Oxford solutions upper intermediate teachers guide 3rd edition

• one documentary-style DVD clip for every Student’s Book Culture lesson • optional lesson openers – additional lead-in activities to motivate students and recycle language • optional le

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The components of the course

Student’s Book

The Student’s Book contains:

• a four-page Introduction Unit, revising grammar and

vocabulary

• nine topic-based units, each covering eight lessons

• five Exam Skills Trainer sections providing exam

preparation and practice

• ten Vocabulary Builders with practice and extension

• ten Grammar Builder and Grammar Reference sections with

further practice and a full grammar reference

• nine Culture lessons with linked documentary DVD clips

Strategy boxes appear throughout to provide advice on specific skills and how best to approach different task types There are Strategy boxes for listening, speaking, reading and writing

• more listening practice

• five Exam Skills Trainer sections providing further practice

of typical exam tasks

• nine Unit Reviews to develop students’ awareness of

their progress

• Self-checks with I can … statements at the end of every Unit Review to promote conscious learner development

• five Cumulative Reviews for Units I–1, I–3, I–5, I–7 and I–9

• Functions Bank and Writing Bank

• a Wordlist

• an Irregular verbs list

Students can download the Workbook Audio from www.oup.com/elt/solutions The Workbook Audio is also available on the Workbook Audio CDs in the Teacher’s Pack

Student’s Book and Workbook e-Books

Solutions Third Edition e-Books provide all the content from

the Student’s Books and Workbooks, with extra features to support your students’ learning:

• Built-in audio allows students to access the course audio straight from the page

• Students can slow down the audio to hear every word clearly

• The listen, record, compare feature helps students practise their pronunciation

• Built-in video in the Student’s Book e-Book gives you the option of setting video homework for your students

• Automatic marking in the Workbook e-Book lets students check their progress independently and saves precious class time

A note from the authors

Welcome to Solutions Third Edition Teachers’ responses

to Solutions and Solutions Second Edition have been

overwhelmingly positive Solutions Third Edition has evolved,

based on teacher feedback, whilst retaining the key features

that teachers value in the Solutions series:

• engaging topics and texts

• a strong focus on exam topics and tasks

• a clear structure, with easy-to-follow lessons that always

have an achievable outcome

• a familiar teaching and learning approach with plenty of

extra practice material

• a guided and supported approach to speaking and

writing

In the course of extensive research carried out for the new

edition, we spoke to scores of teachers and asked them how

we could improve the course

In response to their requests, we have:

• provided 100% new content

• included a Listening lesson in every unit which will

develop your students’ listening skills

• included a Word Skills lesson in every unit which explores

the grammar of key vocabulary and includes

dictionary-based exercises

• addressed mixed ability, with extra support for all levels

and suggested extension activities in the Teacher’s Guide

• increased the amount of language recycling and included

a Recycle! activity to consolidate grammar students have

studied earlier in the course

• provided added flexibility with a bank of Culture lessons

with supporting DVD documentary clips at the back of

the Student’s Book and extra activities on the Classroom

Presentation Tool

Solutions Third Edition has benefited from collaboration

with teachers with extensive experience of teaching and

preparing students for exams We would like to thank

Helen Halliwell for sharing her expertise in writing the

procedural notes in the Teacher’s Guide

We are confident that the result is a forward-thinking and

modern course that will prepare your students for the future

and provide you with all the support that you need We

hope that you and your students enjoy using it!

Tim Falla and Paul A Davies

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Teacher’s Pack

This pack provides everything you need to teach successful

lessons with Solutions Third Edition The pack includes:

• Essentials Teacher’s Book – answer keys and audio scripts

for both the Student’s Book and the Workbook

• A Teacher’s Resource Disk which contains:

– 47 photocopiable activities

– nine DVD worksheets with keys and scripts

– Teacher’s Guide: full teaching notes with ideas in every

lesson for extra / alternative activities, suggestions on

how to adapt material for strong and weak learners, and

extension activities for fast finishers

– Twenty-first Century Skills Projects

– Course Test Audio, which can be played on your

computer or on a CD player

• Workbook Audio CDs

Class Audio CDs

The Class Audio CDs contain all the listening material from

the Student’s Book, including recordings of all the reading

texts from the Student’s Book

Course Tests

The tests are available in editable and ready-to-use formats

They include:

• two Short Tests per unit, A and B versions

• a longer Progress Test for every unit, A and B versions

• three Cumulative Tests for Units 1–5, 6–9 and 1–9, A and

B versions

All tests are fully editable, so you can adapt them to match

your students’ needs

Course DVD

The Course DVD provides teachers and students with 45

educational and informative DVD clips to extend the theme

and topic of the Student’s Book Culture lesson The Course

DVD includes the following resources for Elementary,

Pre-Intermediate, Intermediate, Upper-Intermediate and

Advanced:

• one documentary-style DVD clip for every Student’s Book

Culture lesson

• worksheet and teaching notes with background notes,

answer key and script for every DVD clip

• optional subtitles in English

Classroom Presentation Tool

Deliver heads-up lessons with the Classroom Presentation

Tool Class audio, video and answer keys, as well as your

teaching notes, are available online or offline, and updated

across your devices

• one documentary-style DVD clip for every Student’s Book

Culture lesson

• optional lesson openers – additional lead-in activities to

motivate students and recycle language

• optional lesson closers – quiz-style round-up activities to

consolidate what students have learned in the lesson

• optional task support – for example, useful language or

extra ideas to help students complete classroom tasks

Student’s and Teacher’s Websites

• The Student’s Website provides the Workbook Audio (www.oup.com/elt/solutions)

• The Teacher’s Website provides further resources and reference material (www.oup.com/elt/teacher/solutions)

Solutions Third Edition and exam

preparation

Student’s Book

The Student’s Book includes five exam-specific sections

(Exam Skills Trainer) designed to familiarise students with the

task-types for most exams

These sections provide strategies and exam techniques

to give students the skills they need to tackle exam tasks with confidence

Each section provides practice of all the skills that students will need to demonstrate in most exams: use of English, listening, reading, speaking and writing

Workbook

Every other unit in the Workbook is followed by a double- page exam section to practise tasks for both oral and written exams Work in class can be followed up with tasks done as homework

The audio for Workbook listening tasks is on the Workbook Audio CDs or can be downloaded from www.oup.com/elt/solutions

Teacher’s Guide

The Student’s Book Exam Skills Trainers are accompanied

by full procedural notes with advice and tips for exam preparation

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A tour of the Student’s Book

As well as the Introduction Unit, there are nine units in

the Student’s Book Each unit has eight lessons (A–H)

Each lesson provides material for one classroom lesson of

approximately 45 minutes

Lesson A – Vocabulary

• Lesson A introduces the topic of the unit, presents

the main vocabulary sets, and practises them through

listening and other activities The vocabulary is recycled

throughout the rest of the unit

• The unit map states the main language, skills and topic

areas to be taught It gives a visual reference to the skills

pages and highlights the reference sections in each unit

• I can … statements in every lesson establish a clear

learning objective

• Vocabulary is presented in lexical groups which aids

learning, memorisation and recall of new language

• The Recycle! activity recycles a grammar structure students

have learned earlier in the course using the vocabulary

from the lesson

• The lesson finishes with a speaking task giving further

personalised practice of the lesson vocabulary

Lesson B – Grammar

• Lesson B presents and practises the first main grammar

point of the unit The new language is presented in a

short text or other meaningful context

• There are clear grammar tables and rules, and the grammar presentation is interactive Students often have to complete tables and rules, helping them focus on the structures

• Look out! boxes appear wherever necessary and help students to avoid common errors Learn this! boxes

present key information in a clear and concise form

• This lesson links to the Grammar Builder and Grammar Reference at the back of the book, which provides further

explanations with examples and more practice

• There is always a supported final speaking activity for students to apply what they’ve learned in a productive task

Lesson C – Listening

• Lesson C follows a comprehensive and systematic syllabus

to improve students’ listening skills

• Lessons start with a vocabulary focus

• There is a focus on one key sub-skill per lesson to allow extensive development and practice of listening skills

• Each lesson has a listening strategy, focused on the sub-skill

• The second part of the lesson allows students to apply the sub-skill to an exam-like listening task

• Lessons end with a speaking task

Lesson D – Grammar

• Lesson D presents and practises the second main grammar point of the unit

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• The grammar presentation is interactive: students often

have to complete tables and rules, helping them focus on

the structures

• Learn this! boxes present key information in a clear and

concise form

• This lesson links to the Grammar Builder and Grammar

Reference at the back of the book, which provides further

explanations with examples and more practice

• A final speaking activity allows students to personalise the

new language

Lesson E – Word Skills

• Lesson E provides extensive practice of word building,

phrasal verbs and dictionary skills

• Vocabulary is introduced in the context of a short text

• Students learn the grammar of key vocabulary and

develop their understanding of the language they

are learning

• A Dictionary Work activity encourages learner autonomy

Learning tips help students with self-study

Lesson F – Reading

• Lesson F contains the main reading text of the unit

• It covers two pages although it is still designed for one

lesson in class

• The texts are up-to-date and engaging and link to the

topic of the unit

• The text recycles the main grammar and vocabulary points from the unit

• Important new vocabulary is highlighted in the text and practised in a follow-up activity in the lesson and in the corresponding Workbook lesson

• All reading texts have been recorded and are on the Class Audio CDs

• The Functions Bank at the back of the Workbook is an

essential reference resource and offers an effective way to learn language in functional sets

Lesson H – Writing

• Lesson H takes a structured approach to writing and prepares students for a wide range of writing exam tasks

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• The lesson always begins by looking at a model text or

texts and studying the language and structure

• Students learn and practise Key Phrases

• In the final writing task, students are given support

(prompts / ideas) to produce their own writing

• A Writing Bank in the Workbook provides models of typical

exam writing task types and guidance on structure and

language to use

Exam Skills Trainer

• There are five Exam Skills Trainers (after units 1, 3, 5, 7 and

9) in the Student’s Book

• Each Exam Skills Trainer incudes exam tasks for use

of English, listening, reading, speaking and writing

• Each Exam Skills Trainer provides students with the

language, strategies and exam skills they need to achieve

success

• The topics of the Exam Skills Trainers relate to the topics of

the previous two units

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Solutions Third Edition Classroom Presentation Tool

Deliver heads-up lessons with the Classroom Presentation Tool

Engage your students in your blended learning classroom with digital features that can be used on

your tablet or computer, and connected to an interactive whiteboard or projector

Play audio and video at the touch of a button and launch activities straight from the page

These easy-to-use tools mean lessons run smoothly

Answer keys reveal answers one-by-one or all at once to suit your teaching style and the highlight

and zoom tools can be used to focus students’ attention

Take your Classroom Presentation Tool with you and plan your lessons online or offline, across your

devices Save your weblinks and notes directly on the page – all with one account

Use lesson openers, lesson closers and task support to motivate students, consolidate learning, and

support students to complete classroom tasks

wasn’t

• Save time in class and mark answers all at once

• Reveal answers after discussing the activity

with students

• Try the activity again to consolidate learning

• Zoom in to focus your students’ attention on a single activity

• Play audio and video at the touch of a button

• Speed up or slow down the audio speed to tailor lessons to your students’ listening level

• Save your weblinks and other notes for quick access while teaching Use across devices using one account so that you can plan your lessons wherever you are

• Work on pronunciation in class: record your students speaking and compare their voices to the course audio

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Student’s Book, page 6; Workbook, page 6

Photocopiable: Vocabulary Review

ID Grammar

Photocopiable: Grammar Review

Classroom Presentation Tool Unit I

Grammar: Verb patterns

Speaking: Talking about friends and friendship; talking

about memorable events

SHORTCUT

• To do the lesson in 30 minutes, keep the lead-in and

exercise 1 brief and set exercise 9 for homework

LEAD-IN 2–3 MINUTES

• Play hangman on the board with the word friendship

• Ask students to call out any nouns, adjectives, or verbs that

they associate with friendship, e.g friend, friendly, hang out.

Exercise 1 page 4

• Focus attention on the photo and ask: What is the girl on

the right doing? (She’s taking a photo of herself with her

friends.) You might like to teach selfie /ˈselfiː/ (a photo

of yourself that you take with your smartphone, usually

to put on a social networking site) and say: She’s taking a

selfie with her friends.

• Focus attention on the title of the forum and ask students

to read the posts In pairs, they should then tell each other

what they think of the comments and think of two more

qualities that are important in a best friend

• Elicit a few opinions and suggestions

• Explain that when one verb follows another, the form of

the second verb depends on the first

• Ask students to match the highlighted verbs in the forum

post with the correct verb pattern

• Check answers as a class Point out the following word

order: verb + not + infinitive, e.g decide not to do.

KEY

1 verb + -ing form: spend time (listening); mind (putting

up with)

2 verb + infinitive: hope (to be); decide (not to do);

choose (to be)

3 verb + object + infinitive: advise (me to do)

4 verb + object + preposition + -ing form: warn (me

against doing)

5 verb + preposition + -ing form: apologise (for being)

• Students choose the correct form of the verb

• Check answers as a class

• Check answers as a class Note that propose has two

structures Then ask students to categorise the verbs

in exercise 3 Note that admit can be followed by two structures: admit + to (preposition) + -ing form

or admit + -ing form.

KEY

1 verb + -ing form: deny, keep, mention, propose

2 verb + infinitive: afford, manage, offer, promise, propose

3 verb + object + infinitive: beg, persuade, remind, tell

4 verb + object + preposition + -ing form: accuse (of),

blame (for), thank (for)

5 verb + preposition + -ing form: end up, insist on, think

(of / about), wonder about The verbs from exercise 3 are as follows:

1 verb + -ing form: admit, enjoy

2 verb + infinitive: agree, hope

3 verb + object + infinitive: encourage

4 verb + object + preposition + -ing form: praise

5 verb + preposition + -ing form: admit

• Students complete the dialogue

• Check answers as a class You could ask two students to read out the dialogue to the class

KEY

1 thinking 2 asked 3 reminded 4 insisted

5 accused / accusing 6 apologise

• Focus attention on the words anger /ˈæŋɡə(r)/, anxiety

/æŋˈzaɪəti/ and shame /ʃeɪm/ Check pronunciation

Introduction

I

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• Ask students to find a corresponding adjective in the

dialogue With a stronger class, elicit the adjectives first

and then ask students to read the dialogue again to check

KEY

anger – angry; anxiety – anxious; shame – ashamed

For further practice of word families:

Vocabulary Builder IA page 117

1 ease, easily, hopeful / hopeless, hope, hopefully /

hopelessly, laziness, laze, lazily, beautiful, beautify,

beautifully, creation, creative, creatively, pleasure,

pleasant, pleasantly, sadness, sadden, sadly, surprising,

surprise, surprisingly, annoying, annoy, annoyingly

2 1 laziness 2 surprising 3 beautifully

4 annoyingly 5 creatively 6 saddened 7 ease

8 pleasant 9 hopefully

• In pairs, students give their opinion on Amy’s feelings towards

Lily and then say what they would do in a situation like this

• Monitor and check students’ use of would / wouldn’t to talk

about imaginary situations

Language note: Verb + infinitive or -ing

forget to do = not remember to do something that you

go on doing = continue an activity without stopping

remember to do = not forget to do something; actually do

what you have to do

remember doing = have or keep an image in your memory

of an action that you did in the past

stop to do = no longer continue to do something for a

time in order to do something else

stop doing = no longer continue to do something

try to do = make an effort to do something

try doing = use, do or test something in order to see if it is

good, suitable, etc

• Go through the Learn this! box together and ask students

to put the verbs into group 1 or group 2

• Check answers as a class and make sure students

understand the difference in meaning when the verbs in

group 2 take the infinitive or -ing.

KEY

1 continue, like, prefer, start

2 forget, go on, remember, stop, try

• Students choose the correct verbs

KEY

1 to go / going 2 to tell 3 to laugh 4 to talk

5 to play / playing 6 to rain / raining

Extension: Fast finishers

Ask fast finishers to choose three verbs from group 2 and

write two sentences to illustrate the difference in meaning

between verb + infinitive and verb + -ing.

• Tell students about something you did recently, e.g Last week, I went camping with a friend and her family It started raining on the first day of the holiday and it continued to rain for five days!

• Ask students to work in pairs and tell each other about something they did recently

• Monitor and check students are using the correct form of the verbs

Extra activity

Ask students to write a short paragraph beginning:

I’ll never forget meeting my best friend They should try to

use verbs from exercises 4 and 8

Lesson outcome

• If you are using the Classroom Presentation Tool, first do the lesson closer to review what has been covered in this lesson

• Ask students: What have you learned today? What can you do now? and elicit answers: I can talk about friends and friendship I can talk about something I did recently I understand different verb patterns I understand the different meanings of verbs that are followed by the infinitive or the -ing form

• Act out an annoying habit such as continually tapping

your foot on the floor whilst sitting down Ask: Does this annoy you? Encourage students to answer Yes / No, it doesn’t bother me Then ask them to suggest a habit that

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For further practice of will and going to:

Grammar Builder I.2 page 122

1 1 ’ll see 2 ’m going to meet 3 ’s going to crash

4 ’ll give 5 ’ll be 6 Are you going to see 7 going

to fall 8 ’ll have 9 won’t forget 10 ’ll do

• Go through the questions together, eliciting the correct tenses for the answers Note that sometimes more than

one answer is possible With a weaker class, you could

also elicit the reasons why

KEY

1 present simple (habits and routines) / present continuous

with always (describing annoying behaviour)

2 present simple (habits and routines)

3 present continuous (future arrangements) / going to

(when we have already decided what to do)

4 will (based on what we know or just a guess)

5 going to (when we have already decided what to do) /

present continuous (future arrangements)

• In pairs, students take turns to ask and answer the questions in exercise 7 using the tenses they identified

Monitor their use of present and future tenses

• Make a note of any mistakes you hear and write them on the board for the class to correct

Extra activity

Ask students to write another version of the dialogue in exercise 2 They should choose a different annoying habit They can choose one of the habits in exercise 1 or use their own idea

Lesson outcome

• Ask students: What have you learned today? What can you

do now? and elicit answers: I can use different tenses to talk about the present and future.

• Focus attention on the photo and ask students to

describe it, e.g It’s the boy’s birthday He’s five He’s blowing out the candles on his birthday cake.

• Ask a few students: Who is the youngest person in your family? How old is he/she? Who is the oldest person? How old is he/she?

• Go through the Learn this! box together Students then

match the highlighted sentences with the correct rules

KEY

a he never takes an interest in other people

b That’s the personality he’s got

c Our first lesson tomorrow is English

d Next time you see him

e his attitude is really putting me off him

f He’s always talking about his life

g I’m playing football this evening

• Students find more examples of the present simple

and continuous in the dialogue and match them with

the rules

• Check answers as a class Note that Jessica uses the

present simple in You don’t seem too happy since seem is a

stative verb and is usually used in the simple form

KEY

a he never asks

b he doesn’t care about anyone else; it annoys you;

it irritates me; I don’t see

e what I’m doing

• Ask students to read the text and complete it with the

correct form of the verbs, present simple or continuous

They should write both forms if both are possible

• Check answers as a class For item 2, point out that the

present continuous rather than the present simple

suggests a feeling of annoyance

KEY

1 text 2 are always using / always use 3 go out

4 am using 5 am revising 6 start / are starting

7 are trying 8 helps

For further practice of the present simple and

continuous: Grammar Builder I.1 page 122

1 1 a 2 b 3 b 4 a 5 a / b 6 b 7 a

• Go through the Learn this! box together and elicit the

missing verbs

• Ask students to look at the underlined sentences in the

dialogue and match them with the correct rules

KEY

a going to b will c going to d will e will

Are you going to do anything about it? – c

I’ll tell him if you want – e

I’ll speak to him then – d

he won’t get angry – b

it looks like it’s going to rain – a

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• Go through the adjectives in the questions together and

check meaning and pronunciation, especially obsessed

/əbˈsest/, curious /ˈkjʊəriəs/, addicted /əˈdɪktɪd/ and

For further practice of adjective + preposition:

Vocabulary Builder IC page 117

3 1 with 2 of 3 about 4 to 5 from 6 on

7 at 8 by

• Students discuss the questions in exercise 4 in pairs

With a weaker class, elicit some phrases for agreement

(I think you’re right / I agree with you.) and disagreement (I don’t agree / I completely disagree / I think you’re wrong.).

• Ask a few students for their opinions and reasons

Encourage discussion if there is disagreement

• Ask students to complete the life events

• Check answers as a class, helping with meaning and pronunciation

KEY

1 born 2 fall 3 get 4 have 5 learn 6 leave

7 pass 8 settle 9 start 10 become

• Students complete the sentences with the correct words from exercise 6 Point out that when the missing word

is a verb, students should write the correct form With a

weaker class, do the first item together

KEY

1 born, moved, grew

2 left, job, go, career

3 fell, engaged, got

4 grandparent, retire, a business

5 buy, inherited, passed away

6 emigrated, settled, started

7 split, divorced, brought up

8 left, started school, to drive

• Students complete the sentences with words from exercise 6 Remind them that when the missing word is a verb, they should write the correct form

KEY

1 born 2 emigrated 3 left 4 been 5 job 6 fell

7 got 8 married 9 moved 10 settled 11 family

12 brought 13 became

• In pairs, students take turns to tell each other about two

things in the list Point out that they will need to use

remember + -ing form to talk about their memories.

• Ask a few students to share their memories

Exercise 2 $ 1.03 page 6

• Go through the stages of life together and check meaning

and pronunciation, especially adult /ˈædʌlt/ or /əˈdʌlt/,

centenarian /ˌsentɪˈneəriən/, infant /ˈɪnfənt/, elderly

/ˈeldəli/ and aged /eɪdʒd/ in middle-aged.

• Tell students they will hear someone describing seven

people Play the recording for students to match the

people with the correct stage of life

3 My younger brother wants to study medicine at university,

but he’ll need to get really high marks in his exams this

summer to get a place

4 She’s at a lovely age – really curious about the world – but

you have to keep a close eye on her She has very little

sense of danger

5 Even though she has some health problems, my mum

is still very active She does voluntary work three days a

week in a charity shop and has just joined a hiking group

She says she won’t let old age slow her down!

6 It’s not like when I was a student I’ve got so much more

responsibility now My job’s really demanding, and I have

to pay for my apartment too

7 The children left home last year, and it’s a bit quiet around

the house now We’ll have to start going out more often,

like we did in our twenties!

• Explain the task and go through the example together

With a weaker class, check that students know how to

talk about obligation or necessity (have to / don’t have to)

as this language will be useful

• In pairs, students talk about the changes between the

stages of life Monitor and help where necessary

• Ask some students to share their ideas with the class

Extra activity: Fast finishers

• Write on the board: Would you rather be in your teens

than in your twenties? Why? / Why not?

• Ask fast finishers to discuss the question in pairs.

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Extra activity

Ask students to write true sentences about themselves or their family using the past simple, past continuous and past perfect They should write one for each rule in the

Learn this! box.

• Students complete the sentences

KEY

1 learned, was studying

2 was snowing, were driving

3 grew, moved

4 got, had left

5 emigrated, started, was living

6 met, hadn’t seen

For further practice of past tenses:

1 1 was shining, were singing, left 2 saw, realised

3 were (you) doing, called 4 were waiting, started

5 walked, sat down, started 6 was living, moved

7 played, was living 8 was leaving, came out

2 1 hadn’t been 2 had always kept 3 hadn’t told

4 had been 5 Had (you ever) visited

6 had got up 7 had known

• Go through the Learn this! box together and then ask

students to find sentences in exercise 2 to illustrate each rule

Ask fast finishers to write true sentences about

themselves or their family using the present perfect simple and continuous They should write one for each

rule in the Learn this! box.

• Students choose the correct form of the verb

• Ask students to choose an older family member and

write a short biography They should include the most

important events in the person’s life and a photo if

• Ask some students to tell the class some interesting facts

that they have learned about their partner’s family

Lesson outcome

• If you are using the Classroom Presentation Tool, first do

the lesson closer to review what has been covered in this

lesson

do now? and elicit answers: I can talk about my family and

life events I can use some adjectives + prepositions.

exercise 1 brief Set exercise 7 for homework

• Write get married on the board and brainstorm words

connected to getting married, e.g wedding, church, bride,

groom, bridesmaid, bouquet, confetti, reception, honeymoon

Help students with any unknown words

• Focus attention on the photo and ask students to

describe it Monitor their use of tenses, e.g The bride and

groom are leaving the church They’re smiling and they look

happy because they have just got married Some guests are

throwing confetti at them.

• Ask a few students to tell the class about a wedding they

have been to

• Go through the Learn this! box together and then ask

students to find four sentences to illustrate the rules

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For further practice of the present perfect simple

and continuous: Grammar Builder I.4 page 123

1 1 ’ve been searching, haven’t found 2 ’ve visited,

’ve never seen 3 Have you seen, ’ve been looking

4 ’ve just been talking 5 been eating

6 Have you seen, ’s been working 7 ’ve played

8 ’ve been watching 9 have won 10 Have, taken

For further practice of stative verbs:

1 1 ’re behaving, don’t understand, mean 2 are you

laughing, doesn’t fit 3 ’m carrying, know, contains

4 Do you like, doesn’t matter, don’t mind

5 need, don’t care, ’m enjoying

2 1 was looking 2 had 3 ’m seeing 4 was thinking

5 were having 6 think 7 see 8 looks

• Ask students to read the text and complete it They should

use the past simple, past continuous, past perfect, present

perfect simple, or present perfect continuous

KEY

1 ’ve (just) received 2 haven’t seen 3 got 4 went

5 was 6 hadn’t been 7 have been 8 have been

living 9 has been working 10 has offered 11 learned

Ask students to write a short paragraph ending It was the

happiest day of my life They should try to include as many

tenses from the two Learn this! boxes as possible.

Lesson outcome

lesson

do now? and elicit answers: I can talk about events that took

place in the past.

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1 Fame

Map of resources

1A Vocabulary

Student’s Book, pages 8–9; Workbook, page 8

Photocopiable: 1A (What are they like?)

1B Grammar

Photocopiable: 1B (Past perfect simple and past perfect

continuous)

1C Listening

1D Grammar

Photocopiable: 1D (used to and would)

Student’s Book, page 108

DVD and DVD worksheet: Unit 1

Classroom Presentation Tool Unit 1

End of unit

Unit Review: Workbook, pages 16–17

Photocopiable: Vocabulary Review

Exam Skills Trainer 1: Student’s Book, pages 18–19

Cumulative Review I–1: Workbook, pages 108–109

Progress Test and Short Tests: Unit 1

SHORTCUT

• To do the lesson in 30 minutes, keep the lead-in and exercise 1 brief, omit exercise 4 and set exercise 10 as a written task for homework You can then start the next lesson with a quick discussion about personal qualities

KEY

A Alicia Keys; singer / songwriter / record producer /

actress; (Possible answer) She sang We are Here.

B J.K Rowling; author; (Possible answer) She wrote the Harry Potter books

C Angela Merkel; politician; (Possible answer) She is the Chancellor of Germany

D Lionel Messi; footballer; (Possible answer) He scored the most goals in one year

E Keira Knightley; actress; (Possible answer) She appeared

in the film Pirates of the Caribbean.

F Mark Zuckerberg; computer programmer; (Possible answer) He founded Facebook, the social networking site

• Go through the adjectives together and check meaning

and pronunciation, especially eccentric /ɪkˈsentrɪk/ and

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Extra activity

Write the following on the board for students to

answer: Two adjectives to describe a charity worker

(e.g sympathetic, selfless)

Two adjectives to describe a model (e.g vain, outgoing)

An occupation for someone who is a bit eccentric (e.g a designer)

An occupation where you shouldn’t be gullible (e.g a doctor)

• Focus attention on the Chinese horoscope on page 9 and

explain that people have an animal sign according to the

year they were born

• Working individually, students read the descriptions and

match two adjectives from exercise 2 with each animal

KEY

tigers spontaneous, vain oxen cautious, stubborn

rats passionate, gullible pigs selfless, stingy

dogs sociable, sympathetic roosters industrious, bossy

monkeys eccentric, untrustworthy sheep considerate,

insecure horses outgoing, bad-tempered

snakes shrewd, cruel dragons intelligent, judgemental

rabbits creative, self-satisfied

Culture note: The Chinese horoscope

The Chinese horoscope is based on a repeating cycle of

twelve years and each year is represented by an animal

The Chinese believe that if you are born in a certain

animal year, you have the characteristics of that animal

• Explain to students that they must find the animal for

the people in exercise 1 using their year of birth

• Check answers as a class Ask students to compare the

adjectives to the ones they chose in exercise 2

Ask: How accurate were you?

KEY

Alicia Keys – rooster

J.K Rowling – snake

Angela Merkel – horse

Lionel Messi – rabbit

• In pairs, students discuss what animal they are and

whether the description is correct

• Ask some students to share their ideas with the class

• Give students two minutes to think of adjectives to

describe their famous person’s personality They can use

adjectives they know and the ones in exercise 2

• In pairs, students listen to their partner’s description and

say whether they agree or not

• Allow a few minutes for this activity and then elicit a few

responses

• Ask: How many words are there in a compound adjective?

(two) How do we join them? (with a hyphen)

• Go through the compound adjectives together and check pronunciation, but not meaning Students match them with the definitions

KEY

1 self-confident 2 single-minded 3 thick-skinned

4 easy-going 5 well-behaved 6 quick-witted

7 light-hearted 8 bad-mannered 9 open-minded

10 hard-working

Exercise 8 $ 1.04 page 9

• Tell students they will hear three people talking about life experiences They have to listen and write the experiences and the important qualities from exercise 7

• Play the recording

KEY

Speaker 1 He has had experience working as a stand-up comedian You need to be thick-skinned, single-minded and hard-working

Speaker 2 She has travelled alone and made a lot of friends all around the world You need to be self-confident, open-minded and easy-going

Speaker 3 His brother has worked as a DJ You need to be quick-witted

Transcript

1 I’ve performed all over Britain in clubs as a stand-up comedian, and it can be hard work I did a show in Liverpool last Saturday and the audience let me know that they didn’t think I was very funny! When a show goes badly like that, you need to be thick-skinned because people can say some quite hurtful things Fortunately, I’m quite single-minded and I won’t let one bad show stop me I’ve also had very successful nights, and I know that as long as I continue

to be hard-working, I’ll eventually do well

2 I’ve always enjoyed travelling on my own because it gives

me the opportunity to be a real traveller, rather than a tourist I’ve made lots of friends all around the world that I wouldn’t have made if I always travelled with a group of people Of course, you need to be quite self-confident to travel alone And it helps to be open-minded – on one of my trips, I was invited to a meal with a family, and cooked insects were

on the menu! I didn’t want to seem bad-mannered, so I ate them You also need to be easy-going when you’re travelling

on your own and realise that things won’t always go the way you plan them Actually, it’s the unexpected events that make trips more interesting anyway!

3 My brother Sean has worked as a DJ for a long time, and

he does weddings and other social events He always tells

me that being a DJ is a lot more than just playing records A

DJ needs to be quick-witted and able to deal with difficult situations such as when guests are not well behaved Two weeks ago, an argument started at a wedding between the bride and groom’s fathers, so my brother played a disco classic and in two minutes they were dancing together, and suddenly the atmosphere was much more light-hearted!

Sean has had to deal with quite a few situations like that, but fortunately the majority of people just want a good time

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• With a stronger class, ask students to think of reasons

why people might want to be a stunt double, e.g they love taking risks, they want to be well paid

• Ask: Would you like to be a stunt double? Why? / Why not?

KEY

(Possible answer)

A stunt double is a person who looks like an actor and who performs dangerous stunts (dangerous and difficult actions that somebody does to entertain people, especially as part of a film) instead of the actor in a film

An actor does not usually perform dangerous stunts because they might get hurt, whereas the stunt double is trained to do such stunts

Write the following questions on the board for fast finishers to answer:

How long has Paul been a stunt double? (for ten years) Why didn’t he achieve his childhood dream? (His maths

wasn’t good enough.)

Why was he particularly good as a stunt double in action films? (He had been working out and training as a

Elicit the contraction of had (‘d).

• Remind students that we use the past perfect, not the

past perfect continuous, with state verbs such as like, hate, know, believe, understand and want.

• Students read the text in exercise 1 again and find the past perfect simple and continuous verbs They then match the verbs with the rules

KEY

a he’d spent; His maths had never been good enough;

he had won; had received

b he had been learning

c Paul had (always) wanted

d He hadn’t been doing

For further practice of the past perfect simple and continuous: Grammar Builder 1.1: page 125

1 1 had been trying 2 had finished 3 had known

4 he’d been playing 5 had liked 6 were watching

2 1 had been sleeping 2 hadn’t eaten

3 had been waiting 4 had been learning

5 had thought 6 had had 7 had put up

• Students complete the sentences with the correct form of the verbs and then match them with the correct rule With

a weaker class, do the first few as a class.

Exercise 9 $ 1.04 page 9

• Go through the Recycle! box together

• Play the recording again and give students a few minutes

to complete the sentences

KEY

1 has given 2 didn’t have 3 has made 4 tasted

5 didn’t find 6 has had

Transcript

See exercise 8

• In pairs, students ask and answer the questions

• Monitor and check pronunciation and grammar

Extra activity

• Ask students to think of a famous person and write a

short description of them, including their year of birth

(if possible), their occupation and their qualities

• In groups, students take it in turns to read out their

descriptions The others must guess the name of the

person

Lesson outcome

lesson

do now? and elicit answers: I can use adjectives, including

compound adjectives, to describe people’s personalities I can

use the present perfect and the past simple correctly when

talking about experiences

Past perfect simple and past perfect

continuous

LESSON SUMMARY

Grammar: Past perfect simple and past perfect continuous

Reading: A text about a stunt double

Speaking: Talking about emotions

SHORTCUT

• To do the lesson in 30 minutes, keep the lead-in brief and

set exercise 4 for homework

• Ask:

How often do you watch films?

Do you enjoy action films? Why? / Why not?

What do the stars of action films often do?

• Elicit responses If there is a difference of opinion about

action films, encourage discussion

• Tell students to read the text quickly and not to worry

about unknown words at this stage

• Ask the questions and elicit ideas Check any unknown

vocabulary

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LEAD-IN 2 MINUTES

• Write drone on the board and elicit its meaning (an aircraft

without a pilot, controlled from the ground) Explain that drones initially had a military use, but nowadays civilians use them

• Ask:

Why do people use drones?

What problems do you think they can cause?

Would you ever use a drone? Why? / Why not?

• Elicit responses If there is a difference of opinion, encourage discussion

weaker class, do this together

• Students decide how many of the words and phrases are

in the article about drones

KEY

Six: paparazzi, be in the public eye, invade someone’s privacy, celebrities, press regulators, privacy laws

Extra activity

Ask stronger students to write a short paragraph

beginning: A TV celebrity is suing a journalist for libel

She claims that … They should use as many of the media

words and phrases as they can

For further practice of adjectives with positive and negative meanings: Vocabulary Builder 1C: page 117

1 Positive self-assured, shrewd, courageous, enthusiastic, reserved, thrifty

Negative arrogant, calculating, foolhardy, pushy, antisocial, stingy

2 1 stingy 2 enthusiastic 3 foolhardy

4 shrewd 5 antisocial

Exercise 4 $ 1.05 page 11

• Go through the Listening Strategy together

• Tell students they will hear five pairs of speakers talking about people in the public eye Then go through the sentences together and check the meaning of the bold words

• Play the recording for students to choose the correct words

KEY

1 packed 2 spied on 3 determined

4 generous 5 gossip

KEY

1 had finished – a 2 had been planning – d

3 hadn’t been waiting – b 4 had been queuing – d

5 had known – c 6 hadn’t been wearing – b

7 had been trying – d 8 had won – a

• Students complete the sentences Tell them they will

sometimes have to add a word so that the sentence makes

sense, but there must not be more than five words in the

answer With a weaker class, do the first two as a class.

KEY

1 had been acting for years 2 hadn’t visited the USA

3 had been watching television 4 had wanted to see

5 hadn’t managed to buy 6 hadn’t been working for

7 Had you left university

• Ask students to look at the adjectives and think about why

they may have felt that way

• In pairs, students ask and answer

• Write on the board: This morning you were late for school

You had wet hair and you were out of breath You didn’t

have your school bag.

• Ask fast finishers to write a paragraph giving a reason

for each thing, e.g I was late for school because my alarm

hadn’t gone off I had wet hair because …

Lesson outcome

lesson

do now? and elicit answers: I can use the past perfect simple

and continuous correctly I can explain why I felt a certain

way in the past.

1C Listening

Press intrusion

LESSON SUMMARY

Reading: An article about drones

Vocabulary: The media

Exam topic: Identifying similar words with different

connotations

Listening: Attitudes to the media

Speaking: The paparazzi

SHORTCUT

exercises 1 and 2 brief

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people shouldn’t be stalked or harassed, but surely drones are useful for researching other news stories in investigative journalism? In the US state of California, the police have now been given the right to use drones without needing to ask for permission first So what’s the difference, and who’s going to regulate it?

3 I don’t have any compassion for people who spend their whole lives looking for fame and publicity, but then want it only when it suits them Famous people need the public to recognise them That’s the definition of fame! And so many vain and self-satisfied celebrities use mass media to portray only the image that they want the public to see – but that’s false, an illusion Why shouldn’t we see famous people as they really are? I think journalists have the right to hunt out lies, hypocrisy and scandal wherever they find it

4 I think the topic of press regulation is a difficult one

I essentially believe in a free press and serious investigative journalism – I think they are so important in a democratic country But I think there’s too much pressure to produce

‘news’ these days Journalists have to always be on the hunt for the next big story, and so it sometimes seems that a lot of stories are just made up Newspapers – especially the tabloids – just print rubbish about famous people I’m not surprised that celebrities get fed up with it and sue them for libel

• Students discuss the questions in pairs Encourage them to use the words and phrases in exercise 3 in their answers

• Ask a few pairs to share their ideas with the class

Lesson outcome

do now? and elicit answers: I can use words and phrases to

do with the media I can identify a speaker’s attitude I can give my opinion on living in the public eye and the paparazzi.

used to and would

LESSON SUMMARY

Reading: A text about unusual talents

Grammar: used to and would

Speaking: Things you used to do

What do young children usually spend their time doing?

At what age do children usually learn to read and write?

Could you do anything unusual at an early age?

What’s the typical age to go to university?

Transcript

1 Man Did you have a good night at the film premiere?

Did you see any of the stars?

Woman It was OK, but the place was absolutely packed

with media people

2 Girl 1 What are you looking at?

Girl 2 This photo – it’s of the lead singer of that band,

The Wanted, on the balcony of his house

Girl 1 How do they get such close-up photos like that? I

bet he had no idea he was being spied on

3 Boy 1 Did you see that actor on that chat show last night

with a broken arm and a black eye?

Boy 2 Yeah, I did He’s really determined and insists on

doing his own stunts, instead of using a stunt double

4 Boy Look at what it says here about that new Manchester

United footballer He’s just bought four houses! One for his

parents, one for his brother, one for his sister and one for

himself

Girl Must’ve cost him a fortune, but it’s very generous

of him

5 Girl 1 Have you ever watched that reality TV show about a

group of young people living in Essex?

Girl 2 Yes, I have But all they do is gossip about each other

Exercise 5 $ 1.05 page 11

• Check understanding of the adjectives

• With a stronger class, ask students to try to answer the

questions before listening again

• With a weaker class, play the recording again for students

to choose the correct answers

• Tell students they will hear four more speakers giving

their opinion on aspects of the media Go through the

summary sentences and explain the task

• Remind students to identify the attitude of each speaker

as this will help them match the sentences Then play the

1 I think paparazzi drones should be banned They

completely disregard people’s right to privacy It’s bad

enough that the paparazzi have zoom lenses and sit in trees

and take secret photos But sending flying cameras down

the street after celebrities, or over walls into their gardens

and through their windows – I think that’s horrible, and

cruel to the people they are harassing The tabloid press say

that they are operating ‘in the public interest’, but that’s just

an excuse for stalking people for money

2 Well, I’m not in favour of invading someone’s privacy,

of course, but I’m also not in favour of banning drones

without thinking about it properly just because famous

people don’t like it There’s quite a lot of media regulation

already, and we need a free press I agree that famous

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• Explain the task and ask students to note down their answers

• Check answers as a class With stronger students, ask

them to give the rule

KEY

1 correct 2 used to own 3 correct 4 enjoyed

5 lasted 6 used to be 7 correct

• Students complete the sentences Tell them they will sometimes have to add a word so that the sentence makes sense, but they must not use more than five words

KEY

1 used to want to 2 did you use to have 3 didn’t use

to 4 he would do 5 Didn’t she use to 6 would let

• In pairs, students talk about when they were five or six

Encourage them to ask questions Elicit a question for the

examples, e.g Did you use to take your teddy bear to bed?

Didn’t you use to have any good toys?

Lesson outcome

do now? and elicit answers: I can use ‘used to’ and ‘would’

to talk about past habits and situations I can use the past simple to say how long a past habit lasted I can ask about past habits with ‘Did / Didn’t you use to … ? ’

How do you feel when you read a comment you completely agree with?

What do you do in response? Why?

How do you feel when you read something that you really disagree with? What do you do in that situation? Why?

• Focus attention on the photo and ask: What do you think is

unusual about this boy? Elicit a few ideas, but do not say if

they are right or wrong

• Students read the text to check

KEY

(Possible answer)

He is extremely intelligent and he did unusual things at a

very young age

Ask fast finishers what adjectives from 1A they could use

to describe Akrit, giving reasons and using information

from the text

KEY

(Possible answers)

self-confident He could read and write from the age

of two

passionate He had a passion for science and would read

everything he could find about human anatomy

considerate and self-confident He treated a girl whose

family couldn’t afford medical care

hard-working At the age of twelve, he was accepted

into a medical university

single-minded and selfless He is currently trying to find

a cure for cancer

• Go through the Learn this! box together Remind students

that used to takes the same form in every person and the

negative form is didn’t use to

• Point out the contraction of would (‘d) in the sentence in

point 1 and explain that it cannot be had because had

would be followed by the past participle

• Students find examples of used to and would in the text.

KEY

He didn’t use to play; he used to read a lot; And what did

he use to read … ?; He … would read everything

For further practice of used to and would:

Grammar Builder 1.2: page 125

1 1 used to live 2 used to forget / would forget

3 used to enjoy 4 used to want 5 used to go /

would go 6 used to play / would play 7 used to

have 8 didn’t use to own

• Students complete the sentences with the correct form of

used to or would and decide in which sentences they can

use either

KEY

1 used to work 2 used to go / would go

3 used to have 4 Did / Didn’t she use to wear

5 used to follow / would follow

6 never used to accept / would never accept

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• Students match adjectives with similar meanings

KEY

afraid – frightenedalive – live

alone – lonely angry – annoyedasleep – sleepingglad – happy

• Go through the Look out! box together.

• With the help of a dictionary if necessary, students label

the adjectives a or b.

KEY

a angry, frightened, happy, living, lonely, sleeping

b afraid, alive, alone, annoyed, asleep, glad

For further practice of position and order of adjectives: Grammar Builder 1.3 page 125

1 1 tasty Spanish 2 scary big black

3 funny new Mexican 4 huge silver

5 tiny young 6 new red French

2 1 a lonely 2 sleeping 3 angry 4 living

5 happy 6 frightened

• Students identify and correct the mistakes in the sentences

• In pairs, students share their ideas

• Monitor and check that students are using the correct adjectives and in the correct order

Lesson outcome

do now? and elicit answers: I can use adjectives in the correct position and order I can use adjectives with similar meanings correctly.

• Go through the Learn this! box together.

• Tell students to identify all the adjectives in the text in

exercise 1 and describe their position: before a noun or

after a linking verb

KEY

Before a noun talented young (actress); selfless (charity

work); huge (movie fan); baggy white (trousers); silver

(shoes); self-satisfied (celebrities); huge modern (homes);

young (children)

After a linking verb (she’s) great; (looks) stunning; (she’s)

Amazing!; (get really) annoyed

• Ask students to look again at the adjectives that come before

a noun in exercise 1 and decide which category they are in

In pairs or as a class, ask students to think of two more

adjectives for each category, e.g opinion: amazing, terrible;

size: massive, tiny; age: antique, ancient; colour: red, yellow;

origin: Spanish, British.

• Students write the adjectives in the correct order Remind

them to refer to the Learn this! box if they are unsure.

KEY

1 vain young Portuguese

2 long white Japanese

3 ridiculous massive red

4 1960s black Italian

5 ugly modern

Extra activity

• Write a selection of nouns on the board, e.g a laptop,

a building, a jacket, a footballer.

• Ask students to call out adjectives for each noun and

write them on the board next to it When there are

three adjectives, stop and ask a student to put them

in the correct order, e.g a laptop: white / modern /

slim – a slim modern white laptop.

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1 providers 2 platform 3 accessibility 4 channel

5 content 6 subscribers 7 feedback 8 interaction

Ask fast finishers to write their own sentences using the

• Students do their research for homework Next lesson, ask

a few students to tell the class what they found out

Extra activity

• Ask students to be a vlogger for a day They can vlog about anything, e.g a hobby, a point of view, an aspect

of their daily life, but the content must be interesting

• If possible, students record their vlog on a webcam or phone If not, they can read their vlog to the class

• Next lesson, students watch each other’s vlogs and vote

on the best one

Lesson outcome

do now? and elicit answers: I can understand an article about vloggers I can use digital media words I can talk about vloggers in my country.

1F Reading

Vloggers

LESSON SUMMARY

Reading: An article about vloggers

Exam topic: Multiple-choice questions

Vocabulary: Digital media

Speaking: Vloggers

SHORTCUT

exercises 1 and 7 brief, and set exercises 6 and 8 for

homework

LEAD-IN 2 MINUTES

• Write vlog on the board and elicit its meaning Elicit the

two words it is an abbreviation of (video and blog) Elicit

the verb (to vlog) and the people who do it (vloggers).

• Ask students to tell you about a vlog they have seen on

YouTube

• Go through the headlines together and ask the questions

Encourage students to give reasons for their answers

• Ask students to read the questions before they read the

text so they know what to look for

• Students read the text quickly and do the exercise

KEY

1 B 2 C 3 E

• Go through the Reading Strategy together

• Students read question 1 and paragraph A before

choosing the correct option They must then use the

information in paragraph A to explain why the other

options are wrong

KEY

1 b – The options a, c and d are wrong for the following

reasons:

a David Beckham had been at the store a few weeks

earlier He was not the reason there was a large police

presence at the bookstore

c The person at the store was a vlogger, not a pop

sensation

d The police were at the bookstore because so many

people wanted to see the vlogger A few weeks

earlier seven hundred people had wanted David

Beckham to sign their copy of his autobiography

• Working individually and using the Reading Strategy,

students answer the rest of the questions

KEY

2 a 3 d 4 c 5 b

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• Go through the Learn this! box together Students then

choose the two adverbs that can modify extreme adjectives

KEY

absolutely, totally

Extra activity

• Write each of the following situations on two separate

pieces of paper, one followed by the word normal and one by the word extreme:

You passed all your exams

You had a nightmare last night

You saw a stand-up comedian at the weekend

You’ve been studying for hours

You found a huge spider in your bed

You lent a friend a book and they lost it

You haven’t eaten since breakfast

You’ve just watched a boring film.

• Students take turns to pick a piece of paper and react

to it with an appropriate adjective and adverb, e.g

(extreme) I had a nightmare last night I was absolutely terrified (normal) I had a nightmare last night I was very scared.

• Monitor and check that students are using the correct adjectives and modifiers

For further practice of gradable and extreme adjectives: Vocabulary Builder 1G: page 117

3 1 clean 2 terrible 3 starving 4 small

5 scary / terrible 6 cold

Exercise 4 $ 1.08 page 16

• Tell students they will hear a student doing the task in exercise 1

• Play the recording for students to answer the questions

I think one of the main advantages of being famous would

be getting invited to really glamorous events like the one

in the second photo It must be absolutely wonderful to go

to a Hollywood party Another advantage of being famous would be that people always listen to your views If there’s

an issue that you feel strongly about and you want to speak out, your opinions are always reported in the magazines and online because journalists are totally fascinated by what celebrities think You can use this power to give

1G Speaking

Photo comparison

LESSON SUMMARY

Speaking: Speculating about and comparing photos

Vocabulary: Extreme adjectives

Listening: Someone describing a photo and talking about

the advantages of being a celebrity

Exam topic: Using a range of adjectives

SHORTCUT

• To do the lesson in 30 minutes, keep the lead-in brief, omit

exercise 5 and set exercise 6 for homework as a written

exercise

• Ask: Have you ever attended an event where there were

crowds of people? Elicit the event, e.g a pop concert, a

music festival, a football match, and some details, e.g

where, when, what it was like and how students felt

• Go through the key phrases together and elicit when

we use them (when we do not know exactly what is

happening at an event) Model the correct intonation for

these phrases, e.g slightly quizzical

• In pairs, students look at one of the pictures and answer

the questions

• Elicit a few answers

• Go through the Speaking Strategy together

• Check the meaning and pronunciation of the extreme

adjectives Point out that the stress is on the second

syllable of delighted /dɪˈlaɪtɪd/, ecstatic /ɪkˈstætɪk/,

exhausted /ɪɡˈzɔːstɪd/ and

hilarious /hɪˈleəriəs/ The stress is on the first syllable of

the other adjectives

• Students decide if the adjectives are positive or negative

awful – bad; delighted – pleased / happy;

ecstatic – pleased / happy; exhausted – tired;

fascinated – interested; hilarious – funny; miserable –

sad; starving – hungry; terrible – bad; terrified – scared;

thrilled – excited; wonderful – good

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What makes them popular?

Do you admire them? Why?

Do you think they inspire people? In what way?

• In pairs, students discuss the questions

• Elicit a few ideas Make sure students realise that a role model does not have to be a celebrity Any person who

is an example to others and inspires people can be a role model, e.g a teacher, a family member

• Go through the task together and tell students to read the letter

• Elicit answers to the questions and check any unknown

vocabulary With a weaker class, quickly revise features of

formal letters, e.g layout, greeting and ending

KEY

a I would like to suggest that we

b put forward my proposal

c is due to take place

d overcome many obstacles

e achieve his goals

f My suggestions are as follows

g made rapid progress

h suffered

i would be of the same opinion

• Students rewrite the sentences

3 These are my reasons for inviting her

4 In my view, her career is an inspiring one

5 Furthermore, she has also contributed a great deal to charity

6 I have no doubt that we would benefit from hearing her views

7 I would be grateful if you would consider my suggestions

8 I look forward to hearing from you at your earliest convenience

publicity to good causes and to make a real difference in

the world Of course, there are also disadvantages to being

a celebrity For example, it can be difficult to have a private

life But personally, I would be thrilled to have the kind of

opportunities that celebrities have

Exercise 5 $ 1.08 page 16

• Tell students that they are going to listen to the student

doing the task again

• Students make a note of the phrases the student uses

• Play the recording

• With a stronger class, students could try to do this from

memory

KEY

In both photos, you can see …

The main difference is …

In the first photo (the people taking photos are probably

fans), whereas in the second photo …

And unlike the first photo, the second photo shows …

In fact, overall, the second photo is (a much more positive

image of celebrity) than the first photo

Transcript

See exercise 4

• Students work in pairs to complete the exercise

• With a weaker class, you could find one similarity and

one difference together as a class

• Encourage students to use the key phrases in exercise 5

• Monitor and help where necessary

• Go through the instructions and task together and make

sure students understand what they have to do

• Emphasise that students need to look at different photos

Remind them that they need to compare the photos and

give their own opinion on the topic

• Ask a few students to share their ideas with the class

Lesson outcome

lesson

do now? and elicit answers: I can compare photos and give

an opinion I can speculate if I am not sure I can use adverbs

to modify gradable and extreme adjectives

1H Writing

A formal letter

LESSON SUMMARY

Speaking: Role models

Vocabulary: Formal language

Exam topic: Using formal language

Writing: A formal letter

Trang 24

• Encourage them to read the words on either side of the duplicate word so that they can see how the meaning of the word is not the same.

KEY

A exchange (In the extract, the speaker wants to exchange a few words, but exchanged in option A is in the past tense.)

C conversation (In the extract, Lewis Collins had a conversation with someone else, but in option C, the celebrity and the speaker have a conversation)

Exercise 4 $ 1.09 page 18

• Tell students they will hear three texts They must answer a question about each one Allow time for students to read the questions and the options

• Play the recording for students to choose the correct answers Play the recording again if necessary

KEY

1 B 2 A 3 A

Transcript

1 Philip That went well, didn’t it?

Sandra Yes, I think you could say it was a complete success!

Philip Everyone seemed to be really enjoying themselves – the crowd went wild towards the end!

Sandra Yeah The band looked as if they were having fun too They were grinning the whole time

Philip That’s because they knew it was all for a good cause

Sandra Absolutely There were loads of people, weren’t there? Far more than we expected

Philip Well, human rights is such an important issue to a lot of people So, how much do you think we made?

Sandra I don’t know The concert was sold out, but there are still a few things to deduct from the ticket sales

Philip The band played for free though, didn’t they?

Sandra That’s right We couldn’t have done it without them

2 Newsreader Tales of extraordinary bravery are emerging from Nepal after the country was hit by an earthquake measuring 7.8 on the Richter scale The quake caused an avalanche on Everest which swept climbers away and flattened part of the camp at the base of the mountain The avalanche caught medics by surprise, and one of them, 34-year-old Rachel Tullet, was swept onto a rock, injuring her leg Despite the pain, Dr Tullet leapt into action and succeeded in keeping 23 critically-injured patients alive until they could be evacuated

to hospital by helicopter What she didn’t tell anyone was that she had a gaping wound in her own leg at the time Later, she stitched up the wound herself – without an anaesthetic

Dr Tullet is currently recovering at her home in New Zealand, but is planning to return to Nepal in a fortnight

3 Interviewer Today, I’m talking to David Wilson from the Institute of Psychology David, could you tell us just what it

is that makes people want to be famous?

• Go through the task Encourage students to think of

several good reasons before they start writing

• Students write their letter Monitor and help with

grammar and vocabulary where necessary

Fast finishers swap letters and correct each other’s work.

Lesson outcome

lesson

do now? and elicit answers: I can talk about role models and

what they do I can recognise informal and formal styles I can

write a formal letter.

1 Exam Skills Trainer

LESSON SUMMARY

Reading: An article about celebrity through the ages

Listening: Three texts about fame

Use of English: Thinking of the types of words to fill gaps

in sentences

Speaking: Talking about an idea raised by a photo

Writing: Writing a formal letter

• Check the meaning of synonym /ˈsɪnənɪm/ (a word or

phrase that means the same as another word or phrase in

the same language)

• Elicit synonyms for: occupation (e.g job, profession),

rehearse (e.g practise) and sociable (e.g outgoing, friendly).

• Go through the strategy together and ask: What does a

key word do? (It tells you about the main idea or subject of

something.)

• Focus attention on the questions in exercise 2 and elicit

key words and possible synonyms

KEY

(Possible answers)

1 art form entertainment

enjoyed that is popular

large numbers of ordinary people the masses

2 awarded a prize given something special

3 prevent a play from happening stop a performance

4 took advantage of made money from / benefited from

• Ask students how they should read a text when they are

looking for certain pieces of information (They should scan it.)

• Tell students to answer one question at a time They

should scan the text for any key words or synonyms and

write the paragraph number when they find the answer

KEY

1 B 2 A 3 B 4 C 5 A 6 C

Trang 25

• Check answers as a class.

• Encourage them to make brief notes about what they are going to include in each paragraph before they start writing

• With a weaker class, elicit the organisation of the letter

and brainstorm some ideas beforehand, e.g

Paragraph 1: your reason for writing - to complain about a letter that has appeared in the school magazine

Paragraph 2: describe a news programme that you like and say why you enjoy it

Paragraph 3: reasons why you think it’s important to keep up-to-date with the news

• Before students write their letters, ask:

What should you avoid in formal letters (informal words and

do now? and elicit answers: I can identify keywords to help with multiple matching tasks I can listen for the main idea

in a text I can identify the part of speech that is missing in gapped sentences I can describe and discuss a photo I can write a formal letter.

David Wilson In my view, most people want fame for

attention and money these days – you need only look

at reality shows like Big Brother or Pop Idol to see what I

mean The problem is that this kind of fame can be very

short-lived Let’s take the group Hear’Say, as an example

Now, Hear’Say were the winners of the ITV1 show

Popstars Their first single sold 1.2 million copies and their

debut album more than a million But sales started to slow

after their second number one single, and the band split

up less than two years after first entering the limelight

Personally, I think it takes genuine talent rather than a

desire to be rich to stay at the top

Extra activity

Write these numbers on the board:

Text 1: £0 (the amount the band were paid to perform)

Text 2: 7.8 (the strength of the earthquake)

23 (the number of lives the doctor saved)

Text 3: 1.2 million (the number of sales of Hear’Say’s

first single)

• Play the recording again and ask students to explain

their significance

• Go through the strategy together and ask students to

think about which part of speech is needed in each

sentence

KEY

1 noun 2 noun 3 noun 4 adverb 5 noun

6 noun 7 adjective 8 adverb

• Write the following text on the board and ask students to

complete the gaps with the correct form of the words:

buy know increase private radio control

Drones are (1) … being used by the paparazzi to film

or photograph people who are in the public eye, often

without their (2) … and certainly without their permission

These small, (3) … flying cameras can be (4) … relatively

cheaply and can easily be used to invade someone’s (5) …

• Students check their answers by looking at paragraph 1

of the article on page 11

Trang 26

• Ask a few students to describe how they are feeling today and why

• Ask students to describe what is happening in each photo Elicit how they think the people are feeling and why

• Go through the adjectives together Check their meaning

and practise their pronunciation, especially the schwa at the beginning of alarmed /əˈlɑːmd/, amused /əˈmjuːzd/

and ashamed /əˈʃeɪmd/, and the elision in miserable

Photo A anxious, frustrated, miserable, stressed

Photo B boy: content, thrilled, upbeat;

girl: bitter, disappointed, envious

Photo C frustrated, irritated

Extra activity

Students work in pairs, small groups or as a class Each student chooses an adjective and mimes it with an appropriate facial expression, action or sound Their partner or the other students guess the adjective

Map of resources

2A Vocabulary

Photocopiable: 2A (It drives me crazy!)

Photocopiable: 2D (Infinitives and -ing forms)

Photocopiable: Functional Language Practice

(Being diplomatic)

2H Writing

Culture 2

End of unit

Exam Skills Trainer 1: Workbook, pages 28–29

Problems

Trang 27

2 People who are constantly eating popcorn in the cinema.

3 Because they got a new laptop for Christmas

4 Taking part in more online forums

Transcript

Speaker 1 Well, I don’t suppose it’s very important, but something that I find really irritating is when people are always updating their status on social networking sites!

I’m really not interested in hearing how thrilled someone is with their new shoes, or how they feel about going to the coolest pizzeria in town But what really gets on my nerves are the emotional messages that appear every five minutes about how somebody is missing their boyfriend or girlfriend terribly and how miserable they feel! What’s more, they’ve usually only been going out with each other for about a week!

Speaker 2 I get really mad when I go to the cinema and people are constantly eating popcorn I really blow my top – I don’t just sit there feeling angry: I tell people to keep quiet! My boyfriend says that one day someone is going to react in a hostile way, but for the moment nobody has said anything – but they haven’t stopped eating popcorn either! They eat more quietly for a while, but gradually it starts getting louder and louder And for one week at the end

of this month, my local cinema is offering free snacks with every film, so it’s only going to get worse!

Speaker 3 I was over the moon when I got a new laptop for Christmas, but since I’ve had it, I’ve had nothing but problems The first day, it took ages to start up, but I just thought it was because I had transferred all my documents

to it the night before, but every time I switch it on, it works more and more slowly It’s so slow that I feel like tearing my hair out! Right now, it’s downloading some photos from my mobile, and after thirty minutes it still hasn’t transferred half

of them! I feel really frustrated every time I use it I’m taking

it back to the shop tomorrow and I hope something can be done about it

Speaker 4 I have to say I’m in two minds about participating

in more online forums I’m participating in one about recycling at the moment, but there are lots of trolls who are always criticising the green movement and even insulting some of the contributors I have to admit that I’m amused

by some of the comments, but the rude ones leave me fuming The moderator is making some changes to the site next month, but the trolls always find a way of getting their silly messages through, so I’ll have to decide if I’m going to continue taking part

• Go through the Recycle! box and the sentences together.

• Students identify what questions are referring to

KEY

1 an annoying habit 2 future arrangements 3 future arrangements 4 what is happening now

• Students decide if the adjectives have a positive or

negative meaning, or both

• Check answers as a class If necessary, explain the

positive and negative meaning of hysterical (positive:

extremely funny / in a state of extreme excitement, and

laughing in an uncontrolled way; negative: in a state of

extreme excitement, and crying in an uncontrolled way)

and stunned (positive: amazed at some fantastic news;

negative: really shocked at some terrible news)

KEY

Positive amused, content, thrilled, upbeat

Negative alarmed, anxious, ashamed, bitter, disappointed,

disillusioned, envious, exasperated, frustrated, furious,

humiliated, indecisive, irritated, miserable, stressed

Both hysterical, stunned

• Students read the situations and choose two or three

appropriate adjectives from exercise 2

KEY

(Possible answers)

1 alarmed, anxious, indecisive

2 content, thrilled, upbeat

3 exasperated, furious, irritated

4 bitter, furious, humiliated

5 anxious, stressed

6 hysterical, miserable, stunned

7 disappointed, disillusioned, frustrated

8 ashamed, humiliated, miserable

• Go through the idioms together and tell students to

match them with adjectives in exercise 2 Sometimes

there can be more than one answer

KEY

2 miserable 3 furious 4 anxious / stressed

5 irritated 6 envious 7 humiliated

8 anxious / exasperated / frustrated 9 indecisive

Ask fast finishers to describe how the people in photos

A and B are feeling, using an idiom

KEY

(Possible answers)

The girl in photo A is down in the dumps / on edge The

boy in photo B is over the moon The girl is green with envy

• Ask: If something drives you crazy, how do you feel? (irritated)

• Go through the It drives me crazy list and explain any

unknown words

• In pairs, students each choose the three most irritating

things on the list and then think of three more things

Encourage students to give reasons for their opinion

• Allow a few minutes for this activity and then elicit a few

answers

Trang 28

• One-syllable adjectives and adverbs and some

two-syllable adjectives: add -er for the comparative form and the + -est for the superlative form warm – warmer – the warmest

large – larger – the largest hot – hotter – the hottest late – later – the latest quiet – quieter – the quietest clever – cleverer – the cleverest

• Adjectives that end in -y: change y into i and add -er for the comparative form and the + -est for the superlative

exciting – more exciting – the most exciting miserable – more miserable – the most miserable

• Ask students to read the text and choose the correct words

KEY

1 poorest 2 than 3 most

• Go through the Learn this! box together

• Students find a sentence in the text to match each rule

KEY

1 most of his accidents could have ended a lot more seriously

2 And the older he got, the worse things became

3 John’s life has been more accident-filled than you would think possible

Write the following on the board for fast finishers to

complete:

The faster you drive, … The harder you work, … The more you practise, …

For further practice of comparative structures:

Grammar Builder 2.1 page 126

1 1 older 2 than 3 faster 4 less 5 more

6 heavier 7 as

Exercise 9 $ 1.10 page 21

• Play the recording again for students to answer the questions

KEY

1 Because they get on his nerves

2 They are offering free snacks for a week at the end of

the month

3 He’s taking his new laptop back to the shop tomorrow

4 She’s reading an online forum about recycling

Transcript

See exercise 7

Extra activity

• Ask students to think of a person who has an annoying

habit and write a short description of them They

should describe the annoying behaviour, how it makes

them feel and why Remind them to use adjectives and

idioms from the lesson

• Ask some students to read out their descriptions Make

sure students use the present continuous to describe

the annoying behaviour

Lesson outcome

• If you are using the Classroom Presentation Tool, first do the

lesson closer to review what has been covered in this lesson

• Ask students: What have you learned today? What can

you do now? and elicit answers: I can describe feelings

and emotions with adjectives and idioms I understand the

different uses of the present continuous

Comparison

LESSON SUMMARY

Reading: A text about unlucky people

Grammar: Comparative structures; qualifying comparatives

Speaking: Agreeing and disagreeing with statements

SHORTCUT

exercise 1 brief Set exercises 5 and 7 for homework

• Write on the board: finding some money in the street /

getting an answer right which you didn’t know / arriving

at the bus stop just as the bus comes Ask: What are these

examples of? (luck)

• Elicit a few more examples of lucky events

• Tell students whether you feel luckier or unluckier than

other people and describe the luckiest or unluckiest thing

that has ever happened to you

• In pairs, students do the same

• Ask one or two students to share their stories

Trang 29

Lesson outcome

• Ask students: What have you learned today? What can you do now? and elicit answers: I can make comparisons

I can qualify comparatives I can agree and disagree with statements.

• Focus attention on the signpost and ask for examples of a

crisis If necessary, give a few examples yourself, e.g losing your car keys, forgetting your passport, running out of petrol

• Ask: How do you usually feel in a crisis? Elicit appropriate adjectives from 2A, e.g alarmed, anxious, frustrated, hysterical, irritated, stressed.

• Go through the situations together

• In pairs, students discuss how they would react Remind

them to use would to talk about their feelings and actions

in unlikely situations

• Ask a few students for their reactions

• Students read the text Help with any unknown vocabulary

• Ask them to decide on the best advice for the situations in exercise 1

• Check answers as a class Then ask students which technique(s) they might use and why

KEY

(Possible answers)

Advice 1 situations 1, 2 and 3;

Advice 2 situations 1, 2 and 3;

Advice 3 situations 2 and 3

Exercise 3 $ 1.11 page 23

• Play the recording Pause after each speaker to give students time to write their answers

KEY

1 quiet – 1; 2 taken – 3; 3 cash, card – 2;

4 forgotten, passport – 1; 5 Ted, mine – 3

• Ask students to complete the sentences

For further practice of comparative structures:

1 1 a lot more 2 nowhere near 3 slightly

4 not quite 5 even 6 almost

• Go through the Look out! box together With a weaker

class, repeat the example sentences substituting much

and nowhere with the other options Check the students

understand the differences in meaning

• Ask students to find three sentences in the text that

contain qualifying comparatives

• They then complete the facts with the correct word

KEY

1 US park ranger Roy Sullivan was even unluckier than

Costis; most of his accidents could have ended a lot

• Students complete the second sentences

KEY

1 is nowhere near as difficult as

2 are much safer than

3 nothing like as important as

4 more popular than it

5 older you get, the more

• In pairs, students discuss how they feel about the

statements in exercise 7 and why

• Monitor and help with vocabulary and grammar where

necessary

• Ask fast finishers to write two more comparative

statements similar to the ones in exercise 7

• Students swap statements and continue their

discussion

Trang 30

Gemma Nothing I just froze – I couldn’t believe it I didn’t know what to do or to say.

George Did she see you?

Gemma I don’t think so But there’s more to it than that I’ve noticed that other little things have been disappearing lately Lucy lost her necklace and Sam’s lunch money went missing

George But Lucy and Sam are both as forgetful as each other!

It doesn’t mean their things were stolen Why do you think it’s Sarah?

Gemma Well, Lucy loves that necklace She only takes it off for sports And Sarah and Lucy do sport together And Sam

did have his dinner money earlier that day I saw him take it

out and check it Sarah was there and saw him too

George But, Gemma, there’s no proof Are you absolutely sure?

Gemma No, of course I’m not sure It’s just making me wonder Don’t you think Sarah is quite down these days?

I’ve asked her what’s wrong more than once She just says everything’s fine, but I don’t believe it

George Come to think of it, she has been a bit quieter and more miserable lately I’m not sure what to do Should we speak to Sarah or her teacher?

Gemma Oh, not a teacher What if I’m wrong? That would be terrible

George Well, what are the facts? Basically, you saw Sarah put her hand in Alex’s pocket and take out some money

George Actually, he’s someone who does get easily enraged

He might get angry and start making a big fuss That would

be worse for Sarah Look, shall I come with you to talk to her?

Gemma Would you? I’d be really grateful

• With a weaker class, revise the third conditional structure

that students need to answer question 2: If I + had / hadn’t + past participle, I would / wouldn’t + have + past participle

• Students discuss the questions in pairs Monitor their grammar and vocabulary

• Ask a few pairs to share their ideas with the class

Extra activity

Write the following on the board for students to complete

using the third conditional:

My mum would have blown her top if …

If I had seen someone stealing my phone, …

I would have felt so humiliated if …

If the burglar hadn’t left any fingerprints, …

Lesson outcome

do now? and elicit answers: I can talk about what I would do

in a crisis I can understand emphasis.

Transcript

1 A There’s something wrong

B Yes It’s too quiet, don’t you think?

A Yes, I don’t like it

2 A Stop that man! He’s taken my phone!

B What’s wrong? You’ve lost your phone?

A No, no! That man’s taken my phone!

3 A Do you want to pay by cash or by card?

B Cash, please Oh dear, where’s my bag? Oh, no

What have I done with it?

4 A Come on We’ve got to check in now

B Oh no, oh no I’ve forgotten my passport!

5 A Mr White wants to see you You copied Ted’s homework

B But that’s not true Ted must have copied mine! How

dare he!

• Students write the words that are emphasised Remind

them to give a reason

Exercise 5 $ 1.12 page 23

• Play the recording for students to check their answers

• Check answers as a class Elicit the reasons for the emphasis

• In pairs, students take turns to say the sentences with the

correct emphasis

KEY

1 police, fire brigade – to make clear two alternatives

2 11 – to correct what someone has said

3 burglar’s, mine – to make clear two alternatives

4 diamond, very – highlight new or important information

5 past – to correct what someone has said

6 blue, dark – highlight new or important information

Transcript

1 Operator Do you want the police or the fire brigade?

2 Operator Do you live at number 7 Duncan Drive?

Victim No, I live at number 11

3 Victim Are those the burglar’s fingerprints or mine?

4 Victim I can’t find my ring It’s a diamond ring and it’s very

expensive

5 Police You say you left the house at quarter to eight?

Victim No, it was quarter past eight

6 Victim I saw a van outside A blue van A dark blue van

Exercise 6 $ 1.13 page 23

• Give students time to read the sentences and options

before you play the recording

KEY

1 b 2 d 3 a

Transcript

Gemma George, can I talk to you in private for a minute?

George Of course, Gemma What’s the matter?

Gemma Don’t tell anyone, but I’ve just seen Sarah taking

some money out of Alex’s jacket pocket

Gemma No … I think she stole it

George Where was this?

Gemma In the classroom just now Everyone was out for

break time I just went back for something I’d forgotten

George What did you do?

Trang 31

• Go through the Look out! box together With a weaker

class, ask students to find examples of the structures in

the quiz

• Students correct the sentences

KEY

1 would rather not

2 Why not ask

3 You’d better

4 Would you sooner

• Students complete the sentences With a weaker class,

do the first two items together

KEY

1 entering 2 Talking 3 keep 4 to clean up

5 hang up 6 spending 7 smash 8 wait

• In pairs, students discuss the different topics

• Monitor and help where necessary

Lesson outcome

do now? and elicit answers: I can use infinitives and -ing forms

• To do the lesson in 30 minutes, keep the lead-in brief and

set exercise 5 for homework

• Play hangman with the word confrontational Encourage

students to guess the vowels first

• When students know the word, ask them to suggest a

few situations when people might be confrontational, e.g

someone jumps the queue they are in

• Students do the quiz and read their results

• Elicit some reactions to find out if they agree or not

• Students find examples for each rule in the text

KEY

1 stop to pick it up; try to find another seat; stop

answering the phone; try being more assertive

2 see someone drop; hear a shop assistant being rude

3 taking a risk; ignoring bad behaviour

• Write the following on the board:

threaten / offer / avoid / pretend / keep

• Ask fast finishers what follows these verbs, the

infinitive or -ing form? Students find the verbs in the

quiz to check their answers

For further practice of the infinitive and -ing

forms: Grammar Builder 2.3 page 127

• Check answers as a class Ask for an explanation when

both answers are correct

KEY

1 Queuing

2 argue (for a completed action) / arguing (for an

ongoing action)

Trang 32

• In pairs, students say which comments and advice in exercises 3 and 4 they agree with Encourage them to give reasons and to suggest another piece of advice for Marco

• Monitor and help with vocabulary and grammar where necessary

Ask fast finishers to write a short paragraph describing

a problem they had getting to school They must include

these phrases: on time, by the time, at the time, in the end and in time.

• Students discuss the questions in pairs Encourage them

to use some prepositions + noun phrases in their answers

• Ask a few pairs to share their ideas with the rest of the class

Lesson outcome

do now? and elicit answers: I can use preposition + noun phrases I can discuss advice.

• Write crime on the board Ask students to call out any words or phrases they associate with this word, e.g theft, robber, shoplifting, murder, judge, police.

• Accept any suggestions as long as they have some connection

• Focus attention on the photos With a weaker class, ask

students to describe what they can see in each photo, e.g

a car exhaust; blue street lights in a city, a pair of eyes

• Elicit a few ideas about the connection between the photos and crime

• Focus attention on the photo and ask:

How do you think the boy is feeling? (worried)

What do you think he might be worried about? (e.g a friend,

exams, money)

What do you usually do when you’re worried about

something? (e.g talk to a friend / parent / teacher, go to an

online forum)

• Ask students to read the forum post and find out what

Marco is worried about

• Elicit students’ answers in their own words

KEY

(Possible answer)

He is worried that his best friend is spending too much

time with older people who might be a bad influence

For further practice of preposition + noun

phrases: Grammar Builder 2.4 page 128

1 1 on 2 for 3 at 4 under 5 For 6 on

7 in 8 in

• Students complete the sentences with a preposition

Tell stronger students to do the exercise without

referring to the Learn this! box.

KEY

1 in 2 under 3 On; on 4 for 5 in 6 in 7 by

Extra activity

Books closed, say a noun, e.g purpose, control, trouble,

doubt, mistake Students say the correct preposition and

the noun

You: purpose

Student: on purpose

• Students complete the sentences with nouns from

exercise 2 and the Learn this! box.

KEY

1 fault 2 once 3 stake 4 good 5 mistake

6 course

Trang 33

1 crime rate 2 committing a crime 3 crime prevention

4 crime wave 5 violent crimes 6 recorded crime

7 deter crime 8 combating crime 9 petty crime

10 cut crime

For further practice of crime vocabulary:

Vocabulary Builder 2F page 118

1 1 drug dealer 2 convicted 3 operation

4 judge 5 sentence 6 Prosecutor 7 court

8 authorities 9 raided 10 arrested

11 summing up 12 suspicion

Ask fast finishers to use four crime collocations in their

own sentences

• Check understanding and pronunciation of CCTV

(closed-circuit television): /ˌsiː siː tiː ˈviː/

• In pairs, students decide on their point of view and think

of three more ideas With a weaker class, help students

with ideas, e.g in favour: it protects the public, it helps identify criminals, it makes people feel safer; against: it creates fear, it is intrusive, it creates less trust

• Try to match up pairs with different opinions

• Go through the useful phrases together before students start their debate

• Monitor and help with grammar and vocabulary where necessary

• Ask a few students to say whether their opinion changed

Lesson outcome

do now? and elicit answers: I can understand a text about different solutions to crime I can use crime collocations

I can debate the pros and cons of CCTV.

• Students match the texts with the correct titles

• Go through the Reading Strategy together

• Ask students to read the questions before they read the

texts and do the matching task

KEY

1 B, C 2 B 3 A 4 A, C 5 B 6 C 7 B, C

• Write the following definitions on the board:

likely to be attacked or harmed (vulnerable – line 15)

unfriendly (hostile – line 21)

very successful in a way that causes great satisfaction

(triumphant – line 30)

worried or unhappy (uneasy – line 40).

• Ask fast finishers to find adjectives in the text to

match them

• Students work in pairs to discuss the questions

• Ask some students for their ideas

KEY

(Possible answers)

1 She possibly wanted to get teachers used to the idea of

a picture being in that place She also probably used the

picture of flowers as a control: would people respond to

any picture or a specific picture?

2 They might not want to believe it because it would

mean that their crime-fighting policies have had little or

no effect

3 The writer is suggesting that the psychologists’

explanation is just one possible explanation and that

there may be others

Verbs combat crime, cut crime, commit crime, deter crime

Nouns crime rate, crime prevention, crime wave

Adjectives violent crime, recorded crime, petty crime

Adjectives and verbs come before the noun; nouns come

after the noun

Trang 34

Monika Can I have a word with you about something, please?

Examiner Sure, what is it?

Monika Well, it’s just that I think we need to decide on some rules for cleaning the flat … We want to live together successfully, don’t we?

Examiner Really? I thought we were living together

successfully! What did you have in mind?

Monika Erm, I thought perhaps we could have a cleaning rota We’re supposed to keep the flat clean, you know It’s in our contract

Examiner Well, OK You must feel that I haven’t been doing

my share of the cleaning, then

Monika Well, it’s just that sometimes when you’re in a hurry, you leave things in a mess

Examiner Oh, I’m sorry Do you think I’m not as tidy as you are, then?

Monika Well, yes, I’m afraid I do I didn’t want to bring it up, but you left the kitchen very untidy last Friday evening before you went away The sink was full of dirty plates

Examiner Oh, I’m sorry about that You should have said something earlier I’ll make sure I wash the dishes next time

Monika The floors and work surfaces also need to be cleaned regularly Could we possibly agree on some rules for that?

Examiner OK We could take it in turns to clean the kitchen, couldn’t we? You do it one week, I do it the next

Monika Yes, we ought to clean the bathroom too, and vacuum the carpets

Examiner Mmm, OK Perhaps we could get a cleaner in to do that!

Monika A cleaner? You must be joking! We can’t afford that Why don’t we clean the whole flat together, once a week?

We can do it on a weekday evening

Examiner OK, I agree Tuesdays would probably be best for me

Monika It’s settled then!

Exercise 4 $ 1.15 page 28

• Students complete the phrases from the dialogue

• Play the recording again for them to check

• Focus attention on the example and invite students

to introduce the topic with a different key phrase, e.g

I thought perhaps we could talk about washing the dishes / Could we possibly agree on washing the dishes after dinner?

• In pairs, students practise the key phrases and discuss the problems Monitor and help where necessary

• Elicit things you must do when you rent a flat, e.g do

the washing up, do the cleaning, take out the rubbish, pay

the bills

• Ask students if they are good at sharing a living space

with other people Encourage them to give reasons

• Go through the task together Remind students of

structures they can use, e.g (from 2D) would rather, would

sooner, had better (not), Why (not)?, try + -ing.

• In pairs, students role-play a discussion with a flatmate

and try to decide on some rules

• Ask a few students to share their ideas with the class

For further practice of household chores

vocabulary: Vocabulary Builder 2G page 118

2 1 b 2 d 3 e 4 a 5 c

3 1 put away the food 2 mop the floor

3 iron the clothes 4 dry them (and) put (them)

away 5 set the table 6 put it away 7 clear the

table

Language note: Question tags

• We use a negative question tag after a positive

statement

It’s a lovely day, isn’t it?

• We use a positive question tag after a negative

statement

You haven’t seen them recently, have you?

• We form question tags with an auxiliary / modal verb +

subject pronoun

Her brother works in a bank, doesn’t he?

They can’t hear us, can they?

• The question tag for I am is aren’t I?

I’m taller than her, aren’t I?

• Go through the Speaking Strategy together Demonstrate

the correct intonation of Oh, dear … , Oh, I’m sorry … ,

I didn’t realise … (sympathetic)

• With a weaker class, review the structure of question tags

• Students write the correct question tags

KEY

1 isn’t it 2 do you 3 don’t you 4 can’t it

5 don’t we 6 aren’t I

For further practice of question tags:

1 1 is it 2 hasn’t it 3 will you 4 do they

5 have you 6 didn’t it 7 shall we 8 will you

9 didn’t they 10 aren’t you

Exercise 3 $ 1.15 page 28

• Tell students they will hear a student doing the task in

exercise 1

Trang 35

• In pairs, students do the task Remind them to use the key phrases for being diplomatic and phrases for showing interest

• Monitor their grammar and intonation

Lesson outcome

do now? and elicit answers: I can use diplomatic language in

a discussion I can use question tags correctly

Grammar: provided that / providing / on condition that, even

though and even if

Writing: A for and against essay

• In pairs, students discuss the different options for advice

• Elicit some opinions and try to find out if there is one particular option that most students use

• Go through the task together

Students work with a partner Give them a minute to think of one advantage and one disadvantage of using the internet for advice

Extension

With a stronger class or fast finishers, ask students to

think of two more advantages and disadvantages

• Tell students to read the essay quickly

• Elicit their reaction to the conclusion Ask for reasons

• Students listen to a second student doing the task in

exercise 1 Ask them to decide if there is less agreement in

the first or second conversation

• Play the recording and elicit students’ response

KEY

There is less agreement in the second conversation

Transcript

Freddie Have you got a minute?

Examiner Of course What did you want to talk about?

Freddie I thought perhaps we could agree on some rules for

the flat

Examiner Well, sure You obviously have certain things in

mind, don’t you? What are they?

Freddie Well, yes Could we possibly agree on some rules for

visitors?

Examiner Really? Like what?

Freddie Well, you have friends here all the time and it’s

sometimes difficult to do any studying

Examiner Well, you have visitors too, don’t you?

Freddie Not as often as you do And usually only one visitor

at a time You often have four or five people here at a time

We aren’t really supposed to have more than three visitors at

a time It’s in the contract

Examiner Who cares about the contract? The landlord will

never find out But OK Look, I’ll text you beforehand to see

if it’s OK for my friends to come over And I’ll go out to see

them a bit more

Freddie Great

Examiner Is there anything else?

Freddie Yes I don’t think you realise how noisy you all are

when you’re together And your music is really loud I can’t

concentrate, and I’m supposed to be studying every night

for my exams

Examiner You should have said something earlier

Freddie But it’s embarrassing to ask your friends to be quieter

Examiner OK Fine I’ll ask them in future

Freddie OK Great That’s everything sorted, then

Examiner Good See you!

Exercise 7 $ 1.16 page 28

• Play the recording again and ask students to put their

hand up when they hear an example of be supposed to.

• Write the following on the board:

… , but I’ve overslept

… , but I would rather go out for a meal

… , but I’m broke

… , but she’s driving me crazy

• Ask students to complete the sentences using be

supposed to

• Students compare their sentences with a partner

Trang 36

• Go through the key phrases together

• Students identify the ones used in paragraphs 2 and 3 of

the essay

KEY

The first advantage …; no one can deny that …; Although

it is true that … we should also remember that …;

Moreover, …

• Students find examples of the structures in the text

KEY

You can find an answer to any question you have,

provided that you search correctly; Even if you feel you

are the only person with your particular problem, …;

Even if you get advice, …; In conclusion, even though the

internet can be helpful when you have a problem, …

• Go through the task together Give students time to think

of two or three advantages and disadvantages of always

being in contact With a weaker class, do this together

and write ideas on the board

• Students write their essay Monitor and help with

grammar and vocabulary where necessary

• Encourage students to check their work when they have

finished

• Display the essays around the classroom so that students

can read each other’s work Have a class vote on the

best essay

Lesson outcome

lesson

do now? and elicit answers: I can discuss both sides of a topic

I can follow the correct structure for a pros and cons essay.

Trang 37

Speaking: When do you use different gestures?

SHORTCUT

• To do the lesson in 30 minutes, keep the lead-in and exercise 1 brief and omit the speaking part of exercise 7

• Yawn in an exaggerated way and ask:

How do you think I’m feeling? (tired)

• Then frown and ask the same question (angry / confused)

• Go through the words and phrases together Check their

meaning and practise their pronunciation, especially bow (your head) /baʊ/, fidget /ˈfɪdʒɪt/, grimace /ˈɡrɪməs/ and

B The man is frowning and scratching his head

C The woman is frowning and biting her fingernails

D The man is frowning

E The woman is raising her eyebrows

F The man is giving a thumbs up

Photocopiable: 3A (Express yourself )

3B Grammar

Photocopiable: 3B (Modals: present and future)

3C Listening

3D Grammar

Photocopiable: 3D (Modals in the past)

Photocopiable: Functional Language Practice (Moving

onto another topic and paraphrasing)

3H Writing

Culture 3

End of unit

Exam Skills Trainer 2: Student’s Book, pages 40–41

Cumulative Review I–3: Workbook, pages 110–111

Customs and culture

Trang 38

Exercise 4 $ 1.17 page 30

• Go through the verbs together and check meaning and

pronunciation, especially cough /kɒf/, sigh /saɪ/ and tut /

tʌt/

• Play the recording for students to do the exercise

KEY

1 sneeze 2 hiccup 3 sigh 4 sniff 5 cough

6 tut 7 slurp 8 clear your throat 9 gasp 10 snore

Transcript

See answer key

• Go through the situations together and elicit typical

sounds for each one

KEY

1 clear your throat, cough, sneeze, sniff 2 clear your

throat 3 snore 4 sigh 5 gasp 6 tut 7 slurp

• Ask students to read the quiz quickly and complete it with

words from exercises 2 and 4

• Check answers as a class before students do the quiz

KEY

1 sniff 2 eyebrows 3 cross 4 shake 5 shoulders

6 point 7 slurp 8 thumbs up

Exercise 7 $ 1.18 page 31

• Play the recording for students to check their answers

• Check answers as a class Then elicit a few reactions to the

different customs

KEY

1 A 2 A 3 B 4 B 5 A 6 C 7 A

Transcript

1 If you have a cold in Japan, you should sniff rather than blow

your nose If you blow your nose in public, you might disgust

a few people, so it’s better to go to the bathroom to do it!

2 When a Turk raises their eyebrows, they are doing it to say

‘no’ Very often this gesture is accompanied by a tutting

sound, so they raise their eyebrows and make this sound –

tut – at the same time

3 If you want to wish someone good luck in Vietnam, don’t

do it by crossing your fingers! It’s considered a very rude

gesture and could get you into trouble!

4 You might shake your head to say ‘no’ in your country, but in

Bulgaria it’s exactly the opposite Shaking the head means ‘yes’!

5 It may seem normal to you, but people in many countries,

Indonesia, for example, will think you very rude if you

point at people or things

6 Making a noise when drinking is rude in many countries,

but not in Japan You can slurp whether you are drinking

tea or eating a bowl of noodles

7 Giving the thumbs up in Thailand is something that

children do, so it’s not offensive, but it’s seen as childish

It’s a bit like a child sticking out their tongue!

1 Interviewer So what do you consider to be social taboos?

Passer-by Well, when you want to cough or sneeze, you should turn your head away and cover your mouth

Nobody wants to share your germs! And if you have a cold, take out a handkerchief, stand to one side and blow your nose! I know that sniffing is acceptable in some cultures, but if you’re planning to come to Britain, you might annoy people if you constantly sniff!

2 Tom Anyway, so how did the school exchange trip to Madrid go?

Leah Fantastic We had a great time

Tom What was your host family like?

Leah They looked after me really well and they were very friendly In fact, at first I thought they were too friendly!

Tom What do you mean?

Leah Well, when they met me at the airport, they all gave me

a hug and a kiss on both cheeks! I just stood there blushing!

Tom You’d never see British people doing that with people they don’t know!

Leah I know! They also gesture a lot more The girl I stayed with, Marta, was always shrugging her shoulders or moving her arms around She spoke with her hands! If she comes to stay with me and my family next month, she’ll have the opposite first impression to mine: she’ll think we’re cold and reserved!

3 Now, we’re going to look at how to behave in an interview Obviously you’re going to be nervous, but you really have

to make an effort to control your body language It goes without saying that if you bite your fingernails, you won’t make a very good impression However, there are other types of body language that it is best to avoid too If you fold your arms, you could look defensive and tense, but on the other hand, don’t stretch your legs out in front of you either

as you will appear too relaxed! You need to find a balance; sit with your feet flat on the ground and your arms resting on the chair with your hands together in front of you

4 Director Cut … cut!

Actor What’s wrong?

Director It’s the expression on your face It’s not right

Actor How do you mean?

Director Your character is supposed to look confused

Actor Well, I’m trying to transmit the idea by scratching my head while I’m looking at the menu and then I’ll ask about one of the dishes – you know, ‘Excuse me, what exactly is

in the beef stroganoff?’

Director I know what it says in the script, Marc, but I don’t want you to play it like that I want you to be less obvious When you scratched your head, it looked like you had

a terrible itch! Just raise your eyebrows and put your head

to one side and look up at the waitress

Actor But if I do the scene like that, the audience won’t realise that I’ve got a problem with the menu

Director That’s the point, Marc, that’s the point! We don’t want it to be obvious at first You’re supposed to be a man who is not very good at expressing his feelings!

Actor OK, OK, whatever you say!

Director Exactly – whatever the director says! OK, everybody, positions please! And … 3 … 2 … 1 … action!

Trang 39

• Complete the rules in the Learn this! box together

Students can then find examples in the text

KEY

1 should and ought to 2 must and have to 3 mustn’t

4 don’t have to, don’t need to and needn’t 5 be supposed to

1 You ought to plan to keep in touch with friends and family

2 you must try to learn some key phrases

3 You mustn’t worry if you can’t see or do everything

4 You don’t have to be fluent

5 so you understand what you’re supposed to do (and what you’re not supposed to do)

For further information about advice, obligation and necessity: Grammar Builder 3.1 page 129

• Students complete the sentences

KEY

1 should 2 mustn’t 3 are supposed to

4 don’t have to 5 You’re supposed to 6 ought to

Extra activity

• Write the following on the board: You must blow your nose in public in Japan because it’s extremely rude You needn’t sniff instead If you want to blow your nose, you mustn’t do it in the bathroom.

• Ask students to correct the modals

• Answers: You mustn’t blow your nose in public in Japan because it’s extremely rude You should sniff instead If you want to blow your nose, you must do it in the bathroom

• Go through the Learn this! box together Students can

then find examples in the text

KEY

1 you may find it helps to read about the history and culture; you might love it;

2 you should fit right in

3 there must be one in the language you need

4 you’ll be able to find a wide variety of online language courses

5 Travelling can be lonely / You can’t learn everything about where you’re visiting

• Students complete the text with the verbs in the Learn

this! box With a weaker class, do this together.

KEY

1 must 2 can’t 3 may / might / could 4 be able to

5 can 6 may / might / could

Exercise 9 $ 1.19 page 31

• Go through the Recycle! box together

• With a stronger class, ask students to try to complete the

sentences before you play the recording again

• Play the recording again, pausing after each section for

students to complete the sentences or check their answers

KEY

(Possible answers)

1 might annoy people

2 could think of you as cold and reserved

3 might not get the job

4 won’t realise that Marc is supposed to be a man who is

not very good at expressing his feelings

Transcript

See exercise 8

Ask fast finishers to discuss customs and taboos in their

country

• Monitor and check their grammar, vocabulary and

pronunciation

Lesson outcome

lesson

• Ask students: What have you learned today? What can you do

now? and elicit answers: I can describe body language, gestures

and movement I can use the first conditional to make predictions

Modals: present and future

LESSON SUMMARY

Reading: Tips on travelling

Grammar: Advice, obligation and necessity; possibility,

probability and certainty

Speaking: Discussing how a visitor to your country should

behave

SHORTCUT

• To do the lesson in 30 minutes, keep the lead-in and exercise

1 brief Set exercises 7 and 8 as a writing task for homework

• Ask: If you were travelling abroad, what would you research

before you go?

• Elicit a few ideas and ask students for their reasons, e.g

the weather, so that you have the right clothes; places to

visit, so that you know the best places to go

• In pairs, students talk about cultural problems people

might have when travelling abroad

• Ask some students for their ideas

Trang 40

2 Hey! Good to see you What are you guys doing?

3 It’s a pleasure to meet you Allow me to introduce you to

my colleagues

4 This is Mrs Mathison She’s from Canada

5 This is a friend of mine, Anna Anna, this is Joe, Steph and Amy

6 Hi, there Good to meet you How do you know Alex?

7 Do you guys fancy grabbing a coffee somewhere?

8 I’m about to go and get a coffee Could I fetch you a drink

at all?

9 It’s very kind of you to offer I’d like a sparkling water, please

10 Sure, why not? That’s a great idea We weren’t doing much, anyway

Exercise 3 $ 1.20 page 33

• Play the recording again for students to write the formal

version of the sentences With a stronger class, ask

students to try to write the formal sentences before you play the recording

KEY

1 Good morning / afternoon

2 I don’t believe we’ve met

3 It’s a pleasure to meet you

4 Allow me to introduce you to my colleagues

5 Could I fetch you a coffee at all?

6 It’s very kind of you to offer

2 1 Sorry (informal) 2 apologise (formal)

3 inform (formal) 4 let you know (informal)

5 postponed (formal) 6 put off (informal)

Exercise 4 $ 1.21 page 33

• Play the recording, pausing after each speaker to give students time to write their answers

For further practice of possibility, probability

and certainty: Grammar Builder 3.2 page 129

1 1 needn’t 2 mustn’t 3 should 4 must

5 are supposed to 6 shouldn’t

2 1 b 2 a 3 c 4 b 5 a 6 b 7 a

• Go through the example together and then ask students

to rewrite the sentences

KEY

2 Are we supposed to leave a tip?

3 You mustn’t enter the temple in shorts

4 You don’t need to speak Spanish

5 He shouldn’t have any problem making friends (in my

opinion)

6 It could rain while we’re away

7 Look at the map; this must be the right road!

Ask fast finishers to write five tips on learning English

using modals from the lesson

Lesson outcome

lesson

do now? and elicit answers: I can use modals to talk about

present and future possibility I can give tips on behaving

correctly in my country.

3C Listening

When in Rome …

LESSON SUMMARY

Exam topic: Identifying text type

Listening: Matching speakers with situations

SHORTCUT

exercise 1 brief and omit exercise 6

LEAD-IN 2 MINUTES

• Focus attention on the two photos and ask:

What are the people doing? (introducing / greeting each

other)

What’s the difference between the gestures?

(A: they are formal; B: they are informal)

• Then ask: How do people greet each other for the first time in

your country? What about people who are friends?

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