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:
7/23/2019 Innovations Upperintermediate Teacher s Book
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lnnovotionss o new hree-level enerolEnglish ourse or clossesooking
for
newmoteriol
with
o freshopprooch.Bosed
on o longuoge-rich,
lexicol/grommqticol
yllobus,t stqrts rom he
kindsof noturql
conversqtions
hot eorners
wont o hove.
.
Presents
nd proctises
ocobulory,
ollocotions,ixed
expressions,
nd
more
diomotic
onguoge.
.
Motivoteseqrners
y presentingnteresting
nd unusuol
exts
.
Emphosizes
ound-chunking
nd orol luency
.
Covers roductive
nd receptive
ronunciotion ork
.
Includes
n-bui l teorner-troining
oges hotoffer ipsond
odvice
.
Teqches
mqny
ospects f grommor
ond spoken onguoge
not ound
n
other
coursebooks
The
nnovotions
eocher's
ook ncludes
tep-by-stepeoching
notes
os
wel los
explonotions
f cul turol
nd
l inguist ic
tems resented
n
the
Coursebook.
Innovoti
n upper-i
termedote:
Cou seboo
O-7 93
-98
47
-X
Workbook
O-2593-9850-X
Tebcher's
ook
0-2593
-98
49
-6
Teocher's
esource
ook
(Photocopioble)
-7593-9848-8
Audio
CD O-7593-9844-5
Audio
Tooe
O-7593-9846-1
ExamView@
roTest
Bonk
0-2593-9838-O
9 0
U
[ -7513-18q1- r
0 0 0
THOTVtSON
=#--
H E I N L E
VisitHeinleonlineot:
www.heinle.com
Foryour eorning
solutions:
ww.thomsonleorning.com
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Contenls
Infroduction
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7/23/2019 Innovations Upperintermediate Teacher s Book
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lnlroduction
lnnovotions,
irst published
n
2000,was created o
provide
ntermediate
o high-intermediatetudents
with
interesting
models
of natural pol <en nglish
o
motivate
them
beyond he intermediate lateau.
nnovotions
as
now
been
updated nd
expandednto a new hree-level
series (pre-intermediate,
ntermediote,
pper-intermediate)
for
classesoolcing
or a fresh
approach.t is based n a
language-rich,
exical/grammatical
yl labushat starts
with
the kinds
of natural onversations
hat learners
want
to have.
What's
so innovative
about
Innovations?
lnnovotions
pper-intermediote,
ilce
he
rest
of the
lnnovotions
eries, ets
out to maximise tudents'
bility
to
speakEnglish
luently
and o be able o understand
natural
poken
English.t does
his not simplyby
providing tudentswith plentyof opportunitie s o use
language
n personal,
reative nd communicative
contexts,
ut more importantly,
y providing
predominantly
poken
model
of
English.The
nglish
presented
n
the whole lnnovotions
eries s he English
commonly
used n
everydayife
by native peakers.The
series
yllabuss designed
o
meet students'
communicative
eeds.
t all evels,
he
prime
concern s
what
students
will be
able o soyafterwards.As a result,
the
start ingpoint
or
our syllabuss not the
usual
ist
of
tense-based
tructures,
ut rather he typical cinds
f
conversations
e believe
tudents
want to be able o
have n English. hat is then presented nd practiseds
the language
both vocabulary
nd
grammar)
hat will
enable
hem
to have hose
conversations.
How
does lnnovations
upper-
intermediate
fit in with
the rest of the
series?
In
the interest
of retaining
tudents'nterest
and
encouraging
heir
further language
evelopment,
lnnovations
pper-intermediote
oes not simply repeat he
same
core
ensestructures
which are ocused n in
lnnovotionsntermediote.anykey structuresare recycled
and
contrasted,
ut lnnovotions
pper-intermediotelso
has
a broaderconcept
of grammar
han manyother
courses
t the same
evel. he
Coursebool< resents
many eatures
and patterns
of
spolcen
rammar.
t clearly
highlights
hese eatures
nd provides
learexplanations
and examples,
s
well as both
controlledand reer
Dractice
ctivit ies.
ln terms
of vocabulary,nnovations
pper-intermediote
offers
an ncreasedocus
on common ixed phrases
nd
idioms,
nd extensive
overage f various
nteresting
topics.
t alsocontinues
he strong ocus
of the whole
series
n collocation.t shows
students ow
words
work in actionwith other words,and how
conversation
works
in
normal, veryday
ontexts.
Because
f
this consistentocus
on
presentint
anguage
as
t
is used,
oth
grammar
and
vocabularyecur rom
unit
o unit,
and alsoacross evels.
his
gives
tudents
the time
and repeated
xposure hey need
o
learn
language.
Organisat ion
lnnovotions
pper-intermediote
s
divided nto twenty
units.
Each nit
is further
divided nto
three wo-page preads,
all of which provideself-containednd coherent essons
of 70-90
minutes,
lthough
bviously
ou
may
wish o
alter hese
o suit your needs.
l l the units
contain
sections
n using
ocabulary nd using rammar,
swell
as many
speaking
asl<s.
The odd-numbered
nitscontaina dialogue
s he main
source
of languagenput.
This dialogues
used irs t for
general
istening
omprehension
nd hen for
detailed
listening
or
the kindsof
specific ords and
phrases
hat
constitute
mportant eatures
f spol<en nglish.
he
content
of the dialogues
he basis or many
of the
spealcing
nd anguage
xercises ithin
he unit.
The even-numbered
nitscontain
a readingext as
he
main
sourceof input.
Each eading
ext is followed
by
comprehension
uestions,
ocabulary
orl<and
discussion
f the
topic.Eachunit
provides
roundsix
hours of
worl<.
There
is
a Review after
every our units.
.
The
Tapescript
at
the bacl< f the
Coursebool<
features
ll of the
dialogues,
ith the missing ords
and phrases
ighlightedn
colour or easier
identification.
. The Grammar commentary at the bacl< f the
Coursebool<
rovides
otes
on the
grammar
oresented
n
the course.
.
The
Expression
organiser at
the bacl< f the
Coursebool<
llows
students
o record and rans late
some
of the most
mportant
expressionsn
each
unit .
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Other
components
The
Coursebook
s complemented y a
set of two
Audio
CDs/Audio aoes. Workbook. his
Teacher's
Book,
and a separat e, hotocopiableTeacher
esource
Book.
There s
alsosupport
n
the
form of a website
with
useful inks,
and the test-crea ting
program
ExamView@
ro.
. Audio CDs/AudioTapes
The
Audio CDs/AudioTapes ontain
ecordings f all
the
dialogues nd readingexts,
pronunciation
exercises
nd hose lexicalexerciseswhere
stress
and ntonation re he main ocus.
.
Workbook
TheWorkbool<
is for self-study, ut any
of the
exercises
n it maybe done either
n class r as
homeworl<.
n addition,he Workbook
contains
writing tasks.
Some of the Workbool<
exercises
re
directly related
o activities
h the Coursebook,
making
hem useful or settingas homework,
while
othersare more loosely onnected nd are designed
to extend and
expandstudents'
knowledgeof the
language.f you
choosenot to
use he Workbook
in
class,
t is a
good
dea o reco mmend
t to stud ents
as
addit ional
ractice.
.
Teacher's
Resource Book
The Teacher's
ResourceBook
provides
orty
photocopiable
ctivities nd
games
which closely
support he material n
the
Coursebook.
Introductron
Getting the most out
of
lnnovations
ThisTeacher's
ool<
rovides lenty
of detailed d vice
on
how to
get
the most out of lnnovotionspper-
intermediate.
owever,thereare some generalpoints o
make
about he specialeatures
ou
will find
n
Inn
ovotions u
pp
e -inte medi ote Cou sebook.
h
ese
featu es
are highlighted
n the section hat follows.
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Fecrtures
of
lnnovcrtions
Usingvocabulary
Throughout
I
nnovations
pper-intermedioteoursebook
there
are
sections xplicitly
ealing ith vocabulary.he
tasks
n these
sections ocus
on collocations,diomsan d
other expressionselated o the overall hemesof the
units.
As
you go
through he answers, ou
canalso
ge t
students
o repeat
he key anguageor pronunciation,
and
asl<he l<inds
f
cuestionswe
mention
n tne
section
below,Noticing
surrounding
language.Th e
notes
n
theTeacher's ool<
will help
you
with this.Th e
vocabulary
xercises
re ollowed
by opportunities
or
students
o use
some of the language
n short spealcing
tasks.
Using
rammar
Eachunit contains t leastone sectiondealing ith a
particular
rammatical
tructure. hesestructures ange
from
the traditional
ense-basedtructures ilce
he
present
imple
and
present
ontinuouso other less
commonly
ool<ed-at
tructures ikewaysof emphasising
by starting
with Whot.
The structuresare alwaysgiven n
meaningful
ontexts,
nd students
ee how they can use
the language
hemselves.
ive
students he basic
patterns
or the structure
and
encouragehem to
record
examplesrom
the
exercises
n
their noteboolcs.
Again,
here are
speal<ingasl<sinl<ed
o the
particular
structure.
Reference
s always
made o the
corresponding
ection n
the Grammar commentary
section
at
the back
of the Coursebool<.
Noticing
urrounding
anguage
Although
grammar
exercises
re
provided
primarily o
focus
on particular
tructures,
e have
presented
ll
such
anguagen
natural
ontexts. his means hat the
surrounding
anguage
s
ust
as mportantas he language
beingmore
explicit ly ocused
n. f the
exercise
concerns
he
present
perfect,
o not
miss he
opportunity
o point
out
other surrounding ommon
phrases
nd expressions
t the same ime.One of the
most mportantwaysstudentswill improveon their
own
is if they notice
more.Turn
noticing'
into a major
classroom
ctivity.
n order to do
this,
ou
need o not
only explain
meaning,
ut alsoasl<
tudents
uestions
such
as :
What
other hings
on
you
.. ?
What
other hings
on
you
describe s ... ?
Whot's
he opposite
f ... ?
Whot's
he
positivelnegotive
oy
of saying .. ?
lf you
do
...
,what
would
you
do
nextlwhot oppened
before?
Wherewould ou .. ?
Whot
do
you
useo
...
for?
Whot
would
ou
reply
f someone
aid .. ?
The
aim
of these
questions
s
o
generate
seful
language
onnectedo the
word
or expressionn the
exercise
nd also or
students o get
an deaof the limits
of collocation s
nd differences
ith
their own Ll. Asl<ing
questions
il<ehese s better
han simply
explaining,or
three reasons.
irst ly,hey
allow
you
to
checl< hether
students
aveunderstood
what
you
explained.
econdly,
they are
more engagingor
the students
s
you
are
involving
hem in
the teaching ro cess
nd accessing
their current
knowledge.
hirdly,hey provide
opportunities
or
students
o ext end heir knowledge
y
introducing
ew language.
n someways,
he
quesrions
are also
convenientor you
as a teacher,
ecause
students
rovide
meanings
n attempting
nswers nd
you
can
hen provide
he actual anguage
y correcting
any mistakes
r
re-statingwhat
they said n more natural
English.This
ew
languagean
alsobe
put
on the board,
ideally n the form of whole expressionssyou would
use hem
in soeech.
You
mayalso
ilce o follow
up a sectionof
teachingil<e
this by asl<ing
tudents
o brieflypersonalise
ny new
vocabulary
ou put
on the
board.For example, ou
could
asl<:
Do
you
knowor hove ou
heord bout
onyone ho .. ?
Do you
know
or have ou
heard bout nyone
ho has .. ?
When's
he
lost
imeyou
... ?Where?Whot hoppened?
Conyou
use
ony ofthesewordslphraseslexpressions
o
describe
hings n
your
ife?
Which s
the most useful
wordlphroselexpression?
Which
wordslphroseslexpressions
o
you
like most?
You
could put
students nto pairs
o do
this <ind f
exercise
or f ive
or ten minutes.
his s a good
way of
breal<ing
p
the lessonand getting
away rom
the
Coursebook
or a momen t. t
alsoencourages
tudents
to
get
to lcnow
eachother
better and,unli l<e
supplementary
aterials,equires
ittle planning
nd no
fighting
with the photocopier
The teacher's
otes
often suggest uest ions
ou
can asl<
about
anguage
n the texts
and here are
also
good
examples
f these
cinds f questions
n the
Vocabulary
quizzes
in the
Review u nits. t
may al<e little
r ime o
get
used
o this
styleof teaching,
nd students lso
ma y
init ial ly
eed
o get
used o it, but it is
worth persisting
with it ,
as t
produces
dynamic nd
anguage-rich
classroom.
Grammar
ommentary
The Grammar
commentary
startson page159
of
the Coursebool<
nd
beginswith
two
pages
utl ining
he
basic
pproach
o
grammar
alcenn
the bool<. sk
students o read hesepages arlyon in the coursean d
discuss
ny questions
hat
arise rom it.The grammar
6
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points
hat follow refer o
the
Using
grammar
sections
within
he units.Generally,
ou
can
asl< tudents
to read
he
Grammar
commentary
as
a way to
review
he
language
fter they
have ooked at
particular
structures.
However, n some cases
ou might want
students o come up with a
guideline r'rule'
themselves nd hen compare t to the
explanation
n
the Grammar commentary before working
on the
exercises.he Grammar commentary is also
anothergood
sourceof useful xamples
or students
o
record.
Dialogues
The
dialoguesorm the main nput
n eachof the
odd-
numbered
nits. hey are based n corpora
of spol<en
English,
ut havebeenmodified o avoid
he redundancy,
overlapping nd alsestarts common
in everyday peech.
However,
hey do still retain
many other useful
eatures
of such
speech. he dialogues
re examples f
typical
conversations
hat
people haveabout everyday
opics
and
contain
many
commonly-used
hrases nd
exDresstons.
When
using he dialoguesn class,
lay he recording
once so students an answer he
gist questionsn
While
you
listen, and he n once
more o allow hem
to
identify he words and
phrases
hich
complete
he
gaps.
f
your
students ind his hard,
play he recording
third
time and
pause
fter each
gap o
give
hem
more
time
to write. Finally,
lay
he recording
ne last ime
as
students
ilently ead he dialogue.
istening
o natural
spoken
English hilst also eading
what they are
hearing
helps
tudents
et
used o the way
anguages'chunked':
where
speakers
ause, nd more importantly
where
they do not pa use.t
also
helps tudents
oticeother
features
of everyday peech, uch as
discoursemarl<ers
like
Oh,We/lNow,Then. ou could follow
up by
getting
students
o read he dialogue loud
n pairs either
he
whole dialogue r
just
part of it.
Muchof the language resented nd explored
n the
unitsappearsn the dialogue s,o students
et to see
and hear t in meaningful
ontexts.
or example,
n the
dialogue
he Brother from
Hell on
page10,
Simon
describes
his brother as o bit old-foshioned,a
it
taditionol,whichs an example f one of the modifiers
from
the Using
grammar
section
on
page9.
Reading exts
Readingexts form the main nput
n the even-
nuinberedunits.These exts are derived
rom authentic
articles,
ut
have
been e-written
o include
maximally
useful
ocabulary nd collocation s.
he texts are
alsoal l
designed
o elicitsome cind f
personal esponse
ro m
students,
hether t be laughter,
isbelief r shock
Encourage
tudents o read he
whole ext through
without worrying oo muchaboutanywords they dont
know.Tell
hem to Dut heir oens
down for a
minute
and
relax One
good
way of ensuring
hey do this
s o
play
he recordingas hey read
t the first time or,
f
you
Featuresf
Innovations
want a slower
pace,
o read it out
yourself. mportant
vocabulary s focusedon later,and students
need o
gain
confidencen their ability o understand
most
-
if not al l
-
of a text. Encourage tudents o focus on
the many
words
they do
know
Each
eading ext is followed by a
speakingasl<where
studentshave he opportunity to
react personally o the
text
and o exte nd he
discussion n a related heme.
Thiscan either be done n pairsor in smallgroups.
There
are alsoexercises
hat focuson
particular exical
items
or collocations ithin
he text.
Encourage
tudents o
re-read he text, findingother
interesting
xpressions nd collocations.
ne
question
that
you
canask s if anyone ounda collocation
ha t
was surprising r unusual. or example,
n
Surprise
Fo r
Jailbird
Dad in Unit 2, studentsmight ind
o greotbi g
huga surprising ollocation. uggesthat students
sea
good
English-Englishict ionary,
ot
only
o check he
meaning
f words but also o read h e
examples, hich
often
containuseful
ollocations nd
phrases.
With
both the reading nd he
listeningexts,
ou
could
simply
ask students:
Do you haveony
questions
bout he
text?Note that this a different
question o Are hereony
wordswhich
you
don'tknow?, ecause t allows
students o-
asl< bout anything. hey can ask about words
they do
l<now,
ut which mayappear
with
a new
meaning r in a
new
collocation;hey canasl< bout
expressions;he y
can
ask about content; hey can even
ask you what
you
thinl<
Encouraging
tudents o asl<
uestionss a
good
way o
encouragehem to notice anguage .
t
also
helps o
createa good relationshipbetween studentsand
teacher.
Extra
eading exts
Several
f the units havesmaller eading
exts, or
example
Full-Time
Job
on
page 12,
which
are related
to
the overall heme of the unit.
These eadingexts are
mainly
or fun and ead n to fl uencywork
through
discussionn the spealcingaslcshat follow.
Although he
prime
ocus
of these
exts is not explicitvocabulary
worl<, hey havebeen written to
includeuseful
vocabulary,
nd
provide
another
opportunity o
point
out
particular
ollocations
nd expressions ithin the
texts.
Speaking
asks
There
are speakingasks hroughout he
Coursebool<.
These
are intendedboth as a way of encouraging
students
o use some of
the new languagehat they
have
met, n personalised
ays,
nd alsoas an opportunity
or
students
o relax and enjoy
alking o eachotherl
Wheneverpossible,ry to introduce hesespealcing
tasl<s y tallcing boutyourself nd encouraginghe
class
to askyou questions. his serves s a model of what yo u
are
asking tudents
o do
and
s another
good
source
of
language
nput.Also,students
enerallyike inding ut
more
about heir teachers.
7
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Features
f
Innovations
You
may
wish o use
hesediscussion eriods
as a
chance
o
monitor
students'
pol<en erformance
nd o
gather
student
errors
o focus
on later,
r as a chance
to
listen
or
gaps
n
students'
ocabularies
hich can
later
be addressed.
good
way to give
eedbacl<
n
these
sections s
o re-tell
what
one or two students
said.
Re-telling
hat
students
ay sometimes
alled
reformulation
is a good
echnique
ecauset allows
even he weakest tudents o share heir experiences
and
deas
with the
whole
classwithout the pressure
f
performing
n
front
of them.
t 's
quicker
there are no
painful
auses
and
maintains
he paceof
the lesson.
Finally,
t
allowsyou
to
correct and ntroduce
useful
ew
language
n a
way which
acknowledges
hat the
student
has
successfully
onveyed
is/her
meaning.You
an
write
some
of this
new language
n the board f you
like,bu t
it 'snot
strictly
necessary.
ometimes ou
maywish o
just
tal<e
back seat
and have
no feedbacl<.
Pronunciat ion
As Innovationslaces uchan emphasis n spol<en
English,
ronunciation
s given
a highpriority
hroughout
the series.
he
recording rovides
modelsof many
short
dialogues,
anguage
atterns
nd expressions.
he
recording
an be used
o help
students
ractise
he
expressions.
tudents
hould
be encouraged
o repeat
the expressions
everal
imes,
oth chorally nd
individually,
nti l
hey
can say hem relarively
aturally.
t
is important
hat
students
o not
just
learn orms
an d
meanings,
ut also earn
how
whole phrases
nd
expressions
re said
by f luent
speakers.
RealEngl ish otes
The
Real
English
otes
hroughout
he Coursebook
refer
o a particular
iece
of language
a word,
phrase
or
trammatical
tructure
that appearsn
one of the
taslcs.The
otes
contain
eatures
f everyday
nglish
which
manymore
traditional
oursebooks
verlook, nd
so it is
important
o draw
students' ttention
o the
explanations
nd examples.
dd
more examples
r asl<
few
relatedquestions
o
exploit he notes
urther, f you
wish. n
the Review
units,
anguage
rom thesenotes
s
recycled
n different
onrexts.
Jokes
In
some
of the
units
here are
olces,
artly
o bring
some
ight
elief
and extra
humour
nto the
class, nd
partly
because
eing
able o
tell
jol<es
s an important
part
of
daily i fe.
Students ractise
ell ing
olces,
nd ocus
on the pausing,
tress
nd ntonation
hat mal<e good
jolce-teller.
Review
units
There
s a
Review afier
every
our
units. hisgives
students
he chance
o revisit
andconsolidate
anguage
they have
tudied.
heseReviews
have
beenwritten
with
addit ional
peaking
xercises
o use
n class
ime.
There
are
also Look
back and
check
andWhat
ca n
you
remember?
exercises,
here students
epeat
and
recall
nformation
hey have
earned.
epeating
ctivities,
perhaps
nsurprisingly,
ften eads
o better
student
performance
he second
ime around
and you
maywant
to
do
theseexercises
ore
regularly
s a quicl<
ay of
revising
hings.
he
Vocabulary quizzes
are best
done
in
pairs
or groups
or even
with the
whole class ivided
into
two
teams.
ou could
even
awardpoints
and score
it
as f
i t
was aTV
quiz
show
Finally,
he last
section
of the Review,
Learner
advice,
provides
short
text
which relates
ur own
experiences
s eachers
nd
our ideas
n how to
improve
students'
earning
trategies.his
s reated
as a
normal
eading
ext
with pre-
and post-reading
asks,
where
students
eflect
on
their own practice
nd
our
advice.
Tapescript
The
Tapescript
starts
on
page
148
and eatures
ll of
the
dialogues,
ith missing
ords
and
phrases
highlighted
n
colour or
easier
dentif ication.
s well
as
the dialogues
nd
short listening
exts,
manyof the
language
ractice
ctivit ies
re
alsoon the
recording.
Photographs
Photographs
lay
an mportanr
ole
throughout
he
Coursebool<,
nd
manyexercises
sk
students ery
specif ically
o
describe hotos
e.g.
age
8), o role-play
situations
epicted
n
them (e.g. age
47)
or to respond
personally
o
them (e.g. a ge
53).
deas bout
how to
usephotos
ilce
his are generally
iven
n
the
explanation
f
the tasl<,
ut additional
ays o exploit
the photos
are given
n
individual
nit notes
n the
Teacher's
ool<.
Because
nnovotions
pper-intermediote
s, o
rich in
interesting
isuals,
he
pictures
an be used
o do
activit ies ot directly elated o the Coursebool<.or
example,
ou
may
be working
hrough
Unit 16,
ut there
is
nothing
o stop you
using
he
photo
on page
20 to
set up
a role play
between
a
traffic
wardenand
a driver
in your
afternoon
lass, r to
use he
weddingphoto
on
page
l0
to set up
a debate
on
getting
married
or
just
l iving
ogether.
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Language
trips
Language
strips as a resource
The language
trips
at
the
beginning
f eachunit
provide
valuable
nput
which can be exploited n many
different
ways.They
are
particularly
usefulas a source of five-
minute
iller
activities, etweenmore substantial
activit ies
r at the end of a lesson. ou should
not,
however,ry to explainall the languagen the strip.
Instead,
ry to
ensure tudents oticeand
earn wo or
three
expressions
rom eachstrip.
The language
n the language strips
All
the expressions
re correct,natural poken
anguage,
including
dioms, ixed expressions nd expressions
containing hrasal
erbs.Often, here are alsosome
more
colloquialopic-specific xpressionsonnected
o
something
mentioned
n the unit.The
languagen the
language
trips s
useful or al l students,
ut
particularly
those
who havehad ess
hance o use
heir Englishn
'real '
situations. oint
out that manyof
the expressions,
usually
hose
which contain he word l, are
useful n
talking
about
yourself, our
opinionsand reactions.
he
notes
or eachunit givedefinitions n d examples f
some
of the more idiomatic
xpressions.
You
mayneed
o
give
some
guidance
bout
ho w
students
an ind out about
hese
exoressions.or some
of
the
more idiomaticones, or example, reolly
get
o
fuck
out of it in Unit 3, ell students o lool<at the
phrases
t
the
end of the dictionary entry
for the key
word,
n
this case, ick. f students re studying
n
an
English-speal<ing
ountry, ou
could
alsoencouragehe m
to go
out and ask people
about he expressions.
Using
the
language
str ips
Students
ould
ool<
t the languagetripson
their own,
but
they are
probably
estused or
pair or small-group
activit ies
n class.
sk students o lool< hrough
he
language
trips,
hoosesome expressions
hat look
interesting
nd
o find out more about hem.
They can
share
heir inf ormation n smallgroups n a later class.
They
could then do another
activity
related o the
language
trip.The
notes or each unit
give specific
questions ou canasl<, ut the following re some
general
deaswhich
can be used
or most of the
language
trips:
l.
Ask
students o fin d he exoressions:
a.
which are resDonseso two or three ouestions
-
or remarks
ou
write on the board.
b. which express
ery neatly.a
omplicateddea
you
would
otherwise
express n a
roundaboutway.
For example,
n Unit 8: /t's oo early o
go home.
There s
so muchmorewe con do.Ihe
nrght s
young.
2.
Copy some of
the express ions nto
an overhead
transparency eaving
ome
taps.
Ask students o
complete he expressions
efore
opening heir
Coursebooks, nd hen
compare
heir answerswith
the expressionsn
the language
trip.
Features
f
Innovations
3.
Ask students o identify
xpressions:
a. which
containa
familiar diom.
b.
which
contain
expressions ith a
phrasal
erb.
c.
which contain anguage hich hasoccurred
n an
earlierunit,suchas modifiers r soft eners,or
example,
bit of o,
ust,
tc.
4.
Ask students o sort the expressionsn different
ways:
a. positive s.negative xpressions.
b. formal
vs. nformalexoressions.
c. those
which are
more likely o
be
usedby
men/women.
d.
those more lilcelyo be usedby
young/older
people.
e. remarks
which
nitiate
conversation
s.
resPonses.
f. (perhaps
most
mportantly)
hose
hey
would
like
to use hemselves s.
expressions
hey would not
feel comfortable sing.
The pictures
and anguage trips
provide
ways of
introducing
he topic and someof the languageelevant
to
the unit.
Recording
anguage
It is
a
good
dea o helpstudents rganise notebook
to record
the languagehey meet.Earlyon in the
course,
all< bout recording his anguagen an
organised
ay and suggest notebookdivided
nto
several
ections:
.
a
sectionorganised lphabetically ,ontaining
ot only
the target words but associated ollocationsand
phrases
.
a sectionorganised round hemessuchas
describing
eople,
ork, ilms, tc.
.
a sectionorganised round'delexicalised'erbsand
nouns
such as
get,
oke,
point,thing;
section or
ohrasal
erbs
.
a section or idioms; nda section or
grammatical
patterns
and
structuressuch as
he present
continuous
ndwoslwere
oing
o ... but ... .
Also
talk aboutwhat shouldbe recorded. nstead f
just
isolatedwords,encouragehe recording f complete
phrases,
ollocations nd even
question/response
exchanges.he
Coursebook s a
great
esource f
useful
contextualised
anguagehat can be transferred
directly
to students'noteboolcs.
ell students o translate hese
larger
expressions nd dioms nto an equivalent
n their
own language.
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Unit
overview
General topic
Describing
riends and family,
nd
tallcing bout what
they do.
Dialogue
Melanie
nd Simon
alk about
heir
famil ies.
Reading
The
Pridham
amify
are expecting
heir twentieth
chi ld
Language
input
. Adjectives o describepeople'sappearance nd
character:
go
odJooking, oinggrey,
moody,
omusing,
tc,
.
Modifiers:
reolly
nice,
quite
creative,
bit boring,a bit
of o mooner,
bit
too nice, tc.
.
Positive
and
negative
djectives:idy,messy,
tc.
.
Contrasting resent
enses present
imple
an d
present
continuous):
He usually
works
n
the centre
of
town,but this
week
het
working
rom
home.
Language strip
Draw
students'
ttention
o
the exoressionsn
the
language
trip.
Ask
them to loo l< uicldy
hrough
he
expressions
nd
choose
hree they
are curiousabout.
For
the
next class
meeting,
hey should ind
out about
the meaning
nd
usage f
their chosen xpressions.
Good
resources
re
or onlinedictionaries
r,even
better, roficient
English
peakers. emonstrate
ow to
find
one of the
expressions
n
a
dictionary
y choosing
a
key word.
For
example, or
Well, e does
okeofter his
fcther;
ook
under
oke. n
the n ext class, tudents
hare
what they
have earned.
ou couldalso
asl<hem to f ind
expressionsn the str ip hat
describe
person's
appearance
r
those
hat describe er sonality.
Encourage
hem
to
add any
expressionshey hinl<
re
useful
o their
notebooks
r the
Expression
organiser
on
pate
167.You might
need o explain
some
of
the more
idiomatic
xpressionsn
the strip:
.
lf someone
s
o reol ough,it
means hey
are un to
be
with.
.
lf someone
s
o bott/e
londe,t means
hey dye
their
hairblonde.
'
PC
stands or
politicolly
orrect.lf
ou want
to
be PC,
you try to use anguagehat doesn'toffend and is
fair
o al l people
egardless
f race,gender,
ge,
physical
bi l i ty
or
sexual rientation.
or example,t
is
considered
PC
to say
choirperson,ather
than
chairmon.
lf you
foncy
omeone,
t means
hat you
are sexually
attracted
o them. f you
don't
go
for
redheads,it
means ou don't usuallyancypeoplewith red hair.
lf
someone
wouldn'tsoy
boo o d goose,
t means
hey
are very
timid.
lf you
heor
something
n the
gropevine,
t means
hat
you
hear some
news rom
friends
or colleagues
rather
han
n an
official nnouncement.
lf you
say
she's
friend
of
a
friend
of mine,
t means
she s
your
fr iend's
riend.
I : -
.
i "
' . i 3
:
r . . r " . .
r r ' . 1 * X ' , . r " ; *
I J ; - t ' , I
.r
-" l
'
;
': '*
J .J
"* '4'
i-"
. -r
)
*t
t
J
Describ ing
eople
Model
he task
or the
students
y choosing
hree of
your
friends
or family or
yourself),
nd
choosing
he
best
expressions
o describe
hem. Afterwards,
sl<f
anyone
an recall
any
of the
expressions
hey heard.
Choose
a couple
of examples
nd
write them
on the
board
o i l lustrate
ow
they are used.
or exampre:
She's
ot
foir
hoir.
She's
bit on the
shortside.
Ask
the class
o suggest
hree
or four
more examples
that
can ollow
she's
gotlshe
os .. (e.g.
dorkish air,
o
goodsense f humour)
and
three or four
that can
ollow
she's
.. (e.9.
nergetic,goingrey).
et students
o tall<
about
he
people
hey chose.
Encourage
hem
to asl<
their partners
urther questions.
ou
couldalso
explore
the use
of the
suffix
ish,
hich
can often
be added o
adjectives
escribing
ppearance.
t
gives
he meaning
f
portly,to
a
certoindegree in
contrast
o
completely).For
examDte:
She's
ot reddish
oir.
She's
ollish.
Ask
the class
o tel l you
to
whichadjectives
n the l ist
they
hink
-ish
can be
added.Possibilities
nclude
cir ish,
wh tish,greyi h,bo dish, oungish,ollish.
The
questions
rovide
a follow-up
o
I Describing
people.
This would
work
well in a
smallgroup
discussion.
ou
might
want to
talk about
he word
feotures,
xplaining
hat i t usually
escribes
he face
and
is often
used
n the plural
orm.
Givesome
examples:
She's ot
delicote
eotures.
My
mouth
s one
of my best
eotures.
Speaking
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Eefore
he students
isten o the
recording, sk or
expressions
including
ny rom the list
n I Describing
people)
to describe achof
the
people
n the
four
photos.
Tell he
students hey can consult
you, a
dictionary,
r each
other
for
ideas.
or example:
The
mon in
picture
one
ooks ike het in his thirties.
Ask
what kind of
personality
hey thinl<each
of the
people
has. or example:
I think
the womon n
picture
wo is
probobly
very
eosy-going.
Tell
hem
to listen
and hen
discussheir answerswith
a
partner,
and hen to recallany useful
expressionshey
heard.
Write them on the board.Some
hat you may
\trant
o
Potnt
out are:
F{et
got
o greot
sense fhumour
(ask or other adjectives
tfrat
could be used
nsteadof
greot).
Sfre's
reolly
energetic ort of
person
ask or other
adjectiveshat can it in this pattern).
She's
ot
q
veryworm
personality
asl<
ow
you would
express
he opposite).
Replay
he recording
o that they can
hear he
phrases
again.
Encourage
tudents o record
the
phrases
hat
they
like
n their notebooks.
Answers
Picture
I
Picture
3
is Nicl<;
Picture2 is
Kirsty;
is Matt; Picture4 is
Jenny.
Photo
opportunity
The
photographs
on
page
8
provide
good
opportunities
for
discussion. ou
could use he
ideashere at
any ime
druring
he unit.Here
are some
possibil i t ies:
'
Ask
students o discussf any of the
people emind
them of anyone
hey
know or havemet, and
in what
way.
Feed n languageo help them.
For
example:
his
girl
/ooksa
bit
like
o Germon
riend
of mine. This
mon
reminds
me o bit of my uncle.
'
Ask
students o
guess
ow old each
person s and
what they do.Feed n useful tructures f needed. or
example:The
mon with the
glossesooksobout twenty-
five.
This girl
mustbe in her eorly twenties.
She
might be
a
foshion
tudentor something
ike hat.
'
Ask students o discuss
whether
or
not they'veever
:
or would ever dress ike he
people n the
pictures
r
have
heir hair
ike hat. Ask the class
o
discuss
why/why not, and to
give
extra
detailswhere
possible.
'
Ask
each
person
o in vent he
personality ndior
ife
story
for one of the
people.
For
example:She's very
bod-tempered
ort ofperson.
Shenever sed o be
this
way,though.t
oll stortedwhen
her daughter ecided
o
marry
someone
uch
older. tudents
can hen
share
their ideas n pairs.
1 Talking bout
people
xir*g
#r,*ifrrr,$*ftr
ffiffi
oditiert
Go
over the short explanation f modif iers,mentioning
how
some are useful n'softening' omments.
or
example,
his
is
o bit boring
s more acceptablehan fhis
is boring. odel
he exercise
ourself nd/orelicit rom
the class
one
or
two words
for each
pattern
before
asl<ing tudents o
complete
he task.
Answers
Possible nswers:
l. moody ... pleasant, ifficult .. easy-going
point
out the
contrastint
adjectives)
2,. annoying,
ice,
leasant,
unny
3. narrow-minded,
onservative
4. nut,snob
5. generous,
arcastic
Encourage
tudents o
find
out
more about he
people
their partners
described. efer hem
to the Grammar
commentary,
G
I Modif iers on page159.
ffi
Pronunciation
This
useof
quite
s common n BritishEnglish,ut the
differencen meaning an be difficult or learners o
discern.As an introduction, ou couldwrite Your ssoy
wos
quitegood
on the board and ask he class
f they
would be
pleased
f they receivedhat comment.
Without
hearing t, we wouldn't know
if
it meant
t was
just
OK or if
it
was
reallygood.
Go
through he
explanation,
ayinghe examples everal
imes.Ask the
class o identify
what
is done
o the
voice o indicate
stress. The
stressedword or syllable
s
spoken
with a
higherpitch,
s
longer,
learerand sometimes
little
louder.)
After studentshave istened o the
recording
and repeated
he
sentences, xplain hat the context
helpsmake
he mea nings lear.
or example:
A: How
ore
you gettinghome?
B: Wolking. live quiteneor
the
offrce.
A
fhot's
nice. hote
driving
n to work.
A: Do you
everwolkhome?
B:
Well, live
quite
neor the office,but o bit too
far
to
wolk.
A: Oh,
do
you
wont o lift,then?
As
an extension, et pairsof students o construct heir
own dialogueor
one of
the examples nd
perform
t
for other
membersof the class.
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Speaking
1 Talking
bout
people
Read
hrough
the questions
so that the students
can
hear
he expressions.
se
he
picture
o help
with any
vocabulary
uch
as body-piercing
nd
tottoos. or a
poin
n
the neck efer
students
o the Real English
note. This
expression
an
sometimes
e shortened
o o
poin.For
example:
My mothercon be o bit of a poin sometimes.
Parking
s a reol
poin.
Ask
the students
o tell you
what or who
they find o
pain
(in
the neck).
Get them
to work through
the
questions
ndividually
irst,
and hen to
discussheir
opinions
n
pairs
or in
smallgroups.
You can hen
bring
the
whole class
ogether
to share
deas.This is
a
great
chance
or the
class
o let off a
bit of steam Try
to
remain
mpartial ourself.
emind
hem to look
at the
questions
gain
nd o
underlinehe
modifiers.
Photo opportunity
Ask the
class
o describe
what
they cansee n
th e
picture
on page
9. Feed
n relevant
vocabulary,
uch as
He's got
tottoosall
oyer his
foce.
Make
sure
you give
the
class
whole
phrases,
ot
iust
solated
words suchas
tottoos.The picture
can
hen be used
o encourage
debate
on
why
people
eel
he need o have
attoos and
piercings,
hether hey
suit
some
people
or
not,
whether
anyone
n
the class as,
r would have,
ny
done.
Alternatively,
tudentscould prepare
a role play
between
a teenager
who
wants to
get
their face pierced
and
a tattoo
on their
arm,
and a concerned arent.
Divide he
class nto
two groups
a parent group
and a
teenager
group
-
and
give
hem five minutes
o
plan
what they
are
going
o say,
what line of argument
hey
are going
o follow.
Brainstorm
a list of useful
phrases
beforehand
o give
eachgroup.
For
example:
AIImy
friends
hove
got
hem.
I
con olways
oke
it out if
I
get
sick of it.
It
mightgo
sepric.
You'll
be stuck
with it
for
life.
Feed
n
vocabulary
here
necessary. ou
could also
prepare
a list on
a handout
or transparency
f twenty
possiblehings hat might
be said between
parent
and
child,
nd ask
he
class o decide
which
were saidby the
parent
and
which by
the teenater.
*l
6i#ffi
riends
nd relatives
@
This
ask ocuses
n expressions
o describe
relationships.
sk
the class
f they have
imilar
expressions
n their
own languages
nd
whether they
agree
with
the ones
here.
Make sure that
studentshear
how
the expressions
re
said,
articularly
umber
8,
where
of is
stressed. sk questionso checkon the
meanings
nd
o
generate
ther collocations .
ome
examples
ould be:
.
lf you
know
someone
y
sight,would ou recognise
them if you
saw
hem?Would
you have
a long
conversaiion
with them?
.
Do
we use
hislher
x to
just
refer to
former
husbands
nd wives?
How
aboutgirlfriendsr
boyfriends?
.
lf
someone
ntroduced
you
to their
partner,
would
they
be married?Would
hey be friends?
.
lf you
know
of someone,ou've
heard people
all<ing
about
them.
What are
other expressions
with know
ofl (Are
we
finishing
arly
oday?Not
thot I know
of.)
Talk
about some
of the
examples ourself
before getting
students
o talk
in pairs.
You
couldalso
ry and recycle
some
of the
language
rom the
unit as you
do so. t is
very important
for
students o
hear this
kind of
controlled,
ecycling
eacher-talk.
L*$:g'*'ffi
*'ff
ffi
gefore
ou
isten
Start
off by
talking
about your
family
or asl<ing
he class
to ask
you questions
bout
he
people.
This
provides
model
for
the
studentsso
they can
alk to
a
partner
about
heir family.
Talk
about
the expression
Simon's
opped
n to Melonie's
house.
sk
whether
students
hink this
means
Simon s
going
o
stay ong.
Explain
hat you
can also
pop
ntoo
shop or o loaf of breodor pop into the cafe
or
o bite o
eot. Refer
hem
to
the Real English
note
for an
explanation
f
the expression
he brother
rom
hell.)Tell
the
students
not
to try
to understand
every
word in the
text,
but
only to
try to answer
he
two
questions.
Make
sure
hey
cover
the text
the first time you
play
he
recording.
Play t
twice if
necessary,
hen
check he
answers
o the
two
questions.
Answers
l.
Melanie's
n
only child;
Simon's
ot
an older
_
brother
and a younger
sister.
2.
Melanie
tets
on well
with her
mum,
but she
doesnt
reallyget
on
with her
dad.Simongets
on
well with
his sister,
ut not
so
well with his
brother.
Now
explain
he second
ask.First,
see f
students
can
fill in
the first
two
or three gaps
rom
memory
with a
partner.
Play
he recording
again
or students
o
fill in
the
missing
ords.Pause
he
recording
o they
have
time
to write
in what
they hear.
Finally, lay
he
recording
gain
with
students istening
hile reading
he
tapescript n page148.The missing ords are n blue.
You
may
want
students
o read
he dialogue,
r
part
of
it,
in pairs.
Dont
be
afraid o
asl<hem
to listen
several
times.
The more
they
isten
o narural
pokenEnglish,
the
more
chance
hey have
of acquiring
hat language
and mproving
heir
own performance.
1 2
While
you
listen
e Brother
rom
Hell
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Answer
questions
boutanyof the
gapped
xpressions/
words
by giving
xamples nd collocations.
or example:
'
lf you
do tempingwork,
ou
aren't working
as a
full-time
permanent
employeeof a company.
Often
you
work for a tenoping gency.
'
lf you
steercleor
of a topic,you
avoid alking about
it .
You
can also
steercleorof on
oreoor o
person.
The conversation ontainsmanyother useful
expressions
nd collocations. ncouragetudents
o find,
ask
about
and record in their noteboolcs ny
hey find
interesting
r unusual. ou could alsoexploit
he
conversation
n another
way by
aslcinghem to
find
expressions
ith tolk,soyand te/l
(e.g.
just
don'thove
onything
o soy o him. Youmean
you
can't tell?You
aven't
really
olkedobout hem very much.Oh, heret
not much to
tell,
eolly)
nd
discussing
he differences
n how each
s
used.
d
speaking
Discuss
hese
questions
n small
groups, iving tudents
chance
o usesome of the expressionsovered
o far.
_. ,,
j,#
,rf
*:;g,g;
]*tj,;j
y
Before
studentsmark the adlectives
ositive
or negative,
choose
one, olkotive,or example.Ask
/f
someone
described
ou os
tolkotive,would
ou
be
pleosed
r
not?
Stress
he subjective ature
of
most adjectives
describing
ersonality
and hat there
are no correct
answers,
hough
obviouslycertain
words, ike
messy,
re
rnore
commonlyusednegatively,hile others,
ik e
sensib/e,
re
generally
positive.You may
need o explain
conservotive
nd iberol.
'
If someone
s conseryotive,hey don't
like things hat
arent
seenas being'normal' r'traditional' .
or
example,
f
you
dress onservotively,
ou
wouldn't
wear
shortsand
aT-shirt o the office.
Would
you
describe
he brother
rom
hellas
having onservotive
views?
'
If
someone s liberol,hey are more easy-gornt
n
their
viewsand more willing o accept hanges.
or
example, f you
havea liberal ttitude o
marriage,
ou
might
allow
your
daughter o livewith
her partner
before getting
married.
To
do the
stress ask,allow students
o hear each of the
adjectives
n the
context of a simple
phrasesuch as
People
ften ellme I'm
...
.
Having
he adjectiveat the
end
ike his ensures
hat the word
itself s stressed.
1 Talking bout
people
Answers
re[gious
traglltional q-U]et
14[kative
gdy
laid-bacl<
conservative ambitious strict
business-mindedor
business-minded)
ndividual
messy
liberal
hard-working sensible
Get the class o chooseadjectives rom the list in this
exercise,rom the list on page8, or any others they
want for
the list of four most
positive
and negative
adjectives.
et them to explain heir choices o a
Partner.
The photos
providea good opportunity o usesomeof
the
adjectives overed n the unit alongwith appropriate
modifiers.
Write a few sentence tarters on the board.
For-,example:
She ooks
bit .. .
She ooks ike he kindof personwho ... .
Get students o talk about he
pictures
n
pairs.
This
activity encourages tudents o describe hings
more
fluentlyby repeating dverbs nd using ynonyms.
Remember
tudentsmay need o listenand repeat
several
imes.Use he
pictures
o
practise
hese
structures.A fun way of extending he tasl< s to ask
students
o thinl< f things hat the oblects hemselves
might
say, sing wo adjectives nd the same
adverb.For
example,
he shoe might sayOh,no, ookot her
feet.
They
look eolly
bigond
reolly
smelly, hile the bear
might say
Oh, his water s reollynice, eolly
worm,
or How would
you
feel
f I watched
ou
having
both?
Get
the class o underline he adjectives nd adverbs n
the conversation
boutThailand
syou read t aloud.
Choose
one of the descriptionso model
yourself
before
asking he class o do it. Encourage tudents o
asl< ou
questions.
#i*,*.#*r*,9
ffi
Before
ou
read
The pre-reading uestions
ould be discussedn
groups
or as a class.
Emphasising
Adjectives
1 3
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1
Talking
bout
people
ffi
While
you
read
Full-timeob )
Explain
o students
hat
they shouldunderline nything
they find
surprising
n the
text. You can checl<or
comprehension
y asking
coupleof questions.
or
example:
Whot
doesKevin
Pridhom
do
for
a living?
How are
the Pridhomsgoing
o deol with the
problem
of
clothingoll their children?
Encourage
tudents
o lool<
or any nteresting
or useful
expressions
nd collocations
nd record
hese n their
notebooks.
Here
are
some expressions ou
maywant
to
point
out:
.
You
usuallyget
money rom your parents
when
you
are a child
and not
working.
.
As
well as
going
hroughooves
f brea4you can
also
go
through
clothing.
For example: go
through wo
pairs
of shoes yeor.
.
lf you
do odd
jobs,
ou
do little things ike
the
washing-up. or example:
used
o
get
l0 o week n
money
or
doingodd
obs
oround he house.
Use
hesediscussion
uestions
n smallgroups
o allow
the class
o share
heir reactions
o the text
as well as
practise
omeof
the expressions.
#l**r*g
ffna*
*rf*#ir
You
could ntroduce
his exercise
y talkingaboutwhat
your
friends
or familydo
for a living,
r makeup some
fict i t ious
elatives
nd occupations
nd ask
he class o
guess
which are
rue and
which arent. For
example:
My mother,
Wendy,
oes
o lot of work in
te/evision.
Tall<ing
bout
what you
do for
a living s a
good
example
of
when
we typically
se he present
imple.Th e
students
will
probably
have
come across his context
many imes. n the first task,however,he focus s also
on
some ypical at terns
ike workin
. .
, ldo
. . .
work
for
...
,
I run a
... business.
oint
out that in spoken
English,
t
is more
common
o usecontracted
orms
with
be n the present
imple.
Answers
| . am
2. works
3. s 4.
work 5.
works 6. work
7. s
8.
is
f .
is 10. o
I l . does 12. s
13.work
14. uns
Students
may need
helpwith
vocabulary
hen rying o
tall<
about
obs.
Tell
hem not
to worry if
they can't say
exactly
what
the
jobs
are.
You can
write up these
examples
s a
guide:
He's
o kind
of businessmon
r something.
She
uns
somekind
of
import-export
usiness.
After
the students
ave
inished
he discussion,ou
could
work on
collocations
y elicit ing
ther
adiectives
that
are used
o describe
ob,for
example,
well-poidl
tediouslchallenginglworthwhile,
nd
asking:Did
you
find
out
obout
anyone
who has
o chollenging
ob?
ff i
Grammar
iscussion
Tell
students
o discuss
he sentences
n pairs.
All the
a-sentences,
ith the present
imple orm,
alk
or ask
about
hings
he speaker
eesas
permanent,
imeless
facts, hi le he b-sentences,ith the present ontinuous
form,
are all
seenas
being emporary,
elating
o
particular
eriods
of time. The
time expressions
sed
with
the
present
continuous
are this month.
t the
moment,
his
weekend t
the moment,and
gain
You
could
ask
he class
o write their
own simple
guidelines
or explaining
he
different
sesof these
verb
forms
and
hen to
look at the
Grammar
commentary,
G2 Present
simple
and present
continuous
on page
159.They
can hen modify
heir
guidelines
s necessary.
akesureyou
draw
students'
attention
o the fact
that the
present
continuous
s used
with time expressionshat make he temporary nature
of the
event described
clear
-
thismonth,
ot the
moment,
and
so on.
The absence
f time
expressions
or the
present
imple
s because
he events
escribed
re seen
asgeneralisations.
akesure
hat students
otice
he
modifiers
n
several
f the
examplesoo.
You could
also
point
out the pattern
I
find
my
dod o bit.
ull,or I'm
finding
my
ob
o bit
boring.Elicit
other nouns
and
adjectives
hat could
be used
with this
pattern.
For
example:
I
find
this city
o bit expensiye.
I'm
finding
his
exercise
bit chollenging.
f f i d -
ff i
Grammar
n
context
You
might
need o
explain eft-wing
nd
the socio/ist
revolution
n
question
5. You
could make
a comparison
with
the brother
orm
hellon page
10.
Refer students
o
the
Real
English
note for
pretty.
As
well as asking
what
they
are
pretry
good
ot,you
could
write I'm
pretty
.. on
the
board
and hen
ask hem to
complete
t in five
different
ways.For
example:
I'm
pretty
ired at the moment.
I'm
pretty
sure
she's
pregnant.
1 4
Speaking
Present
enses
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[ .
2_
3.
4.
5.
6.
Ask
students
o
compareand discussheir ans wers n
peirs,
and then
ask he
whole classhow
they made
heir
decisions
ndwhich
other words heloed hem
decide
on
the
best verb
form.
Answers
1 Talking
bout
people
Answers
3.
Whot
goes
up must
comedown
s
used n situations
where you
want to say
hat one thing inevitably
follows
another. or
example,f someone s very
annoyed, ou
know they will calm down eventually.
4.
You use on
e/ephont ever
orgets
when you
remember
omething
hat someone aidor did to
you
that they would prefer you
to forget.
5. You
would say t never ains,butt
pours
when
something
ad has
ust
happenedo you
-
just
after two
or three other bad hings havealso
happened.
6. lf you
tell someone hey're making mountoin
ut
of a molehill,youmean
hey're worrying too much
about something
hat
is
reallya very small
problem.
ff i Expressionrganiser
Dont
forget to
introduce students o the Expression
organiser
on
page
167.
Read
he short introduction
at the top of the
page
and
ask
he students
o translate he expressionsnto their
own language
or homework
or with
a student
with
the
samemother
ongue.Emphasiseow it is
vital
o
translate
he expressionas a whole, not
word
for
word.
Tell hem
to spend ime at home readlnghrough
he
unit again
nd adding nyother
expressionshey want
to be
able o use hemselves.
works,'s
working,'s
rying
's
acting,'s
ot normally/isnt orma lly
runs,'s ool<ing fter
dont
talk,Dont you get
on
's,'s
sti l lwaiting
arent
talking,'s
t i l l
Questions
7*9
personalise
he context,
and students
should
alk
about heir
answers n small
groupsor pairs.
Encourage
hem to
choose our or five exampleseach
of
the present
ontinuoiJs
nd he
present
imple o
record
n
their noteboo ks. hey could put the
continuous
exampleson one pageand he simple orm
er<amplesn another.Tell hem that they should record
as
much
of
the surroundinganguage
s
possible.
d
F",no*
pr"r"na
a"nr",
This
is
an
optional exercise.
You can ask
students o try
to guess
what the sayingsmean
and
hink of when they
might
be used.
Number 2 is often quoted by the English
about
hemselves.
ou could
ask
studentswhat their
irnpressions
f English r British
people
are.
1 5
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Language
strip
Ask
students
o look quicldy
hrough he expressionsn
the languagetrip andselect hose hat they are curious
about.Tell
hem to find
out as muchas
hey canabout
their
choices.n a later
class, et them
to share heir
findings
n smallgroups.
You can come back o
th e
language
tr ip
while working
hrough h e unit and
use
t
as
a short fil ler.
Ask
questions
il<e:
Which
expressions
eem
o be negotive?
Which
expressions
rght
be used f
you
were talking
about
someone ou
didn't
oncyt
Here
are some
of
the expressionsour
studentsmight
havedifficulty
with:
. You might say think shehod t done n Americoo
talk about
someone
who hashad plastic
urgery.
.
lf
you
sayyou
wouldn't
ike o meet
someone n o dork
night,you
are
implying
hat the
person
s really
scary.
'
lf you get
on like
o house
on
fire
with someone,t
means
hat you quickly
become eally
good
riends.
For example:
s
soonos we met,we got
on
like
o
house
n
fire.
.
Men with
beords sually
aveweok
chins
s
a
stereotype
mplying
hat
people
with
weak chins
also have
a weak character
and
grow
beards o hide
the fact.
.
lf you
saysomeone
has
on old heodon
young
shou/ders,ou
mean
hat
they are wiser than you
would
expect or
their
age.
.
lf
someone
hos heirheod
screwed
n, hey are
sensible.
. lf you say hat you wishedsomeonewould pull heir
socks
p,
you
want them
to worl< or try harder.
Lead
in
Lead n
to the
theme of
the unit and
he readingext by
asking
tudents
f they
haveever met
up
with
any distant
relatives
hat they
hadnt seen
or ages.
When?Where?
What
was it like?
Have hey got
any other relatives
hat
they
have
never met?
Where?
:
d-r
:l .i1
ri
*
fr$
J
T;:lil
#
ffi
Before
ou
read
Use
he questions
o lead
n to the
topic of the reading
text.
You may
need o go
over the meaning,
se and
pronunciation
f i nfamous. hese
questions
ould be
discusSed
n smallgroups.
*_,1
ffi
While
you
read
ffi
(Surprise
or
Jailbird
ad)
Explain hat the art icle sgoing o be aboutand set he
students
he
goal
of
answering
he three questions.
Remind
hem that
they do not ne ed
o understand
every
expression
r
word. Ask
the class o share
heir
answers
n pairs
or groups.
Often
students uote
arge
chunks
of
text in answer
o these
kinds of
ouestions.To
move
hem
away rom
this, ell them
to cover
the text
while
hey
are alking.
Also,encourage
hem
to share
their
overall
reaction
o the text. For
example:
Whot
did
you
find
interestingl
musingl
hocking?
Answers
l.
He'sspent
a lot of
time in
prison
because e keeps
on taking
hostages
nd attacking
other
prisoners.
2. Although
t
cameas an nit ial
shocl<
hen he found
out,
Michael
wanted to meet
his father.
He felt
good
about meeting
im.
He said hey got
on l ike
a
house
on fire.
3. Because
ronson
was recently nvolved
n
another
violent ncident,
e probably
won't be coming
ou t
of prison
soon.But
Michael s
sti l l
young
and
we
don't know
how
old his ather
s.so it 's
sti l l
oossible.
1 6
first
ime.
not,etc.
:..
.
.:
.:r
,.
.
..
rr
.
.:::: :
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So-ldents
ight
wonder
about a couple of cultural
refienences.
'
t{ove
o
pint
means o go
to the
pub and havea beer.
{You
could
evencome
uo with altern atives
uchas
NI I
wont
to do is gethome
ond hove a cup of tealhove
a
bothlput
my
feet
uplgo
o bed.)
'
lffyou
saysomething
ost he toxpoyer 60,000, it
rneans
hat
the
state
provided
he money or it.
Ask
whether
anyonenoticed
any nteresting
expressions
ru"rd
ollocations
n the reading
ext.
Here
are
some hat
uou
rnight
want to
mention: ncredible
physicol
trength,it
lrrn'e
os
o
total
shock, ld hobitsdie hord
(this
is a
fixed
egression
meaning
t's very difficult o
give
up eithero
gmrod
r
bod hobit).
Encourage
tudents
o record those
eqressions
and collocations
hat they
ike n their
nioaebooks.
.,lse hese ollow-upquestions o continue he
dlscr-rssion
n
smallgroups.
Draw students'attention
o
:ii'ne
hrasal
erb lock
up.Give them other examplesof
moruns
hat can
be locked up
(house,
or) and
phrases
lilke;
flcrmember
o lock
up before
you
eave.
llnis
unit
hasa lot
of examplesof
phrasal erbs,
so l<eep
rc,lnting
hem
out as
you
work your way through.
El
Vocabulary
heck
Telll
tudents
he relevantparagraph umbers f
you
'ffant
to speed
up this activity.Note that these sentences
are good
definitions
or the target words as hey
provide
a meaning,
context,a typical
pattern
and
'r.lsually
a collocation.
Point he following out: toke
'hostoges,
ive
...
o
hug,
profits
go
to chority.
Answers
fl.
reunited
paragraph
)
2.
burglary paragraph
)
3. hostage, ostages paragraph )
infamous paragraph
)
hug (paragraph
)
bushy paragraph
)
hold (paragraph
)
charity (paragraph
)
Here
are some phrasal
erbsand
preposition hrases
o
point
out too:
breok nto someone'some,put
pressure
n
onother
ountry,fomous
or,corry
out o
plan,give
way
money.
2
Friends
nd re at ives
; : . "
- , -
l f . t : "
o ,
t ,
:
d
# . r ;
: , ,
- '
. . " c . - - . - - - J
+ , . - ' "
;
ffi
ldiomsocus
Students
re probably
wareof traditional dioms
such
as it's
roining
cotsond dogsand kick
the bucket.
This
exercise.
owever.ocuses
n some diomatic
expressions
hat are probably
more commonan d
potentially
more useful.
For sections
and 2, remember
o
give
students he
opportunity
o hear how these dioms
sound.You could
have
hem check he answersn pairs
with one
person
reading
up to the
blankor choice
(We
simply
ont see
eye o . . .
,My
car 's n ts ost . . . )
whi le he other
person
listens
nd
says he missing ord without loolcing
t the
Coursebook
eye,egs).
sk
questions
bout he idioms
so that
studentscan hear
differentcontexts.For
example:
Who
ore
you
reolly
close o
in your
fomily?
Wouldyou soyyou'reon the some wovelength s your
parents?
Apart
from
your
boss,
who
e/secouldbreothedown
your
neck?
Have he
students ranslate he idi oms nto their fi rst
language.
his
can be
done
ndividuallyr in small
groups
depending
n the mal<e-up
f
your
class. his s a
good
opportunity
or them to
see he benefitof translating
chunl<s
f language.
Answers
l. eye 2.moment3.close4.wavelength
A fun
way to reinforce some of the
body
idioms s
to
have
students
mal<e ote cards.Tell hem
to write the
idiom
n
English, translationn their first
languagend
the examoles
n one sideof a
blank
note
card.On the
other
side, hey shoulddraw
a
picture
o help hem
remember
he idiom.
Demonstrate n example n,the
board.You
coulddraw a
person
handing
over
n
ar m
and a leg n payment or a brand new car. Tell hem that
their
drawings ont
have o be works of art.These ote
cards
can be used ater
in a
game
o review hese
idiomatic
xpressions;or
example, y lookingat the
picture,
an h ey remember
he idiom,or in monolingual
classes,
translation.
ou couldalsohave tudentsmake
note
cards ilce
his for other expressions. fter each
unit, or
example,hey could choose
en expressions,
make
he note cards
and add hem to their stacl<.f they
bring
heir stack of
cardsevery day,
ou
can alwaysuse
them
for
quick'f i
ler ' activit ies.
Answers
l. legs 2. eg
3. necl<4. oot 5. head 6. ace 7. chest
8. eyes
Speaking
id ioms
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2 Friends
nd elat ives
ffi
speaking
The questions
elp he
students ear
and usesome
of
the idiomatic
xpressions.
f possible,
alk about
some
personal
xperiences
irst.For
example:
I
really
put
my
foot
n it lost
weekend. was
sittingnext to
thiswoman
on
the busand
I asked er
whenher babywos
due. t turned
out
she wosn't
pregnont
ot
oll.
got
off ot the
nextstop.
.{
il'fiii.,r:1,1,;l.'l''f.#,,
'::^ifTi.Hir
"+{
:/ s
* r"*p
:p
.
;*r:;
ffi
Comparatives:
ot
as
..
as ..
The
examples
n this
exercise
nclude ome
common
expressions
sing
he no't . s ...
os ...
pattern.
You can
have
students
checl<
he answers
n
pairs,
with
one
person
eading
he first
halfand
he other person
saying
the
secondhalf.
Give
he class
n opportunity
o hear
how the examples ound.
Answers
l .
d . 2 .
c. 3.
b. 4. f .
5.a. 6.e.
For
the second
asl<,ell
students o add
real names
here,
as
well as
adjectives
r adverbphrases.
ncourage
them
to
give
rue
examples,
f
people
n
their lives.
Language
s
much
easier
o learn f it is
connected o
something
n our
own lives.
tudents
houldcome o
feel
that
they
somehow
own this new
language. odel
some answers ourself irst and get the class o asl< ou
questions.
his
wil l helpwhen
they alk about
heir own
answers.
ffiffi
Comparing
he
present
with
the
past
Here
comparative
tructures
are put into
a
practical
context.
Go through
the
examples,etting
he students
hear how
each
sounds.
sk them
to underline
he
parts
where
the comparison
s being
made
(it's
much
easiero
park
than the
old one,
t was much
better
going
n Moy, t
wosnt
os hot
as the lost
ime,there
were
ewer
ourists).
Draw
their attention
to how much
canmodify
he
comparative
orm
to
show the degree
of difference.
Have
hem complete
he dialogues
ith the correct
forms
and
hen
act them
out.
Answers
l. more powerful
2.
bigger,
s dark
3.
as good,
more
serious,
more fun (more
un
s the
comparative
orm
used
with a noun,
or example,
it's more
work,
t tokesmore
time\
4. quicker, lower
5.
more touristy
Ask
the class
or examples
f
places
hat they think
of
as
touristy,
nd what
mal<eshem
touristy.
heck that
students
understand
his adjective
s generally
negative
in
meaning.
Your
students
mightasl<
bout he
expression
ovea
laugh
with her (if you
hove
a laugh
with
someone,
ou
have
fun
with them)
or Lal<e
omo (it
is in northern
ltaly and
is a popular
ourist destination
amous
or its
scenery).
Follow
up by
askinghe
class or
other
words that
would
fit in the
five dialogues,
or
example n
number2,
Lovely,it's
uch
cleonerlmore
omfortoble
han heir old
one.Finally,
licit rom
the class
ow to d ecide
which
form (more
or
-er)
o
use and
hen refer
them to the
Grammar
commentary,
G3 Comparatives
on
page
59.
ffiHH
ronunciation:
he
schwasound
ffi
Demonstrate
he
schwa
soundand
hen say
he
example entence ourself.Ask the class f they heard
where you
made
he sound.
Typically,
he
schwasound
is
used
or the
reduced
orm of
the following
underlined
vowels
n fluent
speech:
ettgTthon,
q. Beingable
o use
the
schwa
ike his
helps
he fluency
nd rhythm
of
spol<en
nglish.
ell
he students
hat it
will help
hem
saygroups
of words
together
without pausing
ecause t
takes
ess
ime and
energy o
make he
schwa han if
the
vowel
were clearer.
To illustrate
his,asl< hem
to
say
hon
with the
schwaand
hen with
the clearer
vowel,
noticing
which
one required
more movement
f
the
mouth.
Have he
class
ay he sentences
n pairs
an d
then
play
he recording.
eplayhe
recording
entence
by
sentence
with the
class epeating.
ollow
up with the
personalisation
uestions
about,
what it refers
o
by first
modelling
ome
answers ourself.
ffi
speating
Give
he
class omeguidance
y asl<ing
hem
which
expressions
ight
be useful
n answering
he f irst
question
nd writing
hem
on the
board.For
example:
It's
o
bit smoller
han the
one had
before. t's n
o
quieter
Iocotion.The
ent's
not os
hrgh.
It's
mportant
to give
he
class ime
to prepare
not only
whot
they
want to
say but how
they
want to
say t.
#**r*6,
l#g$&
u*,g*,flF
ffi
Phrasal
erbs
with
up
You
can
suggest
hat students
have
one page
n their
notebooks
devoted
o recordingphrasal
erbs
hat use
up.
Ask them
if they
can emember
anyothers
rom the
unit (e.g.ock up).
1 8
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Answers
l . get
2.pick
3.Cheer 4.
ook 5.
i l l 6.mix
ilere
are
some
other expressions
ou
might want to
dravr
your
students'
attention o:
trrckets o
on sole
hm*e
bite to eot
1t':not the end of thewodd. This s a fixed expression
meaning
hat
the consequences
f
something re not
as
serious
as hey first seem.)
El
speaking
This
exercise
gives
studentsan opportunity to use some
c,f
che
anguage
hey havemet in this unit while
iirscussing
he questions
n
grgups. Some
hings
hat
you
couf
d /ook
up are a
word
n
o dictionory,
number n a
Drn'oneoo(
a
price
n a
cotologue.)
El
Talking
boutdisasters
iilhe
ocus
here
is on languageo describedisasters.
Keep
n mind
that some studentsmay haveexperience
with
disasters
nd bereavement. cautiousapproach
o
d-le
discussion
s recommended. sk the classwhat
is
hanopening
r has
happened n each
photo
before
hey
d'o
he
task.Draw
their attention to the
languagen the
expressions
nd asl<urther
questions:
'Nhot
are
other situotionsn which
people
ore evocuated?
v'ifrot
does
totolly
turned
upsidedown'mean?
'd/hotdoesrighton theedge'mean?
A,port
rom
fire,what
e/se on spreod?
e.g.
diseose)
'Nhere
will he house
go
ot anymoment'?
ln
many
cases
more than one answer
s possible.
Answers
I . A , B o r C .
2 . A , B o r C . 3 . C 4 . C 5 . A , B
(or,
y
a miracle, ) 6. A 7.8 8.B
9.
A
l 0 . B o r C
l l . B o r C l 2 . B l 3 . C
Give
a personal
xample irst
if you haveone or make
one
up.Before
working on this tasl<, rainstorm
ypes of
natural
disasters
nd write them on th e board.Fo r
example:
typhoon,
urricane,
orthquoke, olconic
ruption,mudslide,
ovalonche,
looding,
idol
wove,
orest ire,
ce
storm
2 Friends
nd
relat ives
ffi
Giving adnews
The focus
of this asl<s on languagehat introduces ad
news.
Point out that we often use hese kinds
of
expressions
ecauset
would seem oo abrupt o
give
he
bad news straight
away.Draw attention to the expressions
used
n response
o bad news
(Oh,
hat'sawful.Oh, om sorry
to
heor hat).
There
are two ways of doing he matching ask.
Students
can make
dialogues y matching p the questio ns nd
answers
irst,and hen check heir answers y listeningo
the
recording.Alternatively,
hey
can
cover the answers
a-h
and
read l-8 only.They hen listen
o the
recorded
dialogues. fter
that, hey lool<at the responses -h and
match
hem up.Finally,hey listenagain o c onfirm hei r
answers.This has
he advantage f students istening o the
same
hing wice. f you
want students o read he
dialogues
in pairs,
t is easier f you use
he tapescript n
page 148.
Your
studentsmight
ask about
possed
woy,which s a
more
indirect
way of
saying omeonehas
died.
Ask them about
different
expressions hey have n
qheir
own language. efer
them
to the Real English note ori have t
put
down.
Answers
| e.
2.c. 3. . 4. a. 5.h. 6.g. 7.b. 8.d.
The
expressions sed o introducebad newsare:
a. I'm
afraidnot.
b.
Well,actually,..
c. I don't know how to put this,but .. .
d.
Unfortunately,'m afraid ..
e. I'm
sorry, 'm afraid cant.
f.
Well,actually,..
C.
Well,actually,..
h.
Wel l ,
es,
'm afraid . .
ffi
not"
t"y
Act
out the example, nd then give he
studentsa
few
minutes o preparebefore hey try both the
conversations. sk
them to repeat he conversations
once
or even
wice
more.
Explain hat repeatingexactly
the
same hing mprove s
heir
performance.
ou might
want to give
hem the homework task of trying to
memorise
he
words
and expressionso they
can
us e
them to repeat
he task again n the next lesson.
Follow-up
This
unit has
several xamples f expres sions ith the
'delexalised'
verbs
get
and oke. or homeworl<,sk
students
o go back hrough
he uni t and ind as many
examples
as hey can or
eachverb. Tell hem to record
them
on separate ages
n their notebooks.
Speaking
1 9
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#*$rug
,r*s**r**xry
Language
strip
The expressions
ere
are all related o
tallcing bout
interests.
sk students
o look through
he
strip,
identifying
ny hey
cansee hemselves sing, oth
questions
What
sortof music re
you
nto?)and
answers
(l'm
a
totol shopoholic).
ou can also ell
them to find
expressions
which
use sort
of or
kind
of.
Encourage
them
to discuss
ow
they would say hose expressions
in
their own
language.
ointout tha t they
will seesome
of the expressions
sed
n the'unit.You may
be asl<ed
to explain omeof the more idiomatic xpressions.
.
lf you
say reolly get
a kick
out of
it
or I'm reolly nto
boord gomes,you
re tallcing bout
things hat
give
you
pleasufe.
.
lf you
say You
can't beot
o
live gig, t
means hat you
think there s
nothing
better han a livemusical
performance.
.
lf you're
o
shopaholic,ou
love to shop. Compare
this with
alcoholic,workoholic
n Unit l,and
chocoholic.)
Lead in
Lead
n to the
unit by asl<ing
hat students ike
to
do
with
their free
ime,and f
they had more free ime
what
they
would like
to do.
First
alk about how
often
you
do the activities.
Encourage
he
class o asl< ou questions
nd hen to
recall
any useful
xpressions
hey heardyou
use.Check
that they
know
unk
shop refer them
to the photo), and
t'oi
chi
(a
Chinese
martialart
practised
or health
and
relaxation).
he students
an hen tal l<
bout heir
answers
n pairs.
They
may ind that
often, ometimes nd
never
do not
expressaccurately
nough
how often they
do
these hings,
o
give
hem
some more
adverbs nd
expressionse.9. orely, ll the time)as hey asl< or them.
They
wil l meet
more
expressions n page
2l. When
they
have
inished, sl<
whether any pairs
hovea lot n
common,
on'thove
much n
common, hare imilor
interests.
sk
further questions ourself.
For
example:
So,what
re
some
good
clubsn
the orea?
Whot
kind of music
do they
play?
Refer
students
o the
Real English
note on
unk.
Ask if
they have
ome across
ny expressions
sing his
word
(e.g.
unkyard,
unk
food).
Photo opportunity
Ask
the
class
what each
photo
shows.To worl<
on
vocabulary,
sk hem
to thinl<of
as many verb
+
noun
collocotions
s hey can
or each situation.
Whichever
pair
has he greatest
umber
of acceptable
ollocations
wins.
Give students
n example
or eachpicture
o get
them
started (club
-
get
o drink,junk
shop
-
pick
up a
bargoin,
ym
lift we(hts).
Alternatively,
sk students
o
act
or
write out a conversation
hich could happen
n
one
of these places, erhaps
between wo people
n the
club,
or a person
oining
he
gym
and
an instrucfor,
r
between
a
shopperand
a shopowner
in the
junk
shop.
ffieffi
Not
as often
as I
used to
Use he photo
to introduce
he
tasl<. sk
questions
ike:
How
old do
you
think she ooks?
How
many hours
o week
doesa typicol
busdriver work?
Do you
think she hos
much
free
ime?
Have
he
students isten
o the recording
nd
complete
the
answers.
Makesure
hey have
a chance o practise
saying
hem. (lf your
students
ask about
fortnight,tell
them
it is short
lor
fourteen
rghts,n
other worcs,
wo
weeks.)
Un.itoverview
.
I
Eip."ssions
ith
rhirig:rt
uit
.anei
hiing:,,B"t
,','
''
another;
oir'one,,'th,ing;,1he-tfring:ar,
ti,,
:,:
,
,
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Answers
L
often
2. ime
3. often 4. every 5. Whenever
6. couole
7.
ever 8. used
Fhoto
opportunity
You
might want
to asl< tudents f it
is
common
to have
women busdriverswhere hey come rom. f not,wh y
not?What
about
women orry
driversor
women
pilots?
Alternatively,
sk students
o talk
about any bus
ourneys
drey
regularly
make,how
they
feel
about
travellingby
bus,
f
they ever
chat o
people
on buses, nything
srange
or funny
or unusual hat's ever happened o
tfrem
on a bus,how they'd eel
about
actuallybeinga
bus
driver,
etc.
H
How
oftendo
you
...?
Have
ndividual
tudents sl<
ou
the
questionsirst. Try
to
use he
expressionsrom 2 Not as often as
I used
to.
Point
out that in spokenEnglish e typically se
these
kinds of short answers ather than fully
formed
sentences.
s an
example, sk hem whether
all the time
or I
olways et
up eorlyon Saturdoysounds
more natural
as
an answer o
question
wo. Try to
add more
information
n
your
answers nd encourage tudents o
do
so
too.
For
example:
A:
So,how
ftendo
you
haveyourhoir cut?
B:
Oh,
everymonthor so. t
depends.
hove t cut more
n
the
summer, ut I likemy hoir longer n the winter.
A variationon this tasl< s to asl< tudents o first write
down
how they
hinl< heir
partner
will answer
each
question,
nd
hen to checl< y asking.
ffi
gow-
questions
Lead
n to the
task by brainstorm ing
ifferent cinds f
questions
eginning ith how.Write them on
the board.
Students
ometimeshave
problems
orming how-
questions,
o
this wil l
giveyou
an ideaof their
needs.
Give hem the
tasl<o completeand again raw heir
attention
o the fact that these
questions
are typically
answered
n short phrases.
uggest
hat they record
several
xamplesn their notebool<s,
ossibly
n a
page
entitled
How.
Answers
l. long 2. ar
3. ong ago 4. much 5. ong
6.
well
7. hard/difficult/easy
. often 9. many 10.worried
3 Your nterests
For the second
asl<,
et
students o complete he
questions
fter eliciting omeexamples
ith
the class s
a
whole.For example:
How
much do
vou
smoke?
How
much
did
you
Foy
for
tho't
hoircut?
You
could either
get
the students o asl< nd answer
thesequestionsn pairs
or to movearoundasking
different ersoneachquestion. emind hem to give
further
details n their answers
when appropriate.
ou
could
extend his activityby
choosinghree
or four
students o talce he roles
of
famous people
and hen
divide he
class nto small
groups
o worl<on interview
questions
startingwith how.You can hen havea mocl<
press
onference ith the four celebrities ittingat the
front
and he rest of the class iringquestions t them.
- : f - -
:1 ' t r 'S ' f i ** . f l : : : i ; f ,
"* . i
" . *#+# ' ;
;;
J
# +
J
+
j $f
Use
all or someof these
questions
or a small
group
discussion:
ivestudents ime to t hinl< bout
what
they
want
to sayand how they want to say t. Draw their
attention
o the collocationshore nterests. nd asl< or
other abstractnouns
hat collocatewith shore
e.g.on
opinion, deas).
Explain
he situation. ou
could
use he
photo
at the
bottom
of the
page
o
generate
ome discussion nd
review
some of the expressionsrom the
previous
nits.
For example,
sk
questions
ilce:
How
old do
you
think they ore?
How
well do they
get
along?
Whot
kind of
person
do
you
think helshe s?
Point out
that
if Dan
and Helenaore
going
ut together,it
means
hat they are boyfriend nd
girlfriend.
eople
often
asl< ouples he
question:
So, ow ong hoveyou beengoingout together?
Go through the three
statementsbefore students
isten
to
the recording, nd malce ure that
they
cover the
text.
Then check
which statement
s
the
most
accurate.
Answers
They
haveessn commonhan hey hink.
21
Speaking
Before
ou
listen
5o what shal l
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3 Your nterests
Let
students ead
he conversation
s
you play
he
recording
again.
Then
ask hem to fill in the first two or
three gaps n pairs,
rom
memory.Play he recording
again
with
pauses
o that
they can check and fill in the
missing
words.
Do this
two or three
gaps
at a time. Play
the recording
hrough
one
more time,while
students
follow
the text.
Listenint
o the same anguage
gainand
again s vital
for
students
who want to improve
heir
spokenEnglish. se the tapescripton page |,49 f you
want students
o read
he conversation,
r
parts
of it, in
pairs
and o
see he
missing ords in
blue.
You
might
want
to discuss,
r
your
studentsmight
ask
you
about,
some
of the
expressions n the conversation.
.
So,
whot do you
feel
ike
doing onight? s a
typical
way
to
start a
conversation
bout
your
plans or
the
eventng.
.
lf you
ore nto
something,youeally ike
it. For
example:
'm really nto
eorly
ozz
at the moment.
.
You're
idding
s used n
response o somethint
someone ayshat is surprising r unbelievabl e.
.
lf
something ets
o you,it
means hat it
tires
you
out
or annoys you.
For
example: AII
his
roin
reolly
gets
o
me
.
First hing
n the
morningmeans
eody n the morning.
Point
out
that this is
relative o
when
you get
up.
.
ff
sornethings
off the menu,
t means hat it is no
longer
an option.
.
lf
you
give
something
go,you're
willing o try it.
lf
you
want to, you
could
ask students o read hrough
the tapescript nd underline xamples f vague anguage
(l
don't know,
hings ike
hot" hat kind
of thing,l suppose
we
could,
omewhereike).
Encourage
hem to record any
expressions
hey
like n
their notebooks.
Refer
he class
o the Real
English notd on
the thing
wos.For practice,
ive
hem
a couple of conversations
o
complete:
\
A: Hove you got
hot money
lent
you?
B:
Well, he
thing s ...
A:
So,ore you
reody
or
o
greot
night
out?
B:
Well, he
thing s
.. .
Follow
up the
intensive
discussion
uestions.
l istening
ith these
group
#*it
6 #f',*rftffI#r
Some
studentshaveproblems
with
these cinds
f
structures,
specially
hen
responding
o
grammatically
negative
tatements.
Give
them
plenty
of
practice
responding. o through he examples, ointing ut that
Me
too
and Me neither
an be
used n response
o a
question
with any
auxiliary erb.
ffi
Grammarn
context
Remind
students
hat in
this exercise,
wo of
the
responses
re correct
and hey
shouldchoose
he one
that is
wrong.
These
kinds of exercises
re a useful
alternative
o the
traditional
multiple-choice
tyle
questions,
here students
re exposed o
only one
appropriate
answer.
Answers
The
incorrect
esponses
re :
l. So
have .
2. Me too.
3. Neither
do l. 4. Neither
have
. 5. So
do l. 6. Me
neither.
Before
doing
he next
task,check
hat the class
understands
hich
auxiliaries
re used, erhaps
y
putting
a tableon
the board.For
example:
love
do
don't like
do
con't can
would
would
ffi
Auxiliary
verb
practice
This
exercise
an
be done
orally n pairs.
Followup by
going
hrough
he Grammar
commentary,G4
Using
auxiliaries
on page
160.
Answers
l.
So do l.
2. Neither
do l. 3.
So am l. 4.
So haveL
5.Neither do l. 6. Sowould l. 7. So was .
8. Neither
can
.
Real
EnglishzWhot
kind
of
films
are you
into?
Exploit
his
note by first
talking
about some
hings hat
you're
really nto.
Alternatively,
ou
could ask he
class
to guess
what
things
you're
nto
Get students
o talk
with
a
partner,
eminding
hem to asl<
or and give
further
details.
22
Agreeing
Speaking
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:
r
* . t
, i " . f g:
. : :
: r i i
: : . . , " .
: : -
- -
-
=)
- / ' ; 'L"S: ' ,J:J l
{ j i
; f
fl
Not
eally
een
'r*nrs
activity
ollows
on naturally rom the previous
arci:"r'iry.
rite
a statement
on the board:
/ really ove
;ims:c,'(ol
usic
ond
opera
(or
spicy
oodlfootbol/).
sk the
ift-Eso agree Sodo IlMe too).Now ask hem how they
urc'u
respond
f
they didn lilce t. Respondo their
crus
and
hen
show them the exampleconversation.
t:
nt
out the
way we soften he disagreement. et them
*,ear
how
the responses ound without really.After
se,dents
ave
madeshort dialogues y matchinghe
iiarrements
o the responses,lay
he recordingwhile
:rey
follow
he
tapescript n
page
149.Then
get
srudents
o read
he dialoguesn
pairs.
Answers
2 . f
3 .a . 5.c .
lfhe
examples f really
n this exerciseare:
a-
lt 's
not really
my lcind f thing/ldont really
understand.
h-
Really?
'm not reallyvery
keen on
them myself.
c,
l t 's
not reallymy lcind
f thing.
d.
I dont
really i lce
hings ike hat
myself.
e.
I'm
not reall y hat keen
on
.. .
f.
lt's not really
my kind of thing.
The
final
asl<
rovides
good opportunity o remind
rhe
class
hat the
Coursebool<
s
a
rich earning
resource. ncouragetudents o notice, skabout,
"rmderline
nd record nteresting ollocations nd
expressions.
ive hem someexamples f
questions
that
they
could asl<
ou
about languagehey
meet:
'Nhat
ore some
other collocotionsf ... ?
'ilhat
does his
expression eon?
rls
his
o common
expression
n
spoken
English?
,As
ou go
through
the answers,
ive definitions, ther
examples,
r asl<
uestions
o makesurestudents
Lrnderstand
he meani ngs. ere
are
some examples:
'
lf
something s not my kind
of thing,
t means hat I
don't really ike t; ts not what I'm into.
'
lf
something
put
you
off
for
life, t
means
hat
you had
sucha badexperience,ou
neverwant to
do it
again. or example: hod
o
friend
who worked n an
abottoir nce.t
put
her off meot
or
life.
'
1f you
don't
see he
point
of something,
t means hat
you
thinl< t's
useless r don't know its
purpose. or
example:
dont
see he
point
elling
ou his f
you're
not
istening sl< boutsome hings tudents ont
see
he
point
of .
3 Your nterests
Answers
I. winter
sports
2. have
un
3. interested
n polit ics
4. lt's
not my l<ind f thing.
5. get
hurt
6. classical
usic
7. I don't see he point of i t .
8.
lt
put
me
off for life.
In pairs, et
students o practise
alkingaboutwhat
activities
hey like/don't il<e oing.
Refer o the words
in the
box. Encourage tudents o use he languagerom
the two
orevious ctivities. or examole:
A: I'm
not really
very
keen
on
golf
myself.
B: Nq
me neither.lt ooks eolly
boring,doesn't
tt
Make
sure studentsknow
what
-ing
orm of the verb to
use with
these activities: /ike ..
ploying
olfltennislfootboll,
going
snorkellinglwindsurfinglsurfinglcyclingif it's
just
as a
hobby),
ycling
if
it's more seriousand
competitive)
and
diving. epending n the interests f your students,
you
may
want to extend the vocabularywork on one
or
two of these
sDorts.with some exercises
rom
the
Worl<bool<.
ffil
tnterests
The focus
of th is section s used o.Let the students
hearhow
this s
pronounced,
jurs el,and get them to
practise
t. Studentsmay havecome across
his structure
before,
ut check hat they understand
he
meaning
y
asl<ing
few questions. or example:
ls
he still into
toy troins?
Also point
out the
surroundinganguage:.. but don'ton y
more,
.. when wasyounger.
lf students
want to record examples,ncouragehem to
include
hese
phrases
oo. lf anyone sl<s bout
d
in Id
fnd
in the first
example,his s he contracted orm of
I
would
nd.
This
useof would asa similarmeaningo
used
o when
it
refers o repeatedactions l'd
ploy
with t
for
hours
everyday).Point out
the expression
row
out of.
Ask
for or give
examplesof other things
you
can
grow
out of (e.g.
lothes, uckingmy thumb).Studentsoften asl<
Whot islore our
hobbylhobbies?o draw their attention
to the
more typicalalternatives.
r l * X*i i r*; ;
23
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While you
read
(Are
you
a bag
3
Your nterests
Ask if
anyone
an
guess
what the title
of the
article
(Are you
a
bag person?)
refers
o. You
could
tell
students
hat
homeless
omen
who live
out of plastic
bags
are
sometimes
called
bog odies.
ell
hem
they're
going
o
read
a text
about
a rather
strange
kind
of
interest collecting arrierbags his ext is mainly or
stimulating
ight-hearted
iscussion,
o encourage
students
not
to
worry
about
any new
words,
but
if they
insist,
emember
o focus
on
whole chunks
;ust
sk
stroight
out
for
o bag,
emoin
n
perfect
condition)
r
collocations
hold
toke
pa
t in an
exhibition,
remendous
success),
ot
individual
ords.
Students
may
ask
about
several
expressions
r references:
.
lf you
wouldn't
art
with
something
or
the world,it
means
hat
you
really
want
to keep
t. For
example:
/
used
o reolly
ove
his
old
teddy beor
when
wosa kid.
I
wouldn't
port
with
it
for
the
world. n
foct"
stitthove it.
. Iesco s a Britishsupermarl<et hain,Morksand
Spencer
s a
department
store,
Horrods
s an
upmarket
department
store,
6ucci,
inani,
and Louis
Vuitton
re
ashion
houses.
Talk
aboutyourself
irst.
For
example:
I
hove
his really
cool
carrier
bag
with a map
of
the London
tube
on it.
When
I
get
bored,
sit
down and
plon
os mony
woys
as I
con to get
rom
one
ploce
o another.
Youcanextend he discussionn designer lothes
with
the photo
opportunity
below.
Photo
opportunity
The
picture
on page
24 can
be used
o get
a discussion
going
about
brand
name
products.
Ask
students
o make
a l ist
of what
they
hink
are
he
six most
amous
brands
in
their
country
and
hen
to compare
heir
l ists
with
a
partner.
n pairs,
hey
should
hen agree
on
a new
to p
ten.
n groups
of four,
students
hen
discuss
ow
each
brand
s different,
what
kind
of image
t
projects,
what
defineshe brand, ow it advertisests products. nd so
on.
You
could
bring
n
advertisements
nd
askstudents
to
analyse
hat
techniques
he
companies
re using
o
try
and
sell
heir
brands.
tudents
ould
alsodiscuss
their
own feelings
owards
brand
name
products.
*xir,;
Here
students
meet
severaldiomatic
xpressions
or
talking
about
interests.
They
might
have
some difflculty
completing
he first
task if
they have
never
come
across
the idiomsbefore.
One
way to help
them,
before
hey
even
ook
at
this page,
s
to tall<
boutyour
own
interests
nd
ry
to include
ome
of
the idioms.
or
example:
A lot
of my
fomily
go
hiking
on the
weekend,
ut its
not
reolly
my
cup
of teo.
Sitting
down n
front
of the
tellyand
watching
he
footboll
s
more up
my
street Do you
like
footboll?
Who
do you
support?
Reatty,
ell
rhere'sno
occounting
for
toste.
Then
ntroduce
he task
and
ask f
students
an
recall
any
of
the
expressions
ou
used.
While
checl<ing
he
answers,
ay
he idioms
several
t imes.
Tell
students
o record
hose
hat they
ike n
their
notebooks
r on
note
cards.
Remind
hem
to
translate
he idioms
nto
their
own language.
Answers
l.
cup
2.
street
3.
own
4. aste
5.
accounting
a.
There's
no accounting
or
taste.
Oh
well,each
o
their
own.
b.
lt's
not
really
my
cup of
tea.
c.
lt
should
be
right
up
your
street.
d.
lt 's
an
acquired
aste.
You
could
either
do
this asl<
ith
students
n
small
groups,
r
with
students
moving
around
he
classroom
talking
about
eachquestion.
all<
bout
yourself,
i ther
beforehand
r
afterwards.
Alternatively,
ave
he class
guess
what your
answers
would
be .
,'
ldioms
Speaking
Speaking
24
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El
Expressions
ith
thrng
,fuk
students
f
they
can recall
any expressions
with
thing
{rom
the
dialogue
So
what
shall
we do tonight?)
on
aage
22.
For
example:
:he
thing
s
E-st
thing
n
the
morning
$ings
/ike
hor
Get
them
to do
the
taskand
hen
checl<heir
.itnderstanding
y asl<ing uestions
or
eachone:
d/lry
hos
t been
o
dreodful
doy?
Nhm
do you
thinkhe
does
whenhe needs
n oil
chonge?
,lcw
would
shehave
reocted
f
shehad been eolly
upset?
{aw
would
on lndonesion
eoct
f
you
did this?
C.an
ou
remember
other
ways
of introducing
ad news
or o
problem?
e.g.
We[
octuolly,
,
lJnfortunotely,
.. )
f
someone
said
about
a restaurant
or
one hing tt
e;rpensive,
ould you
expect
hat there
are other things'*'rong
with
it?
Answers
l.
one
thing
after another
2-
I don't
<now
he first
hing
about
3.
it 's
ust
one
of
those
hings
4.
lt 's
ust
not
rhe done
hing
5.
the
thing
s
6.
for
one
thing
3 Your
nterests
Use
he questions
o give
he
students ractice
earing
and
using
he
thingexpressions.
ven n
monolingual
groups,
here
can
be a variety
of
opinions.
You might
want
do
the last question
separately.
ive
an example
yourself
irst:
I
don't
know
the
first
thing about
upgroding
computers nd I
wont to getmorememory.Canonyone ell me how to do it?
Tell
each
student
o
think of
three hings
hey
want ro
do
but
don't
know how
to. They
hen
move around
he
class
rying
o find
someone
who can
help
hem.Remind
them
how
to agree
o negative
tatements:
A:
I don't
know
the
first
hing
obout cooking.
B:
Neither
do
I.
Why
don't you
osk George?
Photo
opportunity
The pictures
n
page
25
can
be used
o
get
a discussion
going
about music.Ask studentswhat bands hey're
into.Ask
students
f
they play
a musical
nstrument.
Would
they
ever
consider
oining
a band?What
ind
of
music
would
they play?What
re
some
of the top
bands
in
their
country?
Speaking
7/23/2019 Innovations Upperintermediate Teacher s Book
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Language
strip
Draw
students'
attention
to the
language trip.
Ask
them to choosea few expressionshey find interesting
and,
on their
own,
ind out
more about
hem. n a later
class,
hey
can share
what
they know
as well as
work on
either
of the
following
deas.
sk students
o choose
four questions
r four
statements
nd hen
to discuss
what
mightbe
said o pr ompt
hose expressions.
or
example,
ou
might
say
Won'tyou
end up
getting
urt? f
someone
says
hat they
are going
sl<ydiving.
Alternatively,
sk students
o lool<
at the pictures
on
page
30 and
n
groups
decide
which expressions
ould
be
applied
o which picture.
or example,
ock-climbing
might
prompt
But
sn't t
dangerous?
tudentsmight
need
helpwith the following xpressions:
.
lf
something
s
o bit offthe
woll, t
means hat it is a
little
strange.
For
example:
Don't
you
think
synchronised
wimming
s
o bit off the
woll?
.
lf something
gives
ou
o buzz, t
means hat
you
find it
exciting
and
hat it
makesyou feel
wonderful
for a
short period
of
time. For
example:Driving
roce
cor
con give ou
o
buzz.
.
You might
use
he
phrase
You
wouldn't atchme
up in
one
of those
while allcing
bout hot-air
ballooning.
Ask
students
f they remember
meeting
get
o kickout
of
something
and
not myleverybodyt
up of teo in
the
previous nit.Remind tudents o addsome of th e
expressions
hat
they want
to use hemselves
o their
notebool<s.
Lead
in
Ask
the class
o tel l you
about
any unusual
nterests
they
have,
r tell
them about
something ou
ar e
interested
n. Have
hem listen
and
ask
questions.
sk
them
to recall
any nteresting
xpressions
r
collocations
hat they heard.
Write
these
on the board.
j :i '+ :1
:F 1 .:iry'r
.r
"i
.",F
$
:.
.;JS*
i'.#
#.f
*:r;ft
rr:
3:;
ffiffi
ne
-inq
orm
asa verb
f f i '
lf you
haven't
alreadydone
so,
you
may
want to discuss
as
a class
he Learning
rules
and
noticing
examples
section
on page
158
of the
Grammar
introduction
before
starting
his
exercise.n
some
raditional
grammars,
he terms gerund
and
participle
may
be used
to describe
ing
orms
used
as nouns
and as
adverbs/adjectives
espectively.
ather
han spend
a lot
of
time discussing
he finer grammatical etails,
encourage
tudents
o notice
and record
-ing
orms
as
they
occur n phrases.
Ask
the
class o
discuss
n
pairs
which of
the activit ies
they
enjoy
doing.
Give hem
some
useful
xpressions
lilce
'venever
done hat
before,'m not
hot keen
on it, 'm
really
nto
t before
hey do
the tasl<.
oint
out that there
are
some
useful erb
+
noun
collocations
n
the li st (e.g.
plon
holidoys,raise
oney,surf
he
net).
After
they have
completed
he
eight
sentences,o
over
he two
patterns.
Ask them
to sort
the time
expressions
nro
the
appropriate
pattern.
You
might
suggest
hat students
recordexamplesn their notebooks n the following
ways
with personalised
xamples:
I go
swimming
whenever
con.
clubbing
every
weekend.
I spend
mostof my
weekend
working
n the gorden.
all
my time
thinking
of
you.
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E
ti,
&.
frrmwers
s,;r-fing
he net
i
sn-rdying
nglish/Spanish/Russian,
tc .
I;
'a-lsing
money
or sickanimals
o
rnging
;ardening/visiting
ardens
5r
:ianning
my
summerholidays
r nountaineering/hill-wall<ing
S
r,elping
omeless eople
Tire
dme
expressions
re:
r ls
whole
i fe
l-
nost
of the
winter
I
a
iot
of
t ime
all
his ree
ime
all
her
time
ages
rearly
every
weel<end
every
Saturday ight
lpamern
:whenever
can,as often as I can,
quite
often,
nm'l'iresdays
lPur':ern
: most
of my evenings, ll my Saturday
nrririr.rnngs,
ll my life,
half my life
xffimnel
some
possibil i t ies
or the
personalisedentences
,@re':e
he
studentsdo
the tasl< hemselves.
or
,e*aLrple:
1
gu
ccmping
uite
o lot in
the summer.
I
emrr€times
feel
ike
spendholf my
life markinghomework.
flnraruragehem to asl< ou questions ike:Sq wheredo
litmu
oTThis
ets an example or them to follow.
E i l - r
Il
r
ne
-rng
Tormas a noun
'tsutr:lough
he
focus
here is on grammar,t's un to let
:$u.trdents
rgue
about the ideas hey have.Numbers
1,2,
5
5
and
8 in particular
an
cause
airlyheateddebate
n
litille
ight
class and
much
aughter
A,rtSWerS
Pcssiblenswers:
Eallroom
ancing2. mountaineering .Sail ing
u
Going
off travell ing5. Learning
apanese
t
Fllelping
he poor/homeless/elderly
-
llearning
o ride a motorbike 8. Visiting
gardens
4 Unusualnterests
AII ight
s used n
severalusefulexpressions. riefly
go
over the Real
English note if
you
want to before
getting
he class o match he
parts
of the
conversation.
Make
sure studentshear
the stress
pattern
oll
right.
before
hey read he conversations.f
you
think students
mighthave
rouble recallinghe exact
phrase
n the
second asl<, ive hem the first few words of the
response
on the board.Point out that lt'll be all righton
the night s
a fixed expression aid o reassure omeone
who is nervous
aboutan upcoming vent ik e a speech.
Answers
|
c. 2.f .
3.b.
4.
a. 5.d. 6.
g. 7.
e.
ffiM
More
rng
orms n
use
Go through he examples few times, ett ing he class
hear
he stressand intonation patterns
before
hey
complete
he
conversations.
Have hem
practise eading
first. Then
see f they can emember he conversations
without
the scriot.Now askstudents o write similar
three-part
dialogues f their own.
Answers
l.
What? Do you mean
ust
watching
t or do you
actually ox yourself?
2.
What? Do you mean
ust
watching
t
or
do you
actually lay ourself?
3. What? Do you
mean
ust
going
o Chinese
restaurants
r do
you
actuallymal<et
yourself?
4.
Whatl Do you mean
ust
going o galleries r do
you
actually
aintyourself?
5. What?
Do
you
mean
youth
cultureor Beethoven
and
hings ike hat?
Photo
opportunity
You could
use he pictureson page27 to generat-eome
discussion. ere are some question deas:
ls onyone nto
folk
dancing?Would
you
everdo it if someone
osked
ou?
Does
onyone now
some
ood
ploces
o
go
camping?
What
sort of things
con be done o deql with the
problem
of homelessness?
What s the ottraction
f
mountoineering?
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4 Unusual
nterests
ffi*e*r#$r*6
These
questions
elp
ead
n to the topic
of the reading
text.You
could
either
discuss
hem in
small
groups
or as
a
class.
**J
ffi
Before ou
read
Tell
he
students
about
the text
they are about
to read
and
go
over the vocabulary.
sk
further questions
o
generate
connected
anguage:
Whot
other
things
do you
needa licence
or?
(e.g.
driving,
owning
o dog)
How
wouldyou
counter
he
argument
hot smokingshould
be allowed
n
public
ploces?
Hove
you
corne
ocross
other nouns
hot collocatewith
'commit'?
(e.9.
octs
of
terrorism, urde)
So, s
comrnitting
suicide
uime,then?
ffiffi
Whileyou
read
lt's
a man'sworld?)
The task
here
s to find
examples
f discrimination.
et
the class
o compare
heir answers
n
pairs.
t is
wise
not
to come
down
too heavily
n men,
ince
ou
dont
want
to al ienate
he male
students n your
class.
Answers
Possible nswers:
Women
earn
30% ess
han men. t's
difficult or
women
o
get
the top
jobs
n
manycompanies.
Women do
more
than
heir fair share
of the
work
in
the
home.
Women's
boxing
snt officially
ecognised.
You
can alk
about
the expression
/oss
eiling ow
or
leave
t to
5 Comprehension
check.
In either
case,
students
might
be interested
o learn
hat it is often
used
when alking
about equal
ights or
women in the
workplace.
The
image
he
expression reates
llustrates
the
meaningpretty
clearly.
You could
ask f there
are
equivalentsn the students' wn languages.
Use
he
questions
ere
o continue
he discussion. ou
may
wish o add
other groups
o
the list of people
wh o
are discriminated
gainst,
epending
n your
situation.
Give
students
ive minutes
o work
on this
on their
own.
Then
ask hem
to compare
answers n pairs
before
checking
ith you. You
couldalso
do thesequestions
straight
after
the reading
nstead.
Answers
l.
They go
off in
a huff. lf you
go
off in o huff,
t means
you
are annoyed
because
f something
hat
happened.
or
example:
told my
boyfriend
wos
busy
his weekend
nd
he stormed
off in a huff.)
2.
A glass
eil ing.
3. British
Boxing
Board
of
Control. Ask
aboutother
abbreviations,
.g.
osop,D/Y.)
4.
No,
because
hewas
being arcastic.
You
mayneeo
to
give
students
a definition
and
example: f you
soy
something
orcastically,you
ant to give
a meaning
that
is
opposite
o what
the words
seem o say.
For
example,
f it ' s pouring
with rain, ou
could
say
sarcastically
Whot nice
weother
we'rehoving
Often
sarcasm
s conveyed
by
the tone
of the voice,
so let
students
earyour
example.)
ffi
Vocabulary
heck
Make
surestudents
otice
he
collocationscommit
violent
rime,toke
big risl<"
o reseorch).
emind hem
to
record
hem in
their notebooks.
Ask
a few
personalised
questions
ere
as you're
checking
heir
answers. or
example:
Have
any
of
you
ever been
n a boxing
ing?How
wos t?
Didyou
win?
Areyou
ever
sorcostic?
ls your
government
oingonything
hqt there's
o
lot
of
oPposition
o at
the moment?
Do you
/ike
oking risks?
Answers
l.
champion
2. r ing
3.
sarcastically
. research
5. earn
5. opposit ion7. aking 8.crime
28
Comprehension
heck
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il41
-;he
recording
once
or twice to show where the
:n'eai<er
auses
nd uses
ntonation o tell
the
joke
well.
fr'courage
students o
copy the way the speaker ells
;-e
joke.
You
might
want to
put
students nto
groups
of
1--eeor four and have hem decidewho tells t best.
M
nicking
s a
great
way or
them to
improve
he
-rfl:hm
of
their spol<en
nglish.
E
Violent
r dangerous?
-se
the photos
o ask f
anyone asever
gone
climbing,
lir 'c,wboarding
r
canyoning.
ven houghsomeof these
n:r,rities
n the list
are very
obviously iolentor
:iargerous,
ncourage
tudents
o explainwhy.For
er:arnple,
t
could be
argued hat football s
both violent
aL-d
angerous
players et
into fights every
now and
:-en.
hey ose
heir
tempers,
hey
get
their legsbrol<en,
ir 'd
so
on.
Discussing
hese
viewshelpsextendstudents'
n,:,cabularies
nd
develop
heir fluency. airs r small
l t- . irps
can
discuss ach
sport while you move
around
::€
room
to help
with vocabulary
hen
necessary.
Ee-haps
mal<e
note
of languagehat
was
lacking
as
rilCents
tave
their
views and present hat language
t
i:e
end
of
the discussion.
iveexamples f good
[:guate
that
was used
oo,
'''ru
might
want to model
the two structures
before
uudents
do
the task
hemselves.or
example:
{tu knowI'd quite ike o go hong-gliding.bet t
feels
greot
::
be
up
there all
alone ooking
own on everything.
nauldn't
o
scuba-diving,though.
U be ofraidof
shorks.
d
so
discuss
hich
of the
sportsaren't ypically sed
orith
go
(ploy
footboll,
o boxinglwrestlinglkick-boxing).
he
rsr'o
uestions
t the
end
provide
anotheropportunity
icn
students
o express
heir
opinions.
Photo
opportunity
l ihe
following
re
wo ideas or further
exploiting he
pictures
n page30:
'
Ask groups
o list
what equipmen t s
nebded or
each
of the activities
n the
ohotos.
'
Divide
he class
nto three groups
a rock cl imbing
group,
footballing
ne and a snowboard ing
ne.
Have
eachgroup
list
why they love heir
sport so
much
and hen
asl<hem
to try to
persuade
he
people
rom
the other groups
hat their chosen
sport
is rhe
most exciting.
;
'#i#fl,*:fu.
*yy
: * ; ; r , " ;
f i ra : f f jJ f j f r r
4 Unusualnterests
Wou/d s
very common
n spokenEnglish,
ut i t is often
difficult
o explain.
Manystudents
will associatet
with
conditional
entences,
nd ndeed
t is often used
o
makea
statement
more hypothetical .
nother common
use s to
make statements
more tentative (Would
ou
poss
ne
he solt?). ather
han going nto
too much
detail
about
he grammar,
ocusmore
on the
expressions
nd he
contexts n
which t is used.Suggest
that students
devote
one or two pages
n their
notebooks
o
expressions
with would.Encourage
students
o say hese
expressionseveral
imes chorally
and ndividually
nti l
hey cansay
hem fluently:
I
would f I
could ..
lA
quite
ike
o ...
lfyouU
other ..
I wouldn't
f I wereyou.
ThotA
be
greot.
Answers
|
c . 2 .
e . 3 .a . 4 .b .
5 .d .
Point
out the Real
English
note for Do
you
wonta lift?
Ask if
anyoneknows
what you
would say f you
were in
the
US.
Con
give ou
a ride?)
Wgd
Grammar
n
context
After going
hrough
the answers, ave
studentspractise
the conversations
n
pairs.
You
couldalsoasl<hem
to
thinl< bout
what line
comesnext.For
example,n
number
:
A: lA quite
like o
go
out
for
o meal f
thot'sall right with
you-
B: So,
whot
kindof
food
did
you
hove n mind?
Allow
students
o
be as creative
as hey want. Follow
up
with small
groups
all<ing bout
what theyd
neverbe
caught
oing,
tc.Get
each
group
o
share omeof their
sentences ith the class s a whole.Referstudents o
the
Grammar
commentary,G5
Would
on
page
| 60.
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4
Unusualnterests
Answers
l . ld qui te
ike o
2. That'd
be great
3.
I
would if I
could
4.
lf
you'd
rather
5. that'd be great
6. I would
if I could
7.
ld
quite
ike
o
8.
lf
you
d rather
ffi
Reaching
ecisions
As
well as would
expressions,hese hree role-play
situationsprovide
an opportunity to recycleprevious
languagerom
both
this unit and Unit 3. Here are some
examples ou
can
write on the board before students
do the
tasl<:
So,what shollwe do, hen?
We
couldolwoys
o
.. .
, suppose
e could ..
Why don'twe
ust
.. .
To
be honest
with
you,I'm
notthot keen
on ...
It'snot
reallymy
thing.
Once students ave
discussed
hat they would do in
eachof the
three situations,ou
could hen ask hem in
pairs
o
write out one of
the three conversations. his
gives
ou
a chance o monitor
more closely
nd o help
out
with vocabulary,nd
t
gives
he
students he chance
to
consolidate he
new language. lternatively,
et them
to
write out
one of the conversations
irst before hey
actually
o the discussion,
s a
way of
preparing
or the
stress
of talking n real
ime.
Photo
opportunity
See f any
studentsknow
where the picture
on
page
3
was taken (Brighton,
on
the south coast
of England) nd.
if any
of them have
ever been here.
Studentscould then
discuss
hat
kind of things
hey lil<e eeing nd doing
when
they go
on holiday how
interested hey
are
in
going
ound
old buildings,
hat they like o do in the
daytime
and
at night,etc. f you have
a multi-national
class,
tudents
ouldalsospend ive
minutes elling
someone
rom
a different country
what their own
hometown has o offer tourists and visitors.
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Answers
.
I 'm
ooking
2-
Iikes
Answers
r "
? .
3 . b .
i,
a.
4. a.
3 . l d o
4. She uns
I'm working
do
you
have
Tne
exercises
ere
can be used
as a
quiz.4
Speaking
ar,rd
Look
back
and check: Describing
people,
r4owever,
are
better done
as a discu ssion
n
pairs.
fK
tenses
Answers
havent
you
heard
4. one of
those hings
I
would if
I could
5. not really
keen
l'm
afraid
can't
6. Cheer
up
t .
2.
3 .
Answers
l . e . 5 . a . 9 . n . 13 . o .
2 .
h.
6 . d .
t0. i .
14. t<.
3 . g .
7 . f .
l l . p .
1 5 . l .
4.
b.
8 .
c .
12.
j .
16.
m.
Answers
I .
c .
3 .d .
5 . .
7 .e .
2 .a .
4 .g .
6 .h .
8 .b .
Answers
l .
a . 2 .
c .
5.
6.
B
ruultiple
hoice
5.
b.
6.
a.
7. b.
8. a.
EX
Conversation
Answers
i .
.
3 .
g .
l "
c .
4 .b .
ry-#H
hat
can
vou
remember?
Answers
will vary.
f l
look
back
and check:Describing
E
p.op,"
A,nswers
ill
vary.
Expressions
Collocations
Eng l ish
Answers
i
raere
6. safe
L. rild€ 7. l€\A,€r
3
le''ver
8.
4.
m€rice
9.
l€€s
5.
C+FtI
10.
Speaking
A,nswers
ill
vary.
3 1
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Vocabulary
uiz
Review: nits
1- 4
Answers
L By
passing our driving est.
2. You are ambitious.
3. Yes, ut vegans
ont.
4. Very rarely.
5.
Nowhere
-
they have
stopped
working.
6. Untidy.
7. They commit
suicide.
8. You want
to start a relationship
with
them.
9. A blonde.
10. ln a oub or a bar.
I l. Hardly
ever.
12. About someone lse's
ife.
f you write
a book
about
your
own
life, t's
your autobiography.
13. Theycommitcr imes.
14. Not very well.
You tend to
disagree.
15. Their ideasare
fixed in a
negative
way.
16. An onlychi ld.
17. When
you
are upset
about
something
r have
a
problem you need o talk
about.
18. Blow the
roof off, damage
he
house,smash
t
Preces.
19.
In a r ing.
20.
Not very well.
ffi
Learner dvice:
heauthors peak
Answers will
vary.
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Unit
overview
General
topic
fuking
and
talking
about
decisions
ou
havemade,
a;rd
obs.
Dialogue
Fhil
asks
Jason
why
he
decided o become
a
fireman
and
move
to
London.
Language
input
Language
strip
Have
students
hoose
expressions
hey ind nteresting
and,
n
their own,
ind
out more
about hem. n
a later
class,
ave
hem
divide
he expressions
nto two
troups:
those
that
could
start a
conversation
/'ve
decidedt's
t ime
o leave
ome),and
hose
hat could be a respon se
to
a statement
Whot
on eorth modeyou
do
thot?).They
should
hen
come up
with
the next line n
the
conversation
or
those
expressions
n
the f irst
group
and
he initial
statement
n
the conversation
or those
expressions
n the
second roup.
Students
mightneed
help
with
the following
expressions:
'
lf you
can't
moke
up
your
mind,you
cant reach
a
decision.
For
example:
can't
mokeup my mind
obout
whot
to
do
for
my
birthday.
'
A
deod-end
ob
s
a
job
with
no
prospects
or
promotion.
t also
suggests
he
job
will get
reperitive
and dull.
For
example:
don't wont
o end up in some
dead-end
ob.
You
don'tget
o
second
iteotthe
cherrymeansyou
dont get
a second
hance
f
you
fail
he first
ime.
A football managermightsay his to a playerbefore
they
take
a
penalty.
On
earth
s often
used n questions
o
add emphasis.
It
usually
means ou
think the
answer
o the
question
wont
be a
simpleone
or that you
ar e
surprised.
For
example:
How
on eorth
ore we going
o
solve
his
Droblem?
Remind
tudents
o add
some
of the expressions
ha t
they
want
to use
hemselves
o their
notebool<s.
Lead
in
Use
he questions
n the
first ask.
, i . ; - . ; . ; ;
g ' r1
' ; . f , f l ?u ' i i , '+ '
, . , ' ' , J
#
Jr'';
-
€
#,
J
":'-a
.a"-'i
**J
'-$
i
;lj f
.J
ffi
Tough
ecisions
To
introduce
he topic,
askstudents
o
think of an
important
decision
hey have
made (or
have o mal<e).
Ask
why
they made
t and how
it turned
out. Give
a few
ideas
f
necessary:
hanging
obs,
hoosing
university,
buying car, tc. Tell hem abouta big decisionn your
life
and
how it
worked
out. Give
he students
a few
minutes
o think
and mal<e
otes.
Ask if anyone
would
li lce
o tall<
bout
heir decision.
tudents
hould
not be
forced
to
talk about
something
hey don't
want
to. Tell
the class
hat
the unit
hey are going
o
lool< t
wil l help
them
talk more
fluently
bout
decisions.
For
the ranlcing
ask, ell students
hat
they
should ank
the decisions
ccording
o
how hard
hey imagine
hem
to
be.
Allow
a few minutes
or
them do
this on their
own before
hey explain
heir
order to
a
partner.
Write
a
few
useful xpressionsn the board o help.Fo r
example:
I think
t
would
toke me oges
o decide.
Thot's
o reolly
ough
decision.
It was
easy
or
me
to make
hot decision.
Finish
off
by asking
or
other examples
of
toughdecisions.
Past
perfect
continuous
or giving
explanations;
IA
been
hinking
about
t
for
a while.
ldiomatic
expressions
or
talkingabout
how easy
or
difficult
something
is; t wos
a
piece
of
coke,etc.
Expressiols
or
talking
about
obs:
You'd
qve o
work
reolly
ong
hours,
etc.
Second
conditionals:
oud
ook better f
you
woreo
suit.
Collocations
with
decision:
wise
decislon,the
ight
dec,slon,
tc.
Quesiions
with how
ceme:
How
cam:e oa efi. our
job,then?
tc.
Explaining
ecisions:
iust
got
fed
up
with
rt
etc.
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5 B igdecis ions
Wffi
Who did what?
You could use he
pictures
o reviewexpressions
rom
the first wo units
of the Coursebook.
Ask
questions
like:
How would
ou
desuibehislher oir?
Whot kind of
person
doesshe/he
ook ike?
Beforestudents isten, sl<hem to predictwhich of the
decisionsn the li st above he
peoplemade.Play he
recording o that students an see
f their
guesses
ere
correct.
After studentschecl<heir answers,
sk hem to
recall
anyexpressionshat helped hem . Write
three headings,
Moving house,Changing
job,
Stopping
moking, n
the
boardand ist he expressions nder
he appropriate
heading
s students all he m out.
You could extend
hi s
by
asl<ing
hem
to come up with
more expressions
o
add
o eachcategory.
Answers
Speaker decided o move house.
Speaker decided o change er
ob.
Speaker decided o s top smoking.
Possible xpressionshat
helpstudents o
find he
answersabove:
Movinghouse:hings yingaroundall over
the
place,
get
everythingall boxed up and into
the van,we had
o
make ive trips
just
to shift everything
Changing
job:
every
day h ere was hell, nce
I' d
handed n my notice
Stopping
moking: had
my
lastone,stubbed
t
out,
he
craving eally tarted, found myself bsolutely
ying
for one
ew**#
hat a niqhtmare
wcpq
-
You could askstudents irst to divide he
expressions
into
those
describing good situation nd ho se
describing
badsituation.
hen checl<hat students
understandhe meanings. ere are some definitions
nd
examplesf they are havingrouble:
.
ff
something s in totolchoos,
t means hat it
is
very
disorganised.
or example:
t was otal chooswhen
he
bus driverswent on strike.
.
lf you say
hat it wosa reolweight
off yourshou/ders,
t
means
hat
you
are relieved
hat a situation hat was
worrying
you
has been resolvedor
removed.For
example: t wasa reol
weight
off my shoulders
hen he
neighbours
rom
hell movedout.
.
lf you
con't standsomethingny
more,
ou
have
had
enough f it. Ask
whether
here s anything
ou r
studentscon'tstondonymore.
.
lf
you
describesomethingwith Whot
o nightmare,
you are emphasisinghat the situationwas
reallybad.
.
lf
you
say After hat,
t
was
ploin
soiling,
t means
something ecame asyafter being
diff icult o begin
with.
For example: t'so bit complicotedo
get
o
my
house, ut once
youget
out of the
cityond onto he
motorwoy t's
ploin
soiling.
After students ick off the expressions, sk hem to tell
you
who said hem and aboutwhat.
Play he recordi ng
final ime while hey ollow he tapescript
n page150.
Answers
Speal<er
:
lt was ot al chaos.
What a nightmare
Speal<er
: lt was
a real
weight
off my shoulders.
I
iust.couldn't
tand t any more.
Speaker3: I felt really
pleased
with
myself.After that,
it was
plain
sailing.
:#*$
f*.6
ffi
ir,ffi
f*
i3r,f:*
fi
ldentifying
hen it is appropriateo use he
past
perfect
s a challengeor many
students.Here the
past
per{ect
continuous s
presented n
the context
of
explaining decision. his
s
a usefulway of
showing
how the past perfect s often used o
give
baclground
information eading p to an action n the
past.
You
mightwant to lead nto this section
by focusing n
a
decision rom the opening
ask of
the
unit.Asl<
ouestionsike:
So,what mode you decide o do it?
How
were
you
feeling
at the time?
Then go
through he explanation t the beginning f the
exercise, ointing
out
how the past perfect can be used
to give
his <ind f background
nformation. sk
students
o underline he
pastperfect
continuous
n the,
examples
nd, f necessary,alk about how this ense
s
formed.
Get the classo complete he six dialogues,nd hen,
by focusing n the time expressions,ou can explain
that the extended ime period hesephrases uggest
makes he
continuous
orm m ore appropriate. here
are
a lot of usefulexpressionso
draw
students'
attention o in the dialogues.or example: needed
ploce
of my own, took o month off work,
just
decided o
give
t o
go,
ot least
or
the time being, decided o splosh
out,if you
don't
mind me
osking. sk
questions
about
some of th esephrases
o
generateurther useful
language.or example:
Givingexplanat ions
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Nwld
you
use
p/osh
out'to desoibe
buyinga
pencit?
f
lu'L
uhot
ore some
hingsyou
could'splash ut'
on?
ilVhot
s
the
purpose
of odding'if you
don't mind me
mking'?
Conyou
think
of somemore questions
hat can be
llrt'de
more
tentotive
f
you
add
this
phrose?
'llt
snrdents
ask, ell
them
howcome s
an alternative
o
;si ing
why.
There
s more
on this on page
l.)
Answers
d
been
eading
l-
d
been
hinking,
been rying
3
d
been
doing
4.
'd
been
arguing
5.
'd
been
iving
5,
'd
been
having
Ttre
ime
expressions
re:
i "
s ince
Sal ly
old me
abouther
r ip
2. for a while/for ages
3"
for
years
4"
for
months
5.
since
left home
6,
for
a
while
Grammar
air
work
Before
doing
his exercise,
ive
students he following
D@rrerns
n
the board:
. wos
eallylmainly
ecouse
..
,
so ...
Nel l , osicol ly, . . . ,o . .
"l-ell
them
that past
perfect
continuous
verb forms
are
common
n the first
slot,
and
past
simpleones n the
smond
slot.
Give
an example
or the first pattern:
Nell,
bosicolly,
er mum
had
beenoskingus obout
t
for
oges,
nd
H been
hinking
obout t too,so
we
just
decided
u go
oheod.
Encourage
tudents
o follow
this
extended pattern
in
cheir
answers.
Before tudents alk abouta bigdecision n their life,
model
he
task or
them
by talkingabout
a big decision
you
have
made.Encourage
hem to tell
several
people
ahout
heir
decision.
his repetition
of the
task helps
students
evelop luency
nd
gets
hem used
o using
new
vocabulary
nd
grammar.
ell 'students
o record
examples
f the past
perfect
continuous
n their
notebooks.
emind
hem to
also nclude he
surrounding
anguage
ecause
his helps hem
see he
context.
Refer
students
o
the Grammar
commentary,
G6
Past perfect
continuous
on
page
|
60.
5 Bigdecisions
Real
English
Basicolly
s
a common
way
of introducing
an explanation.
Let
the class
hear you
say he
examples
before hey
practise
hem themselves.
oint
out
that
phrases
ike
this,
used
at the
start
of an utterance,
ften give
us time
to think
about
what
we are going
o saynext.
# *rutg#*,fi'#fu$*ry
The
idioms
here
can be divided
nto
those hat describe
an easy
ituation
nd
hose hat
describe
difficult ne.
After
students
check
heir answers,
sk
hem to sort the
idioms
nto the
appropriate
category.
Remind
students
to record
those
that they
like n their
notebooks
with
an
appropriate
ranslation.
Answers
l.
cake
2. stone
3. nothing
4. depth
5. sail ing
6. done
ffi
talking
bout
obs
Answers
The
iobs
n the
pictures
re :
bouncer,
urgeon,
ireman,
oldier,
nd
police
officer.
Have
he students
dentify
he
jobs
in the
photos,
and
then
model
he
next task.
For example:
I wouldn''t
mind being
o surgeon.
imogine
t would
be
really
interesting.
I
could
never
be a soldier.
just
couldn't kill onyone.
You
can
also point
out the different
orms
of the
verb be
(-ing
orm,
infinitive
with to and
base orm)
that follow
wouldn't
mind,
H
quite
ike
and couldneyer
espectively.
Follow
up by asl<ing
ndividuals
o
tell
you
which
ob s
theyd
quite
ike
o do or
which
obs
hey could
never
do andwhy. f you want to extend he work on jobs,you
could
use
he
photos
to
practise
hove
o. Write
the
following
deas or
your
own ideas)
n
the board:
YouU
ave o
be
fit
to
do o
job
like
hat.
YouA
hove
o be
quite
ntelligent
o do a
job
like hot.
YouA
hove
o
study
or
yeors
and
poss
on
exom to do a
job
like hot.
YouA
have
o work
long hours
or shifts f you
did o
job
like
thot.
YouA
have
o have
good
people
ki/ls o
do a
job
like
hot
Then discuss sa class r in smallgroupswhich
statements
pply
o each
ob.
This
wil l alsoproduce
he
negative:
You
don't
hove o
be
porticulorly
fit.
ld ioms
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5 Bigdecisions
#mxra
:##'*rrifs*
s*
lr
ffiffi Second
onditionals
w
The
second onditional
s a term
often
ound
n
traditional
grammar extbooks.
t
refers o
the structure
used o tal l<
boutsituations hich
seem
unlikely
r
hypothetical. ypically,he structurecontainsa Past
form of the verb,a
form of would
and he word
if
There
are several ommon
expressions
sing he
second
conditional
l
wouldn't o
thot f I were
you,
would
f I
could, ut
I
con't).
Encourage tudents
o record
these
whole expressions
n their notebooks
whenever
he y
come across hem.
You
can
ead nto this section by
askingwhat
all the
expressionsn 2Talking about
jobs
on
page
38
have
in common
(A
or wouldn't).
sk students
why
a form of
would s used n this context.
Hopefully,
hey' l l
emember
the hypothetical
se of would rom
the
previousunit.
After studentshave illed in the gapswith the missing
verbs, iscusshe
point
hat was being
made
n the text:
ls it really ue that we a/l
use secondconditionols
oo
much?
ls
wishful
hinkingo wasteof time?
What kind of second onditionals
o
you
often
find
yourself
saying?Why?
Answers
l. earned
2. had
3.
met 4. wasnt/weren't
5.wanted
6. didn'texist
For number4 in the first asl<
nd number
3 in the
second ask,
you
might want t o
point out
that wosn't
s
the more informal choice
and weren't
he more
formal.
Both are considered
correct by
most speakers
f
English.
Answers
l. I 'm sure Rachelwould understand
f you explained
it
to
her.
2. lf we
had more time.we could
ook round
he
museums.
3. The fact s ld buy one
if it wasnt/werent
so
exPensrve.
4. I
often
hink that if I didn 't
haveanychildren,
'd
travel
ound he world.
5.
I
often
think that life would
be easier
f everybody
just
old the truth.
ffi
l-lkely
r unlikely?
f f i -
This exercise
will hopefully
einforce
he hypothetical
and unlikely ature
of
the second
onditional
swell
as
show
how
grammar s a
matter of
choice
and depends
on how
the speal<er
ees he
events hey
are
describing.
Refer
students
to the
Grammar
commentary,
G7
Second condit ionals
on page
6l.
Answers
l. met 2. hought3.
ive 4. iv ed
For
the second
ask, emindstudents
the
sentences
ny way they
like. They
the ide as n the Coursebool<.
that they
can inish
dont
have o use
Answers
Here
are the
answers f studentsuse
he ideasa-d.
l . b .
2 . c . 3 . d .
4 . a .
#xtr*P
i#
fl&r**$mry
ffiffi
Decisions,ecisions
Introduce
he
task by tall<ing bout
how
you
came
teaching.Try to
use he word decision
ith some
commoncollocations:
It was quite an eosydecision.
Looking
ock on
it, think t wos he
right decision.
Answers
l. right 2. mmediate
3.
wise
4. wrong 5.
unpopular
6. oint
After going hrough the answers, sk students
o tell
you
some verb collocationswith decision
e.g.
moke,
eoch,
toke).
Followup with these
questionsn small
groups
o
reinforce some of the
language n this
page.
Again,
ou
maychoose o tel l the class
our own ideas, ither
beforehand r afterwards.
in to
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8 i : 1
t
. l i :3 f , i3 fs$i
:*:tF
.l l
Before ou
isten
Give
students
he
task
of
predicting
what the
big
decision
il l be.
Ask questions
bout he
expressions:
'fihot
kind
of
jobs
do you
need
o
poss
a
physicol
for?
r
| m stuck n front of something ll doy,am I pleased bout
d7
A@rtfrom
once-livingthings,what
lse on
be described s
'&ad',
ond
what
con'deod'
meon? e.g.
dead
batteries no
power,
dead places
quiet/boring)
You
can
also
ask
students
o think
about what the
title
Fa,ny
day refers
ro.
Explain
he
situation
nd play
he recording
f the
conversation.
tudents
should
ocus
on answering
he
rwo
questions
and
cover
the text. Next,
they should
discuss
heir
answers
n pairs.
Then
et students ead
dte
conversation
s you
play
he recording
again.Ask
dre
students
o work
in
pairs
and o fill
in the first
two
or
three
gaps
rom
memory,
before
you
play
he
recording
with pauses
o that
they can check
and i l l n
dte
missing
words.
Do
this two
or three
gaps
at
a time
until
he
end.Play
he recording
hroughone more
rime
vrith
students
ollowing
he text. You
may
want students
to
read
he
conversation,
r
parts
of it,
in
pairs
using
fre
tapescript
n page
150.
Answers
L
Jason
ecided
o
give
up smoking n
order to.
become
a
fireman
and
o move o London.
2.
He
decided
o
give
up smoking
ecauset
wa s
destroying
is
ungs
nd he needed
o
pass
he
physical
o
tet
into
the fire brigade.
e
joined
he
fire
brigade
ecause
e wanted
o do something
exciting
and
different.
He
moved o London
mostly
because
f
worl<,but
also because
e was fec
uo
with
where
he was iving.
5 Bio
ecisions
Here
are some
expressions
hat you
might
want to
explain:
.
Refer
students
o the
Real English
note.Good
or
you
means
Welldone.
Ask if students
know
any
other
expressions
hat
could
be used nstead.
.
Tell
me obout
t means
agree
withlunderstand
whot
you
ore saying.
've had
this
problem
oo.
.
Just
as
well s used
o say
hat
what someonedid
was a good
thing.
For
example: t
wos
ust
os well
bought
my
house
ive
yeors
ago.Prices
ove almost
doubled
ince.
.
lf you
push
bits of
poper
ound
he
desk, t means
hat
you
are doing
boring
office
ob
tasks.
.
lf you
ore
fed
up with
something,t
means
hat
you
are
bored
or
tired of it.
Ask students
f there
is
anything
hey ore
fed
up
with.
You
can
urn this
nto
a more
extensive
iscussion
y
splitting
he class
nto
three groups.
One group
ists
reasons
hy
some people
decide
o move
o big
cit ies;
the
second roup
ists
easons
hy
some
city dwellers
decide
o
move
o the countryside;
he third group
ists
reasons
hy so me people
nevereven
consider
moving
from
where
hey grew
up Then put
students n groups
of
three
-
one
from eachgroup
and
ask hem
to share
their
ideas.
eep
he
class n these
samegroups
of three
to
discuss
he questions
n the
Coursebool<.
.#s*ffi###1*x*fui**r#
To
lead
n
to this
activity,
sl< tudents
o recall
any
questions
sing ow
come rom
I Giving
explanations
on page
37.
Then ask
f they can
ell
you
how
the
structure
ol a how
comequestion
s different
from
a
why
question (how
comedoes
not
use orms
of
the
auxiliaries
o and
be).Let
the class
hear you
say he
examples,
specially
he stresspattern.
Get the
students
o complete
he
twelve sentences
n pairsand
then
check heir
answers
ll
ogether.
You could
also
ask
hem
to
askeach
other
the
questions,
aking
p
suitable
answers
before
hey work
on their
own
questions.
While
you
listen
(Forty
a day )
Speaking
How
come?
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5 Bigdecisions
Answers
l.
Why did
you
payso much
or
your
car?
2. Why
did
you
get here so
earlY?
3. Why
did
you refuse
he invitation?
4.
Why
didnt
you
accept
he
iob
in LA?
5. Why
are
you
so
interested
n Tibet?
6. Why isnt there any beer left in the fridge?/Why
there
no
beer
left in the
fridge?
7. how come
8. why
9. why
10. how come
I l . why
12. how come
Here is another chance or students
o
practisestress
and ntonation patterns.After completing
he
punch
lines,
hey can ry saying
he
jokes
along
with the
recording.
Answers
l. I want to be ready n case
here'san accident
2. I wanted to be near my
mum
3. Because left he olane
iclcets n
it
4. They didnt look
ffi
Explaining
our
decisions
Theseexpressions
re
quite common,
but
if students
re
having
rouble,
give hem
the
first word
for
each
one.
When they
are checl<ing
heir
answers,
sk
hem
to tell
you
which
expression
means
no
particulor
eoson
l
ust
felt
ike
t). Practise
he expressions
horally
and
individually.t is important
hat
students re
able
o say
them easily nd luentlyascompletenaturalexpressions.
You
might want
the class o mark
the main
stresses n
each
sentence
n their Coursebooks.
Answers
(Main
stress nderlined)
a. We
just
got bored with eachother.
b. I've
always
been
nterested
n it.
c. ld alwayswanted to.
d. I
just
got
fed
gp
with
it .
e. I
just
felt like t.
f. A friendof mine recommended
im.
l. I'd alwayswanted to
2. A friendof mine recommended
im
3. I
just
got
fed
up with it.
4. I
iust
felt like it.
5. I've alwaysbeen nterested
n it,
6. We
iust
got
bored
with eachother.
After
studentscomplete
he six dialogues,
et them to
practise
ayinghem
in pairs.To helpstudentswith
the
conversation ctivity, ell them two or three things
aboutyourselfusing omeof the expressions
nd
recycling
any other
relevant anguagerom
this unit.
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Unit
overview
General topic
:
,ring
nd
smolcing
Reading
a
'rvoman
gets
arrested
or
secretlysmoking
on a
Language
input
"
Adjectives,
trong comparatives:
t wosmuch better
than I
thought t
would
be.
'
Strong
adiectives:
Scary? wos errifuing etc.
'
Vocabulary onnectedwith flying: ourbaarding
poss,
he
cobin crew,erc.
'
Expressions
ith
watch, ee,look:
ere,look ut of
the
window,Con you
see onything
wrong?etc.
'
Gerunds
and
nfinitives:l
cleorly
emember
osting
your
letter, must
remember o
post
your
letter,etc.
'
Smol<ing
ocabulary: heovy
nrokef,
at
aut o
cigorette,
tc.
'
Expressions
sed o
play
or time:
WelL
A
hove o
think
about hdt.
etc.
Language
strip
Itlave
tudents
choose
any expressionshey find
iinteresting
nd,on their
own, ind out mo re about
them.
n
a later
class, sk hem
to share he information.
For
a
smallgroup
activity, ou
couldasl< tudents o find
the
expressions
hat
mightbe used
by airline taffan d
crew
and
expressions
hich a passenger ight
say.Yo u
might
need
o explain
ome of
the
following
exPresstons:
'
lf you
hove
no head
or
herghts,ou
dont lilcebeing
high
up. For example:
'll never
ix
the
gutters
n my
house I justhaveno heod or heights.
'
lf you
don't il<e
moking, ou
might not want a
partner
who does
because
t wouldbe likekissing n
oshtroy.
'
lf you
say t's o
free
country, ou are responding o
someone
who may
be
questioning
hether
what
you
are doing s
allowed. or
example:Why con't
pork
here?
t's a
free
countryt
'
lf
you
don't hove he
will
power
o
give
up something,t
means
hat
you
find t really
difficult o st op doing
something
ecause ou
can't esist he temptation.
We often
use his phrase
o tal k about
giving
p
smoking.
You're
more likely
o
get
killed
crossinghe rood s a
fixed
expression
often used
o say hat what you
are
doing s not that dangeroustatist ically.t is usually
said
about smoking
r flying.
You
would
sayMind your
ownbusinesso tell
someone
udely hat
they shouldn't sk
or tall<
about
somethinghat
is
personal.
Ioilets
engogedmeans
hat the toilets
are occupied.
Lead in
Before
doing he first
asl<n this
unit,
get
the students
thinking
and alking
bout he subject
f
flying.
As k
them to
brainstorm uestions
n the topic
andwrite
them
on the
board.Here are
someexampleso get
them started:
Have you
ever
lown?
Who with?
How do you
decide
which oirline o
fly
with?
Whot
do
you
think
the best airline s?Why?
Do
you
|ike
oirports?Whylwhy
o't?
Once
you
have everal
uestions,
tudents an discuss
them in
smallgroups.
This s
a
good
way o see
what
they know
already.
d
1 ;
i i **:ri* f ::::
.#
$#.ffi
our
captainspeaking
#69#sffi
.
This irst
tasl<ocuses
n rules.You
could askstudents
to worl<
ndividually
irst,and hen discuss
n
pairs.
Give
them some
expressions
o help
hem checl<heir
answers:
A: Are
you
sureobout hat?
B: Yes,
efinitely,
'm
prettylfoirly
sure.lNo,'m not
roo sure.
You might
want
to
point
out some
collocationsn
he
sentences,or example, ack luggoge,trictly rohibited.
Answers
l.
False,
ut
you
must
sayat check-inwho pacl<edour
luggagef you
didnt do it yourself.
2. False
3.True
4. False
5.True 6.True
39
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Before having he studentswork on
the next tasl<,
ou
could
give
hem
someexamples
f languageo talk
about ruleson
the board:
You
ave o ...
... is
strictly
prohibited.
You
on ... if
you
want. o.
... arelaren't
ermitted.
... is not allowed.
Answers
Possible nswers:
7.
Smokings
not allowedduring ake-off nd
landing.n fact,most
lights re completely
non-smoking
hesedays.
8. You can usually
sea CD
player,
ut not during
take-offor landing.
9. You have
o take off high-heeled hoes n an
emergency
because hey damage he escape
chute.
10. Hand uggage houldeither be kept n the
overhead ockers
or under he
seat n front
of
you.
I l.
You can use
he toilet at any ime exceptwhen
the seatbelt
sign s on, when
you
have o remain
In
your
seat.
12. Seats ave
o be in the uprightpositionduring
take-offand
landing.
13.
You only need
o have
our
seatbelt n when he
seatbelt ign s
on .
14.
Someairlines ave
pecial ots or babies.
uring
take-offand landing he baby usuallyhas o be
held.
I
ffi
Before
ou
ead
The
words
in
the box all
come rom the article
on
page
43,and
by
discussing
hem
students
may
be
able
o
predict
the story.
After studentshavesorted the
words
into groups,
ave hem
discuss hat they hinl<
happened
n the
article.Encouragehem to use he
words in completephrases
nd
write
someof their
predictions
n the board.
Answers
(Nervous
ould be in
all hree categories )
air travel:
oucheddown,
nervous, efuelling,abin
crew,
on board
the
law:handcuffed, rosecuted,
ined,arrested,
nervous
smoking:ight
up,
puff,
ervous
ffi
wtrile
you
read
The
ost
of a
ffi
cigarette)
Ask
students f they remember he word crovingrom
the first listeningasl<n
the
previous nit. Ask how
someone
would
feel f
they were a heavy mokerand
had
a long non-smolcing
ransatlantic
light.
Go through
the questions
nd hen let
students
ead he article o
seehow it compareswith their predictions. hey can
then
discusshe three
questions
n
pairs.
Encouragehe
class o answer n
their own words.
Answers
l.
Because hewas so nervous ,
he
elt
she
ust
ha d
to havea smoke o
calm her
down.
2.
When the
plane
inally anded t Heathrow.
3. She
was
handcuffed.
hewas orosecuted nd hen
fined {440.
The
questions
ere allow students o discussheir
reaction
o the article and to give heir
own
views
on
smoking.n
manycountries he banning
f
smoking n
public
places
s a hot t opic. The questions ould
be
discussed
ither n
small
groups
or as a class.
-**J
t&ffi
Vocabularv
heck
As
alwayshe art icle s
a
good
sourceof naturalEnglish.
Encourage
our
students o notice, skabout
and
record
n their
notebooks nteresting
xpressions nd
collocations.
While they are completinghe tasl< ere,
remind
hem that they
are not
just
ocusing n the
individual
ord but also
he surroundinganguage. ive
paragraph
eferences
f you
want to save ime. Legolaid
refers
o the financial ssistanceusually
rom the state)
that
is provided
o
people
without
enoughmoney o
pa y
legal
ees.
Answers
l. handled the pressure) paragraph )
2.
avoided flying) paragraph
)
3.
touched down) (paragraph
)
4. (no)
sign
of
her) (paragraph
)
5. relations between)
paragraph
)
6. turned (really
old) (paragraph
)
7. expecting some
mportant
mail) (paragraph
)
8. (make
a) fuss (paragraph
)
9.
legal aid)
(paragraph
)
10. (second-class)
itizens
paragraph
)
Speaking
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Ask
students
urther
questions
hen checking
heir
arnswers
o produce
connected
anguage.
or example:
flow
well
do
you
hondle
pressure?
Nhat
countries
oes our
countryhove good
elotions
with?
Da
you
ever
ovoid
comploining
ecouse
ou
don't wont to
l'lske
o
fuss?
- - - r ,
;
'o i - ; , - : l - tZ
oo
Here
s a
further
chance
or students
o work
on flying
vocabulary.
ou
could
ollow
up this ask n
a later class
by
writing
each half
of several
ollocations
on separate
slips
of
paper
enough
or
every student
and having
students
walk around
saying
heir halfuntil
hey ind
their
partner.
This
is
a
great
way to review
collocations
and
o get
students
nto pairs.
Use he questions
o
give
fr-rrther
ractice
n smallgroups.
alkabout
any
personal
experiences
r
those
of someone ou
know
Answers
L g .
2 . f .
3 . b . 4 . c .
5 . i .
6 . a .
9 . d .
1 0 . e .
Lead
nto
this ask
by asking
he class
bout he
photo
of
the
billboard.
sk
where hey
hinl< t is situated
nd
who it is
aimed
at. Ask
if they
always allhome
when
tJrey
each
heir destination.
xplainhe situation
f the
role
play
and get
the
students nto pairs.
Give them
five
rninutes
o
prepare
what they are going
o say.Give
chem
examples
f
the kinds
of
questions
hey
couldask
you
as hey prepare.
or example:
What
verb
collocates
ith'on unscheduled
toDover'?
Whot
expression
on use
o soy
he doorof the overhead
locker
would
not openl
You
might
want to
give
students he
opening inesof the
€onversation
o
get
them started:
A:
Hi,
(Bill).
8:
ls
thot
you,
Ben)?
Where
ore
you
colling
rom?
A:
I'm
in (Amsterdom).
We've
ust
onded.
B:
GIadyou
mode t
sofely. o, ow
wos he
flight?
A:
lt
wos
the
flight
from
hell
For
homework,
students
could then write up
the
conversation,
nd
could
even role-play t
againat the
start
of the following
esson
with
a differentpartner.
Remember
hat repeating
he same
ask once or twice
usually
mproves
tudents'
er{ormance.
6 Flying
**J
ffi
Watch,
ee. ook
These
hree
verbs
can be confusing
or
students. ou
could go
into
the differences
f meaning,
ut it's
probably
more
efficientand
useful or
them to
remember
how
each s
used n variousphrases.
ell
students
o devote
one page
or
each of
these verbs n
their
notebooks
nd o collect
examples
s hey
come
acrosshem. Tallcingboutequivalent erbs n their
own
languages
an
be very interesting,
speciallyf you
have
a multilingual
lass. gain
emind
students o
translate
he phrases
hey
record, not
iust
the
words. f
students
ont
know
what oo
n number7
means,
sk f
they
canguess.
ou
couldgive
hem
some other
words
for
toilet,
f you
are so inclined.
Answers
l. see
2.
see, ool<s
3.watch
4. seen
5.watch
6. ook
7.
watch 8.
see
9.
seen
10. oolced.
ee
Let students
ead
he
ioke
and
ry to decide
on
possible
ndings
efore
you
play
he recording.
ause
the recording
efore
he
gapped
unch
ine
and asl<
students
o shout
out their
endings.
hen
give
he m
the punch
ine,
beforegetting
hem
to
practise
elling
the whole
oke
to eachother
in
pairs.
The punch
ine
is n
the
tapescript
n
page
150.)
Tell
he
classa nightmare
lying
story
you
l<now.t
doesnt
necessarily
ave o
be something
hat has
actually
appened
o
you.
t
could be
a news tem,
an
urban
myth
or even
another
lying
oke.The
nternet s
always
a
great
source of
such tems.
Get students
o tell
each
other
any
stories/jokes
hat they know.
Supply
a
couple
of
your
own
just
n
case deas re n
short
suPPry.
: : :
: - a .
.#
*
#.fr
5j
"'l
*'f,.*s'i.x
'si'f,
l
, * ' s
ffi Adiectives:trong omparatives
This task
practises
nother
way in
which comparatives
are often
used n
everyday
peech.Before
doing he
tasl<, sk
students
o tell you
of anything
hat turned out
differently
rom
what they
expected a place
hey moved
to, he
course hey
are currently
al<ing,
r this
Coursebook ).
hen
say he examples
everal imes,
allowing
students
o hear the
stress
patterns.
Ask
if they
can
ell you
what pattern
they notice,
and write it
on
the
board
for them
to transfer
o their noteboolcs:
adjective
..
much
+
comparative
orm
of a synonymous
adjective.
terrible
.. much
worse
good
..
much nicer
Flying
ocabulary
Flying
oke
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6
Flying
Have
pairspractise aying
he examPles
efore
working
on numbers
-6.While there
are
no
definite nswers
for this tasl<,
ome answers
are
more
probable han
others.
Here are some
ilcelv
nswers,
ut allow
others
too
if they mal<e ense.
Answers
Possible nswers:
l. Oh, t went well
-
much better
han
I'd expected.
2. Yeah,
t was sweltering
much
hotter than
I
thought
t would be.
3. Great
much easier
han I'd expected.
4. Oh,
t
went well
-
much
better
han I'd expected.
5. lt was
ine much nicer han
I thought
t would.be.
6. Yeah,
t was really nteresting
much better
than
I'd exoected.
You maywant to
draw attention
to the
following
collocations:my
movelexamlpresentotion
ent well.
Ask for
examples f othe r things
hat can
go
well.
Depending
n
how
well
your
class
now you,
you could
get them
to
ask
you questions eforeworl<ing
n pairs.
or example:
A: How wos
my homework?
B: lt wos
pretty
good,much better
hon
last time.
ffi
Strong
diectives
Say he
two examplesand
ask he
class o
tell you what
structural
pattern (adiective .. stronger
adiective)
and
intonationpattern (risingon the first adiective)hey
notice.Havestudents
practisesaying he
examples
before
hey complete he
eight
dialogues.
Devon
s a
mainly ural county
n south-western
ngland.)
Answers
l . Hot? t was boi l ing
2. Big?
t's
enormous
3. Cold? t's
reezing
4.
Quiet?
t's
dead Remember
Crawley
n Forty
a
day in Unit 5.)
5. Surprised?wasshocl<ed
6. Small?
t 's iny
7. Good-lool<ing?
e's
gorgeous
8. Scary?t was errifying
Next, worl<on matching
he following
ines
of the
conversation.
ave
pairspractise
eadinghe
conversations
y using he
tapescript
n
Page
5 . After
checl<ing
he answers,
ou
could
elicit
more
adjective/stronger
dlective
pairs
(not very nicedisgusting
diffi ultl
mpossible, illy idiculous)
nd
then have
students
use hem in oairs o write mini-conversationsike hose
in numbers -8.
Encouragehem
to continue
he
conversation. ere are
some expressions
ou maywant
to talk about n this section:
lf
you say hat theret
no way
hat
You'll
atchme
doing
that
ogoin,t means
hat
you will
never
do it again.
For
example:
You'll ever otch
me
driving
ntocental
London gain.
lf you can hordly
wing cot
in a
place, t means
here
is not much
oom.
lf
you say hat someone
will die when
hey see
someonelsomething,it
eans hat
they will
be very
surprised in a good way.
ln Britain o solicitor
s someone
who
gives egal
advice
and can represent
ou
in court
for less
erious
offences.
Answers
l . e . 2 . c . 3 .b .
4 . f . 5 .
h . 6 .d . 7 .9 .
8 .a .
I
; 1.".
o'1
.u:'
L'l ,f '.*o-:
I:
f
fJ;j:
;r
.*s
4 ";;"r*
*J
r
"s{
.
Hilffi
Gerundsand
infinitives
This
area
of grammar often
frustrates
studentsbecause
it s eems here
are no'rules'
o help hem
decide
whether an
nfinitive r a
gerund orm follows
a certain
verb. Although
here are
some
guidelines a
gerundwill
follow a
preposition tell students hat
a
good
way
to
learn s to focuson whole
expressions.
or example:
Pleosery to call when
you
get
a chonce.
Why don't
you ry diolling
0 before he
number?
Go through the examples, slcing hat two patterns he
students otice.Ask
if they can
explain he
difference
n
meaningbetween he
two example
sentenceswith
remember. ne explan ation
s
rememlsr
+
gerundusually
refers
back
rom the time of
speaking, nd
remember
inflnitive
usually
efers orward.
Give students
several
exampleso make his clear:
I
can still
emember
eeling
nervous efore
my
first
doy
ot
schoo/.
I must remember
o call my
mum tomorrow.
You can also
give students ypical
sentence tarters:
I must emembero ...
Please
emember
o ...
Did you emembero ...
Do
you
emember
..
- ing?
I cleorlyemember
eeing..
I still emember
.
-ing
Ask students
o complete hese
sentences
n
ways
hat
are rue for them
and
out
them
in their noteboot<s.
42
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Go
through
he
Grammar commentary, G8
Gerund
and infinitive
on
page
6 | before rying the
task
as t
explains
other
verbs
such as
forget
and try with
aypical
xamples. ou
shouldalsopoint out that when
*e
talk
talking
about
general
astes,
oyeand
prefer
are
froilllowed
y
gerunds:
ii reglly
ove
beingable
o
hove
o lie-inon Sundoys.
il*{y
usbond
ikes
beingaround
he
housebut I
prefer
getting
uvt rn the freshair.
l|'{owever,
o talk about
tastesand
preferences
n
specific
ccasions,
e usuallyadd would o the verb,and
tfien
use
an infinitive
o follow:
li?
ove
o go
to Greece
goin his summer.
''N/e
could
o out
tonight,f you wont,
but
personolly,
'd
just
ptretrer
o stoy n.
Sqrn
and
stort can
be followed by either
gerund
or
lmfinritive
ithout any
change n meaning, lthoughbegin
s rnore
generally
ollowed
by an infinitive, nd stort
s
nrrcre enerallyollowed by a gerund. As you check he
answers,
ive
a typical
sentence or each.For example:
lil$
osk
him
to do it
when see
him.
Answers
l .
G / t
2 . 1
9 . c
t 0 .
1 6 .
3 . 4 .G
5.G/ t 6 .
I .
G i r
12.Gi l
t3 .G
6
Fly ing
ffiffi
Grammar
ncontext
This
exercise eviews
he forms
presented
n
3
Grammar
check within he context
of talking
aboutdecisions.
ne fun
way o st art hi s exercises to
put
students
n
pairs
and ask hem first to thinl< f the
most
predictoble
nswers
hat
people
might
give
o the
first
question.
or example:
I wonted o do something ifferent.
I
wos
ed
up
with doing he same hing,day in,
day out.
Write
theseanswers
n the board, elpingwith
vocabulary
here necessary.hen askstudents
o
think
of
the
funniest
r strongest nswers hey
can o
the
question.
or example:
I wonted
o become
crocodile roiner.
I decided
o retire ot twenty-two.
They
can hen answer
he other
questions
s hey
wish.
Answers
Possible
nswers:
l.
I wanted
o
do
something i fferent or a change.
I was ed
up with doing he sameold thing, ay n,
day out.
2. I
was bored with Bournemouth
was nterested
in
the fashion ndustry,
nd hought t would be a
good place
o study t.
3. I wanted
a bit more freedom han he/she
was
giving
me. I didnt want to settle down
just
yet.
4.
I
was trying to savemoney.
was
ust
fed up with
peoplesayinghat I sme lled ikean ashtrayl
#is*
*
g
"id&ff'ffi
ru
'my
Before
doing
his exercise, skstudents o recallany
expressions
n the language
tr ip
hat
are connected
with
smoking. or example:
Possive
moking
Who wonts o kiss on ashtroy?
Encourage
tudents o write
anycollocationshat they
didn't
cnow n
their notebooks.
Answers
a.smoker
b. cigarette c. cigarettes d.
cigarette
e. smoking
l.
heavy, ccasional
.
give
up,started 3. put out
4.
ends 5. advertising
6. smol<ing
8. G/l
r5 .
G/ l
Complete
a couple
of thesesentences
ourself. or
ercamole:
ll'lil
eyer
orget
wolking nto my
frst
c/oss.
jl
must
remernber
o
pay
the bills.
Then
encourage
he class o asl<
ou
further
questions.
The
personalised
entenceshat studentswrite will help
rhiem
earn
he'rules'.
Tellstudents o tal l< b outwhat
drcy
wrote
with a
partner.
.H Grammarheck
This
exercisegives
urther
practice.
You could have
students
check he
answers n
pairs
with one
person
reading
he sentenceilce
his:
Nhy
did
you
decide
BTANKEnglish?
The
other person,without
ooking
at
the
Coursebool<,
repeats
he sentence
ith the missing
erb orm:
Nhy
did
you
decide
o
leorn
English?
Answers
l.to learn 2.to go 3. n travell ing4.with working
5.
with doing
6. o get 7. o go
43
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Speaking
Role
play
Havesmall
grouPs f
students
iscuss
he
questions
here.
You
could bring
n
some
examples
f
cigarette
advertising
rom magazines
or
them
to
look
at.
This
would
be a
good exercise
o
do
iust
before
you
havea
breal<
Lead n
to this exercise
by asking
some
quicl<-fire
questions
o individual
tudents.
or
example:
Why ore
you wearing
blue
odoY?
Why do
you think
Mondoys
olwoys
seem
onger
hon
Fridoys?
You can
hen explain
ow'delayers'
elp
us
with
difficult
questions
y
giving s
ime
to think.
Play
he
recording
and et
students
ractise aying
he examples.
ake
sure
students oundhesitant nd ollow he intonation
patterns For
questions -5,
students
re
not
expected
to have
eal answers,
lthough
obviously
some
may.
The
important
point s to
Practise
sing
he
expressions
confidently.
This
gives tudents
chance
o
recycle
lot
of
th e
language
resented
n this
and
he
previous
nit
in a fun
context.
First,
as a
class,
ecide
he
name
of
the
famous
person
o interview
and
give students
ime
to
PrePare
their
questions
n
pairs.
Only
then
select
omeone
o
pretend o
be this
amous
Person.
his
keeps
he
whole
class s nvolvedn the taskaspossible. homework
task that
can ollow
on from
this
is to
write an
imaginary
nterview
with
a different
celebrity
each
student
choosing
omeone
hey
il<e
nd know
about
trying o
useas
much
of the
language
rom
this
unit
as
oossible.
Photo opportunity
The ohoto
of
PrinceWilliam
ould
be
used
o extend
the
conversation
tarted
during
4
Role
play.
Ask
students:
Whot
is it like to
be
fomous?
Would
you like o
be
famous?
Whot would
you like o
be
fomous
or?
Why wouldn't
you wont
to be
o celebrity?
Playing
or t ime
44
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General topic
Talking
boutpla's
-ndlintentions
for rhe
weekend,
Unit
overview
Dialogue
Steve
and
Ken: iscusi,theil-
lans
ui
thelcoming
ureekend.
sornethin$
tc.
'
Pronunciation
f
7
'
Collocations
With
go::1'm
going'on:a
dote;l'm
out
to see
o
film,
etc.
.
lf you
crosh
ut
ot someone
ploce,you
leep
here,
usually
n
the floor
or
the sofa.
For
example:
on t
worry
about
drivinghome;you
con
croshat
my
ploce.
.
A
cor boot
so/e
s an
event,
usually
at the
weelcend,
where
ots
of people
sell hings
hey
dont
want
out
of
the bacl<
f
their cars.
.
lf
you
hove
some
people
ound,you
nvite
hem to
your
home
or dinner,
rinks, ames,
tc.Fo r
example:
'm
sorry
con't go
out
tonight.
We'rehoving
some
people
ound.
.
You
use
he expression
t's not
my
ideo
of on exciting
weekend
o say
hat someone's
lan
or the weekend
doesnt
sound
un
to you.
Ask
students
o giveyou
some
examples
hey
could
say
his
phrase
bout.
Remind
tudents
o record
he
expressions
hey
hinl<
would
be useful
n
their notebool<s.
Lead
in
You
can
use he photos
on page
48
to lead
n to
the
unit.
Ask
the class
bout
eachpicture:
.
Whot
is
the
ploce
shown
n
the
first
picture?
a
theatre
box
office)
How
often
do
you
go
to
the theotre?
.
Whot
is hoppening
n
the second
icture?Whot's
n
the
buggy?
Where's
he
boby?Do you
hove
o
spendoges
woitingoutside /othesshopsor yourpartner?
.
Where
do you
think
the
women n
the
third
picture
ore
going?
Why
do they
/ook
serious?
Before
moving
on to the
first
exercise, ou
can ask
he
class
whether
they
do any
of
the activities
n
the
pictures
at the
weekend.
#*$mglr***:
#$'ffi,a#
#E:$
typical
weekend
Have
students
icl<off
the activities
hey do
alone
and
then
compare
heir
answers
with
a
partner.
Write
some
time
adverbs
e.g.
most
weekends,
lmost
every
weekend,
every
other
weekend)
n
the
board
to help
students
saya
bit
more
about
eachactivity
hat they
actually
do:
how
often
they
do it,
and
where.
Draw
students'
attention
o
some
of the
verb
collocations:
o the
shopping,tidy
p
your
flot,
do some
studying,catch
p with your
e-mailslwork.
You
can
hen
tall<
bout
he
things ou
spend our
weekend
doing.
going
Vocabularp
neetingoppoinmeiliddtei:'i,
.
r
i
ldioms:
You
must
be
joking
ong
imeno
seel
etc.
.a.nguage
strip
t-{ave
tudents
choose
any
expressions
hey
find
rnteresting
nd,
n
their
own, ind
out more
about
hem.
[n
a
later
class,
sk
hem
to share
he information.
or
a
srnall
group
activity,
sk hem
to find
expressions
sing
dre
present
continuous
e.g.
Doing
onything
his weekend?)
and
expressions
ost
ikely
aid
on a Friday Hove
good
weekend).
tudents
ould
alsounderline
he
expressions
hey
could
see using
bout
hemselves
/
hink
I'll
just
oze
obout).
lternatively,
hey could
find
al l
lfte
questions
nd
write
a response
o each
one. You
,might eed o explain omeof the following
exPresstons:
'
lf you
lazeobout,
ou
relax
and
don't really
do much.
For
example:
On
Sundoys
ll I
wont o
do
s
just
aze
about.
'
You
say
ust
live
or
the
weekend
o show
that for
you
the
weekend
s
the
most important
and
enjoyable
ime
of
the
weel<.
'
If
you
pop
over
o o
ploce,you
o
there for
a short
time.
For
example:
'm
just
popping
ver he rood
or
o
sondwich.
45
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7 Yourweekend
ffi
Planning
xpressions
Point out the Real English note on
Whot ore
you up to
thisweekend?
sk a few students he
question Whot
are
you
up to this eveninglweekend?Then
et them
ask you.
Try to usesome of the expressions
-8 :
I
guess
'll
probobly
do
o bit of shopping).
Unfortunotely,
've got (o lot
of
homework o
correct).
Set he sceneand explain he tasl<.
efore
playing he
recording, ay
all the
phrases o that students
know
what they sound ike.You will
probably eed o
play he
recording wo or thr ee imes.Once
students ave
identifiedhe expressions,ou could
ask hem to use
them to reconstruct
s
muchas hey can
remember
about Gavin's la ns or the weekend. hen
have hem
read he tapescript n
page
5 together
and underline
the
expressions. sk them what
they hinl< couple
of
the o ther express ions ere mean:
the
place
s o tip (the place s untidy)
l'vegota big night l'm doing somethingexciting)
hove
o lie-in
stay
n bed and
get
up
late)
Finally, ive students ime
to
practisesaying he
eight
exPressrons.
Answers
The
expressions avinusesare:
l . I guess' l l probably
2. I'm going
o try to
3.
Unfortunately, 've
got
to
4. I imagine' l l
5. I
guess
' l l
probably
Before
starting his tasl<,mal<e ure
studentsunderstand
the expressions
tip, he tellyand
o brgnrghtout.
Tall<
aboutyourself irst
so that they
can hear hese
phrases
in context.
#w*,r.ff #:y,#*ffi*rm#*f
I
ffiffi
Four ifferentuture orms
Many
studentsbelieve hat will s the only
future form in
English.
lthough wil/ s often used o express he
future,
other structures
re
alsoused. n this exercise,
studentsare shown four
ways o talk
about the future
(the contracted orm
'll,going
tq the
present ontinuous
and he present
imple). o through
he examples nd
then have tudentsmatch
he
descriptionso the
sentences.
Tell hem that in deciding hich
uture orm to use,
hey
shouldconsiderwhy hey hinl< he event
being
describeds
going
o happen:
s it sche duled,ikea
timetable;s t an arrangement
hat hasalready een
made: s it a su dden. n the sour of the
moment
decision?
Answers
a.
going
o
b. present
imple
c.
Present
ontinuous
d .
' t l
In
checkinghe answers, skwhere students
hink /'l l
have
he chickens said
(a
restaurant)and
what India
ploy
Austrolian
the
finol
next month s about (probably
cricket). You maywant to
point
out that /ndiohere
refers
o a team and hat,since t is a collective
oun, t
tal<eshe plural orm of the verb.
ffi
Grammariscussion
This ask reinforceshe point about how the sp eaker's
relationship
o the eventdetermines hich uture orm
to
use.Havestudents iscusshe
questions
fter he
examples
n
pairs
and hen checl<he answers.
his s
probably
a
good
opportunity to mention hat
it
takes
time
to
master
hese differences nd hat
they are
guidelines
ather han strict rules.As always,
oticing
natural
examples nd recording hem in their notebool <s
will helo.
Answers
l. I decided
arlier, eforenow.
2. lt 'sa scheduled vent.
3.
I decided ow,at the momentof speakingl
4.
Yes his s a
plan;they
now about t already.
**J
ff i
Grammar heck
Once
students avedone he exercise n their own,asl<
them
to
discuss
n
pairs
how they reachedheir
decisions.
When
going
hrough h e answers, raw
attention to
the
fact
that the context helosdecidewhich
form to choos e.
or example,n number4 the
present
continuous
ould
probably
e usedas he speakers
discussing
rrangementse/she asalreadymade. t's
important
to
stress hat the answers
given
here are
proboble.
emindstudents hat the forms the speaker
chooses
ependon how he/she
erceives
he event
at
the
time of s peaking. he sameevent
can
be perceived
in more
than one way.
Speaking
46
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Answers
gets
n
I' i l
do
I'rn
going
irs
oing
o give
l 'm
going
o sneeze
5
'6.
.El
Grammar
n
context
llins
exercise
uses
he
four different
uture structures
o
unlllfi.
bout
plans
or
the
weekend the topic
of this unit.
Flh,ve
tudents
do
the exercise
n pairs.Encourage
hem
tttc
ccord
and learn
whole
sentences rom
these
,emL:rlnples,
specially
hose that
they see hemselves
uwinrg.
ou
might
want
to talk
about why someone
ltlro'r.rlld
ave
a
big night
out the day
before heir
brother's
wedding.
sk
whether
they have
raditions ilce togand
Irimn
rghts.
The
question
hat
follows
the exercisegives
students
il"'re
pportunity
to
use some
of the structures
and
expressions
o talk
about
heir
plans
or next
week.
G'rre
hem
five minutes
o prepare
and hen
have hem
nove
around
he
class
alking o different people.
You
caLnoin in, oo. When you have inished he exercises
nrn
his
page,
efer
students
o the Grammar
qommentary,
G9 Talking
about the future
on
page
i 6 t .
d
_ . t
i
* I :
l f
:
* i
f l
wtrile you
listen
Thank
oodness
I
it 's
Friday )
Ask
students
f
they know
the expression
GIF
(Thonk
guodnessiGodt's Friday) nd ask hem to explainwhy we
.'night
ay t.
Then read
he introduction
o set the
scene
and
ask students
o listen
or the answer
o the
qurestion.
ake
sure that
they
cover rhe text. Get
them
-;o
discuss
he
answer
n
pairs.
Next,
et them read
he
ronversation
as
you
play
he
recordingagain.Then
asl<
lhe
students
o fill
in the first
two or three gaps rom
r"Temory
n
pairs
before you play
he recording
again,
*ris
t ime
with pauses
o that they
cancheckand i l l in
rfie
missing
words.
Do
this two or
three
gaps
at a time
'.intil
the
end.Play
he recording
hrough
one more time
$dth
students
ollowing
he
text. Remember
hat
lirsteningo the same anguage gainand again s vital for
re'udenfs
who
vyanf co imprrcve
fhelr spoken English.
f
you
want
students
o read
he conversation,
r
parts
of
m-
n
pairs,
se he tapescript
n page
5
.
7
Yourweekend
Answers
Steve
s going
out
for dinner
with his parents
onight
to
a l i t t le
Frenchplace
near
his house.
Heb
got
to
get
up
early
on Saturday
o do
some
cookingand
clean
the house
because
e'sgot
somepeople
comingover.
They'll
probably
o
and see
a film in
the evening.
en s
probably
ust
going
o
stay n
tonight because
n
Saturday
ight
het
going
o a party
on a boat.
On
Sunday,
e'sgot
to do some
hings or
work.
There
are
several
expressions
hat
you
maywant
to
explain
r that your
students
mayasl<
bout:
.
ff
the
weekt
beendragging,
t means
hat time
seems
to
be
passing
lowly
and t has
beenboring
and/or
difficult.
Asl<
students
or
other nouns
hat we can
use
n this
way
(o
meeting,
/esson
film).
.
Whereobouts
s
used n questions
o ask
precisely
where. For
example:
Whereobouts
n
Spoin re
you
from?
.
A
whileogo
means
an indefinite
ime in
the
past.
For
example:
saw her
o shortwhile
ogo, n
the cof6
over
the rood.
.
We
use he
expression
No rest
or
the wicked
o make
fun
of friends (or
ourselves)
when
they/we have
o
worl<
and
weithey dont.
lf students
sl< bout
ndividual
ords in
th e
conversation,
se he
opportunity
o extend
and
develop
heir
vocabularies
y giving
everal
ollocations
and
ypicalphrases
ontaining
he word. For
example,f
someone
asksabout
docks, ou
can explain
hat it
is
where
shipsare
oaded
and unloaded
n a harbour
an d
then give
some
ypical
ollocations
nd
phrases:
ry doclg
down
by the
docks, ock
worker.
Point
out
the Real
English
note on Tell
me about t
and
get
students
o talk
about equivalents
n
their own
languages.
Use
he questions
ere
as
a
follow-up
o
th e
conversation n page50. Youcould eitherdiscusshem
in
smallgroups
or asa class.
ou
canalsouse
he
photos
on pages
50 and
5 | to
give
more
speal<ing
practice.
Ask if
anyone oes
anyof
the activit ies
n the
pictures
n weel<ends.
sk questions
ike:
Do
any
of
you
everdo
parochute
umps
or onything
ike
that?
Wolk
along
he beoch?
Go sailing?
o
flying?
Go
for
o
drive?Wosh
our
car?
Go to the morket
ond
do the
shopping?Work
ut n
the
gymTWhen?
ow
often?
I
I
I
Speaking
47
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7 Your eekend
This s a
good
chance
or students
o re-use
om e
languagerom
previous nits.
Encourage
he useof
th e
time
expressionsrom
page 3
in Unit
l. lf anyone
n the
class
oessomething
articularly
nteresting
r strange
at the weekend,
ou
could
recycle he
How-
questions
from
page2 ,
by
having he rest
of the
classasl<
questions e.g.
How eosy
s it to soilo boat?)
o
interview
the student.The interviewee,
n turn,
maywant
to use
some of the delayers n page47 when answering.
{
I
q
1'tr:t:r"'r
F't
:rE*
fi
f.,ri
S:,fr *"*i
r';*'*i
.xf,
*
" f:;
ffi
More
ways
of talking
about he
future
ln
this exercise,
tudents re
given ome other
common
ways o
talk about
the
future. Write the
four
patterns
on the board and ell
your
students
o record several
examples or each
pattern
in their notebooks
as hey
are worl<ing hrough the following asks.
l. I'vegot (o personlsomeeople).. -ing
This
pattern
is common with the
verbs orrive, isit
andcomeand refers o something lre ady
lanned.
2. I've got
oll
hove
o ...
This is typicallyused o say hat
you havean
obligation t the time of speaking
o do something
n
the future; t is
sometimes omething
ou
dont want
to do.
3. I m supposed
o be
- ing
. . but . .
This
pattern
s
used o
describe
revious
arrangementsou havemade hat
you
think could
be
changed.
4. I might be
-ing
You use mrght ike this
to
show that
you
are
not sure
about what you're going
o
do.
Play
he
recording
o students a n
hear he
pronunciation
nd ntonation
patterns. hen
get
them
to practise aying
he exampleshemselves.
ou should
then go over the
explanationof these
different orms by
referring tudents
o the Grammar
commentarS
G l0 More
ways of talking about
the future on
page
| 52.
Answers
Probable
answers:
l. I 'vegot
a
friend
coming
ound o help me with
my
homework
on Sunday.
2. I'm supposed
o be
going
shopping
ith a fr iend
on
Saturday, ut l'll probably
stay
at home.
3.
I
mightbe
going
o the cinema, ut
I 'm not sure
yet.
4.
I've
got
to write an essay his weekend.
5. I've
got
to cleanmy flat this weekend.
6. I think Steve
might be having
a party tomorrow
night.
I'm supposedo be meeting ome riendson
Sundayor lunch, ut I dont
know if I ' l l eel up to
it.
I 'vegot my
mother coming
ound on Sat urday
afternoon.
7.
For this role
play o real ly
work,
you
wil l
need
o spend
a few minutes
xploring ommon
waysof
inviting
people,
s n the examples.
sually,
he speaker
mentions
the
event
-
We're
going
o
hove o
porty
next weekend
and
hen
extendsan
invitation ond
we'd ove
you
o
comealong,f
you're
ree.
Draw students'
attention
to the
five-step onversationhat occursand write it on the
board:
l.
invitation
2.
polite
refusal
+
reason
3. asking f these
plans ould be changed
4. saying hey can't
5. closing omment
Have
studentswrite
a short dialogue
n pairs,ollowing
this
pattern
and
using he expressions:
Oh, A love
o, but
I'm ofraid I can't.
l've
olready rrongedo ...
Well,l
would f I could, ut ...
Then practise
he dialogueogether. ollowup by having
studentswalk around, nviting ther
people,
sing he
samepattern. inish
y
having
mall
groupsor the class
as
a whole discussing hether hey would ever urn
down
an
invitation
o
do
any of the activities
shown in
the photographs
t
the
top of the
page.
*J
ffiffi
Famous
utures
&W
Lead
n to the task by askingwhat kind of music
studentsare into
and what
favourite
songs
hey have.
Then ask hem if they can complete he four l ines rom
songs ndwhether hey recognisehe songs. ou could
even
ask f anyone ouldsing hem.Studentsma y
wonder
about he useof sholl ere.Sholl an be used
n
a similar
way to wifi although n We shol/overcome
t
impliesmore
of an externalobligation
for the good of
society).After
completing -4,you couldask he
class
to
go
home
and ry to find some
more
songswith
future forms in
them for homework,make a
note of
them
and hink aboutwhy
particular
erb orms are
used. tart he next class
y
asking tudents o share
their findings.
Answers
l .
shal l 2. ' l l 3.
l l
4 .
gonna
Get
the class o discusshe
quotations
n
pairs.
With
some
classes.ome of the
cuotations
ould
ead nto
further discussions.
he GeorgeBernardShaw
quote
might ead
o a
debate
aboutwho should ule he
world:
Who
should
ule
the world?More
young
people?
More
women?More
people
from
different
kinds
of bockgrounds?
What differencewould t moke?
Which
eoders re most n touch?
Which
ore rnostout of touch?
Role
play
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7 Your
weekend
Answers
The
wrong
collocations
re :
L
shopping
onight
2.
my fr iend
up inYorl<shire
Your
srudents
mightasl<
about
up inYorkshire.
sk
where
they thinl< he
speaker
s geographically
in
he
south of England).)
3.
shopping
4. the pub-
5. dr iv ing
6. some
shopping
ffi
Vocabulary
heck
You
could
ask students
straightaway o
explain he
difference
between
meeting,
ppointment
nd dote.
However,
t
will
probably
be difficult or
them. Ask them
the
question
again
after they have
completed
he three
tasks.Hopefully,hey will see hat knowingeachword's
collocations
elps
explain
he difference. ou
hoveo
meeting
with your
bossor
with clients the
word meeting
is usually
work-related.
Youd usuallymokelhove
n
qppointment
with
o dentist, octor
or opticion, lthough
if
you're
going
o an
office o see
a
particular
person, ou
might
hove
on oPpointment.
ou go
onlhove dote with
someone
you're
attracted
o.
As you
checl<he
answers
with the class,ry to
elicit
other possible
ndingsor each
of the sentence
beginnings.
or
example,n number
I we might
alsosay
with Dr
Jones
or
five
o'clock
or with the
opticion omorrow,
but we certainlywouldnt saywith o friendof mine oter.
Encourage
tudents
o write
down whole expressions
with the
words meeting,oppointment
nd
dote
n
their
notebooks.
xplain
hat remembering
aturalexamples
is
ust
as mportant
as remembering
hat words mean.
Refer
students
o the Real
English note
on
page
53 for
more
on the
expression
o
friend's.
Answers
| c .
2 .d . 3 .
a . 4 .b .
5 . . 6 .e . 7 .h .
8 .
g .
This
exercise ives
tudents
chance
o
personalise
some
of
the vocabulary resented
n 2Vocabulary
check.
You
may wish
to
provide
a couple
of examples
that
are
rue for you,
ust
o model he
kind of l anguage
students
an
use.For example:
I've
only
b'ien on one
blind dote n my life.
A
friend
of mine
set it
up.
We orranged'tomeet
at this little tolion
cof| I
know.
Anywoy, got
here
first
ond I wos
feeling
pretty
nervous.
Then
his
gorgeous
manlwoman
comesup
to me
ond says,
Hello, hoven't
seen
our
teeth
or
a while.My
blind date turned out to be mv dentist
Let
students
iscuss
he
questions
n
small
groups.
&tlrrdihrly,theVoltaire
uote
could
be used o lead nto a
dhuussion
n
the
pros
and cons
of censorship:
llk
frere
o
limit
to how
much
freedom
of speech
people
dimdd
hove?
Stirurild
eo-Nozis
e ollowed
o
platform
o spreod
heir
,rcnsz
l|$fnflrJdry
ive
extemist
orgonisotions voice?Whylwhy
ot?
llFyou
ish o set up debates ike his,brainstorm deas
an'd
write
useful
collocations
on
the board before he
djlscussion
tself
begins.
You can also
hen consolidate
ryrf
discussion
y setting
a related
opic as written
liromework.
The
short poem
at the end is good
for
practising
he
contracted
orm
'/l
which for some
speakers an be
fficult.
lt leads
nicely n
to the next exercise.
*nphasise
he importanceof saying
ll,
not will.lll see ou
foser
s
the normal,
natural
way of saying t,whereas
will
see
you
oter means
something
different,
with its
sugtestion
f contradiction
r
emphasis.
lay
ll he
sentences
hrough
once,
with students eading ilently
as
drey
isten.
lay
he recording
second ime and
stop
after
each
example
or choral
and ndividualepetition.
fuk
students
what
they thinl<
he situations re n the
sentences.
or example, ou
might
say
You'll
egrett after
your
friend
has old you
that she s going
o haveher
fifth
vodka
and orange
n an hour.
You could even have
pairs
develop
mini*dialogue
round hesephrases
nd
then
act it out.
*. :,
fi.#
.f
*r,rfi:gri*.tlJ,**f}
Il
Collocations
ith
go
Co
s
one
of the
most commonly
usedverbs n English,
and
his
exercise
helpsstudents
use t in several
different
expressions.
ou
could start off by asking
what
expressions
with go
they know already
and hen
get
them
to work through
the first
tasl<.Here studentsare
presented
ith
three correct
collocations nd one
lncorrect
one
-
muchbetter
han hree ncorrectand
one
correct
After
comparing
answerswith a
partner,
students
can use some
of the exDressions
o talk about
their
own plans
or the
weekend.Encourage
hem to
continue
heseconversations
y asking
urther
questions.
or example:
What
film
ore you going
o
see?Where's t
ploying?
Questions
-l
I can
be used or further
practice
f
some
of
the
vocabulary
n the f irst task.You
could
suggest
hat
studentsdevote
a whole
page
n their
notebooks
o expressions
with
go.
49
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7 Your weekend
-_.*J
a$:-ffi
lan
a
weekend
This s
a fun
chance
or students
o
put
some
of
the
grammar
and
vocabulary
hey
have
earned
n
this unit
into
practice.
Before
doing
hese
asks,
et
them
to read
the
tapescript
f
Gavin's
eekend
plans
on
page
5
|
again
o
remind
hem
of
the
lcind
of
language
hey
will
need
when
ell ing
others
about
heir
plans.
Also
give
them
useful
anguage
o make
suggestions
ilce:
Why don't
we
... ?
Would
you
ike o
... ?
Shol l e
. . .
?
IA
really
ike o
.. .
In the
first ask,
tudents
worl<
n
pairsplanning
he
ideal
weekend.
The deas
n
the Coursebook
are
us t
suggestions.)
hen hey
should
orm
new
pairs
and
ell
their new
partnerabout
his
deal
weekend.
hen'
staying
with
their current
Partner,
tudents
worl<
on
the
next
task:
planning
cheap
weekend.
Once
hey
have
come up with a plan, hey should orm anothernew pair
and
ell their
new
Partner
about
heir
plan
or the
cheap
weekend.
When
students
are
rePorting
he
plans,
hey
wil l
probably
eed o
use he
Present
ontinuous
nd
goingto, nd
so
you will be
able
o
assess
ow
well
he y
are
using
hese
structures.
Round
uP he
activity
by
focusing
n some
common
errors
in
a
general
lass
feedback
ession.
Use
he
photographs f
Samhuinn
o start
a
discussion
on the
topic
of festivals.
ere are somepossible
questions ou could
have tudents
iscuss:
Hove
you heord
of Hollowe'en
efore?
ls
there
onything imilor
n your
culture
o
mork
the
beginning
f winter?
How
about
he
beginning
f spring?
Do
you hove
estivcls
where
people
dress
up
or
paint
heir
foces
ike this?
Whot
are the
most
nteresting
estivo/s
n
your own
country,
region
or town?
ls troditional
culture
still
mportant
o
people
n
your county
or
region?Whot
oes
t meon
o
you
personolly?s
it used o
sellyour county os o tourist destination? ivesome
exomples.
These
photosalso
providean
oPPortunity
or
students
to
practise
he structure
they
ook
+
adjective.
Ask them
to
write
down three
possible
ndings
o
this
sentence
to
describe
he
people
n the
pictures
nd
o then
compare
heir
answers.
or example:
They ook
brilliontlo
bit
scorylvery
eriouslquite
oung'
To
make
his easier,
ave
students
worl<
n
groups'
Have
them translate
nd
record
he
idioms
hey
ike
n their
notebooks.
ere
are
some
explanations
f needed:
'
You
say
ong ime
no see
when
you
meet
someone
you
havent
seen
or a
relatively
ong
ime'
.
You say olkof thedevilwhen the person
about
whom
you are
allcing
uddenly
hows
up .
You say
beggors
on't
be
choosers
hen
you
end
up
with
an
option
that
isn't
what
you
wanted
but
which
is better
han
nothing.
You say
rother
ou hon
me
when
someone
ells
you
that
they
are
going o
do
something
hat
you
wouldn't
ike o
do.
You
say there's
no time
like he
present
o
mean
now
when
someone
sks
ou when
a
good ime
to
do
something
ould
be .
You say
you must be
ioking
n
response
o
someone
who hassaidsomething nbelievabler
unreasonable.
Answers
a. see
b.
devil
c. choosers
o. me
e.
Present
f.
iolcing
I . Long ime no see
2. no t ime
like
he
present
3.
Rather
you
than
me
4. talk
of the
devil
5.
Beggars
ant
be choosers
6. You
must be
oking
ld ioms
Festivals
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Unit
overview
General
topic
rartres
and polit ical
arties.
Reading
,A
rave
party
goes
hrough
the floor
into the
flat
b,eiow.
Language
input
Collocations
with
do and
moke::l
hinkhed
moke
a good
eoder,
Theydidn't
do very well n
the
last
e,ection,
tc.
'
Vocabulaiy
for
talkirrg
about parties:
t: reallrl
uined
the
porty,
What time'did
the
pony
finish?
etc.
'
Planning
xpressions:
'lt
bring he music
f you
sort
outthe
ood.
tc.
'
Expressions
with
JUst
ouldn't:
just
couldn't
moke
Lead
in
You
can
use
he pictures
at the
bottom
of page
54 to
bring
up the
subject
f parties.
Ask students
o describe
what
kind
of party
s
shown
n
eachone.
Follow
up by
asking
urther
questions:
Have
you
eyer
been
o o
porty
/ike
his?
When wos
he /ost
porty
you
went o?
What
kindof
party
wos t?
Do
you
like going
o
parties?
What
do you
like
o do
ot
porties?
Donce,
olk,
eot,drink?
You
may
want
to
keep n
mind
hat alcohol
consumption
may
be
a sensit ive
opic for
some
students.
ii
.
-i,
lf ,"*:: ,.y.'i'':u
r
.g.,
pl
,t
i'j
*:: r,.f
d#
.$i;
.r
i
".5
J
tuJ.*, 'l
.--9'i+;
J
U;
j
S
ffi
What
kind
of
party?
This
exercise
rovides
n opportunity
or
students
o
discuss
ifferent
inds
of
parties.
Go
through
he l isr
an d
ask
some
quickquestions
o
checl<hat
students
understand
hat
eachof
the parties
nvolves:
Whot
shouldyou
weor
for
a
foncy
dress
orty?
Why
wouldyou
have
o
farewell
partylhouse-warming
ortyt
There are also Real English notes or o roveandstog
nightlhen
(ht.
Write
some
verb collocations
hove
o
porty,
o
to
porties,
ive
dinner
porty
on the
board to
help
students
while
hey are
discussing.
There
are more
collocations
n
2 Party
collocations.)
Encourage
students
o talk
in detail
about what
each
kind of party
involves
or
them personally.
or example:
Whot
happens
when
you
have
o big
omily
get-together?
Where
would
t usuolly
be?
Who
comes?
ls
there
ood?
Drink?
How
often
do you
hove
amily
get-togethers?-
You
might
want
to talk
about
a
party
yourself
irst
to
give
students
he
idea.
language
strip
N-tave
tudents
choose
any
expressions
hey find
interesting
nd,
on
their
own, ind
out more
about
hem.
In
a later
class,
sk
hem to
share he
information.
or
a
srnall
roup
activity
ask
students
o divide
he
expressions
nto
two
troups:
those most
lilcely o
be
said
by
a person
giving
he
parti
(e.g.
The
ood's
ver
fiere)
and those
most lil<ely
o
be saidby
a
guest
(e.g.
Do
you
know
onyone
/se
here?).
ome expressions
ould
fit
either
category.
You
might
need o
explainsome
of
d're
ollowing
expressions:
'
lf you
feel
ike
a
fish
ou't
of woter,you
feel
uncomfortable
ecause
ou
are
somewhere
unfamiliar.
or
example:
My boyfriend
nce ook
me to
a
fancy
gorden
porty.
felt
like
a
fish
out of water.
'
You
say he
nrght
s still oung
when
you
want to
say
there
s a lot
more
time
to do
a lot more
things
before
going
o
sleep.For
example:The
pubs
moy
hove
closed
ut
the night
s
still
young.
et3 go
to
thot
new
club.
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8
Party
nimals
&ffi
Party ollocations
As well as he verbs
hoveand
go
to,
here are
several
other useful
verb collocations
or
porty.
Students
could
work individuallyr
in
pairs.
While
going hrough
he
answers, sl<urther
questions.
or example
n number
2,
you
couldask:
Whot do
you
hink'dumped'means?
Hove you
ever been
dumpedby
your boyfriendlgirlfriend
n
front
of
o uowd of
people?
How would
ou
ronslote'dumped'
nto
yourown
onguoge?
Encourage tudents
o add he collocations
hat
they
might need o their
notebooks.
Answers
l. went on 2. ruined 3. broke
up
4.
gatecrash
5. ini sh 6.
nvite 7.
hrow
8. sorted
ou t
ffi
speating
These
questions ive urther
practiceusing ome
of the
vocabulary rom I What kind
of
party? and 2 Party
collocations. Talkabouta
personal
xperience
irst
and encouragehe class o ask
you questions. or
example:
We
hod
this
porty
once
when wos
at university,
nd oll
these
otecroshersurnedup ond storted
drinking
ll the
beer, o o whole
group
of
us decided o
leoveond
go ond
gotecrosh
his other
porty
thot
wos
going n down the
rood . . .
This lets
students
hear the language
ou
use
before
trying it themselves.
ffi
Planning
party
First, et eachstudent o individually
ank he
itemson
the
list (l for most important,and
so on). Before
getting
the students
nto pairs
o
compareand
explain heir
order,write some sentence
tarters on the
board to
help hem:
Well,forme
personolly,the
ost
mportont hlng
s ...
becouse..
Whot like
s ...
Whot I don't ike s ...
In this exercise,
tudents
re ntroduced
o
some
examples f expressions
sed
while
planning
PartY.
Theywill then be
able o use
some of t hem
in the
role
play
n the next exercise
5
Role
play).
First,
have
studentswork
on the ordering
asl<, ither
n
pairs
or
individually.hen have hem
underline
he planning
expressions. r i te the expressionsn order on the
board, nd where
appropriate, how
how other words
could it in:
I'll
bring some
musiclfriendslCDs)
f you sort ou't he
(food
deco atio s
nvitoti ns).
How does hot sound?
Well,to
be
honest, U
rother orgonisehe
(foodlmusiclinvites),
if
it's OK with
you.
Couldn't
ou
do the
(food
invitingl
leaning)?
Yeoh,
OK,no
problem.
l'll
try ond bring
some
musiclcrispslwine).
W hat obout the (inviteschi d en neighbou rs)?
Oh,I'll
do
thatlthose.
I'm looking
orword
o
it
olreody.
Answers
The
correct order
is:
f .
a. 2.
d.
3.c.
4 .e . 5 .b.
As well as beinga fun activity,his is a chance or
students o re-use ome of the
previously
resented
language. hile they are
discussinghe first ive
questions
n
pairs,
ncourage
he useof some
of the
expressionsrom 5 Planning expressions.
Before
students
walk
around nvitingeachother,
go
over the
questions hey should ask
(e.g.
Whereobouts
s t?)and
remind
hem of
some of the expressions
sed o turn
down invitationsrom the role
play
on
page5l. For
example:
Oh, A bve to, but I'm ofroid I con't.
Well,
would
f I
could,
ut I con't.
Someappropriate esponses
re:
Thot's
shome.
Oh,well,
moybe
next ime.
To
add o the mood,
you may want to
play
some
party
music n the background hile
students re chatting
nd
circulating
52
Planning
xpressions
Role
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The questions
ere
allow
students
o share
heir ideas
about
presents,
which
can
vary greatly
rom
culture
to
culture.
Have
hem
work
in small
groups
o
talk about
the
questions.
The
picture
at the
bottom
of
page
55
can
be
used
o
extend
he
discussion.
tudentsirst
need
o
decide
what
the
object
s,
which s
a
great
opportunity
to use he very usefulword thingand o practise
language
or describing
bjects
and h eir position:
Whot's
hot yellow
hing
hot /ooks
o bit like
a ship? o
butter
dish)
What's
hot black
hing
with the
orange
circle? o lighter
or
a gas
cooker)
Whot's
hot
thing
n
front
of it?
(on
egg ime)
Write
these
examples
n the
board
so that
students
know
how
to ask you
while
they are
talking.
lf
they
want to guess
what
the
objects are,
encourage
the useof might.For example:
I'm
not
sure
but it might
be o
spoghettiholder.
They
can
hen
talk
about
whether
hey would
like
o
get
any
of the
objects
as
presents.
ou
could
also alk
about
appropriate
expressions
o
use f
they ever got
such
a
Present:
Whot
on interesting resent
What
do
you
use t
for?
Other
objects
n
the picture
nclude
he
following:
The
orange
hing n
the
middle
s a sellotape
ispenser.
The
hing
behind t
is
a salad
ressing
et .
The hing n front of the sellotape ispensers a stapler.
The
silver
hing
on
the right
s
an ashtray.
While
going
hrough
he
answers
ere,ask
or and
provide
urther
collocations.
lso
askquestions
o
Senerate
onnected
anguage.
l.
ended
n tragedy
2.
lose
control
3.
got
out
of hand
4.
organised
rime
5.
led
to
calls or
tighter
laws
6.
suffering
rom
shock
B Party
nimals
ffi
gefore
ou
ead
Have
students
ry
to
predict
what the
article
is about
from
the title
and
he
six collocations
n
the task
above.
ffi
While
you
read
Rave
o
the
grave)
Havestudents ead he articleto see f their predictions
were
right
and
hen
share
heir
reactions
n
pairs.
Write
a few
sentence
starters
on
the board
for giving
personal
resPonses
o
the
text. For
example:
I
can't
believe
hot
.. .
I think
that
the worstlfunniestlmost
frightening
hing about
thisorticle
s the
foct hot ...
ffiffi
Comprehension
heck
This
asl<
elps
einforce
everal
ollocations
rom
th e
article.
Have
students
orrect
he sentences
ithout
loolcing
ack
at
the text
and
hen asl<
hem
to compare
their
answers
with
a
partner.
f
there
are differences,
they
can
hen refer
back
o
the text.
Answers
l.
The
party
was held
n
a deserted
lat (on
a housing
estate
n
East
London).
2. (The
extremely
high
volume
of) the
techno
music
beingplayed
weakened
he
structure
of the
floor.
3. Bert
Jones
s
waiting or
the
council
o send
someone
round
to fix
his flat.
4.
There
have
been
a number
of complaints
bout
techno
parties
all
over the
capital.
5. The
number
of drug-related
deaths
at raveshas
risen
dramatically
ver the
last year.
6.
Most
of
the
young
people
ust
carried
on dancing
when
the
floor
collapsed.
k
i . f : r . ' r
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Speaking
8 Party nrmals
You
could
ntroduce
he task
by
telling
he
class
bout
a
noisy
or wild
party you
have
been
o.
Have
he
class
alk
about
he
questions
n small
grouPs.
ou could
easily
develop
he
questionsnto
debates
r
written
homework.
For examole:
Whot could or shouldbe done
about drug-taking?
Do you think'soft'drugs hould e deuiminolised?
Should he
police
concentrotemore on orgonised
ime thon
on drug-takers?
lf
you
useanyof these,
ive
students
list of useful
expressions nd
collocations
eforehand.
or example:
o rise n recreotionol
rug use
We shoulddifferentiotebetween
ard ond soft drug
use.
coll
or
tougher entences
put
more money nto drug oworenessampaigns
It's o complex ssue.
ffi.# iust couldn't
wait
f f i '
Just
s
anotherword which
s better o
learn n
expressions. ere it is
part
of a sentence
tarter
I
ust
couldn't. . . After discussing hy
Bert
Jones
aid
ust
couldn'tbelieve
t (his
iving oom
was full of
dust and
plaster
and
people
screaming),
oint out that
ust
here
s
used or emphasis. fter studentshave
completed he
task and checked heir answers, ave
hem
practise
saying he
phrases,
aying ttention to
the stress
patterns.As always, ncourage tudents o
record
examples f theseexpressions
n context
n their
notebool<s.
Answers
l .
c.
just
couldn' t a i t
2. e. I
just
couldn'tbelievemy eyes
3.a.
just
couldn'tmake
up
my mind
4. b.
iust
couldn't
bear
t any onger
5. d. I
iust
couldn't esist
hem
Tell he class
personal
tory first and
encouragehe m
to ask
you questions
eforehaving
hem tall< n small
groups.
These
questions rovide
an
opportunity o
us e
the ljus t couldn't xpressions bove.
You could extend
this activity by getting pairs o write and
perform a skit
based
n
one
of thesesituations,
or example,
couple
who can'tdecidewhere o
go
for their
holiday.
Photo opportunity
You could
use
he
photo on
page
56 to
talk
about
fashion r
the
topic
of dance
music.
Whot
undof
music
do
you
like o
donce
o?
Whot
kind
of
music
s
hard to
dance
o?)
'#
*l rtS
""r
u :zifu;:*".y
The
focus here shifts o
politics
and he
law.You could
make he connection y askinghe cl ass o
tell you
about
he
attitudes
olit icians
ake o
youth
culture,
ike
raves,n
their country/countri es.
o through he
questions irst,
drawingattention
o the highlighted
collocations . hen
get
the students o askeach
other
the
questions.
f
you
are from a
different country from
your
students,
ou
mightwant to
tell them about he
party
system r
political
i tuation
n your country.
Remind
tudents o add he collocations
hat they il<e
to their notebooks.
This ask givesmore examples f these wo verbs,
om e
in
the context of
politics.
f studentsalready
have
pages
set aside n their notebo olcsor exoressions
ith do and
moke,
have hem add these expressions
o those
pages.
Answers
l.
make 2. do 3. made 4. made 5. mal<e
6. make
7.
do 8.do.make
9.
do 10.mal<e I l . make
12. o
You maywant to explain he followingexpressions:
.
lf
you
wont o moke he mostof
your
ime
somewhere,
you
want to use he time well and
not waste t. For
example:You houldmoke he
most
of
your ime here
by visiting he
rnuseums nd galleries.
.
lf you
mokeon effort o do something,you
ry hard to
do it. For example:Pleosemokeon effort
o be on
time.
.
lf something
doesntdo
anything
or
you, ou
don't
understand hy other people ilce t. For example:
I know lotsof
people
ike t, but
folk
music doesn't
eolly
do onything
or
me.
54
Speaking
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ffi
rralking
bout
he aw
The
first part
of
this activity
ocuses
on the collocation
introduce
new ow
and
associated erbs.
Other
verb
collocations
with /ow
appear n
the secondpart.
Have
students
match he
sentence
halves
and
go
through the
answers.
While you
are
checking,
sk urther
questions
like:
Do you think they shouldban smokingn public ploces?
What
kind
of lows
would help
protect
he environment?
Ihey
here
s
a'dummy
subject '
nd his structure
s an
alternative
o the
traditional passive.
xplain
hat if
people
re given
ox breaks,their
axes
are reduced or a
particular
eason.
For
example, ou
might
get
a tax
break
f you
buy a fuel-efficient
ar .
Answers
|
b.
2. d. 3.
a. 4.
c. 5. . 6. h.
7. e. 8.
g.
For
this
activity, et
students
nto groups
of three (or
four).
Explain
he
decisions
hat they need
o makeand
give
hem
some useful
anguage
o help hem:
I think
t's mportont
or
us
o ...
We'll
get
a lot
of support
f we ...
BonninglLegolising
.. will
be o vote-winner.
One
way o handle
he
campaigning
s o haveon e
person
act as
he spokesperson
nd let them briefly
present heir party'spolicies n front of the class.After
allowing
ime for quest ions,
ou
can
conduct he
elections.
e as
simpleor
elaborate syou
want. You
might
want to talk
about different
voting systems
uch
as
frst
post
the
post
and
proportionol
epresentotion.
B Partv
nimals
ffi
Political
uotes
The quotations
ere
can
be the basi s
or discussion
r
for
a
writing asl<
n the
role of the
media n
polit ics,
the nature
of
power,
r the use
or non-use
f violence
for polit ical
nds.
Ask students
f they have
om e
favourite
political
quotations
o share
with the rest
of
the
class. ou
could
asl< tudents
f there
are anl
political eadershey admireandwhy.Are these eaders
good
public
speakers?
Photo
opportunity
Use
he pictures
n
page
59 to ask
questions.
or
examPte:
Do you
recognrse
hese
politicions?
Do you
eyer
see
politicions
n demonstrations?
Hoveyou
everbeen
on o demonstrotionourselfT
f so,what
wos
he
demonstrotion
bout?
How
do
politicions
suolly
ompaign
during on
election? o
they go oroundshoking onds, issingbobies?
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I
ffi
uultiple
hoice
The exercises
ere
can be usedas a
quiz.5
Look back
and check:Adjectives,
however,
s
better
done
as a
discussionn pairs.
Answers
l. I hadn't
6. We
hadnt
been
2.
I'd
7.
We'regoing
3. I'm
meeting
8. I were
4. I hadn't
been eeling 9.
Wil l
you
5. I ' l l
10. I 've
ot
to
ffiM
*pressions
Answers
l. I
just
elt
like t.
2.
What
a nightmare
3. I
would f I could
4. You'll
regret it
5. That's
a
good
question
6. makeup
my mind
ffifficollocations
Answers
l . e .
2 . h . 3 . f . 4 . a .
5 . i . 5 . d . 7 . c .
8 . b .
9 . .
1 0 ..
I . . 1 2 . q .
1 3 . . 1 4 . 1 . 1 5 . .
|
6.n. 17.
<. 18. .
Answers
l .
e . 2 .b .
3 .a . 4 . f 5 .d .
6 . .
Answers
l . e .
2 . f . 3 . a . 4. b .
5 . h . 6 . d . 7 . c .
8 . g .
fuc*S hat canvou remember?
Answers
will
vary.
Answers
l . a .
2 . b . 3 . b .
4 . a . 5 . a . 6 . a . 7 . b . 8 . a .
9 . a .
1 0 . .
Answers
I .
e . 2 .a . 3 . .
4 .b . 5 .
.
6 .d .
ffi
conversation
Answers
l . a .
2 . e . 3 . 9 .
4 . d . 5 . h . 6 . c . 7 . f .
f . i .
9.
b.
ffi
Look
backand
check:
Adjectives
*
Answers
will vary.
55
Real
Engl ish
Condit ionals
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E
Vocabulary
uiz
Review:
nits
_g
ffi
Learner
dvice:
he
authors
peak
Answers
will
vary.
Answers
It
means
ou
cant
f ind
hem
anywhere.
Answers
will
vary.
Yes,
ecause
ou're
not
allowed
o
smoke
on
board
planes.
You
didn't
do
anything
pecial.
Left-wing
s liberalisocialist
hile right-wing
s
conservattve.
Answers
will
vary.
Your
neighbours
ould
break
up
a party
f it 's
oo loud.
The
police
could
brear
up
a party
f
the
neighbours
omplain
bout
he
7.
An
appointment.
8.
I
wouldnt
eat
a frog
f you
paid
me .
9.
Have
dinner
here.
10. Yousmoke oo much.
I I.
lf you
go
shopping,it's
or
fun
things
ike
clothes
or
shoes
or
CDs
or whatever.
f you
do
the shopping,
you
buy
all
he
things
ou
use
every
day
milk,
bread,
ugar,
nd
so
on .
At
the
end.
It
tal<es
orever.
Yes,
ou
can
be on
board
a boat.
They
could
ighten
aws
on
drinking
by
imposing
fines
or punishments.
hey
could
ighten
aws
on
immigration
y
making
t
more
difficult
or people
to comeand ive n a country.
Yes,
our
relations
and
relatives
are the
same.
You
go
on
a
day-trip.
A court.
I t 's
small,
arm,
secure
and riendly-looking.
On
a plane.
t 5 .
17 .
t 8 .
t9 .
20 .
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Un i tove rv iewr
, ' '
, '
, :
, ,
. i ,
General
topii
.
Talking bout
what
you did last
night.
.
Expressions,to escr:ibe orar
our
night
wa9:
didnlt
know
o
single
person
here,
met loadsof
,
interesung
eople
herg
etc.,
'
.
.
Collocations with
get
get
q
taxi,get
wet,
get
losl
:
t . g t c , .
.
, : - ' . , . : "
. .
.
Differentiatjng similar:
words
and
phraseg:
chotltol|
gossrpeditolked
tc.
r
Responding ith,auxiliary
verbs:
Didyou?Have
you?
etc.
.
':
Askin8 or repetition:Youwentwhere?
:
Not:
.., until ... : I didn't
get
n
until
hree.
.
Linkingcauqe-effectdeai
with
so
+
adiectiVe:
he
rnusrcwos so loud, couldn'thear
myself hink.
Language
strip
Havestudents hooseanyexpressions
hey
in d
interesting nd,on their own,
ind out mor e
about
them. n a
later
class, sl<hem
to share he
information.
For
a small
group
activity,
sk hem to
find expressions
that
fit into the following
categories:
xpressions
hat
they might use f they
were
talkingabout
a
great
ime
(e.g.YouU ove
enjoyed
ourself,t's he
ploce
o be) and
ones hey mightuse f they were
talkingabout
a bad
time (e.g.The
ood
wosawful,Whot bore ).
Ask students
to suggest nswers or the expressions
ontaining
questions. or example:
A: Who did
you
soy
you
bumped
nto?
B: My old moths eacher.
You
might
need
o explain ome
of the following
exPressrons:
.
lf
somewhere s not
really oursort of
p/oce,
t is
somewhere ou feel uncomfortable
r don't usually
go. For example:
Wine bors
ore not
reollymy sortof
place.
.
You describe
person
as o bor e
when hey aren't
interesting
or don't want to
do something
hat you
want to do. For example:He goes o bedat 9:30 even
on Fridoys. e's
such
o
bore
lf you bump nto someone,you
eet them by
chance.
For example:
f you hoppen o bump nto
Bob ater,
couldyou tell him to callme?
lf
somethingwas
o rip-off
you
had o
pay oo much
for
it and/or
he
quality
wasnt
good.For example:5
for
on
ice
ueam?Whot
a rip-offl
lf
something
s
out
of thisworld,youare
stressing hat
it is very
good.
For example:
You ave o try their
possion
fruit
icecreom. t'sout of this world.
Lead in
You can ead n to the topic by talking
about what
you
did lastnightand hen asl<he class
o
go
aroundasl<ing
eachother. Once studentshave alked o severalpeople,
stop hem and ask
questions
il(e:
Tellme obout someone ho hod o
quiet night nlwentout
for
o drinkldid omething
nusuol.
#.** *g:s' t,ffi
.,#,*,#
H
First,havestudentsdiscuss n
pairs
what
lcindof lifestyle
they lead.Beforegetting hem to tall<about whether
they
ever do any of the
ten
activities
isted,elicit several
frequency xpressions ndwrite
them on the board.
Fo r
example:once n a while,hordly ver, very
otherdoy.
You
could
alsocheckwhether
anyone ctually id anyof
these activities ast night.
Explainhat they are
going
o
hear our people alking
aboutwhat they did lastnight.For each
person,he y
shouldchoose he activity hey did from the
list.Yo u
probably nly need o play he recording nce or this
task,but
you
might want to asl< tudents
o listen again
for any usefulexpressions. ave hem tell
you
what
expressionshey heardandwrite them on the board.
Play he recording ne more time as hey
follow he
tapescript n
page
5
.
Answers
Soeaker
went
to the laundrette.
Soeaker2 went out for a walk around own.
Speaker hada
quiet
nightat home.
Speaker went to her evening lass.
Lifestyle
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H
So
how
was
your
night?
You
could
ead
n
to this
exercise
y
asking uestions
about
any
of the
activities
our
students
did last
night:
You
watched
film
onTV?So
how
wos t?
You
went
out
for
dinner
ost
night?
So how
wos he
food?
Have
students
omplete
he
ten sentences
n
oairs.
While checkinghe answers, sk hem to tel l you what
is
being
allced
bout.
For
example,
umber
I
mighthave
been
said
about
a
party.
Students
hould
ecognise
om e
of
the
idioms
rom
previous
units (e.g.
out
of my depth,
we
had
nothing
n
common,
get
on like
o house
n
fue).
Here
are
some
others
that you
may need
o explain:
'
Loads
f
is
an informal
way
of saying
lot
of.For
example:
Don't
worry
obout
he bil/;
he's
got
oods
f
money.
'
lf you
toke
something
p
seriously,ou
want
to spend
time
doing
t
as a
serious
hobby.
or example:
wont
to
toke
up kick-boxing
eriously.
'
lf
you
spend
ime
catching
p with
o
friend,you
alk
to
them
to
find
out
what they
have
beendoing
since
you
last
met.
For
example:
'm going
ut
with on
old
school
friend
who
I hoven't
seen
or
twenty yeors,so
we've got
o lot
of cotching
up
to do.
'
lf you
ore on
the
edge
f
your
seot,
ou
are
very
interested
n
something
nd want
to see
what
happens
ext.
For
example:
This
ilm
will keep ou
on
the
edge
ofyour
seot
right
up until
the end.
Answers
[. single2.
horrendous
3.absolutely
4. depth
5.
halfway
6. house
7.
oads
8. catch
up
9.
aking
t
up 10.
eat
Draw
students'
attention
to
this
Dattern:
A;
So
how
wos .. ?
B:
I
had
o
... time.
Then
get
them
to practise
sking
nd answering
he
questions
-e .
Speaking
Tell
he
class
bout
when you
lasthad
a
great
ime
or a
terrible
ime.
Encourage
hem to
ask
you
questions
nd
then
o
talk
about
heir
own experiences
n
pairs
or
small
roups.
9 Last
ight
*J
ffiffi
Collocations
ith
get
Start
off
by telling
students
hat get
is one
of the
most
commonly
used
verbs
n English,
nd hat
it is
a
good
idea
o
record
expressions
with
get
on a
separatepage
in
their
notebooks.
Ask
them
to giveyou
some
examples
before
working
on
the
exercise.
fter students
have
underlined
he expressions
ith get,
encourate
them to record any hat they like n their notebooks.
Answers
l .
my
hair
cut
2.
money
3.
a cal l
4.
somethint
to eat
5. upset
6.
wet
7.
surpr ise
8.
a
job
9.
bus
10.
lost
The get
expressions
re:
l.
I
got
my hair
cut
2. I
tried
to
tet
some
money
3.
I got
a cal l rom
. . .
4.
| . . .
to
tet
somethint
o eat
5.
I got
really
upset
6. I got
really
wet
7.
I
got
a real
surprise
8. I 've inally ot a jo b
9.
I
had
o
get
the last
bus home
10.
|
. . .
endedup gett ing
ost
For
the
next
tasl<
write
some
possible
entence
sraruers
on the
board
o
helpstudents:
/ ge t
. .
when
. .
I got
..
Iost nightlweeklyeo)
l'm hoping
o ger
.
You
could
also
ask
hem
which
expressions
an
have
very
added
to
them. (You
can't getvery better,very
married
or very
pregnont,
ut
all the
others
are
possible.)
You
may
want
to add
o the
four questions
hat
end this
exercise
n
order
to recycle
ome
other
vocabulary
from
the
ten
sentences:
When
wos he lost
ime
you got
o
big surpriselgot
eolly
upsetlgot our
hair
cut? etc.For
homework,
ou
could ask
students
o
write
a short
story (about
100
words)
called'Last
ight' n
which
hey
have
o use
eight
expressions
with get.
t can
be as
strante
as
hey like (forcing
he
use of
these
expressions
means
t
will inevitably
be a little
strange
anyway).
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9
Last
nlght
ffiffi Problem
words
This
exercise
ocuses n
the
difference
n
meaning
between
closely
elated
words
and
phrases.
Have
he
classwork
in
pairs
or both
tasks.
fu$*.t'mr**r*g
ffi
Before
ou
isten
Ask the class
o talk
about
places
hey would
never
go
to in the
town or
city they
are
in now
or, f
this is
different, he
town or
city where
they
are
from.
Ask
why they would nevergo there andwhether his s
based n
experience.
_ - _ _ l
ffi
Wtrile
ou
isten
The
Worst
Disco
n
ffi
Town )
Explain hat
students
are
going o hear
a conversation
between
wo
flatmates,
Rose
and
Lucy, bout
what
happened ast
night.
Ask the
class
o suggest
ome
possible
cenarios
ased
n
the
tit le.Go
through
he
two
questionsand
play he
recording,
sking
tudents
o
listen or the
answers.
Remind
hem
to
cover
the text'
Get them to discussheir answersn pairs.Next, et
them read
he conversation
s
you
play he
recording
again.Then
ask hem
to fill
in the
first two
or
three
gaps
rom
memory
in
pairs,before
you
play he
recording
gain,
his ime
with
Pauses,
o that
they
can
checl< nd
il l
in the
missing ords.
Do this
wo or
three
gaps
at
a t ime
until he
end.
Play he
recording
hrough
one more time
with
students
ollowing
he
script.
You
may inallywant
students
o
read
he conversation,
r
partsof it,
n pairs,
sing he
tapescript
n
page 52.
Answers
l. Rose
did a bit
of shopping
n her
way
home,
he n
cooked
some
Japanese
oodles,
id a bit
of t idying
up,
eada
bit,watched
a
film and
hen
went
to bed'
Lucywent
out with
some
old
friends
hat she
hadnt
seen
or ages.They
ad
a drink
an d
something
o eat,
and
hen hey
had
another
drink
and eventually
nded
up
going o this
errible
disco,
'stardust',
where
Lucy
got thatted
up
by a
much,
much
younger
guy.She hen
missed he
last
rain
home
and had
o
get a cab
2. Rose
went to
bed after
one.
Lucy
didn't
get in until
three,
and
must've
gone o
bed soon
after
Answers
a. lf you hovea chot, t's usuallywith a friend and it's
about
nothing
n particular.
our
boss
or
your
parents
or
your teacher
might
hoveo tolk
with
you,and
t's usually
bout
a
problem
hat
needs
o
be sorted
out or
because
ou've
done
something
wron8.
b.
lfyou
gossiped bout
he boss,you
alked
about
all
the
rumours
you'd heard:
who
they are
dating,
how they
treat
peoPle,who
said
what
to
them
andwhen,
and so
on.
f you tolked
bout
work,it
susSests
ou discussed
usiness:
ow
things
ar e
goingat work,
and so
on .
c. lf
you do thewashing-up,ou wash he dirty
dishes.
f
you
do
the washing,you
ash
dirty
clothes.
d.
I wentto
a disco
s
iust
a
fact
about what
you
did
last night.
We ended
up
going o
o disco
uggests
you'd been
o lots
of other
places
irst, and
that
the
discowas he
end
of a very
longevening
ut
e. lf
you miss he
/ost bus
home,
you don't
catch
t,
and
hen
maybehave
o
get a
cab home,
or
walk
lf
you
miss
o
person,you pend
a lot
of time
thinl<ing
bout
them
and
longing
or
the
day hey
return.
f. lf
you go out after
work,you
go for
a drink
or
to
the cinema,
r
you meet
uP
with
some
riends
and
go
out for
dinner,
r something
ike hat.
f
you leovework,you
ust
eave
he building
where
you work.
l.
I hada
talk with
he r
2. I had
a chat with
ner
3. We
tall<ed
bout worl<
4. We
gossiped bout
he
boss
5.
I did
the washing
6. I did the washing-up
7. we
ended
up
going o a
disco
8.
I went
to a disco
9. I missed
he
lastbus
home
10. I really
missed
er when
she
was
n Spain
I l. I left
work
last night
about
five
12. I went
out last
night after
work
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Encourage
tudents
o notice,
skaboutand record n
their
notebool<s
ny
of the expressions
hey ind
interesting
n the
conversation. ou
mightwant to
point
out
how
Roseuses
did a
bit of several imes as well as
the
expression
or
a
bit.
Refer
students
o
the two Real English
notes on / bet
and
get
a
cob.You
couldask hem
to
guess
hingsabout
tlre
our
people
n the pictures
n page64
using bet ..
tl
bet
the mon n
picture
C never
oes
o discos).
ou
could
also
point
out that /
bet
is
often used on its
own as a
way
of
agreeing
r sympathising
ith the
person
we're
talking
o. For
example:
A:
/t
wos reolly
unny
when told him I
was hirty-five.
B:
Yeah,
bet He
probobly
couldn't believe t.
See
f
the class
anwrite
a dialogueike his n
pairs.
t is
sometimes
alsely
elievedhat
toxi s BritishEnglish nd
cob
sAmerican
English.
n fact,
both words are common
in
British
English.
The
questions
ere
provide
an opportunity or s tudents
to
connect
he content
of the l isteningask
o their
own
lives
and experiences.
akesure hat
students
know
hat if you
chat
someone p,you alk
o someone
because
ou
are sexually
attracted o them. Talk about
anypersonal
xperiences
or
anyof these
questions
either
before or
after the
students all<about theirs.
;#f,#i:f:f*:f ,ffifl
This
exercise
ocuses
n a useful
way of respon dingo
what
someone
has
said o show interest
and o l<eep
the
conversation
oing.
Make sure
that studentsknow
what
auxiliaries
here
are n Englishforms
of dq be and
hove,and
modal
auxiliaries).
sk the class o read he
two
examples
irst and
then to follow as hey
listen o
the
recording.
oint
out how
the auxi liary s stressed.
Have
students ractise
opying
he
responses
horally
and ndividuallyeforeasl<ingairs o read he two
m n
-conve
sations.
Students
an
worl< ndividually
n the next ask.Explain
that
they should
ook
at the dialogues-8
and add he
correct
auxiliary uestion
n the first gap.Then
hey
should
choose
he
cuestionor commenta-h. You
might
want to do
the first
dialogueas an example.
After
checking
he answers,
tudents an practise eading
he
eight
short dialogues
n pairs.
Encouragehem
to add
another
comment
o make
hree-line ialogues.
9 Last
iqht
Refer
students
o the
exampledialogues
o show
what
you
mean.
Here s
an example or number
:
A: I'm
a
pretty
good
cook,believet
or not.
8;
Are you?
So
when ore you going
o inviteme
round
or
dinner,
hen?
A:
Oh,
don't know.Moybe
sometime.
Answers
L
Are you?
+
g
2.
Haveyou?
+
b
3. Did
you?
+
d
4.
Were you?
+
f
5.
Are you?/Do
ou?
+
e
6. Do you?
+
a
7.
Would you?
+
h
8.
Are you?
+
c
&ffi#
alking
about
you
;ffiffi -
This exercise
ives
tudents
he chance o
practise
hese
responding
echniques
n an nterpersonal
ontext.To
help
students,
write five
sentences
hat are true for you
on the
board using
he sentence
tarters. or example:
I
can
play
the
flute.
ld reolly
ove
o
go
tovenice.
Believet
or not,
've never been
skiing.
When I
wos younger,
once ate
o worm.
Lost night
stayed ut until
three n the morning.
Then
asl<
tudents
o write five rue
sentences f their
own. Next, get
the
class o respond
o each
of
your
sentences
sing
n auxiliary uestion
nd a follow-u p
question.
or example:
Conyou?
Why don'tyou
ploy
us o
tune?
Continue
he
conversation
s n the
previous
xercise:
Oh,
well,
don't octuollyhove
the
flute
with me. t's
bock ot
my
parents'.
Using
his
as a model, et
the students
o walk around
the
class
haringheir
sentences
nd
responding
o each
other.
Refer
students
o the Grammar
commentary,
G | | Responding with auxiliary verbs on page 162
so that
they
can review
his
pattern.
. " ' ' ' l . '
t' i
- . * - ; ; ; t
Speaking
Responding
ith
auxiliary erbs
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9
Last ight
Photo
opportunity
Use the
photos
on
Page
67
as a
PromPt
or students
o
construct
heir
own
dialogues
etween
wo
flatmates
discussing
hat
they
did last
night.
Brainstorm
ots
of
potential xpressions
nd write
them
on
the board.
Fo r
examPre:
So whot were
you up to last night?
I didn't
get n until ..
Did
you
miss he bus?
Then give
pairs
of students
ime to
prepare nd
practise
their dial ogues. ou can
inishoff by
havinghe m
perform
heir dialogueso
other
groups.
&SH
Makingsure
you
understand
w q '
Introduce his exercise y asking
what expressions
r
strategies
our students sewhen
hey
dont understand
something
omeonehassaid
o them.Give
hem an
exampfeby saying: efore become teacher,wos o ... .
Mal<e ure
hat the end of
your sentence
s inaudible.
Ask students
ow
they
would respond.
You'll
probably
get /
beg
your
pardon.
Whot?Whot
did
you soy?
Explain
that
you are
going
o show hem
an echnique
n
informal pokenEnglishhat
focuses n
the specif ic
ar t
of the statement hat
is not understood.
Have
hem
read he two examples
and ask what
pattern they
notice.Say
our
sentence
gain nd
ask hem
to respond
in a similar way'.You ere
whotz. lay
he recording
so
that they
can hear he stressand
intonation
and then
have hem
practise n pairs .Pointout
that in answering
thesequestionshe first speaker epeatshe problem
word and
hen explains hat
it means.
Answers
It
cost
what?/lt ost how
much?
Youhad dinnerwhere?
You did what last night?
Youarrivedherewhen?
You went what?/You id what?
It cost how much?/lt ost what?
You ound a
(baby)
what?
You went where?
With a multi-linguallass,
fun way of e xtending
hi s
exercise s to ask students o
write three
sentences
about hem selves sing ne word
or
phrase rom their
own
language.hisword can be
a food,a
drink,a thing,
a
place, l<ind
f building,
tc.Students
hen walk
aroundclass,ell ingeachother
their
sentences,sking
questions
o clarifywhat the
other
person s all <ing
about.For examole:
A: ln my country,we
often
hove nosi
goreng
or
breakfost.
B: Youhave whot
for
breokfost?
A: Nosi
goreng.
t's o kind of
fried
rice dish.
t's really
nice.
ffiM
uot
ntil
This
structure
s used o
emphasise
hat something
happenedater han expected r later han usual. ee f
students re able o
explainwhy
Lucyused his
phrase
before
you
explain
o them.
They can hen worl<
on
sentences
-8 individuallynd compare
answers
n
pairs.
Answers
l .
b .
2 .a . 3 .a . 4 .a . 5 .b .
6 .b .
7 .a . 8 .b .
In this exercisestudentscan
make up answers
f they
want.
Remind hem that they
shouldonly
use didn't . .
until f it is appropriate. ncourage
hem to asl<
urther
questions ike:Why?Whatwere
ou
doing?Why
o
ote?
Tell he class o read he Grammar
commentary,
G f 2 not . . . unt i l . . . on
pate l62, to review
his
structure.
This
exercise
ocuses n a very
commonway of
expressing ause
nd effect n s poken
English. he
examplesn the exercise re ypicalexpressions,o yo u
could ask he class o try and
earnall eightsentences
by heart. Play he recordingso
that they can
hear how
so s stressed. ne way o
practise he
phrasess in
pairs,
with one
person eading he first
halfof the
sentence nd he
other completinghe other
half rom
memory.
Answers
l . g .
2 . e .
3 .h . 4 . c . 5 . f . 6 . a .
7 . b . L
d .
To review heseexpressionsn a late r class, rite each
half
of the sentence
n a sl ipof
paper. epeat ome
of
them so that you haveabout
our mor e slips han
he
total numberof students
n your class. huff lehe
slips
and give eachstudent one,
keeping he extras
yourself.
Ask
students
o memorise heir
half
of
the sentence nd
then
to
go aroundsayingt until hey find
heir matching
half.
When they
have ound h eir
partner,
ell them
to
return
he sl ips o
you and o each ake another
slip
from
the
pile.
This way
you can keep recycling he
phrases.
his s a
fast
activity
hat shouldn' t ake
onger
than ive minutes.
Refer students
o
the
Real
quid.Explain
hat
the
plurals
quid.
English
note
on
grond
and
are
the
same,
rondanC
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*
More
conversations
Let
studentsgenerate
heir
own ideas n
pairs
and
practise
saying
he conversations.
ccept their
answers
if
they
sound
OK to you,
but
when finishing p. he task,
you
might
want
to
point
out
that there are fairly
predictable
ways
of endingmost
of these sentences oo.
Answers
Possible
ndings:
l.
(...
it
was so ba d,)
walked
out
halfway
through/after
half
an hour.
(lt
was so delicious ,)
'm going
o
go
backagain
tonight/l
ate
more than
I should have.
(l
was so exhausted,
)
was n bed by nine/l
us t
went
straight
o bed as
soon as I
got
in .
(Terrible,
t was
so) boring/long/dull,l)
nearly ell
asleep
n the middle
of i t l l
wish
I hadnt gone
at all.
(l got
so) annoyed
bouteverything,l)
couldn't el l
him
how I really
eel
about hings/l
ust
stormed
oudl got
so upset,
just
burst into tears.
(l
was so) nervous,
l)
ust
messedhe whole thing
up/l couldn't
concentrate.
Last ight
Get students
o follow
up by reading
he Grammar
commentary,
G |
3
Linking
ideas
on
page
162,
nd
by
adding
he
expressions
hey ike
o their notebooks.
Photo
opportunity
As a lead-in
o
the role play,
sl< tudents
what they
think s
happening
n the photo
on
page
69.For example:
Whot kind
of
questions
might the
police
be askingl
Has
onything
ike this
ever hoppened
o
you?
What
hoppened?
Explain
hat the purpose
of this
exercise s to review n
a
light-hearted
way
some of the language
rom the
unit
(for
example,
alking
about last night
I hod on early night;
responding
ith auxiliaries:
Where
were
ouTWhotwere
you
doing
here? tc.).Explain
he situation.
Have he class
decide
on
the two suspects
nd
give
hem
all between
fiveand en minutes o prepare heir storiesan d
questions.
uring he interviews,
ake
a note of any
vocabulary
r grammarproblems
hat arise.Round
up
the activity
by writing these
mistakes n the
board and
ask
students
o correct or imorove
hem.
5 ,
4.
5 .
Role
play
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ro
Unitoverview
General topic
Relationships
nd
describing
hat
you lil<en
a
Dartner.
Reading
Two examplesof mixed
marriages:
ifferent
eligions
and
differentages.
Language input
.
Using
ook
He
looks ikeo model,
he ooks
os f
she'sobout o collopse, tc.
.
Adiectives or describing
haracter
and
appearance: awn-to-earth;
uscular,
tc.
'
Using bet
to make
guesses: bet
het studying
Chemistry r something.
.
Fixedexpressions
with modals:
could'veold
you
that, You on soy hot again,etc,
.
Tend to: Men tend to
eat more
junk
food
than
wQmen.
Language strip
Have
students
hooseanyexpressions
hey ind
interesting nd,on their own, ind
out more about hem.
In a later class, sk hem
to share
he information.
or
a
small
group
activity,
sl< tudents o
find expressions
ha t
show a
preference e.g.
prefer
older
men,
only ike
people
with
money) nd to tall<
about whether
they
have
the same
preferences. lternatively,
hey can
ind
expressionshat could be used
by two
friends
alking
about he
partner
of one of
them
(e.g. don't
knowwhot
you
see
n her,He'sold enough
o be
your
ather).
Encourage
tudents o record he
expressions
hat
they
like n their notebool<s.
ou might
need o
explain ome
of the following xpressions:
. You might say Where've ou beenall my life? o
someone
you have
ust
met and
ind attractive.
t's
a
clich6d hat-up
ine n British
English.
.
You can describe
youngmanas
o
bit
of a /od
f he
enjoys
having laughwith
his r iends.
Recently
though,
ad cultureor laddish ehoviour
as come
to
be a negativeway
of describing
macho, exist,
aggressive,nrulyand offensive
oungmen.
.
You would sayYou on
get ostor
Co
ump
in
the
river
to someonewho was annoying
ou and
you
wanted
them to
go
away.
Both are fairly
strong.
.
lf
you
saywe'vedecided
o
go
our
seporote
ways,it
means
hat you and
your partnerare split t ing
p.
.
lf
you
say don't
knowwhat
you
see
n herlhim,you
mean hat
you don't understand
hy your friend
s in
a relationship ith this personbecause is/her
character
r appearance
s not appealing.
Lead
in
You
can
ead n to th e topic of
relationshipsy
referring
bacl<o the story
of Roseand
Lucy n Unit
9. Ask
ouestionsike:
What do
you
think o teenoger
would see
n
on
older
woman?
Whot would
an olderwomonsee
n o
'teenoger?
Whot do
you
think the teenoger
oid o
Rose o
get
her to
donce?
,*'s*rt.g
In
this exercise tuden ts
re ntroduced
o three
structures hat
follow the verb look.Some
students
have
problems
<nowingwhen
to use ike
after look, o
give
them
plenty
of
practice.ntroduce he tasl<
y asl<ing
whether hey ind anyof
the people n the
photo on
page70 attractive.Have hem explainwhy/why not.
Then explain hat
they shouldcomplete
he nine
sentenceswith either
looks,ooks
ike
or
looksos f
When they have
inished, sl<hem to
tell you the
guidelineor using hesestructures:
look
+
adjective
look ike
+
noun
/ook
os
f
+
clause/statement
You
could also
mention hat in spoken
English s
f is
sometimes eplaced ith
like.As
you
are checl<ing
he
answers. sk
ouestions
o check
hat students
understandhe sentences nd o
generate
urther
language.or example n number
9:
How could
ou
ell f someone
s down?
Wha't kind of things
might
cause
ou
to
looko bit down?
Pointout the Real
English note that explains eep
an d
nerd.
#f
#j]r
$,si
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*x$rtg
Have
students
iscuss
hether
anyof
the sentences
n
I
Judging
by
appearances
could
describe
ny of
th e
people
pictured
at the
bottom
of the page.
ncourage
them
to use
Helshe
ooks
.. and
o
add any
other
descriptions
hat
they
hinl<
pply.
inish
ff
by having
he
whole
class
hare
heir
ideas.
ell
students
o read
he
Grammar
commentary,Gl4
Judging
by
appearances
on page
|
62 to
review
hese
structures.
ln
this
exercise
tudents
work
on building
p
their
vocabulary
o describe
eople.
Explain
hat in
the first
task hey are to sort the adjectives ccordingo
whether
hey
describe
haracter,
ppearance
r both.
You
might
want to do
the first
two as an
example. n
the
next
task
they
are to
decide
whether
the adjectives
re
positive
or negative.
t
is important
to remind
students
that
his is
often
a
personal
pinion.However,
ertain
words,
ike
pushy,
re
more commonly
usednegatively,
while
others,
il<e
ishy,
re
generally
osit ive.
t is
possible
hat
some
students
ind
he idea
of musculor,
dishy
men
appealing,
hile
others do
not. Havepairs
compare
heir
ideas.
ou
mayneed
o explain
ome
of
the
adjectives
ere:
' lf someone s pushy,hey try to get what they want
in
a forceful
or insistent
way.For
example:He's
very
pushy;
he's
olwoys
asking
when 'm going
o be reody
o
settle
down and
hove
kids.
'
l f
someone
s
forword,they
re not shy
or hesitant
about
something.
or
example:
You're ery
orward
coming
p ond
osking
me
to come
back o
your
place.
.
lf you
describe
someone
as down-to-eorth,ou
like
the fact
that
they
are concerned
with
practical
hings
rather
than
abstract
deas.
'
lf someone
s
flirty,
hey act
as f they
are sexually
attracted
o
other people,
usually
n a playful
sort of
way.
Point
out the
Real
English
note for
dishy.
Answers
Adjectives
escribing
haracter:
arm,
l ir ty,pushy,
q
u et,
orward,
down-to-earth,
un
pred
ctable
Adjectives
escribing
ppearance:
uscular,
ishy, lain,
hairy,
kinny
Adjectives
hich
could
describe
oth:
sexy,
macho,
mature,
uddly
Have
students
work
in pairs
describing
ther people
n
the
class.
You
can
write
sentence
tarters
il<e
think
helshe
s quitela
bit ...
,
I think
helshe
eems
on
rne
board
o
help.
As
an
extension,
r ing
n
some personal
advertisements
rom
the
newspape
: Toll,
ark,
hondsome
man
in
/ote
twenties
seeks
orge,
uddly,
mature
ady
for
friendship,
tc. Look
at a few
together
as
a class
and
deal
with
any
new
words
and
expressions.
hen
askstudents
to
write
their
own personal
dvertisement.
ut
them
up
on the
wall
at the
end
of
class. erhaps
omebody
will
find
heir
dreampartner
Remind
tudents
f how
Lucy
used
bet n
Unit 9
to
make
a guess
bout
something
he
was airly
sureabout:
I
bethe
hodn't
even
torted
having.
o over
the
examples,
aving
tudents ractise
aying
hem.
Write
the
pattern
on the
board:
A: Helshe
ooks
..
B: I know.
bet
helshe
..
Theycan hen use his as a guide or talkingabout he
people
n
the photos
at
the bortom
of
page
7
. For
example:
A: The
man
in the
picture
ooks
quite
musculor.
B: I
know.
bet he
worksos
o bouncer
r something.
This exercise
rovides
ome ight
elief,
ut i t
also
introduces
tudents
o typical
culturally-specific
hat-up
lines,
nd
hus guards
tudents
gainst
hem
in future
Many
students
may
not realise,
or
example,
hat number
I is
a classic
hat-up
ine,whereas
o
most native
speakers
t
would
be
very obvious.
t may
be
both
amusing
nd
educational
o put
the class nto
male/female
airs
o
compare
he best/worst
chat-up
lines
Students
ould
discuss
hich might
be
saidby a
female
and
which
by
a male.You
could
alsowork
on
ways o
tell
someoneyou
are
not interested.
For
examDte:
I'm woiting
or
my
boyfriendlgirlfriend.
o I look
desperate?
The
questions
t
the end
of the
exercise ould
oe
discussed
n
the samepairs
or in smallgroups.
Answers
looks
as
fllil<e
lool<s
il<e
looks
il<e
looks
looks
as f l l ike
looks
lool<s il<e
looks
as
filike
looks
Speaking
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1O Re la t ionsh ips
Answers
| could 2. can 3. should 4. must 5.
must 6. could
7. couldn't 8. must 9. might
The expres sions re:
l. That must've
eennice.
2. You can say
hat again
3. You must
be
oking
4. You mustbe mad
5. I
just
couldnt b elieve t
6. I
could've old you
that.
7.
I could hardly
hear myself
hink
8. You
should've
<nownbetter
9.
Pigsmight ly
I
ffi
Grammarn
context
This
exercise ecycles
ome
of the expressionsrom
I Expressions with modals in new contexts.Practise
the
pronunciation
f the
expressions o that students
feel comfortable
saying
hem. You could then asl<
students
n
pairs
o have wo-line conversations, ith
one
studentusing
entences-5
as
prompts
and he
other
adding he
appropriate
hrase.
s
an extension
you
couldaskpairs
o write nine more dialogues
sing
these
nineexpressions
n context.
Answers
Probable
nswers
re :
l.
That must've
eennice.
2.
You should've
known
better
(after
what happened
last ime)/l
could've
old
you
thatl
3.
You cansay
hat again/l now I
could hardlyhear
myself
hinl<
4.
You can
say hat again/l
now |
just
couldnt
believe t
6.
You must
be
oking
lt
was rubbish.)
ff i
|
could
owith ..
This exercisepractisesanother modalexpression hat
students
may remember
rom Unit 9. After looking
at
the example,
sk he
classwhat they think I
coulddo with
means
an nformal
way of saying would ikellwish hod).
Have
students
work
on the exerc isendividuallynd
then compare
answers
nd all< boutother things hey
could
do with otthe
momentwith a
partner.
Round up by
writing
the following
on the
board and asl< tudents o
tell
eachother in pairs
which
onesare rue
for
them:
I
coulddo with o
drink
I could
do with a
breok
I
could
do with o haircut.
I coulddo with somenew clothes.
Encourage
tudents
o haveshort conversations
ike
this:
A: I could do with a drink.
B:
Me too. Sholl
go
and
get
o couPle
of coffees?
A:
Well, hat wosn't he
kind
of drink
I hod in mind.
Answers
l . I
coulddo with some
help
2.
I could do
with somethingo eat
3. I could
do with a breal<
4.
I coulddo
with a bit more
time
5. I
could do
with a holiday
6. I
could do with
a lie-in
7.
I could do
with a
good
nightt
sleep
8.
I could do
with more money
Tell
he
class o read he
Grammar commentary,
G |
5 Expressions
with modals
on
page
162, or more
on
the basicmeaning
f s ome modal
verbs.
i#**rtp
#
,s,#r,fu**mry
M
renu
o
Tend
o,whilst
not being raditionally
lassif ieds a
modal,
s often
used o makestatements
more tentative
in a
similarway
as might,may and
couldsometimesdo.
Go
through he
examples
ith the class nd hen have
them
complete
he sentences n
ways hat are true for
them. They can hen share heir answersn pairsor
smallgroups.
The
statementshere
show students
how useful
end o
can
be. t would
soundodd if
someone aidA4en
or
more
unk
food
hon women, ut
by adding end
o
it
sounds
more
acceptable nd ess
of an over-
generalisation.
irsthave
tudents iscuss
he five
statements
n
oairs.
Then divide he
class nto all-male
and
all-female roups.
Allow students
ime to come up
with tend o statementsaboutthe differences etween
men and
women
before
getting
hem in
maleifemale
pairs
o
compare heir
ideas. ou could
extend his
activity
by having
tudents
write on other topics,
using
tend
o to be more
cautious. ossible
ooics
nclude heir
impressions
f the British/Americans/Aust ralians
tc.,
descriptions
f
people
rom
their own
country, he food
in
their
country
compared
o
food
in another
country
they
know
etc.
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ll
Language
strip
Have
students
choose
any expressions
hey find
interesting
nd,
n their
own, ind out more
about
them.
n a later
class, sl<
hem to share he information.
For
a smallgroup
activity,
sl< hem to sort
the
expressions
nto
anyof
the following ategories:
hose
that
are saidby
the teller
of the story (e.g.
Sq to cut o
long
story
hort), hose
that are said
by the listener
(e.g.
Reolly?),those
hat
could start
a story
(e.g.You'll
ever
believe
hat hoppened
o me
this morning),nd those
that
could
be a response
t
the end of a story
(e.g.
don't
believe
wordof
whatyou're
aying). emindstudents
o
record
any
expressions
hey
see hemselves sing n
their
notebooks.
You
mightneed
o explain ome of
the
following
xpressions:
.
You
might
say Do you
think I wos
born
yesterdoy?
o
show hat you
l<now
omeone s telling ou
something
ntrue
or is rying
o tricl<
ou.
Fo r
example:
A: The
ring?Well,
used
o be morried.
just
con't be
bothered
o toke t
off.
B: Oh,
come
on.Do
you
think I wos born
yesterdoy?
.
You
might
say I've
heord
everythingn response
to
a very
I story.
For example:
A: . . . and t out thqt taxi driverwqs noneother
Apporently,
e likes
o do it in his
hon Bruce
spore ime.
B; Now
I've heord
You
say
So, o
cut o
long
short o leave
out a
Iargepart
of your
story
order to g et
to the main
point.
For
example: o,
o o long
story short,he
osked
me
to morry h-
You would
say
And f
you
you'll
believe
onryhing
fter
telling or
,
rue
or
untrue,
hat is very hard
to belitsy'e.
or example:
A:
He
soid hat he
wos really
orryhe didn'tshowup at
the restouront.Somethingurnedup ot the last
minute
ot work.
B:
And
f
you
believehat,you'll
elieve nything.
Lead
in
Probably
he best
way o lead n
to a unit on storytelling
is to
tell a story yourself.
tudentsike
o hearabout
personalised
hings
rom their
teachers.
fter al l ,
ou
are
aslcing
hem to
talk about hemselves
ll
he time Te ll
the
story
in a natural
way and
have hem
asl<
ou
questions.
deas
ould nclude
when
you
met someone
famous,
he (un)lucl<iest
ay
of
your
life,
he funniest
thing
hat has
ever happened
o you;
he
possibil i t ies
re
endless.
ou
couldeven
ell a quick
story at the
start of
each
class ession
hile
working hrough
his unit. You
could
start these
stories
by sayingDid I
ever ell
you
obout
the ime
.. ?
i . i
$ : '# l ; .. :,{ l
&ad
Before
vou
listen
w 4 ,
Here s anotheropportunity or you to tell the class f
any personal
xperiences
efore
hey do
so themselves.
lf you
don't
havea
story,make
one up.Here
s an
example:
I wos
sitting n
this smoll ittle
restauront
n a
tiny
little
villoge
in the
middle
of the mountoins
f
the northernPhilippines,
and
this mon
comesup
to me and
says,'Hello
Jim).
What
on earth
ore you
doinghere?'So
te//him,
ond we stort
chotting
ond oll
the time I'm
thinking,'Who
s this
guy?'
Anywoy,
fter obout
wenty
minutes,
eventuolly eolisehe
used
o be my
best
riend
ot school.
69
Unit over,Vilew'
General
topic
Anecdotes
an'd tories.
Dialosue
Dianetel [sC4thyaboutthet imeh'er"fatheididnl t
lecognise
"t
t" ' '
t l
i '
'
''
l
. ' '
r
'
. ' ' l
Reading
A
woman
hasa spider
iving n
her ear.
Language
input
'
\bcabulary
to
describe
hairstyles:
'/e,'s ot
sprky
hcit
She'sgot
dyed red
hoir, etc.,
.
Slang
xpressions:
Pinch
my wollet, huck t
to
me,
exaggerate
d
ive
like
s
lunatic, 'm dyi,ng
9f
,
a coff,..le,
etc.
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11 Tel l ing
tories
,-,..........i
ffi
While
you
listen
Hair
oday,
gone
ffi
tomorrow )
Explain
he situation.
f there s no underground
ystem
in
your
area, ind
out if students
haveever travelledon
one. f
not, explain
a little
about chongingrains t
stations
and how
the trains
are divided nto
corrioges.
Also, refer
students
o
the Real English
note on
pinch.
Before playinghe recording, ee f anyonecan explain
the pun
n the
title
-
it 's
based n the idiom
Here
odoy,
gone
omorrow,
hich means
hings
come and
go
quickly.
Explain
hat students
hould isten
and hen answer
ne
two questions.
Mal<e
ure
hey cover the
text while they
are istening.
hey
can
hen discuss
heir an swers n
pat
s.
Answers
l.
lt happened
ometime
astyearlabout year
and a
halfago,
n the
underground.
2. Diane'satherdidnt recognise er to beginwith,
but in
the end
shespoke
o him and he finally
recognised
er.
Let students
ead
he conversation
s you play
he
recording
again.
Then ask
hem to fill in
the
first
two or
three gaps
rom
memory,
n
pairs,
before playing
he
recording
with pauses
o
that they canchecl< nd
il l in
the
missing
ords.
Do this
wo or three
gaps
at
a time
until he
end.Play
he recording
hroughone more time
with students
ollowing
he
rext. lf
you
want them
to
read
he
conversation,
r parts
of it, n
pairs,
se he
tapescript n page 52.
As
a
quick
ollow-up,
ou
could asl<
tudents o find
examples
of get
expressions
n the
conversation o add
to their
notebooks
(e.g.
decided
o
get
oll
my
hair cut off,
get
his
rain bock
to Durhom).
ffi
speating
The questions
ere
ead
on from the conversation
nd
give
students
chance
o tal k about heir
own ideas nd
experiences
n
smallgroups.
Makesure
hat they l<now
what ignore
means
by aslcing
hem to complete
his
definit ion:
If you
gnore
omeone,
ou refuse
o ... .
Possible
ays o
complete
he definition re
ocknowledge,
oy
ottention
o, speak o them.
To help
with the
first question,
ou might
need o give
students
some
examples
irst:
Wouldyou
gnore
omeone
ou know
on a bus f they
were
with
someone ou
reolly
couldn't
stond?
How about
f you
sow o
friend
having
dinnerwith someone
other
hon heir
portner?
For
the second
quesrion,
fter students
isten o all the
group
members'
tories, hey choose
he bestone and
tell i t
to the whole
class.
-* f
r :p
'J,*;&. l rJ i ; f
J
Lead
n to
this exercise
by
askingwhether
anyonehas
radically
hanged
heir
hairstyle
i l<eDiane
or by
tell ing
the
class personal
tory.Explain
hat
some hairstyles
are
represented
y more than
one
picture.
Once
students
havematched
he
descriptions
o the
pictures,
you
could ask
hem to
rank eachperson's
airstyle
ro m
|
(favourite)
o 8 (least
avourite),
nd to
explain heir
choices
n pairs.
Write
a few expressions
n the board
to
help:
I
quite
like
his
one.
I
wouldn't
be seen
deod with
hoir like
hot.
/ like
t,
but it wouldn't
suit
me.
I
wish
could
do thot with my
hair.
Alternatively,
tudents
could suggest
which hairstyles
would
suit
other members
of
the class r you
Fo r
vocabulary
uilding,
l icitor give
some
ypical
collocations
or hoir:
dye
your
hoir
purple,
leoch
our
hoir,
cut
off all your
hoir,lose our
hoir,or
other expressions
o
talk about
hairstyles:
ave
o
perm,have
highlights.ollow
up with
the smallgroup
discussion
uestions
t
the end
of the
exercise.
Answers
l.
(spiky
hair) picture
C
2. (curly
hair)
picture
B
3. (fringe)
pictures
E
and G
4.
(dreadlocks)
pictureA
5. (dyed
ed hair) pictures
B and
G
6. (pigtails)
picture
E
7. (hair
extensions) pictures
D and H
8.
(short
back
and sides) pictures
C and F
Review
his vocabulary
ta later
ime
by havinghe class
cover
he l ist
of
expressions
nd hen aslcing
ndividual
students
o tel l you
the hair
expression(s)
hen
you
call
out
the photograph
umber.
Hairstyles
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Ask
students
f they
remember
what
pinch
his
wollet
means
nd hen
explain
hat they
are
going
o seesome
other
slangexpressions.
tress
hat it is good
to know
what
these expressions
mean
as hey are
lilcely o hear
them
in everyday
pokenEnglish.
owever,
hey should
be
careful
bout
actually
sing
lang ecause
f nuances
of meaning nd appropriacyor a particular ituation.
lllustrate
his
by asking
whether
t would
be appropriate
for
a business
xecutive
o announce
hat she's
ecided
to
flog
he compony.
ncourage
hem to check
with their
teacher
irst before
using lang
xpressions.
hile
checking
he
answers,
sk urther
questions
il<e:
Whot
are
other
things ou
con chuck?
There
are
more
extended uestions
n 3 Speaking.
Answers
l .
c . 2 . f
3 .
e . 4 .b .
5 .d .
6 .
g .
7 .h .
8 .a .
The
task here
uses
a couple
of the
slang xpressions
o
give
students
chance
o
talk and
ell stories. ead
n by
tell ing
he
class f
any
personal
xperiences
efore
having
hem
tell each
other
in smallgroups.
ffiffi
Different
kinds
of
stories
In this exercise, tudents
work on several
xpressions
with
story.Although
he focus
s on types
of story,you
could
ead n
by asking
or
a few
verbs
collocations:
tellllisten
olbeljeve
o story
the
story
+
openslbegins/ends/is
et in
You
might
want
to explain
hat
the some ld
story s a
fixed
expression
aid n
response
o hearing
bout
something,
sually
ad,
hat happens
egularly.
Answers
l . ove2.hard-luck .old 4.bedtime . nside . al l
lf you
would
lil<e
o develop
his exercise
nto a more
extended
speaking ractice,
have
studentsactually
el l
each
other the
stories.
You
maywant to include
folUfairy
stories
as
well. Again,
ell the class
a story
yourself
either
before
or after.
This
exercise resents
xamples
f
phrases
alled
'discourse
markers'
ommonly
ound
n storytelling
conversations.
hesediscourse
markers
help he
flow of
the
conversation
y,
among
other things,
ntroducing,
connecting
nd
responding
o
events,
swell as
encouraging
oth
the tel ler
and
he listener
o keep
on
tellingand istening.
Let
students
i l l n
the
gaps
ndividually
nd
compare
answers
with a partner.
Then
play
he dialogue
wice
to
allow
hem
to checl<
heir
answers
nd o hear
how
the
discourse
markers
ound,
n particular
he intonation
pattern.
Play
he dialogue
gain,
ut
this ime pause
fter
each
discourse
marker
and
et students
ractise
aying
the
markers.
Play
he recording
once
more all
the way
through
before
students
ead
he conversation
n pairs.
Answers
l.
Go
on 2.
Well 3.
Really4.
so 5.
Anyway
6. You're
oking
This
ime
the focus
s on
longer
expressions.
o
through
he expressions,
ett ing
tudents
ear hem,
an d
check
hat
they
understand
heir
functions.
ive
students
ime to practise
aying
he expressions.
he n
focus
heir attention
on the
Dictures.Ask a few
questionso checl<hat studentsknow what the
pictures
are showing
before
getting
hem
to
prepare
their
stories
n note
form
in
pairs.
Go around
helping
with
vocabulary
ncluding
ollocations
nd onger
Pnrases.
Once
students
aveprepared
heir
stories, ave
each
student
ind
anotherpartner
and ell
their stories.
Encourage
he listener
o use
discourse
markers
il<e
Really?
o on, You'rejokingl
hen
they have
inished, hey
find
a new
partner
and
ell the
stories
again. xplain
ha t
we
get
better
when
we do
the same
hing again
and
again;
ell ingpersonal
tories s
a
good
example.
Speaking
7' l
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11 Telling tories
:;*.
I:
ff
.ff.r
Aj
'il
i
f i
*;
r
Studentshavealready
come across
ing
orms
used
as
noun subjects e.g.
A4ountoineeringon be
pretty
dongerous)nd
after certain verbs
(e.g. go
skiing
whenever con, 've
ust
finished
eadingt). n this exercise
the
-ing
orm
is usedas
a
part
of a
clause.n traditional
grammars,
hese
are sometimes alled
present
participle
clauses',
nd are
a commonstructure ound n
storytelling.
hese
ing
clauses onnect deaswithout
using
conjunction
ike ond
or while. o show hi s,write
these
examples n
the board:
I was
stonding here
ond I
wos
minding
my own business.
I had
o brilliont
dea
while wos
coming o school oday.
Then rub
out the
conjunctions
and,while),the
epeated
subjects
l)
and he
auxil iar ies
wos).
tudents
an hen
do
the exercise
hemselves,
rossing ut the repeated
subiects ndauxiliaries.
Answers
The
unnecessary
ords are:
l. He
was 2.
They
were
3.
t
was 4. He was
5. was
6. They
were 7.
She
was
8. We were 9. They
were
The
missing arts
of the
sentences re:
10.
minding
my own
business
I l . passing
hrough
London
on the underground
12.
thinking,'Who's
his unatic
taring t me?'
This
exercise ives
tudents ractice
making heir
own
-ing
clauses. ou
could
do the first
sentences s
an
example,
ith
the whole
classmaking
uggestions.ot e
that
addingmore
than
hree
-ing
clausess unusual.
Students
an
work
on this exercise
n
pairs
before
tell ing
heir favourite
nes
o the whole class.
Answers
Possible nswers:
l. (There
was
his really
trange-lookinguy,)
hanging
around,
alking
o himself
..
2. ( l
was rushing
roundmadly,)
rying o pacl<
my
stuff, oping
hadn't
orgotten
anything ..
3. (On
Thursday
was driving
along,) isteningo
the
radio,
inging
long o
thrssong ..
4. (So
here
we
were, n
this fancy estaurant,)
lool<ing
t the
menu,
rying o decide
what to
choose
. .
5. (My
uncle
was sitting
here n
the bar,)drinking
doublewhislcies,mol<ingilce chimney ..
6. (There
was
his huge
crowd
outside he
parliament
building,)
avingplacards
and)
shouting logans
..
Separate its
of
information
re usually learly dentified
for
the listener
by
pauses.
When students ail o hear
the pauses,
omprehensionan be diff icult. imilarly,
when
students re speaking,f
they
pause
oo much or
in
the wrong places,hey
are
more
diff icult o
understand.
tudents
eed o learnwhere o oause nd
where not to pause. his s especiallyrue when dealing
with
complexsentences
ontainingmanyconnected
clauses
uchas hose n
2 Practice.3 Pronunciation
focuses
n corre ct pausing
nd stress n this <ind
f
structure.
Tell
he
students o listen
o the example
nd o mark
the pauses
ith a slash l).Play
he recording
gain nd
asl<
hem
to underline
he stressed
yllables.
fter
checking
hat
everyone
grees, lay
sentences-5
first
so that
students
an mark
he
pauses,
nd hen
a second
time
so
that they
can marl<
he stress. emind
tudents
that
stressed
yllables
re onger,
igherand clearer han
unstressed
nes.Finish
y having airs
ead
hese
sentences
nd
hose n |
-ing
clauses
o each
other.
Answers
| . There
was his great
big dot,
gltting
here,
barking
at
me .
2.
lt
was ive or
six o'clocl<
and
was
ust
standing
there,
minding
my own
business.
3.
My dad
was actually
oming
bacl<rom a
business
trip abroad, pgssing
hrough
London.
4. He keeps n glancing t me, hinl<ing,'Who's this
lunatic
tarins
at me?'
5.
I was
dancing
bout n
the street,
acting i lce
fool.
6. I
was
ying
here on
the
ground,
screaming
n
pain.
I
ffiffi
peaking
This
exercise
ets students
etell
heir stories
ro m
7
Telling
a
story on page
78,
his ime
rrying o use
-ing
clauses.Again
emind
hem
that retelling elps hem
improve,
specially
n fluency.Tell
tudents
o read he
Grammar
commentary,
Gl7
Present participles
on page
| 63 to
review
he
-ing
clause
tructure.
Pronunciat ion
-rng
clauses
72
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n " . .
" t : *
.n-.**.F.,
f"
;.{ ' t .r:
{ ; # # 4 ' - 6 } t : e " . }
t***J
i4ffi
Before
ou
read
f f i f f i ,
Ask
the
class
f
they
have
ever
heard
of anyone
putting
an
animal
n
a
microwave
r
finding
mouse
n
a pie.
t 's
l ikely
hat
someone
n
the
class
wil l have
heard
of a
'friend
of a friend'who hashada similarexperience. et
this
student
o tell
their
story
and see
f the
rest
of
th e
class
believes
hem.
Remind
students
about
tol/
stories
and
maybe
all<
bout
urban
myths.
Let
students
ead
he
text.
you
could
read
t aloud
or
play
he
recorded
ersion
while
hey ollow
in their
Coursebool<s.
hen
have
hem
share
heir
reactions
about
whether
hey
believe
he
story
or
not.
This
exercise
again
gives
students
an
opportunity
to
tell
stories.
Make
sure
hey
know
the
animals
nd
nsects
n
the
questions
nd
hen
get
them
to talk
in
pairs.
oint
out
that
they
would
typically
nswer
hese
questions
with
the
contracted
orm
Id.Afterwards,
select
individuals
o give
answers
o the
class.
or
example:
A:
Morie,
whot
would
you
do
if you
found
o
mouse
n
your
bedroom?
B:
IA
scream.
A:
Why
ore
you
so
scored
of mice?They're
ormless.
B: Wel l , . . .
l f
any
of
these
hings
has
ever
happened
o someone,
et
them
to tel l
their
srories.
' "
* 1 . : l .
i
i
i : : l
' t r r :* :
.
l .+", ,
' f " ; :
J" '
: . ,
:
; ; . . '
p
d
-*
-*":
J
.t.g
"J"*,p Lff-;J.,*S:J'.j:j
j
j/
*J
fu$
ldiomatic
anguage
The
use
of idiomadc
anguage
s very
common
n
storytelling. lthoughstudentsmaynot feel hey could
use
t
themselves,
hey
will undoubtedly
ome
across
t
when
istening
o
natural
pol<en
nglish.
ncourage
them
to translate
nd
record
n
their
notebooks
hose
expressions
hat
they
ilce.
1
Tell inq
tor ies
ffi
tdiomatic
omparisons
To lead
nto
this
tasl<,
ell
students
hat
a
friend
of yours
has
ust
bought
a new
bike.
Elicit
rom
the
class
wnar
aspects
f
the
bil<e
our
fr iend
might
be pleased
bout
and
want
to
emphasise
speed,
ize,
ttractiveness,
rc.)
Next,
ask
what
objects
are
known
for
these qualities
(rockets,
lephants,
odels).
hen
explain
hat if
we
want
to
emphasise
ome
quality,
we
often
mal<e
comparison
sing
ike,
ut
often
he
comparison
s
rather
an
unusual
ne.
Now
show
hem
the
tw o
examples.
sk
them
to guess
what
is
so good
about
he
bil<e
it
is fast)
and
speculate
n
why
a horse
might
be
known
for
having
a
big
appetite.
Students
an
hen
work
on
the
sentences
-g
in pairs.
As you
checl<
heir
answers,
sl<
hat
quality
s being
emphasised
nd give
he
class ractice
aying
he
expressions.
airs
an
hen
test
each
other:
one person
reads
he
first part
of
sentences
-8,
and
heir
partner
completeshe expression ithout lookingat the
Coursebook.
Answers
l. (drank)
ike
a fish (=
dranl<
lot)
2. (was
driving)
ike
a lunatic
=
was driving
badlyierratically)
3.
(treats
her)
lilce
dirt (=
treats
her
badly)
4. (looked)
ike
death
warmed
up (=
looked
errible)
5. (smoke)
i l<e
chimney
=
smoke
a lot)
6. (runs)
ike
clockwork = runsefficiently/regularly)
7. (slept)
ike
a
log (=
stept
well/deepty)
8. (get
on)
l ike
a house
on
fire (=
get
on
well)
Get
students
o guess
what
the
three
expressions
t
the
end
of
the
exercise
mean:
.
lf you've
got
o memory
ike
o sieve,
ou've
got
a very
bad
memory
and orget
hings
all he
time.
yo u
might
need
o draw
a sieve
o
give
students
hint.
For
example:
Oh I
forgot
hot
I
wqs
going
o
give
ou
o
test
todoy.
Memory
/ike
o
sieve,l
. ff you feel ikea fishoutof woter n a particularsocial
situation,
ou
feel
very
uncomfortable
nd
out
of
Prace.
.
ff
you
spend
money
ike
water,you
spend
a lot
of it
-
quicldy,
nd
probably
more
than
you
can
eally
afford
to
Finish
p
by
getting
mall
groups
o
discuss
he
questions
t the
end.
You
may
want
to add
questions
lil<e:
Does
he
public
ransport
system
n your
city un
like
clockwork?
Do youknowonyonewho spendsmoney
ike
waterldrinks
like
a
fishldrives
ike
o
lunotic?
73
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11 Tel l ing
tories
ffi
Exaggerating
sing
dioms
This
s another
way
of emphasising
y
using
diomatic
language.
ave he
class ell
you what
they
hink
Diane
means
she hought
he would
be
really
hocked),
nd
then explain
ow death
and llness
re
often
used
n
idiomatic
xpressions.
ou can
efer
back o
the
expression ikedeoth
wormed
up to
make he
connection
with the previous xercise 2 ldiomatic
comparisons).
Students
an
hen work
through
he
sentences
n
pairs.
Knowing
what
Part
of
speech
s
missing an help f they
are having
rouble.
Having
completed his
part,
hey
should hen
discuss
hat each
sentencemeans nd
add he expression
o
one of the
sentences -i. While checkin g
he answers,
ractise
he
stressand ntonation
patterns.
Answers
l. dying ld re ally ike a coffee.)
2. murder (She's llowed o do all <inds f things hat
other
people
are not all owed
o
do.)
3. ki l l ing
My
feet
reallyhurt.)
4. murder
(lt's
very
difficult rying
to
get him to do
things.)
5. died
(l
was very surprised/shocked/ pleased
hen
he told me that )
6.
died (l laughed lot.)
7. death
(l'm
really ed up with
it.)
8. die
(l
d be reallyhurt/upset
f anyone
lse
ound
out.)
9. kill (lf he does t again,'ll be reallyannoyed/l' l l
get
really
angrywith him.)
a.7. b.3. c. | d.
6. e.5.
f . 8.
9.2.
h.4.
i .9.
Finish
off
by discussing
row these
expressions
might
be
cranslated
nto
sndents'own
languages
nd
whether
they
have
other
idiornadc
exPressions
nvolving
death.
Wrap up
You can end his
unit by
asking
he class
o retell
one
of
the
manystories
hey have
heard,
rom
you
or
other
students,
hile working
hrough
his unit.Give
hem
the
sentence starter
I heord
this reolly
unnylstongelsodl
disgustingtory
he other
doy and
have hem
tell another
student.Alternatively,
ave hem
write the
story
for
homework.
74
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T2
L a n g u a g e i n p u t
,
, ' ,
:
' ' , ,
, , '
r e o t o n t f i e w o y t o t h e , m O t c h , ,
. ,
: ,
,
: , ,
' i l
Language
strip
Have
students
choose
any
expressions
hey
find
interesting
nd,
on
their
own,
ind
out more
about
hem.
In
a later
class,
sl<
hem
to share
he information.
or
a
small
group
activitx
asl<hem
to f ind
hose
expressions
that
could
be
used
by the
teller
of
a story
(e.g.
ou
should've
een
he
mess
t
mode)
and
hose
that
could
be
used
by
the
listener
(e.g.Whot
a
funny
story).
Alternatively,
hey
could
ind
expressions
ontaining
modal
auxiliaries
Boys
will
be
boys That
ouldn't
oppen
here).
You
mightneed o explain omeof the following
exPresstons:
.
ff
someon
e gets
owoy
with
something,
hey
are not
caught
r discovered
oing
something
ad.
Fo r
example:
He
thought
heU got
owoy
with t
until
the
police
knocked
on
the
door.
.
lf
something
s
weird,
t is
strange.
For
example:
t
wos
kind
of
weird
seeing
my younger
brother
dressed
p in
o
suit.
.
lf you
saysomething
beots
hem oll,you
mean
t is
the
best.
For
example:
've
hod
o lot
of cors n
my lifetime,
but
this
one
beots
hem
all.
' You use hot couldn'thoppenhere o say hat you
thinl<
uch
a
thing
would
never
happen
n your
country
city home.
For
exam
ple:
Child en
openty
buying
drugs
on
the sreet?
Thot
could never
oppen
here
.
You
say
Boys
will be
boys
o
excuse
any
rough,
noisy
or naughty
behaviour
by
a
particular
boy or group
of
boysbecause ou think t is normal
or
boys
o
ac t
that
way.
For
example:
A: Bobby's
ot
into
rouble
or
fighting
ot
school.
B:
Well,
boys
will
be
boys.
.
You
would
ask
Not
the (famous
ame)?
n
response
to
someone
ell ing
ou
that
they
met
someone
called
famous
ame)
o
check
whether
hey
actually
met
the
famous
person
or
just
someone
with
th e
same
name.
For
example:
A:
You'll
neverguess
who I
saw
n
the
pub
lost
night
_
Kylie
Minogue.
B:
WhatT
Not,
he
Kylie
Minogue?
A: No,AidenMinogue'sittlesister.
Encourage
tudents
o record
n their
notebooks
ny
of
these
expressions
hey
feel
might
be
useful,
long
with
an appropriate
ranslation.
Lead
in
Use
he photograph
at
the
bottom
of
the page
o
starr
the
unit.
Ask
students
where
his photo
was aken
an d
what
these
boys (lads)
might
have
been
up
to.
you
might
want
to
teach
ust
honging
ut at
the
shopping
entre.
Ask
the class f anyone anworl<out where hey've us t
been.
Then
ask urther
questions
il<e:
Whot
sort
of
things
did you
get
up
to with your
friends
when
you
were
hot
oge?
DolDid
you
ever get
nto
ony
trouble?
This
eads
n
nicely
o the
first
ask.
..f{,g,.F.,,*'ir';'t
k * + t ; ; e " + ? 3 [
*l
m€
He
used
o
be
so nice
Explain
hat
init ial ly
tudents
hould
work
with
a
partner,
dding
hree
more
thints
to
the l ist,
and
hen
on
their
own
decide
on
the
most
and
east
erious.
he n
they
explain
heir
choices
o
their partner.
Before
students
all<
about
whether
they
ever
did
any
of these
things,
r ite
some
useful
anguage
n
the
board:
I only
did it
once.
/
used
o ...
ol l
the
ime.
I
never
sed
o
...
,
but I
knew
he
boylgH
who
did. ln
this
context,
never
sed
o is
more
common
than /
didnt
use
ro.)
(For
a definition
of Boys
will
be boys,
ee
he
notes
or
the
Language
strip.)
75
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'l
2 Diff cult
o believe
ffi
coltocations
This
pre-reading
ctivity
contains
collocations
rom the
reading
ext
on page83
(Home alone).
Havestudents
work in
pairs
and hen
ask hem
further
questions hile
checl<inghe answers.
or example:
Where do
you
find
cigarette urns?
lf
you'regrounded
or
o week, re
you ollowed
o
go
out
with
your
riends?
ow about o school?
Are odultsever
grounded?
If
you
won {l
million,would
ou
mmediately
o out on
q
spending pree?
Havestudents dd hesecollocations
o
their
notebooks.
Answers
l . g . 2 . e . 3 . a .
4 . c . 5 . h . 5 . b .
7 . d .
8 . f .
ffiffi
Before
vou
read
Explainhe gene ral heme of
the article
and have
pairs
of students
predict
what the
stories
might be about,
basingheir
predictions
n the
title and
he collocations
in 2 Collocation s.
ffiffi
wtrile
you
read
Home
alone)
Have students ead he text
to see
f any of their
predictions ere right and hen discussheir reactions
in
pairs.
Write
somesentence tarters
on
the board
o
help:
I
didn't believe
he one about
..
I wasn't urprised y the story
about
..
Thebest storywos he one
about ..
Encourage tudents
o
go
backand
underline
r ask
about any nteresting xpressi ons
r
surprising
collocations.
wW I can't believe t
This exercise ntroducesstudents
o
a
pragmaticuse of
the
past
continuoushat
is rarely
mentioned
n
traditional
rammars. avestudents
ead he
three
examples nd hen choose
he matching
esPonse.
Answers
l .b . l f 2 .a . l e . 3 .c . /d .
Now students
an
practise, sking
nd responding
n
pairs.
Explain
hat in the
responses,
he function
of the
modal
auxiliary
s either o
speculate n something
(must
be,
couldhovebeen)
or to comment
on how the
situation
could
havebeen avoided
should
ove).
Write
the
patterns
on
the board for students
o copy
n their
notebooks:
A:
What werelwas
.. doing,..
-ing?
Whot
werelwos
..
thinkingofl, .. -ing?
B: I know Helsheltheyhouldlshouldn'thave
.. I Iknow
Helshelthey ould
havelmust..
After writing their own
sentences ased
on the article,
students anagain
ractise sl<ingnd
responding
n
Parrs.
Answers
Possible nswers:
A: What was the writer
thinking of, covering
up the
cigaretteburns with bits of carpet.
B: I know. He should
have
ust
admitted
t straight
away.
A: What wereTerry and
Jerry
doing,setting
off
flreworks indoors.
B: I know.They must be
mad.
A:
What was
John
Thomas hinking
of, shooting
gu n
like
that.
B: I know He could have
illedsomeone.
A:
What were
his
parents
hinking
of, keeping
gun n
the lcitchen upboard.
B: I know. They shouldhavekept it loclced way.
,i#g*
lrt'#
l#.r,*ifft
f*,,ef
These wo tenses re commonly
used n tel l ing
stories.
The
past
continuous
s often used
o set he scene
f a
story
-
actionsoccurring
over an extended
period of
time,while he pastsimple s used or the mainevents
single,
ompleted
ctions.n this
exercisehe
past
simple/past ontinuous istinction
s implicit ly
introduced. he context
helps tudents nitially
o match
the two halves f the sentences,
nd only once
he y
have o underline he verb
orms at the end
s the focus
on tensemademore explicit.
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Dif f icu lt
o
bel ieve
Answers
l .
d. 2.
a. 3.
b. 4.
c.
5.h. 6.g .
7.e.
8. .
The
past
ense
verb forms
are:
l.
was
ust
sitt ing,
tarted
2.
was
leaving,
emembered
3.
was
raining,
was leaving, rabbed
4.
was
iving, ere
happening
5. was ust going, ang,was going
5.
went,
came
7.
were trying,
won
8. resigned,
ound
ffi
Grammar
iscussion
Here
you
are
helping
tudents
evelop uidelines
or
how
the
two tenses
are used.
Ask them
to individually
choose
he'wrong'
sentence
n
eachgroup
of three
an d
then
to discuss
heir
choices
with a
partner,
lso
explaining
he differences
etween
he
two that are
correct.
When
they have
inished,
sk
hem to
worl<
together
as a
class
n a guideline
o explain he
useof
the
two
tenses
and
write
it on
the board.Modify
t in
any
way necessary,
dding
a
time diagram
f
you
wish,
and
hen go
through
he
answers.
Answers
The
wrong sentences
re :
la.
Finding
single
iamond
doesnot
happen
ver a
period
of time.
2b.
Getting
stopped
by
the police
doesnot
happen
over
a
Deriod
of t ime.
3b.
Coming
home
on the
tube
shouldbe
expressed
as
a continuous
ction,
appening
ver
an
extended
period
of time,
as t is
the bacllground
to
seeing
he old
fr iend.
The
differences
etween
he
two correct
sentences
are:
ln lb.
he
speaker
uggests
hat the
problems
were
being
ound
over a
period
of time,
while n lc.
here is
no suggestion
f
a
period
of time.
Perhaps
he
problemswere foundon one occasion.
ln
2a.got
stopped
s seen
as
one completed
ction.
n
2c.getting
ired s
expressed
s happening
ver a period
of t ime.
ln
3a.
wos
coming
ome
expresses
hat the
journey
was in progress
and
a background
vent. n
3c. come
home
on
the tube
s seen
as
a singleaction
caused
by
missing
he bus.
Once
students
ave
inished
his
exercise,
ell them
to
first
read,
r reread,
he
Grammar
introduction,
Grammar:
the
verb on page
157
or
consolidation
f
their
understanding
f simple
and continuous
orms,
an d
then read
he
Grammar
commentary,Gl
I Past
simple
and past
continuous
on
page
163.
ffi
Grammar
heck
This
exerciseprovides
urther
pracrice
on rhe two
verb
forms
and
could be
done
either n
class
r for
homeworl<.
oint
out useful
ollocations
nd
phrasal
verbs
while going
hrough
the answers
my
car
broke
down,
bumped
nto
on
old
friend,
idyingmy
room up,
turned
up
on
my doorsteP,
ome rushing
nto
he room,
boiling
up
some
woter).Encourage
tudents
o
add those
they
think
they
might
need
o their
notebooks.
Answers
L broke down 2. was walking 3.saw 4.were walking
5. was
hinlcing
6. came 7.
ound
out
8. was boiling
The question
at
the end
of the
exercise Whot
were
you
doing
when
the
clock struck
welve
on 3 /st
December
/
999?)
hows
how
the
past
continuous
an be used
o
express
what
was in progress
at
a
particular
ime in
the
past.
For
this
task,you
could
ask students
o create
a list
with
all
he names
f their
classmates.
tudents
an
hen
mingle
nd ind
out
what each
person
n
the class
wa s
doing
at the
end of
the last
century
and
write it down
on the
list
next
to the
persont
name.
Checkstudents
are
using
he
past
continuous
orm
in
their answers.
ou
can
extend
this
activity
urther
by
asking
students
o
think
of
another
significant
ventand
ask:
What
wereyou
doing
onlwhen ..
'#
13ln,g'.#'ffiit,ffi
$*
*,n*l*"y
This
s
a common
expression
sed
when giving
he
bacl<groundo a story. Write the pattern on the board
so
students
anwrite
it in
their notebooks,
nd ell
them
to
record
a few
examples
rom
this
exercise.
There
are
also
some
useful
expressions
with get,go,
oke
and hoye,
or
example,
got
car
sic/<, ent
stroight
nto
the
bock
of him,took
a wrong
urn,had
a look
around,
hat
they
can record.
77
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Answers
l.
brol<e own
2.
took a wrong turn
3. got
a
puncture
4. stopped
off
5. hadan
accident
6.
got
lost
7. got car sick
8.
bumped nto
9. a pi le-up
10. almost
hadan accident
Use he questions
ere o practise he languagero m
I
On t he way. Allow
a few minutes
preparation
im e
before
having tudents
wander around elling a
few
people
heir stories.Remind
hem that the
past
continuouss
common or
setting he sceneof a story.
Start
off by writing
the words trip,tour,
ourney
on the
board
andask f anyone
an explain he difference.
Allow students
o makesuggestions,ut don't comment
on whether they
are right or
wrong.
Then ask or
different
collocations
or the words. Write them on the
board oo. For
examole:
o business
rip
o guidedour
o long
ourney
Explain
o students hat
knowing what collocationsare
used
and
not
used)will help hem understand
he
difference
between
he words. Then havestudents
complete
he task.
As
you
are checkinghe answers , dd
more
collocations
o the board.
Answers
l. flight
2.
ourney
3. ravel 4. ravelli ng5. rip 6. rip
7
travel 8. ravel ling
9. rip I 0. our | |
ourney
| 2. our
Introduce
his
speakingask
by telling he class f a
personal
experience
or evena favourite ravel story
first.
Then have
he class
work
in smallgroups.
Introduce
his exercise y asking
he class ome
questions:
How
old om I?
How
onghave
been eoching?
Whqt
wos the
first
expression tought
you
lost weekl,
In this way you can show that often we dont have he
precise
nswer o a
question.
xplainhat we also
sometimes ont
want to be precise. hen
explain hat
students
will learnsome exDressions
hat will allow
them
to be less
precise.
While
going
hrough he answerso l-8, asl<urther
questions
ike:
Whot situotion
ould hey be describing?
Whot do
you
think the
policemon
soid?
What
could ost wo hundred
nd something
ounds?
Say he examples o that studentscan hear how these
expressions
ound, specially
he
reductions
n sortof
and
whot'shisnome.Point
out the Real English note
for
sort oflkind
of.
Answers
l .
b . 2 .b .
3 .b . 4 .b . 5 .b . 6 .
b . 7 .a . 8 .a .
Here is another structure that allows us to be vague.
Have
students ead
he examples
and hen ask hem to
explain
when to use or sornething
nd or onything
or
somethings
usedwith affirmative
tatementsand
questions,
r onything
ith negative
tatementsand
questions).
While you
are checkinghe
answers, sl<
questions
o
generate
connected anguage:
Whot
elsecouldyou use
o breok nto o
cor?
Have
you
ever
lown
on
o
budgetoirline?
Wouldyou
rather
fly
cheoplyor comfortably?
Answers
l. a bit of wire or some thing
2.
showersor anything
3.
a hammeror something
4.
or somethingike
hat
5. food
or anything
Speaking
Trip,
our,
travel, etc.
. . .
or something
.. ,or anyth ing
Speaking
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ffi-4
Remind
tudents
hat
in the
first
unit ( l
Talking
about
people)
they
came
across
dorkish
air
and hat
the
ending
ish
s
another
way
to be
lessprecise.
As
an
extra
exercise,
tudents
ould
describe
ome
ofthe
photos
n
this unit
and
elsewhere
n
the
book
using
vague
anguage.
et
students
o look
at the
Dicture
on
page73 andask:
Is
the
womon
smiling?
Well,
sort
of smiting.)
What
colour
s
her hoir?
lt's
reddish.)
Whot
colour
s
the
mon's
hoir? lt's
sort of
brown.)
Ask
similar
questions
bout
he people
with
th e
different
hairstyles
n page
77.
Answers
l.
sixty-ish
2. yellow-ish
3.
seven-ish
. purple-ish
5. ong-ish
6. al l- ish
12
Difficult
o
believe
Students
e-tell
their
stories
o
others
in
their
new
group
without
the
help
of
the Coursebool<.
fter
everyone
as
old
their
story,
et
students
iscuss
hich
one
is
true.
As
an alternative,
ead
he four
stories
aloud
o the
class
r play
he recorded
versions.
fter
this,
tudents
an discuss
s
a class
r in
smallgroups
f
they
hink
they
really
happened
r
not.
Answers
Sunk
by a flying
cow is
definitely
rue
The
title
Whot
o rotl
is playing
with words.
The story
is
about
a water
rat,
but
the
expression
Whot
a rotl
means
What
o dishonest,
isloyol
erson
laying
ith
words
is
common
n
British
newspaper
eadlines.
sk
the
students
f
it is
common
n their
language.
ffi
speaking
lf
students
have
nternet
access,
sk
hem
to search
or
more
urban
myths
on
the
web.
Ask
them
to bring
any
stories
hey
think
are
nteresting
o
class
o put
on
the
wall
or notice
board
for
others
to
read,
or
ask hem
to
re-tell
heir
story
to the
class
r
to a
smallgroup.
i:*m
* *
Explain
o the
class
hat
they
are
going
o read
our
stories,
ne
of which
s rue
and
hree
of
which
ar e
urban
myths.
Explain
hat
an urban
myth
is
a story
tnat a
lot
of people
have
heard
and hink
is
rue,
but actually
isn't.
Divide
he
class
nto
four groups
and
select
one
story for eachgroup to readand ry to rememberso
they
can
re-tell
t later.
Students
hould
usedictionaries
for
unfamiliar
ocabulary.
hen
form
new
groups
of
four.
79
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This pre-reading
ctivity ontains ollocations
rom
th e
reading
ext on
page
83
(Home
alone).
Have students
work in pairs
and hen ask hem
further questions hile
checkinghe
answers.
or
example:
Where
do
you
find
cigorette urns?
If you'regrounded
or
o weelgore
you
ollowed o
go out with
your
riends?
ow
obout o school?
Areaduhsever
grounded?
lf you
won .] million,would
ou
mmediotely
o
out on
o
spending pree?
Havestudents
dd hesecollocations
o their
notebooks.
Answers
l . g .
2.e. 3.a. 4. c. 5.h. 6.b.
7.d . 8 . .
ffi
Before
ou
ead
Explainhe general
heme of
the articleand
have
pairs
of studentspredict
what the
stories might be
about,
basing
heir
predictions
n the
title and he collocations
in 2 Collocations.
ff i
While
you
read
Home
lone)
Have
students
ead
he text
to see f any of
their
predictions ere right and hen discussheir reactions
in oairs.Write some sentence tarters
on the board
to
help:
I
didn'tbelievehe oneobout ..
I wosn't urprised y the storyobout ..
Ihe
best story
wos
he
oneobout ..
Encourage tudents o go backand underline
r ask
about
any
nteresting
xpressions
r surprising
collocations.
W-@ can't believe t
This exercise ntroducesstudents
o a
pragmaticuse of
the
past
continuoushat
is rarelymentioned
n
traditional
grammars.
Havestudents
ead he
three
examples nd hen choose he
matching esponse.
Answers
| b./f. 2.a.le. 3.c./d.
Now
students an
practise,
sking nd
respondingn
pairs.
Explainhat in the response s,he functionof
the
modalauxiliary s either o speculate n something
(rnust
be,couldhovebeen)or to comment on how the
situationcould havebeen avoided
should
ove).Write
the patterns
on the board
for students o copy n their
noteboolcs:
A:
Whot werelwos
..
doing,..
-ing?
Whot werelwas
..
thinking of), .. -ing?
B: I
know Helsheltheyhouldlshouldn'tove .. I I
know
Helshelthey
ouldhovelmust..
After
writing their own sentences asedon the article,
students
an again
ractise
slcingnd responding
n
Datrs.
Answers
Possible nswers:
A: What was the writer thinking of, coveringup the
cigaretteburns with bits of carpet.
B: I know. He
should
have
ust
admitted t straight
away.
A:
What were Terry and
Jerry
doing,settingoff
fireworks indoors.
B:
I know. They must be mad.
A: What was
John
Thomas hinkingof, shooting
gu n
like that.
B:
I know.He could have illedsomeone.
A:
What
were his
parents
hinl<ing f, <eeping
gun in
the
l<itchen
upboard.
B: I know. They shouldhavekept it loclced way.
#*$rtg
i#ir**rfi3ff*#*Y
ff i
Past
imple nd
past
continuous
These
wo tensesare commonlyused
n
telling
stories.
The oastcontinuouss often used o set he sceneof
a
story
-
actions ccurringover an
extendedperiod of
time,while he pastsimple s used or the mainevents
single,
ompleted
ctions.n this exercisehe
past
simple/pastontinuous istinction s implicitly
introduced. he context helps tudents nitiallyo
match
the two halves f the sentences,nd only once
he y
have
o underl ine he
verb
orms at the e nd
s the focus
on tensemademore exolicit .
76
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* T
Answers
l . d .
2 . a .
3 . b .
4 . c .
5 . h .
6 . g . 7 . e .
8 . f .
The past
ense verb
forms
are:
l.
was
ust
sitt ing,
tarted
2.
was leaving,
emembered
3.
was raining,
as eaving,
rabbed
4.
was
iving,
ere
happening
5. was ustgoing, ang,wasgoing
6.
went,
came
7.
were
trying,
won
8. resigned,
ound
**J
W.
Grammar
iscussion
Here
you
are
helping
tudents
evelop uidelines
or
how
the
two
tenses
re
used.Ask
them to
individually
choose
he'wrong'
sentence
n
each
group
of three and
then
to discuss
heir
choices
with
a
partner,
ls o
explaining
he differences
etween
he two
that are
correct.
When
they
have
inished,
sk hem
to work
together
as
a class
n
a
guideline
o explain
he use
of
the
two tenses
nd
write it
on the
board.Modify
t in
any
way
necessary
dding
time diagram
f you
wish,
and
hen go
through
he answers.
Answers
The
wrong
sentences
re :
la.
Finding
single
iamond
does
not happen
ver
a
period
of t ime.
2b.
Getting
stopped
by the police
does
not happen
over
a
period
of
t ime.
3b.
Coming
home
on
the tube
should
be expressed
as
a continuous
ction,
appening
ver an
extendedperiod
of
time,
as t is he
bac(ground
to
seeing
he
old friend.
The
differences
etween
he
two
correct sentences
are:
In
lb.
he speaker
uggests
hat
the
problems
were
being
ound
over
a
period
of
time,
while n lc.
here is
no
suggestion
f
a period
of time.Perhaps
he
problemswere foundon one occasion.
ln
2a.got
stopped
s
seen
as one
completed
action. n
2c. getting
ired s
expressed
s happening
ver
a
period
of t ime.
ln
3a.
was
coming
ome
expresses
hat
the
journey
was in progress
and
a
background
vent.
n 3c.
come
home
on the
tube s
seen
as a single
action
causedby
missing
he
bus.
12 Di f ficu l t
o
bel ieve
Once
students
ave
inished
his
exercise,
ell them
to
first
read,
r reread,
he
Grammar
introduction,
Grammar:
the
verb o n page
157
or
consolidation
f
their
understanding
f simple
and continuous
orms,
and
then read
he Grammar
commentary,Gls
past
simple
and past
continuous
on
page
163.
*{effid
#$
Grammar
check
This
exercise
rovides
urther
practice
n the two ver b
forms
and
could
be
done
either n
class
r for
homework.
Point
out useful
ollocations
nd
ohrasal
verbs
while going
hrough
the answers
my
car
broke
down,bumped
nto
on
old
friend,tidying
y room
up,turned
up
on my
doorstep,
ome rushing
nto
he room,
boiling
p
some
woter).
Encourage
tudents
o
add
those they
think
they
might
need
o their
notebooks.
Answers
l. broke down 2. was wall<ing3. saw 4. were walking
5. was
hinking
6. came
7. ound
out
8.
was
boil ing
The
question
at
the end
of the
exercise Whot
wereyou
doingwhen
he clock
struck
welve
on 3 /st
December
/ 999?)
hows
how
the past
continuous
an be used
o
express
what
was n progress
t
a
particular
ime
in the
past.
or
this
asl<,you
ould
asl< tudents
o create
a l ist
with
all
he names
f their
classmates.
tudents
an
ne n
mingle
nd
ind
out
what eachperson
n the
class
wa s
doing
at
the
end of
the last
century
and
write it down
on the
list
next to
the
person
name.
Check
students
are using
he
past
continuous
orm in
their
answers.
ou
can
extend
this
activity
urther
by
aslcing
tudents
o
thinl<
f
another
significant
ventand
ask:
What
wereyou
doingonlwhen
..
;i
;l
r
: t -
;{
:::
i: l:f:i.:f.:i
".::.i..1*.r::i+
F.1 l ;
t
.l
i.p::'F'
"l
d
# r
?
,
;#
J
\:J
*.k;i
rd-J
"J,,;
ig;::i J
.J
I
ffi
on
ttreway
This
s
a common
expression
sed
when giving
he
backgroundo a story. Write the pattern on the board
so students
an
write
it in
their notebooks,
nd ell
them
to record
a few
examples
rom
this
exercise.
There
are
also some
useful
expressions
ith get,go,take
and hove,
or
example,
got
cor
sick,went
stroight
nto
the
bock
of him,
ook
o wrong
urn,
had a look
oround,
hat
they
can record.
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Answers
l. broke down
2. took a wrong urn
3.
got a
Puncture
4. stopped off
5. hadan accident
6.
got
lost
7. got car sicl<
8. bumped nto
9.
a pi le-up
10.
almosthadan accident
Use he questions
ere o
practise
he
languagero m
I On the way. Allow
a
few minutes
preparation
ime
before having tudents
wander
around elling a
few
people
heir stories.Remind
hem
that the
past
continuouss common or
setting
he sceneof a story.
Start
off by writing the words trip,tour,
ourney
on the
boardand asl<f
anyone an explain
he difference.
Allow students o make
sutgestions,
ut dont comment
on whether they are right
or
wrong. Then asl<
or
different
collocations or the words. Write them on
the
board
oo.
For
example:
o
businessrrp
o guided our
o long
ourney
Explain
o
students
hat knowingwhat collocationsare
used
and
not used)
will help hem understandhe
difference
between he
words.
Then havestudents
complete he tasl<. s you
are checking
he ans wers, dd
more
collocationso
the board.
Answers
L flight 2.
ourney
3. ravel 4. ravellin g5.
rip 6. rip
T.travel 8. ravellin g9.
rip 10. our
I l.
journey
| 2. our
Introduce
his speakingask by tel l ing he class f a
personal
experience
or even a favourite ravel story
first.Then have
he class
work
in small
groups.
Introduce his exercise y askinghe class ome
questions:
How old om I?
How onghave been eaching?
What wos he
first
expression tought
you lost
week?
In this way you can show that often we don't have he
precise
answer o a
question.
Explain hat we also
sometimes
on't want to be
precise.
hen explain
ha t
students
will learnsome exDressionshat will allow
them
to be less
precise.
While going
hrough he answers o
l-8, ask urther
questions
ike:
Whot situotion
ould
hey
be destibing?
Whot do
you
think he
policeman
oid?
Whot
couldcost wo hundred nd something
ounds?
Say he examples o that studentscan hear how these
expressions
ound, speciallyhe reductionsn sortof
and whott hisname.Point out the Real English note
for sort
oflkind of.
Answers
l . b . 2 . b .
3 . b .
4 . b .
5 . b . 6 . b . 7 . a . 8 . a .
Here s anotherstructure hat allowsus o be vague.
Have
students ead he
examoles nd then asl<hem to
explain
when to use
or something nd or onything
or
something
s usedwith affirmative
tatementsand
questions,
r onything ith negative tatementsand
questions).
While
you
are checkinghe answers , sk
questions
o
tenerate
connected anguage:
Whot elsecould ou use
o breok ntoa cor?
Hove you
ever
lown
on
o
budgetoirline?
Wouldyou
rother
ly
cheoplyor comfortably?
Answers
l. a bit of wire or somet hing
2. showers
or anything
3. a hammer
r
something
4.
or somethingike
ha t
5.
food or anything
Speaking
Trip, tour, travel, etc.
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@g
Remind
tudents
hat in
the first
unit (l
Talking
about
people)
they
came
across
dorkish air
and
hat the
ending
ish
s
another
way
o be
less
precise.
s an
extra
exercise,
tudents
oulddescribe
ome
of the
photos
n
this unit
and
elsewhere
n the
book
using
vague
anguage.
et
students
o
look
at the
picture
on
page73 andask:
Is
the
womon
smiling?
Well,
sort of
smiting.)
Whot
colour
s
her hoir?
lt's
reddish.)
What
colour
s
the
mon's
hair? lt's
sort of brown.)
Ask
similar
questions
bout
he people
with the
different
hairstyles
n page
77.
Answers
l.
sixty-ish
2. yellow-ish
3. seven-ish
.
purple-ish
5.
ong-ish
6. al l- ish
i***r
*r*6
Explain
o the
class
hat
they
are going
o
read our
stories,
ne
of
which s
true
and
hree of
which
ar e
urban
myths.
Explain
hat
an
urban
myth is
a story
that
a
lot
of people
have
heard
and
hink
s true,
but actually
isnt.
Divide
he
class
nto
four groups
and select
on e
story for eachgroup to readand try to rememberso
they
can
e-tel l
t
later.
Students
hould
usedictionaries
for
unfamiliar
ocabulary.
hen
form
new groups
of four.
12
Difficult
o believe
Students
e-tell
their
stories
o
others
in
their new
group
without
the help
of the
Coursebool<.
fter
everyone
as
old
their
story, et
students
iscuss
hich
one
is true.
As an
alternative,
ead
he four
stories
aloud
o
the
class
r play
he
recorded
ersions.
fter
this,
tudents
an
discuss
s a class
r
in smallgroups
f
they
hink
they
really
happened
r not.
Answers
Sunl<
y
a flying
cow
is definitely
rue
The
title
What
a rorl
is playing
with
words. The
story
is
about
a
water
rat,
but the
expression
Whot a rotl
means
Whot
a dishonest,
isloyol
erson/
Playing
ith
words
is
common
n British
newspaper
eadlines.
sk
th e
students
f i t
is common
n
their language.
lf
students
have
nternet
access,
sk
hem
to search
or
more
urban
myths
on the
web.
Ask
them
to bring
any
stories
hey
think
are interesting
o class
o put
on
the
wall
or notice
board
for others
to read,
or
ask hem
to
re-tell
their
story
to
the
classor
to a
smallgroup.
Speaking
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The
exercises ere canbe usedas
a
ouiz.
Lool< bacl<
and
check: Linking ideas,however,
s better do ne as a
discussionn pairs.
Answers
l. must've een 2.
brol<e 3.
left 4. cameup ,
started
5. I was cooking, didn't answer
6.
was
watching,
ent 7. Were
you
living, ied
8. I didnt arrive
Mult ip le
choice
Answers
l . b . 2 .b .
3 .a . 4 .b . 5 .b . 6 .b .
7 .a .
8 .b .
9 . a .
1 0 . .
Answers
l. I tend not
to eat sweet hings.
2. I
tend not to go
out
much during
he week.
3. I tend not
to drinl<.
4.
I tend to take
the bus o worl<.
5. People n my country
end to be
quite religious.
6. People n my country
end not
to invit e riends
round o their houses.
7. People n
my country end to spend heir holidays
with their families.
8. Women
tend not to smokemuch n
public.
I
ffi#l
Conversation
Answers
l . a . 2 . i .
3 . d . 4 . c .
5 . h .
6 . f . 7 . b .
8 . e .
f . i . 1 0 . 9 .
Lookbackand check: inking
ideas
Answers
will vary.
Expressions
Answers
l. You
went where
2. You can
say hat again
3. when al lof a sudden
4.
You must be mad
5.
or somethingike hat
6. sicl<o deathof
Answers
l . c .
2 . a . 3 . i . 4 . 9 .
5 . h . 5 . d . 7 . b . 8 . e .
9 .
.
1 0 .. I . q . 1 2 . . 1 3 ..
1 4 . . 1 5 .m .
1 6 . n .
1 7 . o . 1 8 . p .
Answers
l
c. 2.d. 3.
e.
4.
a. 5. . 6.e. 7.h. 8.o.
ffiffid
oio'n,
Answers
l .
. 2 . a .
Ha:id
hat
can
vou
remember?
Answers will
vary.
Collocations
RealEngl ish
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*J
ffi
Vocabulary
uiz
Review:
nits -12
ffi
Learner
dvice:
he
authors
peak
Answers
will
vary.
nswers
l.
You
would
glare
at them.
2. Possible
nswers:
i lk,
money, etrol,
ime,
ood,
PaPer
3. Someonewho'sable o makegood decisions.
4. l t
could
meanyou're
ust
going
out
for a
drink
or
dinner
with
them,
or that
you're
now
boyfriend
andgirlfriend.
5.
No
lt
just
means
hat you
accidentally
ee t
them.
5.
lf he
does
something
rong
but doesnt get
punished
or
it. lt does
not mean
hat
he actually
ki l led
someone.
7.
Someone
who's
already
divorced.
8.
Wil l
you
marry
me ?
9. Youget on well.
10.
You
might
wear
a
wig
if you're
bald
or want
to
i l .
12.
t 3 .
14.
t 5 .
16.
t 7 .
t 8 .
try a new
style.
You
all asleeo.
You
would
do
the washing.
No,
they
are
attracted
o
you.
One
that I
found
oo personal
A
serial
ki l ler.
You
surf
the
net.
They're
young
men.
Answers
will vary:any ilm that is extremely
popular
and
has
made
a lot
of money
s f ine.
19.
ln
the
cloakroom.
20.
You
like
them.
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r3
Unit
overview
General
topic
Meeting
eopleand
catching
P
on
news'
Dialogue
Barry
and
Sharon
catch
up
with
each
other's
news'
Reading
Four
people
want
to
get in
touch
with
someone
rom
their
past.
Language
input
. Expressions ith get reolly eed o get somesleep,
He
never
eems
o
get
the
rnessoge'
tc '
.
Present
perfect simple
and
Present
perfect
continuous:
've
ound
our
passPort,
've
been
woiting
or
ages.
.
Presentoerfect
adverbs
and
collocations:
've
ust
bumped
nto Horry
on
the
tabe,I've
been
studying
or
the
post
hree
yedrs,
tc.
.
Expressions
ith
point:
iust
dont
see
he
point n
comploining
t's
still
o very
sdre
point
with
him,
etc'
.
Using
wish
+
the
past
perfect
or
past
regrets:
I wish
U
osked
er
for
her address'
Language
strip
Havestudents
hoose
any
expressions
hey
in d
interesting
nd,
n their
own,
ind
out
more
about
hem'
In a
later
class, sk
hem
to share
he
information'
or
a
small
groupactivity,
ave
tudents
ort
the
expressions
into the
following
rouPs:
hose
used
near
he
beginning
of
a conversation
e.g.
Don't
you
remember
me?),
hose
used
n
the middle
of the
conversation
e.g.
keep
meoning
o do thot
mysetf)
nd
hose
used
near
che
end
of the conversation e.8.Givemy
regards
o
Jill).
You
might
need
o explain
ome
of the
following
exPresslons:
.
You
sayOh,
hot
reminds
me
when
something
he
other
person
said
makes
ou remember
omething'
For
example:
A: I've
ust
been
shoPPing.
B:
Oh,thot
reminds
me'
hoven't
got onything
or
dinner'
.
You
can
add a
comment
il<e
which
wos
nice
after
telling
someone
bout
something
ou
have
done'
Fo r
example:
My
husbond
nd
wen't
o
Sydney
or
our
lost
holiday,
which
wos
nice.
. Yousay keepmeoningtodo thot myself bout
something
ou
intend
o
do
but
haven't
one
yet'
For example:
A:
l've been
going
ogging
very
mornng.
B:
Good
or
you. keep
meoning
o do
o bit
myself'
'
I'd
better
be
going,
Must
dosh
and
ltt been
ovely
seeing
you
are
used
o
end
a
conversation'
'
You
say
Gve my regordso someone hen you want
the
person
you
are
alking
o
say
hello
o
another
person
or
you.
.
lf
you
lose ouch
with
someone,
ou
are
no
longer
n
contact
with
them.
You
say
Keep
n touch
when
you
want
the
other
person
o call
you,write
to
you
or
visit
you regularlY.
.
We've
gottwo
now
probably
efers
o
two
children'
Remind
tudents
o
add any
expressions
hey
could
see
themselves
sing
o
their
notebooks.
Lead
in
lf
possible
ell
the
class
bout
a
personal
tory
of
bumping
nto
an
old friend.
Alternatively,
alk
about
on e
of
your best
riends
now
or
when
you were
a
child'
Have he
class
sl<
ou
questions.
hen
asl<
hem
if
they
can
recall
any useful
xpressions
hat
you
used'
| . ' : :
r - - ; i
; j : : " i : i :
#
,,-.'-.-]
*a,#l
Eleven
questions
Exolain
he
task
and
make
sure
students
nderstand
he
ideaof
a formal
reunion
of
old
friends.
or
older
grouPs'
asl<f
anyone
as
been
o
one.
f so,
asl<
hem
to
describe
what
it was
ilce.
id
they
like
t?What
sort
of
things
did
they
all< bout?
Had
people
changed?Were
there
any maior
shocks?
Go
through
he
expressions
ocusing
n
how
they
ar e
said.n oarticular
he
intonation
nd
stress.
As
they
ar e
usually
aidexcitedly
o
a
Person
hat
the
speaker
asnt
seen or
a long
ime,
hey
will
be
spoken
with
a relatively
higherpitchand a wider intonation
ange
han
usual'
You
could
demonstrate
ith
the f irst
expression,
aying
it
in different
ways
and aslcing
f i t
sounds
PProPriate
for
the context.
Then
have
students
Practise
aying
he
exoressions
hemselves.
You
might
all<
bout
possible
esPonses
o
the
first
wo
expressions
s
a class
efore
having
tudents
o the
rest
on
their
own.
Note
that
although
uestions
,3
and
4
are not
questions,
hey
sti l l
anticiPate
ome
sort
of
response.
While
checl<ing
he
answers'
sk
about
other
ways
students
might
inish
questions
and
10.
Fo r
examPre:
Do you stillgo to church?
Are
you still
goingout
with
ohn?
Are
you
still
eollY
nto music?
Do you still
ive
n
London?
Do
you
still
Ploy
n
o
bandl
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Once
students
have
worl<ed
out responses
o as
many
of these
questions
nd
comments
s
possible,
et
tnem
to
mingle
s f
they
were
at
an actual
eunion,
sking
questions
nd
making
omments
o the people
hey
come
across.
**J
#,#
| haven't
een
ou
for
ages
l f
you
havent
already
alked
about
hesequestions
yourself,
his
would
be
a
good
opportunity
o do
so,
as
it provides
he
class
with
a
good
model
or when
they
do
it. Have
students
alk
about
hesequestions
n
pairs.
Photo
opportunity
You
could
use
he
three photographs
n page
92
to
provide
some
more practice
with conversations.
av e
pairs
of
students
hoose
one of
the
photographs
nd
write
the
opening
ialogue.They
an use
expressions
from
I Eleven
questions,
as well
as he language
trip.
While they are workingon this,movearoundchecking
their
wor:k
and
helping
with
vocabulary
here
necessary.
hen
et
the
students ractise
heir
dialogues
before
performing
hem
for
anotherpair
or, f you
wish,
in
front
of the
class.
ffiJ
ff i
While
you
listen
Long
ime,no
see )
Explain
he
setting
and
check
hat the
class nderstands
bump
nto
by asl<ing:
Did
Shoron
nd Borry
plon
o meet n
the street?
Check
that students
understand
ore catching
p with
eoch
othert
newsby
asking
why
we use
cotchup lil<e
his.
Give
them
other
examples
f these
expressions
oo:
I
bumped
nto
John
the
other
doy.
I
need
o
cotch up
with
whot's going
n back
home.
Explain
hat
the title
Long
ime,
no seeJs
a fixed
expression
nd point
out the
Real English
note
on
page
93.
Go over
the
two questions
and have
students
listen
o the
conversation
with the
text covered.
They
can
hen
discuss
he
answers
n
pairs.
Answers
l.
Barry's
een
working
really
ong hours.
He
went to
his grandmother's
birthday party
last
weekend.
2.
Sharon
went
to an
art exhibition
on
Sunday,
isited
her friend
Richard,
id
a bit of shopping
t
Camden
marl<et,
nd she's
een
doing
hings or
college.
13
Old r iends
Then
let
students
ead
he
conversation
s
you
play
he
recording
gain.Ask
hem
to f i l l
in the
first
two
or three
gaps
rom
memory
in pairs,
before
you
play
he
recording
with pauses
o
that
they
can
check
and
ill in
the
missing
ords.
Do
this
wo
or
three gaps
t
a time
until
he
end.
Play
he recording
hrough
one
more
time
with
students
ollowing
he
text. lf you
want
students
o
read
he
conversation,
r parts
of
it, n
pairs,
se
he
tapescript n page153.
You
might
want
to draw
students'
attention
to the
expressions
went
ur
o
lovely
meollwolk
and went
ond
sow
hot
exhibition.
ou
may need
o
explain
hat if
something
couses
lot
of
fuss,
eople
have
strong
opinions
bout t,
often
negative.
oint
out
the
Real
Engf
sh note
on actuolly.
o over
the explanation
and
example,
nd hen
write the
following
entences
n the
board
asking
students
o
write
responses
sing
We/l
octuolly
.. :
That
party
lost
night
sounded
eolly
boring.
/ supposehischildrenwere reollywell behoved.
What
did you
think
of that
book gaveyou?
ls
thot English
ourse ou're
doing
ony
good?
Check
heir
answers
y choosing
ne
student
o read
the
first
statement
and
another
student
o reply
ano so
on.
ffi
speating
Before
having
mallgroups
discuss
hesequestions,
explain
hat
we can
describe
something
as controversiol
f
i t
causes
lot
of public
argument
r disapproval.
iv e
some
relevant
examples
and collocations
e.g. rghly
controversiol,
controversial
lonl
decision
public
frgu
e).
Explain
hatyuk
s said
o indicate
hat you
think
something
s disgusting
r unpleasant.
@S
Expressions
ith
get
This
exercise
ocuses
n
some
more
expressions
it h
get.
f
students
havent
done
so
already,
ncourage
nem
to
devote
a section
n
their notebook
to get
expressions. hile going hrough he answers, sl<
questions
o
check f
students
nderstand
nd o
generate
onnected
anguage:
Has
onyone
eyergot
an
electric
shock?
Whot
does'five eors'
efer
o?
Do you
think getting
ive
yeors
n
prison
s
too
little?
Whot
kind
of
ob
does
he
person
n
number
4 have?
What
do you
think Aoire
does
o
give
the mpression
het
bored?
What
kind
of things
shouldyou
do if
you
have
o
life'?
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13 O ld
iends
U*ir*.#
,ff
,srrfi
r*#if
Answers
l . a terr ib le
hock
2. five
years
3. a doctor
4. somesleep
5. the
impression
6. a life
7. the message
8. to the top
You
may need
o remind
students
hat
the
Present
perfect
s ypically
sed
when he action
s seen
ro m
the
perspective
f the t ime
of speaking
now) andha s
some relevance
o
it. This
exercise
xplores
he
distinction
etween
he
presentperfect
simple
and
he
presentperfect
continuous.
enerally
he
continuous
form
is used o
refer to
things
hat are
temPorary'
unfinished
r
that happen
ver
an
extended
period
of
time.
whereas
he simple
orm
is
used o
refer
o single
completed
ctions.
Havestudents
ool<
at the two
examples
and
discuss
which
one
is more
li lcely. sk
them
to explain
heir
choice.
Explain
he
general ifference
etween
he
continuous ndsimple orms and ask f they want to
modify
heir decision.
inally
xplain
hat /'ve
been
woiting
here
or
on hour
s the better
choice
because
he
spealcer
wants
to stress
he extended
nature
of the
waiting.
The
speaker
mightuse he
simple
orm
to stress
hat they
have
ivenup waiting,
.e.,waiting
s seen
as
a completed
action
(e.g. 'vewoited
here
or
on
hour
ond
he'snot
shown
up,so l'm
going
by myself).
The
next example
hecks
hat
students
nderstand
ha t
the
presentperfectcontinuous
allcs
bout
an action
extended
over time.
The
correct
answer
s I'm ofraid
I con't go. 've brokenmy orm.Here the simple
orm
is
better
because
he action
of
breaking
n
arm
happens
only once
a single
ompleted
ction.
Ask students
o
tell
you
someother
examples
f
actions
hat
can't
happen
Veran extended
period
of
time. For
example:
l've cut my
finger.
I've
ollen
over.
l've won
the
Lottery.
l've
possed
my exom.
Now asl<
tudents o
discuss
he
next set
of
examples.
You ook
os f
you'vebeen ying
is
the correct
answer
n
I
because ryingends o be seen
as occurring
over
an
extended
ime. /'ve
ound
your
pdssport
s correct
in 2
because
hen
you find
something
ou have
mislaid,
t
happens
nstantaneously
a single
ompleted
ction.
Finally,
t
is important
to
note
that
it is
not
the
meaning
of the
verb
alone,
ut
the whole
context
hat
decides
whether
he continuous
orm
is
used
or
not.
Find
an
be
used
n the
present
perfect
continuous
n We've
been
flnding
roblems
ith he
system
ll doy
o
emphasise
he
repeated
nature
of the action.
-.
"- l
ffiHHdverbswith the
present
perfect
The examples
ere are all
n the
simple
orm and
refer
to single, ompleted
ctions.
Although
sometimes
more
than
one answer
s
possible,he
purpose
of this
exercise
is o decide
which
orm. he
simple
r cont inuous,
s
more
probable.
Proboble
anguage
language
hich
students
re i l<ely
o meet
again
is more
valuable
ha n
possib/e
anguagerom
an acquisition
point
of view'
Answers
Probable
nswers:
l. never
2.
ust
3. almost
4. completely
5. almost
6.
ust
7.
never 8.
ust
9. never
| 0. never
As an
extension,
ou couldask
students
o
worl<
n
pairs
and create wo-line
dialogues
ased
n sentences
,
3, 4
and 6. For
example:
A: I've
ust
bumped
nto
Harry on
the tube.
B: Reolly?
ow was
he?
Havestudents
omplete
he
four sentence
tarters
and
then use
hem
to start
mini-conversations
ith
a
partner.
Give
hem an
example
o they
get the idea:
A: I've
ust
hod o terrible
hought.
B: Whot's
hot,then?
A: I think
I've eft
the oven
on.
B: I con
giveyou o Iift bock
o
your house
f
you ike.
eto:rai
e*; {
Present
erfect
collocations
.."ffi:E
.
Certain
words
co-occur
n
predictable ays,
or
example.makeo mistoke.lt s also rue that some words
occur n
particular rammatical
atterns:
I hoven't een
im
or
(time
expression).
This exercise
mphasises
he
waywords
and
Srammar
co-occur
n
predictable
ays.
You
needn't
pend
ime
explainingules,
ust
ell
students
o
notice
an d
remember he
patterns.
or example,
ou could
explain
that the
ost hree
eors
s a'period
of t ime',
not a'point
in t ime',and
s, herefore,
sed
with
for
as
raditional
grammarbooks
suggest.
owever,
t is
much more
useful
to teach
expressions
uch
as
or
the
post
hree
yeors, ince
I
wos
o child,for
dgesas
arger
units, n
the same
way as
you
might each
How
ore
you?Remind
hem that
this
exercise
assome
good examples
or
them to add o
their notebool<s.
Present
erfect
imple
nd
present
ect cont inuous
Speaking
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;; i.::;
Answers
l .
a.
2.b .
3.b.
4.a .
5.a.
6.b. 7.b.
8.a.
Photo
opportunity
Ask
students
o look
at the
two
pictures
at the
bottom
of page
94.
Then
have
hem generate
ndings, musing
or otherwise,o thesesentence tarters, sing he
pictures
or ideas:
/'ve
ust
seen
somethin
reolly
unny,
.. .
I
haven' t . . .
n oges
Sorry
'm
lote. 've
been
..
What's
he motter?
You
ook
os f
you've
been
Whot's
he motter?You
ook
os f you'vejust
een ..
I've
been
studying
o
be o ...
Have
students
hare
heir
ideas
s a class
r in small
groups.
The
picture
on the
left
was ake n n lndia;
he
picture
on the right
was tal<en
t
a market n
Helsinlci.)
Here
students
practise
some
intonation
patterns
of how-
questions
ollowed
by
a
present
perfect
comment.
Play
the
recording
nd
ask
students
ow
the speaker
ounds
-
sad,
xcited,
urprised,
ored?
his should
elicit
'excited',
so
asl< tudents
why.Demonstrate
he
intonation
pattern
and then practise
t. Then get
students
o practise
aying
-8 in pairs,
fter
he
recording.
*-l
ffiiffi
Grammar
ractice
In pairs,
tudents
ake urns
asl<ing
nd answering
he
questions
n 5 Pronuncia tion.
Give hem
an example
to get
them
started
and encourage
hem to keep
he
conversations
oing.
This s
alsogood
opportunity
o
practise
he
use of
Well,
octuolly ..
responses:
A:
How
ore you?We
haven't
poken
or
weeks.
B:
Well,actuolly,
've
been
awoy
or
a
couple f
weeks.
A:
Where
have
you
been?
B;
He/sinkr,
ctuolly,
working
on o mushroom
orm.
,,#:*,fl#*h&***if#
eee+red
C&a#
xpressions
ith
pornt
Take
his
opportunity
o remind
students
o notice
and
learn
whole
expressions
nd
o make
sure hey
ransfer
these
expressions
nto
their notebooks.
ometimes
hey
can
ecord
expressions
nder
wo headings,
s n
the
example
get
to the
point
where ou
need ..
. Explain
hat
it is
a good
dea
o
record
expressions
n both praces
s
it doubleshe
number
of
times
hey see t in
their
notebooks.
Ask
individual
tudents
o read
whore
13
Old r iends
sentences
ack
o you
as
a way
of checlcing
nswers,
nd
at
the
same
ime you
can
check
heir
pronunciation
nd
model
the
expressions
or
students
o repeat
after you.
Checl<
hat
students
nderstand
he
meaning
f the
expressions,
nd
ask urther
questions
o
consolidate
the
language.
or
example:
Enrico,
what would
you
soy hos
been
he high
point
n your
Iife?
Cloudio,
o you
think
there
s ony
point
n
leorning rammar?
Corlos,
ou
support Reol
Madrid,
don't
you?
Whot
do
you
think
their
strong
points
ore?
Whot
obout
their
weok
points?
Answers
l. get
2. make
3. see
4. make
5.
urning
6. strong
7.
sore
8. high
9. heret
no point
10. n
the
point
of
Use
he
questions
ere or
smallgroup
discussion.
se
the pictures
o
extend
he discussion
y
prompting
students
o tel l you
of
anysimilar
experiences
hey may
have
had.
Here
are some
examples
f
questions
ou
could
asl<:
Do
you
know
onyone
who
has
ust
had o
baby?
Do you
know
onyone
who hosjustgot
married?
Read
he
information
bout
he TV pro gramme'surprise
Surprise'
nd ask
students
o
tall< n pairs
aboutwhether
this kind
of
programme
s
a
good
dea.
Tell
hem that
they
are
going
o
readabout
our people
who
would
lil(e
o
meet
someone
rom
their
past.
Students
hould
then
discuss
ith a partner
which reunion
story
interests
hem
most
and
why.They
could
alsodiscuss
which
stories,if
any,would
ot
be a good
dea
o film.
This
tasl<
eads
on
from
the reading
ext.
Ask
the class
to
think
of
someone
rom
their past
hey
would
lil<eo
be reunited
with
and someone
hey would
never
ike o
see
again.
lf you
wish, el l
them
about
someone
rom
your
past.)
Students
an hen
talk about
hesepeople
with
a partner.
Be sensitive
o the fact,
however,
hat
this
is very personal
nd
could
be uncomfortable
or some
people.
Do
not
force
students
o
tall< bout
hings
he y
would prefer
to
l<eep
o themselves.
Speaking
Pronunciation
$**,m,#$rr#
While you
read
(Long
ost
friends)
Speaking
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13
O ld r i ends
The idiomatic
xpressions
ere
are useful or ta lking
about relationships .
tudents
anworl<
n pairs,
orring
the
expressions
nto
two catetories.
Although hey may
not
have
met these
expressions
efore, hey could
probably
uess
rom
the individual
ords whether he
relationship
s good
or
bad.
Answers
Describing
good
relationship:
,4, 6
Describing
bad
relationship:
, 2, 5, 7
You
may
need o
explain
omeof the following dioms:
.
lf you get
off
on the wrong
oot
with someone,our
first
meeting
with that person
does
not
go
well; however,
if you
hit it
off with
someonemmediotely,t goes
well.
.
lf you
haveo
bit of a soft
spot
or
sorneone,ou
like
them
or care
about hem.
.
lf
you
tell someone
hat you'll
be ovoilablef theyneed
o shoulder
o uy
on,you are
saying hat they can rely
on you
to comfort
them if
they are upset.
.
lf there
s no /oye
ost
between wo
people,they
ont
like each
other.
'
lf you
hote
someone'suts,
t means
hat
you
strongly
dislike
he
person.
While you're
checking
nswers,
sk students
o think
about
anyequivalents
n
their own language.
emind
them
to add
he idioms
hey l ike,
alongwith a
translation,
o their noteboolcs.
Have
students
memorise
he
idioms, nd hen,
working
in pairs,test
achother.
One person
eads he examples
a-g
and
he other
completes
he idiom
without referring
to
the
Coursebool<.
hen
they've inished,
hey can
swap
oles.
Finish
p by having
mall
groups
alk about
the
sentences
t
the end
of the exercise.
,*s:j,rt*
ff
f,ffiritf*,ff*,$jf
This
exercise
ocuses
on
the use of /
wish
+
the
past
perfect
o
expresspast
regrets.
We
usually hinl<of
tenses
s referring
o time,
suchas he'present'
and he
'past'.
However
a past
ense
orm can sometimes
express'a
istance
rom reality',
uch
as when we talk
about
hypothetical
hings.
For
example,we use
he
past
simple
n hypothetical
onditional
entences
bout he
Dresent
r future:
I
wouldn't
do
thot if I were
you.
ffiM*irt
When
we talk about
hypothetical hings n the past,
we
use
a
past
per
ect to express
he further distance
of
the
hypothetical
ction rom
the
past
reality:
If I hadn't
been so lucky,'m
sure would hove
beenkilled.
In
a similar
way,
we use he past perfect
o
expresswhat
we wanted
to happen.
Have
students ead he
example
and
hen
suggest
heir answers o you.
Answers
l.
He regretted
not
aslcing er
because e would
li lce
to get
in touch
with her.
2.
We
use he past perfect
after wish o tall<
about
Past
egrets.
Students
an
hen work individuall y
hrough
he
sentences
-8,
adding he
correct orms
before
matching
he follow-up
comments
-h. Have
hem
check
heir
answers
n
pairs
before istening
o the
recording
o confirm.
Answers
l.
'd
l<nown
2.
hadnt
eaten
3.
d travelled
4.
d gone
5.
hadn't
wasted
6. hadn't
spent
7.
'd
met
8. hadnt lost
l .
g .
2 .h .
3 .c . 4 .d .
5 .a .
6 .e . 7 .b .
8 . .
For
the
follow-up
ask ask
students
o complete
he
personalised
entence
tarters
and
hen to explain
he m
to
a
partner.
Refer
students
o the
Grammar
Commentary,G2l
Wish on page
164and
encourage
them
to record
several
examples
f this
structure in
their
notebooks.
Here
s a
chance or
students
o usea lot
of the
language
rom
the
unit. Give pairs
of students
ive or
ten
minutes
o
decide
on the kind
of things
hat could
or
would
be
said n their
chosen
eunion
before rying
he
conversation
ogether.
One
or two
conversations
ould
be performed
or
the class.
or homework,
ask students
to
write
their
own'story'
like the
ones n
this activity,
explaining
who they
would like
to meet
againand
why.
Alternatively,
sk
hem to
write the
conversation
hey
imagine
hey would
have
once hey
are reunited
with
the
old friend
of
their choice.
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l4
Lead
in
Write
the
word ort on
the board
and asl<
he srucenc
what this word means or them. Ask further questions
to get
the discussionoing.
or example:
Whot
things re generolly
onsidered'ort'?
What is
on exomple
of
something
hot is generolly
considered'ort'but
hat you
don't
hink s reolly
ort?
Wouldyou
describe
typicolHollywood
blockbuster s'art'?
/s
o /esson
work of
'ort'?
; ; *
" r ; ;
-r
i;
L3-'Ir'*:t
i
j
Language
strip
Have
students
hoose
any
expressions
hey find
interesting nd,on their own, ind out more about
them.
n
a later
class,
sl<hem to
share he information.
For
a smallgroup
activity,
sl< tudents
o find
expressions
hey might
use
when actuallyool<ing
t a
work
of art (e.g.
Whot
do you
thinkof this
one?) nd
expressions
ou
might
use f you
dont like t (e.9.
tt nor
reolly
my cup
of teo).
You might
need o explain
some of
the following
expressions:
.
You
would
say
You all
hat art?when you
thinl< t
is not
art and you
dont particularly
i l<et.
.
lf you
sayHe
pickles
heep, ou
are referring
o the
worl<
of the
contemporary
British
artist Damien
Hirst,
who has
exhibited
eadanimals reserved
n
chemicals
.
ff you give
somethins
miss, ou
don't do it. For
example:
A:
Areyou
coming
out
with us on Friday?
B:
No, 've
been
eolly
ired. think 'il give
t a miss
his
week ond
cotch uP
with sonre
s/eep.
.
lf someone
s
orty, hey
ike hi ngs ike
he arts,
drama,poetry,
ilm, paintings,
tc. However, t is
sometimes
used
n a negative
way to say hat
the
person
s pretentious.
Continue
he
discussion
n'art'
by asking
hese
questions
o the
class s
a whole or
have mallgroups
discuss
hem.Finish
ff by
having
airs
discuss
he two
paintings
nd
alking
about
heir own
artistic
experiences.
ou might
want do
a little
extra vocabulary
work
by eliciting
ome
collocations
or
exhibition.For
examDte:
go
to an exhibition
o
photography
xhibition
seelottend
n
exhibition
a
sculpture
exhibition
havelhold
on
exhibition
on exhibition
of
Itolianlseventeenth
centurylmodern
rt
M*ffi
ecommending
*
This
exercise
ntroduces
ome useful hrases
bout
going
o
exhibitions
nd
making ecommendations. You
could
ead
nto
this exercise
y
aslcing hy people
often
80
to galleries
hen
hey are
ravell ing,
ut never
visit
them
n
their own
town
or city.
First,asl< tudentswhat they would say f they want to
recommend
n exhibition
hey
have
ust
seen o
a
friend.
Then get
them
to put
the first
conversationn
the
correct
order and
o find
an exoression
or
recommendin
(You
hould o and
see t). Play
he
recording
o
students
an
check heir
answers. lay
he
recording
wice more,
ocusing
n
the stress nd
intonation
patterns.
Students
an
hen
practise
he
converiation
n pairs,
making ure
hey sound
enthusiastic.
Note:
The
Hayward
Gallery
s in London.
Answers
Conversation
: l . a.
2.
g.
3. .
4. d.
5. c. 6. b.
7.
e.
Speaking
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'14
Ar t
Before istening o the
secondconversation,
sk students
what they would
say f they didnt
recommend
eeing
n
exhibition. hey can hen
put
the conversation
nto the
correct order and ind the expression or not
recommendin (lH give
t
o miss
f I
were
you).
Follow he
same
procedure
as n
the first conversation; owever,
this ime
remindstudents
hat they'renot
enthusiastic
Note:
The National
Gallery
s also
n
London.
Answers
Conversa t ion
: . a . 2 . c .
3 .b . 4 . f . 5 .d . 6 .g .
7.
e .
ffiS
Recommending
xpressions
This
exercisentroduces
ome more fixedexpressions
for making
ecommendations.
et
students eorder he
expressions
n
pairs
and decide
which are
recommending nd whicharen't.Then play he
recording
o
they can check
heir answers. lay he
recording
gain, sing t
as a model or students o
practise
saying he
expressions
with
appropriate
stress
and ntonation.
Answers
l. l t 's
OK if
you're
nto that sort of thing.
2. lt's
a must.
3. I really ecommend
t.
4. I'd give t
a miss f I
were
you.
5. lt's
well worth
a visir.
5. lt's not
worth the
entrance ee.
7.
lt's not really
my cup of
tea./lt'snot my cup of tea,
really.
Numbers
,3 ,5 ,
re ecommend ing ;1 ,4 ,6 ,7
reno t .
Get students
o think
of an exhibition, r some
otner
event or place,
hey have
been o recently,
nd whether
they'd
ecommend
t or not.
n
pairs,
hey shouldhavea
conversation
using
anguage
rom the
previous
exercises.
They
shouldbegin
ike his:
I went
ond sow on
exhibition theTower
of Londonlo
ploy
called ..
,
etc.)
ot ... the
otherdayltheother
week
ff i
Describing
aintings
Here
studentswork
on vocabulary
sed o describe
paintings.
nce hey've
ompleted he sentence s-8 ,
have
hem
check heir
answers n pairs. f you have
any
postcards f paintings,ring hem in for students o
describe
using
his vocabulary.
oint out that
portroit,
landscope
nd sti// ife
are nouns and the
other words are
adiectives.
Answers
l. original 2. still ife 3.
portrait 4. detailed
5. andscaoe
. raditional
7.
colourful 8.
abstract
As
a class ou
couldalsoadd
o the list of adjectives.
Students
may
suggest djectiveshat
arent typicallyused
to describe aintings,
o
you
can
give
hem more
appropriate nes.Here are some urther examples:
ambiguous,
vont-garde,
oring, hollenging,lich6d,
deco ative,
d
o
motic,en
ergetic, xpressive,
i
gu
otive,
grotesgue,
ntense,a ge-sco
e
(sm
ll-sca
e),
o
ma nti , stri in
g,
subtle,
ymmetrical, ib ont,
witty
lf
you've
worked
on some more adjectives
n
5 Describing
paintings,
students an
usesomeof
them
to talk about
heir own favourite iece.of
rt. f
possible,
ell the
class bout
your
favourite
iece
of art.
"
h . i . .
;iq{-*;}:f
.i[.4.f
a ,:{
* {
";$}dcrd
-:d+
}.J
"-1:s
ffi
gefore
ou
read
Ask students
f they like
modernart
and o
give
heir
reactions
o the art
shown n the picture
on the right.
You
could
also refer
them to the language
trip so that
they
can
chooseany of
the expressions
hey
eel
might
be appropriate.
--J
ffi
While
you
read
Art
Attack)
Ask
students
o read he article
to find out the
writer's
opinion
on modern
art. Tell
hem not to worry ab out
understanding
very
word
and
expression.When
they
have inished,they
an share
heir ideas n pairs.
Here
siudents
have he
chance o reread
he article, nd
interactwith it by findingparts hey agreewith, disagree
with
and dont
understandthe
atter perhaps
ecause
of language).
hey
can hen
use heir marlced-up
ext as
the
basis or
a
discussion
ith a
partner.
Go around
helping
with parts
of the
text that are still
unclear.
Encourage
tudents o read
he article
again t nome,
adding
ny nteresting
xpressions
nd collocationso
their
notebooks.
ffi
practice
Speaking
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Collocations
We use
he
verb
couse
o
introduce
a result
of
something;
his
result
ends
o
be
negative.
t is
important
o
remind
students
hat
when
we come
across
a
word,
we
need
o
know
a lot
about
it (its
collocations,
ts
typical
patterns,
ts grammar,
tc.).
Have
students
ool<
at the
examples
nd
see
f they
notice
that
all he nounsare negativen meaning. airscan
he n
discuss
hat
might
have
aused
ll
hese
hings.
Choose
a
couple
of good
examples
or
each
sentence
nd
write
them
on
the
board
so
students
an copy
hem
into
their
notebool<s.
You
can
have
students
all<
about
things
n the
news
o
make
some
couse
entences.
lternatively,
ou
can
bring
in
some
newspapers
ndgo
through
some
recent
events
and
decisions
nd
have roups
of students
redict
what
the
results
might
be.For
example:
The
decision
o
inueose
he
tox
on
petrol
will
couse
outrage
omongmotorists.
lf
students
want
to
express
a result
hat
is not
negative,
give
hem
other
verbs
such
as leod
o and
result
n.
.i l'*
1-'rr re.i :*. .tu 4:" r:
r'.:,
fj
# #
ifi
ff;ffi
#f
ffi#
nelative
clauses
This
exercise
concentrates
on
one use
of
a relative
clause
o
add
a comment.
The
two pafterns
are
which
meant .. andwhichwos ..
.
Unlike
other
relative
lauses
that
refer
to
a previous
noun (e.g.
Don'tyou
hove
friend
who
can give
ou
o lift?),this
ype of
relative
clause
efers
to
a previous
statement.
You
can hink
of
which
as
substituting
or
this
or it.
Give
students
a few
minutes
o
think
of,or
write
down
their
comments
or
l-g
an d
then
select
a few
students
o give
answers
o the
class,
correcting
where
necessary.
hile going
hrough
he
answers,
make
sure
students
hear how
this
pattern
is
said,
n particular
he pause
nd change
n
intonation
t
tne
comma.
Answers
Possible
nswers:
l.
we
stayed
n
the
whole
da y
2. fascinating
3.
really
nice
4.
a first
for
me
5. I
was
about
an hour
late
6.
I
had
o
wait
another
year
before
I could
apply
o
to
to
university
14
Ar I
Write
some
sentence
tarters
on the
board
o help:
I
went
nd
sow.. .
I
went
or
o . . .
I
wos
n
.. .
Give
an
example
yourself,
dding
a comment
with
which,
beforehaving tudents ell eachother in pairs.Note that
if
they
want
to use present
perfect
expressions,
hen
the
relative
lause
wil l
probably
e
in the present:
They've
ust
concelled
he |ost
roin,which
means
need
ro
coll
o
cob.
Tell
students
o read
he
Grammar
commentary,
G22
Relative
clauses
on page
164
o review
his
structure.
#x$rrg
#,#effi#
$,mry
#.:+d
h,
hat
reminds
me
Go
over
the
explanation
t
the beginning
f the
exercise.Then
sk
a student
o read
he exampre
conversations
ith you;
you
yourself
hould
ead
he
part
with
the
highlighted
anguage.
ake
sure
students
hear
he
intonation
patterns.
Have
hem
practise
he
expressions
with you
before
getting
hem
to read
he
conversations
n pairs.
ome
students
mayput
the
stress
on
the
first
syllable
f
myself,
o listen
or
that.
They
can
then
do
the
matching
exercise
n
pairs
before
hey
listen
to the recording o check heir answers.
Answers
l . d .
2 .c .
3 .
.
4 .e .
5 .
b .
6 .a .
Although
he
conversations
re
ull
of useful
expressions,
he
important
ones
or
this
exercise
re
a.
Oh,
hat reminds
me.
must
. .
b. I 've
been
hinl<ing
bout
...
myself.
c.
Oh,
hat
reminds
me.
must
. .
d. I
keep
meaning
o ...
myself.
e. Oh, hat remindsme. must . .
f .
Oh,
I 've
been
meaning
o ...
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14 Ar l
ffid
ffi.ffi
Practice
This
exercise
consolidates
he language
rom
I Oh,
that reminds me and orovides
chance
or freer
practice.
nitially,tudents
dd a third
resPonse
o the
conversations
n I Oh, that reminds
me They
he n
develop
heir
own conversations
ased
on the
PromPts.
Give them an example
so that they can
see
how to
do
it :
A: I
must
emember o buy a birthdoy
cord
for
my brother.
B: Oh, hat remindsme, t's my dad's
birthdoy
next week
ond I
still
hoven't
got
him o
presenL
A: How
old
s he?
B: I
don't
knowexactly,ate
fifties
or
something.
When students
have inished,
et
each
pair
to
choose
one
of
their conversationso
per{orm
for another
pair.
M
speaking
This activity reinforces
a lot of
the language
resented
n
this unit. First,have
students
ead hrough the
six
examples, hile
you answerany
questions hey
might
haveabout he vocabulary.
hen
put them in small
groups
o
discuss
he
questions.
ou might need
o
provide
anguage.
or example:
I think it's disgustinglutogeousterrible offensive.
It doesnt reallyworry shockl nnoy
bother me.
Point out to the students hat
street art is also
known
as
graffiti.
You could add
questions ike:
Is it wrong
o
point
on
publicproperty,
ven f it
is ortistic?
When s
t OK?When
s t not?
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Language
strip
Havestudents hooseanyexpressionshey in d
interesting
nd,
n
their
own,
ind
out
more
about
hem.
In
a
later
class,
sl<
hem
to
share
he information.
or
a
small
group
activity,
sl<
hem
to
find
expressions
hat
express
positive
eactions
e.g.
Loved
he
food)
and
negative
eactions
e.g.
But
the
octing
was
horrendous).
You
could
also
ask
hem
to
come
up
with
a question
r
statement
hat prompts
three
expressions
s a
response.
or
examDle:
A:
What
do you
think
of
stor
ruit?
B;
Stor
ruit?
've
never
eoten
one.
You
could
askstudents o providea responsehat
answers
hree
expressions
hat
are
questions.
or
example:
A:
Any
good?
B:
/t's
OK
if you're
nto
hot
sort
of thing.
You
might
need
o
explain
ome
of
the
following
expressions:
.
lf
something
s
horendous,
t's
very
bad.
For
example:
The
snow
coused
horrendous
riving
conditions
n
the
north.
.
lf you
say
something
r
someone
s
not
exoctly
somethinglsomeone
fomous
e.g.,
Shakespeore,
Superman),you
re
sarcastically
aying
hat
the
former
is
nowhere
near
the
standard
of
the
latter.
To
be
or not
to
be is
a quotation
from
Homlet.
.
lf you
describe
something
as a
bit
over_the_top,you
are
criticising
t
for
being
excessive
r
extreme.
Fo r
example:
The
ove
scenes
were
o bit
over_the_top,but
t
wos
generally
OK
.
lf
you
describe
ood
as
bland,it
doesn't
have
a
lot
of
flavour.
For
example:
The
ood
there
on
be
o little
blond,
but
it's
certoinly
ftlling.
Remind
tudents
o record
any
of
the
expressions
ha tthey ike
n
their
notebooks.
Lead
in
You
can
ead
n
to
the
topic
of
describing
hings
by
telling
he
class
about
a place
yor'u"
.".untly
oeen
o,
a
fi lm,
play
or
band
you've
seen,
r
a
book
you've
ead.
Try
to
use
a lot
of descriptive
adjectives.
et
tne
students
ask
you
a few
questions
about
it.
When you've
finished,
sk
hem
to
recall
any
of the
adjectives
ou
used
and
write
them
on
the
board
along
with
their
associated
ouns.
or
examole:
the octing oppolling
This
eads
n
nicely
o the
first
exercise.
'-
'a
.e
d,
.i":$:i'*.IliJ
fi.:l
*:#
ffiM
Before
you
listen
Introduce
his
ask
by
asking
what
the
class
hinks
of
a
recent
ilm
and
what
adjectives
hey
would
use
o
describe
t
to
a friend.
Listen
o
their
ideas
nd
he n
explainhat you are going o ask hem to sort some
syllables
nd
o
underline
hem.
Then
have
he m
practise
saying
he
expressions
n
the phrase
t
wos
(ter
ific
excellent
tc.).
Unit
oVelvieW:
,
Ginerat
topii:'
l
Describing
hin q.
: . : , . . 1 t . .
. . ' ,
Dialogui
':
Faql
and
Mick
discuss
ilms
hey
have
seen
recently
.
:
:. '
Language
input
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15 Descr ib ingh ings
Answers
(with stressed yllables
nderlined)
Very
good:
erdfic, excellent,
wonderful,
malvellous,
brilliant, uperb
Mildlycritical: bit bland, ery
ordinary,
othing
special,
n
the
dull side, bit
over-the
top,
a bit
disappOinting
Very bad: readful, orrible, orlgndous, ire, errible,
awful
ffi'{ffi1
hile
vou
listen
Play he recording f the three conversations
nd ask
the students o write down the adiectives
hey hear.
Ask them to note down what nounsare
beingdescribed
as well.Get students o c ompareanswers
n
pairs
before
you play
he recording or them
one more time.
Answers
Conversation :f ish
-
reallynice: chicken
a bit
bland;mushroom auce delicious
accordingo the
waiter)
Conversation :wine
-
nothing
pecial,ery
ordinary,
a bit disappointing,ot that bad
Conversation : he
play
Macbeth brilliant,
onderful
While
checlcinghe answers
ou mightasl< hether
an y
of the classwould sendback he wine
or the chicken
for beingblondand o bit disoppointing.ind out under
what circumstanceshey would send
ood or wine back.
Students anwork on these
questions
n small
groups.
You can use he two picturesat the bottom
of the
page
to illustratehow
the conversation
might
go:
A: I
wos stuck
n
this offic
jom
yesterdoy.
t
wos
horrendous.t tookme
five
hours o
get
home.
B: Five ours?What nightmore
A: Apparently,there oso terrible ccident
n the
motorwoy.
A: I
went ond sow one of those
rt
films
ot the
Dukeof
York's
he other doy.
B:
What was
t like?
A: A
bit disoppointing.
o
ell
you the truth,
wos more
impressedwith
those
egs
sticking
out of the
roof.
B:
Oh
yeoh,
hey'rebrilliont,oren't they?
Go aroundmonitoring he conversations
nd
giveany
feedbackon where adjectivesmay
havebeen used
inappropriately.
or example,
journey
would
no t
normally
be described sblond.
Note: The traffic
am
in the
picture is on a section
of
British
motorway famous or
delays.The legson
top of
the cinema re on top of the
Duke of Yorl<'s inema,
well-known andmark n Brighton.
ff i
Asking inked
questions
This exercise
ocuseson
how questionsare
often asked
two at a time,
particularlyquestions hat ask
or a
description. he second
question ften presupposes
he
answer.For example,
f
you
ask,What's
his house
ike? s t
big?,
ou
think
it
probably
s big.Go through
the two
examplesnoting hat
Anygoodt nsteadof Wos t ony
good?s an example f how ellipsiss commonlyused n
spoken
English.
As
there s a varietyof
possible
nswers,
o around he
class
hecking nd correcting s
he students re
writing.Let students ompare heir
finished nswers
with a
partner
before
you play
he recording.
Playeach
suggested nswer one by one, etting students
epeat
them, payingattention in
particular
o the stressand
intonation patterns.
Answers
Probable
nswers:
2.
What was hat book lil<e?Was
t interesting?
3. What's
your
new
job
lil<e? re
you
enjoying
t?
4. What wasTunisiaike?Was it warm?
5. What's his CD like? s it any
good?
6.
How was he match?Did
you
win?
So
that studentsknow what to
do in this exercise, ave
them suggest uestionsor the first two situations, nd
then choosea coupleof students o respond.
or
examole:
A:
What wos he weother ikeon
your
ip to
lndonesia?
Wos
t
OK?
B: lt
wos
horrible. t roined
everyday.
A:
Whot\ your
job
like? s it interesting?
B; /t's
OK
o
bit on the
dull
side.
Students
an hen askeachother
in pairs.
;'* *'r;:;, '# r'ir:'.rj-jj *,r
The
conjunctions lthough,consideringnd n spiteof
often occur n conversationsescribinghings.
irst,
et
students n
pairs
o tall< boutwhat eachexample
means nd o think
about
what kind of stru cture ollows
eachconjunction. tudentsmaynot be able o articulate
the exactdifferencesn meaning,o read he Grammar
commentary,G23
Conjunctions
on
page
16 4
together.
In this exercise, tudents an
practise
sing he three
conjunctions. ave hem
work
individually efore
comparing
nswerswith a
partner.As you check heir
answers,
sk hem to explainwhy
they chose he
particular
onjunction.
ffi
practice
ffiM
Practice
Conjunctions
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Answers
l.
Talking
bout
a new
CD:
a.
considering
b.although
c.
although
d.
considering
2.
Talking
bout
a
trip:
a.
although
b. considering
c.
although
d.
considering
3.
Talking
bout
buying
watch:
a.
although
b.
n spite
of
c. n
spite
of
d.
although
l5
Descr ib inq
hinos
Draw
students'
attention
to
the
Real
English
note
/t,s
not
exoctly
Shakespeore
nd
ask
hem
to
make
similar
statements
or
these
situations:
.
Describing
a
cheap,
un-down
hotel:
t's
not
exoctly
he
Hilton,
s it?
.
Describing
Royce,
s
it?
battered
old
car:
It's
not
exactly
o Rolls
Before
doing
his
exercise,
ave
he class
uggest
couple
of examples
or
you
to
write
on
the
board.
You
could
also
encourage
inkedquestions
s n
I
Conjunctions:
A:
So
what's
he
food
like
ot
Chez
George?
B:
A
bit
disappointing,
lthough
heor
he steok,s
ood.
il$*"{ *$r*g
While ou
Shak
)
Lead
n
by
asking
or
the
names
of recent
films
and
asl<ing
uestions
ike:
What
wos
t like?
ny good?
Whot
did you
think
of it?
Explain
he
situation
nd
ask
students
o
listen
or
the
answers o the two questions.Makesurethey cover the
text
while
they
are
listening
or
the
first
time.
Have
pairs
discuss
heir
answers.
Answers
l.
Titanic
and
Bomb
Alert
2.
2.
Paul
eally
iked
Titanic,
Mick
thought
it
was
a bit
over-the-top.
Mick
really
iked
Bomb
Alert
2,paul
hasn't
een
t
-
it 's
not
his
kind
of
thing.
Now
see
f
students
can ill
in
the
first
two
or
three
gaps rom memory with a partner.playthe recording
again
or
students
o fill
n
the
missing
ords.
pause
the
recording
so
they
have
ime
to
write
in
what
they
near.
Finally,
lay
he
recording
gain
with
students
istening
while
reading
he
rapescript
n
page
154.
The
missing
words
are highlighted.
ont
be afraid
o asl<
tuoents
o
listen
several
imes.
The
more
students
isten
o natural
spoken
English,
he
more
chance
hey
have
of acquiring
that
language
nd
mproving
heir
performance.
Have
students
go
back
and ind
any adlective
+
noun
collocations
hey
would
like
o remember.
or
exampte:
omozingspecioleffects
wooden
brilliant
octing
awful
diologue
l isten
Not
exactly
#x*mg
$,xrr*fr*#r
'
Describing omeonewho can'tplay ennisvery well:
She's
not
exoctly
SerenoWilliams,
s
she?
This
provides
a follow-up
for
the
listening
ctivity.
Students
hould
answer
he questions
n
pairs
and
ustify
their
choices.
inish
p
by having
he
class
ominate
their
choices
or
the
most
over-the-top
ilm
before
having
hem
vote.
You
could
also
extend
this
activity
with
other
categories:
most
wooden
octing,
most
omazing
specio/
ffects,
etc.
These
kinds
of questions
an
be
confusing
o
students,
especially
hen
t
comes
o
answering
hem.
Ge t
students
o
read
hrough
the
introduction
o
tne
exercise.
hen
asl<hem
to
change
he following
nto
a
negative
uestion:
Do you
wont
ony
of this
pizza?
(Don't
you
wont
ony
of
this
pizza?)
Ask
students
o explain
why
someone
might
use
he
negative
ather
than
the positive
question
The
first
question
s
a
kind
of
offer.
The
negative
uestion
expresses
urprise
hat
the
other person
has
not
eaten
any
of
the pizza.)
sk
how
they
would
answer
he
negative
uestion
e.g.
No,
'm
not
thot
hungryll
do,
but 'm
just
woiting
until
I get
my
drink).
Students
should
then
read
about
the
two
patterns.
Tell
hem
to record
these
wo
patterns
along
with
a
couple
of examples
rom
this
exercise
n
their
notebooks.
lay
the recording,
ointing
out the intonationpattern and hen havestudenm
practise
he
examples
with
a
partner.
#
##
Grammar
n
context
Students
an
work
through
he
short
dialogues
_g
individually.
hile you
check
heir
answers,
sk
urther
questions.
or
example:
Do
you
prefer
wotching
films
n
English
ith
subtit/es
r
without?
Con
you
tell
me
about
o
film
thot
was
really
slow?
Whot other odjectivesouldyou use o describ o plot?
(simplelcomplicated)
Exoctly
ow
many
Oscars
id,Titonic,win?
Whot
kind
of things
ore
on lote-night
obleTV?
Speaking
Speaking
Negative
questions
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1
5
Descr ib ing
h ings
Answers
l. Don't you
find (them
hard o read?)
2. Didn't
you
think (she
over-acted bit?)
3. Didn't you
think (it
was a bit slow?)
4. Didn't
you
think (it
was really omantic?)
5. Didnt you
find (it quite
unny,hough?)
6. Didnt you find (him a bit too much ilceRobert
De Niro?)
7. Don't you
think
(its
a
bit over-rated?)
8. Didn'tyou
thinl< it
was
ust
si l lyand
ypicalof
late-night
able
TV?)
ffi
Grammarole
lay
Explain
he tasl<,
hecking
hat students nderstand hat
to
do. Write
someexpressions
n the board o help
them
think of how
to express
heir
ideas.
or example:
Don't oufind .. ?
Don't
you
hink ..
?
I know
what
you
mean.
Reolly?
Yes
..
,
although
..
It t
o bit too ..
for
me .
Give students
hree
or four minutes
o
prepare
andask
them
to repeat
he task at least
once,
perhapswith
a
different partner.
This exercise
ocuses
n idiomatic
xpressionshat
strengthen
some
adjectives.
ncourage tudents
o
record
hese n
their notebooks.
ave hem match he
words first and
hen complete
he sentences. hile you
checl<
he answers,
sk
or other things ha t can
be
rozor
shorp,dirt
heap,dead
osyand rockhord.Follow
up by
having airs
of
students
est eachother:one
person
reading
he
words l-8,
the other trying o remember
the adjective.
Answers
|
g.
2.a. 3.
e. 4. h. 5.d.
5.b. 7. f . 8.c.
9. razor
sharp
| 0. brand
new I l. stark naked
I2.
wide awake
| 3. dirt
cheap 14. astasleep
|
5. dead easy
| 6. rock
hard
This exercise
ntroduces
tudents o a commonway of
using
omparative
tructures
n spokenEnglish. odel
the examples ourself,ocusing n the pauses eforebu t
and only.
Havestudentspractise
saying he examples
afteryou,pausing
n
the appropriate lac es.
ffi
Describing
hings
w -
Students
an
work on thi s matching
xercisendividually.
While
you
check heir answers,
sk
questions
o
Senerate
ther connected
anguage.or
example:
So,how
would
you
describe
ood rom
your
country?
Hos
onyone
ere
been nowboarding?ow
wos t?
Havestudents hen practise he short dialoguesn pairs.
Answers
l . e .
2 . 9 . 3 . b . 4 . a .
5 . f . 6 . h .
7 . d . 8 . c .
Students
an
worl< n
pairs
describing
he objects n the
pictures.
Write
the sentence
tarter lt /ooksa
bit
likea
... on
the board
o help hem.For
the second ask,
modela coupleof examplesirst so students et an dea
of how
to write
their descriptions .
sk them to guess
what you're
describing.
or
example:
It's
o vegetoble.
t lookso
bit likea corrot
but
it's
white,with
o
much
stronger
oste.
o
porsnip)
Have
studentswork
alonewriting
heir
sentences
before
hey
work with a partner
for the guessing art.
Refer
students
o the Grammar
commentary,G24
Comparing
on
page
165
o revi ew hese
structures.
$flffi
Must
for
guessing
@ s
Introduce
his section
by tel l ing
he class bout
something
ad hat happened
o you
a whil e ago, or
example,
plitting p
with
your partner
or finding
ou r
car
stolen.Elicit
ome adjectives
o describe
he
situation e.g.
wful,terrible)
nd write a couple
on the
board.
Explain
hat one
way o respond
o this kind of
story
is to use
an expression
with musthove
and write
an example
sing
ne the
adjectives.or
example:
Thot
must've
beenowful.
Next,
ell
students bout
something ou
are ooking
forward to (e.g. holiday, oingaway or the weekend).
Again,
l icitsome
adjectives
o describ e our
feelings
and
chooseone
to show how you
could respond
n this
situation.
or
example:
You
must
be reolly
excited.
Explain
hat
we use must
o make a guess
or draw a
conclusion
hat we are pretty
sure s
true. We
us e
must'ye
o talk about
the
past
and must o tall<
about the
presenf/future.
et
students ead
he two examples,
hen
read
he
dialogues
ut loud so
that th ey can hear
he
reduced
pronunciation
of must
be and must'ye. ave
them
then practise
aying
he two dia logues
n pairs.Tell
them
to review
he Grammar
commentaryrGZs
rllust
for guessing
on
page
165after
they've inished
the
exercise.
ffi
practice
94
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Students
an
work
individually
o
complete
he
sentences
-9
before
comparing
heir
answers
with
a
partner.
While
you
are
checking
he
answers,
sk
questions
o generate
urther
connected
anguage:
What's
he
opposite
f a
stong
occent?
o
slighi
one)
What
do you
do if
the
battery
of o
car is
dead?
Has
anyone
been
o Boli?Whot
did you
think
of it?
What
do you
think
the
people
n
dialogue oretalking
obout?
Point
out
the
Real
English
note
on
doing
over
hundred.
sk
students
f they
ever
do
more
than
eighty
on
tne
motorways.
Answers
l.
must
be
2.
must
be
3.
must've
een
4.
must
be
5.
must
be
6.
must've
een
7.
must
be
g.
must
be
9.
must've
ee n
ffi
Grammar
n
context
This
exercise
llows
some
reer
practice
n
the
use
of
rnust
o
make
guesses.
tudents
an
work individually
before
getting
ogether
with
a
partner
to practise
giving
their
responses.
tudents
i l l l ikely
come
up with
a
variety
of answers;
he
ones
below
are
ust
suggestions.
ffi
practice
Read
out
the
example,
hen
tell
students
bout
something
nteresting
ou've
done
or
seen
ecently
nd
try
and
elicit
a
few
replies
using
must,ve
een.
you
might
need
o prompt
this
by
writing
Thot
must've
een
..
on
the
board.
Then
give
students
some
ime
to
write
down
their
own
interesting
experiences
efore
hey
talk aboutthem
in
pairs.
Remind
hem
that
they
can
use
a
relative
clause
with
which
o
add
a
comment,
as n
the
exampre
(which
was
nice).
Use
the
photographs
at the
bottom
of
the page
o
elicit
the
use
of
must
be
to
draw
conclusions
bout
where
the
place
s.
Make
sure
students
xplain
heir
choices.
or
example:
A:
The
picture
n
the right
must
be
somewhere
n
Northern
EuroDe.
B:
A:
Answers
Possible
nswers:
l. That mustbe hardworr<.
2.
That
must've
een
nice/horrible.
3.
That
must
keep
you
fit.
4.
lt
must've
een
beautiful.
5.
That
must
be
awful.
6.
That
must've
een
horrendous.
7.
lt
must've
been
awful.
8.
That
must
be
nice.
Why
do you
soy
hot?
There
ore
no
treesi
You
can
hen
ask
students
o
draw
conclusions
bout
what
it 's
ike
n
those
places.
or
example:
The
ploce
n
the
picture
on
the
right
must
be quite
windy.
It
must
be quite
ough
iving
n
the
ploce
n
the
picture
on
the
|eft..
Note:
The
photos
are,
rom
left
to right:
he
Orissa
region
n
eastern
ndia,Venice,
och
Seaforth
n
tne
Outer
Hebrides.
To
conclude
his
unit, ou
could
have
tudents
write
abouta little-known lace n their country or
homework.
Ask
them
to bring
n
their
descripttons
o
c.lass
nd
o
exchange
hem
with
anorher
student.
They
then
read
heir
partner's
writing
and
hink
of
further
questions
o
ask.
Finally,
hey get
rogether
with
their
partner
to
talk
more
about
the
place
hey
just
read
about.
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16
Unit overview
General topic
Films,TV ndcensorship.
Reading
A film
whichwas adapted orTV is
crit icisedor not
being
iolent
enough.
Language
input
.
Vocabulary
o describe ilms:o kindof sct-fihing,
a
costume roms,omozingspeciol
effects, tc.
.
Askingquestionsabout ilms:V\4rot n it?When
wss t made?etc.
.
Pastperfect
simple:
'd
never
madeo
speech
n
my
life
before,
He'd
been married once before.
.
Vocabulary
o
describegroups
of
people;
oudience,
spectators,
iewers
.
Television
ocabulary: emote ontol,chonnel,
oble,
etc.
.
Mixed conditionals:f
it hadn't
been
or
her,
wouldn'tbe doingwhat 'm doing
now.
Language strip
Havestudents hoose
anyexpressions
hey ind
interesting nd,on their
own,
ind out more about hem.
In
a
later
class, sl<hem to share he information.
or a
small
group
activity, skstudents o find expressions
hat
might
be saidwhen
you're
watching
film in a cinema
(e.9.Poss
he
popcorn),
hose when
you're
watching
TV
(e.g.
Where's he remote ontrol?) nd hose which
might
be used n both situation s. ou couldalsoasl<
hem to
come up with question s
r statements
hat
prompt
someof the expressions
s a respons e.
or example:
A: Anything ood
on tonight?
B: Sport, Port
qnd
more sport
You couldasl< tudents
o
provide
esponseso some of
the expressionshat are questions:
A: Who's n it?
B: Leonordo
i Caprio.
You
mightneed o explain
ome
of the following
exPressrons:
.
lf you
describe omething s rubbish,
ou'resayingt' s
not
very
good.
For example:
A:
Whot did
you
hinkof
Holloween
I3'?
B: lt
wos
o lood
of rubbish venworse hon
'Halloween
l2'.
.
lf
you
say t's on
cable,
t means hat
the
programme
is
being hownon cable elevision.
. Some elevision tationsbleep utwords they hinl<
mayoffendpeople.You
heara sound nstead f the
word. The
f-word
s
an alternativeway of
referring
o
the
word fuck.
Remind
tudents o record anyof the expressionshat
they
ilce n their noteb oolcs.
Lead
in
Lead n
to
this
unit by aslcing
uestions
ilce:
Did onyone
eeanything
ood
onTV astnight?Whotwos
t
obout?
Cononyone ecommend good
ilm
o see?
I
feel
ike
wotching
o
video onight.
Anyone
know of o
good
comedy?
i
^ l u . . r ,
t f , f * , / ' . . ,
: i , r
i
*",
p: .:
"f
,'
-,r 'ti
;J
'*.
"
:. ;
j
ex**.]
hat kind
of fi lm
is i t?
*J55r't
Begin
y asking tudents bout he films
shown
n the
pictures
n
page
10.See f students ecognise
ny
of
the actors.
Answers
The
three films on page I l0
are
FourWeddings
nd
o
F n
e al,Ttanic,ond B oveh
o
t.
The
mainactorsvisible re HughGrant,Leonardo i
Caorio.
KateWinslet and Mel Gibson.
Go
through he different <inds
f movies, hecl<ingha t
students
nderstand
he descriptions . weepies a f i lm
that makes ou cry a lot,and f students re unsureof o
sci-fi
hing,
ou
could refer them to the
photo
from
Robocop
n
page
13.A cultmovies a film hat is very
popular
amonga certain
group
of
people.
or example,
The
BlairWitchProject uicklybecame
a cult.
Have
students
worl< n pairs or
the
matching
asl<.
ou
might
want to teach
he expression t's o cross etween
(comedy)
nd (o sci-fihing)as some films
obviously
do
not f i t
into simple ategories.
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Answers
Suggested
nswers:
FourWeddings
nd
a
Funerol
s
a comedy.
Titonic
s
a
weepie.
Broveheort
s
a
cross
between
a
costume
drama
ano
an
action
movie.
When students ave inished, r ite the seven ategories
in
a row
on
the
board
and
asl<
he
class
o
suggest
ther
examples
or
each
one.
Answers
Possible
nswers:
Sci-fi:
he
Terminotor
Costume
drama:
Pride
ond
Prejudice
Typical
Hollywood
blockbuster:
ndependence
oy
Romantic
comedy:
Notting
Hill
Cult
movie:
The
BloirWitch
project
Weepie:
Terms
f
Endeorment
Animated
ilm:
A4onsters
nc .
.*",--l
#+#Askingquestions
bout
ilms
These
are
ypical
questions
hat
are
asked
bout
i lms
or
television
rogrammes
nd
should
be learned
s
whole
expressions.
emind
tudents
hat
they
may
want
to
ad d
some
of
these
expressions
o their
notebool<s.
t
this
stage,
ust
get
students
o
complete
he
exercise,
s
pronunciation
nd practice
s
dealtwith
in the
exercises
that
follow.
Answers
| . f .
2 . a .
3 . g .
4 . c .
5 . b .
6 . e .
7 . h .
L d .
After
students
have
ead
he
examples
n
the
Real
English
note
on
some,
ee
f
they
cancome
up
with
an
example
entence
f
their
own.
you
could
alsopoint
out
that
some
used
n
this
way often
suggests
nar you
don't
thinl<
t's
worth
mentioning
he
name
of
the
person.
or
example:
A:
Who
was
hqt
on
the
phone?
B:
Someguy
from
work.
He's ocked
himsetf
n
ogoin
ond
wonts
he
keys.
A:
What's
this
programme?
B:
Some
old
professor
olking
obout
world
conflicts.
t's
not
worth
wotching.
***J
ffiffi
And
when you
can't
answer
This
exercise
ocuses
n
useful
xpressions
or
when
you
can't
emember
he
name
of something
r
someone.
Have
students
worl<
ndividually,
eminding
them
that
the
first
word
of the
expression
s
capitalised.
Then
play
he
recording
or
students
o
follow
as a
model.
Have
hem practise
he expressions
everal
imes
until hey cansay hem naturally.
inally,
hecl<
hat
students
nderstand
he
meaning
y answering
questions
-c .
Answers
l.
Sorry,
my
mind's one
completely
lank.
2.
Wait,
t ' l l
come
o
me in
a
minure.
3.
Wait,
it's
on
the
tip
of my
tongue.
4.
Sorry,
can't
emember
off
the
top
of
my head.
a . 4 .
b . 2 . a n d
.
c . .
Have
students
ractise
he
conversations
n
2 Asking
questions
about
f i lms
in pairs.
Then
play
he
recording
o
that
they
can
hear
he
expressions.
ou
might
want
to tall<
bout
how
these
expressions
re said
almost
i l<e
ne
word,
with
each
word
being
inked
o
the
next.
This
kind
of
l inking
s most
noticeable
hen
a
word
ends
n
a
consonant
nd
he
one
next
o
it ends
n
a
vowel.
For
examole:
Who's
n
it?
v v
Where's
t on?
wnat'sjtjuoutz
Have
students
ractise
hese
questions,
rying
o
link
he
words
smoothly.
ext,get
the
students
n
pairs
o tal l<
about
some
ilms
hey've
een.
Remind
hem
that
they
can
respond
with
any
of the
expressions
rom
3
An d
when
you
can't
answer
when
hey
cant
remember
the
details.
$#,4
Film
vocabulary
You
could
lead
nto
this
tasl<
by
writing
the
word
film
on
the
board
and
elicit ing
r
providing
few
interestrng
adjectives
e.g.
epic, ow-budget,
lock-and-whire)
nd
noun
co
ocations
(film
+
6u11,
rew,
ritic,
estivol).
o
th e
exercise,
tudents
an
worl<
n pairs,
sing
heir
dictionaries
hen
necessary.
sk
questions
syou
checl<
their
answers,
o generate
onnected
anguage.
or
examPte:
Canyou
e//me
some
other
omous
directors?
Whot
e/se
do
governments
on? books,
demonstrations)
Why
else
might
they
cut
port
of a
fitm?
Remind
tudents
o add
he
expressions
hey ind
useful
to
their
notebooks.
97
Pronunciation
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16 F i lms nd e lev i s i on
Answers
l. director 2.
banned 3.stars
4. special ffects 5. cut
6. dubbed 7. dialogue
8. soundtrack
9. plot
|0.
ending
I l .
set | 2.scene
You might need
o explain coupleof
the expressions:
.
lf a dialogues sharpand
witty,
t is both clever
and
funny.
.
lf
a
plot
hos otsof twistsand turns, he
story has ots
of unexpected
events.
Thesequestions rovide
a
personalisedollow-up o
5 Film
vocabulary and consolidatehe
meaning f the
new vocabulary. o
the exercise
n pairsor small
groups.
Here are some urther
questions ou mightge t
students o answer:
Do youknowof any ilms hot hovebeenbonnedn your
country?
Why?
Do you
ogreewith the decision?
Do
you
ever
go
ond
see
o
film
just
because
t stors
your
fovourite
octorloc'tressr becouset
is
by
your
fovourite
direaor?
Who'syour
fovourite
directoror octorlactress?Why?
How important s the
plot
of o
film
to
you?
Con
you
think
of
o
film
thot had o
great
plot
in the beginning ut
was o
let-down
by the ending?
k .
- i . y
ri '#*fl i i ' f*.*; i
*..q
#&"1ffi
efore
vou
read
@ -
Lead n to the reading
ext by
discussinghese
questions
as
a class.Then refer students o the
photo
from
Robocop
n
page
13.Ask if
anyone
ecogniseshis
science iction film
about a
prototype law-enforcing
robot
that
goes
out of control and causes
avoc.
Robo
from robot
and cop rom copper slang
or police
officer.)Ask if
anyonehasseen he film
and if they lilced
it and whether
they thought it was very violent.
Explain
hat the article the studentsare
going
o
read s
about
when
Robocop
as shown on British
TV Ask them
to read
he article to find
out
the answers o the three
questions.
When
they've inished
eading,hey can
discussheir answers n
oairs.
Answers
l. Because
oo muchviolence
ad been
cut.
2. lt ruined
he
fi lm. t
was
difficult o follow he plot.
3. MaryWhitehouse
et up the
National iewers'an d
Listeners'Association
NVLA)
n the latesixt ies
o
protest
against ex and violenceon TV. The NVLA
feels
hat cutting he violen ce rom a film
ik e
Robocops good for societyas a whole,and hat
the people
who complain ed re
ust
hinkingabout
themselves.
Real
English
Bad
anguage r
swearwords are
often
avoided
n
English
ourses,
ut
are common n real-life
conversation.
owever, ith the increasingncidence f
swear
words in films,newspapers nd even on BBC
television,
hich s renowned or highstandards nd
quality
programming,
t is important hat students re
familiarwith swearwords and heir common
substitutes,
uch as
fuck
(when written) or the
f-word
when
spol<en.t is also useful o know how to report
how
somebody
swore
at you: He
told
me
to
f-off.
You
might like
to ask f strong swearwords are common
in
fi lms, elevision
nd
papers
n the students' wn
culture(s)
nd
how people eel
about his.Remind
students
hat using anguageike his can causeoffence,
and f
they use t with people hey dont know, hey do
risk
offendinghem.
Students
hould ry to complete he summarywithout
referring
bacl<o the text. They can hen reread he
article o confi rm heir answers. emind
hem to add
these
collocationso their notebooks.
Answers
l. strongpublic
eaction
2. local
elevision tation
3. follow
the
plot
4. classic
xample
5. cl imate
6.
violence
rll
98
While
you
read
(TV
Robocop
not
violent
enough
for viewers)
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Give
students
ime
to
do this
exercise
n
their own
before
hey
discuss
t in pairs.
Alternatively,
fter
students
o
it on
their
own,
et them
mingle,rying
o
find
he
student
with
the
views
closest o
their own.
You
might
want
to
teach
someexpressions
hich show
strong
disagreement
as
ong
as students
ealise
hat
theseexpressions re strong ):
Thot's
ridiculous
Thot's
rubbish.
Whot
o lood
of rubbish
Ihot's
ust
not
true.
Oh,
come
on
And
of
course,
ome
expressions
or
agreeing:
That's
ue, actuolly.
I agree
with
hot
.. .
Students
ould
choose
one
of the statements
-6
to
write about for homework.
i
'i:l*
li {o.i r r
.d&'r
F 4,:.::
i"i*l
f
.i
H
.#
*:ff':
If:'Hf
ffi@
Past
perfect
simple
This
exercise ocuses
on
how the past per{ect
s often
used
when
we want
to
connect
an action n
the past
with
another
earlier
action,
he
earlieraction
being
n
the past
per-fect.
f
it helps
your
students, ou
can
represent
his relationship ith a timelineon the board.
Students
an
work
on this
exercise ndividually
hile
you
wall<
round
checlcing
nswers. oint
out
that the
contracted
orm
/U s
common
n spoken
English.
elect
a few
students
o
read
heir
sentenceso
the class.
Write
these
wo patterns
on
the board:
IA never
..
before.
IA ...
once
efore.
Encourage
tudents
o copy
hem in
their notebool<s
along
with a few
examples
rom
this
page.
Tell
hem to
review
he explanation
of
the past perfect
n
the
Grammar
commentary,G26
Pest perfect
simple
on page165when hey have inished.
Answers
Probable
nswers:
2. l 'd
never
made
a speech
3. I'd
never
met
them
4.
I'd never
hadirried
r
5.
Hed
been
marr ied
6. Theyd
died
n
7.
We'd
just
had
8. ld
never
actually
lown
16
Fi lms
nd e lev is ion
In
the personalisati on
ask,
ome
of the
sentences
il l
obviously
ot apply
o
the students,
ut ask
hem
to
invent
a way to
complete
hem or
tell them
to ignore
them
and
thinl<
of
two or
three different
ones
themselves.
ut
students
n pairs
o have
brief
conversations
bout
their statements.
elect
a student
to givean example irst:
Student:
A
neverhad
prowns
until
went
to a Chinese
restouronL
Teocher:
nd
did
you
like
hem?
Studentr
No,
not reolly.
Teocher:
Why not?
Student
Well, ve
never
eolly iked
seofood
nd
thrs
wesno
exception.
i#*
*m#,##,
s*
+*
**,ry
@ffi
l've
heard
t's reallygood
These
conversations
re about
films
hat
the speal<ers
havent
seen,
ut are
hinking
aboutgoing
o see.
point
out
to
students
hat
a lot
of the highlighted
anguage
could
alsobe
used
o talk
about other
things
ha t
people
are thinl<ing
f
seeing,
eading
r even
buying.
Once
students
ave inished
he reordering
ask, ead
the
conversations
ut
loud
so they
can hear
how
th e
expressions
ound,
articularly
he intonation atterns.
Students
an
hen practise
eading
he
conversations
n
Darrs.
Answers
Conversation
: |
b. 2.
a. 3. c
4. d.
Conversation
: |
a. 2.
c. 3.
b. 4. d.
Conversat ion
: | d .
2.b.
3.
a. 4.
e. 5.c.
One
approach
o
this reer
practice
s
to
put
students n
threes,
with
the
third
person
istening
or
the
highlighted
expressions
nd awarding
point
or each
expression
they
hear.
The
winner
hen
becomes
he listener/scorer
and
so on.
99
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16 F i lms nd e lev is ion
ffi
Television ocabulary
This
exercise ocuses
on severalwords
and collocations
connected
with television. tudents oulddo this
exercise
n their
own, using dictionarywhen
necessary
nd hen
comparingheir answers
n pairs.
You
may need o explain
hat the BBCstands or the
BritishBroadcosting
orporotion
nd /fV stands
or
IndependntTeleyision.avestudentsunderl ne
expressions
nd collocations
n the text and add hem
to their notebool<s.
Answers
l. remote
2. channel
3. advertisements
.
aerials
5. digital/cabl e
.
cable/digital
.
documentaries
8. series
Students
ould answer
hese
questions
ither
n
small
groups
or as a whole
class.Point out switch he e/evision
offand give
some
other examplesof thingswe can
switch
n and off(fights,vocuum
leoner,he news).
ffi
Rudi"n.",
Students
maywant an
explicitdefinition
or
these erms:
.
Spectotors
re the people
watchinga live sporting
event.
.
Fons re peoplewho follow a certain band or
suPPort
sPorts
eam.
.
A congregotion
s in a church.
.
An
oudiences
usuallyat a live performance
opera,
plays,
iveTV shows).
'
OnJookers
re people
who see somethinghappening,
l ikean
accident.
.
Viewers
re
people
watchingTV.
Note:
Hakkinen s
a Finnish ormula racedriver.
Answers
L
audience 2.
congregation
3.
ans 4.
viewers
5. spectators
6.
on-lookers
-,i
:i ^.
r
LJSdi l
Iaf f l f , r r&I
ffi-ffi
Mixed conditionals
Students
i l l
probably
e familiarwith the three
traditional
conditionalstructures.Here, however, hey
are ntroduced
o
an
examole
f a'mixed condit ional ' .
Remindstudentsof the article on Robocop nd hen let
them think
about the differencebetween wouldbe and
wouldhove
been.Mal<e ure they see hat wouldhave
expresses
n imaginary
r hypothetical
past
result,
whereas
wouldexpresses n imaginary r hypothetical
present
result.
Have
he students
work on the sentences-6
individually
eforecheckingheir answers.
ou
may
need
to explain
hat in o
(terrible)
totedescribes he
poor
conditionof
something
e.g.
he country, he roads )or
someone
e.g. ou,
my father). Ask students o come up
with things hat might prompt
someone o say he
country s in o
terrible stote.
Answers
Present
maginary
esulc2, 3, 5, 6
Past
maginaryesulc 1,4
Students
an now think of who the people
being
discussed
n
l-6 might be. They dont have
o come up
with actual
names,
ust
somethingike
hese:
He's
probobly
orneonewho
convinced
im
to stayon ot
schooL
Shemust
be some kind
of
politicion.
While checking
he answerso
the sent ences - | 2,
make
sure students
use he contracted orm
'd
where
appropriate.
You might need
o explain
a
few
exPressrons:
.
The
money
you
receive
rom the state or a private
company
when
you
retire
from
work
is
calledo
pension.
or example: t
whot ogedo you
stort
getting
a
pension
n your
country?
.
Federico
ell ini
was an ltalian ilm
director.His films
includeLo
Stodo and Lo DolceVito.
. TheDorkAges s a reference o the time in European
history
after he collapse
f the RomanEmpire.
f
you
saysomeoneor
a
group
of
people
are still iving
in
the Dark Ages,t meansyou
think they live
or think
in
an uncivil ised r
uncultured ay.
00
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Answers
7.
I'd
never
havegone
8.
I
wouldnt
have
ha d
9.
you
wouldnt
be getting
10.
I'd
never
have
got
into
I l.
we'd
sti l l
be l iving
n
the Darl<Ages
12.
nothingwould have onewrong,we d still be
married
After
students
have
inished
writing
five
sentences
bout
people
who
influenced
heir l i fe
or
their
counrry,
nd
talked
about
them
to
a
partner,
choose
a few
examples
to put
on
the
board.
You
might
want
to give
some
personal
examples
i st.
ffi
speating
Thisspeakingask provides notheropportunity o us e
the
mixed
conditional
tructure.
Make
sure
stucenm
know
who
these
people
are
and
what they
are
famous
for.
Write
a few patterns
on
the
board
to help:
lf it
hadn't
been
or
...
,
(*")
wouldn't
..
If
it hodn't
been
or
...
,
(we)'d
still...
...
had
a
enormouslconsideroblelinfluence
n
the
worldlsociety.
16
Fi lms
nd e iev is ion
Answers
Possible
entences:
lf i t
hadn't
been
orThomas
Edison,
he
electric
ight
bulb
and
he gramophone
ouldnt
have
been
invented.
lf i t
hadnt
been
or
Elvis,
ock'n'roll
would
never
have
become
so popular.
l f i t
hadn
been
or
Mikhail
Gorbachev,
he
Soviet
Union
would
still
exist.
lf
it
hadnt
been
orAlbert
Einstein,
e
wouldnt
have
nuclear
weapons.
lf
it
hadnt
been
or
Marie
Curie,
mil l ions
more
peopte
would
die
of disease
very year.
lf
i t
hadn
been
or
George
Bush,
he
United
Nations
would
sti l l
be influential.
l f
it hadnt
been
or
Gandhi,
ndia
wouldn't
have
gained
its
independence
hen
t did.
lf i t
hadnt
been
or
MotherTeresa,
ife
would
be
much
worse or thousands
f people
n
Calcutta.
1 0 1
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Answers
l .
b . 2 . a .
i#ii
Multiple
choice
ffisffil
ixed
onditionals,wsh t'd.,.
The
exercises ere
can be usedas
a
quiz.4
Speaking
and
6
Look
back
and check: Recommending,
however, re better doneas a discussionn pairs.
t4*o*s{
# #$fr
enses
Answers
l.
I went 2. I'veplayed
3. Have
you
beenstayingn
4. 've
aslced5. must've
een
6.
I 've
been rying
7. Did yo u
speak
8. must be 9. I haven 't
ee n
10. hadn' t one
Answers
l.
lt 's not
worth the entrance
ee
2. get
a
life
3. he's
not exactly
4.
a sore point
5.
that reminds
me
6. I
haven't
een
you
for ages
Answers
|
e .
2. h. 3.b.
4.
g.
5. . 6.c. 7.
a. 8.d .
9.
m.
10. .
|
|
n. 12. <. |
3.o. 14.p. | 5.
.
t 6 . .
Answers
I . e . 2 .a . 3 .d . 4 .b . 5 .g . 6 .c . 7 . f .
ffii
raio,.n,
Answers
l .
d . 2 . h .
J,'. , t l
[ lg1
can
vou
remember?
F;ffiFJ
fi
-
Answers
will vary.
Answers
| c . 2 .a . 3 . . 4 .b . 5 .d . 6 .e .
ffi#M
onversation
Answers
l . a . 2 . d . 3 . f .
4 . e . 5 . c .
6 . b
,*-"...)
l iffi
look
back
and check:Recommending
Answers
will vary.
Expressions
Collocations
Speaking
Answers
wil l vary.
2
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Review:
nits13-1
ffi
Vocabulary
uiz
Answers
will
vary.
Learner
advice:
The
authors
speak
Answers
l.
No.
t means
ou
cant
see he purpose
of i t .
2.
They
look
for
motives.
3.
lt makes
you
cry.
4. Answerswil l vary.Possibilitiesre:muscles,
something
made
of stone,
ld
bread.
5. Yes.
6.
In the
future/in
space.
7.
Answers
will
vary.Possibilities
re:
a relationship,
an
argument,
n i l lness.
8. Answers
will
vary.
Possibilities
re:cucumbers,
ontons.
9.
No.They
decide
f the
fi lm is
suitableor
different
age
groups,
etc.,
and maybe
cut
parts
or even
ban
the whole
film.
10. No.
I L
A
still life
is
a
painting
of
objects.
A
porrrait
is
a
t2.
t 3 .
14 .
t 5 .
16 .
painting
f a
person.
It
means
over-the-toD.
In
the past,
sually
100years
ago
or more.
No.
You've
known
them for
a long
ime.
Answers
will vary.
Possibilities
re: iot,
accident,
Iot
of damage/suffering/harmiproblems.
The
word
p/ot
s
used
specif ically
hen
alking
about
the
events
n a
book, a play
or
a
film,
so it
is
a more
specific
use
han the
more general
word
story.
17.
You ind
hem
in your
l i fe.
18.
No. You
are saying
ou
think it's
OK for
them
to
do
something.
19.
Yes.
20.
lt
was made
n
Hollywood.
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Unit
overview
General topic
Problems
nd
changes
n
cit ies.
Dialogue
Chris
and
Claire
give
heir
views
on a local
raffic
problem.
Language
input
.
Driving
vocabulary:
okeo
wrong
urn,
slam
on the
brokes,
tc.
'
Makingsuggesrions:
t'd
be more
useful
f
they
buitt
o
multi-storey,
tc.
.
Expressions
or giving
pinions
nd disagreeing;
I think
it's
o
great
ideo,
Yes,
ut don't
forget
hot
...
,
etc.
City
vocabula
y:
cosmopolitan,
nner
city, tc.
The passive:
he
streets
re
never
cleanedound
here.
Impersonal
hey:
They
hould
o
something
bout t.
Animal
idioms:
do
oll the
donkey
ork etc.
Language
strip
Have
students
hoose
any
expressions
hey ind
interesting
nd,
on
their
own, ind
out more
about
them.
n
a later
class,
sk hem
to
share he
informauon.
For
a small
group
activity,
sk
hem
to choose
hree
expressions
nd
come
up with
a situation
hat
might
prompt
someone
o
say
hem.
Alternatively,
sl<hem
to find
expressions
ontaining
t
(e.g.
t'so mojor
ssue)
or
thot (e.g.
hot
would
be
far
better)
and suggest
what
those
words
refer
o. You
might
need
o explain
ome
of the
following
xpressions:
.
S/eepingolicemen
n British
English
efers
o the
speed umps n the road that help to slow rraffic
down.
'
l f
you
describe
place
as crozy,you're
ayingt's
crowded.
For
example:
wouldn't o
into
he
ctry
centre
odoy.
t's
uazy
there
on the weekend.
.
lf you
add
ull
stop
o an
opinion, ou
ar e
strengthening
t
by
implying
here is no
discussion
about
t.
Remind
tudents
o record
any
of the
expressions
ha t
they
ike
n
their
notebooks.
Lead
in
Use
he photographs
n page
20
to lead
n to
the
topic of traffic problems.Ask if
students
<now
what the
people
n
the
top picture
do. (They
are
raffic
wardens,
who
in
the UK put
parking
ickets
on illegally
arl<ed
cars.)
sk
who
does
he equivalent
ob
in
the students'
countr ies,
nd what
exactly
hey
do. Here
are some
further
auestions:
Hos onyone
ad
o
porking
icket?
ow
much
did
you
hove
to
poy?
Do you
think
speed
humps
are
useful?Do
they eolly
work?
Before
ool<ing
t the list,
asl<
he students
what
sort of
traffic
problems
hey have
n
their
own towns
or
cit ies.
Then put
them
into
smallgroups
and
asl<
hem to
list as
many
solutions
o
trafficproblems
s
hey
can hinl<
f.
Then
get
them
to compare
heir
l ists
with
the list n
th e
Coursebool<.
heck
hat students
nderstand
he
words
and expressions.
ou
may
need
o explain
hat occident
b/ock
pots
re places
where
a lot of
accidents
end
to
occur.
Point
out
the Real
English
note
on s/eeping
policemen.
here
are a lot
of
useful
ollocations
n the
list
to point
out to
students:
nsto//
peed
omeras,
occident
block
spots, uiet
streets,
n-street
orking
(as
opposed
o parking
n
car parl<s),
edestrionise
he
moin
shopping
reo,
provide
better
public
ronsport,
on oll
cors
from
he
town
centre,
ouble
he
number
of,
o one-woy
system.
Before
pairs
of students
iscuss
he
list,
write
some
sentence
tarters
on
the board
o helo:
Ihe
best
way
o
deol
with offic
problems
ould
be
to ...
Thotwouldn'teallyworkbecouse..
Thot
would
be
o woste
f
time
becouse
..
I think
t
mightlwould
e better
o
.. .
Collect
he four
solutions
with
the highest
riority
ro m
eachgroup
and
write
them
on
the board.
Then
as a
class,
ork
out
which
approach
o improving
raffic
problems
s
the
most popular.
- , ; -
?
i :
j J ' :
]
4
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While you
listen
(More
sleeping
Introduce
he
listening
asl<
y
setting
he
scene.
Have
students
ead
he
two
questions
nd
hen
play
he
recording,
malcing
ure
they
cover
the
text.
They
can
then
discuss
heir
answers
n
oairs.
Answers
l.
The
speed
of
cars;
pedestrian
rossing
n the
wrong
place;
oo
many
cars
parl<ed
ear
he
crossrng.
2.
Move
he
crossing
nd put
sleeping
olicemen
r
speed
ameras
n
the
road
o slow
he traffic
down.
With
a partner,
tudents
ee
f they
can ill
in
the
first
two
or
three
gaps
n
the
conversation
rom
memory.
Play
he
recording
gainor them to fi l l in the rest of th e
missing
ords.
Pause
he
recording
o they
have
ime
ro
write
in
what
they
hear.
inally,
lay
he
recording
gain
with
students
istening
hile
reading
he
tapescript
n
page
155.
he
missing
ords
are
highlighted.
efer
students
o
the
two
Real
English
notes
on I
meon
and
penolty
oints.
ncourage
tudents
o underline
ny
expressions
n
the
conversation
hat
they ind
nteresting
and
o
record
hem
in
their
notebooks.
*.**J
+'H
Driving
vocabulary
e#4 ;s
v
One way of exploiting his text is to askstudents o
close
heir
Coursebool<s,
nd
write
the
missing
ords
in
the
list
on the
board.
Then
read
he text
stopping
r
each
blanl<.
tudents
hen
write
down
the
phrase
including
he
word
from
the
list.
or
example,
d
taken
wrong
urning,
n
a piece
of paper.
They
can
hen
compare
heir
answers
with
a partner.
inally,
ney
ca n
follow
n
their
Coursebooks
s you
read
he
text
a
second
ime
with
the
answers.
emind
tudents
o
transfer
hese
expressions
o
their
notebooks.
Answers
l. turning
2. direction
3,
U-turn
4.
one-way
treet
5.
headlights
. bralces
7.pull
over
g.
petrol
The
collocations
re :
l.
tal<e
wrong
urning
2. go
in
the
wrong
direction
3.
do
a
U-turn
4. go
down
a
one-way
street
5.
slam
on the
brakes
5.
run
out
of petrol
l 7
Cars
nd
ci t ies
ffiffi
peaking
This
exercise
ives
tudents
ractice
n
using
ome
of
the
vocabulary
rom
3
Driving
vocabulary.Tall<
bout
any
personal
xperiences
irst,
encouraging
he
class
o
asl< ou
questions.
tudents
an
hen
alk
about
he
questions
n
small
troups.
you
might
want
to give
he m
of
a
listof ways o describe riving onditions. or
examole:
heovyllight
roffic
It's
murder
finding
somewhere
o
pork
You're
oking
your
life
into
your
own
hands.
#: ; r
. r i ;
i : : r f
The
second
ondit ional
tructure
s
often
used
o mare
suggestions.The
uggestion
f
what
to do
follows
f,
Have
students
ead
he
example
and
then
get
them
to
match
-4
to
a-d
to
mal<e
hort
dialogues.
hile
checl<ing
heir
answers
xplain
hat
if
we describe
raffic
as
obso/ute
hoos,
e're
saying
hat
the
driving
ondit ions
are very
bad
because
f
so
many
cars,
and
that
o
multi-
storey
s short
for
o
multi-storey
or
pork.
Answers
l .
d .
2 . b .
3 .a .
4 .
c .
For
the
second
roup
of sentences,
ou
might
need
o
explain
hat
in
manyplaces
n Britain
here
are
closed
circuit
elevisions.
sk
if
this
s
he
case
n
students'
countries.
Answers
5.g.
5.
h.
7. f .
8.
e.
' * r * r : r
1
ffi
Sentence
tarters
Have
students
nderl ine
he
sentence
tarters
n
th e
eight
short
dialogues
n
I Second
condit ionals
fo r
mal<ing
suggestions
each
expression
ccurs
wice
_
and
hen
write
them
out
in
the
space
rovided.
ach
f
these
expressions
eeds
o
be learned
s
a single
te m
of
vocabulary,
o
say
each
one,paying
articular
attention
o
the
contractions.
Have
students
epear
them
chorally
nd
ndividually
nti l
hey
cansay
ne m
fluently.
ne
way
o
practise
hem
is
to
write
rnem
on
the
board
and gradually
rase
more
and
more
woros,
seeing
f
students
an
still remember
he
expressions.
Second
ondit ionals
or
making
suqqest ions
105
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17
Cars nd
cit ies
Answers
l . l td be more
useful
f . . .
2. What would
be
really
great s i f
.. .
3. I think
it'd be a really
good dea
f ...
4. lt'd be
(far)
better
il ...
Students an
now read
he eight
short
dialogues
n
I Second conditionals
for making
suggestions
n
pairs.When
they have inished,
et them
to work
with
another
partner making ther
suggestions
bout
he
problems.Give an example
irst
so that
they
can see
how to
do this.
For example:
A; This own'sdeod
ot night,
sn't t?
B: ltt not exoalyTimes
Squore
t'd be
for
better
f there
wereo
few
morecof6s
ond bars.
Finally,
efer students
o the Grammar
commentary,
G28 Second
condit ionals
for
making
suggestions
on
page
| 66.
#
$r*g
$'#,fl;ffih
* ry
ffi
collocations
Lead n to
this exercise
by referring
back
o
the
expression
t'd be o reolly
ood deo.Ask
students
or
other adjectiveshat could be used o describe deo e.g.
bqd,brilliont,greot).
ou can hen
explain
hat
this
exercise
will
give hem more
practice
with
collocations,
aswell as
providing ome
more expressions
or talking
about heir
viewson
things.f
you have
ime,
you
might
see f the
students an
use heir
dictionaries
o find
wo
more
verb and/or adiective
ollocations
or
each
noun.
Good
monolingual
ictionaries
sually
ontain
uc h
collocations
n the
example entences
or the
headword.
Answers
l.
(a)
difficult
(question) 2. strong
(views) 3. ackle
(that problem) 4. raises
the question
of) 5.
cause
(problems) 6.
(a)
malor
(issue)
7. different
views)
8. avoid
the
ssue)
Students hould
ecord he
individual
ollocations
e.g.
difficult
uestion,
trong
iews) s
well
as he whole
sentences
ecause
hese are complete
expressions
hat
they can
earnand
use n other
situations.
ave
small
groupsdiscusshe
questions t
the end
of the
exercise
for further
practice
with these
collocations.
This exercise
givesseveralways
o
introduce
a
personal
opinion.Say
he expressions
or the
students
nd ask
them to mark
which
words
receive he
main
stress.
They can hen
practise
ayinghem
themselves.
how
how theseexpressions
ould
work
in a
few examples:
A: Whot do
you
think
about this
deo of
pubs
being
ollowed
to open or twenty-four ours?
B: Personally,think
it's brilliant
A: Hove
you heard hey're
going
o
bon smoking
n buses?
B: As
for
os
I'm
concerned,they
an
ban smoking
everywhere
For
the pair work
activity,
ou might
need o
point
out
the
kilt,
as
worn by
Scottish
men,
n the
photo. To
help
in the discussion,
each he
expression
t's
a
good dea n
theory, ut in
practice
..
and
give an example:
One car
per
family
s o
good
deo
n theory,but
in
practice
it'll
never
work
becouse
ublic
ransDort
sn't relioble
enough.
Before
you
do this
exercise,
ive students
ime
to look
through he language
n the
previousexercises,
nd
perhaps
also
ook through
their own
notebooks.
You
could also create
a
gap-fillexercise
by writing
the
expressions
ou want the
students
o revise
on the
board,but leaving
ut
the occasional
ord
and hen
asking tudents
o complete
he whole
expression.
or
example:
What ... be reolly.. is f .
Thot's
...
guestiono
...
Usegapwords which
are
airlyeasy
o remember;this
s
an activity o
jog
the memory,
not
to test students.
Before
you
begin
he role
play, xplain
he
following:
'
A colleogue
s someone
you
work
with.
.
If
a bank
s old-foshioned,
ts working
conditions
and
ideasare what
used
o be normal
in the
Past
but
are
no longerso.
.
A network ystem
efers
o how computers
n many
businessesre ypicallyinked ogether o allow
'
sharing f
filesand
resources.
Then
divide he class
nto
groupsof three
if possible.
et
the scene
by tel l ing hem
that they
are having
drink
after work
and are discussing
he
things hat
they are
not happy bout.
Write
the opening
entence
n the
board for the
first person o
start with:
Youknow,
just
con't
believehot
we're still
using hose
computers
..
The others
oin
in and hey
all makesuggestions
n
improving he situationbeforeone of them raises he
next
problem
on
the l ist and
so on.
Personal
p in ions
106
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1-/
Cars
nd
cit ies
Encourage
tudents
o
use
he
expressions
uring
he
activity
by
walking
around
he
class
and
eeding
n
appropriate
expressions
where
students
are
having
difficulty.
Give
feedback
on
how
the groups
performed
and
hen
ask
hem
to
do
the
role play
again,
utt ing
your
feedback
nto
practice.
The
final
question
ould
be
discussed
sa
whole
class
activity.Give students wo minutes o think about the
question
nd
hen
let
individuals
ho have
omething
o
say
ell
the
class.
This
exercise
ntroduces
ome
expressions
sed
or
disagreeing.
ave
ndividuals
ut
the
words
in
the right
order,
eminding
hem
that
the
first
word
in
each
expression
s
capitalised.Then
lay
he recording
o thar
students
an
check
heir
answers
nd hear
he
pronunciation.
ave
hem
practise
aying
he
exPresstons.
Before
getting
pairs
o
disagree
with
the
statements,
ive
an
example
of
how
the
conversation
might
go:
A:
Ihere's
too
much
sport
onTV,
sn,t
here?
B;
Yes,
ut
don't
forget.
lot
of
people
octually
ike
wotching
it.
A:
But
do
you
really
hink
so
mony
people
ike
watching
colf?
For
the
second
stage,
ractise
he intonation
of
Oh,yes,
I
know
whatyou
meon
(agreeing)
n
contrast
o
yes,
/
knowwhotyoumean, ut ... (disagreeing).gain, ou
could
give
an
example
irst:
A:
There's
oo
much
sport
on TV, sn't
here?
B:
Oh yes,
know
whatyou
mean.
con't
believe
ow
much
gof
there
s.
Answers
l.
Well,
agree
up
to
a
point,
but ...
2.
Yes,
l<now
what you
mean,
Dut
..
3.
Yes,
ut
don't
you
thinl<
hat
.. .
4.
Yes,
ut
don't
forget
hat
.. .
ffi
talking
bout
ities
This
exercise
ives
tudents
ome
waysof
describing
different
inds
and
parts
of
cit ies.
ead
n
by describing
couple
of cit ies
hat
you
know.
Try
to use
some
of the
vocabulary
n the
box
so
that
students
have
some
exposure
o
the
words
before
hey
do
the
exercise.
ou
might
want
to
explain
hat
every
notionolity
nder
he
sun
is
an
idiomatic
xpression
mphasising
hat
there
s a
wide
variety
of
nationalities,
edsits
re flats
with
just
one room, andmedievolefers o
the historical
period
of
the
Middle
Ages
rom
about
the
eleventh
century
ro rne
mid
fifteenth
century.
Refer
students
o
the
Real
English
note
for
inner
city
and
the
alternative
ity
centre.
Answers
l.
capital
2. ndustrial
3.
cosmopolitan
4. nner
city
5. historic
6. shanty
owns
7.
centre
g.
overcrowded
ffi
speaking
Havestudents iscusshesequestionsn smalltroups.
You
could
write
some patterns
n the
board
o
help:
...
is
the
most
historiclcosmopoliton
ity ,ve
been
o in
my
life.
...
is
heavily
ndustriolised
severely
veroowded.
u
;
ifj.#
.U
;**:
f:r*
t^:
:
f
Ask if the studentshaveever heardof the famous
English
own
of Brighton
and
f they
can
ell you
anything
bout
t.
Give
hem
some
more
information:
Brighton
s
a
popular
seoside
own
on
the
south
coast.obout
fifty
miles
south
of London.
t
hos
o lot
of visitors,
o
it has
o
Iot
of restourants,
ors
ond
clubs.
The
ctub
scene
s
one
of
the
/ive/iest
utside
London.
Mony
people
have
heord
of
Brighton
ecouse
f Grohom
Green's
novel,,Brighton
ock,.
Lots
of
buildings
ove
recently
been
modernised
r hove
changed
heir
use.
n
porticulor,severo/
onks
have
now
become
estourants
r
bars.
Ask
if
the
students'
own
cities
have
undergone
any
major
changes
ecently
such
as
more
caf6s,
more
pedestrian
areas
or
more
trendy
bars.
Explain
hat
trendy
means
ashionable/popular.
ou
can
wear
trendy
clothes,
it
can
be
trendy
o
do something,
ou
can
also
describe
people
as
rendy.
Go
over
the
two
example
senrences
and practise
he
pronunciation
f
the patterns:
/ t
used
o
be a
. . .
/t's
been
urned
nto
a
.. .
Do
the
first
passive
entence
ogether
in
class,
nen
put
students
n
pairs
or
numbers
-4 .
Answers
l.
lt
used
o
be
an
estate
agent's.
t's
been
urned
into
a restaurant.
2. l t
used
o
be
an insurance
ffice.
t 's
been
urned
into
a trendy
bar.
3.
lt
used
o
be
a bank.
tt
been
urned
nto
a fish
an d
chip
restaurant.
4.
lt
used
o
be
a public
oilet.
t 's
been
urned
nto
a
sandwich
ar.
Disagreeing
107
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17 Cars nd
ct t tes
For the
personalisation
questions
at the
end
of the
exercise,
go
over the
addit ional
patterns
and
Pract ise
them. Give some
examples
of a
place hat
you know
first before
havingstudents
worl<
in small
SrouPs.
Encourage
students to
give their
opin ions
of
th e
changes.
"*.^.1
ie-;sd rammarcheck
Talce ne
of the examples
rom I
The
passive,
tt been
turned
ntoa video hop,
o illustrate
how
and why
passivesre used. irst
asl<he class
f they
know
wh o
turned
he banl<nto a video
shop,
e.g. ome builders?
the owner?)
andwhether he
speal<er
ants
o focus
on
those peopleor
on the fact hat
the bank
s now
a video
shop.Explain hat
because he
speal<er
ants
to focus
on the latter,
a
passive
s used
n
preference
o an active.
We alsouse
a
passive
hen
he
doer of
the action
s
unknown. or
example:
My wallet's eensto/en.
We can
usea
passive
hen he
doer is
understood
y
the listener:
We'vebeen
giveno
Poy
rise.
In the sentences
n this exercise,
he
doer
of the
action
is
a
group of nameless
eople, nd
so
caneither
be
expressed
ith theyor
by a
passive.The
hoice
of a
passive
ould
show hat
the speaker
wants
o
focus
more on the
result han on the
peopledoing
he action.
When students
ave
inishedhe
exercise,
ave
he m
read he Grammar commentary,G29 The passive
on
page
56 .
Answers
l. An
old bomb'sbeen
ound
n the
town
centre.
7. The HighStreet's
eenclosed.
3. The swimming
ool's
being
leaned
oday.
4. A multi-storey
ar
parl<'s eing
built.
5.
The rubbish
s collected
nWednesdays.
6. The streetsare
nevercleaned
ound
here.
7. That restaurantwas closeddown lastyear.
8. Ratswere
found
n the kitchen.
9.
The
toiletswere
still being
leaned
hen
th e
Queen
arrived.
10. The roadwas
being epaired
ll
astweel<.
I l. A new
airport's
going o be built.
12. The street
ighting's
oing o be
improved.
13. Something
hould
be done
about
all he
lit ter.
14. A zebracrossing
hould
be
put there.
The focushere
s on the
useof
the names
f animals
n
several
diomatic
expressions.
nlike
zebro
crossing,
he
reason
or the choice
of animal
s sometimes
ather
obscure.
When students
ave inished
ompleting
he
sentences
-8,
have hem record
he
idioms
hat they
lil<en their
notebool<s,
longwith
an appropriate
translation.
Answers
l. dogs 2. horse 3.
donl<ey
. ish 5.
cat 6. cows
7. sheep 8.
goose
You
mayneed o explain
l i t t le
more about
some
of
these dioms:
.
lf a
place
s
going o the dogs,
t is
becoming
ess
popular
and
sn'tas
good as t was
n the
past. ou
can also all<about
the country
goingo the dogs.
.
l f
you
describe
omeone
s o bit of
a dork
horse,
ou
are surprised y
something
hey
havedone
or can
do because
reviously ou didn't
cnowmuch
about
them.
.
lf
you
do
oll the donkey
work,you
do the more
diff icult
part
of a
job
that
requires
hysical
abour.
.
lf
you
feel
ikea
fish
out
of woter,
ou feel
uncomfortable
ecause
ou
are
n an
unfamiliar
situation.
.
lf
you
let the cot out
of the bag
you
reveala secret.
.
lf you saysomeone
coulddo something
ntil he
cows
comehome,they oulddo it for a very long ime if
they had he
chance.
.
lf you are considered
he block
sheep f
the
fomily,
you do things
differently
rom other
people
n the
family.t often
mplies hat
what
you do is
considered
bad.
.
lf
you
say hat
you were
sent on
o wild
goose hose,
you
are complaining
hat
you wasted
a lot
of time
lool<ingor something
ecause
ou were
given
misleadingnformation
bout
where
t was.Possibly,
it doesn't
evenexist
Photo opportunity
The cartoonof the
blacl< heep
of the
family ould
be
used o remind
students bout
mal<ing
ote cards
with
a
picture
on one side
and he
idiomatic xpression,
translation
nd an example
f
it used n context
on the
other.The
note cards
ould be used
or review
n a
later
class.
ld ioms
ocus
08
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tg
Language strip
Have
students
hoose
any
expressions
hey ind
interesting
nd,
on
their
own,
ind out
more
abour
them.
n
a later
class,
sl<
hem
to share
he
information.
For
a small
group
activity,
sl<hem
to find
expressions
you
can
say
o
someone
who is
annoyed
e.g.
Colm
down).
You
can
also
ask
hem
to
find
exDressions
ith
it
(e.g.
t
reolly
bugs
ne)
or thot
(e.g.
wishhe
wouldn't
do
thct)
and
suggest
what
it
and
hot refer
to.
you
might
need
o
explain
ome
of
the
following
expressions:
.
lf
something
eally
bugs ou,
t really
annoysyou.
For
example:
t reallybugsme when peopleput their feet
uD
on
the
seots
n
buses.
'
lf you
go
on
obout
something,you
<eep
n
complaining
bout
something.
or
example:
wish
people
wouldn't
keep going
on about
the
weather
all
the
time.
.
You
would
say
That's
he lost
hing
need
o
complain
when you
hear
about
something
hat
has
happened
or
that
you
need
o do
when you
have
other
things
to
worry
about
as well.
For
example:
The
tost
hing
need
ot the
moment
s
onother
hing going
wrong
with
the house.
.
ff
something
mokes
our
blood
bojl,
t
makesyou
very
annoyed.
or
example:
t
really
makes
my blood
boil o
thinkof oll the money heyspend n weapons.
Remind
students
o record
any
of
the
expressions
hat
they
ike
n their
notebool<s.
Lead
in
One
way
o
lead
n
to the
topic
of annoying
hings
s
to
ask
each
student
o
write
on a piece
of paper
one
thing
that
really
annoys
hem.
Write
one yourself
oo .
Collect
all
he
slips
of paper,
mix
them
all
up,
and
deal
out
one
slip per
student.
Everyone
hould
hen go
aroundasking he question So, re you the onewho's
reolly
onnoyed
y ...
? until
they find
the person
who
wrote
their
slip.
Once
he person
has
been
ound,
students
an
sit down.
You
can
hen
explain
hat
in this
unit,
hey
will learn
how
to
talk
and
complain
bout
things
hat
annoy
hem.
. ' r ' ,
.
'l
."1
fil:j
Jft *
iH*H
Before you
read
Start by asking
he class
o look
up
the
word
sticky n
their
dictionaries.
raw
attention
o
how
in the
expressions
ticky
ituotion
nd
sticky
roblem,sticky
means
diffrcult
Then,
ask
students
o look
at the
photograph
nd
ask f
the
scene
f
all
he
chewing um
stains
ooks
amiliar.
ee
f
they
can
herefore
explain
he
pun
n
the
tit le
of
the
reading
ext.
you
can
hen
discuss
the
questions
s
a class.
ou
may
need
o
explain
hat
tackle
a
problem
means
ry
to
deal
with
o
problem.
ou
can
also
ockle
on issue.
ncourage
tudents
o
make
suggestions
ith
some
of
the
second
onditional
structures
rom
the previous
nit.For
example:
ItU be o reollygood deo f they just bannedt altogether.
**J
ffi
While you
read
A
sticky
problem)
Explain
o
students
hat
they
are
going
o read
an
article
on how
two
places
ave
ackled
his problem
and
hey
are
to
decide
which
way
they
like
best.
Have
hem
discuss
heir
ideas
n pairs.
Encourage
hem
to
use
some
of
the
expressions
rom
the previous
nit
or
expressing
their
views.
For
example:
I
think
it's
b lli
ntl
i
diculou
.
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18
Annoyingh ings
eFl#Comprehension heck
Get
students
n pairs
o try to
recall he expressions
from
the text to correct the sentences.
ell hem
not to
worry
about
hose
hey cant remember.
When they've
done as muchas hey
can, et them
reread he text to
confirmor correct heir answers. s
you go through
the answers, sl<
few
questions
o
generatemore
connected anguage.or example:
Do you
know ony
fomous
people
who
have hod
foce
lifts?
What
other
nouns
ouldwe useofter'flooded ith'?
cheop
imports,
enquiries)
What has
hiscountry anned he importing f?
Whot
ore someotherwordswe con usebefore'penolty'?
(the
deoth
penolty,
he moximum
penalty)
Whot is onother
olicy
hat hasbeeno
greot
success?
What
political
hings
can be
lifted? sonctions,estrictions)
Remind tudents o
add
hese
collocations,
nd any
other expressionshey ind useful rom the article, o
their noteboolcs.
Answers
l. The town recentlyunderwenta f I million ace-lift.
2. The
councilhavebeen loodedwith comolaints.
3. Singapore anned
he importingof
chewing
um .
4. There are severe
enalties
or breal<ing
he
anti-chewing um aw.
5. The
policy
hasbeen
a
greatsuccess.
6. The banwill be partiallyif ted.
Get the
students nto small
groups
o
discusshese
questions.
gain,
ou
mightwant to write some
of the
expressionsor giving
pinions, greeing nd
disagreeing
from the previous
nit on the board.
Start
off by aslcinghe class
what
isnt
going
o
put
up with
any
moremeans n the exampl e theyare
going
o start
doing
something bout t). Then
get
students o
complete
he matching xercise.
While
going
hrough
the answer s, hecl<
hat they understand
he meaning f
the
phrasal
erbsby
paraphrasing
he sentence.
or
examPre:
get
owoy
with
such
owful service
provide
o
bod
service, ut
hove
no negative
onsequencess
o result f it
goes
on obout her silly ittle
problems
=
keepscomploining
obout
her
problems,
hichoren'tveryserious
Answers
l . d . 2 .
e .
3 . . 4 .b . 5 .a .
Read
he sentences,slcinghe stude nts o
listen or
which part
of the
phrasal
erb
you
are stressing efore
having
he class
ractise
eading he sent ences
o
each
other in pairs.You may need
o explain hat
ust
lookot
the stoteof it means ookat what o bod conditiont is n.
You
can also say Lookat the stdtewe'relyou'ren.
The next
task
provides
studentswith two extra
contexts
or eachof these ohrasal erbs.Havestudents
worl< ndi vidually eforecomparingheir
answers
n
Dats.
Answers
6a.end up
6b.end up
7a.put
up with
7b.put
up with
8a.
get
away
with 8b.
get
awaywith 9a.messup
9b.messup |0a.goingon about | 0b.goingon about
Tellstudents
o
go
bacl< nd underline he exp ressions,
noticing
he patterns erbs
occur
n.
Write the
patterns
on the board:
end up
+
-ing
form
put
up with
'r
noun
+
-ing
form
get owoy
with
+
noun
firess
Up
+
noun
going
n obouthow
+
c/ouse
Encourage
tudents o
record
hese
patterns
alongwith
someof the examplesrom the exercise. or example:
If
(something
oesn't hongelimprove),|'moing o end up
going
mod.
How con you
put
up with
him
treoting
you
like hat?
if I
thought could
get
awoy with it
get
owoy
with murder
ask
how manyof the'death-
related'
xpressionshey remember rom Unit I l)
Use
he
questions
t the end
of
the exerciseo
reinforce
ome
of the exoressions.
This exercise
ses he
phrasal
erb
put
up with o
introduce
he topic of complain ing,hich s the focusof
the ne xt few
exercises. irstasl< tudents, itheras a
class, r in groups
of two or three, o saywhether hey
would
comolain n thesesituations r no t. Write t he
following
xpressions n the
boardand encourage
students
o use hem during
he
discussion:
I
probobly
wouldn't
soy
onything.
lH comploin
mmediately.
lA
just
put
up with it,l think.
I'm not surewhot woulddo.
It debends
n the
situotion.
' r
r ; i
;
, r :
:
: : " i .
-J * .
I
Speaking
Speaking
1 0
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Next,
asl<
tudents
n pairs
o
choose
our
of
th e
situations
and
write
what
they
would
say
f they
did
complain.
elp
students,
upplying
he expressions
ne y
need
o
complain
ppropriately,
nd
conduct
a
general
class
eedback
n
which
expressions
o use
n tnese
situations.
hese
mini-dialogues
ould
orm
the
basis
or
short
role plays
t
the
end
of
the lesson,
r at
the start
of
the
next
one,
o
recycle
anguage
rom
the unit.
#x*
r*g
ff
*,#t
*isr*,s*
It is
often
useful
or
students
o see
how grammatical
structures
work
within
a functional
ontext,
o here
he
focus
s on
how
the
structure
waslwere
oing
o
can be
used
o complain
bout
hings
hat were
contrary
o
our
expectations.
ead
n by
asking
he
class
whether
they
have
ever
been
on
a holiday
where
hings
didn't
turn out the way hey hadexpected.Afteristeningo
any
stories,
explain
hat
they
are going
o read
about
a
holiday
rom
hell.
Have
students
suggest
what
things
could
go
wrong
on
an organised
oliday.
hen
have
them
read
he three
examples.
sk
them
to
tell
you
th e
patterns
hat
they
notice
and
write
them
on
the board:
I
thought
..
woslwere
oing
o ...
but .
. . .
soid
. . woslwere
oing
o . . .
but
. .
Then
have
tudents
omplete
he
sentences
-9 ,
reminding
hem
that 7-9
require
a
passive.
fter
gorng
through
heir
answers,
ncourage
tudents
o record
these patternsand a few of the examplesrom this
exercise,
r the
personalised
nes n
the next,
n
their
notebooks.
Answers
l.
were going
o
stay
2.
was going
o
be
3.
was going
o
be
4.
was going
o
be
5.
was going
o
have
5.
were going
o
have
7. were going o be met
8.
were
going
o
be changed
9.
were
going
o be
tal<en
18 Annoying
h ings
This
exercise ersonalises
nd
consolidates
he
structure
introduced
n
I
Was/were
going
to.
Have
students
worl<
alone
completing
he
sentences
-5
before
having
hem
tet
together
with a partner
to
share
and
explain
heir
answers.
Have
a few
students
ead
out
their
sentences
efore
allcing
bout
any
of
your
own
personal xperiences.
efer
students
o the
Real
Engf
sh
note
on hoircutlhairdo
nd
hoving our
hoir
done.
Ask
them
what
else
s involved
n
having
our
hair
done
(e.g.
oving perm,hoving
ightights).
his
might
be
a
good
time
to review
he
hairstyle
ocabulary
rom
Unit
I l.Ask
students
o
describe
he
hairdos
n the
photographs
on page
| 29.
Answers
Possible
nswers:
l.
I
thought
t
was going
o be
a little
bit
curly,
ut
th is s r id iculous.
2.
I
thought
wasgoing
o
lose
weight
quickly,
ut
I
ended
up gaining
eight
nstead.
3.
I
thought
t
wasgoing
o
be reliable,
ut
I 'vehad
so
many
problems
wirh
it .
4.
I
thought
it
was going
o
be a comedy,
ut
it
was
more
li lce
thriller.
5.
I thought
t
was going
o be
on at
ten
o'clocl<,
ut
they'd
changed
t to
eleven.
You
can
ollow
up
by
asking
students
or
any
other
real-
l i feexperienceshey canshare, emindinghem to ad d
time
expressions
here
necessary.
or
example:
Lost
Monday
thought
wos going
o be |ote
or
my
Engtish
class,
ut
I wosn't.
When
I
was younger,
olwoys
hought
wos going
o be
rich
ond
amous,
ut
now
'm
just
a teocher.
Remind
tudents
o review
his
structure
n the
Grammar
commentary,
G30Was/were
going
to
on
Page
: t . 1 " * :
, . . .
. { . .
, i j 5 . . t f . : t r . J f . : " ' r * . . 1 ; i . : ; " : i L f . l
-P
;a
s:
;
;j
.j
"_d
..*
J;j
;-a:+:
t 5j
J
J
,g*ffi
omplaining
bout
hings
fi
'
-
Either
have
students
ill
in the
gaps
n
both
conversations
traight
away,
r
have
hem
listen
o
each
conversation
wice
with their
Coursebool<s
losed
before
il l ing
n
the
answers.
Was/were
going
to
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18 Annoying
h ings
Answers
l . Complaining about
a meal
l. lt would've
beenOK
if
that
was
he only
problem,
but
2. And then, o top
the whole
hingoff,
3. they made
t soundas f
2. Complaining about a situation
l. I 've
got a bit of a
problemwith
2. I mean,he last hing
need
3. I wish hey wouldn't
Practise ayinghe
individual
hrases efore
getting
students nto
pairs
o
practise he conversa tions.
Remind hem
to soundannoyed
Give
another
example
of the
ost hing need o help
students
understand
how
this expression
s used:
I've
been
workinghard oll doy
and I'm
exhousted
he /ost
thing need s to comehomeand find hot oll our relotions
ore
here.
A similarexpression
o And o toP
he whole
hing ff,
..
is And o makemottersworse.
..
Allow students ime to
think of what
they
want to
say
and o review he language
hey need
o say
t. You
might
want
them to write their
complaints
o
begin
with and o do the tasl<wo
or three
imes, ach
ime
relying ess
on their notes.Provide
he
following
example o
give studentsan idea
of what
you want:
I went round o
Liz's
ploce
ost
night.She
made t sound
os
if it wos
really close o the town
centre, ut
I
got
totolly
ost.
Firstof oll, took
the wrong urning
off the
motorwoy,hen
I
went
up o one-woy treet he
wrongway.
The
mop was
useless.
In
the second
part of this exercise,
tudents
ole-play
situation rom their
own experience.
efer
hem to
the
Real English note on
get t off
yourchest.
sl<whether
they tend to
get
things ff their
chest
or to keep
hings
bottled p. A fun way to extend this activity s to havea
complaining nock-out
competition.
sk for
tw o
volunteers. hey each
havea turn
to complain
n front
of the class
sing ne of the situations.
he class
decides ho the best
comolainer
s. The winner
he n
hasanothen urn to
complain bout
another
situation,
competing gainsthe
next volunteer
and so on.
This
continues
ntil all volunteers
avehada turn
complaining
nd havebeen
cnoclced
ut except
he one
remaining
tudent, ho is he
bestcomplainer.
ffi
lt
really rives
memad
This exercisealces
his anguage
reaa step
urther and
introduces number
of expressions
hat are
ypical
responses hen
peopleare complaining
o us.See
f
students anwork
out the
meaning f
the idiom t
really
drivesme
mod.Can hey hinl<
f anyother
similar
expressions?
lt
drivesme up the
woll.)
Complete he first
dialogueogether
as an example.
sl<
students or another
word for bug
annoy),andother
(worry)
before referring
hem to the
Real English
note
on page 3 . Then
play
he
recording
nd e t students
checl<heir answers.
ext, hey can
practise he sho rt
dialoguesn pairs.Encouragehem
to l<eep
he
conversation
oing.Ask students
which wo expressions
sound more sympathetic
Don't
worry
and /tt
not the end
of the world,
Don't let t
getyou
down).
You
may need to
explain
hat
if
you
are shortJisted
or
o
ob,you
have
been
chosen o be in the
finalgroup of
people rom which
the successfulpplicant ill be chosen.
Answers
l. things ike hat
don't reallybother
me
2. lt 's not the end
of the world
3. don't let i t
get you down
4. there'snothing
ou can do a bout
t
Use he photo to as l< tudents f this sort of thing can
be seen n their
own towns or
cit ies,why
it happens nd
if i t
annoys hem
or not. You could
alsoasl<hem
to tell
you
about
the dirtiest/cleanest
ity they have
ever been
to.
Would
they
prefer
to
live n a dirty, but
livelycity,or
a clean, ut culturally
ead, ity?
Read
hrough
he things
n the list l-7 with
the
students, el ping hem
with the meaning f
an y
unfamiliar
ocabulary.
ave hem think about
he l ist
or
a few minutes efore
discussinghe
items n
pairs. ind
out
what
the cla ss hinks
are he most annoying
hings
in the list and ollow up with
a whole-class
iscussion
about how to
prevent
hese hings rom
happening.
sk
students f there are any
other annoying
hings hat
they
have o
put
up with.
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**--J
ffiffi
Free
ractice
This
exercise
ractises
ome
more
complaining
expressions.
odel
and
practise
he pronunciation
f
these
expressions,
specially
he stress
nd
ntonation
patterns.
Then
students
can
complete
he sentence
starters.
f
any
of
them
need
help,
efer them
to tne
pictures
or
some
deas.
Before
hey go
around
complainingo other people n the class,emind he m
or
elicit
from
them
what
they
can say
f they
want
to
agree.
For
example:
Oh,l
know
whotyou
mean.
It's
o
poin
in
the neck,
sn't
t?
It
bugs
me,
too.
-***-J
ffiffi
More
expressions
ith
bother
Bother
ccurs
n
several
xpressions
ommon
n
spoken
English.
ave
students
work
in pairs
matching
he
two
halves
f
the dialogues.
hen
have hem go
back
and
underline achexpression ith bother. sk if tnere are
any
expressions
where
bother
doesnt
mean
worry.
Where
does
bother
mean
rouble?Oh,it's
no
bother
t
o/L)
Where
does
t
mean
nterrupt?
Sorry
o
bother
ou.)
Which
expression
means
don't
feel
ike
oing
something?.
(l
con't
be
bothered.)
hich
expressions
mean Don,t
noke
the
effort
to do
something?
l
wouldn't
bother
f I
were
you,
Why
bother?)
Practise
he
pronunciation
f
the
phrases
nd hen
have
students
memorise
he
expressions.
hey
can hen
test
each
other.
Remind
students
o record
these
expressionsn their notebooks longwith a translation.
18
Annoying
h ings
Answers
|
.
2.g.
3.a.
4.h.
5.
d.
6.e. 7.b.
8.c.
The
idioms
here
describe
roblem
situations.
av e
studentsworl< n pairsusing heir dictionaries ne n
necessary.
he
meaning
f
the idioms
should
be
clear
from
the
dialogues,
ut
having
tudents
come
up
with
other
examples
elps
einforce
heir
understanding.
Answers
l.
Yes, oor
guy.
t 's
a
vicious
ircle, sn't
t?
2.
lt's
a Catch
22
situation,
sn't t?
3.
Yes,
nd
that's
ust
the
tip
of the iceberg.
4.
lt 's
a bit
of
a mixed
blessing,
sn't t?
Have
students
discuss
his
with a partner.
you
could give
them
an
example
based
on your
own
experrences
o ger
them
started.
ld ioms
Speaking
113
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r9
Unit overview
General
topic
Plans,
opesand
aspirations.
Dialogue
Racheland
Nicl< alk about
their
plans
after leaving
colfege.
Reading
Max s
dreading
meeting omeonehe met in an
online
chat room
because e's
been
a
little
'economical
with the truth'.
Language input
.
Starting
with
whofi What I reallyneed o do rs ...
;
Whot I was
hinking f is
...
.
.
Expressions
o
talk
about future plans:
cont see
myselfs'taying
here
or
much longer,
just
toke things
os
they
come,
tc.
.
Sentence
tarters
or talkingabout specific
plans:
I
might ry
ond
..
,l
reolly
wont o .,.
,
etc.
.
Sentence
adverbs:
bosicolly,eolisticolly,
deolly,etc.
.
Expressions
o tall<about plansusing f if oll
else
fails,
f
oll
goes
we//,etc.
Language
strip
Have
students
hooseany
expressionshey ind
interesting
nd,
n their own,
ind out more about
them.
n a later
class, sl<hem to
share
he informatron.
For
a small
group
activity, sl<
hem to find expressions
that
could answer
he
question
Whot ore
your
plons
for
the
uture?lhen
asl<
hem to chooseany
expressions
they
hink they
mightactually
ay hemselves nd
explain
heir choices.
ou might
need o explain ome
of
the fol lowing
expressions:
. lf you'rehoppydoingwhotyou're oing, ou are
satisfied
with your
life/job/familyife,etc.
as
t
currently
s.For example:
don't
plan
on looking
or
onother
ob;
'm hoppy
doingwhot 'm doing.
.
lf
you
hoven'tgot
a
clue,
ou
haveno ldea about the
answer o
a
question.
or
example:
A:
Whot ore you going
o write obout?
B: Hoven't got
o
clue
.
You
sayJust o itto
tell someone o sto p thinking
about
whether something
s a good deaor not
an d
to
just
do it.
For example:
Don't worryabouthow
much he
course osts.Just
o t/
'
lf you
just
toke
hingsos theycome,
ou
are easy-
going
and don't
worry aboutwhat problemsmight
occur
n the future.
For example:'m not
toobothered
obout
what 'll
be doing n
five
yeors'time.l'll
ust
oke
things
os they
come.
You use
f oll else
oils
o say
hat
you
will do
something
s he last es ort.For
example:f oll else
foils, 'll movebock n with my porents.
lf
someone
wonts o change he
world, hey are
idealist ic
n their
wish o makea big
contribution o
changing
ociety.For
example:When
wos
younger,
used
o think
couldchonge he world.Now 'm
moreof
o
pessimist.
lf you
sayyou're n
a rut,you feel
hat
you
are doing
the
same hing
everydayand
hat there are no
prospects
or
any change o make
hings better.For
example:
feel
ike 'm
stuck n o rut ot
work.
Remind
tudents
o record
anyof the expressions
ha t
they ilce n their noteboolcs.
Lead
in
You
can
ead n to
this unit by asking
ome
general
questions
bout h e future.
Write the questions
n the
board
and explain
what they mean f necessary.
ere are
some
examDles:
Whot
do you
see
yourse/ves
oing n
five
yeors?
Whot
do you
see me doing n
five
yeors?
Do you
worryabout
whot the
future
holds?
Do you
toke
thingsos they
comeor do
you
like o
plon
aheod?
- J ;
* " ; , : * ' f
' - ' . i "
'
,#
*ul.ml
ptimistic
about
the future?
Beforegetting
students
o agree
or disagreewith
the
statements,
sl<
f they thinl<
he world is generally
better
or
worse
place
oday
than it was
when they were
children.
hen
have hem
lool< t the
statements
individually
efore hey
explain heir ideas
o a
partner.
After
they have
ompleted
he definition
f an optimist
anda pessimist,
hey cango
bacl< nd marl<
he
statements
s
beingeither pessimistic
r optimistic.
Finish
ff by aslcing
hether
studenrs re generally
opt imists
r
pessimists.
Answers
An
optimist
s someone
who always
hinlcshe gl ass s
half
ul l ,
while a pessimist
lways
hinl<st's half
empty.
Optimistic
statements:
,
3,6,
Pessimistic
tatements:
,4,
5, 7
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Speaking
To introduce
his
asl<
ou
could brainstorm
om e
general
hingspeople
are
optimistic nd pessimistic
about.
Write
the ideas
n the
board, djusting
he
language
here
necessary.
hen get
the students
o
discuss
he questions
n smallgroups,
sing he
board
for
ideas
f needed.
When they have
inished, elect
a
few students o give heir thoughts and develop his into
a
class iscussion.
Photo
opportunity
You
could
use he photograph
at the bottom
of page
|
32 to
extend
he discussion.
he person
n the
photo
gave
up
his
ob
to live n
trees for many
months
o
protest
against
he cutting
down
of trees.Find out if
anyone
has been
nvolved
n any protest
action
troups.
Ask
students
o name
someprotestgroups
or
organisations
e.g.
Greenpeace,Animal
iberation
ront,
Amnesty
nternational).
sk if
srudentshink these ypes
of groups
really
make
he
world a better place,
r
whether
anyone
belongs
o or
gives
money
o a
particular
troup.
ffi
While
you
listen
Now
you're
alking )
W { '
Set
he
sceneby
reading
he introduction
ogether.
Then
get
students
o read
hrough the gappec
statements
-4 about
Rachel
and Nick
before
you play
the recording.
lay
he recording
nce all
he way
through
and
ask
students
o
iust
o l isten.
Mal<e ure
they cover the text. Ask them to discusshe answers
with
a
partner.
Play he
recording
again,
ausing
o that
they have
ime
to fill in
the
gaps
ogether.
Answers
l.
Nick's
hinking
about
doingan art
course, ut it
depends
n
his results.
2.
Hed like
o do
a French
ourse n Paris,
ut he
probably
won't have
enoughmoney.
3. Rachelwants
o learn
o drive and
buy a car.
4.
lf shecan
ind
a
good
ob,
hen she'llstay
where
she s.Otherwise, he' l lprobably o
back
o
Glasgow.
Let
students ead
he
conversation
o see how many
gaps
hey
can ill
in from
memory.Play
he recording
againwith
pauses
o
that they
can hear and
write down
exactly
what was
said. inally,lay
he recording
gain
with
students
istening
hile reading
he
tapescript n
page
56.The
missingwords
re highl ighted
n blue.You
can
hen have
studentspractise
eading he
conversation
or parts
of i t
in
pairs.
You might
want to talk
about
several xpressionsn the conversation.ee f anyone
can explain
he
title Nowyou're
alkinglwhich also
comes
1
Youruture
at
the end
of the
conversation.
xplain
hat it is
said
when
someone
has
ust
suggested
omething
hat'svery
appealing.
efer
students
o the Real
English
note on
the
Aussies.
sk
a few students
f
their country
hasany
friendly
ivalry
with another
country
and f
so, f there s
an
offectionote
erm
they call
each other.
You
will
probably
need
o explain
on the
spur of the
moment.lf
someone
decides
o
do something
n the spur
of the
moment,
hey suddenly
ecide
o do it
without
any
planning.
or
example:
A: You
didn't
tell us
we were going
o hoye
c/oss n a
coffee
shop
odoy?
B; No,
just
decided
n the
sp1r of the moment.
This
discussion
robably
worl<s est
n
pairs
irst,
leading
o a
whole-class
iscussion
syou
selecta few
students
o
share heir
answers.
ffi
Vocabulary:
hrasal
erbs
with
up
Ask
students
f
they remember
ome
other phrasal
verbs
with upfrom
the last
unit. (e.g.
'm goingto
end up
hoving
..
,
completely
essed
p,
can't
put
up
with t any
more).
As you
are
checking
heir answers,ou
mayneed
to
explain ome
of
theseexpressions:
.
lf
someone
urnsup
out
of the b/ue, e/she
arrives
unexpectedly.
.
lf someone
ongs
p
on
you,they
ut
the
phone
down while you are speakingo them.
.
ff you
do
up
your
lot
a
bit,you ix things,
do some
decorating,
tc.
.
lf you
put
someone p
for
the night,you
ive
hem
somewhere
o
sleep n your
house.
Remind
tudents
hat they
canadd
he
phrasal
erbs
from
this
exercise
o their
notebooks
under he
heading
of
uD.
Answers
l.
turned
2.
hung 3. do
4. come
5. cheer
6. beat
7.
bottling
8.
put
Speaking
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Speaking
19 Your uture
Use hesequestions
o reinforce he expressions
rom
5 Vocabulary: Phr asal
verbs with up.
You canad d
additional uestions.
or example:
Tolkabou't time
whensomeone
ust
urnedup out of the
blue.
If o
telemorketer
hones
ou,
do
you
tolk to them
or do
you
justhongup?
How
couldwe do up
this c/ossroom,r thisschool?
If I came
o stoywith you,
wherewould
you
put
me up?
i i * . i . . . " , - . : - * ' " i
l" 11:
".#
fi
f H; if :
f
*
h
,'
*:cd
Startinq with
what
r e w t
These
expressions
re
very
common n spol<en nglish.
They have
he effect of focusing
attention on
what
comesnext. n more formal presentationsnd speeches,
they
often help o'buy
time' while he speal<er
s
thinking
about how
to
say
something. or example:
Whot I'm
going
o be tolking bout oday s ... .
Model h e three
example entencesor students,ett ing
them hearwhich
words are stressed. hen have hem
practise
ayinghe
expressionshemselves.ointout
th e
difference
between eollyneed
o,which expresses
hat it
is necessary;
ould eally ike
o, which expresses
hat you
want to do it;
and I wos
hinking f doing, hich
expresses
that i t is
something ou're
considering.
tudentsmay
wonder whether o shouldbe repeated ".9. ... is to get
owoy,
.. is to leorn
o drive).You can explain hat adding
to is
perfectly
acceptable
ut is not necessary.
Here
students
ut
the
whotexpressions
nto
more of
a
context.
Havestudents
work individuallynd
compare
their answers
n
pairs.
They
can hen
practise ayinghe
exoressions
o eachother.
Answers
l.
What I reallyneed
o do is
(to)
learn/startearning
Japanese.
2. What I'd really il<eo do is (to) buy a flat in the
next
coupleof
years.
3. What I really
need o do is
(to)
start saving.
4.
What I was hi nking
of doing s travelling round
India.
5. What
ld really i l<e
o do is
(to)
start a
family
as
soon as get
married.
6.
What I was hinl cing
f doing s
going
abroad or
Christmashis year.
When students ave inished,
raw heir attention o
several ollocations nd
expressionsn the
prompts:
n
the nextcouple
f
yeors,
esperotelyeed o, n the not-too-
distont
uture,
ds
soon
os (you) get
morried,
go
abroad.Add
other
related
collocations uch as n the distont
uture,in
the neor
uture.
emind tudents o add hese o
their
notebool<s.
Here
students
orm personalisedxamples
sing his
structure.
As they are doing he
exercise,
o
around,
helping
when necessary,specially
ith the word order.
Before
having tudents
hare heir ideaswith a
partner,
tel l
them how you
would complete hesesentences
yourself
nd
encouragehem to asl<
ou
questions. ell
them
o add hesemore personalised
xampleso their
noteboolcs.
efer hem to the
Grammar
commentary,
G3 | Starting
with whot on
page
166
to review
his
structure.
mr#d lans
or
the
future
This
exerciseocuses
n several xpressionso respond
to questions
boutyour future plans
n an unspecif ic
way.
Havestudents
omplete he sentences nd compare
their
answerswith a
Dartner. h en model he
expressions,aying
ttention
o the stressand
intonation
patterns.
Get students o repeat hem
after
you.
To help
students emember he
expressions,rite
the
words in
the box on the board
and hen ask
different
tudents
o try and recall he
whole
expressions
ithout
lool<ing t their Courseboolcs.et
them
to translate
heseexpressionsnto their own
ranguage.
The
short
dialogueseinforce
he meaning f the
expressions
y providing
ontexts.Once students ave
completed
he gaps,
hey shouldpractise eading
he
dialogues
n pairs.
You mayneed
o explain hat i f
yo u
are a laid-bock
ind of
person,you
taycalm and don't let
thingsworry you too much.Youshouldalsodrawyour
students'
ttention
o a coupleof commonquestions
n
these
dialogues:
So, owt
it oll
going?
So, re
you
stilloff to ...
?
: * ; 1 t . i l
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Answers
a. per{ecdy
happy
b. change
c. see myself
d.
wait and see
e.
take hings
f.
can't really
l. e. I
just
ake hingsas
hey come
2. b. My plans
hangeairly
often
3. c. I can't see
myselfstaying here for much longer
4. a. 'm perfectly
appy oing
what
I'm doing
5. d. ' l l
ust
have
o wait
and
see
what
happens
6. . I can't really
say
yet.
t all depends
Finish
ff by
aslcingtudents o
think
about
whether
they
would use,
r wou ld haveused n the
past,
nyof
theseexpressionshemselves.
The
sentence tarters here
are examples f more
specif ic
esponseso questions
bout uture
plans.
Explain
hat students hould ind
wo endings
or
each
sentence tarter.
When studentshave inishedand you
have
checked
heir answers,ell them to complete a few
of
the starters n
ways hat are true for them. Ask them
to share
heir ideas
with a
partner.
Also, draw students'
attention
to these
collocations:
ind
a new
ob,
going
ack
to university,spend bit more time with my girlfriend.
Answers
l. a new
ob/somewhere
icer
o
live
2. abroadlbacl<
o university
3. studying/with
y
girlfriend
4. my own country/where grew
up
5. the world/my
amily
6. house/south
7. reading/sport
8. to
buy a flatllor a DVD player
9.
a better laptop/a
new car
A fun
way or students
o
practise
hese'planning
structures' s
with a card game.You
will need hirty-six
small
cards.
.
Write each of
the exoressionsn the boxes onto
eighteen f the
cards.
.
Write two sets
of the nine sentence tarters on the
remaining
ighteen
ards.
.
Spreadhe
cardsout, acedown on a table.Th e
students it around he tableand ak e urns selecting
any wo cards
and seeing f they match o make a
complete'planning
tructure'as n the exercise
aDove.
1 Youruture
lf
they don't match,
hey
put
the cards
bacl<n the
same
place
and
he next personpicks
up cards.f the
cards do match,
he student says
he complete
expression,eeps
he cards, nd has
another
go .
The
winner s he
person
who coll ects he most
cards.
One
approach
o this discussion xercise
s o
get
students
o put l-6 in
order,from most
to
least
appealing.
hey
could hen
ustify
heir
choiceswith a
partner
or in
small
groups.
You could put
some useful
expressions
n the board:
lA
bve
o . . .
lA quite
ike
o ...
I
could mogine
workinglgoinglsoiling,
tc.
I could
see myselfworkinglgoing
oilingetc.
Thot's
not
my cup of teo, eolly.
Thot'snot my sort of thing, eolly.
Use he photographs
o help
explain nyof the items n
the list.
,$.i1,s.ft,
.,1
'n,,*,1
* # b ? ' # d d * s S t '
ffi
Before
ou
read
This
exerciseocusesmore
on the emotional
ideof the
future.
After students
complete he matching
ask,
get
them to talk about hei r hopes
and dreams n
pairs.
Draw
their
attention to several
of the collocationshere:
end up on my
own,unbearablyot,
backhome,maybeone
doy,
once
graduate.
Answers
l . b .
2 . a .
ff i
While
you
read
Economical
ith
ffi
the
truttrl)
Explain
o the class hat
they are
going
o read an e-mail
from
someone
who is dreading
omething. ou could
also
explain
hat the title, Economicol
ith he truthl is a
euphemism
or
not being otallyhonest,
asically,or
lying.
sk the
class o
predict
some possible
cenarios
based
on the title before
asking hem to read.
Speaking
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19
Your uture
Answers
Max is
dreadingmeeting
Foxy,
woman
he's
met in a
chat room,
because
e's old her
that
he's
older han
he
really s,
he'sgot
a
good
ob,
and hashisown flat n
town.
When students
have inished
eading
and haveanswered
the question, sl<hem to reread he articleand
underline
ny
nteresting
xpressions r collocations .
For
example:
concrete
lons
ever4hing's
bit up in the
oir
stuck
ot home
right
in the
centreof town
Get
students
o work in pairs
discussinghe
situation
Max hasput himself n, hen extend he discussiono
include
he topics
of cha t rooms
and being'economic al
with
the truth'.
You might
want to brainstorm list
of
situations
here not
beingentirelyhonest s perhaps
justifiable.
or the
writing ask
or the role
play, ive
he
class
list
of expressions
hat
could be useful:
It'syour
own
foult.
lH
just
not
showup.
Don't
worryabout
t ... it'll
be o bit of o laugh.
You're
bit shorter
han I wos
expecting.
You're
bit
young,
ren't you?
I
hoven't
been entirely
honest
with
you.
Con we stillbe friends?
This
exercise
ocuses
n'sentence
dverbs'- adverbs
that refer
to
a complete
statement ather than
a
verb,
adjective
r
other adverb.
The ones here
occur
frequently
n
conversations
bout uture plans. oint
ou t
that
the endings
of reolisticolly
nd
bosicolly re
generally
pronounced
kli/. Practise
he pronunciation
f al l he
words
before students
do
the matchingexercise.
Answers
l .
e . 2 .d .
3 .b . 4 .a .
5 .
c .
Max used
hopefully
nd basicolly
n his e,mail.
In the personalisati on
ask, iveyour
own exampl e or
number
I
beforestudents
omolete heir
sentences.
Walk
around
he class hecking
nd helping
hem with
anydifficulties,
specially ith
the form of
the verb after
tne sentence
tarter.
1 , ; * X . , o . ,
c i ' . d P
i i5j
i ; i j
#f
*,,*.. :
, ' ; l f
w#
if-
expressions
The various
tructures
hat
were discussedn
Unit
7 (/'/1,
going
o,
he present
ontinuous
nd he present
imple)
provide
ust
he
basis or talking
bout he future.
Students
lso
need
phrases
o express,or
example,
attitude,
certainty,
ncertainty,
nd contingency.
he
expressions
ere
all use f,
Have he class ract ise
aying
these
expressions
fter hey have
underlined
hem.
Then get
them to
sort the expressions
nto those
which
are
optimistic (if
all goes
well,if
everything
oes
occording
to plon)and hosewhich are pessimisticthe rest of the
expressions).
ou might
need o
tall< bout how
shou/d
can be used
o express
what you
expect o happen:
Sheshou/d
e here
by
five
or
sx this evening.
l'll
just
connect
hesebits and
hen t should
work.
Answers
L goes
2.goes
3. al ls 4. ai ls
5.
goes
6.
work
The
i[
expressions
re:
l .
i f a l lgoes
wel l
2.
if everything
oes
according
o
plan
3.
if that
falls hrough
4.
if all
else ails
5. i f
nothinggoes
wrong
5. if
that doesn't
worl<
Draw
students'
ttention
o
the Real English note
on
Touch
ood.
Ask
them for equival ent
xpressions
n their
own language.
ou
could all<
boutother
superstitions
concerning
ad ucl< e.9.
wall<ing nder adders,
smashing
mirror) as
well as superstitions
oncerning
good ucl<
e.g.
hrowing
saltover the
left shoulder,
crossingingers). xtend he discussiony aslcing
whether
students
ave ny personal
uperstitions,
i l<e
lucky
charm
or luckypiece
of clothing.
Speaking
Language
evelopment
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20
Unit
overview
General
topic
The
world
of worl<.
Reading
Worl<
and working
condit ions.
Reading
Two
casualworkers
win the
right
to the same
benefits s
ull-timeemployees.
Language
input
.
Vocabulary or
tall<ing bout worl< conditions: ick
poy,moternity eave, ontract,etc.
.
Expressions
ith workand
ob:
Youmade
o
really
good
ob
of
it, I've
been
up
to
my
e\/es
n work,
etc.
.
Questions
o asl< bout
someone's
ob:
How ore
things t
work?Whotore the
hours ike?
tc.
.
Vocabulary
o describea
boss:
Shet very
approochoble,
e spends
he whole ime slttlngot hr's
desk,etc.
.
Future continuous:
'llbe doingsomewark n
your
oree
tomorrow,
o
l'll
pop
n
ond soy hello.
Language
str ip
Have
students hoose
anyexpressionshey ind
interesting
nd, n their
own, ind out more about
them. n a later
class, sl<
hem to share he
information.
For a smallgroup
activity, sl<hem to find expressions
which are questions
e.g.Whot
o
you
do exoctly?)
nd
come up with possible
nswers, r to come up with
possible
uestions
hat prompt
some
of
the
expressions
as answers e.9.
t's
enougho
live
on).
You might
need o
explain
omeof
the
following
xpressions:
.
A
perk
ofthe
job
is
an extra benefit hat
you get
from your job. For example:Getting heopoir tickets
is
one of the
perks
of working
or
an oirline.
.
l f
you
describe
omeone s a realslove-driver,you
thinl< hey mal<e our
work reallyhard.For example:
l'm not too hoppy
obouthaving im as our new
monager.'ve
heardhe con be a bit of o slave-driver.
'
lf a
job
poyspeanuts,
he pay s
very
low. You can
use he
expressionf you
poypeonuts,you
et
monkeys
o say hat you wont get good quality
employees
f the payyou
offer
is low.
.
You
would probably
say t'senough o liveon if
someone sl<edou
about
your
salary.t shows hat
it's not too low but not that good either.For
example:
A: So,whot's
he
poy
likeat
your
new
ob?
B: lt's enough
o liveon.
.
lf
you
sayStress?You
on'tknow he meoning
f the
word,you
re mplyinghat the person eallydoesn't
have
a
job
with a lot of pressure . or
example:
A: I heor
Bob's
ot
o /ot of stressn his
new
ob.
B: Stress?
e doesn't now
he
meoning
f the word.
.
lf you
are rushed
ff
your
eet,
ou
are very busy.For
example: can't olk now;
'm rushed ff my
feet.
Remind tudentso recordany of th e expressionsha t
they ike n
their notebooks.
Lead
in
Ask
students f they remember
he expression orking
conditions,
hich hey met in
the
role play
n Unit 17.
Ask them
what sort of working
onditionsre important
to them and
write theseon the board.For
examole:
friendly
otmosphere
friendly
superiors
good
poy
You
can hen
go
straight
n to I What do
you
lool<
for in
a
job?
:::;'
:l
;
,ii*a;:*;
ri.,*ri
;;?
,ffii:i*l
hat
do
you
look for in
a
job?
:'JtrC'SI
'
Go
through he list, hecl<ing
hat students nderstand
the
expressions,or
example,flexi-time,ompony
ar
and
sick
oy.
sk individuals
o rank he ideas nd
o then
tall< bout hem with a partner. inish ff by discussing
the
list as a class
nd comingup with the five most
important
aspects f
a
job.
Pointout the following
collocations
n the exerciseor
students o record n
their notebooks:
wo k
flexi-time
from home
get
holidoylsick
oy
eorn
o
good
salory
stuck
behindo desk
do
something seful
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20
The
world
of work
S
Before
vou
read
This
exercise ives
tudents
ome more
expressions
connected
with
worl<ing
onditions.
et
them to
work
on
their
own
first,
and
hen
comDareheir
answers
n
pairs.
Encourage
tudents
o
use heir dictionaries.
sk
further
questions
hile
checking
he
answers. or
example:
ls
poternity
eovecommon n yourcountry?
Are
companies
egally
obliged
o give
moternity
eave?
Whot's
the income
ax rote
n your
country?
Are
here
industrial
ribunols
where
you
con
go
if you've
been
unfoi
ly
treoted
dismissed?
How
mony
weeks
poid
holidoy
s typicol
n
your
country?
Again,
here
are
many
useful
ollocations
ere or
students
o
underline
nd record:
toke
maternity
eave
gtven
o
proper
controct
get
sick
poy
income ox storts atlgoesup to
unfoirly
reoted
work
full-time
get
three
weeks'paid
olidoy
yeor
get
/ots
of
benefits
o compony
ension
p
ivate
heo th
insu o
n
ce
Answers
l.
maternity
eave
2. paid
holiday
3.
sicl<
ay
4.
Income
ax
5.
unfair ly
reated
6. ull-time
7.
contract
8. ots of benefits
Have
students
ead
about
casual
ork n the
introduction
nd
hen
ask
hem
to
giveyou
some
examples
(e.9.
working
n
o
bor,
picking
fruit,
stacking
supermorket
he/ves).
hen go
through
the
questions,
explaining
he
expressions
oke
their employers
o court,
and
the mplicotions
f
the decision
ell
students
o read
the
article o find he answerso the three questions.
They
can
hen discuss
heir
answers
n
pairs.
Answers
I.
Because
hey
were
denied
benefits
ormally
iven
to
full-time
workers.
2.
The
judge
decided
he
women
had
he right
o the
same
benefits
s he
other
employees.
3.
Other
casual
workers
can ight
for benefits
rom
their
employers
swell
as appeal
f they
are
sacked
unfairly.
Have
students
eread
he
text,
underlining,
sking
bout
and recording
ny
nteresting
xpressions
r
collocations.
or
example,
hey
may ind
he following:
magical
door-opening iece
of
poper,
ond
a
job,
be totally
ripped
off,
become
o little
bit toorhless,
ork
directly
or,
major
breakthrough.You
ay
need
o explain
hat
CV
stands
or
curriculum
rtoe,
hich is
a summary
of your
education
nd
work
experience
hat you
submit
when
you
apply or a job. Ask if students emember ne
expressions
Cotch
22 situotion
rom
the
previous
unit.
Have
students
iscuss
hesequestions
n
smallgroups.
Write
some
collocations
n the
board
o help
he m
express
heir
ideas:
treoted
+
foirly,
unfairly,
eolly
well,
with respect,
ike
a chitd,
like
port
of
the
fomily
the
money
wosgood,
ot
bod,terrible
6#
Vocabularv
ork
This
exercise
elps
extend
students'vocabulary
n the
topic
of
work
and
working
conditions.
ave
small
groups
come
up
with
ideas
before
hey
discuss
he
questions
s a
class. ou
could
also
develop
discussion
around
he
theme
of
trade
unions
by asl<ing
ow
influential
rade
unions
are n
the students'
country/countries,
hether
students
hinl<
nions
are a
good
idea,
etc.
Answers
Suggested
nswers:
l.
A
full-time
worker
works
a full
week;o
part-time
worker
works
only part
of
the
week; o
cosuol
orker
is
employed
nly
when
here
s
work
to be oone
and
may
work full-time
or part-time
during
ha t
per iod.
2.
People
et
socked
sually
hen
heir
work
or
behaviour
s
not good
enough
or
the
employer.
3. Cetting
ocked
appens
or
the reason
given
above.
Being
made
edundont
s
when
the company
educes
the
number
of
workers o savemoneyor because
there
s not
enough
work.
4.
On
your
CVyou
include
etails
f your
education,
work
experience,
nd
other
sl<il lselevant
o the
fieldyou
want
to
work in.
5. Answers
will vary,
ut
in
the UK
some
unions
ar e
UNISON
(public
ector
workers),TGWU
(transport
and general
worl<ers),
CWU
(communication
orkers)
and
NUT (teachers).
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#m$
*g',i*"m*,*#l
ru
,mry
You
could
ead n
by asking
tudents
o think of f ive
adjective
ollocations
each or the nouns
work and
ob,
andwrite
them
on the
board.For
example:
hord,
iring,
heovy,ight,
physicol
work
good,
bod,
decent,
oring,well-pa;4
+
1ob
Then
have tudents
work in pairs
on the
exercise, sing
a dictionary
o help.
Check
hat they understand
om e
of
the more
idiomatic
xpressions:
.
lf something
s
hord
work,it s difficult.
.
lf
you
mokea good
ob
out of something,ou
do the
iob
well.
.
You say t's
more
han my
job's
worth,if
someoneasks
you
to do
something
t
work which
you
are
no t
really
allowed
o do,
and
you
dont
want to take
the
risk of gettingcaught.
.
lf you
are up
to
your
eyesn work,you
are very
busy.
Answers
l.
work 2.
ob
3.
work 4.
ob
5.work
6.
ob
7.
ob
8.
work
Use
he questions
o providepractice
n
using ome of
the expressionsrom I Work or job?Have smallgroups
of students
ome
up
with some deas
nd hen have
them
share hese
with
the class
s a whole.
i;s:i,#r;
r*
g
ffi
Before ou
isten
Ask
students
o tell you
what eachof the
jobs
are n the
pictures
n
pages
40 and
|4 | Then
get
hem
to discuss
in pairswhether heywould ever i ke o do these obs,
what
the
iobs
nvolve,
nd
whether hey could do
them.
Refer
students
back
o the
expressions n page
38 in
Unit
5 for useful
xpressions.
Answers
a.a
joiner
(makes
wooden rames,
upboards
tc.)
b.
a smith
c. a chemist
d.
a
plumber
e.
a sculptor
f.
a street-sweeoer
20 Theworld
of work
ffi
While
ou
isten
Explain
o students
hat
they will hear
hree people
talking
about
heir
jobs.
Ask them
to listen or phrases
to help
hem
decide
what
ob
eachperson
does.Play he
recording
wice
beforehaving airs
discuss
heir
answers.
sk them
to recall
he expressions
hat helped
them
decide.
hen play
he recording
gain,
hile
students
ollow
the tapescript
on page
| 56.
Answers
l.
a chemist
(prepore
ll
the
prescriptions,
eepa
check
on oll the
drugs, ive
odvice o
people
who
come n
with
minor
problems,
el/ing
hingsover the
counter,
other times
feel
ike
o doctor)
2. a
joiner
(working
with
wood, urning
t into
something
usefu/)
3.
a street-sweeper
somebody's
ot
o
do it, f
you
dropped
something,
hey
ust
drop everything,ou
nome
it, 've picked t up, A neverwork indoors)
U
*r*6
s
fi#fu#*mry
ff i
How
are hings
at work?
ffi
There
are
many ypical
questions
and answers
or asking
and
alking
about
work. Thesequestion
nd answer
pairings
re
almost as ixed
as he
exchange:
A:
Hello,
how ore
you?
B:
Fine.
honks.
Students
hould
be encouraged
o learn
ypical
questions
nd answers
s
whole conversations.
n this
exercise,
here are
three answers
o match
o each
question.
Answers
l .
c . 2 .
d . 3 .
e . 4 .b .
5 .a .
After
students
have
done the
matching
exercise,
et
them
to cover
up the questions,
nd hen in pairs
ak e
turns
rying
o remember
he questions
sing
he
answers
as memory prompts.
Then have
students
practise
he questions
nd
answers
sa class, aying
attention
o stress
and intonation.
Start
off by letting
them
read
he
expressions
n the exercise,
nd hen
encourage
hem
to do it
from memory.
f students
are
all n
work, get
them to
walk around
he
class sking nd
answering
uestions
bout
heir
own
jobs,
using
s much
of the
language
rom
the exercise
s possible.You
an
finish
up by discussing
hether questions
bout how
much
someone
arnsare
appropriate
n their
country.
Speaking
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20
Theworld
of
work
ffi
note
tay
Explain
he
task and give
studentsa few minutes o
prepare
heir
answers.Then get
them to ask and
answer he questions
n
pairs.
Make t clear hat
students
hould nitially
se he questionsrom I How
are things
at work?
but they may hen go on
to ask
any
other questions
hey
can hi nl< f in order to
identifyhe job. After doing his, hey could move on to
anotherpartner
and repeat
he conversa tion sing he
same
ob.
To
make
his nto
a
game,
imit
he amountof t ime
(one
or two
minutes, epending
n level)before elling
students
o move
on to another partner.
Do this
several
imes, sking
hem
to note down the namean d
the
job
of each
partner.
No
job
names re revealed ntil
the end
when
points
are awarded or
correct
guesses.
Let
students ead
he
jolces
hile hey listen o the
recording.
Pause fter
eachone to allow students
o
react.
Help with a ny
comprehension
roblems.
o work
on
stress nd
pausing,
rite
the first
oke
on the board
and play
he recording.
ave
he class ell
you
where he
pauses
re and mark
hem with a slash /). Then play
he
recording
gain nd
asl< tudents o tell
you
which
words were
stressed
nd underline hem.Play he
second
ol<e
t least wice,
with studentsmarking
he
pauses
irst
and hen the
stress. hen go over the
answers.
Do
the same
with the third
jolce
before having
students ractise eadinghe jokes n pairs.
arH The ideal
boss
Asl< f
any students
are,or
ever havebeen,bosses.You
could
also ntroduce
he following
xpressions ndask
students
o record
hem:
I'm my
own boss.
I'm responsible
o ...
I'm responsible
or
.. .
Then
have
tudents hoose
wo endingsor
each
response. ou might need o explain omeof th e
following:
.
Someone
who is
domineering
r dictotoriolries to
control people
and order them
about.
.
Someone
who is opproochable
s fr iendly
and
easy
o
tall< o.
.
lf you get
on to
someone bout
something,you
frequently
ell
them to do it
-
in
a way hat annoys
them
Answers
l . . 2 .g .
3 .a .
4 .h . 5 .
c . 6 .b .
7 .
d . 8 .e .
Students
ho work
could hen ell
eachother a bit
about
heir
positions
n their
place
of
work. f
you
want
to,
you
could extend
he work on the
word bossby
giving
hem
expressions
il<e:
He bosses
e oround.
She
con be quite
bossy.
Give
students
a few minutes
o look through
the sixteen
sentences
n 4
The ideal boss
before ellinga partner
if any
of them
could be used
abouta boss hey
worl<
or
have
worked)
for.
Then asl<
argergroups
of three
or four students o
discuss
he
questions.
heckas a class
who students
think would
be the
bestboss, nd hen decide
wnat
special
oss-like
esponsibility
hey can have or
the rest
of the
class. inish
p by doing
somevocabulary
uilding
for the
names
of different cinds
f bosses.
Answers
The boss
of a school
s a head
eocher.
The
bossof
a
department
s
o manoger r head.
The
boss of a football
team is
a
monoger.
Other
namesof bosses
nclude
chief executivefficer,
director,
hief,commander
nd
general.
. ' i i
* 1 , * "
n . , F . . : ? e . , .
,; i: ,1f;
U
.#'i i l
' .r; lI ;*f
ffi
Future
ontinuous
The future
continuouss often
used o desc ribe
vents
in the future
that
we see as
beingalready ixed or
decided.
t
often mplies
hat we
see heseactions
s
part
of
a routine.
Maybe
good
example o illustrate
this is the
expression
We'll
be cruising t o height
of
30,000
eet
hat pilots
ypically
sewhen announcing
he
flightplan.
Note
that with
this meaning,he
verb does
not necessarily
ave o
be extended n time.
Fo r
examPre:
They'll e storting choo/his outumn.
I'll
be
going
ock o
apan.
Havestudents
o
the matching
askand checl<heir
answers.
Speaking
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Answers
l . e . 2 . f
3 .a . 4 .b .
5 .d . 6 . .
Ask
students
which action he
speakerseesas
more
important
the
one in the
so clause) nd which as he
bac(ground the
verb in
the future continuous orm).
Then
read he
Grammar commentary,G32 Future
continuous on page 166 ogether.Write the pattern l7
be
-ing,
o ... on
the board and ell students o record a
few examples
rom
this
page
n their notebooks.
ffi
Grammarn
context
This
exercise
ontextualiseshe earlierexpressions.
Answers
l. l ' l l
be
going
back
o
Japan
n the autumn, o l' l l try
and get you
a cheapWalkman,
hall ?
2. l' l l be doing
somework in your area omorrow so
l ' l l pop in
and sayhello f I get the
chance.
3. l ' l l
be writing my MA
thesisall summer, o
l ' l l
be
working n the library
a lot.
4. l ' l l
be
doing
a computer
course
n April,
so I'l l be
an exPert
on the Internet.
5.
l'll
be
going
down
to my dad'snext Saturday,o
don't
ry and
callme until Sunday ight.
6. l ' l l
be
passing
our front
door,so it' s no trouble
givingyou
a lift.
After
checking he
answers, tudentsshould
practise
he
short
dialogues
ith a
partner.
Remind hem to use he
contracted
orm /'ll
and
practise
his if necessary.
20 The
worldof work
This
is
a chance or students
o
put
some of the
language
rom this unit into practice.
Explain he task to
the students.
Remind
hem of the different anguage
hey
could
use rom the previous
unit
(e.g.
Whot I wos
thinking
f
doing
s
.
,
l might ry and
...
,lf
oll
goes
occording
o
plan)
as
well as rom this unit
(future
continuous, ork vocabulary). ive hem a few minutes
to
prepare
before etting
hem mingle.Note that the
examples
f the fut ure continuous
n this exercise
express
an action already n progress
at a certain ime in
the future (ten years
from
now): I'll be living n a huge
house.
Final ly
Assuming
ou
and
your
students
ave ompleted ll
twenty
units of Innovotions
pper-intermediote,
his
is the
time
to review he
success f the course and
give
students
dvice n how
to continue heir:English
learning
n their own. Here
are some of the questions
you
could
ask:
How
does his coursecomDare
with other courses
ou
hove
studied?
How
do
you
feel
your
spokenEnglish os mprovedT
How hos
his coursechanged our
ideosabout how English
is
learned?
Whot will you
do to continue our eorning?
123
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Answers
l . b .
2 . a . 3 . a .
4 . a . 5 . c . 6 . a . 7 . a . 8 .a .
ffi
Multiple
hoice
m#
Second
onditionals
The
exercises ere
can be usedas a quiz. Speaking
and 5 Look
back
and check More expressions
with bother,however, re better done as a disc ussionn
Answers
l. haven't
ixed 2.
was being edecorated 3. have o
be paid
4. hey'd
5. 'l l be seeing 6.was
going
o be
7. s going
o be built
8.
goes 9.
should've een
widened
10. ' l l be bacl<
Answers
wil l vary.
Expressions
Answers
l.
don't let
it
get you
down
2. I
l<nowwhat you
mean
3.
just
doing
what I 'm doing
4. i f
everything oes
accordingo plan
5. wait
and see
ffiffi|
ollocatlons
Answers
l . h .
2 . 1 . 3. b . 4 . a .
5 . g . 6 . c 7 . d . 8. e .
9 .
.
10 .
. I l . n . 12 .q .
13 . . 14 .1 . 15 . .
1 6 .m .
1 7 . p . 1 8 . .
Answers
l .
e . 2 .d .
3 .a . 4 . f .
5 .b . 6 .c .
ffi 'uio',
Answers
l . g .
2 .
e . 3 .a . 4 . i . 5 .
b . 6 .c .
7 .h .
8 .d .
9 . f
t 0 .
ussd
hat
can
vou
remember?
iss*Hrd
"
Answers
wil l vary.
Answers
L
would be, eft
2.
would be,banned, edestrianised
3. would
be,collected
4.
would be,brought
5.
would be,didnt
charge, ould
ge t
6.
would be,ha d
Answerswill vary.
Answers
l .
a . 2 .c . 3 . .
4 .b . 5 .d .
6 .e .
Look
back
and check:More
Speaking
Conversation
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ffi
vocabularyutz
Review
nits: 7-20
ffi
Learner
dvice:
he
authors
peak
Answers
will
vary.
Answers
l . Nothing.
2. A
building, art
of
a town.
3. They
are not
nice.
4. Flexi-time
eans
here are no
set start and finish
times to
the day;
ull-time
means
working a full
working
week;
port-time
means
working only
part
of
a week.
5. No,
they are
always
elling
you
what to do.
6. No.
7.
No .
8.
When she's
ust
had
a baby.
9.
They get paternity
eave.
10.
Youget
on
with them.
I l .
Complaints,
nquir ies,hone
al ls.
12. Dealwith them.
13.
Australia
Canberra,
ulgaria
Sofia, hile
Santiago,
outh
Africa
-
CapeTown
14.
Answers
will
vary.An
example s:When 'm
depressed,
eat chocolate.
hat makes
me fat.The
fatter
I
get,
he more
depressed
get,
and so on.
15.
lf
you
have
been
unfairly
reatedat
work or
unfairlysacl<ed.
16.
To
the side
of the road
f
you're
having
ar
trouble.
17.
The
donkey
work.
18. The ocal ounci l .
19. Answers
will vary.
Examples re:people ou
don't
like,
he amount
of
worl<
you
have o do.
20. The
inner
city
can be a roughpart
of town.Th e
city centre
is geographically
he centre of the
city
and where
most imDortant
officesare located.
125
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10 RelationshiPs
$t*x***r*6
gffi#
trat
urns
You
on?
WI
This
is
a ranking
activity
o
Senerate
ome
discussion
leading
n
to the
reading
ask.
Have
students
work
through he list ndividuallyirst and hen compare
heir
answers
with a
partner.
Suggest
hat
they
do two
sets
of
rankings:
ne for
what is
mPortant
n a
portner,tne
other
for o
friend.
Checl<
hat
they
know
that
partner
here means
omeone
ou are
n a sexual
elationship
with. The
discussion
s a
good way
o review
comparative
tructures
and
-ing
orms.
Write
some
phrases n the
board o
help hem
in
the discussion.
or
example:
BeinglHaving...
s more
mportont
hon
beinglhoving...
lA rother
hove someone
ho slcan
..
than someone
ho
islcan. . .
66
Prepositions re
notoriousamong
earners
f English
becauset seems
here are no
useful
ules
o explain
their use.
Advisestudents o
learn
and record
prepositions s hey are
used n
phrases.
his exercise
may
prove difficult,
o
havestudents
work
in
pairs
or
small
groups.You maywant
them to
usedictionaries
o
that they
get into the habit
of finding
appropriate
prepositions
and
collocations)
hen
hey want
to
usea
word.
The
prepositional hrases ere
also
appear
n the
reading ext, so ask students o predict what
the text
will
be about
by looking at the
title.
As you
go through
the sentences,
sl<
uestionso generate
urther
language.or
example:
Hove
you
ever
had o breok some
bod
news o
someone?
Hoveyour
parents
verdisopproved
f someone
ou
were
going
out with?
Remind tudents
o record some
of
these
prepositional
phrases
n their
notebooks.
Answers
l.
to
2.of 3.with 4.for 5.of 5.with
#ffi
Before
vou
read
Write mxed
morrioge n the board
and asl<
what
students hink this means
usually
t refers o
a marriage
between
people of different
acesor
religions,
ut as
you
wil l see
t could refer o
different
enerations r
classesl).
ou could hen
discuss hat
the advantages
and disadvantagesf
a mixedmarriage
might
be .
Students
can
read
he
article
to
find
out
if
any
of
the
ideas
hey
discussed
n 3
Before
you
read
were
mentioned.
You
may
want
to
read
he
text
aloud
or
play
the
recorded
version
o the
students
as
hey
follow
in
their Coursebooks.
istening
nd
reading
t
the
same
time showsstudents ow languagesgrouped ogether
in
chunks. earing
pproPriately'chunked'
anguage
elps
students
earn
o l isten
or and
usewords
in
grouPs,
thus
aiding verall
luency. nce
students
ave ead
he
article. ave
hem share
heir
init ial
eactions
n
pairs.
Here are some
words
and expressions
tudents
might
asl< bout:
.
lf you are ostrocised,
t means
hat
people
do not
allow
you
to
be a
part of their
l ives
because
f
something
ou havedone.
,
My motes
means
my
friends.
ometimes
people use
the word
mote o
address
omeone
dir:ectly:
e//0,
mote, All right,mote? t is normallyused by men to
talk aboutor
talk to other
men.
.
lf someone
hos
ust
turned
sixty,
t means hat
they
have
ust
had
heir sixtieth
birthday.
Use the first two
questions
the first two
tasks) o
extend he
discussion bout
he art icle.
Questions
-5
in the third task
ocuson comprehension.
ave
pairsof
students iscussheir
answers
without loolcing
t the
text. They can hen reread he article to confirm their
answers.
Answers
l.
Jamie
nd
Jane.
When
Jamie's
arentsmet
Jane,
they
got on reallywell.)
2. Davidand
Rachel.
As
Rachel nd
David <now
people n mixedmarriages
re often
verbally
abused.)
3. Davidand
Rachel.
'We
actually
ound
t diff icult
o
find a olace
o live n Belfast
because reas
end
to
be either Catholicor Protestant.')
4.
Jamie
and
Jane.
'Jane
ften
stays n with
my
parents
when
I go out clubbingl)
5. David and Rachel.
As
Rachel
and David
<now,
people
n
mixed marriages re
often ostracised.
While
you read
(ls
she
really
going
Prepositions
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1O Re la t ionsh ips
ffiffi
Stages
f a relationship
Students
an
worl< ndividually
nd hen
compare heir
answers
with
a
partner.
Point
out the
expressionswith
get
getting
morried,
ust
got
engoged, etting
divorced.You
can
use
his exercise
o ask about
traditions of getting
engaged
e.g.
Do you
exchonge ings?
How /ong s
the
engogement
eriod?
s
thereo
party?),
r the mechanics
f
gettinga divorce(e.g.Whot do you need o do to geto
divorce?
s it
difficult o
get
o divorce?s
there o highdivorce
rote?).
Note that you
usually
decide o
seporote efore
official y getting
divorced.
Answers
A possible
rder is:
l . d.
2,g.
3 .c. 4.b.
5. .
(or
e.)
5.e.
or
f . )
7 .a .
8 .h .
,:
j
*,
,fl-i
1:i
r,$
f
r*
S,fi
f
i
$;
v#4/ ; *
r :s
.3 j *
+d$
ffi
Expressions
ith modals
The
use
of modal s s
another
area hat causes earners
of English
lot of problems.
eciding
which modal
o
use
depends
on the
spealcer'sttitude
to the event being
described,
hus allowing
or a lot of variation.
n this
exercise,
owever,
he focus
s on fixed
expressions
where
here really
s only
one choice.Encourage
students
o record the
complete expression.
et
studentsry to complete entences-9 on their own,
and hen
compare
with a partner
beforeyou
check heir
answers.
hey
can he n try to
complete he expressions
at the
bottom of
the
page
rom memory.
You might
need
o
explain ome
expressionsn
this asl<:
This exercise
ocuses
n
several ollocationsn
the text.
Remind
tudents
o add
hose hey ind useful
o their
notebooks.
tudents
aneither do
this
ndividually
r in
pairs.
Have
hem
try to complete
he
phrases
rom
memory
first and
then to look in
the text. To make t
easier, ive
hem the paragraph
eferences.
When
you
checl<heir answers, sl<urther questionso check
their
understanding
nd o
generate
onnectedanguage.
For
example:
Are
mixed morrioges
ecoming ncreosingly
ommon n
your
country?
Hove your
porents
ever
put pressure
n
you
to do
something?
Answers
l. increasingly
common)
paragraph
)
2. (family)
ressure
paragraph
)
3. (got a lot of) support from (paragraph )
4.
cloakroom paragraph
)
5. (typical
macho)
ad (paragraph
)
6.
(find
hat l<ind
of man very) appealing paragraph
)
Refer students
o the
Real English note
on
pulling
my
/eg.
Ask
whether anyone
il<es
ul/ingpeople's
egs
or
whether
they lil<e
heir egs
being
pulled.
';
ii;: ff r i:e r;*i
*:;
,f
Be
sensit ive
o students'views
nd
personal
xperiences