Music link
Ask students if any of them know either of these
pieces of music. Try to choose the piece that
fewest students are familiar with so that as many
of them as possible hear it for the first time. If any
students play the violin, ask them if they’ve ever
played either of these pieces.
Encourage students to give their honest opinions
of the music. For those who said they didn’t like
classical music, has listening to this changed their
mind?
Culture note
• Méditation de Thaïs is a piece for solo
violin and orchestra written by French
composer Jules Massenet (1842–1912)
as part of his opera Thaïs in 1894.
The eponymous heroine is reflecting
on advice given to her by a monk and
deciding to leave her life of luxury and
pleasure to find salvation. It is in the key
of D major and is around five minutes
long.
• Jean Sibelius (1865–1957) was a Finnish
violinist and composer. He wrote his
Violin Concerto in 1904, but was
unhappy with its first performance
and revised it substantially. The new
version premiered in October 1905
and is the only concerto that Sibelius
wrote. It was originally dedicated to
the noted violinist Willy Burmester,
but he was unable to attend either of
the premieres and was so offended
that the performances still went ahead
without him that he refused to play the
concerto ever again. It is written in the
key of D minor and is considered a very
challenging solo violin piece.
Take a break
Try to find a piece of music to play that everyone
wants to hear. If they can’t reach consensus, go
with the majority, but make a list of other songs
to play in the next few classes. Encourage them to
choose a wide variety of music styles. Alternatively,
give them five minutes to listen to a song of their
choice on their mp3 players or phones, providing
they have headphones!
76 Unit 3
Everyday English p32
Complimenting someone’s performance
1 GUESS  Students make guesses about the
photo and compare ideas with a partner.
Answers
1 A guitar
2 People have given money to a busker.
2 1.24 6 Play the video or recording for
students to check if their predictions in 1 were
right. Try to avoid pausing at this stage, as
students only need to get the gist first time
around.
Transcript
MARIANNE I’m really enjoying your music. Thank
you so much for letting me listen to
you.
CHARLIE My pleasure. I’m glad you’re enjoying
it.
MARIANNE Absolutely! Your last song was great.
You’re great.
CHARLIE Oh, really? Do you think so?
MARIANNE Yeah. I mean, like, you’re amazing!
CHARLIE Well, it’s kind of you to say that, but ...
MARIANNE Honestly, you rock. You really rock!
CHARLIE I’m grateful for that. Thank you.
MARIANNE No, really! I mean you’re just incredible
– I mean you’ve made my day.
CHARLIE Have I? Wow.
MARIANNE Yeah, you deserve a real pat on the
back.
CHARLIE Right. OK. Well, thank you again. I
appreciate that.
MARIANNE Yeah. You were good. Really good.
High five!
CHARLIE High five? OK, well, thank you, that’s
enough.
MARIANNE Oh, come on. You’re honestly the
best musician I …
CHARLIE OK. Hold it, Mrs ... uh? Look, thank
you for the kind words, but that’s
enough. I can’t take any more
compliments.
MARIANNE Oh, you’re just being modest. OK,
it’s just I’ve never heard anyone as …
CHARLIE No more compliments, OK? I can’t
take it any more.
MARIANNE OK, I’m sorry. I tend to get a bit over-
enthusiastic. But you’re just so good!
 CHARLIE Yes, well … MA Give weaker students a minute or two to
MARIANNE And I feel very emotional. But that’s read the transcript of the conversation first.
because you are …
7 Show the video or play the recording again
CHARLIE OK, stop!
so students can compare their conversations.
MARIANNE OK. I’ve stopped. I think. Yes, I have
Were they similar or really different?
CHARLIE Well, that’s good.
MARIANNE OK. Sorry, don’t mind me. I’m just 8 1.25 Encourage students to guess what
going to listen. the woman did next. Elicit their ideas, then
CHARLIE Thanks again. play the recording so they can see if their
3 Students do the activity, then watch or listen predictions were correct.
again to check their answers. Encourage them
to correct the false ones. Answer
She started calling people to listen to him.
Answers
1 True
Transcript
2 False (He doesn’t like too many
WOMAN How long have you been busking?
compliments.)
3 Don’t know MAN A few months.
WOMAN And you do it because you love it?
4 Don’t know
5 True MAN Because I love it? Because it’s fun to
stand out in the cold weather? Because
it’s great when people walk past and
Tip: Give students control of the audio / video don’t even listen? Because … ?
player from time to time so they can pause WOMAN So if you don’t like it so much, why do

and replay the parts they’d like to listen you do it?

to. This creates learner autonomy and gets MAN ’Cause I’m a student. In college. I have
them more involved in the lesson. to eat. I have to earn money to eat,
you know.
4 Students write the sentences in the correct WOMAN Oh, but you were great, you were just

column. You could also ask them to come up so good.

and write the answers on the board. MAN Please, don’t start again.
WOMAN Hey, I have an idea. I said I have an

Answers idea.
MAN  Yeah?
Compliments: b, g, h, i, j, k, l
WOMAN Why don’t I tell everyone how great
Responses: a, c, d, e, f
you are? Start playing again. Come
on over, everyone! Come and listen
5 Students discuss in pairs which statements are to this amazing young singer. He’s
more formal / informal. amazing, the best around, he’s … hey,
what’s your name, anyway?
Answers MAN  Charlie.
Expressions b, j and k are more informal WOMAN He’s Charlie!

(especially b and k, which are very

colloquial). Extra idea: Have a class discussion about
the situation. Do students think the woman
6 Students act the conversation out with was over-the-top in her compliments? Was
a partner. Encourage them to mimic the the busker being over-sensitive? Who do
intonation from the recording. Let them they identify most with?
have several attempts at it, to see if they can
remember a bit more each time. Ask one or
two stronger pairs to perform their version for
the class.

Unit 3 77
9 ROLE-PLAY Students think of other
compliments and do their best to embarrass
each other. You could also make it into a
game. One student pays compliments; the
other student has to respond politely without
laughing!
10 P 1.26 Play the recording for students to
underline the stressed syllable in each word.
To make it more visual, do word-stress drilling
and show the pronunciation by tapping out
the beat and raising your hand on stressed
syllables.
Answers
emotional, enthusiastic, famous grateful,
incredible
11 P Students work out the answers in pairs,
then think of two more words for each
category.
MA Challenge stronger students or early
finishers to think of a two-syllable word with
the stress on the second syllable (eg invest ,
career ).
Answers
1 grateful
2 decisive, enthusiastic
3 emotional, incredible
12 P Students work in pairs or groups of three
to work out where the word stress is in each
of the words. You could also make word cards
and cards with stress patterns. Give each
group a set of cards and ask them to match
the words to the correct stress pattern. This
offers variety, is easy to correct (just by moving
the card into another place) and is a visual,
auditory and kinaesthetic activity. Encourage
students to group the words according to their
endings.
Answers
-ic academic, altruistic, energetic,
pathetic,
-ve aggressive
-ble amiable, disagreeable, horrible,
dislikeable, likeable, loveable, reliable
-gry angry
-cy bankruptcy, efficiency
-ty insensitivity, legibility
78 Unit 3
-phy biography, geography, philosophy,
photography
-gy biology, futurology, psychology
-ous jealous
13 P 1.27 Play the recording so students
can check their answers. Then elicit the links
between the spelling and the stress tendencies.
Check together and do some repetition drilling
to practise pronunciation. If necessary, elicit or
explain the meanings of the words.
Answers
a) penultimate syllable
b) penultimate syllable
c) syllable before the -able or -ible ending
d) two syllables before the end
Tip: Although word stress is often fairly
predictable because of the part of
speech, number of syllables and type of
suffix, try not to tell students they are
rules! There are often exceptions, and
students might overgeneralise. Instead,
it’s best to talk about ‘strong tendencies’
and tell students to approach every new
word on its own terms.
Extra idea: To review and reinforce the
new vocabulary, students choose five of the
words and write definitions for them. They
then describe their words to a partner, who
has to listen to the definition and guess the
correct word.
Vocabulary plus p64
Household tasks
1  Write do and make as column headings on the
board. Divide the class into two teams and ask
a student from each team alternately to come
to the board. Read out one of the words /
phrases from the box and ask the student
to write it in the correct column. They win 2
points if they do it without help and 1 point
if they need to ask their team’s advice or be
corrected by their team. The team with the
most points at the end is the winner.
Jetstream Intermediate
CONTENTS
VOCABULARY GRAMMAR READING AND LISTENING SPEAKING AND WRITING

INTRODUCTION LESSON 1 VOCABULARY PLUS page  be (R) Talking about yourself

How would you describe 61 Present simple (R) Finding out about other
page 4 yourself? The alphabet review Present continuous (R) people
Numbers and symbols Past simple (R) Discussing learning
LESSON 2 review want  / need  (R) strategies
How do you want to Years and dates review Superlatives (R) Writing an action plan
improve your English?
VOCABULARY GRAMMAR READING AND LISTENING SPEAKING AND WRITING

UNIT 1 INTRODUCTION Words connected with Doing a quiz to learn more

Water water about water
LESSON 1 Present perfect v past simple Reading: He did it first Talking about the Ice Bucket
page 7
A very long way! Infinitive of purpose Challenge and raising
Reflexive pronouns money for charity
LESSON 2 Modal verbs: can / can’t, Reading: Water Discussing ways to save
Tap or bottled?  have to / don’t have to, water
 must / mustn’t, Writing a message
ought to / ought not to, explaining things you can
 should / shouldn’t  do to save water
LESSON 3 Water sports and equipment Listening 1: instructions for Demonstrating and
Water activities doing two water sports describing a sport
Listening 2: a talk about a Giving a talk about a
water sport regular activity
EVERYDAY ENGLISH Asking for more information
VOCABULARY PLUS p62 Wordbuilder: nouns from verbs; verbs with un-  say  and tell  Focus on: could   Networking

VOCABULARY GRAMMAR READING AND LISTENING SPEAKING AND WRITING

UNIT 2 INTRODUCTION TV genres Talking about TV and the

Switch on! Words that go with drama, kinds of programmes you
 show, programme watch
page 15 watch v look at 
LESSON 1 Adjectives for describing a Adverbs of frequency Reading: Nordic noir Finding out what people
Stories from Scandinavia programme Used to Listening: information about watched
Used to v usually  Hans Christian Andersen Writing and filming a vlog
about past TV preferences
LESSON 2 Present perfect continuous Reading: Avenida Brasil Discussing soap opera issues
The world of telenovelas for  and since Talking about long-running
TV programmes
Writing a scene from a soap
LESSON 3 Reading: David Giving a short presentation
Influential people Attenborough and about a TV presenter
Claudia Winkleman Talking about attitudes to
Listening 1: a conversation female TV presenters
about male and female
presenters
Listening 2: an interview
with a former TV presenter
EVERYDAY ENGLISH TV talk Requests and responses Asking / Telling people not to do things
VOCABULARY PLUS p63 Wordbuilder: un- and im- used to v get used to Focus on: verbs of the senses Phrasal verbs: turn

REVIEW Units 1 & 2 page 23; Aspects of culture: Water festivals

VOCABULARY GRAMMAR READING AND LISTENING SPEAKING AND WRITING

UNIT 3 INTRODUCTION Musical instruments Talking about what

What music does instruments people can
play
page 25
LESSON 1 Body metaphors (1) could / was able to / Reading: Against the odds Talking about a time you
Making music differently  managed to managed to do something
Writing about a friend’s
experience of a difficult
situation
LESSON 2 Where to put things Past continuous; past Reading: The world sends Acting out a TV interview
Music and rubbish perfect us garbage. We send back
music.
LESSON 3 Saying what you like Past conclusions – can’t / Listening: a conversation Giving a short talk about
The busker could / must / might have about an extraordinary a favourite song or piece
busker of music
EVERYDAY ENGLISH Complimenting someone’s performance
VOCABULARY PLUS p 64 Household tasks Collocations Phrasal verbs: make

4 Contents
 Answers Answer
do: the dusting, the ironing, the washing music
up, the laundry, the cleaning, the dishes,
the hoovering / vacuuming 6 Students classify the collocations shown on the
make: a cup of coffee, a mess, board.
arrangements, breakfast*, a mistake, the
bed Answers
You may sometimes hear breakfast  used
1 live music, background music
with do, as in Let’s do breakfast tomorrow ,
2 listen to music, compose music, play
especially in the USA, but this is generally
music, face the music
confined to businesspeople arranging
3 music industry
meetings.
4 music to my ears

2 Quickly elicit the verbs to fill the gaps, then

7 Students work in pairs to write their
ask three students to read the completed
definitions. They then work with another pair,
sentences aloud.
reading out their definitions for the other pair
to guess the phrases.
Answers
MA Stronger students could write definitions
1 Put 2 take 3 collect
for all eight phrases.

3 Ask students which words are more common Phrasal verbs  make
in which variety of English.
8 2.23 Give pairs five minutes to match the
phrases to the correct gaps in the conversation,
Answers
then play the recording for them to check.
a) trash, garbage
b) rubbish
Answers
1c 2a 3d 4b
4 Students work in pairs to discuss how
household tasks are shared out in their homes.
9 Elicit the phrases with make from 8 and write
Do a class survey and ask if students think that
them on the board – make off with, make it up
domestic chores are distributed fairly or not.
to, make it out , make do with. Students then
Collocations work in pairs to write their story, following the
instructions. Their final story should include
5 Explain that a concordance is a list produced one sentence for each phrase.
by a computer that shows every example of
a particular word used a body of writing. The
featured word is usually printed in a different
colour or aligned in the middle of the line (as
in this activity). Tell students that they need to
look on either side of the gap to find the words
that the missing word collocates with. Elicit the
collocations for the gaps and write them on
the board (ie listen to _____ , compose _____ ,
live _____ , background _____ , play _____ ,
_____ industry, _____ to my ears, face the
_____). Students identify the word that’s
missing from all the collocations.

Unit 3 79