Innovations Upperintermediate Teacher s Book

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lnnovotionss o new hree-level enerolEnglish ourse or clossesooking

for

newmoteriol

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o freshopprooch.Bosed

on o longuoge-rich,

lexicol/grommqticol

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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

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nnovotions

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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:

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O-7 93

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O-2593-9850-X

Tebcher's

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0-2593

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Teocher's

esource

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(Photocopioble)

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Audio

CD O-7593-9844-5

Audio

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O-7593-9846-1

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solutions:

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Contenls

Infroduction

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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 .



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.



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



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



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.

8



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.

9



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

print

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

1 0



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.

1 1



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



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



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

pocket

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

pocket

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



[ .

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



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

.

.:::: :



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

1 7



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



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



#*$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,,

:,:

,

,

20



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



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



:

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



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



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



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.

26



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?

27



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

Speaking



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.

29



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.

30



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



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.

32



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.

33



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

34



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



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

36



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?



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.

38



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



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



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

41



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



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

Smoking



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



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



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



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



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

48



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

Speaking



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

50



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.

51



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

play



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

* r - . $



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



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?

55



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



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 .

57



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

58



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).



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

60



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

61



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

62



*

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

63



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

64



*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

65



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.

68



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.



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

70



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



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



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



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



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



'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.



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



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



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



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



* 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.

77



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.

Speaking



@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

79



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

80



*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.

81



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

82



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'?

83



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

84



;; 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

85



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.

86



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

87



'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

88



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 ...

89



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?

90



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

91



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

92



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

93



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

Comparing



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.

95



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.

96



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



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)



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



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



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



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



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.

103



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



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

'



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



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

;



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



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

.

109

)



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



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

111

)



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.

112



**--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

t



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

114



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

115



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

> : z , i : . . 5 : r J

116



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

117



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

1 8



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

119



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).

0



#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

121



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



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



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



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



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



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

Documents

Innovations Upperintermediate Teacher s Book