Do the listening as a dictagloss
activity instead. Give students a gapped
worksheet (see below) and tell them you’re
going to read a story. Have them listen and
try to fill in the gaps. Read the transcript
above twice at normal speed. The idea is
that they won’t manage to fill in all the
gaps. Then tell them to find a partner
and dictate what they have to each other.
46
Unit 9
They then change pairs and continue
until they’ve completed the story. The first
person to finish is the winner.
To increase the speaking and learner
interaction, tell students that they can only
talk to one partner at a time and they can’t
show each other their worksheets.
A __________ __________ __________
__________ a __________ of __________
__________ the sights __________
__________ __________.
She __________ to a __________. ‘That’s
__________ __________ ___________,’
___________ said ___________. ‘It
__________ ___________ in ____________
___________ ___________.’
‘The __________ __________ in my
___________ __________ __________
in ___________ ___________!’ shouted
__________ ___________ from the
___________.
A ___________ __________, the
___________ ___________ __________
__________ ___________. ‘That’s
__________ ___________ ___________,’
she said ___________. ‘It ___________
____________ in just ___________
____________.’
‘The ___________ ___________ in my
___________ __________ ___________ in
__________ ___________!’ ___________
___________ ___________ from the
___________.
A ___________ ___________, the
__________ __________ her group
___________ a __________ ___________
___________ made of __________ and
___________.
‘What’s __________ __________?’
___________ the ___________
___________ ___________ back.
What ___________ ___________
__________ the ___________
___________?
‘I’ve ___________ ____________,’ replied
___________ ___________. ‘It ___________
__________ yesterday!’
(= completely sure or certain) and renovated
(= repaired and improved).
Tip: Gap fills and dictagloss activities are
really good for mixed-ability classes
because they can be adapted to the level
of students. Class-mingle activities also
provide nice opportunities for stronger
students to help weaker ones.
Students read the article and check if their
predictions were correct. Then elicit what the
title refers to.
Answers
The buildings all appeared in the top five of
a list of the UK’s worst buildings.
It refers to the fact that someone suggested
that Rugby Cement Works should be
painted the same colour as the sky to
camouflage it.
Extra idea: Dictate the following questions
to the class. Put students in pairs and have
them discuss together. Elicit their ideas and
opinions in feedback.
Do you like sightseeing? Why? / Why not?
Do you prefer to have a tour guide or
explore things yourself?
What are the most amazing buildings you
have seen?
Lesson 2 Should they be
demolished? pp26–27
Aims
The focus of this lesson is passive modals; it also
introduces compound nouns and types of building
in the Vocabulary section. In addition, students
read about a TV programme called Demolition and
talk about the renovation of abandoned buildings
in their towns.
You first!
Students look at the photos and discuss the
question, giving reasons for their reactions.
You could tease students by pretending you
like the buildings (eg I really like this one. It’s a
masterpiece! The architecture is beautiful! Which
one do you like the best?).
Extra idea: Ask students if they think the
suggestion to paint Rugby Cement Works
like the sky is a good one. Would it help
make the building more attractive?
3
Tell students they’re going to play a
memory game. They have to write two
sentences about each building in the article.
They then read each other’s sentences and
compare their ideas with the article. Get
feedback and find out who has the best
memory!
Extra idea: Tell students you’re going
to read the article to them. Tell them
that you’re tired and ask them to correct
you if you make any mistakes. Read the
article and include a few factual mistakes
on purpose. Students have to listen and
correct you if they detect something is
wrong (eg ‘Millions of votes were received
...’ ‘No! That’s wrong! Thousands of votes
were received.’).
Reading
1
GUESS Students guess what the buildings
have in common. Check their ideas in
feedback.
2 Students look at the title of the article and say
what they think it means. Pre-teach words like
demolition (= knocking down or destroying a
building so you can use the land for something
else), abandoned (= left empty), stilts (= long
pieces of wood or metal that support buildings
so they’re above the ground or water), retailers
(= shops or businesses that sell products),
convinced
4 Students match the buildings with the photos.
Which one do they think is the worst?
Answers
1 Scottish Parliament Building
2 Cumbernauld Shopping Centre
3 Rugby Cement Works
Extra idea: Ask students to find
Edinburgh, Cumbernauld and Rugby on a
map of the UK.
Unit 9
47
5 Check students understand the key vocabulary
(eg residents, retailers). They then read the
article again and do the true / false activity,
correcting the false statements.
Answers
1 False (There were thousands of votes.)
2 True
3 False (It was a shock because it was
designed by a famous architect and had
won awards.)
4 True
5 False (It can be seen for miles, but it’s
ugly.)
6 True
Extra idea: Tell students they’re going to
play a supersonic search game. You give
them a clue and they have to race against
each other to find the correct word in the
article.
Find words or phrases in the article that
mean ...
1 people who watch television
2 in bad condition
3 solve or sort out (a problem)
4 having lots of different uses
5 people who sell things
6 people who live in a place
7 a very ugly thing
8 certain
Answers
1 viewers 2 run down 3 deal with
4 multi-purpose 5 retailers 6 residents
7 eyesore 8 convinced
6
SEARCH AND THINK Students work in
pairs and skim through the article again,
underlining negative words and phrases. Get
feedback and ask them to think of other things
the words can describe.
Answers
1 worst, ugliest, badly designed, run
down, abandoned, nightmare, awful,
eyesore, ugly
48
Unit 9
Vocabulary Buildings
7 Students write their lists individually, then
compare with a partner.
Answers
power stations, railway stations, tower
blocks, palaces, public toilets, shopping
centre, complex, Parliament building,
cement works
8 Students match the words in the box with the
types of building. Tell them that there is more
than one possibility for all of them. They then
read the compound nouns aloud; point out
that the stress is normally on the first syllable.
Answers
1 bus station, fire station, gas station*,
petrol station, police station, power
station, train station
2 apartment building, engineering
building, farm building, government
building, office building, residential
building, school building, university
building
3 engineering works, gas works, steel
works, water works
4 leisure centre, residential centre, sports
centre
5 apartment block*, office block
* These are predominantly American English
terms. The compounds petrol station and block
of flats are more common in British English.
9 Students discuss which buildings they have
in their town or city. Ask extra questions (eg
Do they like them? Are the buildings nicely
designed? Do they fit into the surrounding
landscape well or are they an eyesore?).
Tip: Once you’ve introduced new vocabulary
and grammar, try to use it in your
questions and general teacher language.
Students usually need to see and hear
new vocabulary between 10 and 15
times before they remember it well, so
this helps to reinforce recently learnt
language in a natural and helpful way.
Take a break
This is a classic yoga position called ‘the Tree’. If
students have problems balancing, they can rest
their foot on the other ankle rather than having
it at knee or thigh level (as shown in the picture).
Once they’ve got the hang of it, ask them to do it
with their eyes shut and visualise the context, but
make sure they don’t lose their balance and fall
over!
Grammar Passive (2): modals
10 Students fill in the gaps with a partner, using
the modal passive. Tell them they can look
back at the article if necessary.
Answers
1 should be knocked down 2 can be seen
3 must be taken 4 will be demolished
11 SEARCH AND THINK Students work in
pairs to answer the questions about the
modal passive. Check their ideas and correct if
necessary.
Answers
1 There are 21 examples of the passive
in the article (shown in bold). Seven
of them are modal passives sentences
(shown in bold italics). Students may
miss the ‘hidden’ passive (The building,
completed in 2004, ...) as the auxiliary
has been elided along with the relative
pronoun.
It also meant any building that was
badly designed.
Viewers were asked for their opinion.
Should they be demolished?
Thousands of votes were received.
Cumbernauld Shopping Centre in
Scotland was voted the worst building
in the UK.
The ‘new’ town of Cumbernauld was
built in the 1960s.
The shopping centre was designed as
a multi-purpose complex.
One shopper said it should be
knocked down as soon as possible.
A lot of people were shocked.
The building, [which was] completed
in 2004, was designed by the famous
Catalan architect Enric Miralles.
It did cost a lot of money so perhaps
that is why it is hated so much.
Rugby Cement Works was
constructed in the mid-90s.
It can be seen for miles!
Perhaps it could be painted sky blue
with white clouds?
One third of those thousand buildings
have been demolished or renovated.
Pressure has been put on town
councils.
Action must be taken against ugly
buildings!
If a building is judged to be an
eyesore, it must be improved.
Otherwise it will be demolished.
2 The passive is used more than the
active because it focuses on the
actions rather than who did them.
We either don’t know who did the
action or it’s unimportant (One third of
those thousand buildings have been
demolished).
3 Because ‘the passive’ (in question
2) and ‘it’ (in question 3) are more
important than the users, which we
don’t know.
Tip: The grammar sections of the Student’s
Book encourage students to search
for examples in the text, then think
about the function, form and meaning.
This provides a learner-centred focus,
involves them more in working out
rules and enables them to see things
for themselves. It does mean, though,
that they may be more susceptible to
mistakes, so it’s still important to guide
them at times, correct mistakes and
check to make sure they understand.
12 THINK Students read the text and discuss
possible changes with a partner. Tell them that
they shouldn’t change every single verb into
the passive – they should look carefully at the
meaning to decide which verbs need changing.
Unit 9
49
Answer
The active voice has been used throughout,
when the passive would be much better, as
the focus of attention is the IMAX.
The IMAX cinema in Bournemouth was
voted the second worst building in the
UK. It was built in the 1990s, and it was
opened in 2002, but it was closed after
three years. And it will never be reopened
because in 2013 it was finally demolished.
Many residents hated it, calling it an
eyesore that blocked a beautiful sea view.
They said it should be destroyed and
replaced with a swimming pool or ice rink,
but in fact the site will now be turned into
an open arts space.
Speaking and writing
13 Students think of ugly areas and buildings in
their town and discuss in groups of three or
four what should be done about them. Give
an example and encourage them to use modal
passives.
14 VIDEO OPTION Students create and upload
their own vlogs. Alternatively, they walk
around the room and share their videos with
each other. Vote for the worst buildings and
best renovation ideas in feedback.
Extra idea: Find a video online from
the popular American TV show Extreme
Makeover Home Edition. The show features
Ty Pennington and his crew rebuilding
houses. Show an online video clip of a
house before and after, and ask students
to discuss what could / might be done and
the things that have been done using the
modal passive.
Lesson 3 Cowboy builders
pp28–29
Aims
The focus of this lesson is the causative have / get
something done; it also introduces vocabulary
about house building. Students read and listen to
stories about renovation scams and problems with
cowboy builders.
50
Unit 9
You first!
Students talk in pairs about building work. Would
they like to build and renovate things themselves
or pay to get things done by professionals?
Vocabulary Building problems
1 Students look at the photos and the lesson
title and guess what a cowboy builder is (= a
builder who is not honest, careful or skilful in
their work).
2 Students might not know all of the words.
They can quickly look up any they don’t
know on their smartphones or in a dictionary.
Get feedback and check to make sure they
understand the vocabulary.
Answers
Crosses should be beside: balcony, ceiling,
central heating, electrics, floor, floorboard,
pipe, radiator, roof, sink, staircase, terrace,
wall, water heater, window.
3 Students discuss with a partner what they have
in their homes. This helps to personalise, use
and review new vocabulary.
4 Students match the words and think of
possible problems (eg a toilet or sink can be
blocked). Tell them there is no direct correlation
here – there may be several possibilities. The
idea is just to get them using the words again.
Suggested answers
(be) blocked: pipe, radiator, sink, toilet
damaged: ceiling, electrics, floorboard, pipe,
radiator, roof, wall
damp: attic, basement, bathroom, bedroom,
ceiling, floorboard, hall, kitchen, living room,
wall
dangerous: ceiling, electrics, floorboard,
staircase, water heater
rotten: floorboard, staircase, window
not watertight: pipe, radiator, toilet, water
heater, window
(have) cracks: attic, balcony, basement,
bathroom, bedroom, ceiling, hall, kitchen,
living room, roof, sink, terrace, toilet, wall,
window
holes: ceiling, floor, floorboard, radiator, roof,
wall
Reading
5 Students read the beginning of the story
and talk about the questions. Check they
understand the phrase up front. Then invite
them to guess what happened next. Check
their ideas and predictions in feedback. Explain
that the passage is based on a true story from
England – these things do happen!
teacher
students
teacher
students
7 Students work in pairs and talk about the
actions using the causatives have / get
something done. Get feedback and correct
small mistakes if needed.
Suggested answer
1 Many tradespeople ask for a deposit
up front to cover the cost of buying the
materials. But it would be very unusual
to ask for (and get) the full cost of the
job before any work was done.
Extra idea: Write five key words that
could occur in the story on the board (eg
cowboy, money, mess, programme, police).
Invite students to predict what happens in
the story using the key words as clues. They
work with a partner and write the end of
the story in their own words. They then
share their stories with other pairs. Check
their predictions afterwards.
Grammar have / get something done
6 Students look at the example sentences in the
grammar box and identify who does the work.
Check students understand the form of the
sentence (have / get + noun + past participle
of verb).
Answer
b) someone else
Extra idea: The causative is quite unusual
for some students, so to reinforce the
grammar and help with pronunciation, do
some substitution drilling. Say a different
noun / pronoun and verb and ask students
to adjust and repeat the sentences together
(see below). This is enjoyable and dynamic
and reviews the grammar really well.
teacher
I’m getting the roof done.
students
I’m getting the roof done.
teacher
Fixed.
students
I’m getting the roof fixed.
teacher
Windows.
students
I’m getting the windows fixed.
Having.
I’m having the windows fixed.
He.
He’s having the windows fixed.
Extra idea: Tell students to imagine they’re
rich and can get everything done for them
by other people. They’ve just bought an old
house in the south of France and want to get
it renovated. Put them in pairs to discuss all
the things that they’d have done for them.
Check their ideas afterwards in feedback.
Listening
8
1.20 Students listen to the story to see if
their predictions were correct.
Transcript
dave Yeah, so he came around on the Monday
morning and the first thing he did was
ask for money!
matt Really?
dave Well, pretty much. He took a look
around and he said maybe the problems
were bigger than we’d thought. And he
asked for some money up front so he
could buy materials.
matt And you gave him some?
dave Yep.
matt How much?
dave Two thou.
matt Two thousand pounds? Wow. What did
he say needed doing?
dave Well, he said some of the floors were
rotten and needed replacing because
of the damp, and some walls needed
fixing and repainting because there
were cracks, and some of the windows
needed repairing because they weren’t
watertight and the rain was coming in,
and the roof was badly damaged and
needed mending, and the electrics were
dangerous and needed rewiring.
Oh yes, and the water heater was old
and we needed a new one! A whole list
of things.
Unit 9
51
matt
dave
matt
dave
9
That’s all a bit scary.
Yeah, it was. So I just gave him the
money and told him to get it all done.
And Megan and I went off to work.
Oh. Big mistake.
Yes. Very big mistake.
12 Play the recording again for students to write
down what happened. They then compare
their answers with a partner.
Answers
1 The walls were damaged.
2 The floors were damaged.
3 The windows were on the floor.
4 The floorboards were in the back
garden.
5 The radiators were in the hall.
6 There was no staircase – it was
completely demolished.
Students work in pairs and write a list of
what needed to be done to Dave and Megan’s
cottage. Then play the conversation again for
them to check their answers.
MA The list is quite long, so you may need to
pause the recording after each item for weaker
students.
Answers
a) The roof needed mending.
b) The floors / water heater needed replacing.
c) The walls needed repainting.
d) The electrics needed rewiring.
e) The windows needed repairing.
10 PREDICT Students discuss the questions in
pairs and guess what happened next.
11
1.21 Students listen to the conversation and
check their ideas. Did they guess correctly?
Transcript
dave When we got back after work that
evening, it was like a war zone.
Everything was in a big mess. The
walls were damaged, the floors were
damaged, the windows were on the
floor, the floorboards were in the back
garden, the radiators were in the hall,
there was no staircase …
matt No staircase?
dave No, it was completely demolished. It was
impossible to go upstairs. The whole
thing was a nightmare.
matt Oh, how terrible! And where was
your builder – and your two thousand
pounds?
dave Absolutely no sign of him. He’d
completely disappeared – with the
money. So I called him on his mobile
and it rang and rang and rang, and
eventually he answered it, and do you
know what he said?
matt No, what?
dave He said he needed more money to fix
everything!
52
Unit 9
13 THINK Students imagine the situation. How
would they feel? What would they do? Get
their ideas in feedback. Encourage them to use
the second conditional to describe how they’d
feel.
14
Play and pause the recording as
necessary for students to listen; they then
answer the questions in pairs and guess the
meaning of phrases like rip someone off.
Discuss the questions as a whole class.
1.22
Transcript
dave Well, at that point, I was furious and
I was going to ring the police, but
then Megan told me about this TV
programme that catches people like our
builder and she contacted them.
matt Oh, I know that programme. It’s called
Cowboy Builders!
dave That’s the one. It’s on daytime TV.
matt The one where people complain about a
bad experience they’ve had with builders
and the presenters find the builders and
expose them on television.
dave Yeah. And you know what? They were
absolutely brilliant. They came round
and they helped us to get the cottage
repaired and redecorated, and what’s
more, they even managed to find this
guy and inform the police.
matt Oh good. I’m glad he didn’t get away
with it. Did you get your money back?
dave No, we didn’t. But at least our builder
has been caught and he won’t be able to
rip other people off.
matt So what was his punishment? Did he go
to prison?
dave
matt
dave
matt
No. But he has to do building work in
the community for free now. If a job
needs doing, something needs fixing, he
has to do it – for free. And do you know
what his first job was?
No, what?
Repairing the roof on the police station!
Oh, well, they should be able to keep an
eye on him there!
has won several awards. It often involves
word play.
16 Students write homophones, then use them in
short poems, using Roger McGough’s poem as
inspiration. They then share with a partner.
Answers
mail - male; hear - here; write - right / rite;
know - no; knows - nose; one - won; pair pear / pare; flour - flower; blue - blew; their
– there
Speaking and writing
15 YOUR STORY Pre-teach the meaning of
DIY (= Do it yourself). Students discuss their
own personal experiences of builders and
things they’ve had done or done themselves in
their houses or flats. They then report back in
feedback.
Extra idea: Write recently learnt
vocabulary on the board in a random order
or show a word cloud with a data projector.
Tell students to look at the words for one
minute, then erase the words or close the
image. Put students in pairs and give them
one minute to write down as many words
as they can remember. The team that gets
the most wins the game.
Poem link
Students read the poem and answer the questions.
Ensure they understand the play on words. They
can find out more about Roger McGough for
homework or in class.
Answers
1 Some of the words are homophones:
sore / saw / soar and I / eye.
2 A skyscraper
3 It’s taller, it’s a different shape, it has
more floors, it’s a different colour,
it’s made of steel and glass, it’s a
commercial building.
Background note
The building in the photo is the Shard in
London, an 87-storey skyscraper. It was
built between 2009 and 2012, and opened
to the public on 1 February, 2013. It is
309.6 metres high and was designed by the
Italian architect Renzo Piano. Its pyramid
shape is clad in 11,000 panes of glass.
Culture note
Roger McGough (born 9 November, 1937)
is an English poet, author and broadcaster.
He was one of the leading members of the
group known as the Liverpool poets in the
1960s. In his early career, he was a member
of the pop group The Scaffold, which had
a number-one hit in 1968 with Lily the
Pink. However, he is best known for his
humorous and pithy poetry, for which he
Everyday English p30
Making and responding to a complaint
1 Students look at the photo. Ask them what
they can see and what they think is missing.
Answer
Blinds or curtains
2
GUESS Ensure students understand the
words in the box; pre-teach any that are
unfamiliar. Students guess what the problem is
using the words. Check their ideas in feedback.
3
1.23 6 Play the video or the recording for
students to watch / listen and check if their
predictions were correct.
Answer
The curtains are the wrong size.
Unit 9
53
Transcript
assistant Good afternoon. Brasch and Jones.
Can I help you?
marianne Oh, yes, I hope so. I ordered these
curtains from you a few weeks ago –
for my new home office. We’ve just
moved into this new flat and I’m so
excited.
assistant That is exciting. I’m really pleased for
you, but what can I do for you?
marianne Oh yes, sorry, it’s just that it’s so
exciting.
assistant I’m sure it is. And so …? What about
the curtains?
marianne Yes, the curtains well, they arrived
yesterday. I was very pleased to
get them. Thank you so much for
sending them. But I’m really sorry, I’m
just afraid they’re not quite right.
assistant Oh really? I’m sorry about that. In
what way? What seems to be the
problem?
marianne Well, actually, they’re the wrong size.
They’re... they’re a bit too small for
the windows!
assistant Oh dear. That is a problem. Do you
happen to have the order form?
marianne Ah, yes, I have it here. Do you want
the order number?
assistant Yes, please. Thank you. It’s the
number on the top right.
marianne Oh yes. I see it. It’s ... uh ... 10556.
assistant Yes, thank you. Just a minute. OK.
Yes, here you are. Marianne Williams,
is that right?
marianne Yes.
assistant From … May 5th … Ah, here we are.
One pair of grey and white curtains,
115 by 215 centimetres.
marianne Oh no! That should say 150 by 250
centimetres! No wonder they don’t
fit!
assistant Yes, that would explain it. Let me
speak to my supervisor. I’ll see what
we can do.
marianne Oh, thank you so much. You see
we’re having this housewarming
next week and it would be really nice
if you could, you know, get them
delivered to me by then and …
assistant Of course.
marianne Thank you.
assistant Thank you.
54
Unit 9
4 Give students time to read the questions so
they know what to listen for. Then play the
recording / video again for them to answer the
questions in pairs.
MA Stronger students may be able to answer
the questions without hearing the recording /
watching the video again.
Answers
1 The curtains are too small – they should
be 150cm x 250cm, not 115cm x 215cm.
2 Possible answer: The supervisor will
agree to replace the curtains.
Extra idea: Ask students why they think this
error occurred (If the order was given over
the phone, 50 may have been misheard as
15, as they sound quite similar.).
5 Students complete the gaps in pairs. Then play
the video / recording again so they can check
their answers.
Answers
1 I’m really sorry, I’m just afraid they’re
not quite right.
2 Actually, they’re the wrong size.
3 They’re a bit too small for the
windows!
4 That should say 150 by 250 centimetres!
5 No wonder they don’t fit!
Background note
Students may find this use of ‘softening’
phrases a bit excessive, but in practice, nonnative speakers can often sound too direct
and therefore rude. Remind students that
it’s better to be too polite in British English
(where it’s also common to apologise before
making an complaint!). Explain that actually
is a very common ‘softener’ in British English.
6 Students discuss the questions in pairs. You
can also draw a scale on the board and check
answers in feedback.
polite,
impolite,
friendly,
aggressive,
effective
ineffective
___________________________________________
X
7 Students read the softening phrases and
choose the odd one out.
Answer
I’m telling you ... is unacceptable.
Extra ideas: Do a ‘live listening’ with the
class. Tell them about a problem you had
with a product or service you bought and
what happened. Then ask them some
questions about the story and see if they
can remember the information. This
provides a model for the speaking activity
that follows.
To follow up and also promote themerelated discussion, ask students if they’ve
ever had a problem with a product or
service they bought. What was it? What
did they do? Did they receive good
customer service? What happened?
Tip: Live listening gives students helpful
listening practice in a natural way. It’s
also really flexible. You don’t need a
CD player or have to pause recording.
Live listening is also a good way of
increasing interest, telling personalised
stories and including new language or
reviewing things students have recently
learnt. It also provides a good lead-in to
subsequent speaking activities.
8 Students work in pairs to think of nicer and
more polite ways of saying things. They can
also look back at the phrases in 7 to help
them. Check their ideas in feedback.
Suggested answers
I’m very sorry, but it’s completely wrong.
I have to say that they aren’t what I ordered.
Actually, it’s awful.
I’m afraid you’ve made a mistake.
I’m sorry, but the bill is incorrect.
I have to say that it’s really bad.
9 Play the recording or video again for students
to listen and write the phrases and sentences
that the sales assistant uses. They then check
their answers with a partner.
Answers
1 Oh really? I’m sorry about that.
2 What can I do for you? In what way?
What seems to be the problem?
3 Let me speak to my supervisor. I’ll see
what we can do.
Tip: It’s helpful for students to read
through texts or transcripts to find
useful language. It encourages active
learning and encourages them to notice
words and phrases and see things for
themselves.
It’s good for listening activities, too. Play
the recording or video for students to
write down useful words, phrases and
sentences they hear. It’s dictation and
it practises listening and writing at the
same time!
10 P Students watch the video or listen to the
recording again and answer the questions.
Encourage them to take notes as they listen.
Answers
1 so (used for emphasis)
2 I’m so excited.
It is indeed so exciting.
I was so pleased to see them.
Thank you so much for sending them.
Thank you so much.
It would be so nice if …
Extra idea: There are a couple of other
uses of so in the video. Ask students if they
can spot them and then find the negative
form of I hope so (I hope not).
Answers
Yes, I hope so.
And so ...?
1.24 Students listen and repeat the
11 P
sentences together.
Transcript
1 I’m so excited.
2 It’s so exciting.
3 I was so pleased to get them.
4 Thank you so much for sending them.
Unit 9
55
5 Thank you so much.
6 It would be so nice if ...
Extra idea: Drill the sentences to practise
pronunciation and show exaggerated stress
on so. You could also write the sentences
on the board and ask concept-checking
questions to help students notice the
function and form:
For sentences 1, 2, 3 and 6:
What words come after so? (excited,
exciting, pleased, nice)
What type of words are they? (adjectives)
Do we use them to talk about a small
degree or a large degree of something? (a
large degree)
When we say so in sentences, does the
intonation go up or down? (up)
For sentences 4 and 5:
What word comes after so? (much)
What type of word is it? (quantity word)
Why do we use the word so? (to emphasise
things and to describe a large degree of
something)
12 ROLE-PLAY Put students in pairs. One is a
customer making a complaint, the other is
a sales assistant trying to help. They can use
the ideas in the box and also look back at the
softening phrases in 7 to help them. Monitor
and listen out for good use of the language.
Ask volunteers to do their role-play afterwards
for the class.
13
1.25 Students listen to the conversation
and answer the questions. Check their ideas
in feedback and draw students’ attention to
the emphatic use of do in the phrase I do
apologise.
Answers
1 No, less polite
2 I do apologise. I’m sorry about that.
3 The first customer is more effective. The
sales assistant is more willing to help
her because she is nice and polite.
Transcript
assistant Good afternoon. Brasch and Jones.
Can I help you?
jerome
I certainly hope so.
assistant I’ll do my best, sir.
56
Unit 9
jerome
assistant
jerome
assistant
jerome
assistant
jerome
assistant
jerome
assistant
jerome
assistant
jerome
assistant
jerome
assistant
jerome
assistant
jerome
Good, well, I ordered these curtains
from you a few weeks ago.
Yes?
And I waited absolutely ages for them
to arrive, and they eventually arrived
yesterday. Only yesterday! That’s
completely unacceptable.
Oh, I do apologise. I know things can
take longer at this time of year.
That’s not the point. The point is they
aren’t what I asked for! They’re not at
all what I asked for!
Oh, really? I’m sorry about that.
What’s the problem?
They’re completely the wrong size.
Completely! They’re much too small
for the window! How do you expect
me to put those up? Looks as though
they’ve shrunk! I’d like to know what
you’re going to do about it. It’s just
not on.
OK. Um, do you have the order form,
sir?
Of course I do. At least I thought I
did. I’m sure I have it somewhere.
Wait, here it is!
Thank you. I’ll just check it out here.
Can I have the order number, please?
Uh, I can’t see it. Where is it?
Just on the top right of the page, sir.
Oh. Is it 10556?
Yes, sir. That’s it. Ah, here we are.
One pair of grey and white curtains
115 by 215 centimetres.
Did you say 115 by 215 centimetres?
115 by 215?! You’re joking. That’s
ridiculous! I asked for 150 by 250!
Didn’t I? I’m sure I did.
Well, you did check and sign the
order form, sir. And it clearly says 115
by 215 centimetres. So I’m afraid
there’s nothing I can do. I’m very sorry.
Well, in that case, I insist on speaking
to your supervisor. Get hold of him
immediately!
Um, I’m afraid she’s not available, sir.
And there’s really nothing she or I can
do!
Oh!
14 In pairs, students try to remember what the
customer said using the prompts in the box;
play the recording again so they can check
their answers.
Answers
I ordered these curtains from you a few
weeks ago.
And I waited absolutely ages for them to
arrive.
They eventually arrived yesterday.
That’s completely unacceptable.
That’s not the point.
The point is they aren’t what I asked for!
They’re completely the wrong size.
They’re much too small for the window!
I’d like to know what you’re going to do
about it.
It’s just not on.
That’s ridiculous!
Well, in that case, I insist on speaking to
your supervisor.
15 ROLE-PLAY Students do the role-play in
pairs. Give them time to think of words and
phrases to make the conversation more polite.
Get feedback and ask extra questions to create
more speaking (eg Have you ever worked in
customer service? Have you ever had to deal
with complaints or angry customers? What
happened? What did you do?).
Answers
1 buildings (C) 2 furniture (U)
3 stationery (U) 4 dairy (food) (U)
5 sports facilities (U) 6 sports equipment (U)
7 jewellery (U) 8 accessories (C)
9 jobs / occupations / professions (C)
10 tools (C)
2 Put students into teams of three or four and
give them five minutes to come up with as
many additional words for each list as they
can. When the time’s up, compare lists as a
class. Teams get a point for each word they
thought of that no one else has. The winner is
the team with the most points.
3 Students work in pairs to think of more
umbrella words. Get feedback and see how
many words students can think of for each list.
Suggested answers
animals, colours, drinks, food, fruit, plants,
vegetables, shops, family …
Tip: This a great way of revising lexical sets
and can be used at any time by giving
students the umbrella word and asking
them to list as many words as possible.
Extra idea: Show students the following
sentence from the recording and video and
tell them to discuss the different meanings
of the word way.
Phrasal verbs down
In what way? (used to describe how
someone thinks or acts or how something is)
4 Students complete the sentences, then
compare their answers in pairs.
Ask students to think of other sentences
with way that have a different meaning.
They can also look up examples online at
http://dictionary.cambridge.org/dictionary/
british/way.
Vocabulary plus p61
Umbrella words
1 Check that students are clear about the
concept of ‘umbrella words’; they then work
in pairs to find the umbrella words for the
items given. Check answers as a class, asking
students to say countable or uncountable as
you go through them.
Answers
1 Get down 2 write [things] down
3 slow down 4 Put [that statue] down
5 turned [it] down 6 lie down
Extra ideas: Ask students to write
sentences with the other phrasal verbs with
down (ie cut down, fall down, go down,
knock down).
Then ask students to read all the sentences
aloud, practising the stress pattern of
phrasal verbs.
Ask students if they can think of any more
phrasal verbs with down (eg sit down,
climb down).
Unit 9
57
Wordbuilder Nouns from verbs
5
Give students five minutes to complete the
tables. Check answers and elicit the pattern.
Ask students which words are very similar
in their own language and which are very
different.
Answers
act – action; attract – attraction; complete
– completion; consider – consideration;
construct – construction; create – creation;
decorate – decoration; describe –
description; demolish – demolition; destroy
– destruction; explode – explosion; occupy
– occupation
They all end in -ion, but some are -tion,
others -ation or just -ion. Some change
spelling (destruction, etc), but others don’t.
2.28 Students work in pairs to say the
6 P
verb–noun pairs from 5 and mark the stressed
syllables. Play the recording for them to check
their answers and repeat in chorus.
Answers
See above for stressed syllables.
7 P Students answer the questions in pairs.
Check answers and elicit the pronunciation
rule for the -ion ending.
Answers
1 consider / consideration, decorate /
decoration, demolish / demolition,
occupy / occupation
2 The stress is always on the penultimate
syllable (the one before the -ion
ending).
Wordbuilder Verbs with the prefix re8 Students complete the sentences, then check
with a partner.
Answers
1 rebuilt 2 restart; replace 3 recycled
4 rewrite / redo 5 renew 6 redecorated /
repainted
58
Unit 9
Extra idea: Have students write sentences
with the verbs from the box that aren’t
used in 8 (ie recycle, reuse, rewire).
Homophones
9 Check that students understand what
homophones are (= words that sound the
same but have different spellings). Have them
work in pairs to find at least one homophone
for each word. Write each word from the box
on the board, and have pairs call out their
homophones. They get a point for each word
that no other pair thought of; the pair with the
most points at the end wins.
Answers
bye – buy – by; deer – dear; genes – jeans;
meet – meat; peace – piece; plain – plane;
red – read; sail – sale; scene – seen;
see – sea; suite – sweet; sun – son;
threw – through; two – to – too
10 In the same pairs, students write their
questions and ask and answer them. Then
put pairs together for them to dictate their
questions to the other pair. Can they write the
question correctly?
Tip: This ensures that students are thinking
about the meaning of the words and
using the context to decide on the
correct spelling. You could collect in all
the questions and use them for a class
dictation.
10
UNIT
FOCUS
A question of beauty
GRAMMAR: wishes and regrets; third conditional
VOCABULARY: accidents
FUNCTIONS: showing concern; cheering someone
Introduction p31
Aims
The focus of this lesson is to introduce the topic
of self-image and unfulfilled wishes by looking at
quotations from famous people about things they
wish were different.
You first!
Students choose an image and tell a partner
why they chose it. They can give any reason they
want. They could find the photo interesting or
just connect with it in a personal way. Get quick
feedback and check their ideas. (Note that you can
give students a free rein in their choice of image
or you can limit them to the images on the page if
you are short of time.)
1 Do the first one with the class and elicit the
missing word. Then students complete the
other quotations in pairs and match them with
the photos.
Answers
1 I wish I was better at art. (photo B)
2 I wish my hair was thicker and I wish
my feet were prettier. My toes are
really ugly. (photo A)
3 I wish I were taller and thinner. (photo C)
4 I wish I could shut up. But I can’t and I
won’t. (photo E)
5 I wish I had invented blue jeans.
(photo F)
6 I wish people would turn off their
computers, go outside, talk to people,
touch people, … (photo D)
7 If only we could get rid of our brain
and use only our eyes. (photo G)
2 Students match the professions with each
person. Get feedback and ask the class if they
know what nationality each person is.
up
Answers
Hayao Miyazaki: Japanese artist and film
director
Britney Spears: American singer
Hillary Clinton: American politician
Desmond Tutu: South African social rights
activist
Yves Saint Laurent: French fashion designer
Tré Cool: American drummer
Pablo Picasso: Spanish painter
Background notes
• Hayao Miyazaki (born 5 January, 1941) is
a Japanese film director and manga artist.
He co-founded an animation studio,
Studio Ghibli, in 1985, and has made
many successful award-winning films.
• Britney Spears (born 2 December, 1981)
is an American singer and actress. She
influenced the revival of ‘teen pop’ at the
turn of the century, and has continued
producing albums ever since, selling over
100 million albums worldwide.
• Hillary Clinton (born 26 October, 1947)
is American politician. Although she first
came to international prominence as
America’s First Lady when her husband,
Bill Clinton, was President from 1993 to
2001, she has since become a powerful
influence in her own right and was the
Secretary of State from 2009 to 2013.
• Desmond Tutu (born 7 October, 1931)
is a South African social rights activist
who rose to fame during the 1980s as an
opponent of apartheid. A retired bishop,
he has also campaigned for many other
causes, including HIV / AIDS, tuberculosis,
racism and sexism. He has received many
awards for his work, including the Nobel
Peace Prize in 1984.
• Yves Saint Laurent (1936–2008) was a
French fashion designer, regarded as
one of the most influential names in
fashion history. He was born in Algeria,
but moved to Paris when he was 18,
Unit 10
59
where he met Christian Dior, who greatly
influenced him. He’s credited with many
fashion innovations, including making
‘ready to wear’ clothes reputable.
Tré Cool (born 9 December, 1972) is the
stage name of Frank Edwin Wright III, a
German-American drummer best known
as a member of the band Green Day. He
also plays guitar and composes music.
Pablo Picasso (1881–1973) was a Spanish
painter and sculptor. One of the most
influential artists of the 20th century, he
is credited with co-founding the Cubist
movement. Among his most famous
paintings are Les Demoiselles d’Avignon
and Guernica.
•
•
3 Students talk about the quotations and answer
the questions in pairs. Get feedback and check
their ideas and opinions.
Answer
3 Both the women’s quotations are about
their physical appearance rather than
their general abilities. This could be
because there is a lot of pressure on
women to look good; they are judged
more on their appearance than men are.
4
FINISH IT Write the sentence starters on
the board and give an example. Students then
write their own sentences and compare with a
partner.
5
EVERYBODY UP! Students walk around the
room, tell each other their wishes from 4 and
find someone with the same or similar ideas.
Encourage them to ask extra questions (eg
Why would you want to do that?) and explain
their reasons. Check their ideas in feedback.
Lesson 1 I wish ... pp32–33
Aims
The focus of this lesson is wishes and regrets in
the present and the past. The Vocabulary section
includes words and phrases about accidents, and
the Speaking and writing section invites students
to talk about their regrets, write a short poem
about their wishes and listen to the rapper Skee-Lo
in the Song Link.
60
Unit 10
Warm-up
Students look at the photos and try to think of a
connection between them. (There isn’t an obvious
connection, so students may come up with all
sorts of answers, but they do all represent things
that people wish were different.) Read out the
lesson title; students complete it as if they were
one of the people in the photos. (This is just
intended to get students thinking about the topic,
so focus on ideas, not language, here.)
Grammar Wishes and regrets
1 Students complete the sentences in the table in
pairs. Ask if they can remember who said each
quotation. They look back at page 31 to check
their answers.
Answers
1 was (Hayao Miyazaki) 2 could (Desmond
Tutu) 3 had invented (Yves Saint Laurent)
4 would turn off (Tré Cool)
Extra idea: Draw students’ attention to
the note about was / were and ask them to
read out the first sentence in the table with
were instead of was (I wish I were better
at art). Say a few more I wish ... sentences
with was (eg I wish he was at home more
often, I wish she wasn’t going away) and
ask students to rephrase them with were.
Tell them that they mean exactly the same
thing, although were probably sounds
more wistful, acknowledging that it’s very
unlikely that thing will ever happen. You
could also point out the Grammar spot at
the bottom of the page, as If only ... is very
often followed by were instead of was (eg
If only Prince William were single!).
2 Students look back at the sentences in the
table and complete the grammar rules in pairs.
Check answers in feedback.
Answers
1 present
2 past
3 someone or something else to do
something different
Extra idea: Students sometimes confuse
time and tense, so check understanding
and draw time lines to help weaker
students notice the function, meaning and
form of the grammar. To make things stand
out visually, you could highlight the key
words in a different colour.
I wish people would turn off their
computers, go outside, talk to people,
touch people ...
past ___________________________
future
X
now
•
•
•
•
•
Does Tré Cool like the way people use
their computers? (no)
What does he want them to do
instead? (go outside, talk to people,
touch people)
Does he think it’s likely to happen? (no)
What word tells us it’s unlikely to
happen? (would)
When we say wish + would, are we
talking about the past, the present or
the future? (the present)
I wish I was better at art.
past ___________________________
future
X
now
•
•
•
•
•
Is Hayao Miyazaki good at art? (yes)
Does he want to be better? (yes)
What tense is was? (past simple)
But is the regret really about the past? (no)
When we say wish + past simple, are
we talking about the past, the present
or the future? (the present)
I wish I had invented blue jeans.
past ___________________________
future
X
now
•
•
•
•
When were blue jeans invented? (in the
past)
Did Yves Saint Laurent invent them? (no)
What tense is had invented? (past perfect)
When we say wish + past perfect, are
we talking about the past, the present
or the future? (the past)
3 Students write their own sentences about
photos A–D and discuss in pairs. They can
reuse their ideas from the Warm-up or think
up new ones, but this time ensure they use the
language correctly. Remind them there is more
than one possibility (eg Photo A: I wish I had
bigger hands / my hands were bigger /
I could play the piano, etc). Encourage them to
use If only if it’s a very strong wish.
You could also ask extra questions (eg Are his
hands big enough to play? Are her feet big
enough to wear those shoes? Is the man happy
to be in the shop?).
The examples on the page are fairly safe to
discuss in terms of whether students share
the wishes. However, be sensitive to students’
willingness to discuss certain topics – for
example, it’s not clear whether photo D is a
man or a woman, so the topic of either obesity
or pregnancy could be difficult for some
students.
4 Students fill in the gaps, write the wishes and
check their answers in pairs. Encourage them
to use wish and if only.
Answers
1 is (He wishes he hadn’t dyed it
himself. He wishes he’d gone to the
hairdresser’s.)
2 is wearing (She wishes she hadn’t worn
high heels. She wishes she’d worn
trainers.)
3 have (He wishes he hadn’t put them in
the washing machine. He wishes he’d
washed them by hand.)
4 has (She wishes she had given it some
water. She wishes she hadn’t forgotten
(about) it.)
Vocabulary Accidents
5 Students match the words in A and B.
Alternatively, introduce a kinaesthetic game
with word cards for students to match in pairs.
Students think of their own sentences with the
phrases in.
Suggested answers
drop: litter, a plate
fall off: a bike
fall out of: bed
get stuck in: a lift, a traffic jam
Unit 10
61
lose: instructions, a jacket, a map, money,
a passport
miss: a bus
misread: instructions, a map
run out of: coffee, ideas, money, petrol
spill: coffee
tear: a jacket, a map, my nail
6 Students think of other words that go with
each verb. Check ideas in feedback.
MA Weaker students may need to use a
dictionary.
Suggested answers
drop: my wallet, a mug, my phone
fall off: a ladder
fall out of: a hammock
get stuck in: a rut, a meeting
lose: my suitcase, my keys, the ticket
miss: a train, a flight
misread: directions
run out of: time, sugar
spill: milk, tea, wine
tear: my trousers, her dress
7 Students work in pairs and take turns finishing
each other’s sentences. Check their ideas in
feedback and correct grammar as necessary.
Speaking
8
YOUR STORY Show pictures and write
examples of regrets on the board (eg I wish I
hadn’t crashed my car ... I wish I hadn’t eaten
so much.). Highlight use of wish + past perfect
on the board.
Students focus on photos E, F and G on
page 32 and tell a partner about a similar
embarrassing situation in the past using I wish
I had / hadn’t ... or If only I had / hadn’t ... Get
voluntary feedback and vote for the funniest
stories.
9 Highlight the use of wish + would when
expressing wishes about other people or things
on the board and write an example related
to the picture (eg I wish people wouldn’t talk
on their mobiles on trains.). Students work
in groups of three to finish each of the two
sentences in three different ways. Enforce the
time limit strictly! Get feedback and see if any
groups mentioned the same things.
62
Unit 10
Extra ideas: Put students in teams and
tell them you’re going to read out eight
sentences (see below). They have to shout
out a response using Yes, I wish … or Yes,
if only … Do the first one together as an
example (eg ‘Time goes so quickly.’ ‘Yes,
I wish it went more slowly.’).
1
2
3
4
5
6
7
8
Time goes so quickly.
It gets dark very early these days.
Learning English is quite difficult.
I didn’t study enough last year.
People drop their litter everywhere.
A lot of people shout on their phones.
Tom always makes a mess.
Anna is always late.
Show short video clips (adverts are good
because they’re short and often really funny)
of people doing things wrong. Tell students
to watch them and think of I wish ... and If
only ... sentences.
Tip: Add sections with video clips and pictures
to vary activities and engage students. It
makes learning more interesting and fun,
and provides enjoyable grammar practice
in context.
Take a break
There’s no evidence that this actually works, but
students will probably have fun trying to coordinate the actions! Another word for clavicle is
collar bone.
Speaking and writing
10 Students read the poem in pairs, then guess
and complete each line.
Background note
Judith Viorst was born on 2 February, 1931,
and is an American author and journalist.
She is best known for her children’s
literature, such as The Tenth Good Thing
About Barney and the Alexander series
of short picture books, which includes
Alexander and the Terrible, Horrible, No
Good, Very Bad Day, which has sold over
two million copies.
11
Students listen to the poem and check
their answers. Ask any students whose lines
were very different to read them out.
2.2
Answers and transcript
Bertha’s wish
by Judith Viorst
I wish I didn’t have freckles on my face.
I wish my stomach went in instead of
out.
I wish that he would stand on top of the
tallest building and shout: I love you,
Amanda!
One more wish: I wish my name was
Amanda.
Extra idea: Ask students what they think
of Bertha’s wish. Do they feel sorry for
Bertha? Who do they think he is? Do
they think she should be content with her
appearance and her name? If students are
so inclined, have them draw a quick sketch
of Bertha (you may need to explain freckles
(= small spots of brownish pigment on the
skin, usually over the cheeks and nose)).
12 Students complete the poem in a personalised
way. Show a picture of a waitress in a
restaurant and write a poem on the board to
model the activity.
Anna’s wish
I wish I didn’t have to wear a uniform.
I wish my working day finished at five instead
of midnight.
I wish that people would leave better tips
One more wish: I wish my lottery numbers
would come up.
13 Students walk around the room and share their
poems with each other. Get feedback and vote
for the most interesting, funniest and most
creative poems. Another way of doing this
would be to collect the poems and read them
out anonymously, or to put them up on the
wall for students to go around and read.
Song link
Students look up the song and discuss the
questions in pairs. You can find the video
on YouTube at https://www.youtube.com/
watch?v=ryDOy3AosBw.
Answers
He wishes he ...
was a little bit taller
was a baller (= a basketball player)
had a girl who looked good
had a rabbit in a hat with a bat
and a six four Impala (= a 1964 Chevrolet
Impala car)
He’s unlikely to have grown taller since
1995, and the rabbit is also unlikely, but
the other wishes may have come true to
varying extents!
Culture note
Skee-Lo (born Antoine Roundtree on 27
March, 1975) is an American rapper. He is
best known for his 1995 song I Wish, which
became a hit in several countries. Skee-Lo
moved to Los Angeles in the mid-1980s;
I Wish was his first single, and the MTV
video became a number-one hit during the
summer of 1995. His debut album was also
nominated for two Grammy awards.
Extra idea: There are lots of other wellknown songs about wishing, eg I Wish by
Stevie Wonder (1976), I Wish it Would Rain
by The Temptations (1968), I Wish I was
Crazy Again by Johnny Cash with Waylon
Jennings (1978), (Wish I Could Fly Like)
Superman by The Kinks (1979), Wish You
Were Here by Avril Lavigne (2011).
Students go online and find the lyrics for
and listen to two of the songs. What are
the singers wishing for? Which song do
students like best?
Lesson 2 Things would have
been different. pp34–35
Aims
The focus of this lesson is the use of the third
conditional to describe regrets and hypothetical
past situations. Students also read about the
origins of the Trojan War and listen to and talk
about famous stories from Greek mythology.
Unit 10
63
You first!
in full swing: happening for a period of
time with people enjoying themselves and
a lot of activity
stormed: entered a place in an emotional
or angry way
grab: take hold of something or someone
suddenly or roughly
wealth: a large amount of money
eventually: in the end, especially after
a long time or with a lot of effort or
problems
got together: assembled
Students look at the picture and guess what
it depicts. Give them clues (eg Look at the
architecture. Where did the story happen? Who is
holding the apple? What’s the apple made of?).
Reading
1 Students read the story of the golden apple
and check if their predictions were correct.
Set a time limit so they don’t worry too much
about new vocabulary. As a follow-up, play
a ‘Stand up for your word’ activity. Read the
story aloud and tell half of the class to stand
up when they hear the word god and the
other half of the class to stand up when they
hear the word goddess.
3 Students read the story again and do the true /
false activity in pairs. They should correct the
false sentences.
Answer
The picture shows Eris, the Greek goddess
of trouble. She threw the apple into the
middle of the room during a party on
Mount Olympus.
Background note
In Greek mythology, the gods lived on
Mount Olympus. Zeus was the king of the
gods, and Hera was his wife. Athena was
the goddess of wisdom and Aphrodite was
the goddess of love; some sources claim
they were both Zeus’s daughters.
Paris was a mortal, a prince of Troy, an
ancient city in what is now Turkey. Helen
was the daughter of Zeus and a human
princess, Leda. When Paris was eventually
killed in battle, she either returned to King
Menelaus or ascended to Mount Olympus,
depending on which source you read!
The Trojan Wars were the subject of the
Iliad by Homer, a classical epic poem.
Historians are unsure if they really took
place or not, but if they did, it was around
the 12th century bc.
2 Students read the story again and guess the
meaning of the words in context. They check
their answers in pairs.
Answers
make trouble: create problems or
difficulties
64
Unit 10
Answers
1 False (They deliberately didn’t invite
her.)
2 False (She stormed in half way through
the party.)
3 True
4 False (They all tried to grab the apple
and there was a huge fight.)
5 True
4
SEARCH AND THINK Write parties and
fighting on the board. Students scan the story
and find words and expressions that relate
to each category. Elicit answers in feedback.
Brainstorm as a class words that could be
added to each category.
Answers
parties: party, invitations, guest, in full
swing, eating, drinking, singing, dancing,
having a great time.
fighting: stormed, rushed, grab, fight, war,
loss of many lives, got together an army
5
THINK Students read all five questions and
choose three of them to discuss with a partner.
If necessary, teach the expression in his shoes
or invite students to guess the meaning from
context. It’s a useful expression that works well
with the third conditional. Check their ideas in
feedback.
MA Encourage stronger students to talk about
all five of the questions.
EXPLORE ONLINE
This could be done as homework or in class using
smartphones or tablets. Students find out more
about the famous warriors involved in Trojan War
(see below, listed with the actors who played them
in the 2004 film): Paris (Orlando Bloom), Achilles
(Brad Pitt), Hector (Eric Bana), Agamemnon (Brian
Cox), Nestor (John Shrapnel), Odysseus (Sean
Bean), Priam (Peter O’Toole), Ajax (Tyler Mane),
Aeneas (Frankie Fitzgerald), Menelaus (Brendan
Gleeson), Eudorus (Vincent Regan) ...
The movie trailer is available on YouTube at https:
//www.youtube.com/watch?v=Voai-4GS848.
You could also ask different students or groups to
research different heroes.
Ask students about the story. Have they seen
the film? Did they like it? Why? / Why not? Have
they read the Iliad by Homer? What other famous
names or stories do they remember from Greek
mythology?
Grammar Third conditional
6 Students complete the sentences in the table.
Tell them they can look back at the story to
help them. They then answer the questions
in pairs to work out the grammar rules. Note
that the order of the clauses is different in each
sentence, so students need to be careful about
their answers to question 3.
Answers
If they had invited her, things would
have been different.
It wouldn’t have happened if Paris
hadn’t given the apple to Aphrodite.
1 No, they didn’t.
2 Yes, he did.
3 a) first part of sentence 1 = past
perfect (in the if clause); first part
of sentence 2 = would + present
perfect (in the result clause)
b) second part of sentence 1 = would
+ present perfect (result clause);
second part of sentence 2 = past
perfect (if clause)
Extra idea: Students (and quite a few
native speakers!) often find the third
conditional difficult for two reasons. Firstly,
the condition has a different meaning and
time frame. Secondly, they sometimes
incorrectly use would have in the if clause
(If they would have invited her, things
would have been different.).
Highlight the function, form and clause
inversion and also show students that we
don’t always use the third conditional for
regrets:
If they had invited her, things would
have been different.
past ___________________________
future
X
now
•
•
•
•
•
•
•
•
•
•
•
•
When is the sentence about? (the past)
What words tell us it is the past? (had
invited / have been)
Did they invite Eris? (no)
Were they happy about the decision or
did they regret it? (They regretted it.)
Can they change it? (No, it’s in the past.)
When do we use the third conditional?
(to describe an imaginary past that
didn’t happen, to describe regrets)
What verb tense is in the if clause?
(past perfect)
What verb tense is in the result clause?
(would + present perfect)
Can we change the order of the
clauses? (yes: Things would have been
different if they had invited her.)
What else is different about the revised
sentence? (no comma)
When do we use a comma in third
conditional sentences? (if the sentence
starts with the if clause)
Do we always use the third conditional
to describe regrets? (No, we also use
it to describe things we are happy
about (eg If I hadn’t gone to the café
that night, I wouldn’t have met my
girlfriend.).)
Tip: Ask students to tell stories about
themselves using the third conditional.
This encourages personalisation and
enables them to use the grammar in
the context of their own lives, making it
more meaningful and memorable. It also
locates the grammar in a natural context
and offers more opportunities for learner
interaction and speaking.
Unit 10
65
7 Students complete the third conditional
sentences with the correct verb tense (and the
correct information for sentences 3 and 4).
They then check their answers with a partner.
Get feedback and correct as needed.
,
Answers
1 If Eris had received an invitation, she
wouldn’t have been so angry.
2 She would have been less trouble if
the gods had invited her.
3 If Paris had given the apple to Hera,
she would have given him enormous
wealth and power.
4 Athena would have given Paris great
knowledge and victories in battle if he
had given the apple to her.
tia
dex
tia
dex
tia
Speaking and writing
8 Write the names Icarus and Pandora on the
board. Ask students if they are familiar with
the myths surrounding these two characters;
students then finish the sentences with a
partner. Remind them there are several ways of
completing each sentence.
dex
tia
dex
tia
Suggested answers
1 Icarus wouldn’t have fallen into the sea
if he hadn’t flown too near the sun / he
had kept away from the sun / he had
obeyed his father.
2 If Pandora had kept her box shut, all the
bad things would have stayed inside /
all the bad things wouldn’t have been
able to escape.
9
2.3 Students listen and check if their ideas
were right. Play and pause the recording as
necessary.
Transcript
dex Tia, can you help me? I’m trying to find
out something about Greek mythology for
a prize quiz.
tia You’re talking to the wrong person! I
know absolutely nothing about Greek
myths. The only one I know is Icarus. And
he was an idiot. He was trying to escape
from Crete with his dad and he flew too
near the sun.
dex He flew? How was he able to fly?
66
Unit 10
dex
tia
Oh, his dad was a clever inventor – I think
his name was Daedalus – and he’d made
them wings with feathers and wax, but
the heat from the sun made the wax melt
on Icarus’s wings. He wouldn’t have fallen
into the sea if he hadn’t flown so near the
sun.
Ha! That’s the first question! Thank you!
You see, you do know something about
Greek myths.
Well, the only other one I know is
Pandora. She had a box. It was a present
from Zeus and it contained all the terrible
things in the world.
Like what?
Like, um, hatred and jealousy and illness
and anger and unhappiness and stuff,
and she was supposed to keep it shut. It
even said ‘Do not open’ on it. If Pandora
had kept her box shut, all the bad things
would have stayed inside. But she didn’t.
She opened it. Silly woman.
And all those horrible things went
everywhere in the world?
Yep. And they’re still here. And that’s why.
Oh dear. So why did she open it, then?
She was just curious, I guess. And it said
‘Do not open’! How do you feel when you
see a sign that says ‘Do not open’?
I want to open it!
Exactly!
Extra idea: Students close their books
and play a game of definitions. Put them
in teams and tell them you’re going to
describe words from the recording (the
same words as the box in 10, but they
won’t know that yet). They have to guess
the words. The first team to shout the word
out wins a point. The team with the most
points at the end wins the game.
• a strong feeling that makes you want
to shout or hurt someone because of
something unfair that happened (anger)
• the most southerly Greek island (Crete)
• interested in learning about people or
things around you (curious)
• the father of Icarus (Daedalus)
• to get free or avoid something (escape)
• soft, light things that cover a bird’s body
(feathers)
• to move through the air (fly)
• a very strong feeling of dislike (hatred)
•
•
•
•
•
•
•
•
•
10
a disease (illness)
a feeling of unhappiness because
someone else has something you want
(jealousy)
someone who has created something
that didn’t exist before (inventor)
to turn from something solid into
something soft or liquid (melt)
something that you are given, especially
to show friendship (present)
sadness (unhappiness)
a solid substance with fat that goes soft
when it’s warm (wax)
the flat part of the body that birds use
for flying (wing)
the king of the Greek gods (Zeus)
Students work in pairs and retell one of the
stories from memory using the words in the
box.
11 Students complete the information-gap
activity in pairs. Student A turns to the myth
of Orpheus and Eurydice on page 65; student
B looks at the myth of Narcissus and Echo on
page 67. They read and guess the endings
of each other’s stories. Get feedback and ask
extra questions (eg Which are your favourite
myths? Why? Why are myths important? What
do we learn from them?).
12 MINI-TALK Students can look up a myth
or famous story from their own or another
country. Give them time to look up information
online using their smartphones or tablets and
make notes. They write the story, then present
it to their group. Encourage them to use
the third conditional in their stories. If some
students choose the same story, compare the
versions for similarities and differences.
Other possible Greek myths you could mention
to students are:
• Theseus: If he hadn’t used the string, he
wouldn’t have killed the Minotaur and
found his way out of the maze.
• Achilles: He would have been impossible
to kill if his mother had washed him
completely in the River Styx instead of
holding him by his heel.
•
•
King Midas: He wouldn’t have chosen to
turn everything to gold if he had known
how terrible it would be.
Perseus: If he hadn’t killed the sea monster,
he wouldn’t have rescued (and married)
Andromeda.
Tip: It’s a nice idea to combine learning with
short and interesting introductions to
myths, stories and literature. Very often
students don’t read these stories, simply
because they don’t know about them
or where to find them, so using them
in class often creates interest and a
desire to know more. Many books are
also available as graded readers, and
this offers the opportunity for reading
at home for enjoyment, and also helps
students’ vocabulary grow and reviews
grammar in a natural way.
13 FINISH IT Students finish the sentences in
their own words using the third conditional.
They then compare with a partner. Ask a few
students to read their sentences to the class
and vote for the most imaginative endings.
Extra ideas: Tell students a story about a
really disastrous day. Make sure that you
have a series of events and stages in the
story and that at each point something
could have been done differently that could
have saved you! The funnier the story, the
more engaged students will be. At each
stage of the story, ask them to make third
conditional sentences to tell you what you
could have done differently. They then
think of their own stories and tell their
partners to say how it could have been
different, using the third conditional.
Show sections of a movie where lots of
things go wrong. This could be done with
movies such as Mr Bean’s Holiday (2007).
Play a sequence of clips for students to
watch carefully and write down all the
things that go wrong. They then look back
at their notes and write sentences about
them using the third conditional.
Unit 10
67
Lesson 3 It wasn’t easy. pp36–37
Aims
The focus of this lesson is on reading, writing,
speaking and listening. Students learn about three
performers who have overcome disability and
adversity. They also have the opportunity to look
online to find out more about other inspirational
people and give short presentations.
You first!
Students look at the photos and discuss their
reactions to them in pairs. Check their ideas in
feedback.
Reading
1
GUESS Students guess the connection
between the photos and predict what the
lesson is about – the lesson title may help
them.
Pre-teach words like complicated (= not
straightforward, with difficulties), permanently
(= forever) and overcome (= to succeed or deal
with something very difficult). Students quickly
read the three texts and check their ideas.
You could also do this as a jigsaw-reading
activity. Put students in groups of three: one
student reads about Viktoria, another reads
about Philip and the third student reads about
Adrianne. They then tell each other what they
found out about each person.
Answer
They’ve all had to overcome difficulties to
achieve their goals. Viktoria Modesta is in
the top-right photo; Philip Martin-Nielson is
in the top-left photo; Adrianne Haslet-Davis
is in the bottom photo.
Tip: Try to include jigsaw-reading activities
from time to time to provide variation
and give the lesson a multi-skills
focus. Jigsaw-reading activities help to
break long texts up into smaller, more
achievable sections so that students read
more quickly. In addition, they create a
natural information gap that encourages
speaking, listening and lots of learner
interaction.
68
Unit 10
Background notes
• Viktoria Modesta (born 25 February, 1987,
as Viktorija Moskalova) is a Latvian model
and singer-songwriter. She moved to the
UK when she was 12 and began modelling
at the age of 15. The problems with her
left leg that she had endured since birth
culminated in a voluntary below-theknee amputation when she was 20. She
appeared as the Snow Queen in the closing
ceremony of the 2012 Paralympics.
• Philip Martin-Nielson was born in
Middletown, New York, in 1995 and
diagnosed with autism at the age of three.
At the time, he couldn’t speak, make eye
contact or communicate. His mother was
advised that he would have to be in hospital
for the rest of his life. However, she refused
to accept this and tried him with sports
classes at first, but it wasn’t until he tried
ballet when he was six that he discovered
his true love. He says that the intense focus
of ballet is what has helped him recover. He
has hearing that’s outside normal human
range, and he had trouble with his eyesight.
He now dances with Les Ballets Trockadero
(see note on page 71), performing both
male and female roles, even dancing en
pointe.
• Adrianne Haslet-Davis was a ballroom
dancer and corporate manager before
she lost her left leg below the knee in the
bombing at the Boston Marathon in 2013.
She has had to relearn her dancing skills
and has gone on to become a philanthropist
and speaker, as well as returning to the
world of dance. Two years after the tragedy,
she danced a foxtrot at the finishing line of
the 2015 Boston Marathon.
2 Elicit a similarity and a difference as an
example. Students work in pairs to compare
the texts.
Suggested answers
similarities: all disabled, overcame difficult
things, became famous
differences: Viktoria and Adrianne are
women, Philip is a man; Viktoria and Philip
were helped by their mothers, Adrianne
was saved by her husband; their disabilities
were caused by different things
3
the one in 5) that encourage students to
think and develop a personal reaction to
the text. This also helps weaker students
in mixed-ability classes because there is
no ‘right’ or ‘wrong’ answer; everyone
can find their own meaning and interpret
stories in their own way.
Students complete the sentences using
the third conditional. They then read the
information again and check their answers.
MA Weaker students can scan the information
before they do the sentence completion.
Suggested answers
1 [Viktoria’s life would have been very
different if] Svetlana had put her
daughter in a children’s home.
2 [Philip would never have been able
to overcome his autism] if his mother
hadn’t enrolled him in ballet classes.
3 [Adrianne would probably have died if]
her husband hadn’t tied his belt around
her leg.
Listening 1
6
Extra idea: Pre-teach vocabulary by asking
students to match these words with the
correct definitions. Let them compare
answers afterwards.
4 Students work in pairs to think of ways
to finish the sentences. Check together in
feedback.
Suggested answers
1 [If the doctor hadn’t made a mistake,
Viktoria’s leg and hip] wouldn’t have
been hurt / wouldn’t have been
damaged.
2 [If Adrianne and Adam hadn’t been in
the crowd that day,] they wouldn’t have
been hurt / Adrianne wouldn’t have
been injured / Adrianne wouldn’t have
lost part of her leg.
3 [If I had been in Boston that day,] I
would have been in danger / I would
have seen a terrible event / I might have
been injured or killed.
5
THINK Students discuss the questions with
a partner. For question 4, you may need to
pre-teach the word tourniquet /ˈtɔːnɪkeɪ/.
Get feedback and check students’ ideas and
opinions afterwards.
Tip: Reading comprehension activities and
closed questions are useful in that
they help you to see students’ levels of
understanding; they’re also motivating
for students when they get the correct
answers.
However, try to also provide open-ended
questions and discussion activities (like
GUESS Give students time to read the
questions carefully. Put them in pairs to discuss
the answers together.
1 practically
a) hurt or frightened by
bigger and stronger
people
2 bionic
b) to look at someone
for a long time
3 stare
c) to cut off a part of
the body
4 bullied
d) almost or very nearly
5 amputate
e) a possible choice
6 alternative
f) using artificial
materials or methods
to produce movement
in a person
Answers
1d 2f 3b
7
4a
5c
6e
Students listen to the recording and
check their answers. What did they guess
correctly? What was surprising?
2.4
Answers
1 fifteen 2 horrible to her 3 worse
4 bullied 5 after leaving 6 difficult
Transcript
woman I’ve managed to get two tickets for
the Viktoria Modesta concert. I can’t
believe how lucky I was. They were
practically sold out. Do you want to
come?
man
Sorry? Viktoria who?
Unit 10
69
woman
man
woman
man
woman
man
woman
man
woman
man
woman
man
woman
man
woman
man
70
Viktoria Modesta – they say she’s the
new bionic woman!
Viktoria Modesta? I’ve never heard of
her.
Well, come to the concert, then.
I think you’ll be amazed. She has
this stunning false leg in one part
of the show. It’s almost like a knife.
It’s beautiful. There’s a picture in this
magazine. Look!
Wow! That’s incredible! But why?
What happened to her?
Well, apparently she had terrible
problems with her leg and hip when
she was born, and she went through
years of pain when she was little. She
had 15 operations between the ages
of six and 12.
Fifteen! That’s more than two a year.
How awful!
Yes, terrible, and what was worse,
nothing worked. And all this time,
people used to stare at her in the
street and sometimes they would say
horrible things.
Oh, how cruel! Where was this?
In Latvia – it was still part of the Soviet
Union in those days. But her mother
protected her. She absolutely refused
to put her daughter in a children’s
home, and, in the end, the family
moved to London. Viktoria was a
teenager by then, but things didn’t get
any better. In fact, they got worse.
No! Really? Why?
Well, at school she was bullied again
and again, so at the age of 14, she
left.
Poor thing.
Well, no actually. ’Cos that was when
she began to get interested in fashion
and music, and that began to make
her a bit more confident.
But her leg was still a problem?
Yes, it was. It was still very painful and
it was useless and it was embarrassing.
And she finally decided that the only
solution was to have it amputated.
That was a bit extreme, wasn’t it?
Unit 10
woman
man
woman
Well, there didn’t seem to be an
alternative. For several years, she
did lots of research and talked to
specialists, but she couldn’t find a
surgeon to do the operation. In the
end, though, one said yes and her left
leg was amputated below the knee.
She was just 20 years old.
What a brave thing to do!
Yes, it was. And after the operation,
she felt fantastic. She said it was like a
new beginning.
Listening 2
8
PREDICT Students predict the story with a
partner using the words in the box. Check their
ideas in feedback.
9
2.5 Students listen and check if their
predictions were correct.
Suggested answers
She was rushed to hospital in an
ambulance.
They had to amputate her leg.
It was a catastrophe because she taught
ballroom dancing.
Eventually, she was able to dance again.
It was a struggle, mentally and emotionally
as well as physically.
She met a doctor who designed bionic
parts.
She was given an artificial limb.
Transcript
interviewer
journalist
interviewer
journalist
So what happened to Adrianne
after the Boston Marathon
bombing?
Well, she was rushed to hospital
in an ambulance, and doctors
examined her foot. If the injury
hadn’t been so bad, they could
have saved it, but they had to
amputate.
Oh, that must have been terrible.
She was only 32, wasn’t she? And
she was a ballroom dancer.
Yes, she taught ballroom dancing.
So it was a catastrophe. It seemed
like the end of her way of life. For
a while, she thought she would
never dance again.
interviewer
journalist
interviewer
journalist
interviewer
journalist
interviewer
journalist
interviewer
But she was wrong. She did dance
again.
Yes, she did. Eventually. She was
determined to dance again. But
it wasn’t easy. She had to fight
very hard for many months. It was
a long and very painful struggle,
mentally and emotionally as well as
physically.
But then she met Dr Hugh Herr,
didn’t she? And he changed
everything. How was he so
special?
Well, it was Dr Herr who designed
Adrianne’s new leg. He is one of
the top creators of bionic artificial
limbs in the world, and he actually
has two artificial legs himself.
I remember reading that. He lost
both his legs in an ice-climbing
accident in 1982 when he was a
teenager.
Yes, that’s right. And at the
time, he vowed he would
climb mountains again, and he
developed special artificial feet so
he could.
Wow. That’s amazing. And Dr Herr
and his team designed an artificial
leg for Adrianne not just for
walking, but for dancing?
Yes, they did. The world’s first
bionic leg designed specifically for
dancing!
Brilliant.
Listening 3
10
2.6 To introduce the topic and elicit
predictions about the listening content, ask
students to look at the photo. What is unusual
about it? (The ballerina is a man.)
Give students time to read the questions so
they know what they’re listening for. Play and
pause the recording as necessary for them to
compare answers with a partner afterwards.
Answers
1 All the roles are played by men.
2 They wear tutus and dance ‘on point’.
3 He heard all the conversations and
sounds around him at the same time
and couldn’t isolate them.
4 Ballet helped him to focus and hear
every single note of music.
Transcript
Philip Martin-Nielson is one of the principal
dancers and youngest members of Les
Ballets Trockadero de Monte Carlo. Les
Ballets Trockadero – affectionately known as
the Trocks – is an all-male company which
combines ballet and comedy. The dancing is
brilliant – the comedy wouldn’t work unless it
was. All the roles are played by men – a bit like
theatre in Shakespeare’s day – and they wear
tutus and dance ‘on point’. The effect is very,
very funny. If you’ve never seen them, make
sure you do! There are lots of clips online.
Philip was six when he first started to dance
– three years after being diagnosed with very
severe autism. He couldn’t communicate with
other people, and doctors said he would never
be able to live on his own. Ballet changed
all that. Part of the problem was that Philip’s
hearing was too sensitive. He heard all the
conversations and sounds around him at the
same time and couldn’t isolate them. So he
couldn’t respond. But ballet helped him to
focus. In fact, being able to hear every single
note of music helped him to learn steps and
remember them.
Background note
Les Ballets Trockadero de Monte Carlo
(the Trocks) is an American all-male drag
ballet which parodies the conventions and
clichés of romantic and classical ballet. The
company was founded in New York City in
1974, producing small, late-night shows.
Their first show was on 9 September, 1974.
After receiving good reviews, the Trocks
became popular and toured the world in
many major cities. The dancers portray
both male and female roles in a humorous
style that combines parodies of ballet and
physical comedy with ‘straighter’ pieces
intended to show off the performers’
technical skills.
Unit 10
71
EXPLORE ONLINE
This activity can be done at home or in class using
smartphones and tablets. Students search online
for more information and videos of Les Ballets
Trockadero de Monte Carlo.
Speaking and writing
11
Students retell Adrianne’s story, using the
questions if necessary. Play audio 2.5 again if
they need help. Alternatively, students retell
the story including three pieces of incorrect
information. Their partner has to listen carefully
and find the mistakes. Ensure that students
do this task orally, as they’ll produce a written
version in 12.
Answers
They were watching the Boston Marathon.
Two bombs exploded, killing and injuring
many people.
Her left foot was badly injured.
Her husband, Adam, tied a belt around
her leg.
She was taken to hospital by ambulance,
but the doctors decided they couldn’t save
her foot and had to amputate it. This was
terrible for Adrianne because she was a
dance teacher.
Everything changed when she met a very
special doctor who designed a ‘bionic’ leg
for her that helped her to dance again.
12 Students write a paragraph about Adrianne.
They then read each other’s paragraphs and
correct any mistakes.
Extra idea: Ask students questions about
Adrianne. They then use their smartphones
and watch the video from her website
at http://www.adriannehaslet-davis.com.
They should play and pause the video
as necessary and answer the questions
in pairs. Check answers in feedback and
encourage extra discussion.
1 Which morning does she remember?
2 Where had Adam been?
3 Where did Adrianne go to help her
recover?
4 What happened when she did her first
dancing competition after the accident?
5 Which news network interviewed
Adrianne?
72
Unit 10
6 What award did she receive from
Cosmopolitan magazine?
7 Which nomination did she receive from
Bing?
8 What was the Emmy-nominated
documentary called?
Answers
1 15 April, 2013
2 In Afghanistan
3 Spaulding Rehabilitation Centre
4 She won.
5 CNN
6 One of the most powerful women of
the year
7 Most Inspirational Woman
8 The Survivor Diaries
Tip: Sometimes it’s enough to provide an
online link and give students questions.
This is learner-centred, encourages
interaction and speaking, and enables
them to them to search for information
and play and pause video content when
they want.
video link
This video is a TED talks feature and can be found
at http://www.ted.com/talks/hugh_herr_the_new_
bionics_that_let_us_run_climb_and_dance. The full
video is nearly 19 minutes long and contains some
quite complex language, so don’t expect students
to watch the whole thing, but they’ll probably
be interested to see Hugh Herr’s bionic legs, and
he tells some amusing anecdotes about his own
accident at about two minutes into the talk.
Adrianne is introduced about 15 minutes into the
talk, and Dr Herr explains how he developed her
bionic leg before Adrianne and her partner take to
the stage to perform.
13 MINI-TALK Students prepare a short talk
about an inspirational person. Give them
time to research and write notes, before they
present their talk in small groups.
MA Weaker students might need the support
of a written paragraph for their talk, whereas
stronger students could just have notes or
mind maps to help them. You could even
encourage stronger students to do their minitalk from memory if they can. The rest of the
group can ask questions.
Everyday English p38
woman
Showing concern; cheering someone up
man
1 Students look at the photo and answer the
questions with a partner. Elicit their ideas in
feedback and write nice ideas and examples of
good use of English on the board.
Tip: Sometimes students come up with
unexpected and helpful words and
expressions. Students can learn a lot from
each other, so try to seize upon fortunate
moments in class, highlight good language
and write it on the board for other
students to learn, write down and use.
2
2.7 Give students time to read the questions
so they know what to listen for. Play and pause
the recording as necessary. Check answers in
feedback.
Answers
1 She was running for the bus and
sprained her ankle. She was running
wearing high heels.
2 She had trained for a marathon and
now she can’t run.
3 He says ‘You mustn’t let it get you
down’ and offers to run the marathon
with her next year.
4 Go out for a Thai meal together.
Transcript
man
Oh my goodness! What happened
to you? What have you done to your
foot?
woman I was running for the bus, and my
ankle went and I fell.
man
Oh, no! Are you OK?
woman I’m fine apart from my ankle. I’ve
sprained it. It was so stupid to try
to run wearing heels. I wish I’d just
waited for the next bus.
man
Well, these things happen. Thank
goodness you’re OK otherwise.
woman Yes, but I’m supposed to be running
the marathon on Sunday. And I
certainly won’t be able to now.
man
Oh. What a shame! I’d forgotten
about that. And after all that training
you’ve been doing, too.
woman
man
woman
man
woman
Yes, I was so looking forward to it. I’m
really disappointed.
I can imagine. But you mustn’t let it
get you down. Tell you what …
What?
I’ve got my car downstairs. Why don’t
we go out for a really nice Thai meal?
You can hop down the stairs on my
arm! There’ll be another marathon
next year. In fact, I might even run it
with you.
You’re joking! You hardly ever walk
anywhere, let alone run.
True. But what about that dinner?
Sounds like a great idea. Let’s go!
3 Students listen and choose the expressions
they hear. Play the recording again if necessary.
Answers
a) What happened to you?
b) Are you OK?
c) 1 These things happen.
2 What a shame!
3 I can imagine.
d) You mustn’t let it get you down.
e) Tell you what …
f) Why don’t we go out?
4 P Do some repetition drilling to practise
pronunciation and intonation; students
then say the phrases to a partner, being as
sympathetic as possible. They should find
and underline the main stress; elicit that not
stressing the words makes the phrase sound
unsympathetic and insincere.
Answers
How terrible!
What a shame!
That’s awful!
Poor you!
You poor thing!
Oh dear!
How dreadful!
I’m so sorry!
How disappointing!
Oh no!
That’s shocking!
What a pity!
Unit 10
73
5 P
2.8 Play and pause the recording for
students to listen, compare with their own
pronunciation and intonation, and then repeat
together.
Answers
1 True
2 False (He needs to lie down.)
3 True
4 False (There isn’t much in the fridge.)
6 P Do the first one as an example to highlight
the different attitudes. Ask students which
one sounds like you’re sorry and concerned for
someone, and which one sounds like you don’t
care. They then say the phrases in 4 both ways.
Transcript
woman What’s the matter? You look awful.
man
I have the most terrible migraine.
woman Oh, you poor thing. What do you
need?
man
It’s OK. I’ve taken something. I’ll be
fine if I just lie down for a moment.
woman Why don’t you stretch out on the
sofa?
man
Oh … that’s better. I don’t think I can
get dinner for us. I’m so sorry.
woman Don’t worry. I can do that.
man
I didn’t even get to the supermarket.
woman Never mind. There’ll be something
in the fridge. Ah! How far is the
supermarket?
Answer
Saying the phrases with a varied / wide
voice range makes it sound like you’re
sincere and interested.
2.9 Play the recording so students
7 P
hear the expressions in a monotone. Elicit if
the speakers sound interested or not and ask
students how they would feel if someone
spoke that way to them.
Tip: It’s obviously important to teach
grammar and vocabulary, but
pronunciation is sometimes ignored
by teachers or seen as unimportant.
However, pronunciation is really
important, as a lack of intonation can
seem rude or show a lack of interest
or compassion. Try to repeat words
and expressions at sentence level and
encourage students to notice the
attitudinal function of intonation. It’s not
just the words that are important, but
the way we say them.
8
ROLE-PLAY Students act out the
conversation from 2 in pairs. Encourage them
to use intonation that shows concern and to
try to cheer each other up.
MA Weaker students can look at the transcript
at the back of the book. Encourage stronger
students to change some of the details, eg
the exact nature of the injury and how it
happened, the suggestion for how to cheer the
injured person up.
9
74
2.10 Students look at the photo of the
man and guess what’s wrong. They listen and
answer the questions. Play the recording again
for them to correct the false answers.
Unit 10
10 Students listen again and write the expressions
down. They then compare with a partner.
Answers
1 You poor thing!
2 Don’t worry, Never mind.
11 Ask a student to read through the example
with you; students then act out conversations
using the expressions they’ve learnt. They
can use the ideas in the box or make up their
own problems. Tell them not to forget the
sympathetic intonation! Ask volunteers to act
out their conversations in feedback.
Vocabulary plus p62
Gender-specific and gender-neutral
words
1
Ask students the name of the animal in
the photo (a lion). Do they know the term for
a female lion? (lioness) They work in pairs to
find the female equivalent of the words in the
box. Ask students which words are very similar
in their own language and which are very
different.
Answers
bridegroom – bride; husband – wife; king
– queen; lion – lioness; nephew – niece;
prince – princess; son – daughter; uncle –
aunt; waiter – waitress; widower – widow
2 Explain that where possible, it’s preferable to
use a gender-neutral word. Students can use
their smartphones / tablets or dictionaries to
find the preferred terms for these occupations.
Answers
air hostess – flight attendant; businessman
– businessperson; cameraman –
cameraperson / camera operator; chairman
– chair / chairperson; cleaning lady –
cleaner; fireman – firefighter; headmaster /
headmistress – headteacher / head;
housewife – homemaker; policeman /
policewoman – police officer; salesman –
salesperson
Extra idea: Students find gender-neutral
terms for these words:
mankind, man-made, manpower
Suggested answers
humankind
synthetic
labour / workforce
Ask students if they use similar words in
their language.
Wordbuilder Verbs with mis3 P
2.29 Students work in pairs to say the
words and mark the stressed syllable. Check
that they’ve chosen the correct odd one out,
then play the recording for them to listen and
repeat.
Answers
miscalculate, miscast, misjudge,
mispronounce, misspell, misunderstand
The odd one out is miscalculate, as all the
others have the stress on the final syllable.
4 Check that students understand the meaning
of all the verbs in 3; they then complete the
sentences and check their answers with a
partner.
Answers
1 miscast 2 miscalculated
3 mispronounce 4 misjudged
5 misunderstood
Extra idea: Ask students to write a sentence
with the verb that’s not used (misspell).
Focus on: wrong
a Read out the first item and invite a student to
read it again, but this time with the expression
go wrong. Students then work in pairs to
replace the italicised text with the correct
expression with wrong. Encourage them to
read the full sentences to ensure that they’ve
changed all the necessary words. Remind them
that the w of wrong is silent!
Answers
1 It’s easy. You can’t go wrong.
2 a What’s wrong?
b
There’s something wrong with
my smartphone.
a Oh. I’m afraid I’m the wrong
person to help – I don’t know
anything about smartphones.
3 a What on earth are you doing?
b
I’m trying to build this wardrobe
but I think I’ve gone wrong.
a Oh, I see what you’ve done! This
part is the wrong way round!
b
So that’s what I got wrong /
what I did wrong / where I went
wrong. Thank you.
b Go around the class asking individual students
to read out each word preceded by wrong. Ask
the other students if it’s a valid collocation or
not.
Answer
They can all come after wrong.
Unit 10
75
Extra idea: Ask students if they can think
of or find any movie titles with the word
wrong in (eg Mr Wrong (1996), The Right
Kind of Wrong (2013), The Wrong Trousers
(1993)).
c
Students work in groups of three or four
to discuss the questions. Monitor and note
interesting stories and good use of English for
feedback.
Phrasal verbs back
5 Students work in pairs to complete the
sentences. Check as a class.
Answers
1 take [them] back 2 go back
3 put [it] back 4 Move back 5 get back
6 given [them] back 7 come back
8 pay [me] back
Extra idea: Students choose one of the
sentences in 5 and expand it into a minidialogue with a partner.
Extra idea: Write the following expressions
on the board:
Big mistake. Silly woman. Poor thing.
Ask students these questions:
1 Can you remember what or who these
expressions refer to in Unit 10?
2 Can you think of another context for
each of those expressions?
3 Can you suggest a context for these
expressions?
Wrong number.
Bad news.
Slight problem.
Answers
1 Big mistake = not inviting Eris to the
gods’ party
Silly woman = Pandora, for opening the
box.
Poor thing = Viktoria Modesta, for
being bullied at school.
76
Unit 10
Units 9&10 Review
Aims
witch: a woman who is believed to have
magical powers to hurt other people
devil: a powerful evil force and the enemy
of God
stuck out: went past the edge
garment: a piece of clothing
To review the vocabulary and grammar covered in
Units 9 and 10. Students also learn about another
dancer who overcame adversity and look at
different types of dance from around the world.
Warm-up
Ask students if they’ve ever been to see a ballet or
taken ballet lessons (or any other kind of dance).
Ask them what effect it had on them, and why
they think dance can have such a powerful effect
on some people.
3
1 Set a time limit so students read quickly for gist
and don’t get stuck on unknown vocabulary
(they’ll focus on that in 2). Check answers in
feedback.
2 Students read the article again and work in
pairs to guess the meanings from context.
Elicit answers in feedback. Alternatively, they
can check their ideas in dictionaries or on their
smartphones. Tell them it’s a race: the first pair
to finish wins the game.
Answers
raging: happening in a very strong and
violent way
orphanage: a home for children whose
parents are dead or can’t look after them
bullied: frightened and hurt by someone
who is bigger and stronger
disfigured: completely spoilt or changed
(about appearance, especially the face)
THINK Students discuss the questions in
pairs. Check their ideas in feedback.
Suggested answers
1 Because they were supposed to be
‘carers’, but they didn’t really care much
about the children or treat them well.
2 Maybe to stop children running away.
3 To have parents that loved them, their
own house and food.
Reading and grammar
Answers
1 When she was three, her father was
killed in the civil war in Sierra Leone and
her mother died of starvation.
2 Because she had a skin condition called
vitiligo which made her look different.
3 A magazine with a picture of a white
person doing ballet.
pp39–40
4 Students finish the sentences in the third
conditional. Check and correct as needed.
Suggested answers
1 [If Mabinty’s parents hadn’t died, she]
wouldn’t have gone to the orphanage.
2 [The orphanage staff probably wouldn’t
have bullied her if] she had looked like
everyone else.
3 [If it hadn’t been a windy day, a
magazine] wouldn’t have blown
through the gates.
4 [Her life would have been very different
if] she hadn’t seen the picture.
Listening and grammar
5
PREDICT Students look at the photo and
discuss the questions together. You could
also write three or four key words from the
transcript on the board (eg escape, adopted,
training, discrimination) for students to guess
what happened to Mabinty.
6
Students listen and check if their
predictions were correct.
2.11
Units 9&10 Review
77
Answers
1 Her name changed because she was
adopted by an American couple. She
was inspired by the photo to become a
ballerina.
2 similarities: She had to overcome an
obstacle (in her case discrimination) (like
all three). She became a ballet dancer
(like Philip).
differences: She grew up in an
orphanage (unlike Viktoria, whose
mother refused to put her in a home);
she was involved in a war and lost both
her parents.
Extra idea: To review the vocabulary, tell
students to look at transcript 3.11 at the
back of the book. Then ask them to match
the definitions below with words in the
transcript to complete this crossword.
1
3
2
4
5
6
7
8
9
10
Transcript
Well, the staff and children of the orphanage
finally managed to escape from the war zone
in Sierra Leone to neighbouring Guinea.
Mabinty kept her ballerina photo with her as
they trekked through the jungle and over the
mountains.
After spending some time in a refugee camp
in Guinea, Mabinty and her best friend (also
called Mabinty) were adopted by an American
couple, Elaine and Charles DePrince, and taken
to live in the States. To avoid confusion, both
girls changed their names – to Michaela and
Mia DePrince. Of course, Michaela couldn’t at
first communicate orally with her new parents,
but she was able to show them the magazine
picture. ‘So you want to be a ballerina!’ said
her new mother. Arrangements were made for
Michaela to go to classes.
After years of intensive ballet training,
Michaela finally graduated as a ballet dancer,
but things weren’t always easy. Apart from the
frequent comments about her skin, along the
way she encountered many instances of racial
discrimination, too. While there are many black
dancers nowadays, there are still very, very
few black ballet dancers, and on one occasion
she was told that America wasn’t yet ready
for one! But, in spite of the racism, Michaela
persevered. In 2012, she joined the Dance
Theatre of Harlem, and in 2014 she moved to
the Netherlands to become part of the Dutch
National Ballet.
So what does the future hold for Michaela?
When she finally retires from dancing, she’d
like to open a free arts school in Sierra Leone
and teach ballet there.
78
Units 9&10 Review
11
Across
1 Kept trying in a determined way
3 Walked a long distance over hills,
mountains or through forests and
jungles
6 Involving lots of effort and activity
8 Finished school or university
9 Very often
10 Stops working
11 After a very long time or with difficulty
Down
2 Experienced something
4 When someone is treated differently or
unfairly because of different colour of
skin, sexuality, etc
5 A person who has escaped from their
own country because of war or politics
7 Legally became a child in a new family
Answers
1 persevered 2 encountered 3 trekked
4 discrimination 5 refugee 6 intensive
7 adopted 8 graduated 9 frequent
10 retires 11 finally
7 Students fill in the gaps with the active or
passive form of the verbs. They check together
and explain why they used each form, then
decide whether each statement is true or false
(All the statements are true.).
Answers
1 After Mabinty’s parents died, she was
sent to an orphanage.
2 She was bullied because she looked
different.
3 She and her friend were adopted and
(were) taken to the USA.
4 Her desire to dance was influenced by
a photo she saw in a magazine.
Preposition park
Students complete the information with the
correct prepositions and check with a partner. You
may need to remind them that some gaps don’t
need any preposition.
MA Elicit a list of prepositions from students
beforehand and write them on the board.
Answers
1 in 2 at 3 of 4 – 5 by 6 up
7 to 8 – 9 in 10 against 11 into
12 in 13 of 14 to / from 15 with
Speaking
8
Students retell the story in pairs. Encourage
them to use the third conditional and describe
how things would have been different if she
hadn’t seen the photo that day. Get feedback,
highlight good ideas and sentences and also
gently correct any small grammar mistakes.
Extra idea: Ask students to role-play an
interview. Student A is a journalist; student
B is Michaela DePrince. Give them thinking
time so student A can think of good
questions to ask (eg Where were you born?
What happened to your parents? How
did you end up in America?). Tell student
B to read transcript 3.11 again so they
remember all the details. Then tell them to
do the interview.
9 Teach the phrase rags to riches (= describes
someone who was poor but became rich).
Students then talk about other rags-to-riches
stories with a partner, either from real life or in
fairy tales.
Suggested answers
1 Steve Jobs (founder of Apple), Howard
Schultz (CEO of Starbucks), JK Rowling
(author of Harry Potter stories), Oprah
Winfrey (TV celebrity), Jan Koum (cofounder of WhatsApp)
2 Cinderella, Aladdin
10 YOUR STORY Give a personal example, then
ask students about things that have influenced
them and changed their lives. Encourage them
to share their stories with each other.
Extra idea: Ask students to read through
the information again and pick out the
phrasal verbs.
Answer
set up, turn into
Aspects of culture
a Students look at the words and decide in pairs
which is the odd one out.
Answer
mango
b Students match the dances to the correct
countries. Ask extra questions (eg Have you
ever tried one of these dances? Would you like
to learn?).
Answers
line dance: the USA
samba: Brazil
sirtaki: Greece
sword dance: Scotland
tango: Argentina / Uruguay
zumba: Columbia
c
Students read and match the descriptions to
each dance. Check answers in feedback.
Answers
A tango B samba C sirtaki
D sword dance E zumba F line dance
Units 9&10 Review
79
Background notes
• The film mentioned in relation to sirtaki
is Zorba the Greek, a 1964 film based
on the novel by Nikos Kazantzakis,
starring Anthony Quinn and Alan
Bates. The dance at the end of the film,
choreographed by Giorgos Provias, was
initially known as ‘Zorba’s dance’ before it
became sirtaki. The music was composed
by Mikis Theodorakis and is played on a
bouzouki, a Greek stringed instrument,
although it has since been recorded by
other artists on other instruments.
• Technically speaking, zumba is a dancebased fitness programme rather than a
style of dance.
d Students read the descriptions again and
answer the questions.
Answers
1 The sword dance is the oldest.
2 Zumba is the most recent.
e
Tell students you’re going to play four
different types of music. They match each of
the extracts to one of the dances in a), then
check with a partner; play the recording again
if necessary.
2.12
Answers
1 tango 2 line dance
4 sirtaki
f
80
3 samba
Students discuss the questions about dances in
pairs, then report back in feedback.
Units 9&10 Review
11
UNIT
FOCUS
Games and temptation
GRAMMAR: indirect questions; defining relative clauses; making
VOCABULARY: games; describing food; running and walking
FUNCTION: complimenting someone’s appearance
Introduction p41
Aim
The focus of this lesson is to introduce the topic
of games – in particular board games – and the
associated vocabulary.
You first!
To introduce the topic, students look at the photos
and discuss the questions with a partner. Check
their ideas and ask about their favourite games.
Do they think board games are as popular now as
they used to be?
1 Students categorise the words in the box.
2 Students compare their answers in pairs or
small groups. They can teach each other new
words or look up words in their dictionaries or
on their smartphones.
3
Students listen and match the
descriptions they hear with the photos of
the games. Play and pause the recording as
necessary; they then check with a partner.
2.13
Answers
1 backgammon 2 chess 3 Trivial Pursuit
4 Monopoly 5 Scrabble
Pictionary is not described.
Transcript
1 Something like this game was played in Ur
– in Babylon – somewhere around 2600bce.
It hasn’t changed much. You need a board,
checkers, two pairs of dice, a doubling
cube – that kind of thing.
2 This game probably originated in India
sometime in the sixth century and it was
a military game. It was originally called
Chaturanga and had elephants, horses and
infantry. Now two players move pawns,
bishops, knights, castles (also called rooks)
and a queen. They have to protect their
king or capture the other player’s king.
sentences into questions
3 In 1979, Chris Haney and Scott Abbott
were working for newspapers in Montreal,
Canada. They couldn’t play Scrabble
because they were missing some letters, so
they invented a general-knowledge game.
In the original game, there were questions
in six categories: geography, entertainment,
history, arts and literature, science and
nature, and sports and leisure.
4 Back in 1903, in the United States,
someone started a game called the
Landlord’s Game. By 1933, this had
changed into one of the most popular
games in the world. Players need dice,
special pretend money and various cards
which tell them what to do. They have to
buy and sell houses, etc.
5 An American architect called Alfred Mosher
Butts invented a game called Criss Cross
Words in 1938. It was a grid of 15 by 15
squares and you made words by putting
different letters in each square. Each letter
had a value (from 1 to 10) and some
squares doubled or tripled that score. By
1948, Criss Cross Words had its new name.
Background note
Pictionary is a word-guessing game
invented by Robert Angel in 1985. Players
have to draw a word from one of five
categories in a limited amount of time for
their teammates to guess. A correct guess
enables them to move round the board.
4 Students talk about the games they’ve played
and describe the rules to each other in pairs.
Do a quick survey and find out which is the
most popular game.
5 See if students can remember the answers
to the questions. Then play and pause the
recording for them to check their answers.
Answers
1 Backgammon is the oldest game;
the youngest game is Trivial Pursuit.
Unit 11
81
(Pictionary is actually younger than
Trivial Pursuit, but it’s not featured in the
recording.)
2 backgammon: Ur, Babylon
chess: India
Trivial Pursuit: Canada
Monopoly: United States
Scrabble: United States
3 Trivial Pursuit: Chris Haney and Scott
Abbott
Scrabble: Alfred Mosher Butts
6 Put students in teams to play Pictionary. Check
the rules before you start (as they are slightly
different to the board version of the game) and
do the first one with the class to model the
activity. To review recent vocabulary, students
could draw words from Unit 10.
Lesson 1 Playing games
pp42–43
Aims
The focus of this lesson is on using indirect
questions to be more polite. Students also learn
more game-related words and phrases and
compound nouns in the Vocabulary section. They
then read about video-game addictions and talk
about the influence of technology on our lives.
You first!
Students look at the photo and talk in pairs about
video games. Get their ideas and opinions in
feedback and find out who are the biggest video
gamers in the class. Is there anyone who never
plays video games?
Speaking and reading
1
GUESS To focus students on the topic and
increase interest, they look at the questions
and guess the answers in pairs. Get feedback
on their predictions, but don’t confirm
anything yet.
Answers
1 Girls play more than boys.
2 Adults play more video games than
teenagers.
3 Teenagers spend more time playing
games than adults.
2 Students scan the research findings and check
if their predictions were right.
3
THINK Check students’ ideas. What things
did they guess correctly? What things did they
find surprising?
Extra idea: Ask students to read the Did you
know? feature. Do they play Candy Crush
Saga? Do they like it? Is it still popular?
Listening
4
2.14 Give students a few seconds to read
the extracts so they know what to listen
for. Play and pause the recording; they then
compare with a partner. Check answers in
feedback.
Answers
a2 b1 c2
Transcript
interviewer
man
interviewer
man
interviewer
man
interviewer
man
interviewer
madu
interviewer
madu
interviewer
madu
interviewer
madu
interviewer
madu
tasha
madu
82
Unit 11
d3
Excuse me?
Yeah.
We’re doing a survey.
All right. Only you’d better be
quick.
Certainly, sir. Can you tell me if you
like playing video games?
No. I never play them. That’s just
for teenagers. I’m not a teenager.
No, sir, you …
Now, I am afraid I have to go.
But sir … Excuse me, madam.
Yes?
We’re doing a survey about video
games.
Yes?
And we’d like to ask you a
question.
All right. I’m not in too much of a
hurry.
Would you mind telling me if you
play video games?
Well, I am a bit addicted to Candy
Crush.
Could you tell me how often you
play?
Well, I play whenever I have a
moment, really, but the thing is …
Hello, Madu!
Hi, Tasha ... This is my friend Tasha.
interviewer
tasha
interviewer
tasha
interviewer
tasha
interviewer
tasha
interviewer
tasha
interviewer
tasha
interviewer
tasha
interviewer
tasha
madu
interviewer
Hello, Tasha, perhaps we could ask
you some questions too?
OK. I’ll answer your questions if
you answer mine.
Er, OK.
So what’s your question?
Could you tell me what you think
about video games?
I don’t really have an opinion.
I think kids spend way too much
time playing them.
Could you tell me what you mean
by ‘too much time’?
My turn.
Sorry?
My turn for a question.
Oh. All right.
Do you know where John Lewis is?
What, you mean the department
store?
Yes. Have you any idea where it is?
It’s in the next street, next to the
fire station. You can’t miss it.
OK, come on, Madu. I want to do
some retail therapy.
Sorry. Gotta go!
Hey, wait a minute, you haven’t
finished answering …
5 Students listen again and match the speakers
to the sentences. Elicit answers in feedback.
Answers
1 The man 2 Tasha 3 Madu 4 Tasha
5 The man sounds fed up, but Tasha talks
about doing some ‘retail therapy’, which
implies she needs to unwind a bit.
MA Weaker students can read the transcript as
they listen and underline the questions.
Answers
1 Can you tell me if you like playing video
games?
2 Would you mind telling me if you play
video games?
3 Could you tell me how often you play?
4 Could you tell me what you think about
video games?
5 Could you tell me what you mean by
‘too much time’?
6 Do you know where John Lewis is?
7 Have you any idea where it is?
7 Students look at the phrases in the box in pairs
and answer the questions.
Answers
1 The word order changes; it is like a
statement rather than a question.
2 We don’t use the auxiliary verb do.
Extra idea: Students are often quite direct
when they ask questions, so write examples
of direct and indirect questions on the
board so they can compare the word order,
as well as the omission of auxiliary verb
do. Ask concept-checking questions to
highlight the function of the grammar:
‘Yes / no’ questions
a
b
a
Take a break
This will really appeal to kinaesthetic learners;
some students will find it really challenging to
mirror even the most basic shapes and doodles,
while others will be able to produce quite complex
designs.
Grammar Indirect questions
6
Students listen again and write down
the questions. Play and pause the recording
as necessary. Elicit the answers and write the
sentences on the board so students see lots of
examples of indirect questions.
2.14
b
•
•
•
•
•
•
Do you like playing video games?
Can you tell me if you like playing
video games?
Do you play video games?
Would you mind telling me if you
play video games?
Which sentence is direct in each pair?
(sentence A)
What kind of questions are they?
(yes / no questions)
Which sentence is indirect in each pair?
(sentence B)
Are phrases like ‘Can you tell me ...?’
and ‘Would you mind telling me ...?’
more polite or less polite? (more polite)
What happens to the auxiliary verb ‘do’
in indirect questions? (We leave it out.)
What extra word do we use in the
indirect question? (if)
Unit 11
83
‘Wh-’ questions
a
b
a
b
•
•
•
•
Where is John Lewis?
Do you know where John Lewis is?
Where is it?
Have you any idea where it is?
Which sentence is direct in each pair?
(sentence A)
What kind of questions are they? (‘wh-’
questions)
Which sentence is indirect in each pair?
(sentence B)
What happens to the word order in
the indirect questions? (It’s inverted: it
changes from question word order to
statement word order.)
Tip: Try to highlight different word order with
different colours so things stand out in
a really visual way. It might take a few
extra seconds, but it saves time and helps
students to notice inversion.
8 Students finish the questions about video
games.
Suggested answers
[Have you ever] played Candy Crush?
[How often] do you play video games?
[Do you] have a PlayStation or an Xbox?
[What is] your favourite game?
[Where] do you buy games?
9 Students change their direct questions into
indirect questions. They can refer back to the
grammar rules in 7 to help them. Monitor and
offer gentle correction as necessary.
Suggested answers
Can you tell me if you’ve ever played Candy
Crush?
Could you tell me how often you play video
games?
Could you tell me if you have a PlayStation
or an Xbox?
Could you tell me what your favourite
game is?
Would you mind telling me where you buy
games?
84
Unit 11
10 EVERYBODY UP! Students walk around
the room and ask and answer each other’s
questions from 9. They then report back in
feedback. Ask extra questions to find out
which are the most popular game platforms
(eg Xbox 360, Xbox One, PS3, PS4, Wii, PC)
and games (eg FIFA, Grand Theft Auto, Forza
Horizon, The Sims, Assassins Creed, Call of
Duty). Are video games more popular with the
boys or girls in the class?
Tip: It’s important not to be too clueless in
class! Do a quick online search before
class to find out which are the most
popular video platforms and games
(or music, films, etc). Students will be
surprised when you ask them if they
have Xbox or PlayStation, or if the
graphics and features of FIFA 16 are
much better than FIFA 15). They’ll think
you’re cool!
11 VIDEO OPTION Do the activity in two
stages. Firstly, give students time to write three
questions. Monitor and correct as necessary.
They then walk around the room and interview
different people. Finally, students edit their
interviews and upload them or share them
with the class.
MA Encourage stronger students and fast
finishers to write more questions.
Tip: Ask students if you can use their videos
to teach future classes. They’ll usually
be delighted with the compliment.
This is great for their confidence and
motivation, and the videos also provide
a nice model of indirect speech you can
show to other students in future.
Vocabulary Games
12 To introduce the activity, write all-star on
the board and ask whether the word game
comes before or after it. Elicit the answer
(all-star game). Then put students in pairs to
make compound nouns with the words in the
box and game. Check answers together in
feedback.
Answers
all-star game, ball game, board game, card
game, end game, game plan, game show,
multi-player game, war game, zero-sum game
Extra idea: Do some repetition drilling to
practise pronunciation; students should
underline the stress on compound nouns.
Elicit that the stress normally falls on the
first part of the compound.
17 THINK Put students in small groups to
discuss the impact video games have on
children. Are video games a good or bad
thing? Why? Can students think of games
that are good for learning? Why? Get their
ideas and opinions in feedback and encourage
further discussion.
Suggested answers
Some games, such as Zoo Tycoon, The
Sims and Minecraft, are good because they
encourage children to think, build things,
spend money and manage budgets. Action
games can be good because they improve
motor skills and reflexes.
However, action games are sometimes
quite violent and addictive, and are linked
to antisocial and aggressive behaviour.
Answers
See underlining in Answers for 12 above.
13 Students work in pairs to match the compound
nouns from 12 with the definitions. If they
aren’t sure, just encourage them to guess and
check answers in feedback.
Answers
1 board game 2 zero-sum game
3 end game 4 game plan 5 war game
6 multi-player game
14 Students identify the four compounds that
weren’t defined in 13 (all-star game, ball game,
card game, game show) and write definitions
for them. They then work with a partner
to guess the compounds from each other’s
definitions.
Suggested answers
all-star game: a game (eg of basketball)
where the players are all famous
ball game: a game played with a ball
card game: a game played with a pack of
cards
game show: a TV programme in which
people try to win prizes or money
Speaking and writing
15 To increase interaction and speaking, students
walk around the room while they guess each
other’s words.
16 MINI-TALK Students read the instructions.
The activity could be done in pairs so that they
can brainstorm ideas and write descriptions
together. Put students in new groups to
present their game to each other.
Lesson 2 Temptation pp44–45
Aims
The focus of this lesson is temptation and defining
relative clauses for describing things and giving
extra essential information. Students also learn new
words to describe food in the Vocabulary section.
You first!
Check students know what temptation means (give
a personal example, such as chocolate!). They then
discuss the things they can’t resist!
Reading
1
PREDICT Students look at the photos and
guess the connection, then write three things
they expect to see in the article. Elicit their
ideas in feedback.
2 Pre-teach words like marshmallow (= a soft,
sweet, pink or white food), self-control
(= strong control over your emotions and
feelings) and crayons (= coloured wax sticks for
drawing or writing). Students read the article
and check if their predictions were correct.
Answer
The man in the photo is Walter Mischel.
He was the first person to conduct the
‘Marshmallow Test’, which involves
tempting children with a marshmallow.
Unit 11
85
3
SEARCH AND THINK Students read the
article again and find the words with a partner.
Check answers in feedback.
Answers
1 exercise (self-control)
2 conduct (an experiment); researchers
3 child / children, adult, kids (kids is
informal)
4 marshmallow, sweet (marshmallow is
more specific)
Extra idea: Write the following words from
the article on the board; students think
of or find synonyms for them: resist (turn
down), photo (picture), conducted (done
/ carried out), experiment (test), success
(achievement), happier (more contented),
beautiful (gorgeous / pretty / lovely), comes
back (returns), in reality (in truth), clever
(intelligent).
Students read, understand the words in
context and think of synonyms or other words
they can use. This is a good way to encourage
them to read the article again, think about
context and learn new vocabulary.
Answers
1 a the kids, the ones; b the children
2 b
3 You can omit the relative pronoun when
it follows the object of the relative clause.
Extra idea: Write the phrases below on
the board and ask the questions to elicit
that the missing information is essential to
understanding.
He’s the person / It was the thing / It was
the place
•
•
Now add the extra information shown below
to the phrases:
He’s the person who did the Marshmallow
Test.
It was the thing that the children ate.
It was the place where the first experiments
were done.
•
4
Students choose a task and write a
paragraph without looking back at the article.
MA Allow weaker students to check the article
once or twice if necessary and encourage
stronger students to do all three tasks.
5
TAKEAWAY LANGUAGE Put students in
pairs to make up conversations. Ask volunteers
to act out their conversations in feedback. You
could also teach similar expressions (It’s not
worth the effort, It’s not worth the trouble,
It’s pointless, I can’t be bothered, It doesn’t
matter).
EXPLORE ONLINE
Students can do this research in class or for
homework. If they’re struggling to find something,
direct them to Zimbardo’s 1971 Stanford Prison
Experiment.
Grammar Defining relative clauses
6 Students read the example sentences and
discuss the grammar rules in pairs.
86
Unit 11
What person, thing or place are we
talking about? (We don’t know.)
What do we need to understand?
(extra information)
•
•
•
•
What person, thing and place are
we talking about? (Walter Mischel,
marshmallow, Stanford University)
What does the extra information tell
us? (who or what we’re talking about)
How important is it? (essential)
What kind of words are who, that and
where in these sentences? (who, that
are relative pronouns; where is a relative
adverb)
What pronouns or adverbs do we use
for people, things and places? (people:
who; things: which; places: where)
7 Students complete the sentences with whose
or where, then explain the rule in feedback
(whose is possessive; where describes a place).
Answers
1 whose 2 where
8 Read the example together; students then
combine the sentences with the correct relative
pronoun or adverb and compare answers in
pairs.
Answers
1 He’s the teacher whose lessons
I attended last week.
2 I found the lessons (which / that were)
right after lunch extremely difficult.
3 I will never forget the teacher who
helped me write my first song.
4 This is the place (where) I went to school.
5 The students who needed attention
were the most disruptive.
6 The lessons I enjoyed were the practical
ones.
Extra idea: Put students in teams of three
or four and give each team a set of cards
with people, places or things on them. One
student in each team has to define what’s
written on the card and the other students
have to guess correctly. The team with the
most correct answers at the end wins.
Vocabulary Describing food
9 Write bitter on the board and elicit the
opposite word (sweet). Then put students in
pairs to find the other pairs of opposites. Tell
students that two words appear in more than
one pair. You could also write an example
sentence and try to elicit the meaning of
bittersweet in context:
John had a bittersweet feeling when he went
to Australia. He was happy about travelling,
but sad about saying goodbye to his friends.
Answers
bitter – sweet
bland – hot / spicy
fresh – stale
ripe – rotten
savoury – sweet
sour – fresh / sweet
10 In pairs, students match the food and the
adjectives together. Check ideas in feedback,
but be flexible, as this can be subjective.
Suggested answers
1 fish: fresh / rotten
2 nuts: savoury
3 oil: bland
4 pepper: hot / spicy
5 salt: savoury
6 vinegar: sour
11 MINI-TALK To introduce the topic, describe
your favourite food to the class, but don’t tell
them what it’s called. They have to listen and
guess what it is.
They then write a paragraph about their own
favourite food. Encourage them to use some of
the adjectives from 9 to describe it. Put them
in groups of three or four to present their food
to the others. Their partners have to listen and
guess what the food is.
MA Stronger students should be able to do
the mini-talk without referring to their written
paragraph; weaker students may need to use it
as a prompt while talking.
Reading and speaking
12 PREDICT Tell students that Walter has a
special strategy or technique using the words
if and then. They predict how he resists
temptation. Check their ideas, but don’t
confirm or refute anything.
Tip: When responding to students’
predictions, use phrases like That’s
interesting, Nice idea or I wonder if
that’s the answer to avoid confirming or
refuting their ideas.
13 Students read the end of the article and check
if their predictions were correct. Elicit their
opinions and ask extra questions (eg Do you
think it’s a good strategy? Would you try it?
What strategies and techniques do you have
for resisting temptation?).
Answer
The technique involves planning a course
of action for when temptation arises.
Knowing what he’s going to do to avoid
the tempting situation helps him to resist.
14 YOUR STORY Encourage personalised
speaking as students talk about things that
they find tempting or irresistible. They then
walk around the room and tell each other their
‘if / then’ strategies.
Unit 11
87
Lesson 3 Cheating? pp46–47
Aims
The focus of this lesson is making statements into
questions with question tags. Students also learn
vocabulary to describe different ways of running
and walking and then discuss the subject of
cheating in marathons.
2 Students look at the photo and say if they’ve
ever run a marathon or a half-marathon. They
then discuss the questions in pairs. Check
their ideas in feedback and encourage further
discussion.
Extra idea: Students form sentences using
each of the verbs in context (eg The boy
limped for weeks after hurting his leg, The
soldiers marched off to war). Ensure they
know that two of the verbs are irregular
(run – ran – run, stride – strode – stridden).
You first!
Students look at the photo and talk about
running. Get class feedback and find out if
students run in races or to keep fit. Ensure you
find out as much about why students don’t run as
you do for those who like it.
Vocabulary Running and walking
1 Draw a scale on the board from slow to fast.
Students guess where the words go; elicit
answers in feedback. Encourage them to use
dictionaries if necessary. Accept stride and
march the other way around, as they are fairly
close in terms of speed; the difference is more
in the style and context of walking.
Answers
1 limp 2 stroll 3 walk 4 stride
5 march 6 jog 7 run 8 sprint
Background note
The marathon is a long-distance running
event with an official distance of 42.195
kilometres (26 miles and 385 yards). The
event is based on the ancient Greek hero
Pheidippides, who ran from Marathon
to Athens (a distance equivalent to the
modern marathon) to deliver news of
Greece’s victory over the Persian army. He
died immediately afterwards. The marathon
was also one of the original modern
Olympic events in 1896.
More than 500 marathons are held
throughout the world each year, with tens
of thousands of participants. In the United
States alone, over half a million people
completed a marathon in 2014. In the past
12 years, there has been a 47% increase in
the number of marathon finishers in races
held in America.
88
Unit 11
Listening
3
Quickly review other crime-related
vocabulary such as fraud, theft, murder,
mugging, etc. Give students time to read the
questions so they know what to listen for. Play
and pause the recording as necessary; students
check answers together. The recording also
provides multiple examples of question tags
and prepares students for the Grammar section
later in the lesson.
2.15
Answers
1 She’s at a police station being questioned.
2 She cheated in a marathon by cutting
corners and collected $35,000 which
she said she was giving to charity.
Transcript
nellie
Why am I here? Why are you keeping
me here? I know my rights.
foster
Relax, Miss Longavin. We just want
to ask you a few questions.
nellie
What about? Who are you? What am
I doing here? I haven’t done anything
wrong.
foster
Well, let’s see about that, shall we?
My name is Agent Foster and this
man here, he’s Agent González.
gonzalez That’s me.
foster
So, Miss Longavin, let’s get started,
shall we? You took part in last week’s
marathon, right?
nellie
Yes, I did and I …
foster
And you came first. You won the
women’s race, didn’t you?
nellie
Yes, I did. Isn’t that fantastic?
gonzalez And you ran a record time, didn’t you?
nellie
gonzalez
nellie
foster
nellie
foster
nellie
gonzalez
foster
nellie
gonzalez
foster
nellie
foster
nellie
foster
gonzalez
nellie
foster
nellie
foster
gonzalez
nellie
foster
nellie
foster
gonzalez
nellie
Yes, I did. And I’m real proud of that.
It’s the best time you’ve ever run,
isn’t it?
Yes, it is. Isn’t that great?
You run a lot, don’t you?
Not really.
Not really?
I mean, yes, I do of course I do.
Well, that isn’t important right now.
The important thing for us here today
is that last week you didn’t run the
whole marathon.
You cheated, didn’t you?
How could I cheat in a running race?
There were cameras everywhere.
Electronic devices on the ground. It
isn’t against the law to win.
You’re right. It isn’t against the law to
win. But you didn’t win, did you?
You didn’t run the whole race. You
cut corners. You missed out parts of
the course. You cheated.
Well, even if I did cheat – and I’m not
saying I did – what’s the problem? It
isn’t a crime, is it?
That’s a bit of a grey area. But taking
people’s money dishonestly? Taking
their money for running a race that
you didn’t really run at all? Now that
is a crime.
What money?
All the money you asked for. For
charity, you said. A lot of people
sponsored you – gave you money to
finish the race.
You raised $35,000, is that right?
Yes, that is right. Didn’t I do well?
Where is that money now?
Well, I gave it to the charity.
We don’t think you did.
You are in big trouble, Miss Longavin.
You have broken the law. You’re
looking at a jail term.
I want to see a lawyer. I want an
attorney. It’s my right.
That is your right, but are you sure it’s
a good idea?
I know my rights. I didn’t do anything
wrong.
This interview is terminated. Come
on, González.
Mam.
Hey wait. You can’t leave me here.
Hey, I want an attorney.
4 Students listen again and find the words
and phrases. Play and pause the recording
as necessary or even let students control the
audio to locate the answers.
Answers
1 jail term 2 attorney
5 sponsored
5
3 cheat
4 agent
TAKEAWAY LANGUAGE Students match
the phrases and note who says each one. Play
the recording again so they can check.
Answers
1 b (Nellie Longavin) 2 d (Nellie Longavin)
3 a (the agents) 4 c (the agents)
5 e (the agents)
Tip: Listening is often more difficult for students
than reading, simply because it happens
in ‘real time’. As a result, it’s difficult to
understand and easy to miss words and
different pieces of information. There are
no ‘white spaces’ between the words, and
students don’t have the facility to go back
to things again and look at them more
carefully as they do when they’re reading.
If they find it difficult to find answers or
words or phrases, pause the recording just
before the answer and tell them to listen
carefully to the next part. This helps them
focus and gives them clues about where
the answers are located.
6
ROLE-PLAY Students act out as much
of the interrogation as they can. Remind them
that they don’t need to remember everything
perfectly – they can improvise a bit! Walk
around and make notes. Get feedback and
highlight phrases they remembered, correct
small mistakes and praise them.
Tips: Monitor and make notes while students
do speaking activities, but try not to
correct too much at this point, as it can
disturb the flow and inhibit them, making
them worry about mistakes rather than
expressing themselves more freely. Note
down any small mistakes and correct them
in feedback afterwards (eg That was great!
I just noticed a little mistake there. Can
anyone correct it?).
Unit 11
89
Text reconstruction (either written or oral)
is a valuable listening and learning device.
Students don’t need to recreate everything
perfectly, but by trying to remember
what was said, more or less, their brains
are processing what they’ve heard and
understood.
It’s good to repeat tasks like this again
afterwards, too. Although doing the same
thing twice is sometimes considered a
waste of time, task repetition is actually
beneficial because it gets better every time
and helps students remember chunks of
language.
EXPLORE ONLINE
This activity could be done for homework or in
class using smartphones and tablets. Students find
out more about cheating in marathons.
This isn’t common, as most people don’t see the
point and want to feel a sense of real achievement
after running a marathon. However, the most
common form of cheating is by cutting corners
and avoiding large sections of the circuit or
swapping bibs with someone else somewhere
on the course. Other people who have cheated
just wanted to collect the medals you receive for
finishing.
Grammar Making sentences into questions
7
Students listen and complete the
questions the agents ask, then check together
in pairs.
2.16
Answers
1 You ran a record time, didn’t you?
2 It’s the best time you’ve ever run, isn’t it?
3 You run a lot, don’t you?
4 You didn’t win, did you?
8 Students discuss in pairs how we make
statements into questions and choose the
correct options.
Answers
1b 2b 3a
90
Unit 11
4b
Extra idea: At times, students have
difficulties with question tags due to firstlanguage interference. If their language has
one set question tag, such as the French
n’est-ce pas? or nicht wahr? / oder? in
German, they tend to choose one tag and
use it all the time (eg isn’t it?).
Another problem is that sometimes
students use a positive tag with a positive
statement, and verbs in positive statements
cause confusion. Try to show clear
sentences on the board, check students
understand, and highlight things (see
below) to help students notice them more
easily:
You are lying, aren’t you? + –
You didn’t win, did you? – +
• What is the main verb in each of the
sentences? (lying, win)
• So what types of word come before the
main verb? (auxiliary verbs)
• Is the auxiliary verb the same or
different in the question tag? (same)
• If the auxiliary in the statement is
positive, what happens in the question
tag? (It’s negative.)
• If the auxiliary in the statement is
negative, what happens in the question
tag? (It’s positive.)
Show students that we use the auxiliary
verb do in the question tag when there
isn’t a different auxiliary verb in the main
sentence:
You ran a record time, didn’t you?
You cheated, didn’t you?
Show students that if the main verb is be,
the auxiliary verb in the question tag is the
same:
It is the best time you’ve ever run, isn’t it?
It isn’t a crime, is it?
9 Students listen again and finish the sentences,
then check answers in pairs.
Answers
1 You took part in last week’s marathon,
right?
2 You raised $35,000, is that right?
3 Let’s see about that, shall we?
10
Tell students that sometimes we know
the answer to the questions and sometimes
we don’t. Play the recording; students guess
whether the people are sure or unsure about
the answers. Ensure they realise that they’ll
hear each question twice and they must decide
which version is sure (3) and which is unsure
(7). Draw their attention to the example.
2.17
Answers
a) 3 7
b) 7 3
d) 7 3
e) 3 7
•
•
•
•
Am I sure you locked the door? (no)
Is it a real question or am I just saying
something we both know? (It’s a real
question.)
When I say this, what do I want you to
do? (Answer the question.)
What happens to my voice at the end
of the sentence? (It goes up.)
Speaking
c) 3 7
f) 3 7
11 Play the recording again and ask students
how they made their decisions in 10. Elicit the
intonation rule.
Answer
If the intonation falls on the question tag,
the speaker already knows the answer and
is just confirming it.
If the intonation rises, they don’t know and
it’s a real question.
Extra idea: Intonation is a key element
of question tags and helps the listener to
decide whether it’s a real question or just a
confirmation of something. At this point,
it’s helpful to write some question tags on
the board, model the pronunciation and
check understanding. Draw arrows over
the tag to indicate if it’s a real question or
confirmation of a known fact.

It’s a lovely day, isn’t it? (Say the sentence
to indicate this is confirming something.)
• Is it a nice day? (yes)
• Do I know that? (yes)
• Is it a real question or am I just saying
something we both know? (something
we both know)
• When I say this, what do I want you to
do? (agree)
• What happens to my voice at the end
of the sentence? (It falls on the question
tag.)

You did lock the door, didn’t you? (Say the
sentence in an uncertain way to show you
aren’t sure and that you’re asking a real
question.)
12 Students work in pairs and have conversations
using question tags. Remind them to use their
intonation to indicate whether they know the
answer or not!
Extra idea: Put students into small groups
and tell them you’re going to show them
some pictures (have a selection of these
ready beforehand). As soon as you show a
picture, they have to shout out a sentence
with a correct question tag. For example,
you could show a picture of the Italian
cruise ship Costa Concordia that ran
aground in 2012 or a photo of a dinosaur
and elicit sentences like The captain made
a mistake, didn’t he? That was a tragedy,
wasn’t it? They died out, didn’t they? It
wasn’t really very scary, was it?
This is a fun activity that works well for a
number of reasons. Firstly, you don’t need
to say too much and it’s easy to prepare.
Secondly, the responses are spontaneous,
creative and often really funny. Finally, if
someone makes a mistake, students tend
to correct each other, so it’s a really visual
and learner-centred way of practising the
grammar.
13 Give students thinking time to choose an
option and prepare their argument by making
quick notes they can use in their discussion.
You may want to ensure that roughly a quarter
of the class chooses each option, so that there
is a range of views to be discussed in 14.
14 Put students into groups of three or four,
ensuring that there is a range of opinion
(ideally one representative of each option) in
each group. Students discuss their options and
opinions together and think about how they
might change if circumstances were different.
Get class feedback and find out what they
would do.
Unit 11
91
Song link
Students search online for the three most popular
songs that people listen to when they’re running.
Students may find different results in the various
surveys available. Find out if any of the surveys
have songs in common.
Students listen to the songs online and also think
of other songs they’d like to listen to.
Answers
According to a survey on www.
sparkpeople.com, the three most popular
songs are:
Raise Your Glass by Pink (2010)
Eye of the Tiger by Survivor (1982)
Rolling in the Deep by Adele (2010)
but a similar survey on www.runnersworld.
com came up with:
Lose Yourself by Eminem (2002)
Thunderstruck by AC/DC (1990)
Eye of the Tiger by Survivor (1982)
Culture note
Eye of the Tiger by American rock band
Survivor was used as the theme for the
1982 movie Rocky III starring Sylvester
Stallone. Stallone originally wanted to
use Queen’s Another One Bites the Dust,
but was unable to get permission, so
commissioned a new song. It became the
second-best-selling single of 1982, was
number one in the American charts for six
weeks and was nominated for an Academy
Award. Eye of the Tiger was subsequently
used as the title track for a movie of the
same name in 1986 starring Gary Busey.
15 EVERYBODY UP! Students walk around the
room and find out what their classmates listen
to when they do different activities. Check
their ideas and find out more in feedback.
Everyday English p48
Complimenting someone’s appearance
1
2.18
6 Pre-teach the word compliment
and ask students if they ever say nice things or
give compliments about people’s appearance.
How does it feel when someone gives them a
compliment? Teach the verb–noun collocations
give / pay someone a compliment.
92
Unit 11
Students watch the video or listen to the
recording and identify who compliments who,
pausing as necessary.
Answers
1 Jerome compliments Charlie on his
jacket.
2 Charlie compliments Jerome on his
glasses.
3 Jerome compliments Charlie on his
scarf.
Transcript
charlie Hey, Jerome! What’s up?
jerome Hi, Charlie. What are you doing here?
charlie I just came in for a large coffee. What
a day!
jerome Care to join me?
charlie OK, sure. Let me just go grab my
coffee.
jerome Hey, that’s a really nice jacket.
charlie Oh, thanks. Glad you like it.
jerome Where did you get it?
charlie At a small store on Broadway. It was a
complete impulse buy!
jerome Ah, a real spur-of-the-moment kind of
thing, eh? Well, I think it really suits you.
charlie Thanks. Hey, since we’re doing
compliments, I really like those glasses.
Are they new?
jerome They certainly are. I collected them this
morning.
charlie You mean you got them this morning?
Where?
jerome At my optician’s. He’s on 33rd Street.
Just near here.
charlie Cool. They look really good on you.
jerome Hey, I like this game! And by the way,
that scarf goes really well with the
jacket.
charlie Aw, come on now. You’re
embarrassing me!
jerome Well then, come on.
charlie Come on what?
jerome Your turn.
charlie My turn?
jerome Yes, to pay me a compliment. OK ...
charlie Oh. Um ...
2 Play the video or the recording again; students
answer the questions. Play it a third time if
necessary for them to check their answers
together.
Answers
1 Jerome was there first.
2 At a small store on Broadway
3 At his optician’s on 33rd Street
4 This morning
5 Charlie
3 Students listen to or watch the conversation
again and fill in the gaps. Play the video /
recording again or let students control it so
they can check the answers.
Answers
1 I think it really suits you.
2 I really like those glasses.
3 It was a complete impulse buy!
4 That scarf goes really well with the
jacket.
4 This activity can be done as a game. Put
students in teams. Say each sentence out loud;
shout back compliment or response. The first
team to shout out the correct answer wins a
point. The team with the most points at the
end wins the game.
Answers
1 response 2 response 3 compliment
4 compliment 5 response 6 response
7 compliment 8 compliment
9 compliment 10 compliment
11 compliment 12 response
13 response 14 response
5 Students walk around the room and
compliment each other. Encourage them to use
the phrases in 4. Ensure that they know that
the responses are more or less interchangeable,
as long as the singular and plural forms match.
Suggested answers
I really like your shoes. + Do you? I just
bought them.
That sweater really suits your colouring. +
Yes, well, if you’ve got red hair, ...!
That shirt looks great on you. + Do you
think so?
That’s a fantastic hat. + Yes, I like it too.
That’s a really nice shirt. + Thank you. I’m
glad you like it.
Those are amazing shoes. + Yes, they are
incredible, aren’t they!
Those glasses really suit you. + Thanks. I’m
glad you like them.
2.19 Students listen to the sentence and
6 P
underline the stressed word in each version,
then discuss how the different stress placement
changes the meaning of the sentence.
Answers
1 What are you doing here?
2 What are you doing here?
3 What are you doing here?
4 What are you doing here?
7 P Students work in pairs to match the
sentences in 6 with the correct meaning. Play
the recording again if necessary.
Answers
1c 2d 3a
4b
8 P Students practise their pronunciation and
intonation, saying the question in different
ways.
Extra idea: Students work in pairs: student A
says What are you doing here? with a
particular intonation pattern; student B
responds with the appropriate sentence
from 7.
9
ROLE-PLAY Students write the phrases
down and take a minute or two to make the
phrase cards. They then walk around the room
and pay each other compliments and respond.
This activity is great because it promotes quick
thinking and spontaneous language.
Vocabulary plus p63
Crime and criminals
1 Check that students understand all the crimes
listed in the box; they then work in pairs to
categorise them.
Unit 11
93
Answers
a) burglary, carjacking, hacking*, robbery,
shoplifting, stealing, theft
b) assault, blackmail, fraud, kidnap,
mugging, murder, rape
* Hacking could also be considered a crime
against people, as it’s usually concerned with
personal data.
2 Write cyber crime on the board and invite
students to suggest definitions and examples.
3 If students aren’t comfortable drawing the
crimes, they could mime them instead.
4
Give students a time limit (eg ten minutes)
to complete the table in pairs. Ask them which
words are very similar in their own language
and which are very different.
Answers
crime (noun)
person (noun)
activity (verb)
blackmail
blackmailer
blackmail
burglary
burglar
burgle
fraud
fraudster
defraud
hacking
hacker
hack
kidnap
kidnapper
kidnap
mugging
mugger
mug
murder
murderer
murder
pickpocketing
pickpocket
rape
rapist
rape
robbery
robber
rob
shoplifting
shoplifter
shoplift
stealing
thief
steal
theft
thief
thieve
5 P
2.30 Students work in pairs to say the
words and decide which syllable is stressed.
Play the recording for them to check their
answers and repeat.
Answers
See table in 4.
94
Unit 11
Crime verbs
6 Students work in pairs to make crime
collocations. Check answers as a class.
Answers
assault an old lady, break into a car, break
into a house, break into a warehouse,
break into the bank, burgle a house, burgle
a warehouse, burgle an old lady, mug an
old lady, rob an old lady, rob the bank, steal
a car, steal money, steal my mobile
7 Students complete the sentences, then check
with a partner.
Answers
1 assaulted / mugged 2 broke into /
burgled 3 broken into / burgled 4 stole
5 stole 6 robbed
Extra idea: Ask students questions and
encourage them to share their stories and
opinions:
Have you (or anyone you know) ever been
the victim of a robbery (a burglary / a
mugging)?
Can stealing ever be justified?
Crime metaphors
8 Students complete the sentences. Check
answers by asking individual students to read
the sentences aloud. Encourage them to use
appropriate intonation.
Answers
1 robbery 2 murder
4 murder 5 stole
3 stealing
9 Put students into groups of three or four
and give each group a set of pieces of paper
with the phrases written on them. Students
take turns to choose a topic and start a
conversation, using the phrases as indicated.
12
UNIT
FOCUS
Survival and loss
GRAMMAR: past perfect review, non-defining relative clauses; tense review
VOCABULARY: emergency equipment; features in a landscape; remember and
FUNCTION: telling and reacting to stories
Introduction p49
1 Who developed the first space blanket?
2 When do most marathons happen?
3 Why are space blankets useful for
spacecraft?
4 Why are runners cold at the end of a
marathon?
5 When did marathon organisers first
introduce space blankets?
6 Why are they good for lost campers?
7 How are space blankets useful for first
aid?
8 What has happened to space blankets
since 2011?
9 What similar item is used by the United
States military?
10 What dangerous signs can runners
exhibit at the end of a marathon?
Aims
The focus of this lesson is to introduce the topic of
survival and encourage students to think about the
sort of equipment they would need to help them
survive. Students also hear a story about spending
a night on a mountain and look at vocabulary for
landscape features.
You first!
Draw attention to the photo and encourage
students to talk about the landscape. How does
it look? Would they like to go there? They then
discuss any remote places they’ve been to. Have
they ever been lost? What happened? What did
they do? Students report back in feedback.
Answers
1 NASA
2 At the mildest time of the year
3 They’re light and small.
4 Because they continue to sweat, even
after they stop running.
5 In the 1970s
6 They are reflective and make them
easier to spot and find.
7 They keep people warm and stop them
losing body heat.
8 They often have the marathon race
logo on them and are kept as souvenirs.
9 The US military uses casualty blankets.
10 Signs of hypothermia include shivering,
clumsiness, stumbling and confusion
1 Students imagine they’re going hiking in a
remote and deserted landscape like the one in
the photo. They look at the words in the box
and choose the three things they’d take with
them. Help with any vocabulary difficulties –
you could do this by asking another student to
provide a definition using a relative pronoun
(eg It’s a thing which you use to find where
north is).
MA Weaker students may find this easier if
they work in pairs from the beginning.
2 Students compare and explain their choices in
pairs, then groups. Get feedback and choose
the five most important items as a class.
EXPLORE ONLINE
Students find out more about thermal blankets
online.
Extra idea: Students tend to enjoy surfing
the internet, so do a web quest. This offers
great reading practice and utilises skimming
and scanning techniques. Give students
online links and questions to answer:
https://en.wikipedia.org/wiki/Space_blanket
http://www.livestrong.com/article/461856why-are-marathon-runners-wrapped-in-athermal-blanket-at-the-end-of-the-race/
forget; injuries; conditions
3
2.20 Pre-teach words like intended
(= planned), huddled together (= sitting closely
together with other people) and dawn (= the
time of day when the sun begins to appear in
the sky). Tell students they’re going to listen
to two people talking about a trip to the
mountains. They then work in pairs to predict
what happened in the story. Play the recording
for them to check if their predictions were
correct. They then listen again and answer the
questions.
Unit 12
95
Answers
1 A man, a woman and their dog.
2 They had poles, water and an mp3
player.
3 They didn’t have a map or thermal
blankets.
Transcript
man
We set off quite late – well, at least
later than we intended. It was just the
two of us.
woman And the dog.
man
Yes, of course, and the dog.
woman And for some reason it took longer
than we expected. But we were having
fun, so we didn’t care very much.
man
And the dog was pretty happy, too!
woman I was glad I had the poles.
man
She’s always happy.
woman So when we got to the top, which is
about 850 metres above sea level, we
sat down and had some water.
man
It’s such an amazing view.
woman Which we have seen lots of times.
man
Yes. That’s why we didn’t need a map
or anything. We’ve been up to the top
before.
woman And then you got out your mp3 player
and we shared the headphones.
man
Yes, well, the music and the view
together – perfect!
woman And then we noticed what time it
was! It was starting to get dark.
man
Yes, and we suddenly realised we
couldn’t go back down. Not in the
dark. It was far too dangerous.
woman We were going to have to spend the
night on the top of the mountain.
man
Which is not good.
woman Which is not good because the
weather can change.
man
Thank goodness it was summer and it
didn’t rain!
woman So the three of us – him, me and the
dog – huddled together until dawn.
It was so cold.
friend
But you survived.
man
Yes, but we could have got real
hypothermia. We could have died. You
see, we didn’t have thermal blankets,
space blankets.
96
Unit 12
woman
4
We’ve got one each now. We never
leave home with them! We might not
be so lucky next time.
Students retell the story to each other using
the questions as prompts. They could also
check the transcript, then repeat the exercise,
including any details they might have forgotten
the first time.
Extra idea: Write sentences from the story
on the board to show how we use so and
such to make stories more interesting and
describe a large amount of something:
It’s such an amazing view.
It was so cold.
• When we use so and such, are we
describing a small amount or a large
amount of something? (a large amount)
• Do we say so and such to make things
interesting or really interesting? (really
interesting)
• What happens to our voice when we
say so and such? (Intonation goes up.)
• What type of word is view? (a noun)
• What type of word is cold? (an
adjective)
• What types of word follow such?
(nouns, or adjective + noun)
• What types of word follow so?
(adjectives)
5 Students work in pairs to underline words they
don’t know. If one student knows a word their
partner doesn’t, encourage them to explain it.
6 Students teach each other new words or
look them up in their dictionaries or on their
smartphones. If there’s a lot of unknown
vocabulary, they can divide the words between
them to look up, then share their findings.
Extra idea: Put students in teams to play
a definitions game. Tell one person in each
team to turn their back so they can’t see
the board. Write a word on the board. The
other students in the team have to describe
the word (but they can’t actually say it). The
‘blind’ student has to guess the word. The
first ‘blind’ person to shout out the correct
word wins the point. The team with the
most points at the end wins the game.
7 Put students in groups; each group chooses a
landscape feature. They should imagine they’re
there and describe it for the other groups to
guess.
8 Students describe their favourite landscape to
a partner. As a follow-up, they can talk about
the most beautiful places they’ve ever seen and
show each other photos on the internet.
it was blank. There was nothing on it.
I didn’t recognise my surroundings and
I didn’t know where I was. And
I couldn’t speak or read the language.
It wasn’t until I recognised a shoe store
that my memory kicked in.
2
sandra
Lesson 1 Why we forget
pp50–51
Aims
The focus of this lesson is the past perfect for
describing and sequencing events in the past. It
also highlights the difference between remember
and forget in the Vocabulary section, and students
find out why we get lost and often lose things.
You first!
Students discuss in pairs whether they have a good
sense of direction or not. They can also talk about
times when they’ve been lost in a strange place.
What happened and what did they do?
Listening
1
Students listen to the recording
and match the stories with the photos. Get
feedback and ask students if any of these
things (or similar things) have ever happened
to them.
2.21
Answers
1B 2C 3A
Transcript
1
amel
I was on a foreign trip, in a city I’d
never been to before. Back then, I used
to do a lot of trips. But anyway, I’d
been in my hotel room all day, working,
working, working, so I decided to go
for a walk. And then, after about 25
minutes, I decided to go back. And I
looked around and I had absolutely no
idea where I was. I felt in my pocket for
my hotel key card because I thought it
would have the hotel name on it, but
We had one of those day trips. This was
about three weeks ago. We left at five
in the morning and got back home by
midnight.
The only problem is, when we got back
we suddenly realised that neither of us
had made a note of where we’d left the
car. It was dark and cold and rainy and
we had to spend hours walking up and
down rows of cars.
Whose fault was it? His, of course!
3
scott
I hate this reading glasses thing!
I mean, I’m not old or anything, but
I keep losing them. The other day,
I was working from home and in the
afternoon I needed the glasses, but
I couldn’t remember where I had put
them. I searched high and low, but in
the end I just gave up. It was awful.
And then later, in the evening, I decided
to cook myself an evening meal. And
there they were. In the fridge. I felt
really stupid. I reckon I must be losing
my marbles.
2 Play the recording again for students to write
the names next to each item. They then
compare their answers in pairs.
Answers
1 Scott 2 Amel 3 Sandra
5 Sandra 6 Scott
4 Amel
Extra idea: Put students into teams. Ask
questions about Scott, Amel and Sandra
(eg Who lost the keys? Where were they?
What did Amel recognise?). Students shout
out the correct answer. The first team to
answer gets a point. The team with the
most points at the end wins the game.
3 Students look at the phrases in italics and
choose the best meaning for each one. They
can look at transcript 3.21 if necessary to see
Unit 12
97
the phrases in context. Check their answers
in feedback and encourage them to make
personalised sentences using the expressions
(eg I lost my sunglasses last week. I searched
high and low for them until I realised they
were on my head!).
MA Weaker students can do this in pairs.
Students choose one of the people and
retell their story to a partner. Encourage them
to include two incorrect facts. Their partner has
to listen carefully and find the false sentences.
Play the recording again for them to check.
Grammar Past perfect review
5 Students underline the past tenses and circle
the event that came first. Elicit what word
comes before the verbs been, made, left and
put (had).
Answers
1 I’d been in my hotel room all day so I
decided to go for a walk.
2 Neither of us had made a note of where
we’d left the car.
3 I couldn’t remember where I had put
them.
Extra idea: Although students may seem
to understand the past perfect, they
sometimes think it’s used to describe events
in the distant past, while others just use
the past simple as an avoidance strategy.
Write example sentences on the board and
check students understand the function
and form of the grammar. Draw a timeline
to highlight things in a visual way.
I had been in my hotel room all day so I
decided to go for a walk.
1 had been
past ___________________________
future
X
X
2 decided
98
Unit 12
•
•
•
•
•
Answers
1a 2b 3b
4
•
•
now
When is the sentence about? (the past)
What words tell us it’s the past? (had
been, decided)
Are these things still happening or are
they finished? (finished)
How many things happened? (two)
Did they happen at the same time or
different times? (different times)
Which thing happened first? (had been)
What was second? (decided)
I needed the glasses but I couldn’t
remember where I had put them.
1 had put
past ___________________________
future
X
X
2 needed
now
•
•
•
•
•
•
•
•
When is the sentence about? (the past)
What words tell us it’s the past?
(couldn’t, needed, had put)
Did Scott read his book? (no)
Why not? (He couldn’t find his glasses.)
Why couldn’t he find them? (He
couldn’t remember where he had put
them.)
So what thing happened first? (He had
put his glasses somewhere.)
When did he need them? (later)
When do we use the past perfect?
(to describe a finished action that
happened before another finished
action in the past)
6 Students complete the sentences using the
past perfect tense, then check their sentences
with a partner. Encourage them to be as
creative as possible and vote for the funniest
sentences (eg When I got to work,
I realised I had left my keys in the dog’s bowl!).
Extra idea: Show a movie clip with a clear
sequence of events – a detective movie
or a clip where someone is searching for
someone else often works well. Then write
sentences on the board and conceptcheck with a timeline. You could also give
students slips of paper with events on and
have them put them in chronological order.
Check together, then have them make past
perfect sentences (eg By the time the police
arrived, the killer had already escaped.).
7
YOUR STORY Students walk around the
room and tell each other their own ‘lost
key’ stories using the past perfect tense. Get
feedback, praise good English and gently
correct any small mistakes you hear.
12 THINK Students discuss the question in pairs.
In addition, ask them whether technology such
as GPS devices and smartphones has affected
our ability to remember things. Draw students’
attention to the plural of hippocampus
(hippocampi).
Extra idea: Divide the board into two
halves. In one half, write recently learnt
vocabulary which you’d like to review. Ask
students to pick one of the words and
think of another word it reminds them of
in some way. Write the ‘reminding word’
on the other half of the board. After you’ve
written the reminding word on the board,
erase the word you want to review. Do this
with each of the new words until they’ve
all been replaced by reminding words.
Then ask students to remember what each
reminding word was linked to.
As a follow-up, write the new words up
again and erase the reminding words.
Students have to remember them again!
Vocabulary remember and forget
Reading and speaking
8
THINK Students think about why we get lost
or lose things. They then discuss their ideas in
pairs.
9 Students read the article and check if their
ideas were correct. Set a time limit so they
read for gist and don’t worry about unknown
vocabulary.
10 Students work out the meaning of the new
vocabulary from context with a partner. Check
their ideas in feedback.
Answers
snapshot: an understanding of something
at a moment in time, like a photograph
blurred: difficult to see or understand
clearly
into focus: more clearly
retracing: going back to where you were
before
11 Put students into groups to choose a question
to discuss.
MA Encourage stronger students to talk about
all of the questions. Weaker students could
also look back at the article to help them
remember.
13 Students complete the sentences and check
their answers in pairs. Remind them to use the
correct tense of remember or forget.
Answers
1 forget 2 forgot
3 remember
4 forgot
14 Write the two sentences on the board and
elicit the difference in meaning from the class.
Answers
The first sentence talks about an action in
the past: I remembered to turn off the
light. The remembering took place in the
past and triggered an action.
The second sentence is about an action in
the present: I remember turning off the
light. The remembering is happening now
about an action that happened in the past.
15 Give students time to think of their ideas and
write them down. They then talk in pairs.
Encourage students to ask extra questions
(eg Where were you? What happened?) and
provide additional information. Remind them
to tell their stories using the past perfect.
Tip: Model activities with a personalised
example. This shows students what
language they should use (eg past perfect),
prompts ideas and is an enjoyable way to
introduce the topic or activity.
16 Give students a few minutes to locate and
read their stories. In pairs, they ask and answer
questions about the stories – make sure they
don’t read the stories aloud word for word
or look at each other’s texts. Encourage them
to compare stories to find similarities and
differences. Students should realise that Ian is
the man who approaches Gisela at the security
desk. Get feedback from pairs about possible
endings. There’s no obvious solution, as
passports aren’t transferable, so students will
have to be creative.
Unit 12
99
Poem link
Students find the poem and discuss the questions
together. Check their ideas in feedback.
Culture note
Elizabeth Bishop (1911–1979) was less
than a year old when her father died;
her mother was committed to a mental
institution shortly afterwards, so Elizabeth
was sent to live with her grandparents in
Canada. When she grew up, she returned
to Massachusetts, where she was born,
but she also travelled widely and published
her first book of poetry in 1946. She
avoided explicit accounts of her personal
life in her work, but focused instead on
her impressions of the world. She taught
at Harvard for seven years and won many
awards for her poetry.
17 VIDEO OPTION Give students time to
think of ideas and write notes. Remind them
not to say what they lost. They then make
short videos with their smartphones or tablets
and upload them. If students are a bit shy or
reluctant to upload their clips, they can walk
around the room, share their videos with each
other and guess the lost items.
Extra idea: Students share ideas and
strategies they use to remember English
vocabulary they have learnt. Encourage
them to report back in feedback. Which
strategies did they like best? Which
ones will they try in future to help them
remember new vocabulary?
Lesson 2 An unlikely rescue
pp52–53
Aims
The focus of this lesson is non-defining relative
clauses to give extra but non-essential information.
Students also learn a lexical set related to injuries
in the Vocabulary section and read about an
unlikely rescue and a miraculous escape in the
Bavarian Alps.
100
Unit 12
Warm-up
Do a guided visualisation of a summer holiday
with the class. Tell students to close their eyes and
imagine summer holidays. Play gentle music in
the background. Where are they? What can they
see around them? What’s happening? What can
they hear? How do they feel? Let them imagine
and take themselves to a far-away place. Then ask
them to open their eyes and describe their summer
holiday location to a partner. Get feedback.
Reading
1
PREDICT Students look at the pictures and
predict the story in pairs. Check their ideas in
feedback.
Extra idea: Write five key words or
expressions from the story on the board (eg
woman, mountain, helicopters, cable, bra).
Tell students that they have to read the
words and guess what the story is about.
Tell them to that you’re going to sit with
your back to the class and you won’t talk
to them; they have to take turns coming
to the board and writing yes / no questions
to find out what the story is about. If they
ask a grammatically correct question, put
your thumb up, then answer their question.
If the answer is yes, nod your head. If the
answer is no, shake it. If they write an
incorrect question on the board, put your
thumb down to show there’s a mistake.
The other students have to shout out the
correct question so that their classmate can
rewrite it correctly on the board.
As students ask more questions and find
out more answers, they gradually guess
the story. They continue until they have the
main ideas of the story and what it’s about.
Students may find it a bit unusual at first
when you don’t speak, but they soon get
used to this and work together better as a
result.
2 Pre-teach words like slammed (= hit something
hard), crawl (= move on hands and knees like
a baby) and slack (= loose, not tight). Students
read the first part of the article and check
if their predictions were correct. Quickly go
through the questions together.
,
Answers
1 To the Bavarian Alps in the south-east
of Germany
2 Because it got very foggy.
3 She slipped and fell down the
mountain, breaking four ribs and her
ankle and dislocating her shoulder.
4 She spent the night on the
mountainside, then managed to crawl
into a cave.
3 Students read the article again and find the
opposite words and phrases. You could also
make it into a game so that students search
the text quickly. Tell them it’s a race – the first
pair to find the opposites wins the game.
Answers
1 a hike 2 a steep slope
4 crawl 5 lonely
3 slammed into
4 Students read the article again and answer the
questions. Check answers in feedback.
Answers
1 Because it was very foggy.
2 Because she slammed into a rock.
3 She didn’t have her phone or any water
with her.
4 Because they were looking in the wrong
place.
5
PREDICT Write modal verbs of deduction on
the board (eg could have, might have, must
have). Students work in pairs to predict what
happened to Jessica next, using the pictures as
clues. Compare ideas as a class.
6 Students read and check their predictions. Get
feedback. What did they guess correctly? What
was surprising?
7
Elicit what the cable was for and why it
was being used. As a follow-up, students
write questions about the article and test their
partner.
MA Students should write at least three
questions. Stronger students can write more.
Answers
The cable in front of Jessica’s cave was used
for carrying logs down the mountain. The
cable system was broken (which is why it
was slack on the ground), but the operator
came to test the system that day.
8
ROLE-PLAY Students read the instructions
and do the role-play. They then change roles
and repeat the interview.
MA Stronger students should try to remember
the details without looking back at the story.
Let weaker students check the article if
necessary.
Extra idea: Play a movie clip from Cast
Away (with Tom Hanks) or Lost that shows
a plane crash and people stranded on a
desert island. Elicit ideas and adjectives
to describe the landscape (to review the
vocabulary on page 49), how they would
feel and what they would do.
Students then imagine they’re lost or
injured in a strange place and write a diary
entry about what happened, how they feel
and what they’re going to do. Encourage
them to use recently learnt grammar
such as I wish ... , If only ... and the third
conditional to describe their situation.
Grammar Non-defining relative clauses
9 Students read the sentences and answer the
questions in pairs to work out the grammar
rules for non-defining relative clauses.
Answers
1 Sentences 1–3 give non-essential
information and have commas around
the non-defining relative clause;
sentences a–c give essential information
about the noun and don’t have
commas.
2 Sentences a–c explain exactly which
person or thing we are talking about.
3 Sentences 1–3 give extra information
about the words in italics.
10 Model the activity with personalised examples.
Students write their own sentences about
people they know.
Unit 12
101
11 Students use non-defining relative clauses
to give extra information, then share with a
partner.
Extra idea: Write Australia on the board
and encourage students to brainstorm and
make a mind map. Give them two minutes
to write down as many things as they can
about Australia. To increase interest, play
the YouTube Australian tourism video at
https://www.youtube.com/watch?v=_
C898SQMB4Q. Ask extra questions (eg
How many of your ideas were shown in the
video? Have you ever been to Australia?
What was it like? What places did you visit?
Would you like to go there in the future?).
Vocabulary Injuries
12 Students match the words and definitions in
pairs. Check answers in feedback.
Answers
1b 2d 3g
13
4a
5e
6c
7f
Students try to remember the injuries
Jessica suffered. They then read the article
again to check their answers.
Answers
a) four ribs
1
b) her ankle
c) her shoulder
14 YOUR STORY Students work in pairs to tell
each other a story about a time when they had
an accident or got injured. Model the activity
and highlight the structure of a story:
•
•
•
•
•
orientation (when it was, where they were
and who they were with)
a complicating action (something strange
that happened or something that went
wrong)
a series of events that happened in the
story
a resolution or some kind of result
a summary and evaluation.
Encourage students to ask their partner extra
questions to get more details. Monitor and get
feedback. Correct if necessary and highlight
and praise good uses of English.
Lesson 3 Songlines pp54–55
Aims
The focus of this lesson is to review the present,
past and future tenses in context and also
learn about the beliefs and songlines of native
Aborigines from Australia. Symptoms and travel
conditions are introduced in the Vocabulary
section.
You first!
Students look at the photos. Ask questions (eg
Where was the main photo taken? Who is the
man?) for them to discuss with a partner. Check
their ideas in feedback.
102
Unit 12
Listening and speaking
Give students time to read through
the questions so they know what to listen for.
Play and pause the recording as necessary and
check answers in feedback.
2.22
Answers
1 Kim is from Canada.
2 Jarara is from Australia.
3 They’re in Melbourne.
4 She wants to go to the Melbourne
Conference Centre.
Transcript
kim
Excuse me.
jarara Hello to you, too. Where are you from?
kim
Canada.
jarara Is this your first time in Australia?
kim
Yes. I’ve never been to Melbourne
before – I’ve never been in this part of
the world before.
jarara Just got here?
kim
Yesterday. I’m still suffering from jetlag.
jarara Jetlag can be terrible – they tell me.
kim
They told me a walk by the Yarra river
was a good thing to do.
jarara Sure is. You’re on the sacred land of
the Wurundjeri people.
kim
The wuru-what?
jarara The Wurundjeri people. Aboriginal
people. People like me. You’ve never
met someone like me?
kim
I guess not.
jarara Well, I’m one of the Aboriginal
people from this land. We were
here thousands of years before the
whitefellas came. This city, Melbourne,
is built on Wurundjeri land.
kim
jarara
kim
jarara
kim
jarara
kim
jarara
kim
jarara
kim
jarara
kim
jarara
kim
jarara
kim
jarara
kim
jarara
That’s amazing. I heard all about you
guys in school. But listen, can you help
me?
I might be able to. What do you want
to know?
I’m looking for the Melbourne
Conference Centre. I need to find the
Melbourne Conference Centre.
Lost are you?
A little bit. I blame the jetlag.
If you were one of us, you could
follow a songline.
A what?
A songline – it tells you where to go.
You can travel all across the land by
singing the songs.
I haven’t the slightest idea what you’re
talking about.
It’s all about the dreaming, you see …
OK, that’s enough. I’ll ask someone
else.
Hey, I was just pulling your leg. Sorry.
That’s OK. But I am a bit lost, so if you
could help?
To get to the Conference Centre, you
cross the river and turn right and then
you just keep going.
Along the river?
Yes. You can’t miss it. A big steel and
glass building. Not my cup of tea at
all.
You can’t miss it?
No. I promise you. Would I lie to you?
I have no idea. But thanks anyway.
You’re welcome. And if you want
to know about songlines and the
dreaming, you come back and ask me.
I’m here every day at about this time.
2 Students listen again and discuss the questions
in pairs. Check answers in feedback.
Answers
1 Aboriginal people, native Australians
2 White European settlers
3 We don’t really know, but she doesn’t
seem very interested, so it’s unlikely.
3
TAKEAWAY LANGUAGE Students match
the phrases with their meanings. Check
together and encourage students to use the
expressions in their own sentences.
Answers
1c 2a 3b
4
Students summarise the conversation. Write
sentence starters on the board (eg Jarara asked
Kim ... Kim said ... He told Kim ...) and tell
students to use reported speech.
Answers
Jarara asked Kim if she was lost / this was
her first time in Australia.
He told her about the Wurundjeri people /
songlines and the dreaming / where the
Conference Centre was.
EXPLORE ONLINE
This activity could be done at home or in class.
Students use their smartphones or tablets and find
out more about the history of Australia.
Alternatively, write the names of Australian cities,
tourist destinations and places of interest down
on slips of paper so there are enough for every
student. Put them face down on the desk and ask
each student to choose one. They then prepare a
short presentation (five to ten minutes) at home;
they can include pictures, too. Students give their
presentations in groups. Possible topics: Sydney,
Adelaide, Perth, Brisbane, Melbourne, Darwin,
Cairns, Hobart, Ayers Rock (Uluru), The Blue
Mountains, The Great Barrier Reef, The Great
Ocean Road, Barossa Valley and vineyards, The
Gold Coast, Fraser Island, caves at Margaret River.
Background note
It is estimated that there have been people
living in Australia for nearly 50,000 years.
However, white people didn’t go there until
the 17th century, when Dutch and British
explorers discovered the huge continent,
and they didn’t settle there until the late
18th century. However, when they did, they
took land from the Aboriginal people and
brought with them infections and diseases
that caused a rapid decline in the Aboriginal
population. Most of the settlers came
from Britain, so that these days about a
third of Australians claim British ancestry.
Today, less than 3% of the population are
Aborigines, but the fight for their rights goes
on – it wasn’t until 1992 that it was legally
recognised that the land had belonged to the
Aborigines before the ‘whitefellas’ came.
Unit 12
103
Vocabulary Conditions
5 Ask students what condition Kim was suffering
from (jetlag). They discuss the other conditions
in pairs. Get feedback and encourage
discussion (eg Have you ever felt this way?
Where were you? What happened? What did
you do?).
Answers
1 during car journeys
2 when you haven’t drunk enough water
3 when you haven’t had enough sleep or
haven’t been able to get to sleep
4 during pregnancy
5 during journeys on boats or ships
6 Pre-teach some of the symptoms because
they’re all quite difficult. Students match the
conditions with symptoms. Remind them
that some symptoms go with more than one
condition.
Suggested answers
car sickness: dizziness, dry mouth, nausea,
vomiting
dehydration: dizziness, dry mouth,
headache, irritability, nausea, tiredness,
vomiting
insomnia: headache, irritability, lying
awake, tiredness, waking up frequently
morning sickness: dizziness, dry mouth,
nausea, irritability, vomiting
sea sickness: dizziness, dry mouth,
nausea, vomiting
7
EVERYBODY UP! Students walk around the
room and share their experiences with each
other. They then report back in feedback.
Tip: To stop an activity and get students’
attention, simply hold your hand up in
the air and wait a few seconds. Students
generally notice and tell their partners
until things go quiet. It’s better than
trying to shout over the noise, and as
soon as they’re used to signals like this
(known as ‘anchoring’), they manage the
classroom themselves!
104
Unit 12
You could also play instrumental music
in the background (which also creates a
relaxed atmosphere) and stop the music
when you want to finish the activity.
Whatever it is, students soon understand
your techniques and respond really well.
Take a break
Give students a few minutes to think of a special
song and ‘play’ it in their heads. Ask a few
students to share what their song is, and what it
makes them dream of.
Extra idea: Ask students if they ever get a
song ‘stuck’ in their heads. Do they like it
when this happens, or is it annoying? What
do they do to get rid of it? Do they have
a special word for this in their language
(there isn’t a word in English, but German,
for example, has Ohrwurm).
Reading
8 Students read the article, then quickly describe
to a partner songlines, the Dreaming and what
the creator-beings did.
Answers
1 Songlines (also known as ‘dreaming
tracks’) are paths across the land. The
words and melody of the song describe
the location of natural phenomena.
2 The Dreaming is the time when the
world was created. Songlines describe
the journeys the creator-beings made
during this time.
3 The creator-beings used their journeys
to create the features of the landscape
out of flat land.
9 This could be done as a game. Put students
into teams. Give them a definition; they have
to search the article and shout the word out.
The team that gets the most words wins the
game.
Answers
1 landmarks 2 creator-beings 3 created
4 location 5 natural phenomena
6 waterhole 7 melody
Grammar Tense review
10 Put students in pairs to match the sentences
with the correct tense. They then explain the
reasons for their answers and describe the
function and meaning of the grammar.
Answers
1 past perfect 2 past simple
3 past continuous 4 present simple
5 future continuous 6 will future
7 going to future 8 present continuous
9 present perfect
Extra idea: Make a series of cards with
sentences on them. Put them on the board
under a series of categories worth different
points (eg 5 points, 10 points, 20 points,
etc). Divide the class into two teams. Each
team takes turns to choose a category.
Read the sentence on the card. The first
team to ‘buzz in’ (ie hit the desk) has the
first chance to say the name of the tense
used in the sentence. If they give a correct
answer, they win the points. But if they get
the answer wrong, they lose that amount
and the other team has a chance to answer
the question. The team with the most
points at the end wins.
This activity can easily be adapted to other
grammar topics and the sentences changed
to reflect the level of each class. You can
also add extra rounds for double the
amounts.
11 SEARCH AND THINK Students look
through the book and find other examples of
each verb tense. They compare with a partner,
then share their sentences. The other students
have to listen and shout out the correct verb
tense.
Everyday English p56
Telling and reacting to stories
1
PREDICT Students look at the photos and
answer the questions in pairs. Write sentence
starters on the board like I think it might be ...
Maybe it’s ... Perhaps it’s ...
I reckon ... and encourage students to make
predictions about the story.
2
Play and pause the recording as
necessary or let students control the audio
themselves.
2.23
Answers
1 There was no one there to meet her.
2 She had forgotten to write down the
name of her hotel or her contacts’
details.
3 They shared a taxi to the Danish
woman’s hotel.
4 It was the woman’s hotel too.
Transcript
woman Have I ever told you about the time I
flew to New Delhi?
man
I don’t think so. Try me.
woman It was a few years ago now. I arrived
at the airport in New Delhi at about
two in the morning and there was no
one to meet me.
man
So what did you do?
woman Are you sure I haven’t told you this
story before?
man
No, I don’t think so. Go on. What
happened?
woman Well, I thought I would ring my
contacts, but when I looked, I found
I didn’t have any details for anyone –
and I didn’t know where I was staying.
man
You didn’t have the name of your
hotel?
woman No.
man
You must be joking!
woman I thought I’d copied everything down
– this was a few years ago, remember.
But I hadn’t. I had no idea which hotel
I was in or where it was. I had no
idea what to do. There were people
offering me taxi rides, but I didn’t trust
them – and anyway, where would
I tell them to go? It was late, I was
confused I’m sure I’ve told you this
one before.
man
If you say that one more time, I’ll …
woman Sorry.
man
Don’t stop now. It’s just getting
interesting.
woman OK. So, to cut a long story short, I
saw this woman who was looking lost
too and we got talking. She was from
Denmark, and her driver wasn’t there
Unit 12
105
man
woman
man
woman
man
woman
man
woman
man
woman
man
3
either. But she knew the name of her
hotel, so we got a taxi together and
went there. It was one of dozens in
the hotel district. There were lots of
places around.
And?
Well, she checked in, and I thanked
her, and then I asked the guys at the
check-in if I could have a room for a
few hours and they said no, it had to
be for 24 hours.
What did you do?
What could I do? I said OK and
handed over my passport.
Oh yes, and they said, ‘Welcome, Miss
Collins, we’ve been expecting you’?
You have heard this story before.
Yes, OK, but I only just remembered.
Now I feel really stupid.
Don’t be silly.
I still can’t get over it. Of all the hotels,
I got to the right one by chance.
Incredible!
Students complete the sentences from
memory and check with a partner. Play the
recording again so they can check their
answers.
Suggested answers
1 [The woman arrived at the airport but]
there was no one there to meet her.
2 [The woman didn’t have] any contact
details for anyone or the name of her
hotel.
3 [People offered the woman] taxi rides.
4 [The woman saw another woman who]
was looking lost.
5 [The other woman gave the storyteller]
a taxi ride to her hotel.
4 Students listen to the story again and identify
who says each sentence by writing M (man)
or W (woman) beside each sentence (not in
the boxes, as these are used in 5). They then
compare with a partner and play the recording
again if necessary.
Answers
a) W b) M
g) M h) W
m) M
106
Unit 12
c) M d) W e) W f) W
i) M j) W k) M l) W
5 Students put the sentences in order. Play the
recording again and check together. You could
also elicit why the woman keeps asking if
the man’s heard the story before (to increase
interest and check that he’s heard what she
said).
Answers
a) 5 b) 9 c) 6 d) 1 e) 12
g) 13 h) 3 i) 4 j) 10 k) 2
f) 8
l) 11
m) 7
Extra idea: This activity can also be
done with sentence slips to vary the task
and include different learning styles. Put
students in pairs and give each pair a set of
sentence slips. They listen and arrange the
story in the correct order.
Tip: Always try to monitor when students are
listening. Don’t ask them if they want
to listen again: stronger students will
often say no, and if you go with this,
weaker students will get left behind and
lose heart. If you play and pause the
recording and monitor well, you can see
for yourself if students need to listen
again.
6 Students discuss in pairs if the phrases are
good for the woman telling the story or
the man who is listening. Explain that these
phrases are not from the recording, but could
be used to tell or react to a story.
Answers
1W 2W/M 3W 4W 5W
7 M 8 M 9 M 10 W 11 M
6W
Extra idea: Elicit the typical stages of
storytelling, then ask students to list parts
of the story under in each heading.
Orientation (when it was, where they
were and who they were with)
Have I ever told you about the time I flew
to New Delhi?
It was a few years ago now. I arrived at the
airport in New Delhi at about two in the
morning ...
Complicating action (something
strange or something that went
wrong)
There was no one to meet me.
Well, I thought I would ring my contacts,
but when I looked, I found I didn’t have
any details for anyone – and I didn’t know
where I was staying.
I thought I’d copied everything down, but I
hadn’t.
I had no idea which hotel I was in or where
it was. I had no idea what to do.
Series of events that happen in the
story
There were people offering me taxi rides,
but I didn’t trust them.
And anyway where would I tell them to
go?
It was late, I was confused.
I saw this woman who was looking lost too
and we got talking.
She knew the name of her hotel, so we got
a taxi together and went there.
Resolution or some kind of result
I asked the guys at the check-in if I could
have a room for a few hours and they said
no, it had to be for 24 hours.
What could I do? I said OK and handed
over my passport.
And they said, ‘Welcome, Miss Collins,
we’ve been expecting you.’
Summary and evaluation
I still can’t get over it.
Of all the hotels, I got to the right one by
chance.
7 Students tell the story in pairs and correct each
other if necessary.
MA Encourage stronger students to retell the
story from memory, but let weaker ones read
the transcript at the back of the book before
they start.
2.24 Students listen to the reactions
8 P
and the intonation of the responses. Are the
speakers interested, amazed or bored?
Answers
1A 2B 3B
4I
5A
6B
7A
8I
Transcript
1 I’ve climbed Mount Everest.
Really?!
2 I did a bungee jump.
Really.
3 I gave a speech in Carnegie Hall.
Really.
4 I’ve just given birth to twins.
Really?
5 I’ve just made my first online video.
Really?!
6 I wrote my first novel when I was 14.
Really.
7 I won my first Olympic Gold medal three
years ago.
Really?!
8 I’m the new professor of linguistics at
Oxford.
Really?
9 P Students give reasons for their answers.
Check together in feedback, then practise the
pronunciation by asking students to repeat
together.
Answer
Usually the pitch and intonation provide the
clue and show the attitude of the speaker.
10 Students walk around the room and tell each
other their stories. Give them thinking time to
make notes before they start and encourage
them to use some of the phrases from this
lesson. Remind them to ask extra questions
and react in ways that show they’re interested
or amazed.
Vocabulary plus p64
Injuries
1 Write the verbs in a list on the board for
students to supply the adjectival forms. You
could point out that the adjectives are the
same as the past participles of the verbs.
Answers
break – broken; bruise – bruised; dislocate
– dislocated; fracture – fractured; sprain –
sprained; strain – strained; swell – swollen;
twist – twisted
Unit 12
107
2 Give students a time limit (eg ten minutes) to
form as many collocations as possible.
Suggested answers
broken ankle, fractured ankle, sprained
ankle, twisted ankle, swollen ankle
broken arm, bruised arm, fractured arm,
swollen arm
broken collar bone, fractured collar bone
broken back, bruised back, strained back
bruised eye, strained eye, swollen eye
broken finger, bruised finger, dislocated
finger, fractured finger, sprained finger,
swollen finger, twisted finger
broken jaw, bruised jaw, dislocated jaw,
fractured jaw
broken leg, bruised leg, fractured leg,
swollen leg
broken neck, bruised neck, fractured neck,
swollen neck, twisted neck
broken nose, bruised nose, fractured nose,
swollen nose
broken rib, bruised rib, fractured rib
broken shoulder, bruised shoulder,
dislocated shoulder, fractured shoulder,
sprained shoulder
bruised stomach, swollen stomach
broken tooth
bruised tummy, swollen tummy
broken wrist, bruised wrist, dislocated
wrist, fractured wrist, sprained wrist,
swollen wrist, twisted wrist
3 Students mingle, asking and answering
questions about injuries (eg Have you ever
broken your leg / sprained your ankle /
etc?). They note down their answers and draw
up an injuries chart on the board.
MA Weaker students can write out their
questions before circulating.
Extra idea: In their survey, students can
ask about other types of injury (eg Do you
have a scar? How did you get it?). Some
students may feel these question are quite
personal, so they don’t have to answer if
they don’t want to!
4 Read out the words in 2; students raise their
hands if they think the word can be combined
with ache. Write the correct compound nouns
on the board and elicit other ache words
108
Unit 12
missing from the list (eg headache, earache).
Then do a class survey to find out who suffers
from what and when.
Answers
backache, neck ache, stomach ache,
toothache
5
ROLE-PLAY Brainstorm a selection of things
a doctor might say and write them on the
board. Encourage students to think of silly as
well as sensible responses. Students then work
in pairs, taking turns to visit the doctor with
different ailments. Get feedback to find the
best doctor.
Body metaphors (2)
6 Give students a time limit (eg five minutes) to
complete the sentences in pairs.
Answers
1 hand 2 foot
6 heart
3 arm
4 head
5 neck
7 Students think of similar metaphors in their
own language(s), or any other metaphors that
use parts of the body. Have a class discussion
about which metaphors are the most
evocative.
Tip: If you have a multilingual class, keep L1
comparisons to a minimum – just one
or two from each language / nationality
– to avoid the discussion becoming onesided or tedious.
Phrasal verbs break
8
Students work in pairs to rework the
sentences. Remind them that they may need
to add words. Play the recording for them to
check their answers.
2.31
Suggested answers
1 A new illness has broken out all over
the island.
2 Halfway along the motorway the car
broke down and they had to get out
and walk.
3 He is very upset because he and his
girlfriend have broken up.
4 He broke away from the Blues (a
political party) and started the Purples
(his own party).
5 He’s really funny. I break up every time
I’m with him – and I’m American!*
6 I want to break into acting.
7 They broke into the building.
8 When she found out the terrible truth
she broke off her engagement with
her fiancé (well, ex-fiancé now!).
* The British English equivalent here would be
I crack up. In the UK, You’re breaking up is used
when on the phone to someone and you lose
the signal intermittently.
9 Students answer the questions; then elicit the
answers to form the rules for phrasal verbs.
Answers
1 break out, break down, break up
2 break away from, break into
3 break off
10 Students can do this task for homework or in
class on their smartphones / tablets or in their
dictionaries.
Suggested answers
break in on (= interrupt)
break out of (= escape)
break through (= advance in science,
medicine, social issues, etc)
break (something) down (= reduce to its
component parts)
11 Read the example with students; they then
work in pairs to produce their own three-line
poems.
Unit 12
109
Units 11&12 Review
Aims
To review the vocabulary and grammar covered in
Units 11 and 12. Students also learn a bit about
how the brain works and processes information
and look at laws in different countries.
Warm-up
Ask students if they’ve ever tried to do two
important things at once. How did they cope?
How did they decide which thing to do first? Did
they make the right decision, or did they end up
making a mistake?
Reading and listening
1 Students read the two scenarios and discuss
in pairs what might happen next. Encourage
them to think of as many different outcomes
as they can. Check their ideas in feedback.
2 Students talk about the questions together.
Check their ideas in feedback and discuss if it’s
a good or bad thing.
Answer
The brain has to switch from the limbic
system of the brain, where we feel or
respond to emotions, to the pre-frontal
cortex, where decisions are made.
3
PREDICT Students match the vocabulary
with the definitions. This will probably be quite
difficult, as there’s no context to help them
and the terms are fairly specialist. They can just
guess – and check their answers afterwards.
Answers
1d 2e 3a
4
110
4b
5c
2.25 Students listen and check their
answers.
Units 11&12 Review
pp57–58
Transcript
presenter And now it’s a big welcome to our
regular studio guest, psychologist
Maurice Legrand. What do you
want to talk to us about today,
Maurice?
maurice
Well, I want to talk about those
moments when we lose control –
when we get angry or laugh or feel
love or hate.
presenter What, when we get that ‘rush of
blood to the head’?
maurice
Yes, exactly. In English, we
sometimes use that phrase – ‘a
sudden rush of blood to the head’ –
to talk about when we temporarily
lose control – when we get really
angry, or suddenly sad and tearful,
or when we start laughing and can’t
stop. People used to think that ‘a
sudden rush of blood to the head’
was just an expression, a metaphor,
but actually it is true. ’A sudden
rush of blood to the head’ is exactly
what happens. And it’s all because
the brain’s limbic system, which
is where we feel or respond to
emotion, has been activated.
presenter This is a bit technical, Maurice! Can
you tell us more about the limbic
system?
maurice
Of course. It is in the middle of the
brain and it’s where we experience
emotion – love and anger, fear and
happiness, that kind of thing. And
when we feel anger, for example,
then the blood does suddenly
‘rush’! It rushes to the amygdala,
which is part of the limbic system.
And when this happens, we can’t
think of anything else, because all
the blood – the brain’s energy – has
ended up in the limbic system.
presenter
maurice
presenter
maurice
presenter
maurice
presenter
OK, I get that – we lose control
because of this ‘sudden rush’. But
is that the end of it? Do we get our
control back, and if so, how?
How do we get our control back?
Well, we use the pre-frontal cortex,
which is where we control our
actions. It’s a different part of the
brain (at the front, of course) and
it’s where we are sensible and
rational and we decide what to
do, without emotion. We act with
our heads, not just our hearts. But
if we want to use the pre-frontal
cortex, we have to first disconnect
the limbic system – like taking out
a plug or switching off the light. It
probably only takes a fraction of a
second but yes, it does take time.
In teenage brains, the pre-frontal
cortex is still being developed – it is
still a ‘work in progress’, according
to Sarah-Jayne Blakemore, a
prominent neuroscientist who has
studied teenage reactions. This
development goes on until we are
in our twenties. So, for teenagers,
Blakemore says, the limbic system
is often overactive (lots of those
moments of sudden emotion and
problems with ‘unplugging’) and
the pre-frontal cortex is learning
how to deal with that situation.
And that’s a problem, right?
Teenagers are a problem?
No, not at all. Exactly the opposite.
Far from being a problem,
Blakemore suggests that the
teenage years are one of the most
exciting stages of life because all
this learning and development is
taking place – and that’s an ideal
time for education and social
development.
And what about adults?
Well, it’s the same, only different!
For example, if a child runs in front
of your car at the same moment as
you are talking to your wife on your
mobile …
Hands-free, of course.
maurice
presenter
Yes, hands-free obviously. But even
then, if your wife gives you some
emotional news, something really
shocking or surprising for example,
then that child is in danger! Can
you stop in time? Well, it depends
how far away the child is, how fast
you are going, and how quickly you
can ‘unplug’ and use the pre-frontal
cortex to make that crucial decision.
Personally, I don’t think people
should use mobile phones in cars at
all when they are driving – but that’s
just me.
Thanks for that, Maurice, and we’ll
come back to Maurice after this
commercial break.
EXPLORE ONLINE
This can be done in class on smartphones or
tablets, or as homework. Students report their
findings to the class.
Background note
Sarah-Jayne Blakemore (born 11 August,
1974) is Professor of Cognitive Neuroscience
at University College London. Her research
covers the development of social cognition
and decision-making during adolescence,
and she has been involved in several TV and
radio programmes on the subject.
Grammar
5 Students tell their stories using as many past
tenses as possible. Remind them they can look
back at the tense review on page 55 to help
them.
6 Students read the sentences and answer the
questions about defining and non-defining
relative clauses.
Answers
1 a, d 2 b, c
7 Read through the categories in the box and
the examples with the class. Ask them which
example uses a defining relative clause (the
first one) and which a non-defining relative
clause (the second one). Students make their
own sentences with defining and non-defining
relative clauses, then compare with a partner.
Units 11&12 Review
111
8 Students imagine the situation and write
the police officers’ questions. Ensure they
understand the different styles of question
used by each police officer. They can look
back at indirect questions on page 43 and
tag questions on page 47 to help them if
necessary.
Extra idea: Students work in groups of
three and role-play the situation, with two
students playing the police officers and
one playing the driver. The student playing
the driver can choose whether to admit to
breaking the law or to invent excuses for
the offences.
Speaking and writing
9 Students discuss the questions in pairs and
describe times when they have experienced ‘a
rush of blood to the head’.
10 Give students thinking time to write notes and
plan their stories using the guidelines in the
box. Set a time limit and monitor to offer help
and correction if necessary. Put students in
pairs to read each other’s stories afterwards.
Aspects of culture
a Elicit what the signs mean. Where might you
see signs like this? Are they effective? Can they
be understood by everyone?
Answers
Top left: You are not allowed to use a
mobile phone.
Middle right: You are not allowed to
smoke.
Bottom left: You are not allowed to swim /
dive.
b Students read about the laws from different
countries. Which ones are the most surprising?
They can vote for the funniest or strangest law.
Extra idea: Ask students about laws from
their country / countries that they think are
strange or silly.
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Units 11&12 Review
c
Students make sentences with the statements
and guess the country. They can either use the
laws from the information or they can use their
own examples.
d Students work in pairs and imagine that they
are the new leaders of a country. They write
a list of new rules for their country and draw
signs to go with them. Pairs show their signs
for the rest of the class to guess the law.
Extra idea: To get students started, you
could tell them about the 1971 Woody
Allen film Bananas, when the crazy new
President of San Marcos changes the laws
of the country and makes a speech: ‘Hear
me! I am your new President. From this day
on, the official language of San Marcos will
be Swedish. In addition to that, all citizens
will be required to change their underwear
every half an hour. Underwear will be
worn on the outside, so we can check.
Furthermore, all children under the age of
16 years old are now 16 years old!’
e Students stand up, walk around the room and
share their new laws with each other. Check
students’ ideas in feedback and vote on the
best new laws.
Tasks
General teacher’s notes
1 You can either read the task instructions to
students, or photocopy the task notes and give
them to students.
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.
3 If the task requires certain things, eg the
facility to make an audio recording, ensure that
students have access to these.
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.
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.
Specific task notes
Unit 7
stage 1: Check students understand the
questions. Remind them of their
discussion for the You first! question in
the Unit 7 Introduction.
stage 2: Students should specify which year / era
the person they’re addressing comes
from. The further back in time they go,
the more surprising modern-day life is
going to be, and the more inventions
they’ll have to choose from.
stage
3: You could write a list of suggested
sentence starters on the board, eg Don’t
worry if ... / Don’t panic when ... / Don’t
be alarmed by ... and review structures
such as ... is / are used for + -ing form /
to + infinitive ...
Unit 8
stage 2: This will still work with a book that has
already been filmed, as long as students
haven’t seen the film version. If students
can’t agree on a book, they can choose
a film they both like and discuss how
they’d make a new version of it and
what changes they’d make.
Unit 9
stage 1: This can be done in groups in class
(using smartphones or tablets) or as
a homework task. The information is
readily available at www.icehotel.com.
Encourage students to find out as much
information as they can, not just restrict
themselves to the list in the task.
Unit 10
stage 1: Elicit or provide language to help
students describe their ‘bugbears’, eg
It really annoys me when ... , It drives
me mad / crazy / nuts when ... , I hate it
when ... , The worst thing is when ...
Students have already discussed some
ideas for this in Lesson 1, Exercise 9,
so they can use the three things they
decided on there as a starting point for
their lists.
When students write their lists, tell them
to leave enough space to write down
their partner’s list in stage 2.
Unit 11
stage 2: If students are struggling to come up
with an original idea, they can describe
an existing game.
stage 3: As a follow-up, the winning group could
prepare a prototype of their game (if it’s
a board game) for everyone to try.
Unit 12
stage 1: Check that students remember the job
titles (refer them back to Unit 5 if not)
and understand the scenario.
Jetstream Intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE
Tasks
113
Unit 7
stage
stage
1
2
TASK: Write a guide to modern technology for someone from the past.
Work in pairs and discuss these
questions.
stage
3
Write a short, friendly guide.
Don’t worry when you see people talking
• Why do you think the rate of
invention has increased so much over
the past century?
into small, flat boxes. These are called
• What do you think someone from
the past would make of the modernday world? What would be most
surprising / alarming?
on wheels moving about. These are called
‘mobile phones’ and they’re used to
communicate with people over a distance.
Don’t panic when you see metal boxes
‘cars’ and they’re used for getting
around – we don’t need horses for that
any more!
Work with your partner to plan a guide
for someone from the past to help them
understand modern technology. You can
cover several areas or focus on just one.
‘
‘
I think communications would be the most
surprising – things like computers and phones.
No, someone from the past would be more
astonished by modern transport.
’
’

Unit 8
stage
1
TASK: Choose a favourite book to make into a film and describe a key scene.
Work in pairs and talk about your
favourite books. Discuss these questions:
stage
2
• Has the book ever been made into a
film?
Choose a book that you both like which
hasn’t yet been made into a film.
• Choose a key scene from the book.
‘
I think one of the key scenes is when the bomb
goes off in the art gallery and Theo saves the
painting.
• If so, did you like the film adaptation?
• Was the story changed? If so, why do
you think that was done?
’
• Think about how you’d go about
filming the scene if you were a movie
director.
• Did the characters / places look as
you’d imagined them?
‘
I’d choose Ansel Elgort to play Theo. It would
be good to film it in the Metropolitan Museum
in New York. We’d need lots of special effects for
the bomb, though.
• Did the film change the way you feel
about the book?
stage
3
’
Work with another pair. Describe or act
out your scene. Can the other pair guess
which book the scene comes from?
‘Is it ‘The Goldfinch’ by Donna Tartt?’
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Tasks
Jetstream Intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE
Unit 9
stage
1
TASK: Write and perform a radio advertisement for the Ice Hotel.
Find out as much information as you
can about the Ice Hotel in Jukkasjürvi.
You should include answers to these
questions:
stage
2
Do you fancy staying in a unique hotel
• Where is the hotel located exactly?
where you can see the Nor thern Lights
• When is it open?
• How many rooms are there, and what
are they like?
and ride a snowmobile? Then we know the
place for you.
stage
3
Decide how many voices you want to
perform the advertisement and choose
who’s going to do it.
stage
4
When you’re happy with it, perform your
advertisement for the class. Vote for the
best one.
• What other facilities are there in the
hotel?
• How much does it cost to stay there?
Work in groups of three or four and
write your radio advertisement. Choose
what information you want to feature to
attract guests.
• What can you do during your stay?

Unit 10
stage
1
TASK: Make a list of things you wish people wouldn’t do.
Work in groups of three or four.
Brainstorm a list of ten things that really
annoy you.
‘
‘
‘
stage
3
It really annoys me when people talk in loud voices
on their mobiles in public places.
It drives me mad when people drop litter.
I hate it when you go into a shop and the assistant
ignores you.
stage
2
’
Kris wished people wouldn’t talk in loud
’
voices on their mobiles in public places.
Monika wished people wouldn’t drop litter.
’
Work with another group. Pair up with
someone in the other group and take
turns to read the items on your lists.
Make notes of your partner’s items.
Work with your group again. Take turns
to tell the group about your partner’s
items from stage 2. Make notes of
everyone’s answers.
Mara wished shop assistants wouldn’t
ignore her.
stage
4
Choose the top five items from both
your lists and write an introductory
sentence.
There are lots of things that drive us
crazy these days, but here’s our list of
the top five things that really annoy us!
stage
Jetstream Intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE
5
Work with the whole class. Choose
someone to read out your top five. Are
there things that annoy everyone in the
class? How would you deal with these
situations? Would you say anything? If
so, what?
Tasks
115
Unit 11
stage
1
TASK: Design a video or board game.
Work in pairs. Discuss your favourite
board or video game:
stage
2
• What do you like about it?
‘
‘
• What’s its theme?
It’s really exciting, and the graphics are excellent
– I never get bored of it.
It’s good fun to play with my family on a rainy
day.
•
Work in groups of three or four and
design a new board or video game:
• How many players is it for?
’
’
Is there anything you don’t like about
• What do you need to play?
• How do you play?
stage
3
it?
very hard to get past Level 4.
‘It’s
’
There aren’t enough question cards, so you keep
‘ the same questions.
getting
’
Present your game to the class. The other
groups are the judging panel responsible
for choosing the best new game idea.

Unit 12
stage
1
TASK: Choose who should jump out of a hot-air balloon.
Read this situation.
You’re on holiday in Africa and you’ve
gone on a hot-air balloon trip with nine
other people. Suddenly, the balloon
gets into trouble – you’re going to crash
in an area where there are lots of wild
animals, and the only way to ensure a
safe landing is for two people to jump
out. These are your companions:
stage
2
‘
‘
I think the chef should jump out. We don’t need
fancy food!
Yes, but we will need to eat something and the
chef could make us a tasty dish. I think the scientist
should jump out. There’s nowhere to do experiments
in the savannah!
stage
3
• a doctor
• a scientist
• a vet
• an explorer
• a chef
• a journalist
• a firefighter
116
Tasks
’
’
Work with the whole class. Say who
you’ve decided should jump out.
‘
We decided that the journalist and the chef should
jump out because ...
• a police officer
• a pilot
Work in pairs to discuss which two
people should jump out of the balloon.
stage
4
’
Did everyone choose the same people? If
not, try to persuade the others to agree
with your choice.
‘
The journalist should definitely jump out instead
of the firefighter – firefighters are used to dealing
with emergencies and will be able to keep everyone
calm.
’
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
117
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!)
118
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 118, 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
119
HELBLING LANGUAGES
www.helblinglanguages.com
JETSTREAM Intermediate Teacher’s Guide B
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.
ISBN 978-3-99045-022-2
Edited by Catriona Watson-Brown
Designed by Pixarte
Cover by Capolinea
Printed by Athesia
Every effort has been made to trace the owners of any copyright material in this book. If notified, the publisher will be pleased to rectify any errors or
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