Beruflich Dokumente
Kultur Dokumente
new
Pre-Intermediate
Teachers Support Book
Grant Kempton
Teaching notes
Unit 1 ................................................................................................................................................................................................................ 18
Unit 2 ................................................................................................................................................................................................................ 26
Exams Revision 1 (Units 12) ....................................................................................................................................................... 34
Unit 3 ................................................................................................................................................................................................................ 36
Unit 4 ................................................................................................................................................................................................................ 44
Exams Revision 2 (Units 34) ....................................................................................................................................................... 52
Unit 5 ................................................................................................................................................................................................................ 54
Unit 6 ................................................................................................................................................................................................................ 62
Exams Revision 3 (Units 56) ....................................................................................................................................................... 70
Unit 7 ................................................................................................................................................................................................................ 72
Unit 8 ................................................................................................................................................................................................................ 80
Exams Revision 4 (Units 78) ....................................................................................................................................................... 88
Unit 9 ................................................................................................................................................................................................................ 90
Unit 10 ............................................................................................................................................................................................................. 98
Exams Revision 5 (Units 910) . ................................................................................................................................................ 106
Unit 11 .......................................................................................................................................................................................................... 108
Unit 12 .......................................................................................................................................................................................................... 116
Exams Revision 6 (Units 1112) . ............................................................................................................................................. 124
Culture Shock 1 ..................................................................................................................................................................................... 126
Culture Shock 2 ..................................................................................................................................................................................... 127
Culture Shock 3 ..................................................................................................................................................................................... 128
3 An interactive approach to learning 3 There are references to the language students have
We believe that aunique feature of New Success is already come across in the course, which are called
the fact that students are much more actively involved Think Back! Students are encouraged to find the
in every stage of the learning process than in other information they need in the sections of the
courses. The involvement is particularly transparent Students Book that they have already covered.
in the following sections of the book: This activates the knowledge students already
have.
Grammar: the inductive approach makes the
grammar presentations in New Success particularly 4 The Revision sections after every second unit help
interesting and memorable. Students analyse consolidate the material in all its aspects (grammar,
examples of language and arrive at the grammar rules vocabulary, pronunciation and skills).
themselves: this helps them understand and 5 The material from the Students Book is revised and
remember the rules better. consolidated in the Workbook.
Skills strategies: while other courses offer language 6 The Teachers Support Book provides exercises
tips about skills strategies, we give students the which refer to the material covered in the previous
opportunity to experience the strategy through doing unit or section (Warm-up in the Teachers Support
exercises that illustrate them. Students can then Book). The bank of photocopiable activities helps
understand the strategies boxes (Train Your Brain) to revise material in acommunicative way.
much better, and even help create them.
5 An equal emphasis on skills and grammar
Reading and listening skills: we believe that these
In keeping with current trends in language teaching,
sections are developed in avery involving way. They
we provide very solid skills training but at the same
very often work like puzzles where students have to
time, we are aware that skills cannot be practised
complete the reading with the missing paragraph or
without asolid base in grammar. They have therefore
title, or guess the ending of the listening before they
been given equal emphasis.
listen to the last part of it. The variety of exercises
and their unique character motivate the students and Grammar presentation and practice
help them remember the material. New Success provides astructured and thorough
Speaking: as in most courses these sections include grammar syllabus which will not create unforeseen
abox with the functional language highlighted. problems or surprises. The specific contents of the
However, what is unique in New Success is the fact syllabus are organised in alogical way, which makes
that all the exercises are constructed in such away grammar easier to understand.
that students have to either complete the box Depending on the level and particular unit, there are
themselves or refer to it many times, so by the end of up to three grammar points presented in aunit.
the lesson they can use the new phrases almost Grammar is always presented in context. The
effortlessly. In order to prevent students from losing presentation usually opens the unit, particularly at the
what they have once learnt, New Success now lower levels, and the language is then consolidated
includes short, one-minute films that practise the and practised in all other sections, which is very
functional and situational language in realistic yet important from the point of view of recycling and
amusing situations that make the phrases memorable. remembering new structures.
Vocabulary sections: These are not just aselection The grammar presentation uses avariety of text types
of exercises based around aparticular lexical set. (dialogues, short reading texts, cartoons, famous
They are mini lessons which very often finish with quotations). Students first analyse examples from the
aspeaking exercise in which students have to use the presentation (Work it out section), then check if they
vocabulary they have just learnt. were right by looking at the Check it out sections.
4 Memorisation techniques Mind the trap! boxes draw students attention to
areas of special difficulty and help to pre-empt errors.
The course has been developed in the light of
This particular way of teaching grammar encourages
knowledge about how the brain works. To help
students to analyse and come to conclusions about
students remember grammar, vocabulary and new
grammar patterns and rules. The course deals with
phrases, the following principles have been taken into
this important area effectively, yet without labouring
consideration:
the point.
1 New language is always presented in context.
Grammar analysis is followed by controlled practice
Learners remember the interesting context, which
exercises, which provide afocus on accuracy, before
then helps them remember the new structure or
moving on to freer practice exercises. Grammar is
vocabulary.
consolidated and practised in the Revision sections
2 Exposure leads to acquisition so new language is after every second unit.
constantly revised within the unit and within the
There are more grammar exercises in the Workbook.
course. For example, the new grammar introduced
in the opening spread is recycled in the Reading,
Listening and Writing sections.
10
11
12
Listening
As with reading text types, there is also avariety of
Cambridge Exams listening types such as news bulletins, radio
The New Success syllabus also takes into announcements or general conversations. All of the
consideration the range of exams from the University reading and listening text types are those that you
of Cambridge exams suite. Although the level is would find in avariety of exams.
obviously graded to your students needs, you will find Writing
all of the task types in one or more of the Cambridge
exams. Whichever exam your students are planning to take,
the course offers arange of guided writing tasks to
The table below shows how all of the levels of Success help them prepare. Students are encouraged to plan
fit together with both CEF and the UCLES exams: and write letters, stories, notes, reviews, essays,
emails and much more. All of these text types are
New Success Common UCLES included in many of the exams which students might
European Main Suite take.
Framework Exam
Level Speaking
Beginner A1 Students are able to practise speaking skills in
Elementary A1A2 avariety of situations in order to help them prepare
Pre-Intermediate A2B1 KET for exams. There are also awide range of topics to
Intermediate B1B2 PET interest and motivate students.
Upper Intermediate B2B2+ FCE
Grammar and Vocabulary
Passing exams successfully wouldnt be possible
without grammar and vocabulary. New Success
presents grammar in context and also gives extra
practice. The vocabulary is also presented in anatural
context and students have the opportunity to
consolidate this in the Workbook.
14
Exam strategies
There are tips and strategies in both the Students
Book and Workbook to equip students with the tools
they need to pass an exam successfully. The
Workbook includes athree-page section on how to
deal with exam-style tasks and the Elementary level
includes aFunctions Bank which lists useful words
and phrases from Speak Out that students may need
in aspeaking exam. Additionally, the vocabulary is
organised into topics to help with revision.
15
16
Eurosport SB 86 Other
Eurovision Song Contest SB 86 Aborigines, the SB 52, 53
Flintstones, The SB 86 Associated Press SB 62; TB 74
Formula 1 car racing SB 86 Aztecs, the SB 52, 53
Fox SB 86 Chow chow SB 103; TB 114
Globe Theatre SB 116 Con artists SB 100; TB 112
Gothic Quarter TB 28, 29 Cosmopolitan Britain SB 9; TB 20
Guardian, The SB 90 Dyslexia SB 27; TB 38
Guildhall School SB 89 English as a global language SB 23
Hamlet SB 111; TB 123 Housing in the UK SB 48, 49; TB 60
Heathrow Airport SB 19 Incas, the SB 52, 53
Hello Kitty SB 87 InterRail SB 16, 17
Heroes SB 93 Kendo SB 6; TB 18
Hollywood SB 88, 91, 95 Language schools in the UK SB 20; TB 32
Holmes, Sherlock SB 112 London Tours SB 74; TB 86
Home and Away SB 87; TB 98 London Underground SB 118, 119
Hungry Planet SB 50 Nobel Prize, the SB 33
Kansas City Public Library SB 46 NVQ SB 74; TB 86
Kubla Khan SB 37 Olympic Games SB 8, 9, 86, 113
Lech Pozna SB 107; TB 119 Schools in England SB 24, 25, 114,
Lord of the Rings, The SB 89 115; TB 36
Lower East Side SB 44; TB 56 Tourism Queensland SB 71
Lowry, the SB 18 Vegetarianism SB 52, 53
Manchester United Football Club Stadium SB 18 Working holidays in the UK SB 21; TB 32
Maracan Stadium SB 113
Marlowe, Philip SB 98; TB 110
Meteora monasteries SB 46, 47; TB 58
Montpellier University SB 67
Moonlight Sonata SB 32, 33
Neighbours SB 87; TB 98
Nextfest SB 77
One Hundred Years of Solitude SB 33
Open Your Eyes SB 89
Oscars SB 89
Picasso Museum TB 28, 29
Pirates of the Caribbean SB 89, 95
Pokemon SB 87
Pride and Prejudice SB 89
Rhapsody in Blue SB 32, 33
Robin Hood SB 101; TB 112
Royal Ascot SB 116
Sacr Coeur Basilica TB 28
Schipol Airport SB 19
Simpsons, The SB 86
Sopranos, The SB 86; TB 98
Sorbonne, the TB 28, 29
Star Wars Episode I SB 89
Strictly Come Dancing SB 86; TB 98
Super Mario Bros SB 29
Teletubbies SB 86
Tinnitus SB 80
Upside Down House SB 46, 47
Vanilla Sky SB 89
Vistoria Station SB 19
Waterworld SB 95
Wembley Stadium SB 113
Who Wants To Be A Millionaire? SB 86
World Cup SB 107
17
GRAMMAR AND LISTENING write and give their own short descriptions, making
sure they use examples of the Present Simple and
Present Continuous.
This section looks at the difference in use between
the Present Simple and Present Continuous. We
1 Put Ss into pairs and give them two or three
are introduced to Jade, a teenager going to school
minutes to discuss what they think they can discover
in the north of England, and find out about her and
about Jade. Look at the questions in the book but tell
her life. Ss revise and practise the target structures
them to guess any more information from the
and then use them to talk about their own lives.
pictures. Make pairs into groups of four and ask Ss to
Special difficulties: In some cases, both tenses compare information before checking.
are possible, e.g. 1 Ilive in Manchester. Iwork
at aschool. 2 Iam living in Manchester. Iam 2 Tell Ss that the texts are all about Jade and said by
working at aschool. Explain to Ss that in the first different people. Tell Ss to match people to the texts.
examples we are talking about apresent state that Ss do this alone for three minutes and then check in
probably wont change in the near future. In the pairs. Ss should justify their decisions.
second examples, however, the action is happening
Answers b 4 c 3 d 1 e 6 f 5
now.
Read through the grammar box with Ss. At the end 10 Ask Ss to predict the answers. Do aquick check,
of each of the two sections, elicit from Ss example without giving the answers and then play the
sentences about themselves using time expressions. recording ONCE ONLY. Check and then only do
Anticipated problem: Ss might not remember the time asecond listening if they are really having problems.
expressions involved. You can elicit the meanings
or, with the first set of expressions, draw atimeline Tapescript CD1 Track 5
with never and always and ask Ss to put the other Kelly: Hi, Jade! How are you doing?
expressions on the timeline. With the second set of Jade: Oh, hi Kelly. Im feeling abit tired at the moment
expressions, elicit from Ss that at the moment and actually. Were taking our mock exams at college so
now is different from these days and nowadays. Im pretty busy.
Kelly: Oh, right. How are they going?
7 Ss do the activity individually and then check in Jade: Well, my exams are going quite well, Ithink. But
pairs before doing aclass check. Make sure that Ss its alot of work: Im going to bed too late and Im not
give justifications for their answers. getting enough sleep at the moment.
Kelly: Iknow the feeling. And hows Marc?
Answers 1 isnt watching 2 often watches Jade: Yeah, hes fine thanks. But were only seeing each
3 Are you working 4 is getting 5 stays; is staying other at the weekends nowadays were both just so
6 am spending busy.
Kelly: Aww! And hows that brother of yours? Are you
8 Check Ss understand the questions and then play two still arguing all the time?
the CD ONCE ONLY. Ss check in pairs before listening Jade: No, Alex is away at university. So Im getting on
again. You can elicit from Ss what they think about much better with him these days!
Jades choice of music and reading.
Answers 1 is feeling 2 are going 3 is only seeing
Tapescript CD1 Track 4 4isgetting
1 Think Back! Give Ss two minutes to individually read Additional practice: Photocopiable resources.
the adjectives and try and remember which ones were Resource 2: Make your own personality test
used to talk about Jade in the first lesson.
Answers caring, clever, funny, hard-working, modest,
quiet, romantic
1 Ss discuss the questions in pairs. Then do class 5 Give Ss aminute to read their roles and then check
feedback. understanding. At the end of the activity ask one or
two pairs to act it out in front of the class.
2 Play the recording ONCE. Ss work individually and Suggested answers 1 rude to customers
then in pairs. Do aclass check with Ss giving 2spending too much time talking to your friend Lucy
justifications for their answers. Ask Ss whether the 3 doing (my job very) well 4tired 5 am working
people seem to be good at their jobs. Why? 6am studying 7 are you studying 8 to be anurse
9are working 10That would be great!
Tapescript CD1 Track 9
1 Play the recording ONCE. Elicit the answer. If Ss 5 Play each sentence separately. Ss respond first as
aclass, then individually. Play the correct echo
have difficulties, ask: Was the information the same?
question. Repeat this process with each sentence.
(yes) Did both speakers sound the same? (no) Who
sounded different? (Rob) How did he sound in the
second dialogue? (more interested). Tapescript CD1 Track 14
1 A: My mums avegetarian.
Tapescript CD1 Track 11 B: Is she?
One 2 A: Icome from London but Ilive in Berlin.
Sam: What do you do at weekends, Rob? B: Do you?
Rob: Iread alot, and Iwrite poetry too. 3 A: There are two official languages in Wales.
Sam: Mm B: Are there?
Rob: Yes. 4 A: French is my mother tongue.
Sam: Iplay the guitar. B: Is it?
Rob: Oh 5 A: My brother can do karate.
Sam: Im playing aconcert tonight. B: Can he?
Rob: Right 6 A: Ive got my own website.
Sam: Its at the arts centre. B: Have you?
Rob: Uh huh.
Two Answers In the tapescript
Sam: What do you do at weekends, Rob?
Rob: Iread alot and Iwrite poetry too. 6 Ss do the task individually and then share their
Sam: Oh really? That sounds interesting! sentences with their partners. Monitor and note down
Rob: Yes, Ilove it. What about you? What do you do in any issues to go over in the class check.
your free time?
Sam: Well, Iplay the guitar. 7 All Ss finish the sentences for Student A
Rob: Do you? Cool! individually, trying to make them interesting, e.g. Ive
Sam: Im playing aconcert tonight, actually. got two cats. My parents come from Trieste. Divide
Rob: Are you? That sounds brilliant! Where? Ss into groups of three and allocate roles. Ss do the
Sam: Its at the arts centre. three-part dialogues, then change roles and do it again
Rob: Is it? Great! What time?
until every student has been Student A.
Sam: Well, Im not sure because
8 This can be done quickly in the class but encourage
Answer In Dialogue 2 the listener is more interested. Ss to come up with other answers once they have
identified the correct echo question.
SPEAK OUT Possible answers Does he? Thats interesting!
2 Focus on the echo questions. Write Do you?
Areyou? Is it? on the board. Elicit what came before. ADDITIONAL PRACTICE: Photocopiable resources.
Then elicit the rule for statements with to be. Tell Ss Resource 3: Find afriend
that in most cases the auxiliary (or helping) verb will
GRAMMAR AND speaking Normandy became king of England in 1066. His story
is told in abeautiful tapestry which is in amuseum in
This section looks at going to and the Present Normandy. The tapestry is nearly athousand years old.
Continuous to talk about future plans and Krakow is Polands most beautiful city and rivals
arrangements, around the topic of holidays and Prague and Budapest as the highlights of Eastern
travel. They also compare the use of these two Europes cities. The main square is the largest
structures. medieval square in Europe. Other attractions include
Wawel Castle and its dragon, and the Jewish quarter
Special difficulties: As going to is usually used to of Kazimierz.
show future plans and intentions, Ss would be right
The Tatra Mountains, on the border of Poland
to think that, as future arrangements are future and Slovakia, are the highest part of the Carpathian
plans and intentions, they dont need to use the Mountain chain which continues eastwards through
Present Continuous. However, in English, when the Ukraine and Rumania. Zakopane is the main resort
the arrangement is confirmed and sure, it is more of the Tatra Mountains in Poland and is sometimes
natural to use the Present Continuous. This can be called The Winter Capital. The highest peak in Poland
shown by aspecific time or date being given (its is Rysy at 2499 m, although Gerlachovsky Stit in
happening at eight this evening) or preparations Slovakia is higher (2655 m).
made to make it certain (the tickets have been
reserved at the restaurant).
Warm-up Revision of echo questions. Throw the
statement! You will need aball for this activity. Ss
Culture notes write down four sentences about themselves, one for
each of the following structures: Iam, Ihave, Ican
Amsterdam is the most famous city in the
and Ilike. Astudent reads one of their sentences and
Netherlands, although not the capital. It is well known
tosses the ball to another student who must respond
for its canals, bicycles and historic centre. There
are many famous museums, notably the Van Gogh
with an echo question. If the student gets the echo
Museum and Anne Franks house. question right, he or she continues. If they get it
wrong, they return the ball and the first student tries
The Colosseum is an ancient Roman amphitheatre in
again. Continue until at least all of the Ss have had
Rome. It is considered to be the largest ever built by
achance to make one echo question.
the Romans and one of the best examples of Roman
architecture and engineering. It could have as many as
50,000 spectators, who would mostly watch gladiators 1 Put Ss into pairs. Give Ss aminute to think about
or other public spectacles, including fake sea battles, their answers and then two or three minutes for the
animal hunts and re-enactments of famous battles. It Ss to discuss the questions. Then have aclass check,
is one of Romes most important and popular tourist eliciting opinions.
attractions.
Normandy is anorthern region of France, on the 2 Elicit from Ss what the story is in the pictures.
English Channel. It is very popular with English Then give pairs two minutes to add the captions
tourists who come to see the sites of famous battles, before doing aclass check.
drink the wine and eat the food. Normandy has aclose Answers 2 c 4 d 7 a 9 b
historical connection with England as William of
Paula: Jodie?! Whats going on in here? What are you 9 As Ss have already read this text, this task should
doing? be pretty easy. Give them two minutes to read again
Jodie: Dont say aword, Paula! Were going away for and choose the correct answers. In the class check,
the weekend tomorrow, and Ihave to pack my things make sure Ss give justification for their answer.
but Ive got too much stuff. My mum is going to be
mad at me! Answer b
Paula: Whats the problem? Youre only going away for
aweekend, right?
Jodie: Its along weekend! Three days! It isnt easy,
you know Mum says Ican only take one bag, but Speaking skills
Iwant to take all of these things, and the bag is too 10 Put Ss into pairs and allow them aminute to read
small! through the instructions. They should try to carry out
Paula: Havent you got alist? Ialways use alist when
the roleplay as naturally as possible and respond
Ihave to pack.
spontaneously to what their partner says. When Ss
Jodie: No, Ihavent. Which of these sweaters do you
have finished, nominate an Aand aB from different
like better the green one or the black one?
Paula: Idont know, but listen
pairs to act out the roleplay in open class, again
Jodie: Oh well, Im going to take both of them, then. making the task amore spontaneous one than if they
Paula: Jodie! You really dont need to take two sweaters had already practised together.
with you. Model answer
Jodie: Hmm, but theyre so cute! A: Hello, could you give me some information about the
Paula: Do you want my advice? Think about where camping trip to Brighton, please?
youre going and what youre going to do there. B: Certainly. What would you like to know?
Its better to pack light! By the way, where are you A: Could you tell me if there are any places available?
going? B: Yes, we have got seven places available.
Jodie: To France Paris. My dad booked everything A: How much does the trip cost and how do we get to
on the Internet. Brighton?
Paula: Oh, youre so lucky! Its awonderful place! B: It costs 100 for ten days. We are going to travel to
Jodie: Yeah, Iknow Were going to Eurodisney, Brighton by coach from London.
and A: Could you tell me what we can do in Brighton and
Paula: Really? what Ishould take with me?
Jodie: Uh huh, and Im going to practise my French, B: In Brighton you can swim in the sea, go shopping,
and maybe Ill meet some nice people, and visit the museums. There are lots of things to do. You
Paula: And youre going to fall in love with alovely need to bring asleeping bag but you dont need atent.
French boy, and youre going to walk hand in hand by Weve got tents.
the river A: OK. Thank you very much.
Jodie: Yeah, yeah but Im going to take both
sweaters anyway. Imean, it can be cold in Paris,
especially by the river in the evening
WRITING SKILLS
Answers 1 T 2 F 3 T 4 F 5 F
11 Give Ss two minutes to read the text. Then tell Ss
to read again and underline the key words. Check:
local youth club invites young people, variety of
activities, email, introduce yourself, if foreigners
can participate, hobbies, express interest in,
certain activity, when your activities take place,
how big groups are, if you have to pay, what you
have to do to take part. Brainstorm as aclass types of
activities that the youth club might do. Then give Ss
fifteen minutes to write their draft. Ss then work in
pairs. They swap each others emails and check them.
Give Ss another ten minutes to rewrite before taking
them in or building the best email on the board with
the class.
Grammar and reading first teacher? 4 Where was your first school? They
can use some phrases more than once. Put Ss into
groups of four and number them 14. Ss ask other Ss
This section recycles the Past Simple on the topic
in their group their numbered questions (number 1s
of memories of school.
ask question 1, etc.) but have to do it politely by using
Special difficulties: This shouldnt be new to Ss at indirect questions. Give groups five minutes. Then ask
this level so it would be better not to give a teacher- individual Ss to tell you one answer to their question.
led presentation but to let Ss show you what they The rest of the class identify the indirect question and
can do and then correct where necessary. then guess who gave that answer.
Answers 1 In alecture theatre. 2 The man keeps 6 Model the example with astudent, then give Ss
asking to borrow things. aminute to prepare before pairwork. Monitor and
note any problems to refer to later.
3 Allow Ss to discuss this in pairs before listening. Ss 7 Tell Ss that they should have at least one No and
try to remember what they heard on the first listening.
should not use astructure more than once. Choose
Play the recording again before checking.
different pairs to act out one of their dialogues. To
Answers pen, calculator, some paper, ruler make the activity more difficult, you could then
nominate Ss from different pairs to act out dialogues
together.
Answer Avatar A
Work it out
2 Give Ss aminute to do the task and do aclass poll
of which answer is correct. Ask Ss if Josh used to
know Katie (yes). As you check the two questions
write used to, didnt use to and Did use to? on the
board.
Answers Both answers a
Grammar and listening Gershwin composed both for Broadway and for the
classical concert hall. His first hit was in 1918 with his
This section introduces the Past Continuous to song Swanee. In 1924, George and Ira collaborated
set the scene in a story and to show what was on amusical comedy, Lady, Be Good. Of Thee ISing
happening at a particular time in the past. It also (1931) was the first musical comedy to win aPulitzer
looks at the use of the Past Simple and the Past Prize. His most famous piece is probably Rhapsody
Continuous together, to show that a shorter activity in Blue which is famously featured in Walt Disneys
happened while a longer activity was in progress. Fantasia and at the start of Woody Allens film
Manhattan.
Special difficulties: The main difficulty for Ss is Gabriel Garca Mrquez (born 1928) is
knowing when to use each tense and how the aColombian novelist, journalist, publisher and political
same activity can be seen as a long term activity activist. He has lived mostly in Mexico and Europe
(the Past Continuous) and a single action (the and he currently spends most of his time in Mexico
Past Simple), e.g. I was cooking dinner. I cooked City. He is often considered the most famous writer of
dinner. magic realism. He started as areporter at university
and first wrote for El Universal, and he later worked
as aforeign correspondent in Rome, Paris, Barcelona,
Culture notes Caracas and New York City. His most famous novel,
Frdric-Franois Chopin (18101849) is widely One Hundred Years of Solitude, has sold more
seen as the greatest of Polish composers and among than ten million copies. It tells about an isolated
the very greatest of composers for the piano, the South American village where strange happenings
instrument for which he wrote almost exclusively. He are portrayed as commonplace. Garca Mrquez was
was born as Fryderyk Franciszek Chopin, adopting the awarded the Nobel Prize for Literature in 1982 for his
French variant Frdric-Franois when he left Poland short stories and novels.
for Paris at the age of twenty. The musical talent of
young Chopin became apparent early on. At the age Warm-up Revision of greetings and phrases when meeting
of seven, he was already the author of two polonaises. for the first time. Mixed greetings. Either write up the
He was featured in the Warsaw newspapers, and little mixed up phrases on the board or give them out to
Chopin became the attraction at receptions given each pair in slips. Pairs have to rearrange the phrases
in the capital. He also began giving public charity
and then put them in the right order and create
concerts. His first professional piano lessons, given
adialogue out of them. Once they have created the
to him by the violinist Wojciech Zywny, lasted from
dialogue, Ss will act it out in front of the class.
1816 to 1822, when the teacher was no longer able to
give any more help to him. In commemoration of the Mixed phrases: Meet to nice you! Doing you how
genius of Frdric Chopin, the International Chopin are? Seat take a! In do come! Much you thank very!
Piano Competition is held in Warsaw, Poland every five Do do you how? Home yourself at make! Surprise
years and the airport in Warsaw is named after him. awhat! Well you very Im thank. Call just me
George Gershwin (18981937) was born Jacob
Gershowitz in Brooklyn, New York to Russian Jewish 1 Ss look at the adjectives given and try to explain
immigrant parents. George made most of his works what they mean by giving examples of music which
with his brother Ira Gershwin, who wrote the lyrics. could be described by each. Drill all the new words. Ss
then match adjectives to the pieces of music.
Check it out
8 Allow Ss to look at all the phrases and think which
Go through the box with Ss and elicit what the are the longer activities and which the shorter. Then
shorter action was that interrupted the activities in Ss try to match them together to make pairs. On the
the anecdotes on page 32, i.e. travelling to aconcert first listening, tell Ss to check which sounds go
got the idea; Beethoven was walking heard his together and correct their guesses where necessary.
composition; someone was playing kept making Then allow them time to write full sentences. Finally,
mistakes; sitting at the piano kitten ran across. play the recording again and elicit sentences for each
pair of sounds.
5 Make it clear to Ss that all the sentences in the task
are wrong. Tell them to make anegative sentence and Answers 2 While they were having apicnic, it started
then follow it with the correct sentence, e.g. to rain. 3 While he was sleeping, robbers broke into the
Gershwin wasnt smoking acigar, he was smoking house. 4 While he was having abath, he had agood
apipe. It is important to do both positive and idea. 5 While he was playing the guitar, someone
negative sentences to practise both forms of the Past complained.
Simple and the Past Continuous. Check in pairs before
doing aclass check. 9 Divide Ss into pairs. Model the example, then let
them do the activity. After the pairwork, get Ss to ask
and answer in open class using the form: What were
you doing ?
write the individual words and then attempt to write 1 Iwas eating my breakfast when the postman
the sentence in the correct order. The rest of the delivered aletter for me. Iopened it up and read it.
group can help but cant move out of their seats. Swap Theyre going to publish my story in amagazine!
Ss after each sentence. Examples: Isaid. Istarted dancing around the room. Ifelt really
stay exam shouldnt an up before You night all excited.
(You shouldnt stay up all night before an exam.) 2 Iwas waiting all summer. Iwas so worried. Ireally
good is found for sleep our Scientists brains that out wanted to go to university, but Ineeded to get good
(Scientists found out that sleep is good for our exam results. Eventually at the end of August they
brains.) arrived. And it turned out that Ihad the best results
come sentences any couldnt more up Iwith in the class. Ifelt really pleased.
(Icouldnt come up with any more sentences.) 3 Iwas travelling on aplane for the first time and we
were going through some really bad weather and
1 Go through the words in the box first, checking for suddenly the plane started shaking and going up and
down. Ifelt really worried.
understanding. Discuss the first two questions as
aclass and then do the third as apair activity.
Answers 1 excited 2 pleased 3 worried
2 Ss listen and read, answering the questions
individually. Then check in pairs before doing aclass 6 Allow five minutes thinking time and encourage Ss
check. to note down their ideas but not to script their speech.
Remind them to look at the Speak Out box to help
Answers 1 Just before Christmas last year. 2 She lost them. When they are ready, Ss practise in pairs and,
20, then failed her Maths exam and her boyfriend left while one is speaking, their partner checks the Speak
her. 3 Acouple dancing on YouTube, the woman was in Out box to make sure they have included all the
awheelchair. 4Amazed and inspired 5 If you really points. Finally, nominate Ss to speak in open class
want to do something, you can do it. 6 She took up without referring to their notes. If they forget to
dancing seriously. include any of the points in Speak Out, ask questions,
or elicit questions from other Ss to elicit the
SPEAK OUT information, e.g. How did you feel?
Listening skills Host: Thank you, Jake. And now were going to listen
to Brian, from Edinburgh. Brian, can you hear me?
7 Play the recording for Ss to do individually. Ss then Brian: Yes, Ican, hello. Im sixteen and Igo to aprivate
check in pairs before listening again. boarding school.
Host: And is it acreative place?
Tapescript CD2 Track 9 Brian: Well my parents think so. They sent me here
Host: Welcome back to the programme. Today, were because in this school we learn to think creatively
talking about creativity in schools. In amoment, and to work in teams. Our teachers believe students
were going to ask some secondary school students to work better when they work together so they often
tell us about how their schools help them to be more teach us through projects and group work. Ilike
creative. And Ithink weve got the first person on the it. Ithink it makes everyone more open to other
line. Its Vicky from Manchester. Is that right? peoples ideas and definitely more creative. We also
Vicky: Yes, hi! Im seventeen and Igo to astate have alot of afterschool clubs to choose from. Im
comprehensive school and we take part in this in the school band and Ialso go to creative writing
European Union programme to help state schools with classes and poetry workshops.
technology. Last year we got adigital video camera Host: That sounds great, Brian. All right, its time
and this year we got an interactive whiteboard and for abreak now and well be right back with more
amulti-media projector and none of it cost apenny. comments from our listeners.
Our Computer Science teacher showed our class how
to use the technology to prepare presentations and Answers 1 d 2 e 3 c 4 f 5 a
then we worked together on abig project about our
interests and hobbies. Our presentation was really
good and we got aprize from our form tutor.
Host: Congratulations, Vicky. And now weve got Reading skills
another caller. Hello!
Greg: Hi, Im Greg and Im calling from Liverpool.
8 Ss read through the five sentences and, for each,
Host: What school do you go to, Greg?
underline key words which will help them to carry out
Greg: Its aprivate secondary school near Liverpool. the activity successfully, e.g. 1 author, article, thinks,
Host: So, tell us about your school. Does it help you be cannot, creative, creativity, myth, people, help,
creative? false ideas, limit creativity. Ss then read the text
Greg: Yes, Ithink it does. Our school organises quickly, identifying the part of the text where they
Journalism Club classes. We have workshops on think the answer is. They then read the chosen
how to write successfully and journalists visit our sections more intensively, looking for key words or
school to tell us about their jobs. We have our school their synonyms. When Ss have completed the task,
newspaper too, so we can write our own articles and ask how they can be sure they are correct.
practise what they teach us during the workshops.
Then all we need is acomputer and agood idea. Answers 1 d 2 c 3 b 4 a 5 c
Host: Great! Thanks for calling, Greg. Lets see,
who do we have next?
Jessica: Hello? Erm my name is Jessica. Im sixteen
and Igo to asecondary school here in Nottingham.
Speaking skills
Host: So, Jessica, do you feel your school helps you 9 Ss work in groups of three or four. Firstly, give Ss
become more creative? afew minutes to brainstorm things they could include
Jessica: Yes, its brilliant! Some of our teachers want under each heading. Tell them not to worry if they
us to take part in artistic talent contests. They help cannot think of something under each heading but
us find what were interested in and what were warn them that they will be expected to talk for at
good at, and then help us prepare for the contests. least three minutes. Then tell Ss to give aresponsibility
They know that it needs alot of work and time to to each of the Ss, i.e. who will talk about what. Then
create something artistic, so they meet with us give them another eight minutes to prepare their
every time we ask them. The results are great! Last presentations. Pair the groups and the groups should
year students from our school won prizes in many
give their presentations to each other. Through all of
categories: Art, Music, Dancing and Graphic Design.
Host: Lucky you, Jessica. Iwonder what our next caller,
these stages, walk around monitoring, helping and
Jake from Cardiff, has to say. Do you take part in taking notes of problems that you can go through in
competitions too, Jake? the class check. The pairs of groups can nominate the
Jake: Well, not really. Ithink my school has adifferent best presentation for the whole class to hear.
attitude to creativity. Our teachers say that creative
students need to be independent, so they teach us to
make our own decisions and choices. In fact, we even
plan our own school timetable.
WRITING skills
Host: What? So does that mean you can stay in bed all 10 Give Ss acouple of minutes to read the rubric and
day if you dont want to study? underline the key words. Elicit key words from Ss.
Jake: No, of course not. We always have six lessons Then refer Ss back to pages 3839 and, in particular,
aday and at the end of the school year, we still need the Train Your Brain box. Then give Ss fifteen minutes
to do exams, but we can choose which subjects are to write their letters. Put Ss into pairs. They swap
important for us and spend more time studying letters, check and give back. Then as aclass, write up
them. Ifind that very helpful. amodel on the board that Ss can compare with.
Students Book pages 4041 53
Answers 1 quieter 2 bigger 3 the nicest 4 the noisiest Ivy: Yeah, in the end dad got his way Well, he was
5 friendlier 6 more boring 7 the most expensive probably right. The flat was abit too expensive
8better 9 worse Yeah, its great to have agarden, especially for
sunbathing in the summer No, its not so far away
really Yeah, the good news is that its on adirect
6 Before Ss start, elicit what word usually comes bus line to school and its not too far from the train
after acomparative, e.g. Iam taller ____ Juan. station either so Ican be in the centre in about
Alsoelicit what usually comes before and after twenty minutes And theres ahuge shopping
asuperlative, e.g. ____ best teacher ____ the world. centre just ten minutes walk away Im glad were
Then elicit which of these three words for superlatives not moving to the country Iwouldnt like that at
is ALWAYS used (the). Ss first predict what they think all Anyway, what about you? Did you go out with
should go in the gaps and who they think says what. Kevin last night?
Check in pairs and possibly have aquick class check,
but do not give the answers. Then play the recording Answers Ahouse in the suburbs. Ivy is happy about it.
and do afinal class check. You may need to play the
recording more than once.
9 Ss work in groups of four or five. Elicit how Ss can
find out the information. What questions must they
Tapescript CD2 Track 11
ask, e.g. How far from school do you live? Then give
Ivy: Ireally dont want to go and live in the suburbs. Ss about six to eight minutes to discuss before doing
Dad: Why not, Ivy? aclass check and poll.
Ivy: Well, for astart, its further from school so it means
getting up earlier and getting home later, so Iwont Optional activity: Ss prepare apresentation or aposter
have as much time for homework, will I? presentation about their favourite place to live,
Dad: No, but you could do your homework on the bus. comparing it to other places in the area.
And remember the house in the suburbs is larger, ADDITIONAL PRACTICE: Photocopiable resources.
more comfortable and more peaceful than the flat. Resource 13: In my opinion
And you need peace and quiet to do your homework,
dont you?
Mum: The cottage in the country is the most peaceful
place to live. Its definitely the best.
Ivy: Mum, the country isnt the best place to live, its
the worst.
Mum: Country people are fitter and healthier than
people in cities.
Ivy: Yeah, and theyre also sadder and colder than people
in cities. And theyre wetter too and more fed up
Dad: Thats enough, Ivy.
Answers 1 In Mikis apartment on the Lower East Side Miki: Here we are.
in New York 2 The district is great, her flatmate is the Nadine: Its apity theres no lift!
kind of girl that you want to share aflat with and the Miki: Ilike walking up the stairs!
Nadine: Wow! Its so bright.
flat is lovely. 3 The glass walls
Miki: Yeah, well this is an apartment whose owner is an
artist.
Nadine: An artist?
Work it out Miki: Hmm, the guy who rents it to me is an artist,
2 Point out to Ss the words in bold in Nadines email. hes quite famous Let me show you round This
Ss fill in the blanks individually and then do aclass room were standing in is the hall. And the room
check. Ask Ss what helped them to choose the correct which is in front of you is the living room.
Answer 3
Warm-up Review of housing vocabulary. Pair them up.
Each student needs three large pieces of paper. Tell Ss
to write one word, in large, clear letters, on each piece 3 The text on page 121 is the tapescript of the
of paper. Two should be nouns on the topic of homes previous listening. Having made notes in Exercise 2,
and furniture and one should be an adjective. Collect Ss should have alot of ideas for this. Allow Ss to work
in all the words and remove any duplicated words to in pairs and try to answer the questions before looking
reduce the number. Place them so that Ss can see at the text. Elicit ideas and then allow Ss to look at
them all either stuck on the board or place on adesk the text to check their answers.
in the middle of the class. Ss work in pairs and each Answers 1 summary 2 on the left/right, in the
pair in turn chooses two words which, in some way, go foreground/background 3 the Present Continuous
together and says why they go together. At first, this 4positive: quiet, pleasant, nice place to live
is quite easy, e.g. kitchen sink; sinks are found in
the kitchen. As the activity goes on, the words that
are left tend to be the most difficult and are more SPEAK OUT
difficult to put into pairs, e.g. attic cosy. Ss have to
show they understand the meaning and, if they say 4 Go through the Speak Out box with Ss. To practise
something like: My attic is cosy, ask why to make the structures, tell Ss you are going to find apicture in
sure they really do understand what the meaning is (it the book and, from your description, they have to try to
doesnt matter if the answer is completely untrue, as find the correct one. Choose the picture at the bottom
long as it shows they understand). of page 55. Start with asummary: This picture shows
some people sitting in aroom and maybe eating
1 Tell Ss to look at the vocabulary given and to dinner. Ican see five women and twelve men. One
discuss in pairs what they think each word means. person is holding afish skeleton. Many people are
Elicit ideas and then give Ss the correct definition of unhappy. Perhaps they are unhappy with their
each type of accommodation. Ss in pairs discuss what food. As soon as someone finds the picture, they
they can see in each picture, describing the homes should shout out the page number so that other Ss can
and any people and what they are doing. Elicit see it as well. If Ss are enjoying this activity, the person
answers and then refer Ss to the other questions in who found the picture first can come to the front and
Exercise 1. Again, Ss discuss in pairs before discussing take your place, choosing apicture and starting to
their ideas in open class. describe it using the Speak Out box as amodel.
4 Ss should have studied uncountable and countable Man: Are there any dairy products in their diet?
nouns before but you might want to elicit the meaning Woman: Yes. They dont eat any cheese but there are
of these before you start this task. Make sure they some eggs and alittle milk and yoghurt.
understand that uncountable does not mean we cant Man: What about fruit?
count that thing (as an example, money is Woman: They dont eat much fresh fruit: there
uncountable but we often count money!). It means arent any oranges, just awatermelon and afew
that the word has no plural form so we cant say that strawberries.
there are one, two, three of that item. For example, Man: How much meat and fish do they eat?
we cant say that we have one money. Ss do the task Woman: Well, they eat alot of seafood. Some people
individually and then check as awhole class. might think they eat too much, but fish is good for
you. They dont eat much meat, just some beef and
Optional procedure: Write two of the underlined words pork, but they eat alot of noodles and rice. Perhaps
on the board in two columns without telling Ss what there are too many packets and tins, but there arent
the two columns are. Ss should then be able to guess many sweet things, so in general, its avery healthy
what the difference is and they can show you that diet.
they understand by telling you in which column to Man: Theyre from Japan, arent they?
write the next underlined food item. Other items Woman: Yes, they are.
from Picture B might also be used. At the end of the
activity, make sure Ss understand what the terms Answers 1 any 2 any 3 some 4 alittle 5 any 6afew
countable and uncountable mean. 7much 8 alot of 9 too much 10 much 11some
Answers 1 sugar, cake, juice, fruit, meat, fish, chocolate 12alot of 13 too many 14 many
(You may want to point out that cake can be countable
when talking about whole cakes but is uncountable 7 Put Ss into pairs and label them Aand B. Tell Ss to
when talking about apart of the whole.) 2 singular go to their respective pages and read the notes. Give
them afew minutes. Summarise the activity quickly.
5 Give Ss three minutes to do this individually before Brainstorm the questions, e.g. How much fruit/meat/
checking in pairs and then doing aclass check. Tell Ss drinks/desserts, etc. do they buy? Are there any
that the answers are in the texts, if the words can be dairy products in their diet? How much meat do
used with both uncountable and countable nouns then they eat? Do they eat much ? How about? Make
they are. sure Ss remember to guess the country and say
whether they think it is healthy or not. Ss will need at
Answers 1 alot of (fruit juice/fresh vegetables), not least ten minutes to do this activity. During the
any (fish/drinks), some (cake/apples) 2 much (sugar), activity monitor and take note of any problems to deal
alittle (chocolate) 3 many (things), afew (bags) with in the class check.
4alittle/afew/not much/not many
8 Ss now individually make notes about their own
familys diets. Tell them to think about their normal
Check it out day and to write down what they eat for breakfast,
lunch/dinner and tea/supper as well as any snacks that
Go through the Check it out box with Ss and ask
they often have. Make sure you are available to Ss as
if they can see the difference in use between alot
they may need help with some foods and drink that
of and much/many (much/many is rarely used in
have not been studied.
positive statements). Focus on the examples in the
box to help them. Elicit from Ss what the comparative
forms for some but not alot would be for countables
9 Now put Ss into groups of four or five. Go through
the instructions and model the examples. Check
(fewer) and uncountables (less). Give the following
understanding of sweet tooth. Then give Ss up to six
examples with the comparatives blanked out. Ieat
minutes and at least find the answers to the two
fewer vegetables than Mark but he eats less fruit
prompts. Monitor the activity so you can cover any
than me. At this point it would also be useful to
issues in the following class discussion.
re-elicit the rules for some (positive statements) and
any (negatives and questions). In all of the above ADDITIONAL PRACTICE: Photocopiable resources.
cases encourage examples from Ss. Resource 16: Snakes and ladders
label the word types. Check in pairs. Agnes: give us many calories anyway. No, humans
need quicker snacks, which unfortunately for many
Tapescript CD2 Track 22 of us, means greasy fast food.
Presenter: OK. Iunderstand that our large brains need
1 But why is it that some of us cant stop eating greasy alot of energy. But how exactly does our brain make
junk food? us want to eat fast food?
2 we humans have substantial brains and these Agnes: Well, the thing is, when we enjoy ahamburger
substantial brains need alot of energy. it is not because it is really delicious but because our
3 And at the same time as our brains got bigger, brains enjoy all those calories. You see, when our
our gut actually got smaller over hundreds and brains get quick energy they produce chemicals that
thousands of years. make us feel good.
4 Ahungry gorilla is happy to munch leaves for afew Presenter: So thats why people find it difficult to stay
hours on adiet?
Agnes: Thats right. Or why some people loathe low-
Answers 1 a 2 a 3 n 4 v calorie drinks they taste sweet but they dont give
us any energy so are not as enjoyable as the normal
3 Ss listen again and then check in pairs. This now drinks which have alot of sugar in them. By the way,
should be quite easy after the questions in the last did you know that atypical can of cola has nine and
exercise. Make sure Ss tell you the clues that helped ahalf teaspoons of sugar? Imagine putting that in
them. your mug of tea!
Presenter: Gosh, thats alot of sugar, isnt it? OK, so lets
say Im feeling peckish, whats the best thing for me
Tapescript CD2 Track 23
to eat? You know, something that gives me alot of
1 Hamburgers, chips, hot dogs, pizzas and kebabs energy but isnt unhealthy like pizzas or hamburgers.
We all know theyre bad for us. But why is it that Agnes: Well, of course theres really no reason to eat
some of us cant stop eating greasy junk food? fast food when youre hungry because there are so
2 First of all, we humans have substantial brains many healthy alternatives. Nuts, brown bread, beans,
and these substantial brains need alot of energy. raisins and bananas are all great snacks for hungry
You know, early humans had brains the size of brains. They give you some quick energy but theyre
achimpanzees. Today our brains are more than also very nutritious.
three times bigger. Presenter: And theyre delicious as well.
3 And at the same time as our brains got bigger, Agnes: Yes!
our gut actually got smaller over hundreds and Presenter: Erm, what about apeanut butter sandwich?
thousands of years. And because of this our large Agnes: Perfect brain food! With brown bread, of course!
brains and small gut we need food which has alot Presenter: Oh, of course! Well, Im afraid thats all weve
of calories but is also easy to digest so we can get got time for. Agnes Dermer thank you very much
what we need from it quickly. indeed!
4 Presenter: So thats why we dont eat leaves, like
gorillas do?
Agnes: Thats right. Ahungry gorilla is happy to
6 Ss check in pairs and listen again. Elicit the clues
they used. Check the dictionary for the definition.
munch leaves for afew hours but leaves would be
very hard for us to digest in our small gut and they Answers loathe astrong dislike or hatred
wouldnt give us many calories anyway. No, humans mug aheavy cylindrical cup, usually with ahandle
need quicker snacks. but without asaucer peckish alittle hungry
nutritious something that provides nutrition (i.e. the
Answers 1 B 2 A 3 A 4 B provision of the necessary foods and liquids that the
body needs)
2 Discuss the best way to complain as awhole class 5 As aclass, ask Ss to look at the underlined phrases
BEFORE looking at the choices. Ask Ss for reasons in the letter. Elicit from Ss why they think these are
why. Then play the recording ONCE only to get the important. Put up some ideas on the board but DONT
answer. Do aclass check and check also the answer give the answers at this stage. Ss then do the activity
for Exercise 1. When they have finished, ask Ss how on their own before doing aclass check.
effective you think their complaint will be. Ask Ss if
they have had similar situations. Did they complain Answers 1 To make matters worse 2 Unfortunately
and would it be effective in their country? Why/Why 3Ilook forward to your reply. 4 It is unacceptable that
not?
Optional activity: Elicit from Ss how Declan starts
Tapescript CD2 Track 29
his letter (Dear Sir/Madam) and finishes it (Yours
faithfully). Elicit other possible ways to start letters
Jessica: How are you feeling now, Declan? and emails. Then ask Ss why these two are chosen
Declan: Abit better than when Iwoke up, Ithink. But (because it is aformal letter). Ask Ss to identify
Ive still got aterrible stomachache. other formal beginnings and endings of letters, e.g.
Jessica: Yeah, me too. Its so annoying that Icouldnt go Towhom it may concern, Yours sincerely.
to work today because of this. Ihad so much to do as
well.
Declan: Yeah, Im pretty angry too. You know what? Im TRAIN YOUR BRAIN
going to start by leaving areally bad review on Top
Table you know, that website where people write 6 Go through the Train Your Brain box with Ss. Elicit
their own restaurant reviews. from Ss example endings of all phrases in the box, e.g.
Jessica: Yeah, good idea! But dont you think we should Im writing to complain about my television.
write aproper letter of complaint as well? Ibought it from you last week. Ibelieve Ishould
Declan: What, you mean actually write to the pizza receive arefund for my TV. etc. Then Ss individually
restaurant? put the letter in order and check in pairs before doing
Jessica: Yes! aclass check. Elicit from Ss their reasoning for the
Declan: Do you think so? order. To check understanding, ask the three
Jessica: Yes! They need to know theres aproblem. Its questions from Exercise 3 (only one answer in this
not just that their pizzas made us so ill we couldnt go case, not two) in relation to this letter, i.e. 1 inedible
to work today. The service was terrible. Imean, we cheese, milk and yoghurt past their sell-by dates;
waited almost two hours for those pizzas to arrive! 2check there are no more out-of-date products in the
Lets ask for our money back! store; 3 arefund for 5.60.
Declan: OK. Just let me finish writing this review and
then we can do aletter of complaint as well. Err, by Answers 1 C 2 F 3 H 4 B 5 D 6 G 7 A 8 E
the way, how do you spell stomachache?
Speaking skills
9 Cover the second picture. As aclass, elicit
adescription of the first picture. Then do the same for
the second picture. Tell Ss they have three minutes to
talk about the pictures and include the points given
below the photos. Give them one minute to prepare
individually. Then divide Ss into pairs. Walk around
the class monitoring and taking notes of problems as
Ss do the activity. Then nominate some pairs to do the
talk again before going over any issues that came out
while you were monitoring.
Suggested answers
Differences The first picture is a formal dinner,
indoors, probably at night; the second picture is an
informal party, outdoors, during the day.
Why people met First picture: wedding, reunion,
conference; second picture: birthday party
Atmosphere First picture: serious, formal; second
picture: happy, informal, fun
Clothes First picture: formal clothes, suits and dresses;
second picture: casual, T-shirts, shorts, casual dresses
2 Give Ss two minutes to work individually. The 2 Highlight the importance of this technique for gap
discussion they had in Exercise 1 should help them. fills. Ss do the task individually. In class check, gather
Do aclass check and ask for justifications. any more information they can give about each gap.
Answers a3 b 2 c 4 d 1 e 5 f 7 g 6 Answers 1 date 2 number 3 noun (aschool subject)
4year 5 adjective (describing the family) 6 number
3 Divide Ss into pairs. Check Ss remember the 7number (age)
meanings of optimistic/pessimistic, realistic/
unrealistic. In total there are three questions here 3 Play the recording once. Dont elicit any answers
(two in question 1). Pairs should discuss each yet but allow Ss to compare in pairs before the second
question separately and then follow with ashort class listening.
discussion. In the class discussion, allow Ss to
challenge each others opinions.
Tapescript CD3 Track 7
4 Remind Ss that they are looking for words that go Part One
with the word in bold, not words that mean the same. Presenter: The machine of flying fire will trouble the
Ss do the activity individually and then check in pairs great chief. Those are the words of Nostradamus
before doing aclass check. written over 500 years ago. Some people think that
with those words he was predicting the attack on the
World Trade Centre. So who was Nostradamus
GRAMMAR AND Reading 2 Think Back! Ss discuss the ideas in the questions and
try to think of their own contrasting pairs, e.g. the
This section introduces three common verb most/least dangerous. One pair of Ss then comes to
patterns (verb + to + infinitive; verb + infinitive the board and writes two jobs on the board which
without to; verb + -ing form) on the topic of jobs. correspond to two extremes, e.g. librarian pilot
danger. The rest of the Ss guess what those two
Special difficulties: This is an area where Ss often extremes are. Ss then discuss whether they agree or
have difficulty because there is no equivalent not and, if not, which jobs they would choose instead.
in the Ss L1. Correct thoroughly and give Ss as Nominate another pair to repeat the process with
much practice as possible to try to overcome such adifferent pair of jobs.
difficulties. Make sure Ss know that they have to
learn the patterns for each individual verb. There is 3 Before Ss do the quiz, they should discuss with
no rule to help them. their partner what job they would like to have and
why. They then do the quiz alone and look up what
Warm-up Lead-in to jobs. Alphabet game. Give Ss their results indicate. Finally, Ss should discuss how
aletter of the alphabet and then in pairs think of as accurate the results were in pairs and then as awhole
many jobs as they can starting with that letter. To class. Do the results correspond with what they want
choose the letter, you can use Stop the bus whereby to be in the future?
you silently say the alphabet to yourself and, when Ss
say Stop, you choose the letter that you had reached. Work it out
If it is adifficult letter, you can cheat and give Ss an
easier one. 4 Before looking at the exercise, ask Ss to look at the
questions in the quiz they have just answered and to
1 Note: You will need monolingual dictionaries for try to work out what the grammar point is. You may
this section. suggest that they focus on the underlined structures.
As there are so many jobs, many of which may be new Ss then do the matching individually.
to Ss, you could put Ss into five groups, each of which
looks at one set of jobs. Ss check the jobs they know Answers 1 b 2 c 3 a
and then use monolingual dictionaries to give them
practice at understanding definitions and 5 Go through the box with Ss and look at the verbs
pronunciation. When Ss are ready, change the already given. Elicit the meanings of these and ask Ss
groupings so that Ss are now in groups of five made up to make example sentences to practise the form and
of one student from each of the original five groups. Ss ensure they know what they mean, e.g. Iprefer
then peer teach each other the meaning and dancing to swimming. = Ilike dancing better than
pronunciation of the words. Monitor and make sure swimming. When Ss have completed the exercise,
this is done in English so that Ss practise asking for point out the difference between like + -ing (= enjoy)
clarification and other skills. Then do the task as and would like + to + infinitive (Iwant to).
aclass activity.
Answers Verbs followed by -ing form enjoy, like,
Answers Jobs in the photos (from the left): musician, love, hate, start, avoid Verbs followed by to +
reporter, engineer, judge, scientist infinitive hope, decide, want, would like, need
Verbs followed by infinitive without to must, can
8 Look at the six jobs given and elicit what people Answers 1 Mr Jones apolitician 2 John apolice
might say if they had, or wanted to have, one of these, officer 3 Marilyn amusician
e.g. an artist might say Ilove painting. Ss work in
pairs to think of more ideas. Elicit all and then listen
and check as aclass. Give asecond listening for Ss to
9 Ss may be able to remember who said what so allow
them to complete as much of the exercise as they can
note key words and ideas given by each person.
before listening to check. Only play the recording
ONCE.
Tapescript CD3 Track 12
Answers 1 writing 2 having 3 being 4 wearing
One
5to get 6 to help 7 do aMr Jones 3, 7
Interviewer 1: So Mr Jones, what do you enjoy about
b John 2, 4, 6 c Marilyn 1, 5
your job?
Mr Jones: Well, Ienjoy being the centre of attention.
Optional activity: Ss could work in pairs to think of
In fact, my wife always tells me Ishould be an actor
asimilar conversation with someone who does one of
or aTV presenter! Anyway, its the perfect job for
the other three jobs. When they are ready, Ss act out
me. Ilove speaking in public, and Im on TV almost
every week. What else? Well obviously Ispend most their conversations in open class.
of my time here in London but Ialso travel round the
country alot, and Ilove travelling! Another thing is 10 Divide Ss into pairs. Go through the rubric
that Ifeel Ican do things for people Did you know checking understanding and give some examples
there are more places for university students than about yourself for Ss to guess. Give out clean sheets of
ten years ago paper to write their sentences on. Tell Ss to avoid
Interviewer 1: Mr Jones, Idont think were here to talk using ideas that are obviously false. After Ss have
about completed the activity, ask them to mark which
Mr Jones: and my government is spending more on sentences are true and collect them in. Read out the
hospitals true sentences to see whether other Ss can guess who
Interviewer 1: Mr Jones, I wrote them. Ask follow-up questions to find out more
Mr Jones: and the police more than ever before, information, e.g. Why do you like/dislike?
and
Optional activity: Ss write an advert for ajob from this
Two spread using the verb patterns. You could give the
Kevin: You want to be aWHAT, John?! following as an example:
John: Seriously, Kevin. Its the perfect job. You know Do you like working with money?
me, Icant stand having aroutine and in this job
Do you enjoy telling people what to do?
every day is different. One day you have to work
Then be abanker. You can work with money. You
at the station, the next youre working in the town
can become rich. Would you like to know more?
centre, another day youre controlling the crowd at
afootball match. The most important thing is that Phone 234567.
you spend alot of your time outside, just walking Additional practice: Photocopiable resources.
around. Resource 22: Right for the job!
Kevin: But John Icant imagine you in auniform.
John: Oh, Idont mind wearing auniform. Its not as
bad as wearing asuit
Kevin: Well, you have to be very fit you know to
catch all those criminals.
3 Ss discuss the questions in pairs and come up with 2 Allow Ss to read through the questions first. Play
reasons to support their arguments. the CD ONCE only and then check the answers.
Answers 1 receptionist 2 Phone and change the time. Tapescript CD3 Track 17
3B
Lily: Hello, 605782.
Rachel: Hello, good morning. Could Ispeak to Jacob
3 Ss read the questions and then listen ONCE only. Pearce, please?
Lily: Im sorry, but Jacobs out, er, out again at the
Tapescript CD3 Track 15 moment. Can Itake amessage?
Rachel: Yes, please. Can you tell him that Rachel
Part 2
Stephens called again and Im happy to tell him that
Lily: Hello, 605782.
hes got the job, starting on Monday. Can you ask him
Rachel: Hello. Can Ispeak to Jacob Pearce, please?
to phone me back?
Lily: Jacob? Im sorry. He isnt here right now.
Lily: Thats brilliant news. Ill let him know. Goodbye.
Rachel: Oh! Your flatmates very difficult to contact!
Lily: Well hes got exams this week. But he should be
back at lunchtime. Can Itake amessage? Answers a5 b 2 c 4 d 1 e 3
Rachel: Er, yes. Can you tell him that Rachel from the
Bristol Hotel phoned. Igot his message about his 6 Do the activity as aclass, then nominate
exam on Thursday. Could you ask him to come for individuals.
the interview this afternoon, say about four oclock?
Lily: Four oclock this afternoon?
Rachel: Thats right hope its not aproblem!
Tapescript CD3 Track 18
Lily: OK. Ill tell him. Thanks alot. Goodbye. 1 Can Ispeak to Tim, please?
Rachel: Goodbye. 2 He isnt here.
3 Can Itake amessage?
Answer four oclock 4 No, its OK thanks.
5 Ill call back later.
6 Can you ask him to phone me back?
4 Ss work in pairs. They look at the questions and
predict the answers. Then they listen ONCE. Only
play the CD again if there are problems. 7 Give Ss arole, either Aor B, and allow Ss time to
read through their instructions carefully. Then Ss join
Tapescript CD3 Track 16 up in pairs, Aand B, to act out their dialogues.
Nominate Ss to act out their dialogues in open class.
Part 3
Lily: Ijust didnt know what to say to her!
Jacob: Four oclock this afternoon! That means Ill have
to leave in about twenty minutes! Idont even have
anything to wear.
Lily: Youve got asuit, havent you?
Answers 1 a 2 c 3 b 4 b 5 c
Grammar and reading can come back to the sentences and show Ss where it
would be better to use the Present Perfect.
This section introduces the Present Perfect to talk
2 Look at the names and relationships and ask Ss
about recent events and for actions happening at an
which one they can answer without reading (Eddy
unspecified time in the past. It also introduces the
must be the father as he is the only male). Ss read and
time adverbials yet, already, just and ever.
listen and mark parts of the text which give them the
Special difficulties: Ss may have difficulties answers. Elicit sentences which show the
understanding exactly when to use the Present relationships as well as answers, i.e. Monica and
Perfect and when to use the Past Simple. The Ihave decided to get married, Thanks, Gran, How
Mind the trap! section looks in more detail at how old were you when you got married?
to decide which tense to use. The finished time
Answers 1 c 2 a 3 d 4 b
periods used with the Past Simple may not refer
explicitly to atime, e.g. on holiday, at university.
If both speaker and listener know what the time 3 Ss re-read the text individually and answer the
period is, it doesnt always need to be stated at all, questions. Make sure they find words or phrases in the
e.g. Did you see the football? (last night). It may text which justify their answers. After eliciting the
also be worth pointing out to Ss that when using answers, ask Ss what they think their parents would
ever and never, the unfinished time period being say if they decided to get married at the age of twenty
referred to is in your life. and who would be the most supportive member of
their family.
Warm-up Review of job applications. What job? Put Answers 1 No 2 His grandmother
Ss into pairs. Tell them to think of ajob. They should
write three qualities or skills that would be useful
for their job and one which would be unnecessary or Work it out
even ahandicap, e.g. teacher of languages: patience,
knowledge of grammar, clear writing, cooking 4 Ss look at the example sentences and say which
skills. Ss swap their lists with asecond pair and one is different to the others and why (They met is
have to try to work out what job they were thinking the Past Simple, the other two arent). Elicit the form
of based on the skills listed. Ss tell each other their of the other two sentences (have/has plus the Past
guesses and see if they were right. Elicit ideas in open Participle). Ss now look at the three sentences again
class. and match them to the correct use. Check and make
sure Ss put the correct information in their notebooks.
1 Put Ss into pairs. Ss describe the people and what
they can see in the picture. They then think of who Answers We use the Present Perfect to talk about news
the people are (probably afamily: mother, father, and recent activities (sentence 1) and for past actions if
grandmother and son) and what they are doing we dont say exactly when they happened (sentence 2).
(having dinner and possibly discussing some difficult
or controversial opinions/decisions). Also ask: What 5 Ask Ss to find the four words in the text and read
do you think happened before this? Elicit ideas and through the sentences in which they appear to try to
note the Past Simple sentences that Ss use. After the fully understand them. Check which tense they go
presentation and practice of the language point, you with (the Present Perfect). Also elicit where they
3 Play the CD once while Ss read the text and check 6 Ss do this individually and then check in pairs.
their answers. Give pairs aminute or two to check Make sure Ss write out full sentences to answer the
together before doing aclass check. Ask Ss: Have questions. Then check the answers. Particularly pay
they been successful recently? (no) What makes attention to the negative form in question 3. Elicit the
them think the band isnt very successful? (they are form for negative questions and then ask Ss to make
playing in ashopping centre, done atour of English one sentence about themselves using the negative
seaside towns). form, e.g. Ihavent done my homework for two
Ask Ss if they know of any other old bands that are weeks. Then elicit how they would ask the questions
still playing (Fleetwood Mac, the Eagles, Pretenders, to go with their answers, e.g. How long have you not
Rolling Stones, U2). Ask what they think about these done your homework?
bands.
Answers 1 He has played the guitar since his seventh
Suggested answers 1 Forties 2 Colleagues, they are birthday. 2 He has known Tony and Martin since 1977.
tired of each other, they argue (one doesnt speak and 3 The drummer hasnt spoken for five days.
the other two keep disagreeing). 4 The record has been at number 39 in the charts for
three weeks.
8 Ss work in pairs to decide whether the expressions 2 Ss work in pairs to think of the meaning and tense
take for or since. Elicit the answers and, for each one, of the missing words.
elicit what time expression would be needed for the
Answers 1 get on with 2 has split up with 3 gone out
other word, e.g. since 7 oclock = for (five) hours. Ss
with 4 stood by 5 have fallen out with 6 look after
write sentences alone. Monitor and help where
necessary. Go through the model dialogue and then
allow Ss to do the activity in pairs. Then do aclass 3 Ss listen once. Then elicit the answers but dont tell
check. Ss if they are right or wrong yet. Play the CD again
and tell Ss to note down key words which help them
9 Ss first read and write down the answers in short to decide on the relationship. Elicit these and check
form for themselves. Give them about three minutes the answers, e.g. 1 Shes too busy with her boyfriend
to do this. Tell Ss that, when they answer the she cant be his girlfriend. When we were younger,
questions, they should use amixture of for and since Iused to get on with her must be his sister.
and not just one of them. Ss then interview each other
in pairs. Tapescript CD3 Track 26
3 In small groups, Ss decide together on the answers Optional activity: In groups, Ss make another five quiz
for the quiz. If there are any disagreements, they questions using the Passive. Then groups have ashort
should practise the language of agreeing and quiz with another group.
disagreeing introduced earlier in the course. Elicit
suggestions from Ss and then play the recording. 7 Do the first gap as aclass activity. Elicit the
possible forms, then the correct form and the reason
For tapescript see page 130.
why (early TV suggests past tense). Ss do the activity
Answers 1 D 2 B 3 C 4 B 5 A 6 D individually and then check in pairs. Elicit why Ss
chose the correct form. Take special notice of number
3. Make sure Ss know where the time adverbial goes
Work it out with all three tenses of the Passive.
Answers 1 was given 2 were included 3 is often used
4 Ss look at the first pair of sentences. Elicit the 4 has been broadcast 5 have been made 6 are watched
differences (verb form and word order). Elicit that the
meaning has not changed. Read through the other
examples with Ss, making sure that they see the 8 Before Ss do the task, elicit the tense of each
changes are the same in all three examples. Elicit the sentence. With the first sentence, elicit why it takes
form on the board for the Passive: subject + to be + was not were (the idea singular). Ss work in pairs
Past Participle. Ask Ss if the form of to be changes to complete both parts of the activity. In the class
(yes). Then ask if the Past Participle changes (no). Ss check, pay attention to the placement of adverbials
do the task in pairs for one minute. Use the three (1) and when prepositions are needed (2, 4).
example sentences to explain that, e.g. in the first Answers 1 was first made in the UK in 1998 2are
Passive sentence we are interested in English football given (to the winners) 3 has been turned into aboard
but in the first Active sentence we are more interested game 4 up to fifteen questions were asked (to the
in the 1.2 billion people. contestants)/the contestants were asked up to fifteen
Answer Passive questions 5 the contestants have only been asked/have
been only asked twelve questions/only twelve questions
have been asked (to the contestants) 6 is known for
5 Ss fill in the gaps individually. Elicit what part of the question is that your final answer?.
the sentence changes when the tense changes (the
verb to be) and what part of the sentence stays the
same (the Past Participle). Point out that the Past 9 Ss discuss the first questions. Then put pairs into
Participle doesnt mean that the verb is in the past, it groups of four to share ideas and then do aclass
is simply what we use to make the Passive. Elicit what check. Repeat the process for the second question.
we would use the different tenses for, i.e. the Present ADDITIONAL PRACTICE: Photocopiable resources.
Simple for facts and routines; Past Simple for Resource 28: Media quiz
completed events in finished time periods; Present
Perfect for past events happening in unfinished or
unstated time periods or for events that started in the
past and are still continuing.
Answers 1 am/is/are 2 was/were 3 has been/have been
addtonal practce: Photocopiable resources. Answers 1 the Hollywood star 2theres ahot story
Resource 29: Can you converse? 3getting adivorce 4 fed up with their relationship
(possibly also: this years hit movie) 5famous people
(possibly also: local comedy star)
listening
4 Allow Ss to read through the three choices. Ss
This section introduces some strategies for discuss what they think and then listen again to check
understanding the main point of alistening without and note reasons. Do aclass check and ask Ss to give
worrying what every word means. you the key phrases that helped them.
Answer b
Warm-up Review of taking part in aconversation.
Difficult discussion. Put Ss into groups of four and
give each student arole card: TRAIN YOUR BRAIN
A: You are going to talk about atopic that interests 5 Re-elicit the stages Ss went through when listening
you. You have aminute to think about what to say. to the radio show and then go through the box with
B: You dont understand some of the words Auses. them and elicit the correct choices.
Look at page 90 to remind yourself of how to ask
for explanations. Answers 1 is 2 Dont try 3 key phrases
C: You are abit deaf and dont hear everything
that Asays. Look at page 90 and remind yourself 6 Tell Ss they are going to do the same as before with
of how to ask for repetition. anew listening, but this time on their own.
D: You disagree with some of the things that Asays.
Look at page 90 and remind yourself of how to Tapescript CD4 Track 6
politely interrupt.
When Ss are ready, Astarts the conversation and the Presenter: and lets see what the weekend has in
other three Ss have to interrupt when appropriate. store for us. Dave Green, do we need our umbrellas
Monitor carefully and nominate the best group to or our sun tan cream?
carry out their conversation in open class. Dave: Well Sue, it can only get better, cant it? The
weather has been absolutely terrible this week, but
1 Allow Ss time to discuss the points in detail, talking cheer up, this weekend is going to be much better.
There may be alittle rain early on Saturday morning,
about why they like one type of radio station, where
but by late morning it will start to brighten up and
they usually listen to the radio and whether there are
in the afternoon it will be bright and sunny in most
any presenters or DJs they particularly like or dislike.
of the region. Sunday will start cloudy in coastal
areas, but by mid-morning it will be hot and sunny
2 Read the rubric and ask Ss what clues they would everywhere in the area. So, to sum up, it looks like
look for to find out what kind of programme is being being alovely weekend and Sunday, especially,
broadcast if they dont understand the language? should be agreat day for apicnic in the country or
Elicit ideas, e.g. speed of voice, background noises, aday at the beach.
the number of speakers. Presenter: Thanks Dave. Thats good news. Ineed some
sun. And news is just coming in of an accident on the
Tapescript CD4 Track 5 Hatfield bypass
Presenter: and now we have some more news about
Answer the weather
Matt Dawson. As you know, the Hollywood star was
arrested on Friday in Los Angeles and has since been
charged with drink-driving and resisting arrest. Well, 7 Play the CD again and allow Ss to note down more
now theres ahot story that the Australian actor words and phrases which help them decide the main
may be getting adivorce. Although he only married point of the programme. In small groups, Ss compare
Lynette Lee three months ago, his co-star in this ideas. Check their justifications.
years hit movie Lies and Love is apparently fed up
with their relationship already. She was seen last Answer b
night at an exclusive London club where lots of
Warm-up Review of types of radio/TV programmes. Warm-up Review of media vocabulary. Board rush.
Yesterday. Put Ss into pairs/groups of three. Each Write words from the last lesson all over the board,
student has to talk for one minute about aradio show e.g. director, download, celebrity gossip, online
or TV programme that they listened to the day before. games, etc. Put Ss into two groups. One student
As they talk, the other Ss in the group think of one from each group comes to the front. Give adefinition
question each to ask. of one of the words on the board (or an example of
type), e.g. Afactual programme about asubject
1 Think Back! Split the class into four groups and give (documentary). Big Brother (reality show). The
each group one of the headings (TV, radio, the two Ss try to be the first to touch the correct word,
Internet and cinema). With books closed, Ss have the winner getting apoint. Swap Ss and repeat the
two minutes to list as many words for their heading as process for the other words.
they can. At the end, go through the vocabulary with
the whole class. 1 Ss look at the message. Elicit what it is (email),
who it is from/to (from Pete to Rachel) and the topic
Example answers TV documentaries, reality shows,
(Saturday night). Then give Ss one minute to answer
news, game/quiz shows, talent shows, soap operas
the two questions.
Radio the weather, local news, sports news, travel
report, radio dramas, phone-ins TheInternet upload, Answers To see ahorror film with Mark and Vicky and
virus, social networking sites, blog, online shopping, meet in acaf earlier.
search engines Cinemahorror, box office hit, stunts,
fantasy, dialogue, director 2 Ss do the task individually. Do aclass check. Then
elicit from Ss the type of words that have been left out
2 Go through the table on page 142, drilling and (pronouns, auxiliary verbs, articles). Elicit that the
checking. Then allow Ss time to find the correct meaning has not changed and that they can
pronunciation. Elicit and, if there are any problems, understand everything on the post-it notes.
drill the words thoroughly.
Answers Ive, Do you, The, do you (not still there),
Answers 1 b 2 f 3 d 4 e 5 a 6 c Im, I, Could you
3 Divide Ss into pairs. Give them three minutes to do 3 Ss work in pairs for three minutes to do the task.
the activity. Then put pairs into groups of four and Ss During the class check, elicit possible reasons why the
discuss again. Make sure that Ss can provide information was not included on the post it (apart
justifications for their answers. Finally, do aclass from to keep it short, e.g. we dont need to greet on
discussion. Some of the sections should provoke alot notes, what Tammy thinks is not relevant).
of discussion as the answer is not clear.
Answers 2 and 5
Possible answers cartoon strip, gossip column,
crossword, readers letters, possibly also TV guide,
whats on TRAIN YOUR BRAIN
4 Once Ss have done the activity individually and
4 Allow Ss time to think about their ideas alone then checked in pairs, read through the whole box
before putting them into pairs to discuss. Elicit ideas and elicit the blanks. For point 3, look back at the
in open class. original email and elicit when we can use imperatives
addtonal practce: Photocopiable resources. (to shorten requests, e.g. Please phone or for
Resource 30: Define, one word, mime suggestions, e.g. Lets meet).
Answers a4 b 2 c 1 d 3
Grammar and reading Warm-up Review of writing notes. Chinese notes. Put
Ss into groups of at least six. Tell each group to write
three messages for another group. When they have
This section introduces the Past Perfect for events
finished their messages, check that they have omitted
happening before another past event (expressed in
unnecessary words. Then give each group one of the
the Past Simple).
other groups messages. They have to stand in line
Special difficulties: This structure can cause and the student with the message will whisper it into
anumber of problems. It doesnt always have the ear of another student who will then pass it down
an equivalent structure in L1 so Ss may not the line, whispering what they were told. The last
understand why it is necessary. On the other hand, student in the line has to write down the full message,
Ss may overuse it, thinking it is always necessary including the words omitted from the original
when there are two past events mentioned in the message. Ss then compare the final message with the
same sentence. The Past Perfect is normally only first message. The first group to finish correctly is the
necessary when, without it, we would be unable to winner. This can be done atotal of three times.
determine the order of events. In other cases we
use the Past Simple. Correct Ss and try to show 1 Note: Dictionaries will be needed for this task.
them why their choice of structure is wrong. In pairs, Ss check how many of the words they know
or think they know. Ss then check the other words in
dictionaries and write adefinition for each one. They
Culture notes then close their notebooks and test each other in open
Naples is the major city of southern Italy. It is the class by asking about the words, e.g. Whats
home of pizza and is famous for its pasta dishes, ice arobber?
creams and pastries. It is located close to Mount
Vesuvius and the ruins of Pompeii. Possible answers guard someone who looks after
abuilding to stop people taking things from it or
Tennessee is astate in the southeastern part of
destroying it robber someone who steals by force,
the United States. Nashville is the state capital of
threat or violence thief someone who steals
Tennessee and it is also the home of the Appalachian
Mountains and the Mississippi River. Tennessee is especially secretly or without open force steal to
particularly associated with rock and roll music and take something without the permission or knowledge of
the development of early blues music. Memphis and, the owner arrest to be taken away to be questioned
in particular, Beale Street are the centres of this music about acrime or because someone is suspected of the
phenomenon. Elvis Presley, Johnny Cash, Roy Orbison crime escape to get free of something or avoid
and Jerry Lee Lewis all began their career in Memphis, something break into to get into abuilding or car,
Tennessee. usually by force, with the intention of stealing
Detroit, in the state of Michigan, is often called something burglar aperson who illegally enters
Motor City because it was home to major car abuilding and steals something
factories. It has apopulation of about amillion and is
famous for its high crime rate. 2 Tell Ss to read story number 1. Check
Baku is the capital of Azerbaijan on the shore of the understanding and tell them to discuss what might
Caspian Sea and is now an important oil-producing city. have gone wrong. Model the example given to show
them how to do this. Ss discuss in pairs and then they
Part Two
This section gives Ss anumber of listening tasks
Marlowe: There were five suspects, and they all had
which, together, build up the story of amurder motives for murder.
whodunnit? which Ss have to work out. Bobbie Davies, pop idol. Tina and Bobbie had had
alove affair, but they had argued so Bobbie had left
her for his new girlfriend, Nicola Goodfellow. Tina
Culture notes couldnt accept that Bobbie didnt love her. She kept
Philip Marlowe is afictional private detective on calling him and he really didnt like that. Bobbie
created by Raymond Chandler. He appears in six has aviolent personality and he loves guns.
books plus one unfinished novel, all of which were Nicola Goodfellow, actress. Nicola knew that Tina
made into films. Possibly the most famous was The had had alove affair with her boyfriend, Bobbie. She
Big Sleep starring Humphrey Bogart as the detective. hadnt wanted to go to the dinner party because she
felt jealous of Tina. She only agreed to go because
Warm-up Review of crime vocabulary. Whats the Bobbie had insisted.
word? In groups of four, Ss write down ten words Delia Adams, Tinas personal assistant. Last
related in some way to crime. These can be names or Christmas, Tina had her biggest number one hit song.
real nouns, e.g. Agatha Christie, mafia or other items Everyone thought Tina had written the song herself.
of vocabulary, e.g. robber, thief. Ss then swap lists But in fact, Delia had written it, and Tina had stolen
with asecond group. They should use the ten words it from her. She had promised to give Delia half the
money, but she hadnt kept her promise.
they have been given to make ashort story. Elicit
Billy Squires, Tinas brother. Billy loves casinos, but
stories in open class.
unfortunately he never wins. Tina had always given
him all the money he needed. But last week, she
1 Note: Ss need dictionaries for this activity. decided not to give him any more. Billy is Tinas only
In pairs, Ss guess the meaning of each word. Write the brother and he will inherit her fortune.
words on the board, eliciting or checking what each Christine Cross, Tinas manager. Tina had discovered
means. If some meanings have not been given, allow that Christine had stolen alot of money from her.
Ss to check their dictionaries. Then re-elicit. Christine knew that Tina had started looking for
anew manager.
2 Ss read through the newspaper extract first to see
how many questions they can answer (1 and 3). Also
Answers 1 d 2 e 3 b 4 a 5 c
ask Ss how many of the words from Exercise 1 have
been used so far in the story of Tina (handgun,
silencer). Ss then listen and check if any of the other 4 Look at the actions and elicit key words that might
words from Exercise 1 are used. be heard during each extract, e.g. a Iwas tired, the
party was boring, Ihad to get up early. In pairs, Ss
Tapescript CD4 Track 10
do the same for the other actions and share ideas in
open class. Play the recording ONCE.
Part One
Marlowe: Last Saturday night, pop star Tina Squires For tapescript see page 130.
held adinner party in her luxury apartment near
Central Park. At 1 a.m. her personal assistant, Delia Answers 1 d 2 e 3 a 4 b 5 c
Adams called the New York Police Department.
Someone had shot and killed Tina. Iwent to 5 Ss match the sentences in pairs. Elicit ideas and
investigate. Tina had died at about 12.50. The then play the recording ONCE only.
murderer had used ahandgun with asilencer. It was
my job to find out who had killed her. Answers Bobbie b Nicola c Delia d Billy e
Christinea
Answers 1 Last night during adinner party on the
terrace of her luxury apartment near Central Park. 6 Ask: Who was killed? (Tina Squires) Where was
2Delia Adams, Tinas personal assistant. 3 She was she killed? (on her terrace). In groups of four Ss have
shot by ahandgun with asilencer. three minutes to do the activity. Elicit and discuss
whether the class agrees or disagrees and why. Then
3 In pairs, Ss look at the different pictures and try to play the CD for Ss to check.
guess who they think is the guilty person. Ss make
notes as they listen and compare in pairs. Tapescript CD4 Track 13
Part Four
Marlowe: Iarrested Delia Adams. She had made
asimple mistake. The killer had used ahandgun with
asilencer. But Delia said she had heard ashot, so
Iknew she was lying.
Answers 1 b 2 d 3 d 4 a 5 b
speak. 1 No way!
2 Youre kidding!
Tapescript CD4 Track 17
3 Idont know what to say!
Freya: Hello? 4 Im so scared!
Becky: Oh, Freya. Im so glad you answered. 5 Ive never been so frightened in my life!
Freya: Becky! Whats happened? 6 Whats the matter?
Becky: Ithink Ive 7 Dont be silly!
Freya: Whats the matter? 8 Take it easy!
Becky: Its Meeshoo. Hes gone. 9 Cheer up!
Freya: Youre kidding! 10 Its not the end of the world!
Becky: No! Im so worried. He wasnt there when Igot 11 Theres nothing to worry about!
home from college. The front gate was open and hes 12 Theres probably asimple explanation.
just
Freya: Are you sure that Benji didnt just get home from
work early and take him for awalk? 4 Ss use the Speak Out box to guess the responses.
Becky: No! Benjis away for acouple of days. He Elicit ideas and then listen to check. On the second
wont be back until Wednesday. Oh Freya what listening, stop the CD after each line and drill for
am Igoing to do? Weve had him since he was just intonation. Ss practise dialogues in pairs.
apuppy. Hes been part of our lives for three years!
Freya: Dont panic. Im pretty sure answers 1 No way! Idont believe it! 2 Really? It cant
Becky: Ive looked everywhere for him. Ive knocked be true! 3 Dont be silly. Theres nothing to worry
on all the doors in Hamilton Road. Ive walked round about! 4 Well Im shocked! 5 Ive never been so
Crowcroft Park about five times. Nothing! And you frightened in my life! Dont panic! 6Youre kidding!
hear all those stories about people stealing chow
chows. You can get alot of money for them. What if 5 Give Ss about two or three minutes to do this and
someones stolen him? then nominate pairs to read their dialogues to the
Freya: Becky, take it easy. No ones taken him. class. Check and correct where necessary.
Becky: Well, Isuppose he just let himself out through
the gate. It never closes properly. 6 Ss do the activity in pairs. Monitor and help where
Freya: Im sure theres nothing to worry about. He wont
there are problems. When they are ready, nominate Ss
be far.
to act out their dialogues in open class.
Becky: Well, hes quite anervous dog, Isuppose.
Freya: Why dont you put up anotice next to Slade
Lane post office. Everyone will see it.
7 Write the first line from the notice in Exercise 1 on
Becky: Yes, Isuppose youre right, Freya. the board: Lost 3-year-old male chow chow. Elicit
Freya: And cheer up! Everything will be all right! what else Ss could lose, e.g. purse. Rub out dog from
the board and ask Ss if the adjectives could still be
used to describe apurse (3-year-old maybe but male
answers 1 3-year 2 male 3 Meeshoo 4 Hamilton Road couldnt). Elicit other adjectives that could be used
5 Becky instead, e.g. brown, leather. Then Ss write their
adverts alone, changing the details. Collect and
display the adverts so Ss can see and compare each
SPeak OUT others work.
2 Look through the Speak Out box and elicit any
expressions Ss remember hearing from the CD. If
possible, ask Ss to mark the expressions used B (for
Becky) or F (for Freya) rather than just ticking them.
In pairs, one student chooses aphrase from the left
hand side of the box, e.g. No way! and their partner
has to respond with asuitable phrase from the right
hand side, e.g. Whats wrong? Elicit what situations
may cause such adialogue, e.g. you find out you have
got very low marks in atest.
grammar and Vocabulary 2 Note: Ss will need dictionaries for this task.
Ss may know some of these words so elicit any that
This section looks at modals of advice, prohibition, are known before Ss look up the others in dictionaries.
obligation and lack of obligation. Play the recording again ONCE only. When Ss have
listened, ask them to match what he thinks is wrong
Special difficulties: Students have looked at modals with what his wife says it is (heart attack
before and should be aware of the sentence indigestion, dangerous virus cold, cancer sore
grammar (modals are not preceded or followed throat).
by to). There may be aslight problem over the
difference between must for internal obligation and Answers aheart attack, adangerous virus, cancer
have to for external obligation. If Ss overuse must,
correct as necessary. The fact that have to is not
amodal may cause problems as will the formation Work it out
of dont have to, so practise this well.
3 Ss find the verbs in the text and read out the
Warm-up Review of expressing feelings. Facial sentences around them. Elicit what Ss think they
expressions. Ss plan ashort dialogue in pairs which mean before doing the activity. Ss do the task
involves the use of expressions for expressing feelings individually and then class check. Elicit ideas and then
on page 103. Ss then practise miming it. Then put two give Ss the correct answers.
pairs together. Each pair mimes the dialogue and the Answers 1 d 2 a 3 b 4 e 5 e 6 c
other pair has to identify what has happened and the
expressions used. Make sure you model this first with
the class. You may also like to brainstorm situations Check it out
with Ss to give them an entry point.
Go through the box with Ss and, after each example
1 Give your Ss about two minutes to describe the sentence, elicit more sentences that are true for Ss,
pictures to each other and agree on the answer to the e.g. Imust do my homework. Although there is
question. Then do aclass check. You can ask your Ss aMind the trap! box which looks at the difference
the following questions: What is he holding? (abook) between must and have to later on in the lesson, it
What kind of book could it be? What does his wife is worth introducing the difference now, especially
think? You might also like Ss to guess what might be if Ss make sentences which sound wrong. Make sure
wrong with him. This would give you an initial idea of Ss give examples that clearly show the differences
which illnesses/sicknesses they know. Then play the between should/must, shouldnt/mustnt and dont
recording ONCE only and check. After the listening, have to/mustnt. Also remind Ss of the grammar of
check: hypochondriac. modal verbs. With the exception of have to, modals
dont use to before the infinitive. Elicit from Ss that
Answer No modal verbs are auxiliary verbs. Put will and have on
the board. Ask Ss if they can use these before modal
verbs. The answer is no, except for have to. Explain
to Ss that have to is not amodal verb. If Ss want to
use will for the future, they cant use must, they must
use have to, e.g. Iwill have to get up early next
week.
This section gives Ss practice in writing opening 7 As before, Student Awrites the reply for A,and B
paragraphs while giving further practice in giving for B. Make sure Ss take advantage of the Speak Out
advice. and Train Your Brain boxes. Then Ss get together in
their pairs to prepare final drafts. Ss then work
together in groups of Students Aand Students B to
Culture notes decide on the best versions and write these on the
board.
Hamlet, one of Shakespeares best known tragedies,
is about Prince Hamlet of Denmark who learns from
aghost that his father, the king, was poisoned. The
play ends with Hamlet murdering the killer, then dying
himself.
2 Ss cover the first column and look at the words in 5 Ss should now be familiar with this activity type so
the second one. Elicit any words that they collocate should do the exercise without an introduction or help.
with. Ss then uncover the words in the first column However, as this task is quite hard, let them do it in
and do the matching alone. Elicit answers and what pairs. Monitor and note any problems and, when
they mean. eliciting the answers, ask Ss what conditional sentences
they are using. If you feel Ss are unable to do the task,
Answers 1 b 2 e 3 d 4 a 5 f 6 c go through the first as an example. Elicit from Ss the
different conditionals they have studied and their forms
Optional activity: Definitions. Read out adefinition for and meaning. Then ask Ss to identify which conditional
one of the collocations, e.g. When someone is found is needed for question 1 and why (Second Conditional,
guilty of murder, for example, they have to do this unreal) and if it should be positive, negative or question
(go to prison). Tell Ss to write three definitions for (negative). Ss then should be able to do the answer
some of the other phrases in five minutes. Monitor and themselves. Ss can do the rest of the exercise in pairs.
assist. Ss either read out or swap definitions and other
student guesses. Answers 1 If he wasnt ahypochondriac, he wouldnt
feel ill all the time. 2 If he didnt have asthma, he
3 Ss read through the text for no more than thirty wouldnt have to take alot of medicines. 3 If she didnt
seconds and elicit what the problem is (the house was break/kept her promises, people would trust her. 4 If
burgled). Then Ss should try and think of what the she went to the gym more often, she would be fit/fitter.
missing words could be without looking at the choices
given. Elicit ideas and write them on the board. Ss Optional activity: Silly conditionals. Give Ss some
then look at the different choices and choose the right blank pieces of paper in different colours, e.g. blue
ones individually and then check in pairs before doing and yellow. They work in groups and on the yellow
aclass check. During the check Ss should explain why pieces of paper write If stems, e.g. If Iwas married to
the tense was the most suitable. Finally look back at Robert Pattinson Encourage Ss to be imaginative.
the ideas on the board. Why were the unused words On the blue pieces of paper they write would stems
unsuitable? for their sentences, e.g. all the girls would be jealous
of me. Ss should write lots of stems. Ss then give the
Answers 1 c 2 c 3 b 4 a 5 b 6 c stems to another group who have to make sentences
the sillier the better, e.g. If Iwas afamous actor,
Iwould wear ahelmet.
Reading skills
7 Ss start by reading the ten statements. Individually
they should underline the key words and then
compare in pairs. Check this and then elicit other
words that are connected to the key words, which
they look for in the texts. Put these on the board. Ss
then do the task individually for six minutes. Elicit
answers but dont correct yet. Ss then compare in
pairs and identify the words and phrases that helped
them find the answers. Then do afinal class check.
Answers 1 b 2 b 3 a 4 d 5 b 6 a 7 c 8 b 9 b 10a
Speaking skills
8 As aclass, Ss look at the different activities in the
task. Elicit advantages and disadvantages of each
activity. Ss then read the rubric. Also refer Ss back to
Unit 11 and look at how to express feelings and
degrees of difference. Give Ss one minute preparation
time and then three minutes to roleplay the
discussion. After three minutes, change the pairs and
ask them to do the task again with adifferent partner.
Throughout these two roleplays, go round the class
monitoring and taking note of any problems that
occur. Then do afeedback session and discussion to
get the classs overall opinion.
Answers 1 4 or 5 2 16 (changing to 17 in 2013 and 18 Answers 1 fifty percent 2 3.30 p.m. 3 two 4netball
in 2015) 3 13 4 22 5stay after school
2 Before Ss listen, elicit words which may be used to 4 Ss go through the text underlining all the facts
talk about each topic, e.g. (a) lessons, start, breaks; about school life in Britain. Tell them to also look at
(b) games, sports. Play the CD for Ss and ask Ss the seven points from Exercise 2 and note down any
which of their words they heard. facts that they can remember. Ss compare ideas in
groups of four and then discuss the differences there
are between Britain and their country. Elicit ideas in
Tapescript CD4 Track 28
open class.
One
Frank: Well, the first thing which Ithink is strange for 5 Go through the vocabulary given to make sure that
many people from other countries is that we had to Ss understand everything. Look at the first item (too
wear ashirt and atie every day. Even when Iwas five old/young) with Ss. They should decide whether they
years old Ihad to wear them. Ithink about fifty percent like their countrys system or Britains system better
of schools here still have school uniform. Personally, and make asentence saying why, e.g. Iprefer our
Ihated it! It was really uncomfortable to wear. country. We start school at age seven. Ithink four
Two or five is too young. Ss then do the same for each of
Kirsty: The timetable is the same every day in most the other cues given. Monitor and help if Ss arent
schools. In my school the first lesson started at sure how the vocabulary relates to education, e.g.
quarter past nine and we finished at about half past liberal could refer to relaxed rules about uniform,
three. We didnt go to school on Saturday, though attendance, how much freedom Ss have to determine
agood thing, too. their own education. When Ss have finished talking in
Three pairs, elicit ideas in open class.
Jo: At the beginning of secondary school when Iwas
11 or 12 we used to have lots of different subjects
English, Maths, French, Science, Computing, Art,
Music loads of different things. But in the last
two years we had just three subjects and you could
choose what you wanted to study. So Ichose English,
129
130
131
132
133
inspire 1
Reading
1chill out 2find out 3come up 1
Grammar with 4keeps on 5get down to Answer d is correct 06 Good food!
6stay up
Past Continuous 2
Grammar
1 2 1d 2e 3g 4b 5a
1was living in England; composed
1composer 2dance 3exhibition 3 Countable and uncountable
4novelist 5painting 6piano
2was travelling; crashed 3was
7poet 8scientist
1cleanliness 2fall out 3divide nouns
singing; made 4met; were waiting 4contribution 5compromise 6rota
1
5was composing; was 6was doing; 3 7revenge 8interaction 9help
Countable: apple, egg, onion, orange,
met 1poet 2composer 3exhibition yourself 10 common
packet, prawn, red pepper, sausage,
4novels 5compositions 6scientist
2 4 tub
1checked 2was eating 4 1F 2T 3T 4F 5F 6F Uncountable: bacon, cheese,
3was waiting 4remembered 1on 2back 3of 4in 5up chocolate, fruit, ice cream, meat,
5was deciding 6arrived 5 Grammar milk, oil, sugar, yoghurt
7was getting 8got 9found 1a 2b 3a 4a 5b 6c 7a 8c
10was cleaning 11was thinking 1 2
9b 10 a 1Thats my Maths teacher that you 1How many vegetables are there?
12saw 13was driving 14was
15stopped 16was walking spoke to last year. 2This is my 2How much fruit is there?
17closed 18opened 19knew Extend your vocabulary brother who wanted to meet you. 3How much milk is there?
20standing 1 3Thats my cat which caught abird 4How much cheese is there?
abus doesnt normally go with the yesterday. 4Here is your MP3player 5How many cartons of fruit juice are
3 that you lost last week. 5This is the there?
1Where were you? 2Were you verb have
house where Istayed. 6How many bottles of water are there?
sitting near the window? 3Tell me 2 7How much cake is there?
exactly where you were sitting. 1having ashower 2having our 2
8How many sausages are there?
4What were you doing? 5Did you picnic 3had adrink 4had aparty 1Thats the girl who Imet in the
hear aloud bang? 6Did you see 5had; adream 6had; meal shopping centre. 3
aman driving at high speed? 7Did 7have an idea 8have an accident 2Theres ashop where you can buy 1b 2a 3b 4b 5b 6b 7b 8a
you see anything unusual? 9had an opportunity some fascinating gadgets. 9a 10 c
134
4
1how much 2too much
07 Looking ahead Vocabulary Listening
3How much 4 too many 5few
1 1
6little 7How many 8How much Grammar 1Pollution 2electricity A: 1d 2b 3a 4e 5c
3renewable 4destroy B: 1f 2b 3c 4a 5h 6e 7d
9How much 10 too many 11some Will and going to for 5Technological 6reduce 8g
predictions 7economy 8prediction 2
Reading
1 2 1Mr Brown 2 receptionist
1 1is going 2ll 3s going 4arent 1rain 2power 3domestic 4Solar 3 your sister 4 Anna
Answer d is correct going to 5s going 6re going to 5life 6forecast 7bank 8public 5 anna.green@ btt.com
2 7is going 8are going to 9wont 6 Cassandra 7 0207 7268 7362
3
1E 2D 3B 4A 8 Paul 9 seven/eight
2 1of 2in 3in 4to 5of
Extra sentence is C 1Im not going to enjoy 2m going 4 Speaking
3 to buy 3sgoing to win 4ll be 5ll 1c 2a 3b 4c 5b 6b
1c 2a 3c 4d 5c 6d help 6s going to ask 7ll see 1
1Could Ispeak to 2Could Itake
3 Extend your vocabulary
Listening 1will 2are going 3will 4s going
amessage 3Could you tell him
1 4Sorry 5Ill ring back later 6Ill
1 4 1cut down 2cut short 3cut out tell him
1C 2D 3B 4A 1s going 2ll write 3are going to 4cut up 5cut off
2
2 walk 4 ll go 5re going to travel
1Can Ispeak to 2sorry 3Could
A: 1Its apizza. 2Because he 6re going to stay 7re going 8ll
Itake amessage 4Could you tell
completely forgot about it.
B: 3The waitress did. 4Yes, he can.
5
1are going to do 2are going 3ll
08 Jobseekers him; phoned 5call back 6tell him
135
3
2The Nobel Prize for Literature has Past Perfect beginning of abeautiful friendship.
been won by four Polish writers. 9Ilike work, it fascinates me. Ican
(counting from 2011) 3J. M. Coetzee has been given two 1 sit and watch it for hours.
1Alaska has been astate since 1959. literature prizes. 1b 2c 3b 4a 5c 6b
10Ifought the law and the law won.
Alaska has been astate for 52years. 4The Pulitzer Prize was started by 2 11The man buys agun, steals acar.
2The Statue of Liberty has been in Joseph Pulitzer to encourage good 1arrested; had watched 2had 12Crime doesnt pay. 13Ithink
New York since 1886. The Statue of writing. stolen; knew 3were; had left 4had crime pays, the hours are good and
Liberty has been in New York for 5Each year, the Pulitzer Prize for spent; decided 5left; had fallen you meet interesting people.
125years. Reporting is won by ajournalist. 6threw; had got 7had given;
3Number 10 Downing Street has 6Has the Pulitzer Prize ever been allowed 8didnt recognize; had
been the home of the British prime won by an American president?
Reading
worn; had been 9didnt know; had
minister since 1735. Number 10 painted 1
Downing Street has been the home of
the British prime minister for
Reading title b
276years. 1 Grammar 2
c radio and television Direct and Reported Speech 1F 2C 3B 4D 5E 6A
4Buckingham Palace has been the
home of the British king or queen 2 1 3
since 1837. Buckingham Palace has 1C 2A 3B 4D 1Dan told Clara that he was reading 1c 2e 3a 4f 5b 6d
been the home of the British king or the news about the murder. 4
queen for 174years.
3
1d 2a 3e 4b Clara said that she had read it earlier. 1d 2a 3a 4d 5d
5Ireland has been independent since 2Sally said that the burglars hadnt
1921. Ireland has been independent 4 taken anything valuable of hers.
for 90 years. 1T 2F 3T 4F 5F 6T 7T Speaking
Eva told her that she had been lucky.
8NI 9T 10 F They had taken her computer. 1
Reading 3 Frankie said that the judge had sent 1 A: Did you see that horror film on
1 Speaking the robbers to prison. TV last night?
Gina said that he had sentenced them B: Yes! Ive never been so frightened
1c 2b 1
to four years. in my life!
1you see 2not sure 3do you
2 4Jake said that she knew alot about 2A: Ithink Idid badly in todays test.
mean 4very interesting 5Excuse
1B 2E 3A 4C 5D the law. B: Dont worry, its not the end of
me, could Ijust 6yes, sure; the
3 trouble/the truth 7Im sorry 8Let Lucy told him that both her the world.
1c 2c 3a 4c 5c 6b 7d 8d me think 9catch; said 10 Can you grandfathers had been in the police. 3A: Whats the matter?
9c 10 a repeat it, please? 5Nina told Poppy that the police B: Im scared. Theres someone
hadnt finished their investigation. outside the window.
Poppy said that it would take along A: Theres nothing to worry about.
Speaking Listening time. Its only the wind.
1 1 6Rufus said that the suspect 4A: Whats wrong?
1if you ask me 2seems to me 1c 2d 3c 4c 5 b 6b 7b wouldnt answer the police officers B: Ithink Im going to miss the plane.
3come on 4agood point 5my questions. A: Dont worry. Everything will be
opinion 6do you think 7Ithink Vocabulary Tim said that he thought she had to. all right.
8agree 7Jack told Alex that the journalist
1 had written abook about the crime.
2
2 1access 2broadcast 3connect 1Youre kidding! 2Whats the
1In my opinion, 2You cant be Alex told Jack that he was reading it
4direct 5gossip 6photograph at that moment. matter? 3Theres probably asimple
serious! 3Dont you think 7star explanation. 4Idont believe it!
4Itotally disagree. 2 5Dont panic.
2 1The caller said that he didnt want
1psychological thriller 2horror
Vocabulary 3romantic comedy 4action film
to give his name. He thought the
Vocabulary
woman the police were looking for
1 5science fiction 6cartoon had bought aticket to New York the 1
1of 2of 3in 4in 5of 6in 3 week before. 1guilty 2piracy 3thief 4burgled
2 The Internet: (anti) virus , blog, 2Billy Davies said he had seen two 5accused 6Vandals 7innocent
1fell out 2gets on 3stands by download, online, website, search men looking at cars in the station car 8judge 9prisons
136
2 Listening
1explain 2punish 3recording
4crowd 5reduce 6explain
1
Conversation 1C
3 Conversation 2B
1assistant 2mask 3fingerprints Conversation 3E
4gun 5officer 6evidence 7guilty Conversation 4A
8sentence 9commited
Speaking
Extend your vocabulary 1
1 1A: Have you any ideas how
1had broken the law 2broke the ice B: If Iwere you
3break the news 4break arecord 2A: Could you give me some advice?
5broke; heart 6broke; journey B: Idont think you should
3A: Have you got any tips on how to
B: Why dont you
4A: What should Ido?
12 Fit and well B: Its better not to
2
Grammar 1If Iwere you 2Idont think you
Modal verbs should 3Have you got any ideas
1 about how to 4You should
1B: must 2B: should 3B: have to 5Why dont you
4B: mustnt 5B: shouldnt
6B:dont have to 7B: have to Vocabulary
2 1
1must 2mustnt 3should 4should 1j 2c 3i 4e 5h 6a 7b 8d
3 9f 10 g
1You dont have to take vitamins if 2
you have ahealthy diet. 1snowboarding 2hockey 3golf
2You mustnt take alot of painkillers. 4bowling 5horse riding 6baseball
3Imust lose weight. 7windsurfing
4You shouldnt move someone with
3
abroken leg.
1sport 2 exercise 3hiking
5Do Ihave to make an appointment?
4sailing 5aerobics 6cycled
6You should follow your doctors
advice. 4
1lungs 2back 3leg 4head
Reading 5heart 6stomach 7throat 8tooth
1 5
1c 1bandage 2flu 3ambulance
4team 5vitamin 6score
2
correct order: C, B and A 6
1give 2get 3lie 4suffered 5call
3 6fill 7make
1vow 2arduous 3stamina
4grave 7
1aspirins 2stay; bed 3fever
4 4virus 5depressed 6sympathetic
1F 2T 3F 4F 5F 6F 7F 8F 7bandage 8prescription
9painkillers
Grammar
Second Conditional Extend your vocabulary
1 1
1Id go; were 2met; d ask 1out 2up 3with 4on 5away
3wouldnt lose; trained 4didnt 6in
enjoy; wouldnt play 5Id go; were
6would; was 7were; would you play Writing
2 1
1If it were windy, we would go 1C 2A 3B
sailing. 2If you did an extreme
2
sport, which one would it be?
instructions paragraph 3
3Iwould go surfing every day if
information paragraph 1
Ilived in California. 4If you were
invitation paragraph 2
better at judo, you would have
ablack belt. 5If Iran akilometre, it 3
would kill me. 6If Ididnt live so far 1youre fine 2you heard 3happy
from the mountains, Iwould go 4Congratulations
skiing more often. 7Which martial
art would you do if you had the time?
8How would you feel if you won an
Olympic medal? 9If Iwere atennis
champion, Iwould play at
Wimbledon. 10 Iwould relax more if
Iwere you. 11She would do
aerobics if it wasnt so boring.
137
138
some money from the airline because the United Nations, Ghana and Sleep scientists are researching the
were late. Ihope were not too late Czechoslovakia. In Czechoslovakia from problem. They say that it is crazy to fight
because our hotel is along way from the 1989-1992, she saw the Velvet Revolution. nature so the only answer is for schools to
airport and the children are tired. Later she said That was the best job start later. As one scientist said, At 7.30
Two Ihad. a.m. students are at their desks but their
Im going to go camping this year. Ive got brains are at home in bed. Luckily, some
anew tent, arucksack and anice, warm Unit 3, Track 11, Speaking head teachers listened to the new
sleeping bag. My friends dont want to One scientific advice and changed their school
come with me they like sunbathing and A: Is it OK if Ipark here? hours. The results are very interesting:
relaxing but Ithink thats aboring way to B: Im afraid not. Its not allowed. teachers and parents say students behave
spend your time. Iwant to walk in the better, learn more, get better marks and
Two
mountains. Im not sure where Im going fewer students drop out.
A: Do you mind if Iuse your laptop?
to go yet Poland looks interesting, or B: No, please do. Im not using it.
maybe the Pyrenees. Unit 4, Track 15, Speaking
Three
Three One. Maggie
A: Do you mind if Iturn off the radio?
This is great! Were leaving in about an It was in November 1963 and I was eating
B: No, Idont mind. Im not listening to it.
hour. Ican see the ferry and Im waiting to dinner with my family. Aneighbour came
drive on. Theres aman checking tickets Four in and said that President Kennedy was
and apassport control and then we can A: Can Itake my phone into the exam? dead. Iwas about ten years old so Ididnt
go. Im hungry now. When Iget on the B: No, you cant! Leave it in your bag really understand but Istill remember my
boat, Im going to find aseat in the outside the room. parents faces they were shocked and
restaurant next to awindow and eat Five Iwas frightened. Then Mum switched on
breakfast. My last English breakfast for A: Do you mind if Ieat this sandwich? the TV news Iremember it was black
two weeks! B: Yes, Ido. Im saving it for my lunch. and white. We watched the TV for along
Four time but finally mum told me to go to bed.
Unit 3, Track 12, Speaking Like most people my age, Ill never forget
This is so exciting. This afternoon, were
going to go to the travel agents and book One that day.
our holiday. Were going to have amonth A: Can Isit here? Two. Pete
in India. Icant believe it! The price B: Sorry, you cant Im travelling with It happened on October 6th 1996. Iwas
includes flights, hotels and travel in India afriend. sixteen years old. Afilm company came to
and were going to see everything the Two my school looking for teenagers to be in
Himalayas, the Taj Mahal, The River A: Is it OK if Iopen the window? afilm. First, we read aplay and then they
Ganges. Iwant to ride on an elephant in B: Sure, no problem. filmed us acting. They told us to wait and
the jungle and see atiger. Three they went out of the room to discuss our
Five performances. After awhile, aman came
A: Do you mind if Iuse your phone?
Im not going anywhere this year. Ive got back and said, Pete, we want you in the
Ipromised to phone my dad.
two weeks holiday in July but Iknow film. Iwas amazed! Iwas in the film and
B: No, please do. Idecided to be an actor. So October 6th
what Im going to do. Im going to paint
the house, work in the garden and relax. Unit 3, Track 13, Speaking was the day that changed my life!
Ilike holidays but when Icome home Im
always more tired than before Ileave. One. You want to share atable in Unit 4, Track 16, Listening
Ihate flying, and holidays in England are acaf. Radio Interviewer: My guest today on
very expensive. Imight go cycling at the A: Is it OK if Ishare your table? Radio Poetry is Gregory Thompson.
weekend but nothing else. B: Sure, no problem. Welcome to the programme, Gregory.
Two. You want to use afriends Guest: Its apleasure to be here.
Unit 3, Track 10, Reading bicycle. RI: Youre interested in the romantic
One A: Do you mind if Iuse your bicycle? poets, arent you?
The British violinist Nigel Kennedy was B: No, Idont mind. G: Yes, Iam Ifind their poetry and lives
born into amusical family in 1956. He was Three. You want to borrow apen from very interesting. Ifirst read Coleridges
atalented child so he went to aspecialist your teacher. Kubla Khan at school. Ithen read more of
music school. His career started when he A: Can Iborrow apen, please? his poems and those of his friend, the
recorded Vivaldis Four Seasons in 1989 B: Im afraid not, Ihavent got aspare one. poet, William Wordsworth, and Istudied
and he is now the worlds best-selling the romantic poets at university.
classical violinist. However, he often Unit 4, Track 14, Reading RI: So your main interest is in Coleridge
shocks people because he doesnt look or Students are at their desks but their and Wordsworth?
behave like atypical classical musician. He brains are at home in bed. G: Well, it was. But now Dorothy
wears unusual clothes (he sometimes Why are typical teenagers never tired at Wordsworth Williams sister fascinates
wears afootball scarf when he performs!) 11 p.m. but they hate getting up in the me.
and experiments with different styles of morning? Are they lazy? No, the good RI: Can you tell me why?
music. Nigel Kennedys down-to-earth news is that its natural. G: First let me tell you abit about the
behaviour makes him popular with people Everyone has anatural body clock which family. There were five children and their
who arent usually fans of classical music. tells them when to wake up and fall father died when Dorothy was twelve
Now, he lives in Krakow with his wife, asleep. In teenagers, the chemical that years old. After that, she went away to
Agnieszka. He supports the local football controls sleep, melatonin, is in their brains school and then when she was ayoung
team, Cracovia, and sometimes performs between 11.00 p.m. and 8.00 a.m. The woman she lived with different members
with alocal group of musicians called result is that teenagers dont feel tired late of the family.
Kroke. in the evening but, when they get up RI: Was William with her?
Two before 8 a.m., their brain is telling them to G: No, at that time he wasnt. The family
In the 1930s, the worlds most famous sleep. This lack of sleep means they are didnt have alot of money, so the children
child film star was Shirley Temple. She often unhappy, angry, cant learn and get couldnt be together. It wasnt unusual
started work when she was only three bad marks. then for poor relations to go and live with
years old and made more than forty films In the US, alot of high schools start at grandparents, aunts, uncles and so on.
before she was twelve. When she became about 7.30 in the morning. This means the Dorothy finally lived with her brother
ateenager, her career in movies was over. students are at their desks after only five again when she was in her twenties and
As an adult, she married, had children and or six hours sleep. However, they need after that she spent her life looking after
worked in public service. In 1967 she tried 9-10 hours because their bodies and him. She never got married.
unsuccessfully to win aseat in the US brains are still developing so they are very RI: But why is she fascinating? She
House of Representatives. However, she tired. Tiredness means 20 percent of high doesnt sound very interesting.
then had several jobs representing the US school students fall asleep during their G: Well, in the 1930s about eighty years
government and she was ambassador to first two hours of school. after she died, someone found her diaries.
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Continuing our regular feature about listened to by about 150 million people. Lets go to our next caller, Ian, who wants
couples. The only time that the service has stopped to talk about tabloid newspapers. Whats
Greg Howes and Yolanda Drake was in 1985 when BBC workers went on your point, Ian?
Greg: We first met ten years ago. We were strike. The strike was because the British
both art students at Queens Art School. government had wanted to ban Self-Assessment Test 5, Track 36, Listening
At the time, Iwas going out with someone adocumentary which included an interview Presenter: Good morning and welcome
else and Idefinitely wasnt looking for with amember of Sinn Fein (the political to Network Souths Monday morning
another girlfriend. Yolanda was just party which wants to unite Ireland). phone-in show. Today were talking about
another person in my class Iliked her In countries around the world where the relationships and we want you to
but she was very quiet and Iwasnt news is tightly controlled or censored, the telephone with your problems, advice,
romantically interested in her. That all BBC is trusted to be honest and truthful. stories, happy or sad. Whatever you want
changed at the end of our second year. We Some governments try to stop their to talk about, just pick up the phone and
were at the same party and we were both people listening by either blocking the call 01616 328415, thats 01616 328415.
bored so we left and went to acaf. Thats radio signals or the BBC website. And our first caller is Jenny. Hi, Jenny.
when everything changed we got talking World Service radio programmes are Jenny: Yes, Ijust wanted to phone to say
and at eleven oclock the waiters told us to broadcast twenty-four hours aday, seven that my advice for anyone who has
leave! We went back to her flat and talked days aweek. It is also used to send problems with relationships is to listen to
all night. By the next day, Iknew she was emergency messages to British people each other. Its very easy to think you are
the right woman for me Isplit up with overseas. For example, in 1970, amessage right but there must be some reason why
my long-term girlfriend and Yolanda and told British listeners in Jordan to evacuate the other person sees things differently.
Ihave been together ever since. Weve the country immediately. More recently, Presenter: Thank you, Jenny, thats
been married for seven years and weve when the tsunami hit Asia on 26th agood point. Im sure we all agree. Now,
never spent aday apart. Icant imagine December 2004, programmes were Daria, you have asad story, Ibelieve.
ever wanting to be with anyone else. extended to bring the latest news to the Daria: Yes. Well, not very sad now. Iwas
Yolanda: Ive been in love with Greg since people in the disaster areas. Within hours going out with my boyfriend for two years
day one! Isaw him during my first week at of the tragedy, online sites were giving when he suddenly left me. We were always
college and Ithought he was fantastic information to the victims and their happy, never argued, never had any
but hes agreat extrovert and Iam quite families and the message boards were problems and Idont think he had another
shy so it took awhile to get to know him. looked at by more than two million people. girlfriend. He just suddenly finished the
When Ifound out he had agirlfriend, Iwas relationship and never told me what was
broken-hearted! Iwent out with one or Unit 10, Track 35, Listening
wrong.
two men but no one serious. We finally got DJ: And that was this weeks number one. Presenter: If Darias ex-boyfriend is
together after two long years Iwas at Youre listening to Radio X. This is Jan listening, can you telephone and tell us
afriends party and Greg suggested going Turner on Turners Turning World the why you left her! Stuart. What do you
for acoffee. We ended up talking all night phone-in where the listeners decide what want to say?
and that was that! Weve had small we are going to talk about. Weve got our Stuart: Ive just split up with my
disagreements over the years but weve first caller on the line. Its Hazel from girlfriend. She wanted to go out all the
never had abig fight Ithink its because Enfield. Hi there, Hazel. time and she didnt like me playing
we are so different. He still loves being the Hazel: Hi, Jan. computer games with my friends. You
centre of attention and Im happy to be DJ: Okay, why have you called this
the quiet one. Icant believe Ive been so have to put alot of effort into having
morning, Hazel? agirlfriend, thinking of what to wear,
lucky the man of my dreams fell in love Hazel: Well, Iwanted to talk about
with me and weve been happy for eight where to go, what to say. It was too much
advertising on kids TV. There are lots of for me.
years! We havent had any children yet but ads for toys and junk food and clothes.
were hoping! Presenter: Iknow what you mean,
Idont think its right. Stuart! Now, heres some good advice,
Unit 9, Track 33, Speaking DJ: Uhuh? Whys that? from Emily, Ithink? Emily?
Hazel: Well, my two boys believe the Emily: Yes. Ijust want to say, that Ive
Ben: Ihavent got very good marks. If you advertisements and they want everything been married for 40 years and were still
ask me, Ishould leave school now. they see. Then they ask me and ask me to very happy. Ill tell you why. We have
Mum: Thats true but Idont think you buy junk food and the latest trainers. Its always had two days aweek when we do
should leave school. terrible, we dont have much money but what we want. Igo to my friends, my
Ben: It seems to me, Im wasting my time. Ihave to buy expensive things for them. husband goes to the pub or the football
Icould get ajob. DJ: So your children see an with his friends. We can come home
Dad: Oh come on! You need to work advertisement, and you have to buy anytime we want. The other five days
harder. If you get better marks, youll things? Idont understand. Why do you were together. Thats what everybody
enjoy school more. have to buy expensive things for them? should do.
Mum: Thats agood point. Hazel: Because all their friends at school Presenter: Good advice. Now, heres
Ben: But its really boring. have them and Idont want them to be aquestion from Ed.
Dad: In my opinion you are being lazy! different. If their friends have Ed: Yes, Ive got abit of aproblem. Ive
What do you think, dear? DJ: Excuse me, can Ijust say that its done something abit stupid, Iwont tell
Mum: Personally, Ithink Dads right. aparents job to say no sometimes? And you what it was and my girlfriend is very
Itotally agree with him. to sometimes turn off the TV? Weve got angry with me. We havent split up but Im
our next caller on the line. Hi is that worried that we might. Iwant her back
Unit 10, Track 34, Reading Rupert? but Idont know how to tell her Im sorry
The BBC is known all over the world for its Rupert: Yes, it is. so that she will believe me. Any ideas?
fair and informative reporting. In the UK, DJ: And whats your point, Rupert? Presenter: Im sure somebody will
BBC radio and TV is paid for from the Rupert: Iwork in the advertising business telephone to help, so keep on listening,
listeners and viewers licence fees. However, and our research shows that children like Ed. Now, one last caller before the news
the World Service, which is broadcast to adverts. The ads give the children and weather. Over to you, Sam
almost every country in the world, is funded information and they can use it when they Sam: Idont know what Ed did but Ive
by agovernment department called the spend their pocket money. also made afew mistakes and lost some
Foreign and Commonwealth Office. Despite DJ: You cant be serious! The adverts are very nice girlfriends because of them.
this, the World Service has editorial there because companies want to sell When Iwas younger, Ithought Icould do
independence which means the government things! They are not to inform children! what Iwanted and the girlfriend would
cant control what is broadcast. Rupert: Yes, they are. The advertisers still be there waiting for me when Igot
In addition to news, the World Service want to educate the kids who are home. Now Im older, Iknow this isnt
broadcasts drama, sports and educational DJ: Id just like to say that Idont think true. Now Ive met the perfect girl and
programmes. The programmes are in more many parents will agree with you ads are Ithink Im the perfect man. Well, almost!
than forty languages including Arabic, about selling, not education. If youre Presenter: OK, thank you Sam. Well be
Greek, Mandarin Chinese, Polish, listening and you have an opinion on this back with more calls in two minutes so
Romanian and Spanish and they are or anything else, call me on 0200 8374873. dont go away.
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