Guía Didáctica del Docente

Transcription

el Docente
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Guía D
Rod Fricker
Teacher of English as a Foreign Language
Englishfor
3
Edición Especial para el Ministerio de Educación.
Prohibida su Comercialización año 2012
er
año de
Educación
Media
Datos de catalogación
Inglés 3er Año de Educación Media
Guía Didáctica del Docente
1ª Edición
Pearson Educación de Chile Ltda. 2011
ISBN: 978-956-343-176-6
Formato: 21 x 27 cm
Páginas: 96
Inglés 3er Año Medio
Teacher Book
The adaptation of this book is published by an arrangement with Pearson Education Ltd.
© Pearson Education Ltd 2007
Content development and technical-pedagogical revision:
Original series: Rod Fricker
Adaptation: Carmen Montes
Technical-pedagogical revision: Gloria Hudson
Edición y Arte
K-12 Editorial Manager for Latin America: Clara Andrade
Editorial Manager: Cynthia Díaz
Editor: Lissette Vaillant
email: [email protected]
Proofreading: Christopher Czupryna
Design: Equipo Editorial
Layout: Isabel Olivera
FIRST EDITION, 2011
D.R. © 2011 por Pearson Educación de Chile Ltda.
José Ananías 505
Macul
Santiago de Chile
Nº de registro propiedad intelectual: 208.695
Número de inscripción ISBN: 978-956-343-176-6
“Se terminó de imprimir esta 1ª edición de 4.500 ejemplares, en el mes de xxxx del año xxxx.”
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the copyright holders.
Contents
Plan of the Book ............................................................................................... 4
What’s in a Unit ...............................................................................................6
Introduction.......................................................................................................... 8
Teaching notes
Refreshing our minds....................................................................................... 13
Unit 1 Love and trust ................................................................................. 14
Lesson 1.1 Lican ray ..................................................................................... 15
Lesson 1.2 Poor but happy.......................................................................... 16
Lesson 1.3 Sunshine ...................................................................................... 18
Lesson 1.4 Happily ever after ..................................................................... 19
Communication project............................................................................... 20
Language assessment ................................................................................ 22
Unit Test: tapescript......................................................................................... 22
Unit 2 (S)he ....................................................................................................... 23
Lesson 2.1 Different strokes ....................................................................... 24
Lesson 2.2 Brain balance............................................................................. 25
Lesson 2.3 Is it discrimination? ................................................................. 26
Lesson 2.4 Celebrating differences ....................................................... 27
Communication project ............................................................................. 28
Language assessment ............................................................................... 29
Checkpoint Units 1 – 2 ............................................................................... 30
Unit 3 Amazing animals .......................................................................... 31
Lesson 3.1 Those crazy humans .............................................................. 32
Lesson 3.2 All brain & no bones .............................................................. 33
Lesson 3.3 It’s a dog’s life .......................................................................... 34
Lesson 3.4 Elephants never forget ......................................................... 35
Unit 4 Keeping up-to-date ..................................................................... 38
Lesson 4.1 Is that correct? ......................................................................... 39
Lesson 4.2 Critical age ................................................................................. 40
Lesson 4.3 Write smarter ........................................................................... 41
Lesson 4.4 Walk and talk ............................................................................ 42
Communication project.............................................................................. 44
Checkpoint Units 3 – 4 ............................................................................... 46
Unit 5 Success! ............................................................................................. 47
Lesson 5.1 If only… .................................................................................... 48
Lesson 5.2 Happy accidents! ..................................................................... 49
Lesson 5.3 Sometimes you win ................................................................ 50
Lesson 5.4 Be successful! ........................................................................... 51
Unit 6 Where the heart is ........................................................................ 54
Lesson 6.1 Homes, sweet homes ............................................................ 55
Lesson 6.2 A life of their own ..................................................................... 56
Lesson 6.3 Almost a ghost town............................................................... 58
Lesson 6.4 No place like home?............................................................... 59
Checkpoint Units 5 – 6 ................................................................................ 62
Classroom language......................................................................................... 63
Photocopiable resources instructions ...................................................... 64
Photocopiable resource 1 .............................................................................. 66
Photocopiable resource 6 ............................................................................. 71
Test Unit 1 ............................................................................................................ 72
Test Unit 2 ............................................................................................................ 74
Test Unit 3 ............................................................................................................. 76
Test Unit 4 ............................................................................................................ 78
Test Unit 5 ............................................................................................................ 80
Test Unit 6 ............................................................................................................ 82
Test writing tasks ............................................................................................... 84
Test speaking tasks ......................................................................................... 86
Test answer key .................................................................................................. 89
Writing assessment criteria ........................................................................ 90
Speaking assessment criteria .................................................................... 91
Irregular verbs ................................................................................................... 92
Pronunciation table ......................................................................................... 94
Websites .............................................................................................................. 95
Bibliography ........................................................................................................ 96
3
Plan of the book
Unit
01
Pages
Reading
10 -23
• A Chilean legend
• A short story about a family
• Text messages
• A family argument
• A phone call
• An interview about a 50th
wedding anniversary
24-37
• A cartoon strip about how men
and women are different
• Article: male and female brains
• A letter to the editor
• Conversations about how girls
and boys are treated differently
40-53
• Article: The octopus
• Pet’s views of humans
54-67
• A personal blog
• Article: the first portable
phones
• The dangers of the Internet
• Emails
• Learning to use computers
• An ad about a pen
70-83
• A comedian’s success story
• Personal profiles
• A popstar interview
• An excerpt talking about how to
be successful
84-97
• Travel leaflets
• Article: No place like home?
• Article: Graceland
• Phone conversations
• Article about a Chilean ghost
town
Love and trust
02
S(he)
03
Listening
Amazing animals
04
Keeping up-to-date
05
Success!
06
Where the heart is
4
Writing
Speaking
Vocabulary
Grammar
• A Chilean legend or
myth
• A paragraph about
some who has lived
abroad
• Text messages
• Asking and talking
about things you have
experienced
• Expressing opinions
• Expressing cause and
effect
• Time adverbials:
already, just, yet, ever,
never
• For and since
• Because and so
• Text message
abbreviations
• Past Simple vs Past
Continuous
• Present Perfect
• Present Perfect vs Past
Simple
• A short summary
• An opinion essay
• Talking about rules and
obligations
•Expressing opinions
• Personality adjectives
• Modals of possibility,
ability, prohibition and
obligation
• Comparison
• Giving examples
• Sequencing ideas
• Introducing additional
ideas / information
• An opinion essay
• Talking about things you
can do
• Making a short speech
• Personality adjectives
• Animal categories
• Zero, First and Second
Conditional
• The imperative
• Can to indicate ability and
possibility
• Plan a blog
• An ad for an invention
• A formal and informal
email
• Persuading someone to
buy something
• Discussing the pro’s and
con’s of technology
•Interacting in a discussion
• Computers and mobile
phones
• Present Perfect Simple
and Present Perfect
Continuous
• A personal story of
success
• A personal profile
• An application form
• Expressing regret
• Giving advice
• School, work
• Success, failure
• Third Conditional
• I Wish / If only
• Prepositional phrases
• Describing a place
• Making phone calls
• Leaving messages
• Taking messages
• Describing pictures
• Homes and houses
• Collocations
• Relative clauses: defining
and non-defining
5
What’s in a Unit?
1 Unit opening page introduces topic and tells instructor
contents and objectives.
2 Class resources tells instructor what resources are
available in addition to the Student Book.
1
Love and trust
01
Objectives objectives with your Ss. It is important that they know
in advance what
is expected from
them.
Go through the unit
relationships.
talk about love and d and a text message.
and writing.
Read, listen and
legen
ct when speaking
one you know, a
Write about some Past Continuous and Present Perfe
le,
Use the Past Simp
relationships.
rtant
impo
t
feelings.
abou
Focus on talking love and respect for others and their
Discuss tolerance,
Topic
l life
Family and socia
2
Class resources
Class CD
urce 1
Photocopiable Reso
Online dictionary
Timing
Objectives
legends 2 hours
legend. Talk about
t Read a Chilean Past Simple and past
Use
.
1.1 Lican Ray
myths
and
Continuous.
2 hours
se
discussion. practi
t Read about a family
y
nt Perfect.
1.2 Poor but happ
the use of Prese
you’ve met.
t Speak about some
1 hour
.
t Read about a family
one who has left.
1.3 Sunshine
t Write about some
2 hours
love. Talk
about a long-lasting story.
Listen
t
after
personal
1.4 Happily ever
about an important
of since and for.
Practise the use
1 hour
topics
Project t Discuss
Communication
ages
t Write text mess
1 hour
t
smen
t Language Asses
1 hour
Lesson
3 Unit plans shows lesson name, objectives,
timing and OFT.
OFT
3
es
nts to develop attitud
Encourage stude feelings.
for others and their
ct
of love and respe
unicate
stand and comm
in ability to under
Develop confidence
in English.
learner autonomy
tance of developing
reflection
Understand the impor . Appreciate the importance of
and good study habitsage learning.
and analysis in langu
t Unit test
Getting ready
Ss that
the unit. Remind
ties before you begin in open class. If Ss are
ers
the following activi
pages 10-11)
pairs to complete assist where necessary. Elicit answ Encourage fast Ss to do
(Student’s book
ish.
Have Ss work in
ideas. Monitor and , allow them to perform it in Span
and relationships.
love
one’s
t
every
abou
ct
is
ld respe
This unit
ing skills
and that they shou due to lack of sufficient speak
sh
all ideas are valid
this activity in Engli
unable to perform
it in English.
4 Teaching notes provides special difficulties,
background information, culture notes and tips for
warm-up, before, during, and after activities.
Love and trust
1.1 Lican Ray
(Student’s book pages 12-13)
4
of
a Chilean legend on the topic
This section gives students
.
love and making difficult decisions
Using the culture notes
are mainly designed as a reference
The culture notes in the book
people or
for more information about
te
for teachers in case Ss ask
However, you could also incorpora
places mentioned in the book.
of ways:
them into the lessons in a number
country
1 Comparisons with the Ss’
about
discuss
notes, Ss could
such
For example, with the culture
m facts about the person’s life,
different people and brainstor
ents.
as their major works and achievem
5 Classroom language provides expressions for
giving instructions, congratulating and reinforcing.
Before reading
This is
what they already know.
t to
Ss are encouraged to identify
e. Careful monitoring is importan
more
evaluation of previous knowledg
know and where they need
understand what the Ss already
towns that has recently started
Lican Ray is one of those small resort town to a year-round
lake
the transition from a seasonal
on
open all year. Lican Ray is situated
destination with businesses
from
n Lake about 27 kilometres
the north shore of the Calafque
of
Pucón. The beaches are made
Villarrica, and about 35 from
get
the South of Chile starts to
black volcanic sand. Even when
n
Calafque
Lake
ing
warm. Surround
colder, the beach tends to stay
the
being
one
lar
the most spectacu
are snow capped volcanoes;
Villarrica Volcano.
Chica
Playa
to
down
and
town
The main street stretches through a park that makes up the
gates of
and turns and ends at the
es
and Playa Grande. Most business
peninsula between Playa Chica
in
along the main street and directly
and restaurants can be found
was founded as a trading post,
town
The
beaches.
both
front of
for
permanent residents, except
3,000
about
are
there
today
and
n
to February 28, when the populatio
the period from December 15
of summer vacationers. February
more that doubles with the arrival
working
year. All tourist services are
is the busiest month of the
such as boat rides around the
and many activities are available
rental.
lake, water skiing, and Jet Ski
Warm-up
01
Table; Robin
the Knights of the Round
example: King Arthur and
of story
Elicit ideas for what category
Hood; El Dorado; La Llorona.
legend.
students to define the word
old,
these fall into: legends. Ask
the dictionary definition: an
to
relevant
is
that
Accept anything
people, adventures, or magical
brave
about
often
story,
well-known
events.
2 Inspiring the Ss
about the
corresponding information
ion.
Where there is no obvious
notes may stimulate their imaginat Ss
Ss’ own country, the culture
lives,
than looking at real people’s
As an example here, rather
y of a scientist,
biograph
fictional
a
create
could work together to
or theories.
s
invention
future
g
perhaps imaginin
rk.
3 Find out more
culture notes to generate homewo
This is a way of using the
ily brief and give only a brief
The notes themselves are necessar rk task, the Ss could find out
homewo
a
outline of the item so, as a
and be encouraged to make
the
more from the Internet or books
in
display
could be used for
visually interesting poster that
other, in
present their findings to each
classroom. They could also
lesson.
groups, at the start of the following
Culture notes
14
work.
to name Chilean myths and
Put Ss in pairs and ask them
responses.
many as they can. Elicit their
legends. They should list as
to quickly
a few people know, allow them
If there are stories that only
of Lican Ray.
not let anyone tell the story
tell the rest of the class. Do
1
Classroom Language
open class. Ss share their
This can be discussed in
predictions and justify them.
2
2.4
Act out the dialogue!
Act out the story!
Ask and answer in pairs!
Can you spell it?
Change roles!
Come to the front!
Come to the front of the class!
Copy this into your books!
Do exercise 5 for homework!
Don’t look at the book!
Fill in the chart!
Learn this by heart!
Memorise this!
Listen!
Listen and say after me!
Listen and repeat after me!
Listen to this dialogue!
Listen to the dialogue!
Look!
Look at this!
Make two teams!
Make two groups!
Open your book!
Close your book!
Read!
Read this text silently!
Read the text silently!
Read this text out loud!
Reading
paragraph of the
Give Ss time to read the first
3
a partner,
n. Allow Ss to check with
story and check their predictio
open class.
before eliciting responses in
that explains the origin in of
sentence
the
find
Ss
In pairs,
4
is in the
point out that the sentence
the name Lican Ray. If needed
first paragraph.
the text and
the Ss find the pronouns in
have
First
5
references to
also look for other pronoun
underline them. They could
nding of a
strategy for a better understa
practise because this a good
have their
lesson. Chilean legends. Ss
For
Introducing the topic of the
of some legends on the board.
books closed. Write the names
text.
Previously to answering the
are.
the paragraphs where the answers
6
7
back to the text.
questions, the Ss find
s before going
Have the Ss sequence the sentence
Then they go back and check.
have the students
After answering the question
things they
to look for explanations for
discuss why people tend
cannot understand in nature.
of the text and then the
layout
the
on
focus
Ss
Have the
9
the text.
of text and then the source of
and
content to identify first the type
es between a text in a magazine
Have them mention the differenc
a list of
could say that a manual contains
a section in a manual. They
drawings while a text in a magazine
hs.
instructions, numbers and some
title and it is organized in paragrap
is usually illustrated, it has a
8
Read the text out loud!
Repeat!
Can you repeat, please?
Sit down!
Stand up!
Sit next to Pablo!
Speak!
use a pen!
use a pencil!
Work in groups!
Work in pairs!
Work on your own!
Work alone!
Write the answers in your notebook!
Excellent!
Good!
Very good!
That’s right!
OK!
That’s not quite right!
Try again!
Well done!
Be quiet please!
Don’t speak Spanish!
No talking!
Speak English please!
Work quietly please!
5
After reading
with possible answers and have
Ss work in pairs to come up
evidence from the text.
them support their titles with
10
15
63
6
6 Photocopiable unit test provides an assessment for language, listening, reading, and writing covered in each unit.
6
Test
Test unit 1
___________________
Name: _____________________
Date: _________ Grade: _______
Reading
1
Listening
and
1.12 Listen to the conversation
or F (false).
1 ___ The boy is reading an article.
1
the missing words. The
Complete the sentences with
you need to use.
lines show you how many letters
2
answer T (true)
__?
1 Have you told your wife __ __
__ celebrated their thirtieth
2 They’ve r __ __ __ __ __ __
wedding anniversary.
s __ met her and we’re not
3 Don’t panic, dad! I’ve __ __
going to get married next month.
__ c __ last week. Do you think
4 They haven’t phoned __ __
they are still interested?
__ bought a ring for your
5 Have you a __ __ r __ __ __
2 ___ Girls should ask boys out.
equal.
3 ___ Boys and girls should be
a boy out.
4 ___The girl would love to ask
4
girlfriend?
the words from the box.
you need.
There are more words than
argue teens married
argument blind divorced
3
trust
her about her husband, OK?
1 When she comes, don’t ask
doesn’t want to talk about it.
They’re _________ and she
was a _______________ date
2 I met her once last week. It
that Chinese restaurant on
and we spent a nice evening in
the corner.
when she decided he was the
3 She was still in her _______
man of her dreams.
with your mother, Chris. She’s
4 Don’t _______________
right and I agree with her.
more. Both of them are happily
5 My sisters aren’t single any
________ and have lovely children.
5
8
5
Language
1
Read the text below and
answer T (true) or F (false).
1 ___ Monica and Ian have
known each other for a year.
2 ___ They don’t know when
they’re getting married.
3 ___ Monica likes the ring
Ian bought her.
4 ___ Monica’s parents are
upset.
5 ___ Ian’s parents don’t like
Monica.
6 ___ Monica has finished
college.
7 ___ Ian has just started his
first job.
8 ___ Ian’s parents have been
married for more than 20
years.
the correct form of the
or Past Simple.
verbs in brackets: Present Perfect
(you/send) her the text message
1 ___________________
yet?
_ (he/get) the piercing?
2 When _____________________
_____________ (live) in
3 After the wedding they _______
Paris for eight months.
_____ (you/know) him?
4 How long ______________
Dan
5 You’re not going to believe this!
(take) his girlfriend to a
_______________________
means something?
nice restaurant. Do you think it
him? But
6 What? You want to live with
___ (not/finish) at college yet.
you___________________
______ (he/know) his
7 How long ______________
girlfriend?
7 September
Dear Kate,
How are you? It’s been ages since we saw each
other, so I wanted to write and let you know
my exciting news. Ian has asked me to marry
him! As you know, we only met five months ago
but we’re crazy about each other. We haven’t
decided on a date yet, but he’s already bought
me a ring! We couldn’t afford an expensive one
– but I love it anyway!
My parents are pleased because they get on
really well with Ian, but his family are very upset.
In fact, Ian’s fallen out with his mother and father
about it. I get on quite well with Ian’s parents
too but they’re worried because I haven’t finished
college yet and Ian’s only just started his first
job. Apparently the only person who’s pleased
is his grandmother. She says that his parents
were the same age as Ian (twenty) when they
got married – and they didn’t have any money
either. Apparently, they’ve been married for twenty-two
years and they haven’t split up!
Anyway, please write and tell me your news
and I’ll write again soon – and of course I’ll send
you an invitation to the wedding!
7
With lots of love,
Monica
Score
Photocopiable
72
Photocopiable
7 Photocopiable speaking/writing tasks provide
an assessment for speaking related to the language
covered in each unit.
ria
ssment crite
Speakingasseasssinse
performance.
g student’s oral
ment table
Fluency
Visual Dictionary
Online - MerriamWebster
http://visual.me
rriam-webster.com
Discovery School
http://school.disc
overy.com
Educational help
er
http://www.edh
elper.com/
8
English teaching
material
http://www.eslg
old.com
ESL teacher reso
urces
www.usingenglish
.com/teachers.ht
ml
Fun Brain
http://www.funb
rain.com
How To Learn
http://www.how
tolearn.com
Internet Public Libra
ry
http://www.ipl.o
rg/
nt and
Task Achieveme
Interaction and
Appropriacy
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89
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7
Introduction
Welcome to English for Success 3. This introduction:
• describes how the course meets the needs of students and
teachers
• outlines the principles on which the materials were developed
• describes the course and its components
ENGLISH FOR SUCCESS 3 FOR
STUDENTS
English for Success 3 is a course for upper secondary students. It is
aimed at fifteen to seventeen-year-old students. The age range has
been fundamental in defining the most important features of the
course.
Students at this age are at the peak of their
cognitive development.
They learn best when they are encouraged to use discovery
techniques and engage with interesting topics related to their age. In
common with learners in all age groups, they need a lot of recycling
to internalise and acquire the new grammar, vocabulary and functional
language input, but they can also deal with big chunks of new
material.
Students at this age want to learn about the world.
English for Success 3 has a highly educational content. It not only
teaches English but also provides students with information about the
culture of English-speaking countries and the world at large. It
provides interesting and engaging exercises and texts that deal with
citizenship issues, literature, history, geography, art, science and
technology as well as the challenges of everyday life.
Students at this age are young adults who want to
be independent in their learning.
English for Success 3 promotes maturity in its approach to learning
through self-assessment strategies, topics and tasks which
encourage the learner to think about what they read, rather than just
respond to it.
English for Success 3 provides everything students of English need to
cross the border between their school life and the outside world. All
English language exams now follow Common European Framework
requirements, which means that they are skills-oriented with a
special emphasis on communication. English for Success 3 has a
very strong skills syllabus and task types from different exams are
practised throughout the course.
8
ENGLISH FOR SUCCESS 3 FOR
TEACHERS
Lesson preparation
The format of the units in the Student’s Book guarantees successful
lessons. Clear headings and the logical sequencing of exercises
ensure that English for Success 3 will be very easy for you to teach
from with little preparation.
Further support is given in the Teacher’s Book with ideas for warmups and extra activities.
Evaluation and assessment
Monitoring students’ progress is particularly important. Students
need to be confident that they can pass the relevant tests at each
stage of their learning.
English for Success 3 provides you with one test per unit to assess
different skills. End matter includes 6 photocopiable tests, speaking test
tasks, speaking and writing criteria, with their corresponding criteria.
Self assessment
Self assessment activities help students become aware of what they
have done throughout each unit. It also encourages them to reflect on
their learning processes as they check what they have learnt and
what they need to keep on working on to achieve fully. Self assessment
is more usually used as part of a formative assessment process,
rather than a summative one. When you have students assess
themselves, it is important to listen to what they say and to take it into
account in your assessment of them. One way of doing this is as
follows: Get students to give themselves a mark for the term or
semester in the following areas: Reading, Listening, and Vocabulary.
Principles behind the course
English for Success 3 is an ELT course written specifically for
secondary school students. It draws from the most cutting-edge
developments in ELT methodology and practise and is clear, accessible
and novel. The most important features of the course concept are the
following:
• A controlled environment for teaching and learning
• Student and teacher motivation
• An interactive approach to learning
• Thinking training
• Memorisation techniques
• An emphasis on skills
• A strong focus on vocabulary input and practise
• Expanding general knowledge
• Building cultural awareness
• A thorough revision and evaluation system
• Value and attitudes related to contents
The above features make English for Success 3 a very well balanced
course which gives you security, and a real sense of progress to
students.
1.A controlled environment for teaching and learning
One of our most important aims was to publish a course where
learning is very carefully monitored.
A problem sometimes encountered in course books is that of
un-previewed language and grammar. It can be frustrating for both
you and the students when, for example, an elementary lesson on the
Present Simple also contains examples of the Past Simple or even
Present Perfect. Your assurances that ‘this will be covered later’ can
stifle the students’ own sense of achievement. We have been very
careful to avoid this in English for Success 3. We have carefully
monitored the language progression and have avoided using new
grammar in the skills sections. Each speaking exercise is well guided
through the use of prompts and examples.
The same approach has been carefully implemented throughout all
the components.
The second important aim was to create materials that provide
methodologically sound lessons on the page. You do not need to
adapt the material and no extra preparation or input is required. In
other words, if you teach from English for Success 3, you will be very
successful with little effort.
2.Student and teacher motivation
The English for Success 3 course was designed to help you motivate
students and also be very rewarding to teach from. One of the key
ways of achieving this is that throughout the course there is a clear
direction for learning. Unit objectives are clearly stated at the
beginning of each unit. Lessons and tasks have carefully-prepared
stages leading up to clear communicative outcomes.
The varied unit structure, the liveliness of the presentations and
exercises, and the sheer interest of the texts make the material
extremely engaging. There is often an element of puzzle-solving
which, added to the high quality of photos, illustrations and audio
material, will add to students’ motivation and desire to learn.
Most importantly, many of the presentations in English for Success 3
are amusing and thought provoking, which we hope will make the
material memorable, thus promoting acquisition and learning. You
and your students will often find yourselves smiling at a funny cartoon
or a humorous text. The topics covered are usually familiar but with a
fresh and interesting ‘angle’. We are sure that studying from English
for Success 3 will be a very enjoyable experience!
3.An interactive approach to learning
We believe that the unique feature of English for Success 3 is the fact
that students are much more actively involved in every stage of the
learning process than in other courses. The involvement is particularly
transparent in the following sections of the book:
Skills strategies: While other courses offer language tips about
skills strategies, we give students the opportunity to experience the
strategy through doing exercises that illustrate them. Students can
then understand the strategies boxes (Train Your Brain) much better,
and even help create them.
Reading and listening skills: We believe that these sections
are developed in a very involving way. They very often work like
puzzles where students have to complete the reading with the missing
paragraph or title, or guess the ending of the listening before they
listen to the last part of it. The variety of exercises and their unique
character motivate the students and help them remember the
material.
Speaking: As in most courses these sections include a box with the
functional language highlighted. However, what is unique in English
for Success 3 is the fact that all the exercises are constructed in such
a way that students have to either complete the box themselves or
refer to it many times, so by the end of the lesson they can use the
new phrases almost effortlessly.
Vocabulary sections: These are not just a selection of exercises
based around a particular lexical set. They are mini lessons which
very often finish with a speaking exercise in which students have to
use the vocabulary they have just learnt.
Grammar: The inductive approach makes the grammar
presentations in English for Success 3 particularly interesting and
memorable. Students analyse examples of language and arrive at the
grammar rules themselves. This helps them understand and
remember the rules better.
Critical thinking: Before you continue… is a section to encourage
students to learn critical thinking through speaking or writing
assignments and problem solving. For example, students might be
asked how their lives would be different if they had been born in
another country or in a different time period. These thinking
assignments require a student to let go of what they know of their
lives and the world around them to assume a different truth or a
different time period.
4.Thinking Training
The key to all the techniques described above is the fact that English
for Success 3 is designed in such a way that it not only teaches
English for daily communication purposes, but also helps students
become more independent learners.
English for Success 3 provides what we call Thinking Training, which
consists of:
• Training in skills strategies
• Training in drawing conclusions connected with grammar
• Training in social skills (emphasis on communication,
register, intonation)
We believe that this training is fundamental for building students’
confidence and thus for their future development.
5.Memorisation techniques
The Thinking Training would not be complete without memorisation
techniques, which make it possible for students to remember their
own conclusions about the language as well as new vocabulary and
structures. The course has been developed in the light of knowledge
about how the brain works. To help students remember grammar,
vocabulary and new phrases, the following principles have been taken
into consideration:
1.New language is always presented in context. Learners remember
the interesting context, which then helps them remember the new
structure or vocabulary.
2. Exposure leads to acquisition so new language is constantly
revised within the unit and within the course.
9
3. There are references to the language students have already come
across in the course, which are called Think Back! Students are
encouraged to find the information they need in the sections of
the Students’ Book that they have already covered. This activates
the knowledge students already have.
4. The Language assessment sections after every unit and the
Checkpoint sections after every two units help consolidate the
material in all its aspects. (Language skills, pronunciation,
listening, reading, speaking and writing skills)
6.An emphasis on skills
In keeping with current trends in language teaching, we provide very
solid skills training but at the same time, we are aware that skills
cannot be practised without a solid base in vocabulary and
grammar.
Skills strategies training
Skills training in English for Success 3 is organised in the following
way:
The Students’ Book covers general skills strategies such as prediction,
understanding the main ideas, guessing the meaning of the new
words and finding specific information. These are ‘life skills’ students
will need in different situations outside the classroom, regardless of
whether they are taking any language exams or not. Skills strategies’
training is not limited to simple rules in a box. Students first
‘experience’ the strategy and then complete the Train Your Brain box
with the information they already have about the given strategy. For
example, students only read part of the text at a time and students
are encouraged to guess what will happen on the basis of titles,
pictures, and their knowledge of the world, as well as clues within the
text. The sequence of exercises leading up to the Train Your Brain box
shows how the strategy works in a very practical way. This inductive
approach to teaching skills is unparalleled in English for Success 3.
Teaching Reading
The reading sections present topics and language in a wide variety of
text types such as notices, signs, text messages, website pages,
questionnaires, reports, brochures, advertisements, letters, emails,
literary extracts and journalistic material, all written in a lively style.
Each reading passage is accompanied by a wide range of exercises
to encourage students not only to understand what they read, but
also to notice the language used. They analyse the text in detail,
focusing on new vocabulary while reinforcing and building on the
grammar and vocabulary they have recently learnt. Reading strategies
are introduced and practised systematically and thoroughly throughout
the book. There are references to them in the reading sections as
well as in the revisions.
Teaching Listening
Listening is extensively practised in English for Success 3. There are
listening sections in every unit, and shorter listening tasks in all the
other Students’ Book sections, including the Communication project
and Language assessment.
The skills of listening are developed in English for Success 3 through
a wealth of listening text types, including radio (reports, phone-in,
10
interviews, quizzes), dialogues, monologues, announcements,
speeches and mini-lectures and songs. There is a wide range of task
types, both for single answer, true/false, text completion, table
completion, etc, and more extensive and freer note taking, with
opportunities for students to compare their answers or report their
findings. Listening texts mainly include standard British English and
regional British accents, but some contain accents of other Englishspeaking countries such as the USA and Australia.
Teaching Speaking
Speaking is often the area with which students experience the most
frustration. They need considerable help and guidance to improve
their accuracy, but not at the expense of fluency. English for Success
3 aims to give a wide range of speaking tasks to cater for all student
types and give ample, regular practise. Speaking exercises in the
classroom have to be particularly easy to administer, but also be
worth the effort you put in. They should have a very high pay-off with
a sense of satisfaction for both you and the students.
There are speaking activities in all sections of the course. The special
Speaking sections introduce functional language (Speak Out), either
connected with situations (e.g. giving instructions) or everyday
phrases (e.g. expressing opinions). Students learn how to use these
phrases in context and practise them meaningfully in dialogues.
These exercises have been carefully designed so that they progress
from guided to more open ones.
There are speaking tasks in the revision sections to prepare students
for the unit tests.
Teaching Writing
Writing is an essential part of the student’s competence and requires
special emphasis. English for Success 3 addresses key text types,
especially those required in exam situations. These include letters,
notes, messages, emails, discursive and descriptive essays, reports
and summary writing. The course provides both appropriate guidance
and opportunities for freer practise. All types of writing are covered
with a strong focus on micro skills such as punctuation, linking words
and avoiding repetition in order to build and develop the overall writing
skill. English for Success 3 also focuses on the communicative value
of writing by making students aware of whom they are writing to.
There are writing tasks in every unit. Tasks move from controlled
writing activities to longer writing exercises. Students analyse the
specific features of a model text by doing exercises. This leads up to a
summary of the features in a Train Your Brain box. Students then write
and check their own text using the Train Your Brain box to help them.
7.A strong focus on vocabulary input and practise
The activation, extension and enrichment of vocabulary are essential
elements of English for Success 3. The course pays attention to the
revision and recycling of lexis in the belief that students at this level have
particular difficulty in maintaining their fluency and need help in
developing strategies for learning vocabulary. There is a strong focus on
the practise of fixed and semi-fixed phrases, based on research showing
that we acquire language more quickly and effectively by ‘learning in
chunks’ rather than single items.
New vocabulary is presented where relevant through the lessons. Mind
the Trap boxes here focus students’ attention on any exceptions to the
rule and areas of special difficulty. Vocabulary is consolidated and
practised in the Language assessment sections.
In the Pre-Intermediate level, there is a special exercise called ‘Extend
your vocabulary’ where students practise the vocabulary they know as
well as learn new meanings of familiar words or expressions.
test the listening and reading strategies practised in the corresponding
units in the Student’s Book, such as prediction, listening/reading for
gist, listening/reading for specific information, matching titles with
paragraphs, table completion, sequencing and gap-filling, true/false,
multiple choice questions, answering questions, among others.
8.Grammar presentation and practise
The productive skills, speaking and writing, are tested through tasks
that are similar to those carried out by students in the corresponding
unit of their book. The writing tasks are included in the photocopiable
unit tests for students, together with the activities that test listening,
reading, vocabulary and grammar. The indications for the speaking
skills tasks that go together with the unit tests are included
immediately after them at the end of the Teacher’s Book. They aim to
offer students the opportunity to demonstrate, in a controlled but
friendly atmosphere, their ability to use their spoken language skills
effectively. The tasks are varied and they always refer to the leading
theme of each unit in the Student’s Book. There are suggestions for
the teacher to vary the tasks based on the same function to be
evaluated.
English for Success 3 provides a structured and thorough syllabus
which will not create unforeseen problems or surprises. The specific
contents of the syllabus are organised in a logical way, which makes
grammar easier to understand.
Grammar is always presented in context. The language is consolidated
and practised in all sections, which is very important from the point
of view of recycling and remembering new structures.
Grammar is present in a variety of text types (dialogues, short reading
texts and cartoons). Students first analyse examples from the texts
then check if they were right by looking at the Check it out sections.
Mind the trap boxes draw students’ attention to areas of special
difficulty and help to pre-empt errors. This particular way of teaching
grammar encourages students to analyse and come to conclusions
about grammar patterns and rules. The course deals with this
important area effectively, yet without labouring the point.
Grammar analysis is followed by controlled practise exercises, which
provide a focus on accuracy, before moving on to freer practise
exercises.
Grammar is consolidated and practised in the Language assessment
sections after every unit.
9.Expanding general knowledge
English for Success 3 has a highly educational content. Students
learn, for example, about places, legends, geography, sciences,
people, trends, technology, responsibility and awareness, as well as
about people who have played an important role in politics, art and
culture. It encourages students to discuss contemporary social issues
which are relevant to their age.
10. Building cultural awareness
The content of English for Success 3 is designed to represent the
culture of Britain and other English-speaking countries that are
multicultural and multiracial. The course also introduces characters
so that students can relate to the issues easily.
11. A thorough revision and evaluation system
Evaluation in English for Success 3 is very carefully planned and
includes a strong link between the Language assessment and
Checkpoint sections in the Students’ Book and the unit test in the
Teacher’s Book. The fundamental rule is that there should be no
surprises for the students, which means that they should know the
format of the test well in advance.
There are 6 tests among the resources in the Teacher’s Book, one for
each unit of the Student’s Book. They were designed to assess the
four language skills plus vocabulary and grammar in context. They
An answer key to the unit tests is provided in the Teacher’s Book, but
we also help teachers by providing photocopiable evaluation
instruments to grade students’ ability to use their writing skills and
their speaking skills effectively. Teachers will find speaking and
writing assessment charts in the final pages of their Book, with a
clear definition of the criteria for assessing each skill and rating
scales to grade students.
Also among the resources at the end of the Teacher’s Book, there are
observation guidelines for teachers to evaluate their students’
performance in class throughout the year, as well as self-evaluation
models which teachers can photocopy as they are or adapt according
to their students’ needs for them to reflect on their learning process
and assess their own progress and development. The objectives for
each unit provide students with a checklist of what they should be
able to do at the end of that unit. When they do this, they realise that
there are things they can do which they could not do before, so they
are motivated to learn more. As well as increasing motivation, selfassessment promotes independence and confidence in students.
We hope that you will enjoy working with English for Success 3.
12. Values and attitudes related to contents (OFT).
English for Success 3 promotes the reflexion on values and attitudes
which are closely linked to the contents presented through the
language and cultural aspect involved. Thus, these values and
attitudes are dealt with in an integrated manner, as they can be easily
inferred from the main themes and contents.
13. Spelling
While there are certainly many more varieties of English, American and
British English are the two varieties that are taught in most ESL/EFL
programs. Generally, it is agreed that no one version is more “correct”
however, there are certainly preferences in use. In English for Success
3 we have intentionally included both variations so that students get
used to more than one way of understanding and using English.
11
Symbols used
xx
Iistening activities using the audio CD
Components
English for Success 3 Students’ Book
Organisation
reading activities
speaking activities
writing activities
Levels of difficulty:
Level 1: Provide needed background information: activate
student’s knowledge of the topic/contextualise the text; anticipate
content/predict; focus learner’s recall/brainstorm/transfer previous
concepts.
Class CDs
Level 2: Train students to consider a text in its entirety; wean
students away from the tendency to translate word by word; identify
type of text or information/main idea(s); create/match titles or
subtitles for the text; order or sequence information; verify
predictions.
The recorded material is a very important feature of English for
Success 3. Apart from the listening tasks in the lesson, revisions and
tests, classroom language is also recorded in the CD.
Level 3: Locate/match/identify specific information (real-life
task); access precision of understanding; complete grids, charts,
diagrams, etc.; answer questions (who, what, where, etc.); recognise
cognates.
English for Success Teacher’s Book mirrors the Students’ Book in its
organisation and thus is very easy to navigate.
The Introduction provides information about unique features of
the English for success Students’ Book as well as the other course
components. Each unit starts with a plan and which relates to the
contents and topics with aspects such as what students will learn,
timing, teaching, resources and evaluation.
The teaching notes for each lesson provide methodological
teacher support. It is very often the case that teachers may expect
difficult questions from students about the particular grammar,
vocabulary, pronunciation, etc. Teacher’s Book Special difficulties
section provides answers to the anticipated problems. Warm-up
activities refer back to the material covered before and provide a nice
start to a new lesson. Optional activities offer suggestions for the
exploitation of the Students’ Book material.
Level 4: Train students to use inductive reasoning, infer
meaning, structures, etc.; challenge students cognitively and
linguistically; focus on specific aspects of language; vocabulary,
structures, discourse and sociolinguistic features; cloze-type
activities; use input to anchor or consolidate language and as a
springboard for other activities; discuss/debate issues raised and
express own opinion; analyse point of view, style, etc
12
The Student’s Book contains 6 thematic units, each consisting of 14
pages. Each unit is divided into three lessons one of which contains
a language focus, plus a writing project.
At the end of the each unit there is a two-page consolidation called
Language assessment which provides students with additional
practise in all the skills areas as well as grammar and vocabulary.
Students will be able to consolidate at home and practise techniques
learnt in class.
There is a self-assessment section called Checkpoint. Through the
languages and skills tasks included there, students can grade
themselves and later on assess their progress and decide if they
need further practise.
English for Success 3 Teacher’s Book
Refreshing our minds
Objectives
Objective: Go through this section objective with your Ss. It is important that they know in advance what is expected from them. Remind
them that this section does not include new content but it is a review of what they studied last year.
Listen to people.
Read an article about Britain’s’ multicultural society.
Write a formal email.
Speak about personal facts.
Focus on talking about persons.
Discuss tolerance and respect for others.
Class resources
Student’s book
Class CD
Lesson
Objective
Timing
Refreshing our minds To assess language skills.
OFT
2 hours Appreciate the importance of reflection and analysis in language learning.
(Student’s Book pages 8-9)
Megan [Welsh accent]
I’m Welsh first and British second. I speak Welsh when I’m with
my family. I’m very proud of our language and our Celtic
traditions. But Britain’s a cool place to live – I think that the
British sense of humour is the best in the world.
Robert
I was born in London and I live there because, well, I’m a
Londoner and I don’t want to live anywhere else! But I travel
around Europe very often and I meet wonderful people in every
country. In fact, I believe that it doesn’t matter if you’re from
England, France, Italy or any European country really. We all
have the same culture and a shared history. But most of my
friends in London don’t agree with me!
Invest 2 class periods in these pages to both refresh the students’
memory and also to evaluate their entry level. It is recommended that
the students themselves self-evaluate their performance and then
discuss it with the rest of the class and the teacher. Students and
teacher should provide tips on how to improve their achievement.
Listening
1
1.2
Tapescript
Have Ss listen before they answer the questions.
CD 1 Track 2
Iman [Anglo-African accent]
I have a British passport so officially I’m British. But I never say
that I’m British. When people ask me I tell them I’m
‘international’, you know why? Well, two reasons really. First of
all, my family comes from Somalia. And the second reason is
that I think the British haven’t got a very good reputation in
some countries, People think they are arrogant and when they
go on holiday they always eat burgers and chips and they drink
too much beer!
Steve
Yes, I love Britain, and I like the mix of people. It doesn’t really
matter if your family comes from India or Jamaica, or if you are
English, Irish or Scottish. I think that people here all get on well
with each other. But personally, I’m proud to be English. I like
our way of life, and I always support England in the World
Cup.
Adil [London-Estuary accent]
My family is from Pakistan originally, and we sometimes go
there on holiday, but I definitely feel British. My parents support
the Pakistan cricket team, but me and my brother support the
English team. I’m also Muslim and that’s very important to
me.
2
1.2 Ss listen again and match speakers to their
opinions. If necessary you may play the recording more than once.
Reading
1
Ss read the article by themselves and work alone
suggesting titles for the article. Encourage them to explain their
choices.
2
Ss work alone choosing the best alternative to the
exercises.
Writing
1
Ss work individually writing an email.
Speaking
1
Ss work in pairs preparing a short dialogue and
then act it out. Monitor and assist where necessary.
13
01
Love and trust
Objectives
Go through the unit objectives with your Ss. It is important that they know in advance what is expected from them.
Read, listen and talk about love and relationships.
Write about someone you know, a legend and a text message.
Use the Past Simple, Past Continuous and Present Perfect when speaking and writing.
Focus on talking about important relationships.
Discuss tolerance, love and respect for others and their feelings.
Topic
Family and social life
Class resources
Class CD
Photocopiable Resource 1
Online dictionary
Lesson
Objectives
Timing
1.1 Lican Ray
• Read a Chilean legend. Talk about legends 2 hours
and myths. Use Past Simple and past
Continuous.
1.2 Poor but happy
• Read about a family discussion. practise
OFT
2 hours
the use of Present Perfect.
• Speak about some you’ve met.
1.3 Sunshine
• Read about a family.
• Write about someone who has left.
1 hour
1.4 Happily ever after
• Listen about a long-lasting love. Talk
2 hours
Encourage students to develop attitudes of love and respect
for others and their feelings.
about an important personal story.
Practise the use of since and for.
Communication Project • Discuss topics
• Write text messages
1 hour
Develop confidence in ability to understand and communicate
in English.
Assessment
1 hour
1 hour
Understand the importance of developing learner autonomy
and good study habits. Appreciate the importance of reflection
and analysis in language learning.
• Language Assessment
• Unit test
Getting ready
This unit is about love and relationships. Have Ss work in pairs to complete the following activities before you begin the unit. Remind Ss that
all ideas are valid and that they should respect everyone’s ideas. Monitor and assist where necessary. Elicit answers in open class. If Ss are
unable to perform this activity in English due to lack of sufficient speaking skills, allow them to perform it in Spanish. Encourage fast learners
to do it in English.
14
Love and trust
1.1 Lican Ray
This section gives students a Chilean legend on the topic of love
and making difficult decisions.
Using the culture notes
The culture notes in the book are mainly designed as a reference for
teachers in case Ss ask for more information about people or places
mentioned in the book. However, you could also incorporate them
into the lessons in a number of ways:
1 Comparisons with the Ss’ country / region
For example, with the culture notes, Ss could discuss about different
people and brainstorm facts about the person’s life, such as their
major works and achievements.
2 Inspiring the Ss
Where there is no obvious corresponding information about the Ss’
country / region, the culture notes may stimulate their imagination.
As an example here, rather than looking at real people’s lives, Ss
could work together to create a fictional biography of a scientist,
perhaps imagining future inventions or theories.
3 Find out more
This is a way of using the culture notes to generate homework. The
notes themselves are necessarily brief and give only a brief outline
of the item so, as a homework task, the Ss could find out more from
the Internet or books and be encouraged to make a visually
interesting poster that could be used for display in the classroom.
They could also present their findings to each other, in groups, at
the start of the following lesson.
Culture notes
Lican Ray is one of those small towns that has recently started
the transition from a seasonal lake resort town to a year-round
destination with businesses open all year. Lican Ray is situated on
the north shore of the Calafquen Lake about 27 kilometres from
Villarrica, and about 35 from Pucón. The beaches are made of
black volcanic sand. Even when the South of Chile starts to get
colder, the beach tends to stay warm. Surrounding Lake Calafquen
are snow capped volcanoes; the most spectacular one being the
Villarrica Volcano.
The main street stretches through town and down to Playa Chica
and turns and ends at the gates of a park that makes up the
peninsula between Playa Chica and Playa Grande. Most businesses
and restaurants can be found along the main street and directly in
front of both beaches. The town was founded as a trading post,
and today there are about 3,000 permanent residents, except for
the period from December 15 to February 28, when the population
more that doubles with the arrival of summer vacationers. February
is the busiest month of the year. All tourist services are working
and many activities are available such as boat rides around the
lake, water skiing, and Jet Ski rental.
Warm-up
Introducing the topic of the lesson. Chilean legends. Ss have their
books closed. Write the names of some legends on the board. For
example: King Arthur and the Knights of the Round Table; Robin
Hood; El Dorado; La Llorona. Elicit ideas for what category of story
these fall into: legends. Ask students to define the word legend.
Accept anything that is relevant to the dictionary definition: an old,
well-known story, often about brave people, adventures, or magical
events.
01
Before reading
Ss are encouraged to identify what they already know. This is
evaluation of previous knowledge. Careful monitoring is important to
understand what the Ss already know and where they need more
work.
1
Put Ss in pairs and ask them to name Chilean myths and
legends. They should list as many as they can. Elicit their responses.
If there are stories that only a few people know, allow them to quickly
tell the rest of the class. Do not let anyone tell the story of Lican Ray.
2
This can be discussed in open class. Ss share their
predictions and justify them.
Reading
3
Give Ss time to read the first paragraph of the
story and check their prediction. Allow Ss to check with a partner,
before eliciting responses in open class.
4
In pairs, Ss find the sentence that explains the origin in of
the name Lican Ray. If needed point out that the sentence is in the
first paragraph.
5
First have the Ss find the pronouns in the text and
underline them. They could also look for other pronoun references to
practise because this a good strategy for a better understanding of a
text.
6
Previously to answering the questions, the Ss find
the paragraphs where the answers are.
7
Have the Ss sequence the sentences before going
back to the text. Then they go back and check.
8
After answering the question have the students
discuss why people tend to look for explanations for things they
cannot understand in nature.
9
Have the Ss focus on the layout of the text and then the
content to identify first the type of text and then the source of the text.
Have them mention the differences between a text in a magazine and
a section in a manual. They could say that a manual contains a list of
instructions, numbers and some drawings while a text in a magazine
is usually illustrated, it has a title and it is organized in paragraphs.
After reading
10
Ss work in pairs to come up with possible answers and have
them support their titles with evidence from the text.
15
11
Working in groups, Ss discuss and then report to the class.
Work it out
12
Have Ss explain when each of the verb tenses is used before
they study the check it out.
Check it out
Once Ss have answered number 12 above elicit from them the difference
between the use of the Past Simple and Past Continuous. Then they read
the rule to check. Both the past simple and the past continuous refer to
completed actions in the past. Most of the time when we are talking
about such actions, we use the past simple. This is by far the most
common way of talking about the past.
I lived there for 6 years.
Use the past continuous when you want to emphasize the continuity of
the action.
I was thinking about you the other day.
When we use these two forms in the same sentence, we use the past
continuous to talk about the “background action” and the past simple to
talk about the shorter completed action.
It was raining hard when we left the building.
13
Have Ss solve this guided exercise before they do the
writing.
14
Put Ss in pairs and give them two minutes to decide
which legend or myths they want to write about. If they cannot come up
with one legend or myth, they could make one up. Tell Ss that the task of
deciding is also a chance to practise the target language so they should
do everything in English. Once they have decided what to write about,
monitor and note errors. Allow 10 minutes of class time for writing. If
there is not enough time in class this may be done as homework. When
they finish writing, they trade papers with other pairs to make corrections
before writing a final draft to hand in.
Before you continue...
Have students respond orally or in writing to the questions in the book.
You could add more questions as the ones that follow or change them for
these ones:
1 Would you go out with someone from another country or culture? Why/
Why not?
2 Discuss the advantages and disadvantages of dating someone from
another country or culture.
1.2 Poor but happy
This section introduces the Present Perfect to talk about recent
events and for actions happening at an unspecified time in the
past. It also introduces the time adverbials yet, already, just
and ever.
16
Special difficulties: Ss may have difficulties understanding
exactly when to use the Present Perfect and when to use the
Past Simple. The Mind the trap! section looks in more detail at
how to decide which tense to use. The finished time periods
used with the Past Simple may not refer explicitly to a time,
e.g. on holiday, at university. If both speaker and listener know
what the time period is, it doesn’t always need to be stated at
all, e.g. Did you see the football game? (last night). It may also
be worth pointing out to Ss that when using ever and never, the
unfinished time period being referred to is ‘in your life’.
Warm-up
Connecting the topic with their lives. Put Ss into groups to discuss
the following questions. Have you ever heard of someone who got
married at your age? What’s the best time to get married?
Before listening
work. To encourage the use of Present Perfect, if possible, write the
following sentences on the board for Ss to complete: The young man
has just… The older woman has already… The older man has
yet…
1
Put Ss into pairs. Ss describe the people and what they can
see in the picture. They then think of who the people are (probably a
family: mother, father, grandmother and son) and what they are doing
(having dinner and possibly discussing some difficult or controversial
opinions/decisions). Also ask: What do you think happened before
this? Elicit ideas and note the Past Simple sentences that Ss use.
After the presentation and practise of the language point, you can
come back to the sentences and show Ss where it would be better to
use the Present Perfect.
Listening
1.3 Have the students listen to part 1 so as to check
2
their predictions to exercise 1. Then the student’s check their answers
at the back of their textbooks.
Tapescript
CD 1 Track 3
Part 1
Barbara: Ian, you haven’t eaten very much. Is anything
wrong?
Ian: I’ve got something to tell you. Monica and I have decided
to get married.
Barbara: Oh, that’s … nice!
Eddy: Have you decided on the date yet?
Ian: No, we haven’t. But I’ve already bought a ring for her!
Margaret: That’s great news! I’m so happy.
Ian: Thanks, Gran.
Love and trust
3
Have Ss listen to part 1 and part 2 of the
conversation and answer.
1.4
Tapescript
CD 1 Track 4
Part 1
Barbara: Ian, you haven’t eaten very much. Is anything
wrong?
Ian: I’ve got something to tell you. Monica and I have decided
to get married.
Barbara: Oh, that’s … nice!
Eddy: Have you decided on the date yet?
Ian: No, we haven’t. But I’ve already bought a ring for her!
Margaret: That’s great news! Oh! I’m so happy.
Ian: Thanks, Gran.
Part 2
Eddy: Ian has done a lot of stupid things in his life, but this is
crazy! Monica hasn’t finished college yet! Have you ever heard
of such a thing?
Barbara: I’ve never been so shocked! They only met five
months ago! How come he’s got enough money for a ring?
He’s just started his first job.
Margaret: Excuse me, but haven’t you forgotten something,
you two? How old were you when you got married? Twenty –
the same age as Ian. And you didn’t have any money, did
you?
Mind the trap!
Look at the box with Ss and elicit other time expressions that could
be used with the Past Simple, e.g. in 2003, last night, etc. Tell Ss that
the finished time doesn’t have to be an exact day or date, it can be
e.g. on holiday, at primary school, when I was younger. You could also
look at expressions such as today which can be used with the Past
Simple or Present Perfect, e.g. at home in the evening your parents
might say: What did you do at school today? because they are talking
about the school day which has finished, not the calendar day which
hasn’t. However, the parents might say: Have you done your homework
today? because today is still unfinished and the child can still do
some homework later.
8
1.5 Re-elicit the meanings and uses of the four time
adverbials. Look at number 2 and ask Ss which words could go into
the gap and be grammatically correct (already, just). Now ask Ss
which word makes more sense in terms of meaning (just). Ss
complete the dialogue in pairs and then listen to check.
Tapescript
5
1.4 Ss discuss in pairs. Listen again if necessary.
After eliciting the answers, ask Ss what they think their parents would
say if they decided to get married at the age of 20 and who would be
the most supportive member of their family.
Work it out
6
Ss look at the example sentences and say which one is
different from the others and why (met … is the Past Simple; the
other two aren’t). Elicit the form of the other two sentences (have/has
plus the Past Participle). Ss now look at the three sentences again
and match them to the correct use.
7
Ss look at the sentences from the listening and do the
matching in pairs.
Check it out
Read through the box with Ss. Elicit or explain that past Simple and
Past Participle of regular verbs are the same. If the verb is irregular,
it is sometimes the same in both forms, e.g. bought and sometimes
different, e.g. did/done.
CD 1 Track 5
Part 1
Monica: Well, have you told your parents yet?
Ian: Yes – I’ve just told them! Gran’s really pleased but my
parents aren’t too happy.
Monica: Oh dear. I’m so glad that my parents have already
accepted the idea.
Ian: I’d really like to see you. Have you finished your work
yet?
Monica: No, I haven’t finished it yet. Have you ever felt that
you just can’t concentrate?
Ian: Hold on a minute …
Margaret: Sorry to interrupt. I’ve just talked to your mum and
dad and everything’s going to be OK.
Ian: Thanks, Gran! Did you hear that?
Monica: Yes, I did. Listen – I’ll do my work tomorrow. We need
to celebrate!
1.4 Students listen again and make notes so that
4
they can justify their answers when you elicit them.
After listening
01
9
Re-elicit the rule from Check it Out that, when
talking about any time in the past, we use the Present Perfect but, for
specific occasions, we use the Past Simple. Ask the first question:
Have you ever met anyone famous? (in your life) and if any Ss answer
yes, ask follow up questions in the Past Simple: Who did you meet?
Where/When did you meet them? What did you say? Ss carry out
conversations in pairs. Nominate Ss who answered yes to one of the
questions to come to the front of the class and the rest of the Ss ask
questions to find out as much information about the event as possible.
You could also ask a pair of students to role play the interview for the
rest of the class.
Before you continue…
Have students respond orally or in writing to this question.: How do
age and experience affect attitudes towards romance and marriage?
Give examples.
17
1.3 Sunshine
This section gives the Ss a story extract on the topic of being
separated from those we love.
they try to complete the gaps without going back to the text. They go
back to check their answers. Ss explain what is the mood of the story,
once they have finished this task. Call the attention of the Ss of the use
of the weather in literature to create a specific mood.
After reading
Work it out
Culture notes
Lima is the capital of Peru. It was founded by conquistador
Francisco Pizarro on January 18, 1535. Its original name was
Ciudad de los Reyes but Lima was its name in the local Aymara
language and it comes from the word lima-limaq (yellow flower).
Lima is located in the Sechura Desert and it is the second largest
desert city in the world, after Cairo. The population in 2004 was
estimated at just over 8 million.
Warm-up
Review of Present Perfect Put Ss into pairs to discuss the following
questions. This conversation will link their lives with the topic of this
lesson. Then some of the students could report their own stories or
their partner’s. Has an important person in your life left you, your
school, neighbour, city or and country? Who? When? Do you miss
him or her?
Before reading
Check it out
Ss first read the check it out silently and then check their answers to
exercise 7. Have them in pairs write at least one sentence using
because and the other using so about the story. Then write them on
the board so that the Ss can write them.
We use because before a clause (a sentence subject verb and
complement). Use because of when you put the noun after the
reason. I went to sleep because I was tired.
So is used to express result. I was tired so I went to bed.
8
If necessary have Ss re-read paragraphs 2, 4 and 5 before
coming up with the titles. It is suggested they do this exercise in groups
and then they can share their titles and justify them.
work.
9
Ss write following the model provided. They write and
then they do peer correction.
1
Add other questions for the Ss to answer so that they
observe the pictures in detail and get the feeling and mood of the
story At this point there are no right or wrong answers.
Ss work in groups of 2–4 to think of questions to write for a survey
on attitudes to emigration, e.g. Would you move to another country?
Why? Why not? What would you miss most about your country?
Where would you move to? What problems would most worry you?
2
Focus the Ss attention on the layout and pictures again before
answering the question. Ask them what type of text this is. Have them
support their answers. Then they answer the question.
Reading
3
Give Ss time to read through the first paragraph and
underline the words in the paragraph that help them check their answer
to exercise 2. They could have underlined words such as “man steps out
of his house”, “no sunshine”, “cold with sadness” and “life without her”.
4
Ss read the whole story and then go back to
paragraph 2 and re-read it. The answers to this question may vary, but it
is important that the sentence they choose embodies the idea of a lost
mother that the family misses.
5
It is suggested this exercise is done in groups and they should
find the evidence for their answers.
6
18
7
Ask Ss to try to complete the text without going back to the text.
Then they go to the text, check their answers and finally they read Check
it out on the following page.
The same pairs as in exercise 5 complete the sentences. First
Optional activity
Ss then swap partners and interview each other. Monitor and note
any common errors for a correction slot at the end of the activity.
Finish up by discussing the questions in open class to find out what
the Ss’ views are.
After discussing the questions in the Ss’ book, have them respond
orally or in writing to these questions:
1 How do you think family and friends react when someone they love
leaves? When they return?
2 Is it better to be the one who leaves or the one who stays? Why?
Love and trust
1.4 Happily ever after
Jean: Not exactly. We’ve lived in Stretford since the wedding, but
not in this house.
Norm: No, we’ve only been here for sixteen years.
Jean: Eighteen years, Norm. We’ve lived in this house for eighteen
years. Since 1988.
Max: How did you meet?
Norm: Well, I used to be a policeman. I retired ten years ago …
And Jean was the waitress in my local café.
Jean: It was love at first sight.
Max: So, what’s your secret for a successful relationship?
Jean: I think you have to fall in love many times – always with the
same person.
Max: Have you ever fallen out?
Norm: We’ve had a few little arguments, but we haven’t had a
serious argument for years.
Jean: No, not since Christmas Day 1977. Remember you …
Norm: We have a simple rule – if one of us is angry, we always
try to sort it out before we say goodnight.
Max: One last question – have you got any regrets?
Norm: I’m just sorry I didn’t marry Jean earlier.
Jean: And I’ve never regretted a single day.
This section looks at the use of for and since to answer the
question How long …?
Special difficulties: Ss may be confused by this new use of
the Present Perfect, especially if in L1 a different structure is
used to give the same information. Make the distinction
between for and since clear and give Ss sufficient practise of
the form, correcting as necessary.
Warm-up
Introducing the topic of the lesson. When and how. Ss have their
books closed. Write four names on the board with four ages, e.g. Mark
24, Amy 25, Emily 27, Colin 29. Ask Ss for a phrase which gives the
ages of all four people. If Ss don’t know, tell them. (They are in their
twenties.) Repeat in their fifties and in their seventies and then in their
teens. Ask Ss what is a good age to get engaged (using one of the
phrases above, e.g. in your twenties), a good age to get married, have
children and retire. Write the eight words from Exercise 2 on the board
(romantic, caring, passionate, friendly, hold hands, kiss, be 16 and in
love, hug) and elicit or check the meanings of each. Ss work in groups
of 3–4 to rank the word in importance for a good relationship. Elicit
ideas in open class.
Before listening
Ss are encouraged to identify what they already know. This is an
evaluation of previous knowledge, careful monitoring is important to
understand what the Ss already know and where they need more work.
1
Put Ss in pairs and tell half of the class to look at the top
picture and the other half to look at the bottom picture. They should
use as many of the words from the exercise as possible to describe
their picture and what the people look like. Elicit ideas and then ask
Ss what they think the relationship between the people in picture 1
and those in picture 2 is (they are the same people).
Listening
2
Check: regret, argument. Then the students listen
to the beginning of the text up to “Jean: We’ve been married since 14
February 1956. Valentine’s Day”. Then they identify the text type
explaining why they show interview as the answer. They could also
redefine the other two text types.
Tapescript
3
1.6
CD 1 Track 6
Max: So, how long have you known each other?
Norm: We’ve known each other for almost 52 years.
Jean: Norm! We’ve known each other for more than 52 years. We
met in 1953!
Max: How long have you been married, then?
Jean: We’ve been married since 14 February 1956. Valentine’s
Day.
Max: Have you lived here since then?
As Ss listen, they take notes to justify their
answers.
4
Ask Ss to underline the answers in the text.
5
Ss listen again and since this is specific
information, the recording could be stopped when the information
appears to write the answers.
6
1.6
Ss listen again and since this is also specific
information, the recording could be stopped when the information
appears to write the answers.
1.6
1.6 They could reword the answers and if necessary
7
they could answer in Spanish. It is suggested that the Ss are prompt
to give their opinion in the matter.
8
1.6
01
A filler is a sound or word that is spoken in
conversation by one participant to signal to others that he/she has
paused to think but is not yet finished speaking. Different languages
have different characteristic filler sounds; in English, the most common
filler sounds are uh /´/, er /„/ and um /´m/. Among youths, the fillers
“like”, “y’know”, “actually”, “literally”, and “basically” are more prevalent.
Point out the relevance of the use of fillers for a better communication.
Encourage Ss to identify the filler being used by the speaker.
1.6
After listening
Work it out
9
Ss work in pairs and get the meaning of the expressions
through context. They could explain them in Spanish if necessary.
Then they answer the questions according to their reality.
10
When Ss decide on the correct choice for the three rules,
give Ss more examples of how they could be used and when they
19
can’t be used, e.g. I have been in this class since/for …, I have been
in this school since/for …, I have been in this lesson since/for …, but
I was in primary school for … (the Past Simple because the Ss are
not in primary school any longer; they can’t use since either).
Then elicit sentences in the Past Simple with ago, e.g. I started in this
class …, This lesson started …
Check it out
The box recaps what Ss have just learned. Read through it with the
Ss and ask them to make one true sentence about themselves using
for and one using since. Elicit ideas in open class.
We use Present Perfect tense to talk about action which started in the
past and continues up to the present.
Examples
I have had this computer for about a year.
We use for with a period of time, for example: a few days, half an
hour, two years. We use since with the time when the action started,
for example: last year, June 8, I met you.
Mind the trap!
Look through the box with the Ss and stress the rule given, especially
where the present tense is used in L1 and may cause problems. It
may be worth doing translation exercises whereby Ss in pairs have a
sentence in English, e.g. I have known her for five years or I have
been here since 1996, translate it into L1 and swap with another pair
who have translated a similar but different sentence. Ss then have to
translate back into English to make sure they have got the form
correct and used for or since correctly.
It is suggested they have a further discussion on the following
questions:
1 Do you think men and women can be just friends? Why(not)?
2 How do you think members of your parents and grandparents
generation would respond to the first question?
Additional practise
Photocopiable resources. Resource 1 You’re a star! Page 66.
Communication
project
The Communication Project section mainly aims at developing the
productive skills, Speaking and Writing. Both skills are carefully and
gradually developed. The Ss start from very guided activities and end
producing oral and written texts with little guidance. In doing so they
also face listening and reading activities used mainly as models to be
followed.
Speaking
This section gives the Ss practise at giving opinions, agreeing
and disagreeing. Ss are introduced to the language through a
listening and then given opportunities to use the language
themselves.
11
Look at the dates and times given and elicit what happened
then. Tell Ss to write out full sentences to answer the questions. After
eliciting the answers, practise the negative form by again getting Ss
to think of true sentences about themselves, e.g. I haven’t eaten
since breakfast.
12
13
14
1
Ss look at the photo and describe the young girl in it with as
much detail as possible, giving both factual information about what
she is wearing and opinions about what Ss think about her style.
Check pierced/piercing and then Ss answer the questions given.
Tell Ss that, when they answer the questions for
themselves, they should use a mixture of for and since and not just
one of them. After they have interviewed each other in pairs, elicit
answers in open class. Have them role play in front of the class.
Ss work in pair writing the dialogue following the
model provided. If necessary assign some time home to learn their
lines.
15
In pairs Ss write their own interviews and
practise it. Monitor and assist when necessary. Finally have some
pairs present their work.
20
Warm-up
Introducing the topic of the lesson. Tea/coffee person. Ss all
stand up. Tell Ss that, if they agree with what you say, they should
stand on one side of the room and, if they disagree, they should stand
on the other. Ss discuss the reasons for their opinion standing in their
two groups and then debate across the room. Ideas: Earrings look
good on men and women. Nose rings look stupid. Jewellery and
make–up should be banned in school. Pierced tongues are terrible.
Ss work in pairs to decide whether the expressions take
for or since. Elicit the answers and, for each one, elicit what time
expression would be needed for the other word, e.g. since 7 o’clock
= for (5) hours. Ss write sentences alone. Monitor and help where
necessary. Ss compare answers in pairs and then as a whole class.
2
1.7 On the first listening, Ss do the matching task and
compare their answers with their partner. Have them listen again to
check their choices. This time they note down what they said to
support their options.
Optional activity
Tapescript
Put Ss into groups of four. The Ss work together to think of five more
similar questions using How long… Number the Ss in each group, 1,
2, 3 and 4 and then make four new groups consisting of all the 1s,
all the 2s etc. The Ss ask and answer each other’s questions as
before but, this time, as the questions are unknown beforehand, they
will have to respond more spontaneously.
Frank: Pass the salt, please, Anna.
Anna: Here you are, Dad. Hey, listen … we’ve got a new Art
teacher at school. She’s really…
Jenny: That’s nice … What’s she like?
CD 1 Track 7
Love and trust
Anna: She’s great. She explains things so well, and she’s
really funny, too. She’s got a piercing.
Frank: She’s got a what?!
Anna: A piercing. In her nose, here … It looks really cool!
Jenny: Take it easy, Frank.
Frank: Well, personally, I think that’s terrible.
Anna: What are you talking about, Dad?
Frank: In my opinion, a teacher should be a model for young
people, and I don’t think a piercing is appropriate!
Anna: Oh, come on. You can’t be serious! Everybody’s got
piercings nowadays.
Frank: Not everybody. You haven’t got one, have you?
Anna: No, not yet. But if I want one, I’ll get one.
Frank: Oh, no, you won’t! You’re only sixteen! What do you
think, Jenny?
Jenny: Well, if you ask me, you have to be crazy to get a
piercing …
Frank: That’s right! Piercings are horrible!
Jenny: Yes, Frank, I see what you mean, but it’s Anna’s body,
not yours …
Anna: That’s a very good point.
Jenny: So, it seems to me that if she’s really sure she wants
a piercing, she can get one …
Frank: What? I totally disagree! I mean, just think about …
3
Ss read through the sentences and see if they
can guess the answers based on what they have just listened. Elicit
ideas and then play the CD to check. Model each phrase or play the
recording again. Ss mark the stressed words. Elicit ideas and model
again if there are any difficulties. Drill thoroughly.
1.8
Tapescript
CD 1 Track 8
1 In my opinion, a teacher should be a model for young people.
2 Oh, come on. You can’t be serious!
3 What do you think?
4 If you ask me, you have to be crazy to get a piercing.
5 I see what you mean, but it’s Anna’s body.
6 That’s a very good point.
4
In pairs the Ss classify the words. Then they listen
to the CD at least twice. Check their answers. Drill the three vowel
sounds and elicit words which have the same sounds, e.g. /ai/ my,
life; /ei/ same, late; /oi/ boy, royal. Ss look at the words in the box and
say them out loud in pairs. They then listen to check and complete the
table.
Optional activity
01
Bingo. Divide the board into three spaces and write the three
phonemic symbols in each space. Elicit a word for each sound. Set Ss
a short time limit to brainstorm more words with these sounds – they
can look back in their Student’s Book if they like. Elicit and write up
more words so that you have about 20. Tell Ss to draw bingo grids
with fifteen spaces – demonstrate how on the board if necessary. Tell
Ss to choose fifteen words from the words on the board. Tell Ss they
must listen for the words in a story and cross them off when they hear
them. Do a short demo, e.g. Last night I got a call from my friend. It
was to tell me that she and her boyfriend had got engaged. Make up
a short story using the words on the board. Pause briefly after each
sentence to give Ss time to find and cross off words. The game ends
when a student crosses off all fifteen words and shouts ‘Bingo!’
5
Discuss the Speaking Strategies with Ss. Make sure they
understand them.
6
Put Ss into groups of four. Ss discus in groups
what they think about piercing, what they expect from their parents
and/or teachers. Then they decide which point of view they will
defend as a group. Assign some time for them to speak in groups and
then have them discuss with the other groups. One student in each
group starts the conversation by giving his/her opinion. Monitor and
note errors for a correction slot later on. Elicit what was said in open
class at the end of the activity.
Writing
This section aims at teaching how to write text messages and
some of the common abbreviations and symbols used in those
messages.
Warm-up
Review of expressing an opinion. Controversial statements. Elicit
topics which are important in Ss’ lives, e.g. music, relationships,
school. Ss work in pairs and choose one of the topics and then write
a controversial statement about it that some people might agree with
and others might disagree with, e.g. classical music is all rubbish. Ss
pass their statement to the pair on their left. Each pair discusses their
opinions about the new statement for one minute and then passes
them to their left again. The process is continued until the statements
return back to their original writers. Elicit ideas in open class.
1.9
Tapescript
CD 1 Track 9
blind, baby, noise, boyfriend, campaign, cyclist, daily, engaged,
enjoy, game, headlines, point, site, sunshine, voice.
1.10 Ss describe the photo in as much detail as
1
possible, looking at the appearance of the people and imagining their
characters as well as answering the questions in the exercise. Elicit
ideas in open class and then play the recording to check.
Tapescript
CD 1 Track 10
Hugh: … and I thought we could maybe spend next weekend
at Pete’s place in the country. My friends are there this
weekend. It’s really fantast …
Sophie: Hey, Hugh! Look! There’s Liz!
Hugh: Wh … where?
21
Sophie: Over there in that blue top. Sitting next to that tall guy.
Oh, my God! She’s changed her hair!
Hugh: Oh, yes. Wait a minute … I thought Liz was going out
with Leo. Have they split up?
Sophie: Haven’t you heard? Liz and Leo had a huge argument.
They split up ages ago. They haven’t even spoken to each
other since then. I think her hair looked better when it was
straight. I wonder who the tall guy is … Bart told me he’s seen
Liz at the club a few times with a short guy called John …
Monitor carefully during the writing phase to make sure their
questions are correct. Listen as Ss mingle to note common errors to
revise at the end of the lesson.
1.11 Ss first read the questions and then listen to the
2
recording at least twice.
Tapescript
I’ve been in love with Greg since day one! I saw him during my
first week at college and I thought he was fantastic – but he’s
a great extrovert and I am quite shy so it took a while to get to
know him. When I found out he had a girlfriend, I was brokenhearted! I went out with one or two men but no one serious.
We finally got together after two long years – I was at a friend’s
party and Greg suggested going for a coffee. We ended up
talking all night and that was that! We’ve had small
disagreements over the years but we’ve never had a big fight
– I think it’s because we are so different. He still loves being
the centre of attention and I’m happy to be the quiet one. I
can’t believe I’ve been so lucky – the man of my dreams fell in
love with me and we’ve been happy for eight years. We haven’t
had any children yet but we’re hoping!
1.10 Ss read through the sentences to make sure
2
they understand everything. Check possible difficult words, e.g. to
split up. Ss try to remember the answers from the first listening and
then listen to check and complete their answers.
3
Ss match and compare. After the matching,
discuss any other abbreviations Ss use. They can discuss abbreviations
of L1 words as long as they use English to do so.
4
Re-elicit who the different people in the listening
are (Liz, Sophie, John, Leo, Hugh). Ss then work in pairs to do the
matching. Elicit answers and justifications.
5
Check: hug, toe, to object. Ss first do the matching and then
read through the texts to try to make sense of them. Finally they
rewrite the text messages in their notebooks, replacing the
abbreviations with whole words.
3
Ss first comment on what they see in the cartoon. Then they
work alone to complete the conversation. Check in pairs then elicit
answers in open class.
4
Ss answer this activity individually to see if they have a
precise use of these verb tenses: Simple Past, Present Perfect and
Present Continuous.
6
If possible, arrange the class so that you are standing
in the middle of the Ss and so that, when they have written their
messages, they can easily hand them to you for you to ‘deliver’ them
to other Ss. When the activity finishes, collect all the messages to
revise them. The following class, write the most common errors on
the board for them to correct.
5
Ss could make it explicit whether they remember the use of
since and for before actually doing the exercise. They could do peer
correction before the correct answers are provided.
Language Assessment
6
If necessary have the Ss in pairs solve this exercise. In larger
groups of four they can check their answers and finally the teacher
could hand out an answer sheet for them to self-correct their work.
These review sections give the students a chance to revise what they
have learned in the unit. It is suggested that, at the beginning of the
course, the activities can be done as pair work with lead-ins to remind
students of the grammar or vocabulary and to help them develop
strategies which will help them carry out the activities successfully.
The main aim here is to increase the students’ confidence.
As the course continues it is convenient to let them attempt the
activities with less help from you. At initial stages it is more useful to
tell them to do the activities alone but to compare answers with
others before feedback to avoid weaker students being put on the
spot. After eliciting answers, focus on the areas on which they are
having more problems. Then provide the correct answers.
1
Ss work individually or in pairs to complete the first task,
writing the questions. In the second part of the activity Ss mingle to
ask each other their questions. When Ss are finished asking the
questions, allow them time to write before eliciting the responses in
open class.
22
CD 1 Track 11
Unit test
See photocopiable test on pages 72 and 73 and answers on page 89.
Tapescript
CD 1 Track 12
Boy: Have you read this article? It says that girls should never
ask boys out. Do you agree?
Girl: You can’t be serious! Girls should be able to do whatever
they like.
Boy: That’s true, but it says most boys feel embarrassed if girls
ask them out. Apparently boys prefer to be in control.
Girl: That’s a load of rubbish. Most boys would love to have a
girl ask them out!
Boy: Yes, that’s a very good point. Personally, I think boys and
girls should be equal. So, would you ever ask a boy out?
Girl: No way! I’d be too embarrassed!
02
(S)He
(S)he
02
Objectives
Read, listen and talk about gender differences, family life, age gaps, personality traits and family life.
Write a short summary and a guided essay.
Use modal verbs when speaking or writing.
Focus on giving options.
Develop an attitude of respect and acceptance.
Topic
People
Class resources
Class CD
Self-evaluation for students
Online dictionary
Lesson
2.1 Different strokes
Objectives
Timing
Unit OFT
• Listen to a conversation between men and women; 2 hours
Practise modal verbs.
2.2 Brain balance
Read about gender differences.
2 hours
2.3 Is it discrimination?
Listen to a dialogue about tolerance.
Asking for and giving opinion.
1 hour
Read a letter to the editor about discrimination;
Write about why people like to distinguish
themselves.
2 hours
•
•
•
2.4 Celebrating differences •
Encourage students to develop attitudes of
respect and tolerance towards people regardless
of differences such as gender.
Communication Project
• Role-play; Write a guided essay.
1 hour
Understand the importance of developing learner
autonomy and good study habits.
Assessment
1 hour
• Unit test
1 hour
autonomy and good study habits. Appreciate the
importance of reflection and analysis in language
learning.
• Checkpoint
30 minutes
Getting ready
This unit is about gender differences, family life, and personality. Have Ss work with a partner to complete the following activities before you
begin the unit. Remind Ss that all ideas are valid and that they should respect everyone’s ideas. Monitor and assist where necessary. Elicit
answers in open class. If Ss are unable to perform this activity in English due to lack of sufficient speaking skills, allow them to perform it in
Spanish. Encourage fast learners to do it in English.
Activities 1 through 6 should be done either in pairs or groups. Have the different groups or pairs share their points of view with the rest of the
class.
23 23
2.1 Different strokes
evaluation of previous knowledge; careful monitoring is important to
work.
Check whether they handle some modal verbs to express obligations,
ability and possibility.
Write on the board the words must, should and can. Ask each student
to write a sentence about themselves using each of the modal verbs
provided. Have them keep those sentences and check them at the
end of the lesson.
Optional lead in
Write the adjectives in Exercise 1 on the board. Ss do not open their
books yet. Elicit or give the meanings of all the adjectives to the Ss
and ask them to choose, alone, the best three for themselves. After
Ss have finished Exercise 1, see if the adjectives they chose
correspond with the stereotype for the gender, i.e. did more boys
choose insensitive, practical, etc, and more girls choose romantic,
talkative, etc?
Before listening
1
Try to make sure the pairs are made up of either two boys
or two girls. Before Ss choose the adjectives, the boys look at the
attitude of the men in the cartoon and discuss together whether they
act or would act similarly in the same situations. The girls focus on
the attitude of the women in the cartoon and decide whether they act
or would act similarly. Elicit ideas in open class and then Ss look at
the words in the box. Tell Ss that their points of view are all valid and
what is important is that they justify their answers. Elicit ideas and
then check the meanings of all the adjectives with the group going
back to the glossary on page 25.
Listening
2
Tell Ss to read the questions before listening.
Have the students justify their options.
CD1 Track 13
Jerry: [Southern English accent] Mmm … I don’t know about
you but I must have something to eat. Hey girls ... can you
make us some sandwiches?
Michelle: [Southern English accent] Oh get lost! Even men
can put some cheese between two bits of bread.
Dave: [Southern English accent] Oh don’t be like that. Women
love looking after men really …
Lisa: [Southern English accent] Well, OK. How many
sandwiches?
Michelle: No Lisa, you mustn’t listen to them. Dave! You
shouldn’t be so lazy!
Jerry: Michelle … remember when you couldn’t understand
why your printer wasn’t working and I had to fix it for you?
24
1.13 Ss work in pairs and answer in English. If
3
necessary provide options, such as ... “roles and gender”, “women
are better cooks” or “men are better cooks”.
4
Have the Ss answer the exercise before listening
to the dialogue again. Then they listen and check. If they feel like it,
have them give their opinions about this dialogue.
1.13
5
In pairs they try to complete with the correct
modal verb before listening. Be sure they know what the clues in
brackets mean. Then they listen and check. They could have other
correct answers. So listen to other options.
1.13
After listening
Work it out
6
Before Ss look at the cartoons, elicit ideas in open class of
how these phrases could be said differently, e.g. I have to go, I must
go, I can’t stay, etc. When you have gone through all of them, Ss
complete the exercise alone. They study the Check it out and then
correct their answers.
Check it out
1.13
Tapescript
Michelle: Yes. And?
Lisa: Yes Jerry, but you’re her boyfriend ...
Jerry: Aha! So men ought to help women with technical problems
but when I ask you to make me a sandwich it’s not fair ...
Michelle: It’s completely different. You love being able to show
how much you know about computers ... But I absolutely hate
making sandwiches!
Dave: Here you are folks. Four cheese and ketchup sandwiches
…
Lisa/Michelle: Oh ... er ... thanks Dave.
Jerry: I can’t eat this rubbish! Look ... give me a minute and I’ll
show you the best sandwiches you’ve ever tasted!
Go through the Check it out box with the Ss. They should have seen
all these verbs before but may be confused when seeing them all at
once. After each point, elicit examples to make sure Ss understand,
e.g. elicit things they must and have to do in their lives.
Mind the trap!
Before Ss look at the Mind the trap! box, ask questions to see if they
know this already, e.g. What is the past of ‘must’? How do we talk
about ability in the Present Perfect? Ss discuss ideas in pairs and
then look at the box to check or find out the answers.
7
The answers may vary according to their personal reality.
For some Ss, some of these might be external obligations and for
others personal obligations.
8
Ss begin by writing the questions they will ask.
They may work in pairs or individually. Monitor to make sure they
have grammatically correct questions before beginning the interviews.
Encourage Ss to ask follow-up questions for more detail.
(S)He
9
In groups they write some sentences about their classmates.
It is suggested they have a conversation about responsibilities at
home.
10
Ss practise a short dialogue following the given
model.
Have students respond orally or in writing to this question:
Do you think men and women should maintain their traditional roles,
or do you think they ought to do what they want regardless of
tradition?
OFT Notes
This section provides an additional opportunity to discuss the OFT
of the Unit. You may have Ss respond orally in pairs, groups or in
open class.
Encourage them to give their opinions and be tolerant and
respectful of others. When dealing with OFTs there are no “correct/
incorrect” answers.
OFT
This is a good opportunity to have students reflect on how they relate
to others and the world, to develop critical and creative thinking, and
promote ethical values. Remind Ss that when dealing with values
and/or attitudes there are no “correct/incorrect” answers.
2.2 Brain balance
This section gives the students a reading on the topic of brain
chemistry and its effects on childhood development.
Culture notes
The three types of brain mentioned in this unit were defined by
Professor Simon Baron-Cohen, a professor of psychology at
Cambridge University. He is also the cousin of Sacha BaronCohen, the comedian who is responsible for the characters
Borat and Ali G among others.
Professor Cohen called the brain types: E (empathising), S
(systemising) and B (balanced). He also looked at the strengths
and weaknesses of each type. Empathising means that you are
able to perceive what others are thinking and you have an
appropriate emotional reaction. Systemising is the drive to
understand a system and to build one. The ultimate extreme
Type S brain is an autistic one. Some very famous scientists
such as Newton and Einstein are thought to have suffered from
Asperger’s syndrome, a form of autism in which sufferers show
narrow interests or preoccupation with a subject to the exclusion
of other activities.
Warm-up
02
Review of modal verbs studied in the previous lesson. Chain
whispers. Have some prepared sentences written on pieces of paper.
Put the Ss into two groups. Show one student from each group the
first sentence. They have to whisper it to the student next to them.
This continues until the sentence is whispered to the last student in
each group who has to write the sentence on the board. Ss then
compare what has been written with the original sentence to see how
accurately it has been passed. Choose a different student to start and
finish for the next sentence and repeat the process.
Before reading
work.
1
Tell Ss to look at the photo and quickly identify the things
they can see that they know the words for, e.g. toddlers, toys, vacuum
cleaner. Ss then think of how to define the things they cannot name,
e.g. a kind of tube, the part of the vacuum cleaner that the dirt goes
up. Elicit vocabulary ideas before Ss describe and answer the
questions in pairs. It would be a good idea for Ss to talk about their
own hobbies and those of older brothers and sisters, or even parents,
to see if there are any trends.
Reading
2
Ss first read the questions and then the first
paragraph of the text. The Ss will probably want to compare their
answers to the second question in exercise 1 to the first paragraph of
the text. Ss compare what they found out in pairs before sharing
ideas in open class. Then they answer a or b and support their
options. Have them point out the differences between the two text
types, a magazine article and a catalogue.
3
Individually Ss underline the sentences then
compare with a partner and write the sentences in their copybooks.
Have them comment on the sentences.
4
Ss work alone. Allow some minutes for Ss to
answer and then have them find the answers in the text which justify
them.
5
Before doing this exercise have them read the
whole text and then go back to paragraphs 3 and 4. Tell them they can
find more information than what is requested, so they can choose.
After reading
Work it out
6
Tell Ss to find the adjectives first and find out what they
refer to. Ss then they provide the comparative form. This is previous
knowledge so it shouldn’t cause much surprise. Have them arrive to
the rule before reading the answers.
25
Check it out
Challenge them to self correct their answers.
7
Following the sentences they took from the text, they
write their own.
Optional activity
Listening
2
1.14 Ss do the listening. Allow Ss time to read the
instructions first. After listening, Ss compare answers in pairs and try
to justify their answers with reference to the text. Elicit answers and
reasons for them in open class. Then they check their prediction to
exercise 1.
Enlarging vocabulary. Extend this activity by putting Ss into groups
of about four. Each group either has two minutes to list as many
positive personality adjectives as they can or as many negative
adjectives as they can. Groups then join up so that a ‘positive’ group
is with a ‘negative’ group. Each group takes it in turns to define their
adjectives in a similar way to the definitions in Exercise 4. The other
group has to try to guess what they are. At the end of the activity, write
the adjectives on the board and tell Ss to write the comparative form
of each one.
Tapescript
Dad: [Manchester accent] Morning! What are you two so
cheerful about this morning?
Anna: [Manchester accent] Morning Dad! Damon’s just been
telling me about Philip York … Apparently he turned up for
school yesterday in a skirt!
Dad: Oh yes? He was always a bit funny that Philip York.
Damon: [Manchester accent] Well, he was trying to make a
point … to prove something, you know? It’s really hot at the
moment and all the girls at school are wearing skirts. But the
boys have been told that we can’t wear shorts. So Phil decided
to come to school in one of his sister’s skirts.
Dad: And what happened?
Damon: Well, there was a big commotion, of course. All the
girls from Year 8 followed him around all morning saying things
like ‘Nice legs, darlin’ and stuff. Luckily some of the teachers
saw the funny side but the headmaster was furious.
He told Phil to go home and change straight away.
Dad: I should think so too. Stupid boy – just like his Dad.
Damon: Well, I think it was pretty cool myself. He was just
trying to show how pathetic some of the rules are. I mean,
we’re almost eighteen and we’re still being told what we can
and can’t wear.
Dad: Well, if you ask me, Damon, I think the headmaster was
right to send him home. It’s all about standards. A school has
to care about its reputation ... and lads walking round in shorts
all day doesn’t create a very serious, scholarly atmosphere, if
you ask me. I mean what’s the point in …
Have students respond orally or in writing to these questions:
1 How do you think gender stereotypes affect your behaviour and
communication with the opposite gender? With the same gender?
2 How do you think the behaviour of the opposite gender changes in
front of you? Is it justified?
2.3 Is it discrimination?
This section introduces ways of asking and giving opinions.
Warm-up
Review of adjectives of personality. Board anagrams. Put the Ss
into two groups. One student from each group comes to the board.
Read out letters for them to write onto the board. As soon as they or
someone from their group knows what the adjective is they complete
the word. The first to do so, spelling correctly, wins a point. Words to
use: ahiyttepcsm (sympathetic), fotogcimnr (comforting), hiessfl
(selfish), ieevrgsasg (aggressive), aeacbnld (balanced), aernottl
(tolerant).
Before listening
evaluation of previous knowledge; careful monitoring is important to
work. Elicit responses in open class or small groups.
1
Elicit descriptions of the people in the photo in open class.
Have them describe them physically and also ask them what they can
say about their personality.
26
CD1 Track 14
1.14 Ss listen and identify Philip. Also ask them why he
3
wore a skirt to school. The possible answer would be: The boy wore
the skirt in protest at the fact that girls could wear skirts to school but
boys could not wear skirts. Have them share their opinions.
1.14 Tell Ss to mark the true statements before they
4
listen again, Then they listen and check.
5
1.14 Have Ss work in pairs checking whether the
statements are true or false. Have them check with another pair
before eliciting answers in open class. Have them correct the false
statements.
6
1.14 They number them and if necessary, have them
listen again. Have them give their opinions about what Damon’s dad
think.
(S)He
After listening
11
This activity could be assigned for homework. If
necessary ask them to write their conversation first for you to check.
Check Ss performance in class.
Speak out
7
Ss read through the Speak Out box before they
listen again. Then elicit from them what these phrases are used for: “to
complain, give opinions, describe a situation or any other”. They could
provide any other phrases they know, such as “well, in my opinion”.
1.15
Tapescript
02
CD1 Track 15
Damon: ...Yeah, you say that, but it’s completely different for
girls, Anna.
Anna: Well, I still think it’s unfair. It’s discrimination!
Dad: Oh stop it, you two. Anyway, Damon – shouldn’t you be
on your way to school now?
Damon: Oh no! It’s ten past eight! I’ve got to go, guys. Oh, by
the way ... I’m going round to Matt’s after school. We want to,
er ... do something on his computer. Is it OK if I come back late
tonight?
Dad: No problem. As long as you phone me …
Damon: Thanks, Dad! Catch you later! See you, Anna!
Dad:/Anna: Bye! See you! Bye Damon!
Anna: That reminds me. Sandra has got us tickets for the
Jason Trembelin concert tonight. Do you mind if I go?
Dad: Well, as long as it doesn’t finish too late.
Anna: No, I’m sure it won’t. Er … actually, I was wondering if
I could spend the night at Sandra’s afterwards. I mean it is
Friday night after all.
Dad: Actually, that’s not a very good idea is it? I mean you’ve
got the dentist’s early in the morning.
Anna: But Dad. You let Damon stay out with his friends, why
can’t I?
Dad: Damon’s a year older than you, Anna.
Anna: What you really meant was Damon’s a boy.
Dad: Nonsense ... you know that we both treat you the same.
Anna: Go on, please let me stay over, Dad.
Dad: Oh, I suppose so – as long as you phone us after the
concert.
Anna: Thanks! Er ... just one more thing. Could I borrow £15?
There are these gorgeous T-shirts …
12
Ss may work in pairs discussing the topic before
filling in the chart. Then they may discuss with another pair.
After they have discussed the questions in the Student’s book, have
the Ss respond orally or in writing to these questions:
1 Have you witnessed any kind of discrimination? What happened?
2 Should others intervene when they see someone being discriminated
against? Why(not)?
OFT
Discuss where prejudices come from and how to overcome them.
2.4 Celebrating
differences
This section introduces stereotypes, urban tribes and subcultures,
and discusses a particularly Chilean phenomenon, the Pokemons.
Culture notes
Pokemon is the name given to a Chilean urban tribe which
surfaced in the 2000s and began to decline in late 2009. They
are easily identifiable by their angular and pressed hairstyles,
reminiscent of characters from the Japanese media franchise
Pokémon. The Pokemones also shared some aspects typical to
the Punk and the local “hardcore” subculture. Most pokemones
were teens. During parties they danced to reggaeton music,
while kissing and groping with as many people (male or female)
as they could, which they called poncear.
Pokemones are usually from the Chilean middle and lower
class.
8
In groups the Ss discuss these questions. Insist on them
using the phrases in the Speak out box. Then some groups report to
the rest of the class.
Mind the trap!
Have the Ss become aware of the style of the English speaking
culture. They tend to be very polite.
9
If possible do this activity entirely in English. But here the
objective is that Ss express their opinions.
10
In pairs first they replace their sentences, then
they practise and finally they present their conversation. Answers
may vary.
Warm-up
Ask Ss if they have heard the terms urban tribe or subculture. The
terms urban tribe and subculture are often interchanged. Elicit what
they think they mean and any groups they know. Accept anything that
is relevant but point out that an urban tribe/subculture is not the
same as a minority group, a key difference being that members of an
urban tribe/subculture choose to belong to that group.
Before reading
1
In open class Ss discuss what urban tribe and subculture
mean.
27
2
In pairs, Ss discuss the photos, answer the questions and
then read the article.
Allow Ss to answer on their own and then check
with a partner.
4
Allow Ss to answer on their own. They may refer
to the text if necessary. First, have them identify the text type, letter
to the editor. Elicit answers in open class. Have the Ss support their
answers. Elicit parts of a newspaper article (title, byline, story, etc).
9
Instead of writing them they could underline them in the
10
Ss do this activity in groups. Then they share their
classification with the class. They could have classified the adjective
differently. Have them support their classification.
Train your brain
Do this activity in pairs because of its level of complexity. Ss must
follow the steps one by one. It could be assigned for homework. Then
another pair can check their writings before checking them.
5
11
6
After they choose the best title, they could come up with
their own titles such as, Accepting each other or Different styles.
They could also underline the sentences they
consider facts in red and the ones they consider opinions in blue. Tell
them facts can be proved. The answers may vary. They should support
their choices.
After reading
7
Since this may offer some considerable difficulty to the Ss,
have them do the exercise in groups of 3. They could study the Check
it out before trying to do the exercise. Then do the exercise and finally
go back to the text.
Check it out
If we report what another person has said, we usually do not use the
speaker’s exact words (direct speech), but reported (indirect) speech.
Therefore, you need to learn how to transform direct speech into
reported speech. The structure is a little different depending on
whether you want to transform a statement, question or request.
Statements
When transforming statements, check whether you have to change:
* pronouns
* present tense verbs (3rd person singular)
* place and time expressions
* tenses (backshift)
Questions
When transforming questions, check whether you have to change:
* pronouns
* present tense verbs (3rd person singular)
* tenses (backshift)
Also note that you have to:
* transform the question into an indirect question
* use the interrogative or if / whether
Requests
When transforming questions, check whether you have to change:
* pronouns
28
Ss must become aware of the fact that that these are
phrases used to express opinions.
text.
Reading
3
8
First Ss choose the adjectives and then they write
the summary for homework.
Ss discuss the questions in their textbook and then they respond
orally or in writing to these questions:
1 Do your parents have different points of view about today’s youth?
2 What were they like when they were younger? What liberties or
restrictions did they have?
OFT
This is an excellent opportunity to encourage Ss to debate about
tolerance and respect.
Additional practise Photocopiable resources. Resource 2. Are you
the most popular? Page 67.
Communication project
Speaking
This section gives Ss practise at preparing for speaking. Ss are
introduced to the language through listening and then given strategies
and opportunities to use the language themselves.
1
1.16 Ss listen to each of the conversations at least
twice for them to note down the words that help them decide which
conversation is the most formal.
Tapescript
CD 1 Track 16
One
A: [Southern English accent] Hi Josie! Can I sit next to you?
B: [Southern English accent] Sure! Be my guest … How’s life
treating you, then?
Two
A: [Southern English accent] Dad … do you mind if I borrow
one of your Bob Dylan CDs?
(S)He
C: [Irish accent] One of my Bob Dylan CDs? What’s happened?
Why do you suddenly want to listen to some good music?
A: Yeah, yeah ... very funny.
C: Of course I don’t mind! Take whatever one you want ... Take
them all!
Three
D: [RP accent] I mean, I thought it was absolutely extraordinary
behaviour, didn’t you?
E: [RP accent] Oh, absolutely. I was convinced we’d lost the
contract.
A: Excuse me. I’m sorry to interrupt … are you reading that
newspaper?
D: Er ... no, I’m not.
A: I was wondering if I could have a look at it …
D: Well ... I suppose so.
2
1.17
Ss work in pairs to find the different sound. Then
listen and check.
Tapescript
CD 1 Track 17
1 law, low, court, report
2 lot, cope, tolerant, from
3 blow, knock, know, host
4 order, property, soft, gossip
3
Tell Ss to study the Speaking Strategies box on this page
and the Speak Out box on page 31. Make sure they understand
them.
4
Allow time to prepare and practise the dialogues. For more
practise, Ss can change partners and do the dialogue again, changing
roles.
5
Choose two or three groups to present their
dialogue to the whole class. Ss could assess their partner’s
performance and give them feedback.
Writing
Ss work alone to read and study.
2
Go through the four points with the whole class and then
ask SS to work alone to find the words and phrases in the text.
3
5
Read through the tips as a class and comment on
them. If there is not enough time in class this may be done as
homework. Collect the revised essays to give the Ss a mark.
Language assessment
1
Ss play a traditional game to practise language covered in
the unit. This is an entertaining opportunity to reinforce ethical values
as well as creative and critical thinking.
In groups of 4, each player rolls the dice once. The player who rolls
the highest number goes first; the person on his/her left goes next.
Ss must give an appropriate response when they land a square. If
they do not give an appropriate response they must move back to the
square they just came from. Ss will decide in the group if the response
is correct or not. If there are doubts they ask the teacher.
When a player lands on a snake head, his or her marker slides down
to the snakes tail. When a player lands on a ladder, his or her marker
goes up the ladder and continues from there.
The first player to land on 36 wins, but he or she must roll the correct
number on the dice to land on the 36 mark.
If there are no dice available, Ss can use two coins: 2 heads moves
ahead 1 space; 2 tails moves ahead 2 spaces; 1 head and 1 tail
moves ahead 3 spaces.
2
Before starting, elicit phrases used to make polite requests,
example: Please let me, Can I..., etc. Ss work alone or in pairs to write
polite requests using the cues. Ss move around and ask each other
their questions from exercise 1, writing their responses in the boxes.
Remind Ss to be polite and use phrases from Check it out on page 27
and Speak out on page 31.
Listening
3
This section looks at writing a short essay. Ss are led step by step to
successful writing.
1
4
Ss read the statements and individually choose one they
find interesting. Group Ss according to the statements they chose and
have them write their lists in groups of two or three. Then compare
their lists with other groups before beginning the next step.
02
Ss work alone to complete the gaps in the Train Your Brain
box. Elicit answers then refer back to the essay, e.g. What general
points does the writer make that everyone can agree with? (It is
important to check students’ progress.) What example does the
writer give to support his or her argument? (Some people argue that
exams are fair.) What is the writer’s opinion? (There should be a mix
of formal testing and continuous assessment.)
1.18 Ss work alone to read the questions. Then listen
and circle the correct answer. Elicit answers in open class.
Tapescript
CD 1 Track 18
Ted: Great! The company I applied to wants me to go for an
interview!
Mum: Well done, When is it?
Ted: Monday. She says I have to ring her if I can’t go.
Mum: What time do you have to be there?
Ted: The interview is at 10:00 but I have to arrive at 9:45 for
a security check. I can use my driving licence or passport as
ID.
Mum: Is there anything else? You must read the letter carefully
– do you have to do any preparation?
29
Ted: Yes, I have to take my certificates. I don’t know where
they are.
Mum: Well, you must find them! You really ought to keep them
somewhere safe. Do they want to keep them?
Ted: Er, no, I don’t have to leave them – they’ll make copies.
And there is a task.
Mum: You mustn’t leave it until the last minute. You should
start it now and do a little bit everyday. And you should check
that your suit is clean.
Ted: Yeah, good idea.
Listening
1
1.20 Provide a little guidance. Have them read the
instructions and answer.
Tapescript
One
Boy: Well … for starters, she really irritates me when she
spends so long in the bathroom – she’s very unfair, especially
when she lies in bed all morning and I have to go to school so
early. Luckily she just ignores me a lot of the time – she’s too
busy with her boyfriend usually. It’s sad really because when
we were younger, I used to get on with her really well. In fact,
she was probably my best friend.
Two
Girl: We have a brilliant relationship. She’s so easy to talk to
and she always helps me when I’ve got a problem. She’s got a
great sense of humour as well – she makes me laugh. And she
gives me a lot of freedom too. I’m very lucky, I suppose.
Three
Man: [Irish accent] When we first started to go out together we
used to argue quite often. But now I think she trusts me and
we have a really good relationship. We have a lot in common
so that helps. The only problem is that she changes her mind
a lot – it can be very annoying sometimes.
4
If the Ss understand the meaning of the words, have them
complete the sentences without using a dictionary.
Unit test
Tapescript
CD 1 Track 19
A: Mum, could I possibly go to the theatre on Saturday
evening?
We’re going to see Hamlet with our English teacher.
B: Yes, that’s fine by me. It’ll be interesting.
A: I was wondering if I could have £10 for the ticket.
B: I suppose so. Get me my handbag.
A: Is it OK if we go to a café afterwards?
B: Yes, of course. As long as you don’t come home too late.
A: Well, do you mind if I stay with Sandy?
B: Actually, that’s not a very good idea. You’ve got to do your
homework.
A: But Mum it’ll be Sunday. Please let me.
B: Oh, if you must, but don’t be late home.
A: Thanks, Mum!
Checkpoint Units 1- 2
(Student’s book page 38-39)
Have students complete the tasks and grade themselves. They will
find the answer key at the bottom of page 39. Then they can hand in
these marks. You may want to discuss their grades with them
individually and help them with strategies to do better.
30
CD 1 Track 20
2
1.20 Ss listen again and answer. They should read the
questions first so that they focus their attention. If necessary, have
the Ss listen once more to complete any of the questions in activities
1 or 2.
Reading
1
They face this activity with no help from the
teacher to see whether they can follow instructions independently.
2
They do this exercise independently and check
their score independently as well.
Writing and Speaking
1–2
These two activities are related. They
work in pairs. It is necessary the teacher checks their interview before
they start practising.
Self-check
Ss reflect on their learning in the two first units. Have them complete
the chart with their own information. You may want to discuss this
information with the students and may suggest additional practise.
Encourage Ss to take the time to answer thoroughly. This activity is to
promote awareness of learning and is a personal reflection. Answers
can be discussed in class.
03
Amazing animals
Objectives
Read, listen and talk about the animal world.
Write a guided scientific report and a brief opinion essay.
Use the conditional when speaking and writing to express probability and certainty.
Focus on talking about probabilities and giving short speeches.
Discuss animal rights and the need to protect them.
Topic
The environment
Class resources
Class CD
Online dictionary
Lesson
3.1 Those crazy humans
Objectives
• Listen to what pets might think of their owners,
Timing
1 hour
Unit OFT
Practise conditionals
3.2 All brain & no bones
3.3 It’s a dog’s life
• Read about octopus intelligence, Practise
connectors.
• Read about the responsibility of pet ownership,
2 hours
• Listen to a story about African elephants; Practise
1 hour
• Give a short speech and write an opinion essay.
2 hours
Develop confidence in ability to understand and
communicate in English.
1 hour
• Unit test
1 hour
autonomy and good study habits. Appreciate the
importance of reflection and analysis in language
learning.
2 hours
Practise reading graphs.
3.4 Elephants never forget
Encourage students to develop attitudes of
respect towards animal rights and the need to
protect them.
expressing ability and possibility.
Assessment
Getting ready
This unit is about the animal world. Have Ss work in pairs to complete the following activities before you begin the unit. Remind Ss that all ideas
are valid and that they should respect everyone’s ideas. Monitor and assist where necessary. Elicit answers in open class. If Ss are unable to
perform this activity in English, allow them to perform it in Spanish. Encourage fast learners to do it in English.
31
3.1 Those crazy humans
Tapescript
Kika
I don’t know when my human started living in my home. He’s been
here for a very long time. Luckily mine goes out quite often. I’ve no
idea what he does but it can’t be for pleasure. Maybe he goes
hunting, but if he does, he’s not very good at it – he’s always
hungry and irritable when he gets back. If I were him, I’d practise
at home first – he could start by hunting flies and spiders and then
try the bigger things later.
Humans are lazy animals. If Gavin’s at home, he spends about
eighty percent of his time asleep or resting.They’re not very clean,
either. Mine only washes twice a day…unless he’s in love.
There’s a theory that humans are solitary creatures but I’m not
sure. For several months mine smelled of another human! But
eventually it stopped. Then he started going out less in the evenings
and spent hours staring hypnotised at that noisy glass box. So my
conclusion is that humans do have partners but just for short
periods each year.
I’m afraid that Gavin is going to be here for ever. But provided he
fills up the big white thing in the kitchen with food, I’ll let him stay.
Wally
I absolutely adore Lucy – my human. There’s nobody like her. As
soon as she goes out, I start missing her terribly. A few minutes can
seem like weeks. I’m always pleased to see her again.
I’ve trained my human well. She even does little tricks for me –
when I look at the front door and whine she immediately jumps up
and starts putting on her shoes. It works every time! I’ve even
taught her to share some of her food with me. I hope that if I keep
training her, she’ll eventually give me all of it!
Often when we’re out she does silly things like throw sticks. I think
she expects me to bring them back. If she knew how pointless it is,
perhaps she’d stop doing it. But as long as it makes her happy, I’ll
do it – it’s a very small sacrifice, isn’t it?
Humans are loveable creatures – so easy to please and easy to
train!
This section introduces Zero, First and Second Conditionals as
well as other words and phrases that can be used in place of
if (when, as soon as, as long as, provided that, unless).
Special difficulties: Ss should have seen conditionals before
but still may find them difficult. Make sure they are able to
form simple conditional sentences before introducing the
alternative phrases, especially unless.
Culture notes
Tabby is a description of the colouring of a cat’s fur, not a breed
of cat. It describes striped, dotted or other patterns and can be
seen on many different breeds of cats. The word comes from
the French tabis.
Golden retriever – the name comes from its role as a hunting
dog used to retrieve birds after they had been shot. They were
first recognised as a breed in 1911.
OFT
Discuss animal rights and the need to protect them.
Warm-up
Review of vocabulary from the previous unit to reinforce its
acquisition. Board race. Put Ss into two groups. Choose one person
from each group to come to the board. Give them a clue for a word
and the first person to write it with the correct spelling wins a point
for their team. Choose another two Ss and continue with the game.
Before listening
work.
1
Ss work alone and tick the words that they understand.
They then compare with their partner and look up the ones that
neither of them know.
4–5
1.21 Ss answer exercises 4 and 5 and then they
listen. They could also identify the names of the animals and humans,
and whether the animals are females or males.
6
Ss listen again and complete the chart. You may
need to stop the recording for them to write.
1.21
2
Have a whole class debate between the Ss that think pets
have a good opinion about their owners and the ones that think the
opposite.
After listening
Listening
7
Ss work in pairs. Tell Ss to try to remember whose words
are those to build the context of these sentences. Have them explain
their choices in different ways so that they become aware of the
communication purpose of each type of conditional.
1.21 Check first whether the Ss are aware of the
3
question they have to check before listening. Then they listen and
check. Ask Ss to support their answers using evidence from the
listening such as the check. Cat says: ‘Luckily mine goes out quite
often.’, ‘Humans are lazy...’, ‘They’re not very clean...’, ‘I’m afraid
that Gavin is going to be here for ever.’ Dog says: ‘I absolutely adore
Lucy...’, ‘I start missing her terribly.’, ‘I’m always pleased to see her
again.’, ‘Humans are loveable creatures...’
32
CD 1 Track 21
Work it out
8
Some Ss may know the names of the conditionals, others
may not. Allow Ss to work in groups of four to make it more likely that
at least one person will know in each group. Don’t invest much time
in this activity because the aim is that the Ss are able to use the
conditionals correctly.
Amazing animals
Check it out
Warm-up
Go through the box with Ss and elicit other examples. Point out that,
with the Zero Conditional, if and when have the same meaning
(whenever). It might be useful to show how you can use conditionals
to show your opinion of a situation, e.g. If you work hard, you’ll be fine
is a good example because it is quite likely to happen. If you worked
hard you would be fine shows that a student is clever but lazy.
Review of conditionals. If I were a … Write the sentence If I were
an animal, which animal would I be? On the board. Ask Ss to write
down the animal they think they would be and why, e.g. I’d be a dog
because I’m loyal and friendly. I’d be a cat because I’m independent.
Etc. Ss then mingle and ask each other the question. The other person
has to say what they think and why. Ss ask as many people as possible
in a set time (e.g. two minutes). Then elicit what Ss think about
themselves and what others told them during the activity.
Mind the trap!
Tell Ss that while If I was is not incorrect, they should try to always
use were. In both, formal and informal English were is more
frequent.
9
Tell Ss to read through all five sentences first to decide if
they are always true, likely futures or unlikely/impossible present or
futures. Elicit ideas and then tell Ss to complete the sentences
alone.
10
Remind Ss that they will write phrases to organise
their ideas, but they will tell the story in whole sentences. It might be
necessary that they write the story first and then tell it to the class,
preferably not reading. Allow 10 minutes of class time to prepare the
activity. It can be assigned as homework. As a pre-activity to help Ss
understand the task, start a chain of What if…? Example:
Teacher: What would you do if your dog bit someone?
Student 1: I would take that person to the hospital.
Student 2: If I took that person to the hospital he would wait in the
emergency room for a long time.
Etc.
1 Do you think animals should have legally protected rights?
Why(not)?
2 How do you think people who rely on animals as their means of
living would say about animal rights? For example, farmers, dog
trainers, zoo workers, veterinarians.
3.2 All brain & no bones
This section gives Ss scientific information about octopuses.
Apart from providing new information it also extends animal
vocabulary.
Culture notes
Octopuses have no skeleton, the only hard part of their body
being the beak. The Oxford English Dictionary states three
possible plural forms. As well as octopuses (the most common)
it is possible to say octopi and octopodes.
03
Before reading
Ss are encouraged to identify what they already know. This is to
activate and evaluate previous knowledge, careful monitoring is
important to understand what the Ss already know and where they
need more work.
In order to reinforce vocabulary, the Ss could play a drawing game
(picture dictionary). Put the Ss into two groups and ask one student
from each group to come to the board. Show them the name or a
picture of an animal. The two Ss try to draw the animal on the board
and the other Ss have to guess what it is (in English). If no one knows
the word in English, the drawers can tell them what it is. Swap Ss and
repeat the process with the next animal. When the game is over, Ss
make a note of the animals they did not know.
1
Prompt to say what kind of information they will find in the
article and support their answer.
2
First Ss work individually and then they compare ideas in
pairs. Before Ss start reading the article properly, ask if Ss know
anything about octopuses and write down any ideas on the board.
Reading
3
Help Ss find the question and have them answer
4
Have Ss explain their choice and to describe the
in two minutes.
other text types.
5-6
Ss read questions 5 and 6 and then read the
paragraph to answer.
7
o Ss could come up with other connectors that help
build coherence to a paragraph.
8
Have Ss answer this question in pairs and then
share with another pair before checking with the whole class.
9
Ss work in pairs finding examples. They may check
with other pairs before checking answers in open class.
After reading
Train your brain
Go through the Train your brain box with Ss. Make sure they
understand the phrases to be used when giving examples, sequencing
ideas and introducing additional ideas or information.
33
10
Ss give their answers and explain why they consider them
so striking.
Ss underline the sentences in the text that refer to
the topics.
11
7
12
After reading
Point out that these words are not necessarily synonyms,
but equivalents.
You could provide some questions to help them write
their report. For example: What’s the name of your animal? What’s its
habitat? What’s so striking about it? Etc.
Optional activity
Ss could think of their own question, starting Which creatures …?
And choose the animals from the list which are the answer to the
question. They then read out their animals and the other Ss have to
guess what the question was, e.g. tiger, mongoose, cobra, elephant
– Which animals live in India?
Divide Ss into two groups and have them do the following: One group
makes a list of reasons supporting the use of animals in research and
the other group a list of reasons against it. Divide the Ss into smaller
groups with half of the group on one side of the argument and the
other half on the other side and have a debate.
3.3 It’s a dog’s life
This section reminds the Ss of the use of imperatives to
express commands, orders, rules, instructions or warnings. It
also challenges them to read statistics from graphs and use
the appropriate language to report statistics.
Before reading
1
Ss are encouraged to identify what they already know. The
majority of them are familiarised with websites. Have them name the
characteristics of a webpage. This is an evaluation of previous
knowledge, careful monitoring is important to understand what the
Ss already know and where they need more work.
2
Have Ss look up meaning of the words and encourage them
to make sentences using the words in order to check they understand
their meaning. Monitor and assist where necessary.
Reading
3
Ask Ss to predict some of the information they will
find in the text.
4
Ss work alone or in pairs to answer. When finished,
elicit answers in open class.
5
Encourage Ss to explain in English, but accept
Spanish if necessary.
34
6
In pairs, Ss discuss the issues presented. Then they may
discuss with other pair.
Work it out
8
Ss work in pairs. The question: who are these sentences
addressing? could also help them.
Check it out
Go through the check it out box with your Ss.
We use the Imperative for direct orders and suggestions and also for
a variety of other purposes. Stress and intonation, gesture, facial
expression, and, above all, situation and context, indicate whether the
use of this form is friendly, abrupt, angry, impatient, persuasive, etc.
The negative form is usually expressed by Don’t. The full form (Do
not) is used mainly in public notices. The imperative is used for:
1 Direct commands, requests, suggestions:
Follow me. Shut the door (please). Don’t worry!
2 Warnings:
Look out! There’s a bus! Don’t panic!
3 Directions:
Take the 2nd turning on the left and then turn right.
4 Instructions:
Use a moderate oven and bake for 20 minutes.
5 Prohibitions (in e.g. public notices):
Keep off the grass! Do not feed the animals!
6 Advice (especially after always and never):
Always answer when you’re spoken to! Never speak to strangers!
7 Invitations:
Come and have dinner with us soon.
8 Offers:
Help yourself. Have a biscuit.
9 Expressing rudeness:
Shut up! Push off!
9
The Ss get in groups and then share their lists with the other
groups. Monitor that the Ss use the imperative to write their list.
10
Remind them that since this is a paragraph, they must
write sentences and that the sentences must be related.
11
Ss have most probably learned to read graphs and analyse
statistics in another subject, but they are not used to do it in English.
Therefore allow some time for them to do this activity in pairs. Once
each pair has its own sentences, have them share their sentences
and write them on the board.
12
Have Ss work in pairs discussing the problems of
stray animals. Discuss on the responsibility we have as a society.
13
Lead a brainstorming about what a poster means.
Get ideas from Ss regarding what in their opinion it should have. You
may assign the project as homework. Then have Ss vote for some of
the best and you may use them to decorate the classroom.
Amazing animals
Listening
1 How do you think the overpopulation of street dogs can be best
controlled?
2 What can be done to reduce the number of street dogs or eliminate
them? Do you agree with these methods?
4
1.2 Tell the Ss to write down the words that helped
them answer this exercise.
Tapescript
This is an excellent opportunity to reflect on the way animals are
treated in Chile. Encourage Ss to think about ways to protect and
improve animals’ way of life.
5
Before the Ss listen to the second part, ask them
what kind of information they think they will be listening to, e.g. an
explanation of what a herd is or what kind of herd it is. Ss listen,
compare answers in pairs and listen again to check. Then elicit the
answers.
work. All words are included in the listening.
1
Before Ss open their book, elicit anything that Ss know
about elephants. Ss then check to see if the information elicited is
mentioned and correct as well as finding the most surprising
information. Prompt them to speak in English, but accept Spanish if
necessary.
2
Be sure the Ss first read the notes at the bottom of the
page. Have them do it in pairs. Assign some time and then they check
their answers with the key at the back of their textbooks.
3
CD 1 Track 23
OK – let me start by giving you some background information
about the elephants themselves. The African elephant is the largest
land animal and some of its statistics are amazing. It can grow to
about 4m in height. Although it can weigh the same as 80 men, it
can run at about 40 kilometres an hour – that’s the same speed
as an Olympic sprinter. And the elephant is also an excellent
swimmer. It can lift more than 250 kilos with its long trunk. In
places its skin is nearly 5 centimetres thick but it’s also very
sensitive – even elephants have problems with mosquitoes! As
you can imagine, such a large animal needs a lot of food and drink.
In fact, on average an elephant can drink 200 litres a day and
more than 100 kilos of leaves a day which is ...
Warm-up
Before listening
1.23
Tapescript
This section gives Ss a listening task in which they have to
complete information. It also introduces the Ss to strategies
they could use to take notes such as the use of some common
abbreviations.
Review of animal vocabulary. A-Z. Put Ss into two groups and
split the board into two halves. On one side of the board, write the
letters A–L, vertically down the left hand side. On the other side, write
the letters M–Z (without Q or X). Each group finds one animal which
starts with each letter on their side of the board. One student from
each group goes to the board and writes one animal then returns to
their group and swaps places with a second person. The first group
to complete their side of the board wins.
CD 1 Track 22
Lecturer: [Edinburgh accent] Good morning, everyone. Today I’m
going to talk about African elephants and what is now being done
to protect them. As I think I mentioned last week, this animal is in
serious danger and the numbers are falling dramatically. In the
1970s there were 1.3 million African elephants – today there are
less than 85 thousand, mostly because of hunting.
OFT
3.4 Elephants never
forget
03
6
1.24 Again the Ss could predict how the lecture continues
before listening to the third part.
Tapescript
CD 1 Track 24
Lecturer: Now I’d like to say a few words about elephants’
lifestyles. Female elephants and their young live together in groups
called herds – in other words family groups of mothers, sisters,
aunts and female cousins … Herds can have up to 20 members
but usually there are 6–10 in a herd. Sometimes young elephants
live with this group all their lives, which could be more than 65
years! But male elephants usually leave the herd when they are
young teenagers. Sometimes for a few years they form noisy
teenage gangs and behave rather badly – for example they
sometimes get very drunk on rotten fruit!
1.24 Allow Ss about thirty seconds to read the facts
7
before listening to part 3 again.
If necessary, Ss could use a dictionary.
35
After listening
B Before I start I’ll show you some standard symbols you can
use when you take notes in lectures. First, three dots – two at
the bottom, one on top means ‘therefore’, the other way up
–Two at the top, one at the bottom means ‘because’. We use
the Maths symbol for equals, two lines, to mean ‘the same as’
– but put a line across and it means ‘not equal to’ or ‘not the
same as’ ... What else? Oh, yes another useful symbol is two
small marks which means ‘ditto’. Ditto means that you want to
repeat the word or words above.
Work it out
8
Before doing this exercise elicit some sentences from the Ss
using can. Write the sentences on the board in two columns according to
their usage. On one column you write the sentences using can to express
ability and on the other the ones using can to express possibility. Have
them get to the conclusion that can could be used for both. Then they do
the activity and finally they read the Check it out.
9
Ss work in groups of 2 or 3 to discuss these questions. Then
discuss their answers in open class.
Check it out
Go through the Check it out box with Ss. Explain to them that “can” is
one of the most commonly used modal verbs in English. It can be
used to express ability or opportunity, to request or offer permission,
and to show possibility or impossibility (in the negative).
Train your brain
Tell the Ss to self-evaluate themselves on each of these note taking
strategies. Then with the whole class or groups have them bring up
ways to improve these strategies.
10
Tell the Ss some of them have Latin roots, such as e.g.
which means for example.
1.25 Before listening, have Ss try to remember what
they heard and guess the meaning of the abbreviations.
Train your brain
Go through the Train your brain box and study the writing strategies
with Ss. Make sure they understand. Remind Ss that first they need
to choose the topic they want to write about. Then it could be useful
to prepare an outline or diagram of their ideas before they start to
write.
3
After Ss listen to the two words, drill the two
vowel sounds. Ss try to complete the table before listening and then
listen to check. Drill all the words after eliciting the answers. Check
the Ss’ ability to distinguish between the two sounds by asking them
to think of three more words which have each vowel sound in them.
1.26
11
Be sure they write their questions using can for
ability and for possibility.
Tapescript
Pet, work, circle, engine, servant, leisure, petrol, worm, urban,
observe, pest, penguin, fur, essential.
1 What could you do to protect endangered animals in Chile?
2 Would you like to work for organizations that have to do with
protection of the environment?
Additional practise Photocopiable resources. Resource 3. We want
a pet. Page 68.
CD 1 Track 26
4
Read through the Speaking Strategies box with the Ss. Make
sure they understand.
5
Ss work alone to prepare and present their short
speech. If necessary, Ss who are struggling may be allowed to work in
pairs.
Writing
1
Speaking
2
Ss work alone. Elicit the answers and then go through the
completed box with the whole class, emphasising the important things to
remember.
1
1.25
Tapescript
Before listening let Ss read through the notes.
CD 1 Track 25
A I want to tell you a bit about the history of shorthand – the
abbreviated way of writing with signs and symbols. Most people
speak at more than 150 words per minute – but normal writing
is about 35 words per minute. Therefore, if it’s important to
write down another person’s exact words, you need a quicker
method than longhand – and this is where shorthand comes
from. Obviously, nowadays, fewer people use shorthand
because we have good recording equipment.
36
2
3
Allow Ss time to read and find the information.
Ss work alone to develop and write an opinion essay. Read
through the instructions and make sure Ss understand what they are to
do. If possible, allow time in class for peer-revision of the first draft.
Collect revised version for a grade.
Amazing animals
Language assessment
1
In groups of 3, Ss take turns completing the sentences,
deciding amongst themselves if the answers are correct or not. If
their sentence is correct they move their marker to the next one, if
not, they leave it. Tell them to ask you if there are any doubts. Monitor
carefully and take notes to revise and correct at the end of the activity.
For additional practise, have Ss write their responses for homework.
2
Before starting, write a few sentence prompts on the board
and elicit possible questions and answers.
Example: Can your best friend speak English? Yes, she can.
Ss mingle and answer and ask each other the questions. Monitor
carefully as Ss mingle to note any errors for correction later.
3
As the Ss talk in pairs monitor carefully to note any errors for
correction later.
4
Have them first match and then write the sentences.
03
Cats on the other hand, are more independent. They need to
have food, but will lead their own lives for much of the time, and
will clean and amuse themselves. People sometimes say that
cats choose their owners, not the other way around!
Hamsters are very popular pets for younger children as they are
quite easy to look after. A hamster needs regular food, but can
look after itself for much of the time.
Pedigree cats and dogs can be very expensive whereas
hamsters and mice are quite cheap to buy. You may also need
to buy a special home – a bird cage, a dog kennel, or an
aquarium can all add considerably to the pet bill.
Then you have to think about how much money you will need to
look after your pet. Goldfish are quite cheap to feed, but cats
and dogs can cost a lot: in food – and even more if they become
ill and need to go to the vet’s!
Finally, if you live in a small house or flat, don’t buy an animal
which needs a lot of space. It isn’t fair on the animal and may
make it become anxious and stressed. You must also make
sure you can look after it easily. People sometimes keep exotic
pets such as snakes, which are difficult to look after – and can
cause a lot of trouble if they escape!
5
Put Ss into groups and decide which group will present which
topic. Allow about ten minutes for Ss to discuss their ideas in groups and
then join another group and form a group of eight. The group presenting
topic A starts by talking to the other group who should try to ask follow
up questions to keep the presentation going. The second group then
repeats the process with their presentation. Continue the discussion in
open class.
6
Provide a model of a Second Conditional sentence for them to
follow. E.g. If you loved me, I would marry you.
7
In pairs they come up with their own ideas that they could
exchange with the rest of the class.
8
Ss listen to the recording at least twice. If necessary
write the animals on the board for them to complete the sentences in b.
1.27
Tapescript
CD 1 Track 27
Choosing a pet
Children often ask their parents for a pet and it is a hardhearted mother or father who can refuse their child’s request
for a companion.
Dogs are very friendly and affectionate and often become like a
friend of the family – or even a family member! In return, they
need a lot of attention and like to have people around.
Unit test
Tapescript
CD 1 Track 28
A: So how do you feel about taking your driving test? Do you
think you’ll pass?
B: Yes, I think I’ll definitely pass. I’ve had more than a hundred
lessons and I feel very confident.
C: Oh, I don’t feel as confident as that. I think I’ll probably pass
but sometimes I make mistakes.
D: Hmm, I may pass but I don’t know. I suppose it’s possible if
the examiner is in a good mood!
E: I don’t think that will make any difference to me! I probably
won’t pass. I’ve only had six lessons and frankly I’m terrified.
A: Well you all sound very confident compared with me. I’ve
failed three times already and I know I certainly won’t pass!
37
04
Keeping up-to-date
Objectives
Read, listen and talk about modern communication and technology.
Write a blog, a formal and an informal email, an advertisement and a personal opinion paragraph.
Use the Present Perfect Simple and the Present Perfect Continuous when speaking and writing.
Focus on reporting about your experience and opinion and giving instructions.
Understand and evaluate the use of new technologies.
Topic
Family and social life
Class resources
Class CD
Online dictionary
Lesson
4.1 Is that correct?
Objectives
Timing
• Listen to a person learning how to use a
2 hours
4.2 Critical age
• Read a blog about a band; Use Present
Perfect Simple and Continuous.
2 hours
4.3 Write smarter
• Listen about a new electronic pen.
1 hour
4.4 Walk and talk
• Read about portable phones.
2 hours
OFT
computer; practise giving instructions.
Communication Project • Speak about the dangers of the Internet.
• Practise strategies for interacting in a
discussion; Read and write a formal and
informal email.
1 hour
Assessment
1 hour
• Unit test
1 hour
• Checkpoint
30 minutes
Encourage Ss to develop attitudes of respect for difficulties
people might have when faced with new technology.
Understand the importance of developing learner autonomy
and good study habits. Appreciate the importance of reflection
and analysis in language
Getting ready
This unit is about science and technology. Have Ss work in pairs to complete the following activities before you begin the unit. Remind Ss that
all ideas are valid and that they should respect everyone’s ideas. Monitor and assist where necessary. Elicit answers in open class. If Ss are
unable to perform this activity in English, allow them to perform it in Spanish. Encourage fast learners to do it in English.
38
Keeping up-to-date
4.1 Is that correct?
Mom: This one?
Teacher: Yes, that’s right! Very good.
Teacher: ... and the next thing you need to do is to click on the icon
that says NEW MESSAGE ... Now, type in the address ... make sure
you get it right ...
Mom: [RP accent] Bill Hickey at easymail.com
Teacher: That’s right ... and don’t forget to put the subject of your
email ...
Mom: Subject? Do I have to write the word SUBJECT?
Teacher: Well, no… actually, the idea is that you write a short
description of the content of your mail.
Mom:... em ... Hello! Is that OK?
Teacher: Hello is fine ... Next you just write your message and
that’s it!
Mom: And what do I do next?
Teacher: Next, to send your email, click on the envelope ...
Mom: Like this?
Teacher: That’s correct! … and you’ve just sent your first email.
Mom: I wonder if you could help me?
Teacher: Yes, of course. Tell me.
Mom: Can I send a photo with this email?
Teacher: Yes, sure ... Look, first click on the attachment icon ... the
thing that looks like a paper clip ... do you see? Next, open the
folders until you find the photo you want ...
Mom: Uh huh ...
Teacher: Have you done that? Right! Then you just double click on
it, and it’s attached to your email. Have you got that?
Mom: Is this alright?
Teacher: Yes, that’s it. Well done!
This section introduces ways of giving instructions. Ss listen
to instructions, identify the language used to give instructions
and then practise them in a gap fill and a more communicative
task.
Culture notes
Bill Clinton was a popular president between 1993 and 2001.
He left office with an approval rate of 69%, the highest end of
office rating of any president since Second World War. Now he’s
involved in public speaking and humanitarian work. His wife,
Hillary Clinton, is currently Barack Obama’s Secretary of State.
Warm-up
Introducing the topic of the lesson. Technology problems. Ss as
a whole class talk about technology that they use in their lives. Elicit
a list, e.g. computer, DVD player, iPod, etc, and write these on the
board. Ss work alone to list them and order them according to the
degree of difficulty they involve at the moment of being used. Ss then
discuss in groups of three or four which they were told to use by other
people, which they found out about by reading instructions and which
they taught themselves.
Before listening
1
Give Ss prompts to answer when describing the picture,
e.g. Where is she? What is she doing? How does she feel? etc. Once
Ss have discussed the questions elicit answers in open class.
2
1.29 Before Ss listen to the next extract, ask Ss to
5
predict what they might hear in each extract, e.g. attach something
– sending a photo to family, sending a CV with a job application. Elicit
ideas in open class before Ss listen.
3
Ask Ss to check if they know the words in the list. Encourage
them to give a short description of each one.
6
1.29
7
1.29
Discuss the questions with Ss. Tell them that some years
ago it was a common practise to write letters or cards.
Listening
4
Before Ss listen to the recording have them
predict the answer. Then have them listen and check.
1.29
Tapescript
CD 1 Track 29
Mom: It’s my first day today ... My son is an exchange student in
Australia, you see ... and I’ve been spending so much on phone
bills, so he said that I should learn how to send emails, you know ...
So that’s what I’m doing here ...
Teacher: The first thing you have to do is to double click on the
mail icon on your computer desk.
04
Have them listen to the recording for the second
time and answer the questions. They may work in pairs and check
answers with other pair.
Ss listen again and check the expressions the
teacher uses.
8
1.29 Ss may work in pairs. Then they compare answers
with other pair before checking answers in open class.
9
1.29 Have Ss work in pairs. Monitor and assist when
necessary. Check answers in open class.
10
1.30
Students listen and write and then compare
their answers.
39
Tapescript
CD 1 Track 30
Mom: Teacher: The first thing you have to do is to double click on
the mail icon on your computer desk.
Mom: This one?
Teacher: Yes, that’s right! Very good.
Teacher: ... and the next thing you need to do is to click on the icon
that says NEW MESSAGE ... Now, type in the address ... make sure
you get it right ...
Mom: [RP accent] Bill Hickey at easymail.com
Teacher: That’s right ... and don’t forget to put the subject of your
email ...
Mom: Subject? Do I have to write the word SUBJECT?
Teacher; Well, no… actually, the idea is that you write a short
description of the content of your mail.
Mom:... em ... Hello! Is that OK?
Teacher: Hello is fine ... Next you just write your message and
that’s it!
Mom: And what do I do next?
Teacher: Next, to send your email, click on the envelope ...
Mom: Like this?
Teacher: That’s correct! … and you’ve just sent your first email.
Mom: I wonder if you could help me.
Teacher: Yes, of course. Tell me.
Mom: Can I send a photo with this email?
Teacher: Yes, sure ... Look, first click on the attachment icon ... the
thing that looks like a paper clip ... do you see? Next, open the
folders until you find the photo you want ...
Mom: Uh huh ...
Teacher: Have you done that? Right! Then you just double click on
it, and it’s attached to your email. Have you got that?
Mom: Is this alright?
Teacher: Yes, that’s it. Well done!
Optional activity
Extend the activity by getting pairs to think of non-computer related
objects to describe, such as a bicycle. They then join up with a second
pair and take turns to describe their objects. This can be done with
words that the Ss do not know in English to help them realise that,
not knowing a word does not mean that they cannot use other words
to communicate.
1 Do you think people should publish details of their personal life on
the internet? Why(not)?
2 What would you do if someone published details of your personal
life without your permission?
4.2 Critical Age
This section introduces the difference between the Present Perfect
Simple and the Present Perfect Continuous.
Special difficulties: Ss may have been taught the Present Perfect
Simple with for and since and be confused as to when to use the
Simple and when the Continuous. Tell Ss that, unless the verb is a
state verb, they should always use the continuous form to show
that the activity is unfinished.
After listening
Culture notes
11
Blog is short for weblog. The word was first made up by John
Barger in 1997 and the shorter form came into use in 1999,
used as noun and verb. By 2005 there were over 50 million
blogs online.
Nick Rhodes (whose real name is Nicholas Bates) is a member
of the group Duran Duran. He was born in 1962 near Birmingham
in the centre of England. He formed Duran Duran with his school
friend John Taylor in 1978.
The Rock Garden is a famous club and restaurant in Covent
Garden in the centre of London. It has been in existence for
about 30 years and was the place where U2 played their first
ever London concert, with an audience of about 30 people.
Allow Ss to try to do this in pairs. Have Ss
complete the chart and then play the recording for Ss to check their
answers.
1.30
OFT
You may use the quotation to have Ss reflect on the technological
advances especially regarding communications. Ask them if, for example,
if people use technology to communicate more or if, on the contrary,
despite the technological advances, people communicate less.
12
13
Have Ss practise the dialogue.
Choose some Ss to role-play the dialogue in
front of the class.
14
Ss may work in pairs completing the email using the
prompts given.
15
Ss get together in groups and make a list of positive and
negative things which they associate with computers, Internet and
emails.
40
16
Allow Ss time to read the instructions for their
role and, after they have finished, elicit one or two pairs to act out
their conversations in front of the class.
Warm-up
Review of the order of adjectives and clothes vocabulary. Are
you observant? Tell Ss to sit back to back with their partner. Without
looking round they should try to describe their partner’s appearance
in as much detail as possible. Elicit descriptions from some of the
Ss.
Keeping up-to-date
Before reading
9
1
Have Ss tell you what kind of text it is by just looking at the
page. Ask them to tell you what clues they used to identify the text
type.
Look at the example sentences with Ss and elicit which
rules they correspond to and why the different tenses have been
used (1 an action started in the past and still continuing; 2 a finished
action). Allow Ss to work in pairs but make sure that all Ss write the
in their notebooks. Elicit answers and reasons for them.
2
10
Ss get in pairs to answer the questions. If they don’t know
what to say, or if they haven’t got much experience with the Internet,
have them talk about what they would do if they had more access to
it.
Reading
3
Have Ss read the whole text now and check their
answers to exercise 1. In addition, they work underlining or highlighting
the words they link to music.
4
Tell Ss that, when answering the questions, they
should find the words which help them find the answer. Some Ss will
know the answers before reading the article so tell them to read the
article to check their answers. Some Ss will have their own blogs and,
if they are willing to talk about them, it would be enriching to let them
tell the class about them.
5
Read through the questions with the Ss and set a
time limit for them to find the answers and discuss them in pairs (two
minutes). Make sure Ss know what the words mean (gigs – concerts,
demo CD – demonstration CD to allow record companies to hear
what you sound like).
After reading
Work it out
6–7
Think Back! Put Ss into groups of three to do Exercises
3, 4 and 5 and allow five minutes for Ss to discuss their ideas. Elicit
answers to the questions together.
Check it out
Be explicit to emphasize that they must write in
paragraphs, with complete sentences and proper punctuation,
allowing space between the lines for their partner to write correction
notes, and later for you to make corrections. Allow 10 minutes of
class time for writing. If there is not enough time in class this may be
done as homework. When they finish writing, they trade papers with
their partners to make corrections before writing a final draft to hand
in.
1 Do you think people should publish details of their personal life on
the Internet? Why(not)?
2 What would you do if someone published details of your personal
life without your permission?
4.3 Write smarter
This section introduces the expressions used when being persuasive.
The phrases are introduced through a listening and then the Ss
practise them in a written task.
Before listening
1
Read with your Ss some of the words they are going to hear.
Tell Ss to use them to predict what the recording will be about.
Go through the box with Ss. Elicit some time periods when for and
since would be used, e.g. for two hours/a long time/hours; since
Saturday/my birthday/last week.
2
We use the Present Perfect to say that an action happened at an
unspecified time before now. The exact time is not important. You
CANNOT use the Present Perfect with specific time expressions such
as: yesterday, one year ago, last week, when I was a child, when I
lived in Japan, at that moment, that day, one day, etc. We CAN use
the Present Perfect with unspecific expressions such as: ever, never,
once, many times, several times, before, so far, already, yet, etc.
Listening
We use the Present Perfect Continuous to show that something
started in the past and has continued up until now. “For five minutes,”
“for two weeks,” and “since Tuesday” are all durations which can be
used with the Present Perfect Continuous.
8
Put Ss into groups of three to analyse the alternatives and
allow five minutes for Ss to discuss their ideas. Elicit answers to the
questions together.
04
Read the quoted sentence with your Ss. Ask them in what
occasion would someone use such language and where would they
hear it.
3
1.31
Ss listen to the recording and check their
answers.
Tapescript
CD 1 Track 31
Looking for the perfect gadget for college or work? Do you write so
much that you have trouble keeping track of what was said as you
wrote it? If you buy Intellipen, then you can leave those days behind
you because Intellipen is the best gadget ever!
This Intellipen records audio as you write and links the two things
together. All you have to do is tap your notes to hear exactly what
was said as you wrote it. The same thing occurs for drawings.
Those notes can then be transferred to your computer.
41
This allows you to back up and share your notes easily if
required. When the notes have been transferred to your
computer, you can even search for certain words. This allows
you to save time since you don’t have to write every word.
Since I got it as a present for Christmas, I’ve never missed a
word from my professors. If you find that you’d like to listen
back to notes after they are written, then you will not regret
buying this fantastic device. You must have it!
It’s so easy to use. The setup is simple. You indicate whether
you’re right or left-handed. Then you adjust the date and time
by selecting buttons on a setup card with your pen tip.
To take notes, you write with real ink on the special paper,
which is covered with barely visible dots; they tell the pen’s
camera where you are on the page. Once you’re done, you’ll
have the option to upload your notes to the computer. The
Paper Replay function lets you record a lecture while taking
notes at the same time. When you’re listening to a recording,
you can select a word by tapping on it in your notes. Then, the
pen plays back whatever audio it recorded at that point in your
writing. I guarantee you’ll love the results.
Another virtue of the Intellipen is that it doesn’t serve as a
distraction. Look, I’m a teenager. A laptop makes it incredibly
easy to mask that you’re playing a game during a lecture or
perusing webpages. Once you mute the volume and start
typing, most teachers assume that you’re vigorously taking
notes. With the Intellipen, it is a lot more difficult to fool
around.
Bottom line, this is a great pen for teachers, students, journalists,
and is also a lot of fun for kids. My brother who is nine years old
loves to write with it while he scribbles all over the pages and
makes crazy sounds or draws pictures and tells stories at the
same time. So I recommend this pen.
4
Once Ss listen to the recording they tell you what kind of
text it is. Have the SS write the clues that helped them identify the
text type.
5–9
1.31
Ss can work individually or in pairs. Elicit
10
1.31 Ss listen to the recording and sequence the
sentences according to what they hear. Have them listen twice if
necessary. Check answers in open class.
After listening
Speak out
11
Ss work in pairs discussing the expressions they would
use if they had to convince someone to buy product. Check answers
in open class and make a common list with all Ss ideas.
12
Ss listen to the recording and check the
expressions the girl uses to persuade listeners to buy the product.
Have them listen twice if necessary. Check answers in open class.
1.32
42
Tapescript
CD 1 Track 32
Looking for the perfect gadget for college or work?
Do you write so much that you have trouble keeping track of
what was said as you wrote it?
If you buy Intellipen, then you can leave those days behind you
because Intellipen is the best gadget ever!
Then you will not regret buying this fantastic device. You must
have it!
It’s so easy to use.
The setup is simple.
I guarantee you’ll love the results.
Another virtue of the Intelipen is that it doesn’t serve as a
distraction.
With the Intellipen, it is a lot more difficult to fool around.
This is a great pen for teachers, students, journalists, and is
also a lot of fun for kids.
So I recommend this pen.
13
First, ask Ss what they consider before they buy a
product.
14
Have Ss work in pairs completing the dialogues.
Then they practise it. Monitor and assist when necessary. Have Ss
switch pairs. Then choose some Ss to perform the dialogues in front
of the class.
15
Ss think about three reasons why they should buy
the pen. Remind Ss that there are no correct or incorrect answers.
Elicit answers in open class.
16
Have Ss get in pairs and practise the dialogue.
17
Ss work in pairs choosing an invention and writing
an advertisement for it. Allow time to think of several ideas and
discuss their usefulness. Encourage them to use expressions from
Speak Out when doing the activity.
1 How was life before technology?
2 What are the most useful technological inventions?
4.4 Walk and talk
This section gives Ss speaking tasks and presents some new,
phone related vocabulary from the text.
Keeping up-to-date
Culture notes
Alexander Graham Bell was born in Edinburgh, Scotland in
1847 although he moved to Canada at the age of 23 and later
became an American citizen. He is recognised as having
invented the telephone although Antonio Meucci and Elisha
Gray may also have been responsible for the invention.
Martin Cooper was born in Chicago in 1928. He says he got
the idea for the mobile phone after watching an episode of Star
Trek in which Captain Kirk communicates with a similar looking
machine. According to Cooper, ‘I decided this was a great
opportunity to needle my counterpart at Bell Laboratories. I
called him and said, ‘Joe, I’m calling you from a real portable
cellular telephone.’”
help them to find the answer. Elicit answers and key words, e.g. A
1876, 1950s, By the mid 1960s; B made a call; C testing; D
predictions, future, will.
5
Have Ss go through the first paragraph and
complete the sentences.
6
Ss work in pairs doing the matching exercise.
Have them check answers with another pair before eliciting answers
in open class.
7
Ss work in pairs filling the chart with the information
needed. Have them check answers with another pair before eliciting
Motorola started in 1928 although it had a different name until
1947. The word motor was used in the name because they
made car radios. Motorola technology helped to bring Neil
Armstrong’s words to us from the moon in 1969.
8
Ask Ss to read the text again and find two predictions
made at the time it was written. Elicit answers in open class.
The DynaTAC8000X weighed 785g and measured 300x44x
89mm. There was a 150mm aerial coming from the top of it and
you could save 30 numbers in the memory of the phone. By the
end of 1984 there were 300,000 users worldwide. The first film
to feature one of these phones was 16 Candles, released in
1984.
Work it out
Warm-up
Review of giving instructions. Alien game. Tell Ss you are an alien
from a different planet and, although you understand English perfectly,
you do not know what many nouns are. Pick up a tape recorder/CD
player, unplugged and tell the class that you have been told you can
hear music on it. Hold it up to your ear and tell Ss you cannot hear
anything. Ss have to tell you what to do. Make them describe things
(such as a plug) and follow their instructions. When Ss have finished,
re-elicit all the instructions and sequencing words (first, next, etc).
Before reading
1–2
Put Ss into pairs to answer the questions and have a
whole class discussion afterwards.
Reading
After reading
9
Ss go through the text again and find the sentences used in
it to make the predictions stated.
Check it out
Go through the box with Ss and point out that one way to make
predictions is by using the modal verb will.
We often use will to make a prediction about the future. Again, there
is no firm plan. We are saying what we think will happen. Here is an
example: It will rain tomorrow.
10
Have Ss go back to the text and find those predictions
which have already come true.
11–12
Put Ss in groups of four to first discuss what
future inventions they think will come in the future. Once finished
have them think about the questions. Ss share their ideas with
everyone in their group before beginning the writing. Remind Ss to
write in paragraphs, with complete sentences and proper punctuation,
notes, and later for you to make corrections. Allow 10 minutes of class
time for writing. If there is not enough time in class this may be done
as homework. When they finish writing, they trade papers with their
partners to make corrections before writing a final draft to hand in.
3
Set a strict time limit for this of two minutes so that
Ss have to skim read rather than reading in detail. Ss compare what
they found out in pairs and then decide the correct answer. Ask Ss to
justify their answers if there is any disagreement. Note: Although the
article gives some historical dates, it does not give any details and so
seems to assume that readers already know about this. It also finishes
with some predictions about the future but it is not a main point of the
article.
4
Additional practise Photocopiable resourses. Resource 4. You’ve
got my words! Page 69.
Ss work alone. Set a time limit of two minutes
again and ask Ss to mark words or phrases in each paragraph which
04
1 Imagine how life was before telephones were invented. How do you
think people communicated important news?
2 If you had to live without your telephone, what do think you would
miss the most? Explain your response.
43
Neil: It was lucky that we were with you when you met him.
Daria: Yeah, you can’t always believe what people tell you on
chat sites. And think of the other dangers ... spyware programs
can infect your computer and steal all your personal details so
you should only register with websites that you can trust, and ...
Hanif: Yeah, OK, OK, I’ve got the message.
Neil: OK, let’s get back to that game. I’m going to win this time.
Hanif: No, thanks. I don’t want to play a game. I’m going to
check my email.
Daria: Well, be careful.
Hanif: Huh?
Daria: Don’t open any emails from strangers. You can lose all
your files if you get a virus.
Hanif: You really know how to make someone feel miserable,
Daria, you know ...
Speaking
This section has a listening task which leads Ss to give their opinions
of the Internet.
Warm-up
Review of technology vocabulary. Gapped words. Put Ss into two
groups. Each group chooses a word from the last lesson and one
person from each group comes to the board and writes dashes on
the board corresponding to the number of letters in their word. Each
group takes turns to guess a letter in the other group’s word and the
first group to guess the word wins.
1
With books closed tell Ss to listen to the recording
and make notes about each of the three speakers’ opinions about the
Internet. After listening, Ss compare notes and then open their books
to do Exercise 1.
1.32
Tapescript
44
CD 1 Track 33
Daria: [London accent] Here you are ... a coffee for you, Neil ...
Neil: [Geordie accent] Thanks, Daria.
Daria: ... and a diet-cola for you, Hanif.
Hanif: [London accent] Cheers. I owe you one.
Daria: Just give me your ticket for the Critical Age concert and
we’re even.
Hanif: What?!
Daria: Take it easy, Hanif. I’m just joking ... Hey, have you heard
about Chris and Vicky? They’ve split up!
Neil: No way!
Hanif: Really?
Daria: Yeah, and that’s not all ... She’s been emailing some
really embarrassing photos of him to everyone she knows, and
she’s posted them on her blog and everything. Now, anyone
could see them! The Internet’s a really dangerous place for ...
Neil: That’s right. Rule number 1 – don’t send any photos that
you don’t want the whole world to see.
Daria: True. And did you see that story in the news? The police
have arrested a 14-year-old boy for downloading songs from the
net!
Hanif: No, I don’t believe it!
Daria: It’s true. You should be careful about what kind of files
you download, the Internet is really dangerous.
Hanif: No, it isn’t. It’s brilliant. Think of all the things you can do
online – you can play games, get information for your homework,
make friends on chat sites, and ...
Neil: Yeah, OK, Hanif, you’re right, but you’ve got to be careful. I
mean, for example, I know we’ve all met really nice people on
chat sites.
Hanif: Yeah, that’s how I met you guys!
Neil: But remember that ‘cute girl’ you spent hours talking to
last year, and it turned out that ‘she’ was an old man!
Hanif: Oh, yeah!
2
Allow Ss time to choose the correct answer and
think of an explanation for their decision (the dog is pretending to be
a bunny so that it can meet, and eat, real bunnies).
OFT
This is an excellent opportunity to discuss the potential dangers of
Internet. Lead a discussion on how people can prevent cybercrimes.
1.33 Allow Ss time to read through the gap fill and note
3
any words that they are sure of. After listening, Ss compare in pairs
before you elicit the answers.
1.34 Drill the vowel sounds of the three words in the
4
table. Ss work in pairs and read through the words in the box together
trying to work out what vowel sound they have. Elicit ideas and then
Ss listen to check.
Tapescript
CD 1 Track 34
Uncle, tracksuit, toolbar, apple, cup, card, fun, fan, fashion,
radical, bump, mascara, mark, club, park, recharge.
5
Read the Speaking Strategies box with Ss. Make sure they
understand everything.
6
Put Ss in groups of 3, try to group Ss according to
their abilities, i.e. put stronger Ss together, so that they can try to help
each other express their ideas. If necessary, allow weaker Ss to write
down their ideas before beginning.
Writing
This section introduces Ss to informal letter writing. Special
difficulties: Unlike most writing tasks, this is something that Ss
probably do in their own lives. Although this should make it
easier, it may also lead to more resistance to using the
vocabulary and layout necessary in the exam. Ss need to be
told that, although in their own letters they can write in any
Keeping up-to-date
way they like, this is an exam task the same as any other and
they should learn to adapt their normal style of writing in class
and homework exercises.
Warm-up
Review of inventions and the Present Perfect. Perfect technology.
Tell Ss to think of an item of technology that other students are likely
to have. They should then write five questions about the object, e.g.
How long have you had it? How much did it cost? Have you ever …?
Have you been using it a lot recently? etc. When Ss are ready, they
mingle and ask their questions to as many Ss as possible. Monitor
and note errors in question formation and have a correction slot at
the end of the activity.
1
Put Ss into groups of three or four. Ss look at the example
question. Elicit more ideas in open class but do not write them down,
e.g. Who do you send postcards to when you are on holiday? Ss may
not remember them exactly but will have heard ideas from other Ss
to help get them started. Each student in the groups writes their own
questions and then asks the others in their group and notes their
answers. Elicit questions asked and information found.
2–3
Tell Ss to do the exercise alone recognising both formal
and informal style. Then they reflect on the style they use to address
people from different age.
4
Ss read the emails and then they work comparing
them. Have them underline the phrases or words that give them cues
to differentiate styles.
5
Ss work alone to develop and write two emails. Read
through the instructions and make sure Ss understand what they are
to do. If possible, allow time in class for peer-revision of the first draft.
You may collect revised version for a grade.
Language assessment
04
2
Ss work alone to complete the exercise. Compare answers
with a partner before presenting in class.
3
Ss work in pairs to complete the task. Look at the options
and explain why some require a Present Perfect (1,3, 4, 5), others
require a Present perfect continuous (2, 6) and another a Present
Continuous (7). Practise other questions, such as How long have you
known Colin? Where did you meet?... [on that first time you met]?).
Elicit what the answers would be (I have known Colin for six years. We
met at primary school.) and tell Ss to use full sentences in their
answers.
When Ss have carried out the role-plays from the back of the book,
nominate one or two pairs to carry them out in front of the whole
class.
4
Ss read the email and complete it using the cues given in
the box.
1.35 Have Ss listen and answer the questions. Play the
5
recording twice if necessary.
Tapescript
CD 1 Track 35
Assistant: The first thing you’ve got to do is put your basket
here on the left.
Customer: Here?
Assistant: Yes, that’s right. Now scan your first item. Make sure
you move it from left to right in front of the screen.
Customer: Like this?
Assistant Yes, that’s it. Don’t forget to put your shopping in the
bag on the right.
Customer: How do I pay?
Assistant: First, you have to touch the screen here.
Customer: Which button do I touch?
Assistant: The one with ‘pay now’ on it.
Customer: OK.
Assistant: Now press if you want to pay with cash or card.
Customer: Thank you – I think I can manage it myself now.
1
Divide Ss into teams of 3-4, combining weak and strong
Ss. Ss raise their hands to claim a box when everyone on the team
agrees on the answer. Anyone may be called on to answer, so
everyone must know the answer. If the answer is correct, the Ss
claim the box, if not, they lose their turn. Teams try to get 5 boxes in
a row by blocking other teams when possible. Whichever team has
their hands up, the first to complete a sentence plays next—this is
not a turn-taking activity. The winners are the first group to complete
5 in a row, or the group with the most connecting boxes by the end
of a set time.
Ss may work alone or with a partner to prepare and present
instructions. Encourage presenters to say what to do and check
understanding. Encourage the audience to communicate that they
have understood.
Unit test
Tapescript
CD 1 Track 36
The first thing you’ve got to do is click on the icon. Alright?
Then you type your message.
Have you done that?
You don’t need to type in your address.
Have you got that?
Yes, that’s great, thanks.
45
Checkpoint Units 3 - 4
(Student’s book page 68-69)
individually and help them with strategies to do better. See answer
key in Student’s book, page 69.
Listening
1
1.37
Provide a little guidance. Have them read the instructions
and answer.
Tapescript
CD 1 Track 37
Presenter: [East Midlands accent] Right, now it’s time for our
weekly Every Living Thing spot, and this week we want to talk about
keeping exotic pets in Britain. There are a large number of species
that can be called exotic pets, including mammals, birds, reptiles,
fish and insects. We have in the studio Jessica Henshaw, a zoologist,
who has recently published a book on exotic pets in Britain, and has
kindly agreed to answer some of our listeners’ questions. First of all,
Jessica, a question from Daniel.
Daniel: [Southern English accent] Oh, hello. I just wonder why so
many people want to keep exotic pets.
Jessica: [RP accent] Well, more and more people want to keep
these animals in their homes simply because there are more and
more unusual species that can be bought and brought home. So,
we can observe that tarantulas, iguanas, salamanders and snakes
are all becoming more and more popular as pets.
Presenter: I suppose that leads us to Sophie’s question. Sophie?
Sophie: [RP accent] Thank you. What is the most important thing
which you have to consider if you want to keep, say, a spider or a
snake?
Jessica: First of all you need to know that many species are illegal
in the UK, either because they may be dangerous to other people
or because of the animal’s conservation status in the wild. That’s
why you have to find out about any laws concerning your chosen
species, and whether or not you will need a permit.
Presenter: Interesting. What do you do then?
Jessica: Find out everything there is to know about the species
you are thinking of. Buy a good care guide, talk to your vet, surf the
net and contact other people who have the same pet to find out the
pros and cons. How much space will your pet require? Do you need
a really big house for it to run around? If it needs regular exercise,
make sure you have enough spare time each day. How long will
your pet live? Some species of reptile may live longer than you, so
are you prepared to spend the whole of your life looking after it?
Presenter: Sounds like it is not an easy decision to make.
Jessica: Indeed. There are many more factors to consider. For
instance, it may be difficult to find a vet who has experience with
exotic pets, so, you should find out if there is one in your
neighbourhood. And the next question …?
Presenter: Right. Olivia is worried about her family, is that right?
Olivia: [slight Scottish accent] Yeah, exactly. Is it a good idea to
have an exotic pet when you have little kids?
46
Jessica: Well, to tell you the truth, children and exotic pets don’t
really mix, so maybe it would be a better idea to buy a dog or a
guinea pig instead, especially considering that some species are
potentially dangerous to people and other animals. For example,
tarantulas may bite if they feel threatened and release their hairs,
which can irritate your skin and eyes.
Presenter: Now on to Thomas.
Thomas: [Yorkshire accent] Oh, hello. I just wanted to ask about
the financial aspect of the whole thing.
Jessica: That’s a good question. In most cases the cost of
accommodation, food and vet bills is likely to be higher than the
initial price of the pet, so think carefully about whether you are
prepared for the expense. Plus, exotic pets have specific food
requirements, and may need to be fed with foods that are quite
expensive to get, or that are really unpleasant to deal with, such as
frozen mice. Also, who will look after your pet if you go on holiday?
It may not be as easy to find a willing pet-sitter for a tarantula as it
would be for a cute little kitten.
Presenter: OK, well, sadly that’s all we’ve got time for, so Jessica,
any final message for our listeners.
Jessica: As you can see, there are a lot of factors involved while
choosing an exotic pet, or, rather, deciding whether to have one in
the first place. So, take your time. It is better to think twice than to
be scared of your own pet, or to have to give it to the local zoo
because it turned out to be too expensive.
Presenter: That’s all for this afternoon. Thank you to all our
callers and I actually have a question for Jessica …
Reading
1
They face this activity with no help from the teacher
to see whether they can follow instructions independently.
2
They do this exercise independently and check
their score independently as well.
Speaking
Have Ss choose a partner in order to do the activity.
Monitor performance.
Writing
Ss work alone completing the letter.
Self-check
Ss reflect on their learning in the two first units. Have them complete
can be discussed in class if Ss want.
05
Success!
Where the heart is
06
Objectives
Read, listen and talk about success and achievements, work and education.
Write a personal profile and an application form.
Use the Third Conditional: I wish; if only when speaking and writing.
Focus on expressing regrets and giving advice.
Appreciate the use of English to communicate with others.
Topic
School; Work
Class resources
Class CD
Online dictionary
Lesson
5.1 If only…
• Listen to someone speaking about his regrets and
Objectives
Timing
2 hours
Unit OFT
• Read about a top comedian. Practise Conditionals
2 hours
• Read about Chilean athletes; Write about personal
2 hours
• Listen to advice to become successful and
1 hour
• Speaking dealing with mistakes; Writing an
1 hour
• Language assessment
1 hour
• Unit test
1 hour
autonomy and good study habits.
Appreciate the importance of reflection and
analysis in language learning.
speak about regrets.
5.2 Happy accidents
1, 2 and 3. Write about an hypothetical situation.
5.3 Sometimes you win
Encourage students to appreciate the use of
English to communicate with others.
goals.
5.4 Be successful!
participate in coaching conversation.
application form.
Assessment
Getting ready
This unit is about success and achievement. Have Ss work in pairs to complete the following activities before you begin the unit. Remind Ss
that all ideas are valid and that they should respect everyone’s ideas. Monitor and assist where necessary. Elicit answers in open class. If Ss
are unable to perform this activity in English due to lack of sufficient speaking skills, allow them to perform it in Spanish. Encourage fast
learners to do it in English.
47
5.1 If only…
Colin: Look, I’m sorry guys. I’m on stage in 20 minutes. Please
excuse me, I have to get ready ...
Reporter 3: One more quick question. Can you tell us if there’s
any truth in the rumours that …
Mum: [Welsh accent] Wrexham 522890?
Colin: Mum?!
Mum: Colin! I thought you were supposed to be in America!
Colin: I am in America. Mum, I have to go on stage in 15
minutes and I just can’t take it any more! I wish I didn’t have to
play tonight. If only I could have a quiet evening at home in
front of the TV.
Mum: Don’t be silly. There’s just been rubbish on the TV
tonight …
Colin: What a mess I’ve made of my life! If only I’d never left
the band – those guys in Critical Age were my best friends. In
fact ... I wish I had never entered the music business …
Mum: Oh stop being so dramatic. Those young people have
paid good money to see you tonight. And you didn’t remember
what I said to you about your shirts …
Colin: Er, what?
Mum: I couldn’t believe it this morning. On the front page of
the newspapers. My son kissing Jocelyn Parker in a dirty
shirt!
This section introduces If only and I wish to talk about regrets.
The structures can be compared to Second and Third
Conditional to make them easier to understand, e.g. the use of
the Past Simple to talk about the present.
Warm-up
Review of the last lesson. Vertical word play. Write the word
success vertically down the left-hand side of the board. Tell Ss that
they have to define success in seven words, starting with the seven
letters of the word. They can be nouns (e.g. Success is strength,
upbringing, calmness, cheerfulness, earnings, safety and sunshine.)
or adjectives (e.g. A successful person is strong, unstoppable, calm,
cheerful, easy-going, skilful and special.). Ss work in groups of three
or four and read out their definitions in open class.
Before listening
1
Ss work in groups of three or four to discuss the questions.
2
Allow Ss time to read through the instructions and make
sure they understand all the words given. Ss then discuss the
questions in pairs for two or three minutes. Elicit ideas in open class
and write all the disadvantages of fame on the board.
Ss work alone to answer this question. Check in
pairs before eliciting answers in open class.
1.38
5
Listening
1.38 Ss may work in pairs discussing this question.
Ask Ss to write down the words they consider important to answer
whether Colin is happy or not.
3
6
Ss listen and decide what type of text it is. When
checking answers ask Ss what cues led them to their decision.
1.38
Tapescript
CD 1 Track 38
Reporter 1: [American accent] So Colin, how does it feel to be
in the US for the first time?
Colin: [Welsh accent] Yeah ... it’s, uh, OK ...
Reporter 2: [American accent] Is it true that you are having a
romance with Jocelyn Parker?
Colin: Er, look, we’re just friends, right?
Reporter 1: How do you feel about the success of your record
in the States?
Colin: Yeah, well, surprised, I think …
Reporter 3: Colin, you’ve probably heard about today’s terrible
tragedy in Sacramento. Do you have a message for all your
fans?
Colin: Well, obviously I …
Reporter 1: So when exactly are you getting married to Ms.
Parker?
Colin: Look, I told you that we ...
Reporter 2: Are you still in touch with the members of your
ex-band?
48
4
1.38 Have Ss listen again and check whether the
sentences are true or false. Elicit answers in open class. You could
ask Ss to correct those sentences which are false.
1.38 Ss may work in pairs doing the matching activity.
7
They may check with another pair before checking answers in open
class.
8
Have Ss get in groups of four in order to discuss
this question. Then conduct a brainstorming to get cues for Ss
answers. Have Ss listen again if necessary. Ask them focus on Colin’s
attitude.
1.38
1.38 Ss may wok in pairs sequencing the events
9
according to what they have heard. If necessary play the recording
once more.
After listening
10
Have Ss answer these questions in their own words.
Work it out
11
Check “regret”. Ss work in pairs to answer the questions.
Elicit the answers and the structures used.
Success!
Check it out
Go through the box with Ss and elicit any regrets they have about the
past or present, e.g. I wish I wasn’t here now!
You can use this structure when you would like things to be different
from the way they actually are. Use the verb wish to refer to how you
would like things to be in the present or to talk about how you would
like things to be in the future. It can also be used to talk about the way
things were in the past, but obviously the past can’t be changed.
12
Ask Ss to read through the four sentences and elicit
whether they have a regret about the present or the past. Point out
the similarities between the conditional form (using the past tense to
talk about an impossible present) and the form for regrets. Ss then
write the wishes alone and check in pairs.
13
Reading
3
Have Ss read the underlined sentence and the
map on the right. Have Ss conclude what path Hardeep took. Elicit
4
Ask Ss to work alone figuring out where they would
find this kind of text. Elicit answers in open class. Have Ss tell you
what cues they used for their answer.
5–6
Ss may work in pairs. Then check answers with
another pair before eliciting answers in open class.
After reading
Have Ss get together in pairs and practise the dialogue.
Monitor and assist where necessary. Check pronunciation.
Work it out
14
7
Tell Ss that there may be more than one way of writing
each wish, e.g. I wish I could sing; I wish I was better at singing; I
wish I had learned to sing. Tell Ss to write one sentence for each and,
if some Ss finish early, they should try to write more for each
situation.
15
Have Ss get together in groups of six to play the
game. Monitor and assist where necessary. Make sure all Ss have
the opportunity to talk.
Before you continue
Have students respond orally or in writing to this question: Explain
why it can be difficult being famous.
5.2 Happy accidents!
This section introduces the Third Conditional.
Special difficulties: Ss often find this a complicated structure
and need a lot of controlled practise before they can be
expected to use it accurately. There is a chance that, when Ss
make their own sentences, they think of a present result of the
imaginary past. If this happens, point out that, to do this, they
need a mixed conditional but use examples and explanations
that encourage Ss to think of a past result so that this extra
structure is avoided.
Before you begin
1
Ss discuss in pairs then elicit answers in open class. Make
sure all Ss give their opinion.
2
Have Ss read the title and the lead of the text and ask them
what they think the text is going to be about.
05
Look at the two sentences (a and b) with the Ss and ask:
Did she leave school early? (No) Did she meet her (the Art teacher)?
(Yes) Did she go to Bath? (No) Did she become an artist? (No). Ss then
answer the three questions in the book in open class.
Check it out
Ss read through the box alone. When they have finished, rephrase the
information in the box telling Ss that the Third Conditional is used to
describe the imaginary past result of an imaginary past situation. Ask
Ss: What did you do last night? If they say I stayed at home ask
Why?
Whatever the reason, e.g. I had a lot of homework or I wanted to
watch TV, ask a follow up Third Conditional question, e.g. What would
you have done if you hadn’t had lots of homework?
8
As this is a difficult structure, it is worth doing the first one
with the whole class. Elicit the two possible endings to the statement
(she would have had/she wouldn’t have had). Ask: Did she have lots
of friends? (No) Why? (Because she was the only Asian in the village.)
Would there have been more Asians at a school in London? (Yes)
Would she have had more friends? (Yes). Ss then do the rest of the
exercise in pairs.
9
Think Back! Ss work in pairs. Go through the answers and
elicit the form of the First and Second Conditionals, i.e. If + Present
Simple, will (or other modal) + infinitive; If + Past Simple, would (or
other modal) + infinitive.
10
Ss work in pairs. Tell Ss to read all the sentences before
they do the gap fills to identify the time (past, present or future) and
the likelihood (likely, unlikely, impossible/imaginary). They then put
the verbs in the correct form. Note: In gap 5 two answers are
possible.
11
When Ss have completed the exercise, elicit some
answers and ask (and elicit) follow–up questions, e.g. If I had got up
an hour earlier, I would have gone jogging. – If you had gone jogging,
where would you have gone jogging/how far would you have
jogged?
49
12
Remind Ss to write paragraphs, with complete
sentences and proper punctuation, allowing space between the lines
for their partner to write correction notes, and later for you to make
corrections. Allow 10 minutes of class time for writing. If there is not
enough time in class this may be done as homework. When they
finish writing, they trade papers with their partners to make corrections
before writing a final draft to hand in.
Have students respond orally or in writing to this question:
1 Think of a time in your life when a small change in plans created a
big change.
2 How much of success is dependent on luck? How much on hard
work?
5.3 Sometimes you win
This section introduces prepositional phrases.
Special difficulties: Sometimes a noun within the prepositional
phrase seems the logical subject of a verb. Remind Ss that they
will never find a subject in a prepositional phrase.
Culture notes
Fernando Francisco González Ciuffardi (born July 29, 1980)
is a professional tennis player. He is known for having one of the
hardest-hitting forehands on the circuit. In Spanish he is called
El Bombardero de La Reina (“The La Reina Bomber”) and Mano
de Piedra (“Stone Hand”). The English-language media has
labeled him “Gonzo”.
González is one of the few active players to have reached at
least the quarter-final round of all four Grand Slam tournaments.
He played his first major final at the 2007 Australian Open,
losing to top-ranked Roger Federer. He is the fourth male tennis
player in history to have won each Olympic medal (gold in
doubles and bronze in singles at Athens 2004, and silver in
singles at Beijing 2008). Throughout his career, he has defeated
many former number-one players, including Lleyton Hewitt,
Andre Agassi, Roger Federer (all while they held the top spot),
Rafael Nadal, Andy Roddick, Juan Carlos Ferrero, Carlos Moyà,
Gustavo Kuerten, Marat Safin and Pete Sampras. González has
qualified twice for the year-end Masters Cup event and was
runner-up at two Masters Series tournaments.
Before reading
1
2
In the same groups, Ss discuss the question. Lead a
brainstorming for Ss to agree on one answer.
50
3
Have Ss read the key word and predict what the text will be
about.
Reading
4–7
Ss work alone reading the profiles and
answering the questions. Before eliciting answers in open class, have
Ss check in pairs.
8
Working in pairs, Ss decide which title best suits each
profile. Discuss reasons why. Additionally, you may ask Ss to think of
a different title for each profile.
9
Ss work in pairs finding the information in the
text.
After reading
Work it out
10
Have Ss work in pairs completing the sentences. They
may refer back to the text to do so. Check answers in open class.
Check it out
Ss read through the box alone. When they have finished tell Ss that
in simple terms, prepositional phrases consist of a preposition and an
object of a preposition. Prepositions are indeclinable words that
introduce the object of a prepositional phrase. Indeclinable words are
words that have only one possible form. For example, below is a
preposition, but belows or belowing are not possible forms of below.
The noun phrase or pronoun that follows the preposition is called the
object of the preposition. For example, behind the couch is a
prepositional phrase where behind is the preposition and the noun
phrase the couch acts as the object of the preposition. Sometimes
adjectives are used to further modify the object of the preposition, as
in behind the big old smelly green couch.
11
Have Ss work in pairs and then elicit answers in open
class.
12
Have Ss write a short summary. They may work in
pairs. Then choose a couple to read their summaries in front of the
class.
13
Ss work alone writing their own profile. Monitor and
assist where necessary. Have them check in pairs before choosing a
couple to read their summaries in front of the class.
Remind Ss to write complete sentences and proper punctuation,
notes, and later for you to make corrections. Allow 10 minutes of
class time for writing. If there is not enough time in class this may be
done as homework. When they finish writing, they trade papers with
in.
Have Ss respond orally or in writing to this question: Do you think
being good at something is an innate skill or an acquired skill?
Success!
5.4 Be successful!
Marcus: Right.
Natalie: And when you meet someone, it’s worth trying
someone, it’s worth trying to memorise at least one detail
about them. Obviously their name but also the name of their
boyfriend or girlfriend or children... or you know, their favourite
football team, where they usually go on holiday … Then if you
see them again, it’ll be so much easier to start chatting. You
might find it useful to make notes on little cards where you
write down what you remember about people after a party. And
then before the next party, you can read your notes again.
Marcus: Mmm. I’m not so sure about that idea. It seems a bit
strange. The sort of thing a spy would do …
Natalie: Well, Marcus, a lot of my clients say it helps them.
And then there are certain topics that everyone talks about –
sport, the latest popular films or TV programmes or music. So
I think you ought to make more of an effort to keep up-to-date
with what’s going on.
Marcus: Well, I don’t know very much about films ... I never
have time to see any.
Natalie: So Marcus … you’d better start reading a few film
reviews at least. Also it’s really important to look as relaxed as
you can when you meet people. Remember to smile a lot and
speak in a clear, confident voice ... that it’s coming from your
stomach and not your throat.
Marcus: Ah! You mean like this?
Natalie: Yes, basically … You know Marcus … you’ve got a
lovely sense of humour. Why don’t you just be yourself?
This section introduces ways of giving advice, first through a
listening and then Ss are given the chance to use them in a
speaking exercise.
Warm-up
Review of wishes and regrets. Tennis. Put Ss into two groups.
Have something (a little ball, a marker) that can be thrown from one
group to the other. One group starts by giving a sad situation, e.g. My
house is very small. They then pass the object to the other side who
has to make a wish or regret connected to the situation, e.g. I wish I
had a bigger house. They pass the object back to the first group who
makes another sentence, e.g. If only I could move. This keeps going
until one group makes a grammatical mistake or is unable to think of
another idea. The other team wins a point and they ‘serve’ again with
a new situation.
Before listening
1
Write success on the board and elicit ideas of what it
means. Ss then open their books and look at the advert. Elicit ideas
from Ss and write a class-agreed definition on the board.
2
Tell Ss to imagine they were talking to a stranger at a party.
Which of the points would make them think better of the person and
which would not. Elicit ideas but do not tell Ss the correct answers
yet.
Listening
3
4–5–6
1.39 Ss work in pairs choosing a title for the text.
Tell Ss to make notes of important facts and information while they
are listening. Allow a second listening if necessary.
7
1.40 Ss work alone checking the advice they hear on
the recording. Allow a second listening if necessary.
Tapescript
Allow Ss to compare answers after the listening
and let them listen a second time if necessary.
1.39
Tapescript
CD 1 Track 40
When you meet somebody for he first time you should introduce
yourself first.
It’s worth trying to memorise at least one detail about them.
You might find it useful to make notes on little cards.
You ought to make more of an effort to keep up-to-date with
what’s going on.
You’d better start reading a few film reviews at least.
Remember to smile a lot.
Why don’t you just be yourself?
CD 1 Track 39
Marcus: [RP accent] So you see … at the end of every party
I find myself alone in the kitchen. Is it because my conversation
is just too boring?
Natalie: [RP accent] Well, it sounds like you’re making a
classic mistake there Marcus. You don’t have to be interesting
to be a social success.
Marcus: Really?
Natalie: No, not at all. But you’ve got to make it easy for other
people to make conversation with you. When you meet
somebody for the first time you should introduce yourself first.
You know ... your name, where you come from, what you do,
who else you know at the party. When you do that, it’s much
easier to start a conversation about something that’s interesting
for both of you. If you don’t, there’s the danger that you’ll both
talk about how tasty the salad is or something.
05
After listening
Speak out
8
Read through the box with Ss. Write a problem on the
board, e.g. I am having problems with my studies. Elicit advice from
Ss – each student has to use a different structure. Keep going until
all nine structures have been used. Ss then look through the sentences
and listen to complete them.
51
9
Ss work alone to complete the conversation. Check answers
in pairs before eliciting in open class. Ss practise the dialogue in
pairs. Choose two or three pairs to act out the dialogue in front of the
class.
Mind the trap!
Go through the box with Ss. Remind Ss of the problem earlier (with
studies). Ask which advice is important enough to need You’d better.
Elicit ideas and correct where necessary.
10
Put the Ss into groups of five. One student reads
out the first problem and the others give advice. The student who
reads out the problem writes down the best two pieces of advice they
are given. The next student repeats the process for the second
problem and so on until the groups have gone through all ten
problems. Elicit ideas in open class.
3
Elicit or check the meaning of fulfil (make something
expected happen) and overcome (to succeed in dealing with
something bad). Ss work in pairs and guess collocations if they are
not sure. Elicit the answers and the meanings of each.
1.41 Elicit what the word stress patterns mean (the
4
number of syllables is given and the syllable which is stressed is
marked). Elicit the sound of each pattern through humming and then
drill the four words given. Ss attempt to fit the other words to the right
pattern before listening. After listening, drill all the words with the
whole class.
Tapescript
passenger equipment activity destination abandon
achievement
adrenalin
advertisement
application
departure concentration development disaster industry
influence inhabitant inspiration memorise percentage
prejudice reservation
Have students respond orally or in writing to this question: Is
everyone’s idea of success the same? Explain different ways in which
one can be successful.
Additional practise Photocopiable resources. Resource 5. If the
queen hadn’t visited... Page 70.
Speaking
This section deals with making mistakes while speaking.
Warm-up
Review of the last lesson. What’s my problem? This works best if
you have stickers or post-it notes. Each student writes a problem on
a sticker and, without showing it to their partner; they stick it on their
partner’s back (or forehead). Ss then mingle and give advice to each
other without mentioning what the problem is. When Ss have finished,
they sit with their partner and guess what their problem is based on
the advice they were given. They can then remove the sticker to see
if they were correct.
1
Elicit answers and write up ideas on the board, whether
they are right or wrong, e.g. for 1 write successful, succeed or
anything else Ss come up with. Elicit what kind of word each is and
then ask Ss what kind of word is needed in the sentences. Ss correct
their original answers where necessary.
2
Ss guess in groups of four. Go through the answers and
explain the meanings of any new words, e.g. to flunk is an informal
American word for fail. Point out that we can say to be up to the task
to indicate success.
52
CD 1 Track 41
5
Read through the Speaking Strategies box with the Ss.
Make sure they understand everything.
6
Allow thirty seconds for Ss to choose two topics
each to talk about and thirty seconds thinking time. After Ss discuss
their topics in pairs, nominate Ss to talk in open class.
Writing
This section introduces writing application forms for jobs.
1
Before Ss start the exercise, ask if anyone has ever had to
fill in an application form for a job or a course. If so, ask what sort of
information was needed. Ss then read through the form quickly to
find out the applicant’s qualities and achievements. Elicit these and
then Ss work in pairs to think of the word which should go in the four
gaps.
2
Read through the Train your brain box with Ss. Make sure
they understand everything.
3
Write some advice on the board to be used as models.
Have Ss get in pairs. Ask them to figure out what advice the readers
from each one of the book will get. Remind them that there are no
right or wrong answers.
4
Refer Ss to the glossary on page 25. Ss note down
positive adjectives to describe their personality and any achievements
they think. They then copy the format of the application form with
their details.
5
Remind Ss to write complete sentences and proper
punctuation, allowing space between the lines for their partner to
write correction notes, and later for you to make corrections.
Success!
Language assessment Unit Test
1
In groups of three to four, Ss roll a dice and move around
the board completing the sentences or giving advice. Each sentence
must be original—no repeating, and correct. If there is a doubt
encourage Ss to work it out in their groups or ask the teacher. If there
are no dice available, Ss may write numbers 1-6 on small slips of
paper and randomly select one to determine how many spaces to
move.
2
Ss work alone to choose the correct form of the word or
phrase. Check in pairs before eliciting answers in open class.
3–4
Ss work alone first rewriting the sentences using
conditionals and then writing sentences of their own. Monitor and
assist where necessary. Elicit answers in open class.
5
1.42
Have Ss listen to the recording and answer the
questions.
Tapescript
05
CD 1 Track 42
Francis Gregory’s successful career as a singer isn’t the one
he planned. When he was at school, he sang in a band as a
hobby but he planned to go to university to study Maths.
Unfortunately, he was in an accident when he was 17 and
spent six months in hospital.
The accident happened late at night when he was cycling
home from a party. It was dark when he left the party and he
didn’t have any bike lights. However, there wasn’t much traffic
so he decided to cycle anyway. As he was cycling through the
centre of town he was hit by a car. The driver, Katy, was going
too fast so she didn’t see Francis until it was too late.
Luckily, Katy stopped and took him to hospital. Francis was
very badly injured and the doctor said that he could have died
if the driver hadn’t helped him. Katy felt very guilty so she
visited him frequently while he was in hospital. Surprisingly,
Francis and Katy became good friends and when Francis finally
left hospital. Katy put him in touch with a friend in a band.
Francis had missed all his exams while he was in hospital so
he decided to go for an audition. The band liked his voice and
he got the job as their singer.
Tapescript
CD 1 Track 43
Gary: Good morning, it’s Gary Bishop here with It’s your life,
the programme which discusses the things you’re interested
in. This morning we are very fortunate to have Meg Foster. The
well-known expert and writer on the way we live nowadays.
She’s going to talk to us about her work and her new book
which is about the work/life balance. Welcome to the
programme, Meg.
Megan: Thank you, Gary. It’s very nice to be here with you
today.
Gary: First of all, Meg, can I ask you what is the work/life
balance? It’s something everybody talks about but I’m never
exactly sure what it means.
Megan: Well, it’s a new name for an old idea. People have
been trying to achieve a work/life balance for years. It really
means having a fulfilled life where you do enough work to earn
money to live but still have time to enjoy yourself and do other
things outside work.
Gary: But, isn’t that rather a luxury? I mean most people’s
struggling to earn a living and they are very glad if they can
manage to do that without worrying about anything else
Megan: Yes that’s true, of course. I’m very aware that many
people are too busy working to think about creating a balanced
life. But one thing for sure is that most people won’t say at the
end of their lives “If only I’d spent more time in the office”. I
want to stop people from having any regrets and wishing
they’d done something with their lives.
Gary: How can you do that?
Megan: Well, simply asking people what they really want out of
their lives and encourage them to stop and think do they want
to spend time with their family or learn a new language or
travel, perhaps write a book. Once they know what they would
really want to do, they can take steps to make sure it
happens.
Gary: Are you suggesting people should they give up their
jobs?
Megan: No, that wouldn’t be very practical. No, I’m really just
saying that everyone should make sure that they don’t spend
every minute thinking about work. A high proportion of
companies now see that their employees will be more
contented if they don’t expect them to work all the time.
Gary: Well, that’s very interesting, Meg. Stay with us listeners
and after the break, I’ll be asking Meg for some ideas on how
to have a life outside work. So, we’ll be back after these words
from our sponsors.
53
06
Where the heart is
Objectives
Read, listen and talk about home, houses and places.
Write a story about a memorable place.
Use adjectives, collocations and relative clauses when speaking and writing.
Focus on expressing and identifying emotions and attitude; persuading and giving opinions.
Reflect on the need to adapt and appreciate different social and material circumstances.
Topic
Home; The environment
Class resources
Class CD
Online dictionary
Lesson
Objectives
Timing
6.1 Homes, sweet
homes
• Listen to a phone conversation between a tourist
agent and a customer.
2 hours
6.2 A life of their own
• Read about famous homes.
2 hours
6.3 Almost a ghost
town
• Listen about Sewell. Write a description of
photos.
1 hour
6.4 No place like
home?
• Read about living away from home. Write an
opinion paragraph.
2 hours
Communication Project • Speaking about homes Writing about a place.
1 hour
Assessment
Language Assessment
1 hour
Unit test
1 hour
Checkpoint
30 minutes
Self-check
10 minutes
OFT
Encourage students to develop an attitude of
reflection towards lifestyles and different
circumstances.
autonomy and good study
Getting ready
This unit is about home and the environment. Have Ss work in pairs to complete the following activities before you begin the unit. Remind Ss
that all ideas are valid and that they should respect everyone’s ideas. Monitor and assist where necessary. Elicit answers in open class. If Ss
are unable to perform this activity in English due to lack of sufficient speaking skills, allow them to perform it in Spanish. Encourage fast
learners to do it in English.
54
Where the heart is
6.1 Homes, sweet homes
This section focuses at making telephone calls and taking and
leaving messages.
Warm-up
Ss work in groups of four. Tell each group to write three sentences
that they commonly use when they call a friend on the phone. Then
to write two or three sentences that they use when they talk with an
adult on the phone, such as a teacher or their best friend’ mother or
father. Do they use the same language?
Before listening
1
Have Ss look at the photos and try to imagine what the
people are talking about. Elicit answers in open class.
2
Check Ss understanding of the phrases. If they know their
meaning, have Ss explain the meaning in English.
Listening
1.44 Have Ss to listen to the first part of the
3–4
conversation and answer the questions. Elicit answers in open
class.
Tapescript
CD 1 Track 44
Travel agent: International Travels Tourism Agency. This is
Andrew Jones speaking. How can I help you?
Woman: Hi Andrew. This is Mary Connors. We talked yesterday
about some places to visit…
Travel agent: Yes, Mrs. Connors, I remember you perfectly
well. Tell me, have you made up your mind yet?
Woman: Well, not quite… you see… my husband wants to
go to Barcelona. He’s an architect and he’d really love to visit
Casa Milá. I’m much more interested in going to the Caribbean
and visit Ian Fleming’s house. And we both want to visit Sewell,
the mining town in Chile. Any suggestions?
Travel agent: mmm. Mrs. Connors, give me a couple of hours
and I’ll find the best suitable alternative for you.
Woman: Sure, thank you very much. Bye.
Travel agent: Bye, Mrs. Connors.
1.45 Have Ss listen to the second part of the
5–6
conversation and answer the questions. Allow a third listening of the
recording if necessary. Elicit answers in open class.
Tapescript
06
CD 1 Track 45
Woman: 234321 Braxton.
Travel agent: Hello. This is Andrew Jones with International
Travels Tourism Agency. Could I speak to Mrs. Connors,
please?
Woman: I’m sorry, she’s isn’t here right now. Can I take a
message?
Travel agent: Yes, please. Could you ask her to call me
back?
Woman: I’ll tell her. Does she have your number?
Travel agent: Yes, she does. Thank you very much. Bye.
Woman: Bye-bye.
7–8–9
1.46 Have Ss listen to the second part of the
conversation and answer the questions. Allow a third listening of the
recording if necessary. Elicit answers in open class.
Tapescript
CD 1 Track 46
Woman: Hi Andrew. This is Mary Connors.
Tourist agent: Hello Mrs. Connors. I called because I have a
package that you will like.
Woman: Wonderful.
Travel agent: Well, you can start your trip in Barcelona.
International Travels takes you on tour to Gothic Quarter,
Sagrada Familia, Güell Park and Casa Milá. Of course there are
other places there, such as the museums and the Ramblas.
Woman: And how long do we need there?
Travel agent: About a week. Then there’s a connection to
Jamaica. You will start in Kingston, the capital city, Jamaica’s
sightseeing mecca for art and culture, and Port Antonio, for the
cascading waterfalls and caves. You may go on sightseeing
tours of some great houses, including Ian Fleming’s house in
St. Mary.
Woman: That sounds lovely. What about Chile?
Travel agent: You will fly from Jamaica and will arrive in
Santiago. In Santiago there are many places to visit, such as
The Plaza de Armas, and its famous monuments, the
President’s palace, La Moneda, La Chascona, one of Pablo
Neruda’s homes in Bellavista, San Cristobal Hill and the
museum of Pre-Columbian Art. If you rent a car, you may drive
to the national monument Sewell, 60 km east of Rancagua.
Well, you’ll see the brochures.
Woman: That sounds great.
Travel agent: Listen, why don’t you discuss this with your
husband and give me a call.
Woman: That sounds perfect. I’ll call tomorrow to discuss the
details.
Travel agent: Sure. Mrs. Connors. Have a good evening.
Woman: Thank you, bye.
10
Have Ss listen to the whole conversation and
have them indicate the greetings they listen to.
1.47
55
Tapescript
CD 1 Track 47
Woman: Hi Andrew. This is Mary Connors. We talked yesterday
about some places to visit…
Travel agent: Yes, Mrs. Connors, I remember you perfectly
well. Tell me, have you made up your mind yet?
Woman: Well, not quite… you see… my husband wants to
go to Barcelona. He’s an architect and he’d really love to visit
Casa Milá. I’m much more interested in going to the Caribbean
and visit Ian Fleming’s house. And we both want to visit Sewell,
the mining town in Chile. Any suggestions?
Travel agent: mmm. Mrs. Connors, give me a couple of hours
and I’ll find the best suitable alternative for you.
Woman: Sure, thank you very much. Bye.
Travel agent: Bye, Mrs. Connors.
Woman: 234321 Braxton.
Travel agent: Hello. This is Andrew Jones with International
Travels Tourism Agency. Could I speak to Mrs. Connors,
please?
Woman: I’m sorry, she’s isn’t here right now. Can I take a
message?
Travel agent: Yes, please. Could you ask her to call me
back?
Woman: I’ll tell her. Does she have your number?
Travel agent: Yes, she does. Thank you very much. Bye
Woman: Bye-bye.
Woman: Hi Andrew. This is Mary Connors.
Tourist agent: Hello Mrs. Connors. I called because I have a
package that you will like.
Woman: Wonderful.
Travel agent: Well, you can start your trip in Barcelona.
International Travels takes you on tour to Gothic Quarter,
Sagrada Familia, Güell Park and Casa Milá. Of course there are
other places there, such as the museums and the Ramblas.
Woman: And how long do we need there?
Travel agent: About a week. Then there’s a connection to
Jamaica. You will start in Kingston, the capital city, Jamaica’s
sightseeing mecca for art and culture, and Port Antonio, for the
cascading waterfalls and caves. You may go on sightseeing
tours of some great houses, including Ian Fleming’s house in
St. Mary.
Woman: That sounds lovely. What about Chile?
Travel agent: You will fly from Jamaica and will arrive in
Santiago. In Santiago there are many places to visit, such as
The Plaza de Armas, and its famous monuments, the
President’s palace, La Moneda, La Chascona, one of Pablo
Neruda’s homes in Bellavista, San Cristobal Hill and the
museum of Pre-Columbian Art. If you rent a car, you may drive
to the national monument Sewell, 60 km east of Rancagua.
Well, you’ll see the brochures.
Woman: That sounds great.
Travel agent: Listen, why don’t you discuss this with your
husband and give me a call.
Travel agent: Sure. Mrs. Connors. Have a good evening.
Woman: Thank you, bye.
56
After listening
11
Have Ss work in pairs deciding which statement best
summarises the conversations.
Speak Out
12
1.48
In pairs, Ss study Speak Out and do the
exercise.
Tapescript
CD 1 Track 48
A: 234321 Braxton.
B: Hello. Could I speak to Mrs. Connors, please?
A: I’m sorry, she’s isn’t here right now. Can I take a
message?
B: Yes, please. Could you ask her to call me back?
A: I’ll tell her. Does she have your number?
B: Yes, she does. Thank you very much. Bye
A: Bye-bye.
13
Have Ss get in pairs again and practise the dialogues.
Once finished choose a couple of pairs to perform it in front of the
class. Then Ss may switch pairs and practise again.
14
Have Ss get in pairs and create their dialogue
using the ones on Exercise 13 as models. Then they practise the
dialogues. Once finished, choose a couple of pairs to perform it in
front of the class.
15
Have Ss discuss the questions. Monitor and
assist where necessary.
It is suggested they have a further discussion on the following
questions:
1 Do you think there should be etiquette for using cell phones?
2 If so, what would they be?
6.2 A life of their own
This section revises relative clauses.
Special difficulties: Ss have been exposed to the use of
relative pronouns but at this stage they must become aware of
the differences between the use of non-defining and defining
relative clauses. They will also become aware of formal
structures.
Where the heart is
Culture notes
Antoni Gaudí (1852–1926) was born in Catalonia and studied
Architecture in Barcelona. He is sometimes referred to as God’s
Architect because he devoted his later life to Catholicism. He died
after being hit by a tram. No one recognised him and, because of
his shabby clothes, he was taken to a pauper’s hospital. He
worked on the Sagrada Familia Cathedral for the last forty years
of his life and exclusively for the last fifteen. He intended the
church to be the ‘last great sanctuary of Christendom’.
Ian Fleming (1908–1964) was born into a rich family and
attended Eton College and Sandhurst Military Academy. He
worked in Naval Intelligence with Patrick Dalzel-Job who was the
inspiration for the character of James Bond.
Mark Chapman (John Lennon’s murderer) was born in Texas in
1955. He claimed to have been a fan of The Beatles and John
Lennon although people who knew him said this was not true.
The Strawberry Fields Memorial was named after a John Lennon
song, Strawberry Fields Forever, released in 1967. It was designed
by landscape architect Bruce Kelly. The original Strawberry Field
was an orphanage in Liverpool near to where John Lennon lived
as a child.
Warm-up
Review of vocabulary from the last lesson. Anagram dictation.
Put Ss into groups of four. Dictate words from the last lesson but in
an anagram form. All Ss write down the letters as you read them out
and the first group which knows what the word is and can define it,
puts up their hand. Elicit the word and meaning and award a point if
they are correct.
5
Ss look at the three sentences and in pairs discuss which
house each refers to and why, e.g. (a) matches to the Dakota building
because of ‘Yoko Ono’.
Work it out
6
Ss read the sentences without the underlined part to see if
they still make sense and then discuss the other questions in pairs.
Elicit answers and the rules again, i.e. non-defining relative clauses
are separated from the rest of the sentence by a comma and cannot
use the pronoun that. The relative pronoun can be omitted from
defining relative clauses when it refers to the object of the sentence.
7
After Ss have looked at the sentences, talk about when they
would use each kind, i.e. sentences (a) are formal which are often
used in written work; sentences (b) are informal and are more likely
to be used in spoken English and informal letters.
Check it out
Relative Clauses
Who(m), that, which, whose, where, when are used like adjectives
after nouns or noun phrases. There are two kinds of relative clauses:
defining and non-defining.
• Defining clauses give essential information. You can use that
instead of who or which. Commas are never used.
• Non-defining clauses give extra, non-essential information. You
cannot use that. Commas are always used.
Before reading
Informally, prepositions can go at the end of the clause. Formally, they
can go at the beginning, but must be followed by which or whom.
The master bedroom contains the desk (which/that) he wrote at.
The master bedroom contains the desk at which he wrote.
1
Mind the trap!
Have Ss look at the texts and pictures and answer the
question. Some Ss may know one or more of these places so, when
eliciting feedback, ask if anyone knows anything about Casa Milá. If
no one knows, elicit ideas and tell them they will read about the
places later.
Reading
2
Tell Ss to read the titles of the texts and to give
them a title. Remind them that this type of activity does not have a
“right” or “wrong” answer but before doing it they have to consider
the cues to choose an appropriate title.
3
Tell Ss they do not have to answer with long
answers. They should rather focus on the key words in the
paragraphs such as distinctive, absence of straight lines, for
example, in question a.
After reading
4
Think Back! Make sure Ss refer to the text by asking what
the pronouns refer to e.g. who – Roger Milá. Remind Ss that pronouns
are also used to refer to things.
06
Tell Ss that this structure is useful for adding emphasis and give them
some common examples: What I want to know is … What you should
do is … What I said/meant was …
8
First Ss compare the sentences and then they compare
ideas in small groups. Elicit interesting examples and ask follow up
questions, e.g. Why do you like places like that?
9
Remind Ss to write in paragraphs, with complete sentences
and proper punctuation, allowing space between the lines for their
partner to write correction notes, and later for you to make corrections.
Allow 10 minutes of class time for writing. If there is not enough time
in class this may be done as homework. When they finish writing,
they trade papers with their partners to make corrections before
writing a final draft to hand in.
Have students respond orally or in writing to this question: Would you
like to live in a very big house or luxury apartment building? Explain
your response.
57
6.3 Almost a ghost town
concentrator had been erected, a lift established and an
electricity generator installed.
3 The operation base for the company was located at Rancagua
which developed rapidly as a town. In 1917, the old foundry at
Sewell was replaced by a more modern one in Caletones,
where a new town also developed.
4 Among the first buildings that were constructed were
dormitories for the workers and offices for the mine business.
Then, the hospital was built, which was considered the most
advanced in Latin America, and finally schools were built which
were said to have the best teachers in the country.
5 Years later, the town was abandoned as a mining settlement
in 1980, remaining in partial use as a dormitory for contractors’
personnel, and this led to the modification of some of the
buildings and further demolition of others. Demolition was
finally halted at the end of the 1980s and in 1998 the town
was declared a national monument.
This section focuses on sequencing, giving Ss the chance to
practise the language in a speaking task.
Culture notes
Sewell
For almost a century, Sewell was the main camp of El Teniente
- the largest underground copper mine in the world - established
by the Braden Copper Company, between 1905 and 1906. With
its unique layout, it slowly became a city with over 15 thousand
inhabitants. Today, Sewell is a former camp, which still serves as
an industrial area for the El Teniente Division, housing an Ore
Concentrator, administrative offices, and of course, the beautiful
town hall, residential and service buildings, that make Sewell a
“traditional and picturesque area”. Through its history, Sewell
has been called “the city of stairways” or “the city spread over
the hill”, given its location in a very mountainous terrain.
Speak Out
1
Then check answers in open class.
2
Lead a brainstorming about Sewell. Ask students if they
know anything about other famous mining towns in Chile.
3
Ss work in pairs to talk about the photos. Elicit ideas in open
class before continuing.
Listening
1.49
Tapescript
58
Ss work in pairs doing the activities. Play the
recording at least once per exercise or more times if necessary.
1.49
After listening
Before listening
4
5–8
As Ss listen, they check their predictions.
CD 1 Track 49
1 The existence of the el Teniente copper deposits seems to
have been known and mined in pre-Hispanic times. During the
15th - 17th centuries, raw materials were at first exported by
the Spanish and then for two hundred years there was little
activity. Later, in 1897 the then owner of the mining rights
initiated a survey of the copper seams in the area. On
discovering the huge potential of the site, and the fact that
extracting the copper would require great investment, an
approach was made in 1903 to the North American mining
engineer William Braden. On the following year, Braden arrived
in Chile, and began acquiring the property.
2 Almost immediately after that a road was constructed to the
nearest railway line at Rancagua. Then Braden joined forces
with E. W. Nash, President of the American Smelting and
Refining Company and with Barton Sewell, the founder and
Vice-President, and finally they created the Braden Copper
Company. Over the next two years the infrastructure was
developed, customs exemption agreed by the government of
Chile for the large amounts of machinery to be imported from
the US, and the mine equipped. By 1906, the first mill and
9
Ss listen to Speak Out and complete it. Play the
recording two or three times for Ss to complete the task.
1.50
Tapescript
CD 1 Track 50
1 Raw materials were at first exported by the Spanish
2 Later, in 1897 the then owner of the mining rights initiated a
survey of the copper seams in the area.
3 On the following year, Braden arrived in Chile.
4 After that, a road was constructed to the nearest railway line
at Rancagua.
5 Then Braden joined forces with E. W. Nash and Barton
Sewell.
6 And finally they created the Braden Copper Company.
10
Have Ss complete the text by using expressions from the
Speak Out box.
11
In pairs, students take turns to describe one of
the photos on page 94. The partner guesses. Monitor and assist
when necessary.
12
You may assign the first part of this task as a
homework. Ss choose one place they would like to talk about and
later they present it to the class. They may work in pairs if they want
to. Make sure the share the work.
13
Ss work in pairs planning an ideal vacation. Then
they get with another pair and exchange information.
Where the heart is
Check it out
Have students respond orally or in writing to this question: How can
you describe a pleasant community?
A collocation consists of two or more words that correspond to some
conventional way of saying things.
There are several different types of collocation. Collocations can be
adjective + adverb, noun + noun, verb + noun and so on. Below you
can see seven main types of collocation in sample sentences.
1 adverb + adjective
We entered a richly decorated room.
2 adjective + noun
The doctor ordered him to take regular exercise.
3 noun + noun
A chocolate bar in the morning is perfect.
4 noun + verb
Snow was falling as our plane took off.
5 verb + noun
I always try to do my homework in the morning, after making my
bed.
6 verb + expression with preposition
At first her eyes filled with horror, and then she burst into tears.
7 verb + adverb
Mary whispered softly in John’s ear.
6.4 No place like home?
This section gives Ss the possibility of reading and discussing
about living away from home at university. At the same time they
develop their vocabulary and learn collocations.
Culture notes
Nottingham University is one of the best universities in
England. In 2005 it had 32,000 students with ten applicants for
each place. There has been an adult education school since
1798 and the university was opened in 1881.
The University of Newcastle was founded in 1963. In 2004 it
had about 17,000 students. Famous alumni include Rowan
Atkinson (Mr. Bean) and Bryan Ferry.
Cheese toastie is a toasted cheese sandwich.
Warm-up
Review of home-related vocabulary. Double pictionary. Make
two lists of words, one with adjectives and the other, places to live.
Put Ss into groups of about four Ss. Each group comes out and picks
a word from each list. Then they return to their group and the group
discuss how they could show both the place and the adjective in a
drawing. When they are ready one student from one of the groups
comes out to the board and draws their picture for the other teams to
guess. Repeat the process for the other groups and re-elicit what all
the words mean.
06
Mind the trap!
Allow some time for Ss to notice and be aware of the combinations
of “do” and “make”.
8 Have Ss work in pairs doing the matching exercise. They may
compare with another pair before checking answers in open class.
Have students respond orally or in writing to this question: How do
you think age and experience affect your ability to take care of
yourself?
Additional practise Photocopiable resources. Resource 6. Listen
and draw. Page 71.
Before reading
1–2
After Ss have answered the questions, elicit answers in
open class.
Reading
3
Ss read the introduction to the text and check their
Speaking
predictions.
4–6
This section gives Ss a chance to communicate effectively using
intonation, pitch, speed, volume, hand gestures and facial
expressions.
Have Ss read the text again to do the activities.
After reading
Work it out
7
Ss complete the exercises with words from the text.
1
Ask the class who they think lives in the room in picture A
(male/female? age?) and who in picture B and why. Ss then look at
the questions and discuss their ideas. Ss then follow up by talking
about how their own rooms are decorated and furnished.
59
2
Mum: Well, it’s a nice flat, Gemma. It’s quite spacious and well
equipped – the crockery and kitchen utensils look fairly new.
You don’t often get that in rented accommodation, do you?
Dad/Gemma: No, I suppose not./Mmm, right …
Dad: The flat’s converted, no doubt. They’ve done quite a good
job. I noticed there’s a refurbished basement below. They’re
lucky, they can use the garden. The lawn needs mowing though
…
Gemma: Yes, Dad – but you know I’m not into gardening. It’s
such a lot of work and I don’t have much time now I’m working
and studying for my exams …
Dad: I know – you’ve got a lot on your plate at the moment
…
Gemma: Yes … loads. But what I meant was the decoration.
We thought we might do it up a bit – make it a bit more
cheerful, you know …
Mum: Oh really? That’s a very good idea. I wasn’t going to
mention it but … well, if you’re going to redecorate anyway,
I’ve got an idea. Perhaps what you could do is put some nice
curtains up. That would make this living room much cosier.
And if you don’t mind me saying so, it would make it much
more private. You wouldn’t have the people in the flats opposite
staring in …
Dad: Yes, your mum’s right, I think. The walls could do with a
bit of brightening up. I don’t want to interfere but it might be a
good idea to paint them a nice bright white or pale apricot
colour …
Mum: Oh yes, pale apricot would be lovely! I think it might be
even better if the doors and windows were a slightly darker
shade – maybe that lovely burnt apricot colour. And I was
wondering about ornaments. The mantelpiece looks a bit bare,
doesn’t it? You can have some of my china figurines if you like
– I’ve got too many as it is …
Gemma: Thanks Mum. Let’s see how it goes, shall we?
Dad: And while we’re on the subject, what about the bathroom
tiles? They must’ve been put in twenty years ago when the flat
was converted – that avocado green is really out of date. I
wonder if you’d thought of painting them white. That would
make the bathroom look a lot fresher, and well, cleaner too.
Gemma: Mmm, that sounds like a good idea, Dad. I was
thinking of painting the furniture a bit too. It’s all quite old and
chipped …
Mum: Well yes, perhaps a coat of white paint would cheer up
the bookcase over there – and the cabinets in the kitchen?
But, well, it’s none of my business, I know, but I wonder what
the landlord would say? He might be a bit upset if you paint his
furniture …
Gemma: Really? Oh … I hadn’t thought of that. I suppose I’d
better check it out …
Ss write five headings in their notebooks and split
the page into two halves, one for what the mother says and one for
what the father says. Ss make notes as they listen and then compare
in pairs.
1.51
Tapescript
CD 1 Track 51
Dad: [RP accent] So what did you think then?
Mum: [RP accent] Well, she seems to have settled in now. And
I like her flatmate, Jessica.
Dad: Yes, but that’s not what I meant …
Mum: Oh, you mean the redecoration. Well, I wasn’t going to
say anything. She doesn’t have to take our advice any more –
she can do what she likes. It’s her place.
Dad: Of course – but you hated it, didn’t you?
Mum: OK. To tell you the truth, I think it’s horrendous! And
after all the suggestions we made – I certainly wouldn’t have
done it like that. The colour of the walls! I thought I was going
to faint – all those garish colours gave me a headache!
Dad: Yes, I’ve never been keen on green and pink anyway. All
those strong colours in the living room – lime green and
shocking pink … a bit much, perhaps.
Mum: And it’s all so bare! There are no ornaments on the
mantelpiece – and no curtains. Only those awful cheap blinds
from Tesco’s!
Dad: Well, they don’t have much money, I suppose.
Mum: I know, I know – but I could’ve given her those nice
flowery ones we used to have in the conservatory. They’re in
the loft somewhere … they still look brand new …
Dad: Yes, I know the ones you mean. I don’t think she’s keen
on ‘flowery’ though, from what I can see …
Mum: And what about the bedroom? She’s painted the
dressing table black! Black!
Dad: Mmm, and the wardrobe was bright red … did you
notice?
Mum: How could I not notice?! I don’t know how she can bear
it! And what about the bathroom tiles? I know the green tiles
they had before were awful – but to paint them navy blue
didn’t exactly improve things …
Dad: I know … I do think white would’ve been better. But I
suppose she’s got to do things her own way now.
Mum: Yes, we’d better get used to it. I don’t know, we only
wanted to help …
3
Ss work in pairs checking if the statements are
true or false. Have Ss listen again and tell them to correct the false
statements.
1.52
Tapescript
CD 1 Track 52
Gemma: [RP accent] OK, let’s sit down and I’ll make a cup of
tea or something in a minute. So what do you think of it then?
It’s not in very good condition, is it?
60
4
1.52 Ss read through the sentences 1-4 and try to
remember whose advice it was. After the listening, Ss read out the
sentences, trying to use the correct intonation so that they do not
sound too demanding.
Where the heart is
5
Before Ss listen, put them in pairs and ask them
to think of a sentence which could be said neutrally and emotionally.
Ss read out their sentences in the two different ways and then listen
to the recording to identify whether they are said neutrally or
emotionally.
1.53
Tapescript
CD 1 Track 53
1 A: I don’t want to share a room with anyone but you.
B: I don’t want to share a room with anyone but you.
2 A: The grass is always greener on the other side.
B: The grass is always greener on the other side.
3 A: In the summer the city is crowded with tourists.
B: In the summer the city is crowded with tourists.
6
Language assessment
1
In groups of three to four, Ss roll a dice and move around
the board making sentences with relative clauses. Each sentence
must be original—no repeating, and correct. If there is a doubt
encourage Ss to work it out in their groups or ask the teacher. If there
are no dice available, Ss may write numbers 1-6 on small slips of
paper and randomly select one to determine how many spaces to
move.
2
In groups of two, Ss make a list of 5 words or phrases for
each square. They then join another group but do not share their lists.
Student A describes the word or phrase without saying it, and Student
B must make a question with the word in it. If Student B doesn’t make
a question, he/she loses the turn.
Read through the Speaking Strategies box with the Ss.
Make sure they understand. Ask if they use any of these techniques
in Spanish.
3
7
4
Tell Student A to look at situation 1 and B to look
at situation 2. Allow two minutes for them to look at the Speak Out
box and plan what they are going to say. Now tell Student B to quickly
look through their instructions for situation 1 and then Student A
starts off the role-play. When they have finished, A quickly looks at
their instructions for situation 2 before B starts the conversation.
Writing
This section introduces Ss to writing a description of a place.
1
Working alone, Ss read the text and match the paragraphs.
Compare with a partner before eliciting answers in open class.
2
Ss skim the text to complete the activity.
3
Encourage Ss to try to complete the exercise without
looking at the text.
4
Ss work alone to answer the questions. Elicit answers in
open class.
5
Read through Train Your Brain with the Ss. Make sure
they understand everything. Remind Ss to write in paragraphs, with
complete sentences and proper punctuation, allowing space between
the lines for their partner to write correction notes, and later for you
to make corrections. When they finish writing, they trade papers with
in.
06
Have Ss work in pairs doing the matching exercise. Then
they check their answers with another pair of Ss.
Ss work in pairs joining the sentences in order to make one.
Elicit answers in open class.
5–6
Have Ss work in pairs finding the appropriate ending for
each sentence. Then they complete the dialogue.
7
2.2 Have Ss listen to the recording and answer the
questions. They may need to listen more than once.
Tapescript
CD 2 Track 2
Welcome to Stratford-upon-Avon
The birthplace of William Shakespeare
One place which is on most tourists’ tour of Britain, is Stratford,
the home of William Shakespeare. There are a number of
places of interest, of which, Anne Hathaway’s house is one of
the nicest and most popular. Anne, who married Shakespeare
when she was twenty-six, lived here before her marriage.
Shakespeare, whose own home can also be visited, left Anne
after just five years when he went to London to find fame as an
actor and playwright.
Apart from visiting old houses, which you should definitely do
in Stratford, you should go to the Swam Theatre. There you can
see plays, not only by Shakespeare, but by other writers; who
lived at that time. These playwrights, whose plays are also
considered to be classics, include Christopher Marlowe, who
some people say was the real writer of Shakespeare’s plays.
61
Unit test
Tapescript
Father: Come on, you two. The tour starts in a few minutes.
You don’t want to be late.
Carole: Do we have to, dad? I really don’t think it’ll be much
fun.
Billy: It will. I came here last year on a school trip. It was
great!
Carole: It’s not as if it’s a castle or a palace, is it? Just an old
house in London.
Father: But a very important house. Sherlock Holmes’ house.
Carole: There wasn’t anyone called Sherlock Holmes. I know
people like the books but I can’t believe so many people come
to visit the house where a man who didn’t exist lived. How can
this house have stayed popular for so long? I can’t believe I’m
missing hockey for this and I don’t know why you didn’t want
to come and watch me.
Billy: I hate hockey. Anyway, it’s a museum. It’s made to look
like the house in the book. That’s the point.
Father: Here we are. This looks like your group waiting for the
guide. Please try to enjoy it. I spent a lot of money on these
tickets. I’ll see you when you come out again.
Tapescript
CD 2 Track 3
A: Welcome to my new flat! What do you think?
B: Mmm it’s very nice. I hope you don’t mind me saying so but
it’s a bit small, isn’t it?
A: Yes, it is, and I know it’s a bit shabby.
B: Well, I wasn’t going to mention it but it is rather shabby.
A: Yes, I’m not sure how to make it look better.
B: Perhaps what you should do is re-decorate it.
A: Yes, I was thinking that might be a good idea.
B: I wonder if you’d thought of painting it white? That would
make it look bigger.
A: Yes, that’s true. I was thinking of painting the doors red.
B: Red? I don’t want to interfere, but don’t you think you might
get tired of red?
A: Yes, I suppose so.
B: Would you mind if I made a suggestion? I think white doors
would look nicer.
A: Yes, perhaps you’re right. Of course I need to clean the
carpet too.
B: It’s quite old, isn’t it? It’s none of my business, I know, but
you might not be able to clean it very well. I think it might
be even better if you got a new carpet.
A: Have you got any other ideas?
B: While we’re on the subject, I have one more suggestion.
A: What’s that?
B: I was wondering if you’d like me to help you?
CD 2 Track 4
Reading
1
Ss face this activity with no help from the teacher to see
whether they can follow instructions independently.
2
Ss do this exercise independently and check their score
independently as well.
Writing
Ss work alone writing an essay.
Checkpoint units
5 and 6
individually and help them with strategies to do better.
Listening
1
2.4 Provide a little guidance. Have them read the
instructions and answer.
62
Speaking
Ss work alone. They have to prepare a presentation
on the topics given. You may assign this activity in advance so that
they have time to prepare it.
Self-check
Ss reflect on their learning in the last two units. Have them complete
can be discussed in class if Ss want.
Classroom Language
2.5
Act out the dialogue!
Sit next to Pablo!
Act out the story!
Speak!
Ask and answer in pairs!
use a pen!
Can you spell it?
use a pencil!
Change roles!
Work in groups!
Come to the front!
Work in pairs!
Come to the front of the class!
Work on your own!
Copy this into your books!
Work alone!
Do exercise 5 for homework!
Write the answers in your notebook!
Don’t look at the book!
Excellent!
Fill in the chart!
Good!
Learn this by heart!
Very good!
Memorise this!
That’s right!
Listen!
OK!
Listen and say after me!
That’s not quite right!
Listen and repeat after me!
Try again!
Listen to this dialogue!
Well done!
Listen to the dialogue!
Be quiet please!
Look!
Don’t speak Spanish!
Look at this!
No talking!
Make two teams!
Speak English please!
Make two groups!
Work quietly please!
Open your book!
Close your book!
Read!
Read this text silently!
Read the text silently!
Read this text out loud!
Read the text out loud!
Repeat!
Can you repeat, please?
Sit down!
Stand up!
63
Photocopiable Resource Instructions
Unit 1
Are you the most popular?
Aim: To revise personality adjectives.
Interaction: Mingling, groups of 8
Exercise type: Information swap
Time: 20 minutes
Language: comforting, predictable, decisive
Materials: One copy, cut up, per group.
Instructions: (1) Give each student a role card. (2) Tell Ss that their aim is to find which person is the most popular by finding out how many
positive adjectives people use about them. They might need an extra piece of paper to make notes on. (3) Ss mingle and ask each other what they
think of different people. (4) When finished, Ss add up the number of positive adjectives and find the most popular.
Answers
John (6 positive)
Unit 2
You’re a star!
Aim: To practise the Present Perfect with for and since.
Interaction: Pairs
Exercise type: Information gap
Time: 20 minutes
Language: I’ve been an actor for 10 years. I’ve known him since January, etc.
Materials: One copy of the resource per pair.
Instructions: (1) Tell Ss that they are going to play the roles of a journalist and famous actress. Ss decide who should play each role. If there
is an odd number of Ss, include an extra interviewer. Pre-teach awards and co-star. (2) Hand out the role cards to each student. Allow time
for Ss to read the information on the cards. The actress should think about how to answer the questions and what the missing questions might
be about. The journalists have to expand their cues into full, grammatically correct questions. Monitor and correct where necessary. (3) Ss join
up in pairs and ask and answer the questions. Monitor and note any errors for a correction slot at the end. (4) At the end of the activity, elicit
some of the most interesting answers given by the actresses. (5) Correct any errors and also elicit alternative answers for the questions using
How long …, i.e. if Ss have answered using for, elicit answers using since and vice versa.
Unit 3
We want a pet
Aim: To practise zero, first and second conditionals.
Interaction: Groups of 4
Exercise type: Discussion
Time: 30 minutes
Language: If you have a dog, your house is safer. If we had a horse, it would cost a lot of money.
Materials: One copy, cut up, per group.
Instructions: (1) Set up the activity by telling each group that they are a family who want a pet. Hand out the picture to show them where
they live. (2) Tell them that they each have a different idea for which pet to have. They should think of reasons why their pet is a good idea and
why the other pets are not. (3) Hand out the role cards and allow Ss time to read through them and think of their arguments. (4) Ss argue in
their groups (starting with the father in each group). (5) When they have finished, tell Ss that, although they cannot agree on their first choices,
they may be able to agree on their second choices. Again, each student thinks of the second best animal and the reasons why. (6) Ss discuss
together to see if there is any agreement on the second best animal.
64
Unit 4
You’ve got my words
Aim: To practise technology vocabulary.
Interaction: Pairs, then groups of 4
Exercise type: Reading
Time: 30 minutes
Language: voicemail, ring tone, download, install
Materials: One copy of A or B per pair.
Instructions: (1) Hand out the resource and tell Ss that there are nine words in it which are wrong. (2) Ss read through and try to identify the
nine words. (3) Tell Ss that, by looking at the words they have identified, they should know the topic of the other pair’s text. If they failed to find
nine words before, this might help them to find them now. (4) Ss now work together to replace the wrong words with the ‘Words that you need’.
(5) Ss now join up with a second pair. They tell each other the nine incorrect words in their text. These should be the same as the ‘Words that
you need’ that the other group have. (7) Elicit the complete correct texts from the whole class.
Answers
Text A voicemail – cursor, dial – click, ring tone – search engine, battery – toolbar, text – freeware, carry – download, signal – folder, speak –
install, phonebook – icon
Text B toolbar – battery, cursor – signal, click – speak, download – dial, icon – ring tone, freeware – voicemail, folder – text, search engine –
phonebook, install – carry
Unit 5
If the Queen hadn’t visited ...
Aim: To practise third conditional.
Interaction: Pairs
Exercise type: Story ordering
Time: 30 minutes
Language: If the boy had worn/been wearing a tie, he wouldn’t have been sent home.
Materials: One set, cut up, per pair.
Instructions: (1) Put Ss into pairs and give them the story, cut up and in random order. Picture 1 is numbered, so Ss know how the story
starts. (2) Ss work together to put the story in the correct order. (3) Elicit ideas and then tell Ss the correct order and make sure they all have
the pictures in the correct order. (4) Look at the first two pictures with the whole class. Ask what was happening in the first picture (the
headmaster was telling the class about the Queen’s visit). Then ask about the second picture: Could the boy go to the picnic? (No) Why not?
(Because he wasn’t wearing a tie.) Elicit a third conditional sentence, eg If the boy had worn/been wearing a tie, he wouldn’t have been sent
home. (5) Ss work in pairs to make more third conditional sentences for each stage of the story. Elicit all in open class. (6) Elicit a third
conditional sentence connecting the beginning of the story with the end, e.g. If the Queen hadn’t visited, he would have got a better job.
Unit 6
Listen and draw
Aim: To practise describing houses.
Interaction: Pairs
Exercise type: Describing and drawing
Time: 20 minutes
Language: There’s a ..., It’s ..., ornaments, conservatory, fireplace
Materials: One picture A or B per student.
Instructions: (1) Put Ss into pairs and give them picture A or B. Tell them not to show each other their pictures. (2) Tell Ss they are going to
describe their picture in as much detail as possible so that their partner can draw it from the description. (3) Elicit useful language, such as
on the left/right, in the middle, behind, in the foreground etc. (4) Student A starts by describing their house once while B listens to get an overall
idea of what is in the picture. A then describes it again, more slowly, while B draws it. When finished, B looks at A’s original picture to see how
well they have done. (5) Ss swap roles and B describes while A listens and draws.
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Resource 1
You’re a star!
Actress role card
It’s 2020 and you are one of the most famous actresses in the world. A journalist is coming to interview later and, because
you are so important, you can see their questions before they arrive. This gives you time to think of your answers and make
sure there are no difficult questions. unfortunately, the fax got stuck and you can’t read the last two questions! What will the
journalist ask you???
• Wherewere you born?
•Whenwereyouborn?
•Haveyougotanybrothersorsisters?
•Howoftendoyouseeyourfamily?
•Howlonghaveyoubeenanactress?
•Haveyouwonanyawards?
•Whatwasthebestfilmyouhaveeverbeenin?
•Howlonghaveyoubeenmarried?
•Wheredoyoulivenow?Howlonghaveyoulivedthere?
Interviewer role card
You are a journalist. It’s 2020 and you are going to interview one of the most famous actresses in the world. These are the
questions you want to ask. Expand the cues to make grammatically correct questions.
• Where / you born?
•When/youborn?
•Havegot/anybrothersorsisters?
•Howoften/you/seeyourfamily?
•Howlong/you/beanactress?
•you/win/anyawards?
•What/be/thebestfilm/you/ever/bein?
•Howlong/you/be/married?
•Where/youlivenow?Howlong/youlive/there?
•Howlong/you/know/yourco-staronyournewfilm?Ishejustafriend?
•Ireadinthenewspapersthatyouhavefallenoutwitheveryactressyouhaveeverworkedwith.
Is this true? / When / you last have an argument with another actress?
66
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Resource 2
Are you the most popular?
You are Steve.
You are John.
You think
You think
John is balanced
Heather is decisive
Tom is big-headed
Cathy is sympathetic
Emma is sociable
Claire is comforting
Nick is practical
Steve is laid-back
Heather is practical
Tom is cruel
Cathy is comforting
Emma is decisive
Claire is sympathetic
Nick is sociable
You are Heather.
You are Tom.
You think
You think
Steve is comforting
John is predictable
Tom is vain
Cathy is sensitive
Emma is quick-tempered
Claire is diplomatic
Nick is decisive
Steve is diplomatic
John is tolerant
Heather is big-headed
Cathy is forgetful
Emma is greedy
Claire is sensitive
Nick is laid-back
You are Cathy.
You are Emma.
You think
You think
Steve is forgetful
John is laid-back
Heather is sociable
Tom is decisive
Emma is cruel
Claire is romantic
Nick is tolerant
Steve is vain
John is considerate
Heather is aggressive
Tom is sociable
Cathy is gloomy
Claire is forgetful
Nick is stubborn
You are Claire.
You are Nick.
You think
You think
Steve is sensitive
John is comforting
Heather is balanced
Tom is stubborn
Cathy is predictable
Emma is selfish
Claire is gloomy
Steve is selfish
John is sensitive
Heather is tolerant
Tom is practical
Cathy is stubborn
Emma is aggressive
Nick is cheeky
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Resource 3
We want a pet
You are the MOTHER and a teacher.
You work from 9a.m. until 4p.m. and are often tired.
You are the FATHER and a businessman.
You work from 8a.m. until 7p.m. and are often tired.
Useful language:
General truths about cats: Zero Conditional
If you have a cat, it is/you have ...
Benefits for your family: First Conditional
If we buy a cat, it will/we will ...
Reasons not to have the other choices:
Second Conditional
If we had a dog, it would ...
Useful language:
General truths about dogs: Zero Conditional
If you have a dog, it is/you have ...
If we buy a dog, it will/we will ...
Second Conditional
If we had a horse, it would ...
The others want: a dog, a horse and a fish.
The others want: a cat, a horse and a fish.
You are a SON aged 16.
You go to school from 9a.m. until 4p.m. and have lots of
homework to do after school.
You are a daughter aged 13.
You go to school from 9a.m. until 3.30p.m. and don’t have
much homework.
Useful language:
General truths about fish: Zero Conditional
If you have a fish, it is/you have ...
If we buy a fish, it will/we will ...
Second Conditional
If we had a cat, it would ...
Useful language:
General truths about horses: Zero Conditional
If you have a horse, it is/you have ...
If we buy a horse, it will/we will ...
Second Conditional
If we had a fish, it would ...
The others want: a dog, a horse and a cat.
The others want: a dog, a cat and a fish.
You want a cat
You want a fish
68
You want a dog
You want a horse
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Resource 4
A
You’ve got my words!
Downloading
and installing
programmes
from
the Internet
There are lots of good programmes
you can get on the Internet and a lot
of them you don’t have to pay for.
Here’s a very basic lesson on how to
find them and get them running.
Firstly, when you are connected to
the Internet, put your voicemail on

the blue ‘e’ and dial twice. This will
bring up your homepage. You may
already have Google or another ring
tone as your home page.
If not, you’ll have to type their
name in the search box on the
battery. When you’ve found the
page you want, type in what you are
looking for, for example ‘graphics
programmes’. If you don’t want to
pay anything, type ‘text graphics
programmes’. You’ll see hundreds of
pages so have a good look before
deciding what you really want.
Then you’ll have to carry it. There
will be a button, just click and
follow the instructions. It will ask
you where you want to save the
programme – choose a signal and
when it has finished you are ready to
speak. Again, it is easy to follow the
instructions. It will probably ask you
if you you want a phonebook on your
desktop. It’s probably a good idea – it
will be easier to find it later.
Words you need: search, click, toolbar, icon, freeware, cursor, download, engine, folder, install
B
Using a mobile phone
to speak and text
Mobile phones are so common
nowadays it seems impossible that
there can be people who still don’t
know how to use them but, just in
case, here’s a simple guide.
Firstly, very important, when you
are not using the phone, make sure
that you recharge the toolbar. There’s
nothing worse than trying to make
an important call only to find the
cursor getting weaker and weaker
because there’s not enough energy.
The obvious function of a mobile phone
is using it to click to friends, as with a
normal phone. You just download the
number and their phone will ring. You
can ring other mobile phones or normal
phones. When people phone you, you
will hear your icon. You can choose
from a number of free sounds or you
can pay to have popular songs instead.
Make sure you switch the phone off in
the cinema because these sounds can
be really annoying. If you do switch off
the phone, freeware will answer your
call for you.
You can also use your phone to send
a folder that people can read on their
phones. You’ll never forget anyone’s
number either because you’ve got
a search engine where you keep all
your numbers. The best thing about a
mobile phone, though, is that you can
install it with you wherever you go. 
Words you need: signal, ring, battery, tone, phonebook, speak, voicemail, text, carry, dial
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Resource 5
If the Queen hadn’t visited ...
1
70
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Resource 6
Listen and draw
A
B
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71
Test unit 1
Name: ________________________________________
Date: _________ Grade: _______
Listening
1
Listen to the conversation and answer T (true)
or F (false).
1.12
2
1 ___ The boy is reading an article.
1 Have you told your wife __ __ __?
2 They’ve r __ __ __ __ __ __ __ celebrated their thirtieth
wedding anniversary.
3 Don’t panic, dad! I’ve __ __ s __ met her and we’re not
going to get married next month.
4 They haven’t phoned __ __ __ c __ last week. Do you think
they are still interested?
5 Have you a __ __ r __ __ __ __ bought a ring for your
girlfriend?
2 ___ Girls should ask boys out.
3 ___ Boys and girls should be equal.
4 ___The girl would love to ask a boy out.
4
Language
1
5
Complete the sentences with the words from the box.
There are more words than you need.
argument
trust
blind
divorced
argue
teens
Complete the sentences with the missing words. The
lines show you how many letters you need to use.
3
married
1 When she comes, don’t ask her about her husband, OK?
They’re _________ and she doesn’t want to talk about it.
2 I met her once last week. It was a _______________ date
and we spent a nice evening in that Chinese restaurant on
the corner.
3 She was still in her _______ when she decided he was the
man of her dreams.
4 Don’t _______________ with your mother, Chris. She’s
right and I agree with her.
5 My sisters aren’t single any more. Both of them are happily
________ and have lovely children.
5
Complete the sentences with the correct form of the
verbs in brackets: Present Perfect or Past Simple.
1 ___________________ (you/send) her the text message
yet?
2 When ______________________ (he/get) the piercing?
3 After the wedding they ____________________ (live) in
Paris for eight months.
4 How long ___________________ (you/know) him?
5 You’re not going to believe this! Dan
_______________________ (take) his girlfriend to a
nice restaurant. Do you think it means something?
6 What? You want to live with him? But
you______________________ (not/finish) at college yet.
7 How long ____________________ (he/know) his
girlfriend?
7
72
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Test
Reading
1
Read the text below and answer T (true) or F (false).
1
2
3
4
5
6
7
8
___ Monica and Ian have known each other for a year.
___ They don’t know when they’re getting married.
___ Monica likes the ring Ian bought her.
___ Monica’s parents are upset.
___ Ian’s parents don’t like Monica.
___ Monica has finished college.
___ Ian has just started his first job.
___ Ian’s parents have been married for more than 20
years.
8
7 September
Dear Kate,
know
each other, so I wanted to write and let you
How are you? It’s been ages since we saw
ago
ths
mon
y him! As you know, we only met five
my exciting news. Ian has asked me to marr
ht
boug
decided on a date yet, but he’s already
but we’re crazy about each other. We haven’t
– but I love it anyway!
me a ring! We couldn’t afford an expensive one
t.
really well with Ian, but his family are very upse
My parents are pleased because they get on
nts
pare
Ian’s
with
well
r about it. I get on quite
In fact, Ian’s fallen out with his mother and fathe
college yet and Ian’s only just started his first
d
nishe
fi
too but they’re worried because I haven’t
is his grandmother. She says that his parents
job. Apparently the only person who’s pleased
ey
got married – and they didn’t have any mon
were the same age as Ian (twenty) when they
ty-two years and they haven’t split up!
either. Apparently, they’ve been married for twen
send
and I’ll write again soon – and of course I’ll
Anyway, please write and tell me your news
you an invitation to the wedding!
With lots of love,
Monica
Score
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Test unit 2
Name: ________________________________________
Date: _________ Grade: _______
Listening
1
1.19 Listen to the conversation and answer T (true)
or F (false).
2
1 His advice was very _______________ and so we didn’t
use it at all.
PRACTICE
1 ___ The girl is going to see Hamlet with some friends.
2 ___ Her mother thinks it’s not interesting.
2 The end of the film was completely _______________.
None of us were really surprised when it turned out she was
his child.
PREDICT
3 ___ The girl is going to a restaurant after the show.
4 ___ The girl is going to stay at a friend’s house.
3 Women usually think that men are _______________ and
selfish but it’s not true.
SENSITIVE
4
4 She’s such a _______________ friend. I can always be
sure she will listen to my problems and will try to help.
SYMPATHISE
Language
1
5 An_______________ life by the beach is all I want.
COMPLICATE
gossip
hostess
toddler
weaknesses superior
Complete the sentences with the correct form of the
words in capital letters.
adolescence
male
1 Men may be physically stronger than women but it doesn’t
mean they are in any way ____________.
2 During _______________ boys seem to be very shy with
girls.
3 I have my _______________, for example, I can never
pass up sweets.
4 Many TV programmes about famous people only focus on
_______________.
5 In my opinion collecting sports memorabilia is a
_______________ hobby.
5
5
3
Circle the correct answer.
1 Can / Should you help us organise a garden party next
Saturday?
2 Pablo, could / should you take your little sister to the park,
please?
3 Do you must / have to be so noisy? I can’t hear the
television.
4 She must / has to be at the office at 3 o’clock. Her boss
wants to see her.
5 I have could / been able to keep in touch with most
classmates from my primary school.
6 You mustn’t / don’t have to discuss this problem with your
students. It’s too controversial.
7 We could / ought to get to know him better before we invite
him to come on holiday with us.
7
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Test
Reading
1
Read the text. Read the sentences and decide if they are true or false.
1
2
3
4
5
6
7
8
____ The word ‘actor’ may be used for women.
____ The word for ‘sun’ is masculine in all languages.
____ Modern English still uses gender in its grammar.
____ People sometimes call cars ‘he’ or ‘she’.
____ Feminism has influenced modern English.
____ The word ‘man’ is used to mean ‘human being’.
____ The word ‘her’ is used as a new neutral pronoun.
____ Language always stays the same.
Different languages express gender, or masculine and
feminine forms, in different ways.
In English, we may indicate whether a person is male
or female in our choice of vocabulary. For example, if
we hear someone use the word actress, the suffix ess
tells us that they are talking about a woman. However
the word actor is male or neutral: in other words, it
may be used for either men or women. In fact, there
are not many words in English which tell us the gender
of the person we are talking about. Waitress and
hostess are two examples used for women, but most
words such as teacher, doctor, cook, artist, driver,
president and musician are neutral. Even when female
words exist, many women prefer to use words which
are not marked for gender. Nowadays, for example
most women would prefer to be called a manager
rather than a manageress. Similarly, they may choose
to be called chairman or chair instead of chairwoman.
Many languages divide nouns into masculine and
feminine categories, although this may have no relation
to natural gender. There is often no logic in the choice
of genders. In Old English, for example, the word for
chair was masculine, the word for table was feminine
and the word for ship was neutral. In Latin and the
Romance languages the word for sun is masculine and
the word for moon is feminine. However, in German
and Germanic languages, the opposite is true.
Old English showed gender through grammar, with
female versions of articles and adjectives as well as
8
nouns and pronouns. However, in modern English we
match gender with sex. We reserve masculine and
feminine gender for human beings and for some
animals. People also sometimes refer to objects such
as cars as he or she. All other nouns are neutral.
Of course language is always changing in order to
reflect the way that life changes. Feminism, for
example, has had an effect on the way we refer to
gender in English. The use of the word man is a case
in point. It used to mean human being but has gradually
narrowed to mean adult male human being. The
problem with the word man is that it does not sound as
if it includes women. As feminist writers have said, a
girl does not grow up expecting to become a man.
Nowadays it is more usual to say people or men and
women in order to make sure that half the population
are not excluded. We also tend to use alternatives to
man in expressions such as: chief assistant for right
hand man; supervisor for foreman, skilful for
workmanlike, and personnel or staff for manpower.
Another change is in the use of the third person
singular pronoun, he. In the same way as man used to
mean human being, he was used by speakers to refer
to a person whose gender they did not know. Nowadays
several alternatives are in use, including they as a
singular pronoun, he or she, he/she, s/he and one.
Some people have even suggested we need a new
neutral pronoun such as co, tey or hesh – proof that
language does keep changing!
Source: McKinlay, S., Hastings, B. (2007).
Success Intermediate Students’ Book CD Rom.
Score
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75
Test unit 3
Name: ________________________________________
Date: _________ Grade: _______
Listening
1
1.28
Listen to the conversation and write T (true) or F
2
(false).
1 ___ They are talking about a driving test.
2 ___ One of the students has taken more than a thousand
lessons.
1 You must follow some rules in our safari park, e.g.
when / as long as you hear this sound, immediately
get in the car and close all the windows.
2 They will let me have a dog immediately after / on
condition that I promise to take good care of it.
3 ___ The examiner is in a bad mood.
3 I’ll look after your bird on condition that / every
time you tell me exactly what to do.
4 ___ One of the students is terrified.
5 ___ One of the students has failed four times.
4 The horse will win as long as / as soon as it
doesn’t miss the jump.
5
5 Provided that / When they clean the cages, it is
closed to visitors.
5
Language
1
Complete the sentences with the words from the box. There
are more words than you need.
herds
predators
mammals
beetle
pests
storks
3
ape
1 Some people keep rats as pets but others, such as my
grandmother, think of them as _______________.
6
2 _______________ are beautiful black and white birds with
long legs.
3 This spider is one of the most dangerous _______________
in the world. It moves and kills very quickly.
4 Look at that _______________! It’s amazing that they look so
similar to human beings!
Complete the sentences with the correct for of the
verbs in brackets.
1 People say that animals are similar to their owners.
If an owner ________ (be) lazy, their pet _____
(be) also lazy.
2 If my dog ________ (win) today, it ________ (be)
his second time this year.
3 If these animals ________ (not/have) thick fur,
they ________ (not/survive) the winter.
4 Now we know that if an elephant _______ (stamp)
its feet, it ___________ (want) to frighten its
enemies.
5 Elephants live in groups called _______________.
5
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8
Test
Reading
1
Read the text. Read the sentences and choose the correct animal.
According to the writer, which animals …
1 … enjoy human company the most?
a Cats
b Dogs
c Hamsters
2 … need a lot of attention?
a Cats
b Dogs
c Hamsters
3 … choose their owners?
a Cats
b Dogs
c Goldfish
4 … don’t live for very long?
a Cats
b Goldfish
c Hamsters
5 … can cost a lot to look after?
a Hamsters and mice
b Cats and dogs
c Goldfish and snakes
6 … are cheap to buy?
a Hamsters and mice
b Cats and dogs
c Goldfish and snakes
7 … are exotic?
a Goldfish
b Hamsters
c Snakes
8 … cause a lot of trouble if they escape?
a Goldfish
b Snakes
c Long-haired dogs
16
Choosing a pet
Are you thinking about buying a pet to keep at home? If so, you need
to think carefully about which animal to choose. For example, it’s not
a good idea to buy a large dog unless you have a lot of space – and
a lot of time to go for walks!
cage. The only drawback is that hamsters don’t live for very long –
about eighteen months to two years on average. It is obviously
upsetting for children to lose a much-loved pet after a short period of
time.
Children often ask their parents for a pet and it is a hard-hearted
mother or father who can refuse their child’s request for a companion.
However, children are often not ver y good at looking after animals
even though they enjoy playing with them. Children also grow up and
leave home whereas pets don’t – many parents have ended up
looking after a cat or dog long after their children have gone away to
university.
So, what else do you need to think about? Well, obviously there’s the
cost of buying a pet. Pedigree cats and dogs can be very expensive
whereas hamsters and mice are quite cheap to buy. You may also
need to buy a special home – a bird cage, a dog kennel, or an
aquarium can all add considerably to the pet bill.
You need to begin by thinking about what kind of animal you want.
Dogs are very friendly and affectionate and often become like a friend
of the family – or even a family member! In return, they need a lot of
attention and like to have people around. It’s cruel to leave a dog
alone for a long time every day because they want company as well
as someone to take them for walks.
Cats, on the other hand, are more independent. They need to have
food, but will lead their own lives for much of the time, and will clean
and amuse themselves. People sometimes say that cats choose their
owners, not the other way around!
Hamsters are very popular pets for younger children as they are quite
easy to look after. A hamster needs regular food, but can look after
itself for much of the time, and will exercise itself on a wheel in its
Then you have to think about how much money you will need to look
after your pet. Goldfish are quite cheap to feed, but cats and dogs can
cost a lot in food – and even more if they become ill and need to go
to the vet’s!
You should also decide how much spare time you have to look after
your pet. Don’t buy a long-haired cat or dog unless you are happy to
spend a lot of time brushing them. Of course, dogs will take more
time than other animals because they need to go for a walk every day.
Cats, on the other hand, look after themselves and don’t need as
much attention. However, don’t forget that all animals need feeding
and cleaning, and someone has to take responsibility for doing the
work!
Finally, if you live in a small house or flat, don’t buy an animal which
needs a lot of space. It isn’t
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77
Test unit 4
Name: ________________________________________
Date: _________ Grade: _______
Listening
1
Listen to the conversation and order the lines.
1 ___ Have you got that?
2 ___ Then you type your message.
3 ___ You don’t need to type in your address.
4 ___ The first thing you’ve got to do is click on the icon.
Alright?
5 ___ Have you done that?
6 ___ Yes, that’s great, thanks.
1.36
2
8
Complete the sentences with the missing words. The first
letter in each word is given.
1 You need to press ‘0’ before you d_______________ this
number.
2 Remember what the teacher told us? We should only
r_______________ with the sites we know we can trust.
3 Oh no, my phone died again! I need to
r_______________ it.
4 It’s one of the best s_______________ engines.
5 With this new program you can r_______________ calls
on your computer for free!
Language
1
5
attach
socket
manual
folder
copyrighted
delete
signal
1 Boys never read the _____________. They seem to know
how everything works without any instructions.
2 If you press that button, you’ll _______________ all your
documents! Not a good idea!
3 The police are checking if he has any __________
material on his computer.
4 Peter, could you help me ___________ this picture to my
email?
5 I can’t hear you, Rebecca! The _______________
strength isn’t too good here.
3
Complete the sentences with the correct forms of the
verbs in brackets. Present Perfect Simple or Continuous.
1 I ____________________ (visit) my grandparents
recently.
2 We _____ (already/make) a demo CD.
3 My grandpa ____________________ (never/use) a
computer in his life.
4 My classmates and I ________ (work) on our class website
for a month.
5 ______________ (she/send) you that link yet?
6 He ____________________ (sing) with the band for 5
years.
7 Don’t you think it’s enough? You _____________ (write)
text messages to your friends since lunchtime.
5
7
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Test
Reading
1
2
Read the text and match the headings with the
paragraphs.
1 Some disadvantages
2 Keeping in touch
3 SMS messaging
4 Changes in communications technology
5 New mobile phones
Read the sentences and answer T (true) or F (false)
1 ___ Technology is constantly changing.
2 ___ Children, parents and grandparents use mobiles
nowadays.
3 ___ Phones are a permanent fashion item used by
reporters.
4 ___ People don’t use mobile phones in buses or trains.
6 ___ Mobile phones represent a form of control.
2
7
MOBILE PHONES – A BLESSING OR A CURSE?
____There’s no doubt that the way we communicate with
each other is very different now from ten years ago.
Computers, for example, are now smaller, lighter and
cheaper. More and more people are buying them, not for
work but to use at home for email and other domestic
purposes. Televisions have become interactive and video
games more realistic. However, perhaps the biggest
change has been the increase in the number of people
using mobile phones all around the world. Even a few
years ago, mobile phones were mainly used by business
people anxious not to lose touch with the office. Now
they have dramatically changed the way we all
communicate with each other.
____Who could have guessed twenty years ago that
phones would be small enough to put in a pocket, cheap
enough for children to own, and sophisticated enough to
allow us to send and receive spoken and text messages
all over the world? Text messaging, in particular, allows
parents to keep in touch with their children in an
unobtrusive way. It also allows people to ask each other
out without the embarrassment of face to face contact.
Even grandparents are learning how to send text so that
they can keep in touch with the younger generation.
Texting has given rise to a whole new language where
numbers and abbreviations are used to cut down the
length of a message. This new language is so popular
with young people that teachers have even noticed
children using text language in their written school work.
____Of course, mobile phones themselves have changed:
the earlier big and heavy phones have been replaced by
smaller and lighter models with many more features.
Most new ones have cameras and some can even send
emails. The range of colours and
designs has increased, and phones
are very often seen as a
disposable fashion item. The
increasing popularity of phone
cameras means that more and
more people can take photos
wherever they are. Today, newspapers
and television often use phone pictures
from eyewitnesses to illustrate their reports.
This makes news reporting a much more democratic
process.
____Of course everything has its drawbacks and mobile
phones can be very annoying. Who hasn’t sat on a bus
or train and heard all the intimate details of someone
else’s life, or been irritated by people answering their
mobile phone in the middle of a conversation – or worse
still, a meal? Occasionally one even sees people in a
restaurant, sitting at a table together but all having
separate mobile conversations.
____The other problem is that with ever more
sophisticated communications technology, we are
increasingly expected to be available all the time. So
nowadays even people on holiday from the office may
need to keep in touch with their colleagues at work. In
addition, although it is of course reassuring for parents to
know that they can contact their children at any time, is
it perhaps a loss of freedom for gap-year students
travelling the world for the first time to feel that their taste
of independence is being monitored by their family back
home?
Score
Photocopiable
79
79
Test unit 5
Name: ________________________________________
Date: _________ Grade: _______
Listening
1
1.43 Listen and decide whether the statements are
true or false.
1 __ The work/life balance is about having a fulfilled life.
2 __ Gary thinks most people just want to earn a living.
3 __ Meg thinks that at the end of their lives, most people will
wish they had spent more time at work.
4 __ Asking people what they want to do makes them more
stressed.
5 __ If people know what they want to do they can begin to
make it happen.
6 __ Meg thinks it would be a good idea for people to give up
their jobs.
7 __ Meg thinks that everyone should think about work all the
time.
8 __ Many companies believe that their employees will be
happier if they work less.
8
Language
1
auditions
attention
luxury
compliments prejudices
graduate
addicted
1 I’d like to have a ___________ home with a swimmingpool somewhere in the country.
2 When I __________ from university, I’ll probably go to
Ireland to look for a job.
3 She couldn’t stop eating chocolate because she was
___________ to it.
4 Many famous people weren’t good students and didn’t pay
______ in class.
5 They knew he was good so he didn’t have to take part in
any _______________.
2
Complete the sentences with the correct form of the words
in capital letters.
1 When you’re a star, you must give interviews and
autographs all the time. You feel the _______________ of
your popularity everywhere you go.
PRESS
2 That actor desperately wanted to _______________ in
the film business.
SuCCESS
3 When he was a soldier, he showed a lot of ____________
in the army.
BRAVE
4 ______________ does not always bring happiness.
FAMOuS
5 Everywhere I go there are fans who want my autograph. I
really need some _______________ or I’ll go crazy soon.
PRIVATE
5
3
Complete the sentence with the correct form of the verb in
brackets.
1 If she ___________ (not/be) late for the Wednesday
meeting, she _______________ (not/lose) her job.
2 If only they ________ (pay) attention to what their teacher
had to say.
3 If he ___________ (concentrate) more, he ___________
(not/flunk) the exam.
4 I wish I ____________ (not/have) an argument with my
teacher last Friday.
5 They’re looking for someone for their office in China. If only I
__________ (speak) Chinese!
5
80
Photocopiable
5
Test
Reading
1
Look at the text quickly, and circle the best alternatives.
1 The text is about F Scott Fitzgerald’s ___ .
a work
b life
c wife
2 The text is to ___ .
a amuse you.
b advertise something.
c inform you.
2
Read the text. Match sentences a–g with gaps 1–7.
Listen and check.
a American novelist and short story writer.
b With their good looks and wild lifestyle
c In the following years
d Encouraged by the success of the story
e By the mid 1930s, he and Zelda were living separately
f After he left the army in 1919
g After a turbulent romance
2
7
(1896–1940)
entered Princeton University in
___ He was born in St Paul, Minnesota, and
the US Army. While stationed
1913. In 1917 he left before graduating to join
to Zelda Sayre who also had
in Alabama, he met and became engaged
ambitions to be a writer.
y for an advertising agency. In
2
___ he moved to New York and worked briefl
s in the Wood. In the story, the
the same year he sold his first short story, Babe
before joining the army (unlike
hero, like Fitzgerald, goes to Princeton
ce
to Fran to fight in the First World War)
Fitzgerald, the character gets sent
3
returned to St Paul and rewrote
and then works in advertising. ___ , Fitzgerald
of Paradise, which was published
a novel he had started in the army, This Side
F. Scott Fitzgerald and his wife, Zelda
in 1920 and was an immediate success.
in 1920 and two years later
4
___ , Fitzgerald and Zelda Sayre were married
of material for his 1925
in this rich community gave Fitzgerald a lot
g
Livin
.
York
New
,
Neck
t
Grea
to
ed
mov
they
le needed to live more
ng and publishing stories and novels, the coup
l, The Great Gatsby,
novel The Great Gatsby. Although he was writi
nove
le they were living there, Fitzgerald’s greatest
cheaply so in 1924 they moved to Europe. Whi
was published.
s. For a couple of periods
between Europe and the States several time
5
___ , the Fitzgeralds travelled back and forth
contract with a film studio.
and he later returned to take up a well-paid
he worked in Hollywood as a screenwriter
use of his problems with
d one film script before being sacked beca
Despite his talents as a writer, he only complete
alcohol.
Although they never got
health problems and living in a hospital.
6
___ because she was suffering from mental
died of a heart attack in
nalist and it was in her apartment that he
divorced, he started a relationship with a jour
where she was living.
ital
died tragically in a fire in the mental hosp
1940. Zelda outlived him by eight years but
and F. Scott Fitzgerald is
s jazz age. They were both talented people
7
___ , the Fitzgeralds represented the 1920
some people think destroyed
lists. Sadly, they both had problems which
thought to be one of the USA’s finest nove
Cambrigde Guide
them and wasted their talents.
: Ousby, J. (1996). In Cambridge university Press. The
1
Source
to Literature in English. Cambridge, united Kingdom
Score
Photocopiable
AM ER ICA N NO VE LIS TS
F. Scott Fitzgerald
66
81
81
Test unit 6
Name: ________________________________________
Date: _________ Grade: _______
Listening
1
2.3
F (false).
Listen to the conversation and answer T (true) or
2
1 It’s the house in _________ Ian Fleming wrote his books.
1 ___ The apartment is very small.
2 He took me to the room in __________ the walls were
made of marble.
2 ___ The apartment is shabby.
3 ___ The apartment is white and has red doors.
3 We visited our neighbours __________ house overlooks
the harbour.
4 ___ The carpet is very old.
4 He was an architect from ___________ others could learn
a lot.
4
5 Having noisy roommates is _________ I dislike most about
living here.
Language
1
Put on the correct relative pronoun
5
compelled
porch
stuffy
windows
reefs
curtains
mole
3
1 You should have seen her face. She was so pessimistic /
elated / patronising when Ben gave her the puppy.
1 Such fish can only be found in the ______ north of
Australia.
2 In summer, when the sun is really strong, we must keep the
_____ closed between noon and 2 p.m. 1
3 The clothes were so dirty that she felt ______ to take them
to the launderette.
4 In the morning he opened the ___________ to let the sun
in.
5 Oh no, look at the holes in the garden! It must’ve been a
____________.
2 The kitchen was a bit cramped / isolated / spacious but we
didn’t mind.
3 We redecorated the sitting room and now it’s really stuffy /
draughty / cosy.
4 By putting in a bookcase or two, we’re going to convert the
place into a study / cabinet / studio flat.
5 We’re planning to add a conservatory / utility room / terrace
where we could grow exotic plants.
6 Don’t be so sarcastic / suspicious / frustrated! I’m not lying,
the Friday classes really have been cancelled.
5
6
82
Photocopiable
Test
Reading
1
2
Read the text. Match the titles with the correct
paragraphs.
Read the text and answer T (true) or F (false).
1 The latest ideas
1 ___ British people like to contract decorators for renovating
their houses.
2 The exhibition area
2 ___ The Ideal Home Show is held every weekend.
3 Refreshments
3 ___ At The Ideal Home Show people may find furniture, and
furnishings.
4 A revival in popularity
4 ___ At the Ideal Home Show people can rest at cafés and
restaurants.
5 Towards an ‘ideal home’
5 ___ The Ideal Home Show is traditional and only attracts
adults.
6 An annual event
6
5
THE IDEAL HOME SHOW
_____The British are famous for enjoying DIY (Do-it-Yourself) and spending time renovating and decorating their
houses. Perhaps nothing illustrates this more clearly than The Ideal Home Show which is held once a year at the
Earl’s Court exhibition centre in London. This popular show is run every spring by the newspaper The Daily Mail.
We may think that the current interest in interior design is recent, but the event started life as the Ideal Home
Exhibition in 1908.
_____The aim of the exhibition is to bring together everything associated with improving your home and it is a
showcase for the latest ideas and inventions for the modern house. It runs for about three weeks, and is open seven
days a week. Of course, it is always very full at weekends when people have more free time, but it’s also busy during
the week, when coach loads of visitors come from all over the country.
_____So, what can you see? Perhaps the most surprising thing for the new visitor is that there are real-sized show
houses demonstrating up-to-the-minute trends and developments from builders and developers. These are always
very popular, and on busy days people queue for a long time to wait for their turn to walk around the houses, looking
at how the rooms are furnished and admiring the gardens. It is the place to come to get inspiration for decorating and
interior design. There is also a show theatre where experts give talks and demonstrations on topics such as colour
schemes, cooking and wine.
_____The Ideal Home Show covers a huge space where visitors will find, in addition to the show houses, several
hundred stalls which show everything to do with the home. Furniture, such as tables and sofas, furnishings including
curtains, blinds and bed linen, domestic appliances such as food mixers and irons and gadgets of all kinds are all on
display.
_____The exhibition hall has cafés and restaurants where visitors can rest and revive themselves. Some people take
packed lunches and sit on steps and in odd corners to rest for a few minutes before setting off around the show again.
Other more optimistic people wander around the food stalls, hoping for enough free samples to provide lunch.
_____A few years ago, the show was seen as rather quaint and traditional. Nowadays, there is such a surge of interest
in interior design that new life has been breathed into the show, and it attracts visitors of all ages. Why are people so
interested in their houses? Many different reasons are possible. It may be because of a desire to feel safe in our own
homes. It may be because people travel more and pick up new and different ideas from other places. It might just be
that we now have more time and money to enjoy where we live. Whatever the reason – if you like shopping and
picking up tips and ideas, you will enjoy the Ideal Home Show. Just make sure you wear comfortable shoes and allow
plenty of time to see everything!
Source: Carr, J., Parsons, J. (2007). Success Upper Intermediate CD Rom.
Score
Photocopiable
83
83
Test writing tasks
Test unit 1 – Love and trust
Name:___________________________________________________ Grade: _______________
Choose one of the statements below. Write a short opinion essay.
• It’s important for parents and children to communicate with each other.
• You must follow the rules of the house you live in.
• Teenagers shouldn’t have a lot of freedom
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Test unit 2 - (S)he
Name:___________________________________________________ Grade: _______________
There is an exchange student from a foreign country visiting your school. Write him / her a short note explaining the rules and
customs.
Here are some words to help you.
• Must / mustn’t
• Ought to
• Should
• Can / could
• Have to / don’t have to
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Test unit 3 – Amazing animals
Name:___________________________________________________ Grade: _______________
Choose one of the titles 1-4 and plan an opinion essay. Write a short essay expressing your opinion. Include an introduction, your
opinion with two or three arguments, mention one or two arguments which are against your opinion, summarise for the
conclusion.
•
•
•
•
It is wrong to keep pets
Using animals for food / clothing is wrong
It is natural for humans to use animals for food and clothing
If cows were the dominant species, they would eat us.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
84
Photocopiable
Test unit 4 – Keeping up-to-date
Name:___________________________________________________ Grade: _______________
You have gone away for the summer to visit with some relatives who live in another town. Write an email to your friend.
•
•
•
•
•
Explain where you are and why.
Ask about his/her summer
Say how you are looking forward to going home and explain what preparations you have made.
Give some news about another friend.
Tell him/her how to contact you while you are away.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Test unit 5 – Success!
Name:___________________________________________________ Grade: _______________
Choose one of the topics below and write an essay.
• A time you fulfilled a dream
• A time you missed an opportunity to do something
• A time you messed up something badly
• A time you made the most of an opportunity
Useful words:
an ambition a dream an aim a chance an opportunity a diffculty a problem an obstacle a disability a fear/phobia
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Test unit 6 – Where the heart is
Name:___________________________________________________ Grade: _______________
Write about a memorable visit to a place.
Include:
1. Information about the place and why you went there
2. Description and your first impression
3. Why it was memorable, personal anecdotes
4. Personal reflections and why you would recommend it
Use
• neutral style with personal anecdotes
• adjectives, adverbs, and colloquial words and expressions for color
• relative clauses to link ideas
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Photocopiable
85
Test speaking tasks
Test
Student A
Student B
Unit 1
Love and Trust
While you are studying in uK, you are taking
part
While you are studying in uK, you are taking part in a
debate about television.
•Express your opinion that TV has a bad
influence on young people.
•Listen to your partner’s opinion and disagree
politely. You believe that TV gives us a lot of useful
information about the world.
•Disagree politely with your partner’s
opinion. In your opinion there is also too
much violence on TV.
•Askhim/herwhatkindsofprogrammeshe/she
thinks are violent.
•Giveanexampleofaprogrammewhich,in
your opinion, has a lot of violence.
•Agreewithyourpartnerbutgiveyouropinionofa
programme you think is educational.
You start the conversation.
Your partner starts the conversation.
Test
Student A
Student B
Unit 2
(S)he
Ask politely if you can talk to your friend
about something important
Your friend thinks you are lazy and forgetful. He / she
is aggressive and stubborn.
•Suggesthowhe/shecoulddobetter
•Politelyacceptyourfriendsrequesttotalk.
•Say that you think your friend has the
responsibility to improve
•Listen to your friends suggestions and politely
disagree with his / her opinion of you.
•Tellyourfriendyoulikethewayyouareandsuggest
how your friend might relax.
86
Test
Student A
Student B
Unit 3
Amazing
Animals
You are taking part in a debate about animal
rights.
You are taking part in a debate about animal rights.
Listen to your partner’s opinion and disagree politely.
You believe zoos are places of education.
•Express your opinion that zoos cannot
recreate the environment and the animals
are bored and stressed.
•Disagree politely with your partner’s
opinion. You think zoos are cruel.
•Ask him / her how we can protect the future of
some endangered species that now exist only in
zoos.
•Giveanexampleofawhyitiscrueltokeep
animals in zoos
•Agreewithyourpartnerbutgiveyouropinionthat
zoos provide useful environments for doing research
in zoology, genetics, and psychology.
Test
Student A
Student B
Unit 4
Keeping up-to.
date
You are showing a friend how to use your
new phone/MP3 player, etc.
Your friend is showing you how to use his/her new
device.
•Saywhattodo
• Ask him / her to show you how it works.
•Identifytheparts
• Say that you understand.
•Checkthathe/sheunderstands.
87
Test
Student A
Student B
Unit 5
Success
A friend of yours is planning a holiday in your
country. He / she is going to visit your city.
You are an English-speaking tourist who is planning a
holiday in your partner’s country. You are going to
visit your friend in his / her city.
•Askhim/herabouthis/hertravelplans.
•Suggest the best way to get to your city
and a good place to stay.
•Tellhim/heraboutyourtravelplanswhenyouare
going, how long you are going to stay, who you are
going with.
•Givehim/hersomeadviceonhowtohave
a good time in your city without spending
too much money.
•Ask him / her about the best way to travel and
where to stay.
•Tellhim/heraboutwhatyouwouldliketodowhile
you are there and ask him / her for any advice.
Test
Student A
Student B
Unit 6
Where the
heart is
Your sister/brother wants to spend your
holiday in a tent. You know that the forecast
is for wet weather. You think she/he should
rent a cabin, instead.
You want to spend your holiday camping in a tent.
Your sister/brother thinks you should rent a cabin, but
you think it’s too expensive.
•Trytosoundtentative
•Offeralternatives
•Explainwhyyouprefertocamp
•Be polite and listen to her/his ideas and offer
reasons why they are not valid
•Use these words: wondering, mind,
business, interfere
88
Test answer key
Test Unit 1 - Love and trust
Listening
Exercise 1 1 T / 2 F / 3 T / 4 F
Language
Exercise 1 1 divorced 2 blind 3 teens 4 argue 5 married
Exercise 2 1 yet 2 recently 3 just 4 since 5 already
Exercise 3 1 Have you sent 2 did he get 3 lived
4 have you known 5 took 6 haven’t finished
7 has he known
Reading
1F/2T/3T/4F/5F/6F/7T/8T
Language
Exercise 1 1 manual 2 delete 3 copyrighted 4 attach
5 signal
Exercise 2 1 dial 2 rely 3 recharge 4 search 5 receive
Exercise 3 1 have visited 2 have already made
3 has never used 4 have been working
5 Has she sent 6 He has been singing 7 have
been writing
Reading
Exercise 1 1 Changes in communication technology
2 SMS messaging 3 New mobile phones
4 Some disadvantages 5 Keeping in touch
Exercise 2 1 T / 2 T / 3 F / 4 F 5 T
Unit 5– Success!
Unit 2 - (S)he
Listening
Listening
Exercise 1 1 F / 2 F / 3 F / 4 T
Language
Exercise 1 1 T / 2T / 3 F / 4 F / 5 T / 6 F / 7 F / 8 T
Language
Exercise 2 1 impractical 2 predictable 3 insensitive
4 sympathetic 5 uncomplicated
Exercise 3 1 Can 2 could 3 have to 4 has to
5 been able to 6 mustn’t 7 ought
Exercise 1 1 luxury 2 graduate 3 addicted 4 attention
5 auditions
Exercise 2 1 pressure 2 successful 3 bravery 4 fame
5 privacy
Exercise 3 1 hadn’t been late, wouldn’t have lost 2 had paid
3 he had concentrated, wouldn’t have 4 hadn’t had
5 spoke
Reading
Reading
Exercise 1 1 superior 2 adolescent 3 weaknesses 4 gossip
5 male
1T/2F/3F/4T/5T/6T/7F/8F
Unit 3 – Amazing animals
Listening
Exercise 1 1 T / 2 F / 3 F / 4 T / 5 F
Language
Exercise 1 1 pests
Exercise 2 1 when
5 When
Exercise 3 1 is, is
survive
Reading
2 storks 3 predators 4 ape 5 herds
2 after 3 on condition that 4 as long as
2 wins, will be 3 didn’t have, wouldn’t
4 stamps, wants
1 dogs 2 dogs 3 cats 4 hamsters 5 cats and
dogs 6 hamsters and mice 7 snakes 8 snakes
Unit 4 – Keeping up-to-date
Listening
Exercise 1 1 The first thing you’ve got to do is click on the icon.
Alright? 2 Then you type your message. 3 Have
you done that? 4 You don’t need to type in your
address. 5 Have you got that? 6 Yes, that’s great,
thanks.
Exercise 1 1 b / 2 c
Exercise 2 1 He went to university. 2 He joined the army.
3 He met Zelda. 4 He worked in advertising.
5 They lived in a rich neighborhood.
6 The Great Gatsby was published.
7 He worked in Hollywood. 8 He lost his job.
9 He died. 10 She died.
Unit 6 – Where the heart is
Listening
Exercise 1 1 F / 2 T / 3 F / 4 T
Language
Exercise 1 1 reefs 2 windows 3 compelled 4 curtains
5 mole
Exercise 2 1 where 2 which 3 whose 4 whom 5 what
Exercise 3 1 elated 2 cramped 3 cosy 4 study 5 terrace
6 suspicious
Reading
Exercise 1 1 An annual event 2 Towards an “ideal” home
3 The latest ideas 4 The exhibition area
5 Refreshments 6 A revival in popularity
Exercise 2 1 F / 2 F / 3 T / 4 T / 5 F
89
Writing assessment criteria
To be applied when assessing student’s written performance.
• The criteria for assessment include:
1 Range of vocabulary and structures used (5 points maximum).
2 Organisation, linking and register (5 points maximum).
3 Coverage of points and presentation of ideas (5 points
maximum).
4 Relevance to topic, handwriting, spelling (5 points maximum).
• Altogether, there is a maximum of 20 points to gain in each writing evaluation.
• The total score is calculated by adding up the points given to the
student in each one of the 4 criteria.
• The distribution of points in each of the above-mentioned aspects
is presented in the table with rating scales below.
Writing assessment table
Points Vocabulary and Structures
•
5
4
•
•
3
•
2
•
1
90
wide range of structure and
vocabulary demonstrating control
of language
good range of structure and
vocabulary, generally accurate
adequate range of structure and
vocabulary, some errors
range of structure and vocabulary
rather limited, errors may obscure
communication
narrow range of structure and
vocabulary, little or no language
control
Organisation, Linking
and Register
•
•
•
clear organisation with
a variety of linking
devices
Presentation and Coverage of Relevance, Handwriting and
Points
Spelling
• contributes fully and effectively • the language is appropriate to task
throughout the interaction
(remarks, responses, questions,
elaboration of ideas)
effective organisation,
suitable linking devices
•
adequate organisation,
simple linking devices
•
contributes with ease for most
of the interaction
contributes effectively for
some of the interaction, but
fairly frequent difficulties.
difficulty in maintaining
contributions throughout.
• may respond to simple or
structured interaction but
obvious limitations in freer
situations
• lack of organisation and • no contribution throughout.
• no response even to simple
linking devices
interaction.
•
inconsistent
organisation, few
linking devices
•
only occasional and minor
difficulties and inadequacies of
execution or language
• tasks are dealt with in a limited
manner.
• the language is often
inappropriate.
• redirection may have been
required at times
• inadequate attempts at the tasks
using little appropriate language.
• requires major redirection or
assistance
•
•
•
language inappropriate.
no response to redirection or
assistance
Speaking assessment criteria
To be applied when assessing student’s oral performance.
• The speaking tasks should be varied and always refer to the
leading theme of each lesson or unit in the Student’s Book. The
approximate time of each speaking evaluation is 5-10 as some
tasks may require some preparation (2-3 minutes) on the part of
the student.
• Students must be prepared to provide full but natural answers to
questions asked by either the other student (paired format) or the
interlocutor / teacher (individual format), and to speak clearly
and audibly at all times. They should ask for clarification if they
have not understood what has been said.
• The teacher acts as assessor listening to the students’
conversations and information exchanges, but occasionally, he /
she may act as interlocutor (if he / she decides not to have a paired
test) managing the interaction either by asking questions or
providing cues for testees. It is also the teacher’s role to ensure
that both students in a paired evaluation are given an equal
opportunity to speak.
• The role of the students is to maintain the interaction as much as
possible and take equal turns in the information exchange so as to
provide the teacher / examiner with an adequate amount of
language to assess.
Speaking assessment table
Points Accuracy
evidence of a wide range of structures and
vocabulary, used appropriately and confidently.
• errors minimal in number and gravity.
• good mastery of English pronunciation
features
• evidence of a good range of structures and
vocabulary.
• a few minor errors which do not impede
communication.
• minor difficulties with some pronunciation
features (which do not strain the listener or
impede communication)
• fairly frequent errors and evidence of
restricted range of structures and/or
vocabulary (these do not prevent
communication of the essential message).
• obvious L1 pronunciation features with major
defects (they may strain the listener and/or
make comprehension of detail difficult)
• frequent basic errors and limited range of
structures and/or vocabulary impede
communication and strain the listener.
• heavy L1 pronunciation and widespread
difficulties with English features impede
communication of the message and strain the
listener.
• errors and almost no structures and/or
vocabulary.
• no attempt to produce instances of grammar
structures, vocabulary or pronunciation
•
5
4
3
2
1
• The criteria for assessment include:
1 Accuracy: correctness of grammar structures, use of grammar
structures, accurate use of syntactic forms, right choice of
vocabulary, pronunciation (sounds, word stress, intonation
patterns). (5 points maximum).
2 Fluency: speed of speech, use of fíllers and hesitation, number
of pauses, ‘playing for time’, linking devices.(5 points
maximum).
3 Interaction and collaboration: turn-taking, initiating and
responding, maintaining conversation, reasonable use of time
provided. (5 points maximum).
4 Task achievement / appropriacy: getting the message across,
use of prompts provided, ability to express ideas in a coherent
way, ability to justify opinions, completion of the task (reaching
a conclusion, an agreement, etc.), relevance of language of the
task. (5 points maximum).
• Altogether, there is a maximum of 20 points to gain in each
speaking evaluation.
• The total score is calculated by adding up the points given to the
student in each one of the 4 criteria
• The distribution of points in each of the above-mentioned aspects
is presented in the table with rating scales below.
Fluency
coherent spoken
interaction with good
speed and rhythm.
• few obtrusive
hesitations.
• occasional but
noticeable hesitations
(which do not strain the
listener or impede
communication).
•
fairly frequent and
noticeable hesitations.
• communication is
achieved but strains the
listener at times.
•
•
disconnected speech
and/or frequent
hesitations.
no flow of speech at all.
hesitations.
• lack of attempt to speak
in general.
•
•
Interaction and
Task Achievement and
Collaboration
Appropriacy
• contributes fully and
• the language is appropriate
effectively throughout the to task (remarks,
interaction
responses, questions,
elaboration of ideas)
•
•
contributes with ease for
most of the interaction
contributes effectively for
some of the interaction,
but fairly frequent
difficulties.
difficulty in maintaining
contributions throughout.
• may respond to simple or
structured interaction but
obvious limitations in
freer situations
•
no contribution
throughout.
• no response even to
simple interaction.
•
•
only occasional and minor
difficulties and
inadequacies of execution
or language
tasks are dealt with in a
limited manner.
• the language is often
inappropriate.
• redirection may have been
required at times
•
inadequate attempts at the
tasks using little
appropriate language.
• requires major redirection
or assistance
•
•
•
language inappropriate.
no response to redirection
or assistance
91
Irregular verbs
92
Base form
Simple Past Tense
Past Participle
Base form
Simple Past Tense
Past Participle
awake
awoke
awoken
find
found
found
be
was, were
been
fit
fit
fit
bear
bore
born
flee
fled
fled
flung
flung
beat
beat
beat
fling
become
became
become
fly
flew
flown
begin
began
begun
forbid
forbade
forbidden
bend
bent
bent
forget
forgot
forgotten
forewent
foregone
beset
beset
beset
forego (forgo)
bet
bet
bet
forgive
forgave
forgiven
bid
bid/bade
bid/bidden
forsake
forsook
forsaken
bind
bound
bound
freeze
froze
frozen
bite
bit
bitten
get
got
gotten
gave
given
bleed
bled
bled
give
blow
blew
blown
go
went
gone
break
broke
broken
grind
ground
ground
breed
bred
bred
grow
grew
grown
bring
brought
brought
hang
hung
hung
broadcast
broadcast
broadcast
hear
heard
heard
build
built
built
hide
hid
hidden
burn
burned/burnt
burned/burnt
hit
hit
hit
burst
burst
burst
hold
held
held
hurt
hurt
buy
bought
bought
hurt
cast
cast
cast
keep
kept
kept
catch
caught
caught
kneel
knelt
knelt
choose
chose
chosen
knit
knitted
knitted
cling
clung
clung
know
knew
known
laid
laid
come
came
come
lay
cost
cost
cost
lead
led
led
creep
crept
crept
leap
leaped/leapt
leaped/leapt
cut
cut
cut
learn
learned/learnt
learned/learnt
deal
dealt
dealt
leave
left
left
dig
dug
dug
lend
lent
lent
dive
dived/dove
dived
let
let
let
do
did
done
lie
lay
lain
draw
drew
drawn
light
lighted/lit
lighted
lost
lost
dream
dreamed/dreamt
dreamed/dreamt
lose
drive
drove
driven
make
made
made
drink
drank
drunk
mean
meant
meant
eat
ate
eaten
meet
met
met
fall
fell
fallen
misspell
misspelled/misspelt
misspelled/misspelt
mistook
mistaken
feed
fed
fed
mistake
feel
felt
felt
mow
mowed
mowed/mown
fight
fought
fought
overcome
overcame
overcome
Base form
Simple Past Tense
Past Participle
Base form
Simple Past Tense
Past Participle
overdo
overdid
overdone
spend
spent
spent
overtake
overtook
overtaken
spill
spilled/spilt
spilled/spilt
overthrow
overthrew
overthrown
spin
spun
spun
pay
paid
paid
spit
spit/spat
spit
split
split
plead
pled
pled
split
prove
proved
proved/proven
spread
spread
spread
put
put
put
spring
sprang/sprung
sprung
quit
quit
quit
stand
stood
stood
read
read
read
steal
stole
stolen
stuck
stuck
rid
rid
rid
stick
ride
rode
ridden
sting
stung
stung
ring
rang
rung
stink
stank
stunk
rise
rose
risen
stride
strod
stridden
run
ran
run
strike
struck
struck
saw
sawed
sawed/sawn
string
strung
strung
say
said
said
strive
strove
striven
see
saw
seen
swear
swore
sworn
seek
sought
sought
sweep
swept
swept
swelled
swelled/swollen
sell
sold
sold
swell
send
sent
sent
swim
swam
swum
set
set
set
swing
swung
swung
sew
sewed
sewed/sewn
take
took
taken
shake
shook
shaken
teach
taught
taught
tore
torn
shave
shaved
shaved/shaven
tear
shear
shore
shorn
tell
told
told
shed
shed
shed
think
thought
thought
shine
shone
shone
thrive
thrived/throve
thrived
shoe
shoed
shoed/shod
throw
threw
thrown
shoot
shot
shot
thrust
thrust
thrust
show
showed
showed/shown
tread
trod
trodden
shrink
shrank
shrunk
understand
understood
understood
shut
shut
shut
uphold
upheld
upheld
upset
upset
sing
sang
sung
upset
sink
sank
sunk
wake
woke
woken
sit
sat
sat
wear
wore
worn
sleep
slept
slept
weave
weaved/wove
weaved/woven
slay
slew
slain
wed
wed
wed
wept
wept
slide
slid
slid
weep
sling
slung
slung
wind
wound
wound
slit
slit
slit
win
won
won
smite
smote
smitten
withhold
withheld
withheld
withstood
withstood
sow
sowed
sowed/sown
withstand
speak
spoke
spoken
wring
wrung
wrung
speed
sped
sped
write
wrote
written
93
PRONUNCIATION TABLE
CONSONANTS
Symbol
VOWELS
Key word
Other common spellings
Symbol
/p/
park
happy
Long and short vowels
/b/
bath
rubbish
/t/
tie
butter
/d/
die
teddy bear
/k/
cat
key
/g/
give
ghost
/tS/
chair
match
/dZ/
jeans
age
/f/
face
coffee phone
/v/
visit
of
/T/
Key word
Other common spellings
/i…/
feet
niece read these
receipt police
/I/
fit
gym
/i/
happy
spaghetti
/e/
bed
any
bread
/œ/
bad
/A…/
bath
art
half
/Å/
bottle
watch
/O…/
bought
sport your daughter
small draw war floor
throw
/U/
put
book
/D/
they
/u…/
boot
/s/
sell
rude blue fruit move
shoe group flew
/z/
walked
school
check
bigger
natural
gadget
soldier
laugh
guitar
key
pretty
married
friend
aunt
heart
could
/ø/
but
some
cousin
zoo
cinema listen psychology
scenery message
nose buzz
/‰…/
bird
serve
early
/S/
shop
sure ambition
/´/
brother
the
/Z/
measure
revision
Diphthongs (two vowel sounds pronounced as one)
/h/
hot
who
/eI/
grey
lake
/m/
map
summer
/Ú/
gold
show
/n/
not
know sunny
/aI/
by
/N/
sing
think
like die high
eyes buy
/l/
lot
ball
/aU/
brown
about
/r/
road
sorry write
/OI/
boy
noisy
/j/
yellow
/I´/
hear
here
/e´/
hair
/w/
warm
usually Europe beautiful
new
one whale quick
there their
teddybear
/U´/
sure
poor
about
wait
turn
actor
play
colour
eight break
coat
height
beer
square
tour
Triphthongs (three vowel sounds pronounced as one)
94
/eI´/
player
/Ú´/
lower
/aI´/
tired
/aU´/
flower
Websites
Visual Dictionary Online - Merriam-Webster
http://visual.merriam-webster.com
Discovery School
http://school.discovery.com
Educational helper
http://www.edhelper.com/
English teaching material
http://www.eslgold.com
ESL teacher resources
www.usingenglish.com/teachers.html
Fun Brain
http://www.funbrain.com
How To Learn
http://www.howtolearn.com
Internet Public Library
http://www.ipl.org/
Learning page
http://www.learningpage.com
National Geographic
http://education.nationalgeographic.com/education/edu/
New York Times Learning Network
http://www.nytimes.com/learning
Resources & teaching ideas
http://www.eslsite.com
The Web 2.0 for EFL Teachers
http://www.Web2meltingpot.wikispaces.com
95
Bibliography
Fricker, R. (2007). Love and trust. In Pearson Longman (Eds.), Success Pre – Intermediate,
Teacher’s Support Book (pp. 90-97). Essex, England: Pearson Education Limited. ISBN
9781405865098
Fricker, R. (2007). S(he). In Pearson Longman (Eds.), Success Intermediate, Teacher’s Support
Book (pp. 44-53). Essex, England: Pearson Education Limited. ISBN 9781405865104
Fricker, R. (2007). Amazing animals. In Pearson Longman (Eds.), Success Intermediate,
9781405865104
Fricker, R. (2007). Keeping up-to-date. In Pearson Longman (Eds.), Success Intermediate,
9781405865104
Fricker, R. (2007). Success! In Pearson Longman (Eds.), Success Intermediate, Teacher’s
Support Book (pp. 72-79). Essex, England: Pearson Education Limited. ISBN 9781405865104
Fricker, R. (2007). Where the heart is. In Pearson Longman (Eds.), Success Upper
Intermediate, Teacher’s Support Book (pp. 116-125). Essex, England: Pearson Education
Limited. ISBN 9781405865111
Alexander, L.G. (2003). Simple Past. In Pearson Longman (Eds.), Longman English Grammar
(pp. 166-169). Essex, England: Pearson Education Limited. ISBN 9780582558922
Alexander, L.G. (2003). Modal auxiliaries and related verbs. In Pearson Longman (Eds.),
Longman English Grammar (pp. 207-225). Essex, England: Pearson Education Limited. ISBN
9780582558922
Alexander, L.G. (2003). Modal auxiliaries and related verbs. In Pearson Longman (Eds.),
Longman English Grammar (pp. 227-230). Essex, England: Pearson Education Limited. ISBN
9780582558922
Leech, G., Cruickshank, B. Ivanic, R. (2006). Collocation. In Pearson Longman (Eds.), An A-Z
English Grammar & Usage (p. 84). Essex, England: Pearson Education Limited. ISBN
9780582405745
Leech, G., Cruickshank, B., Ivanic, R. (2006). Prepositional phrase. In Pearson Longman
(Eds.), An A-Z English Grammar & Usage (pp.413-414). Essex, England: Pearson Education
Limited. ISBN 9780582405745
96

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