Sea creContents Student’s Book contents map Introduction 1 Double lives 18 Britishness 1c First impressions Answer key: 1 Review answers & Workbook Writing Sample answer 2a Journeys 2B Down under 2c Getting around Answer key: 2 Review answers & Workbook Writing Sample answer 3A Dream homes 38 Bedrooms 3c Dinner date Answer key: 3 Review answers & Workbook Writing Sample answer 4a Luck of the draw 48 Coincidences 4c Twists of fate Answer key: 4 Review answers & Workbook Writing Sample answer 5a Hard sell 5B The office 5c Paperwork Answer key: 5 Review answers & Workbook Writing Sample answer 6A Summer holiday 6B Perfect day 6c Travel plans Answer key: 6 Review answers & Workbook Writing Sample answer page iv page viii page1 page 7 page 11 page 14 page 15, page 20 page 23 page 27 page 28 page 34 page 36 page 40 page 41 page 45 page 49 page 54 page 55 page 61 page 63 page 66 page 67 page 73 page 76 page 81 7A Life changes 78 Happy birthday 7c Dilemmas Answer key: 7 Review answers & Workbook Writing Sample answer 8a Breaking news 8B Speeding 8c Bank robbers Answer key: 8 Review answers & Workbook Writing Sample answer 9a Shops & shoppers 9B E-shopping 9c Telephone bills Answer key: 9 Review answers & Workbook Writing Sample answer 10a Secrets 10B Mysteries 10c Strictly confidential Answer key: 10 Review answers & Workbook Writing Sample answer 11a Olympic dreams 1186 The sporting year 11c Sport relief Answer key: 11 Review answers & Workbook Writing Sample answers 12a Money matters 12B Sue! 12c Gifts of gold Answer key: 12 Review answers & Workbook Writing Sample answer RESOURCE MATERIALS Contents Teacher's notes Photocopiable worksheets page 82 page 87 page 89 page 94 Ppageg5 page 102 page 106 page 109 page 110 page 117 page 120 page 124 page 125 page 132 page 135 page 139 page 140 page 147 page 151 page 155 page 156 page 162 page 164 page 168 page 169 page 171 page 190 m1ETH 1A Double lives ps6 | i h 28 Downunder p20 26 Getting around p22 | 3B. Bedrooms p30 cere Trg Stative & dynamic verbs Present simple & present continuous Subject & object questions Modals of obligation, permission & prohibition (present time) Make, let & allow 4 & prohibition (past time) Vocabulary __ Verbs with two meanings 1 | | Settimage Describing people Phrasal verbs (separable inseparable) Verb coltocations (travel) | Accommodation | Modals of obligation, permission) Verb collocations Gieep) } aT RCC eC Fed | “Travel | 3C Dinnerdate p32 | | Conversation fillers | Requests | i | | MEE tcnataase nae Taapan ey vine i HAE aie 4A Luckofthe draw p36 Past simple & past continuous _Idioms (taking risks) LL _* 1 z ye | G8 Coincidences p3& Both & neither | Talking about similarities | | i edifferences _ SC Twists of fate pgo | Past perfect simple | Time linkers | | | | Injuries ee eneloe TT SA Hard sell pas Comparatives 1 | Adjectives (advertising) eee Comparatives 2 Adjectives (negative prefixes) 5B Theoffice ps0 ‘Comparing nouns Office activities SC Paperwork ps2 Office supplies cee GA Summer holiday ps6 | GB Perfect day péo |___ GC Travel plans p62 \ (Teckel Future 1 (future plans) Future (predictions) Present tenses in future time clauses Holidays 1 Holidays 2 Collocations with sound Indirect questions Leip eS? F Describing people Pronunciation Intonation (lists) Word linking. Intonation (requests) - a oe SS a I a| 3B | /R Are you British enough? 2. eee L_ Three conversations about trying to get somewhere _L Interviews with people who live in unusual homes _ | Three conversations ata dinner party R Lottery winners and losers IC ewes Cyd Liars! yer atta L Radio review of TV programme: How Michael Portillo Talking about yourself became a single mum Did you know? British political parties Tres (in the Workbook) Discussing what people are most likely to lie about, | Adescription of | abest friend L/R Three unusual journeys Discussing travelling | Talking about a film or book of a long journey R Anexcerpt from aweb diary about a trip round Australia Talking about Australia = of living in Paradise Ridge R 6 things you probably didn’t know about beds and bedrooms R Paradise Ridge Discussing where you live Interviews with residents talking about disadvantages | Designinga luxury holiday home “Describing a recent dinner party Did you know? Food in Britain Inventing a story about a lottery winner Discussing answers to a British culture quiz Planning. journey across your country Talking about daily transport Did you know? New York & London taxis Adescription of a | town orcity Advantages and disadvantages Anarrative: Lottery winner L Conversation: discussing things incomman R The world’s luckiest man L Three bad luck stories R Catch them young L Aphone call: credit card telesales Inventing a bad luck story Did you know? Superstitions in Britain R Office stereotypes a Planning an office party L Ordering office supplies over the phone Roleplay: phone conversation ordering office supplies Did you know? London’s Mayfair district Identifying & discussing coincidences Planning & presenting an advertisement for a mineral water Carrying outa market research survey An advertisement Roleplay: making plans with other holiday makers An extract from Planning a holiday for a family group Discussing the perfect day out Did you know? Cork — European capital of culture a holiday brochure Discussing the different ways men & women thinkSilt TA. Life changes p66 7 Dilemmas p72 SE sidiahsisel ace SA Breaking news p76 G5 Speeding p20 SC Bank robbers p&2 eee hence QA Shops & shoppers pe 98 E-shopping p90 9€ Telephone bills p92 Rein ee LOA Secrets p96 | 108 Mysteries pico LIA Olympic dreams p06 [ lle The sporting year pai0 lic ‘Sport retiet piaz Reece 124 Money matters pii6 128 Suetpizo 120 Gifts of gold pr22 che Tt ls Present perfect continuous 1 Vocabulary Phrasal verbs with live Metaphor - Life stages. atiad aera. Would Unreal conditions 1 Articles & determiners | Quantifiersa | Quantifiers 2 Modals of speculations (present time) Modals of speculation 2 (present time) Modals of speculation (past time) Law & order Exclamations with what Newspapers. Giving advice Ju] & fur} | Compound nouns (driving) Containers Shopping - Collocations with take | Prepositional phrases | IMlusions | Word families joer. | Verbs followed by infinitive Offers: Complaints Sentence stress Idioms Reported questions Tell & ask with infinitive Reported speech & thought “| Reporting verbs Verb collocations (money) intonation (social expressions) vi Passive Sport Verbs with two objects Nouns & adjectives _| @escribing peopte) 2 Causative Services fia/ & /eo/ i a al 4 Make & do Question tags (checking)Reading & Listenin Speal Writing (in the Workbook) TA | Redundancy was the best thing that everhappenedto me Discussing important life events Aletter of advice | E _|L Interviewwithahousehusband _ Did you know? Legal agesin England & Wales | 78 |R Maria preparesto celebrate her 110%" birthday Discussing different stages of life | Talking about changes in students’ lifetimes | Discussing personal dilemmas Roleplay: giving advice about a problem 7C |L Conversation abouta dilemma at work 8A | L__ Interview with an investigative journalist + Planning the front page for a newspaper Afunny crime story RR Newspaperreports Discussing three related newspaper articles a bed sl ; ___, Did you know? Rupert Murdoch — ow 85 |L Twoconversations involving driving offences -—=—=—_——Discussing the seriousness of driving offences Discussing the advantages & disadvantages of a life E J - es ater __|withoutcars — el | Bc | R Newspaper article about idiot robbers Talking about films with robberies } | Continuing a dialogue from a film wey) SA | R Checking out the check out Planning a shopping centre Aletter of complaint L Interview with a shopaholic . } 98 | R Eezeemall.com Devising a quiz to test whether classmates are | ie 5 ts Jel | technophobes or cybernauts » 9c |L Three conversations about problems with phones: i =f Choosing a ring tone, fascia & logo for classmates’ & phone bills mobile phones | Roleplay: making a complaint Did you know? Red phone boxes 10A| R The tricks ofthe trade Performing a magic trick Anarrative L Radio phone-in: The Da Vinci Code Discussing conspiracy theories | Did you know? Glastonbury | 108) R The Return of Martin Guerre es Solvingamystery B — = ar ~ - um = 10C|L Conversation about the installation of spy software Discussing confidential information at work Roleplay: debate about installing CCTV cameras in secondary schools 11A R Louise's Olympic dream | Talking about sports & how to play them Adescription ofa R Olympic gymnast calls fora divorce Planning & presenting an Olympic bid sporting event ___£ _ Interview with a psychologist about child sports stars - a - ™ 118 R Extracts from a guidebook about sporting events Interviewing each other about services Lic L Conversations about a sponsored bike ride Discussing ways to raise money for charity | Did you know? The British royal family & charity at) (any awl Anes Tet! i i Sind PULAU aaa Meas fifa! 124) R [never thought it would happen to me Ordering important things in life R The money survey Discussing answers to a survey about money L__Aconversation about the results of the money survey \sking & answering questions about money 128) R _ Fivecrazylitigation stories | Deciding how much money to award in a litigation case 12C\L Three conversations in an office Choosing presents for special occasions Did you know? US Congressional gold medal : | Writing a report Vit1a|Double lives WHAT THE LESSON IS ABOUT Theme Speaking Lies, liars & attitudes to lying Pairwork: discussing what people are most likely to lie about Groupwork: talking about yourself Liars! Magazine extracts about the theme of lying Monologue: radio review of TV programme: How Michael Portillo became a single mum Verbs with two meanings Stative & dynamic verbs Present simple & present continuous Did you know? British political parties Reading Listening Vocabulary Grammar IF YOU WANT A WARMER ... WiC as for W IF YOU WANT A LEAD-IN... © Methodology at Li lines: Dise Introducing the theme: lies Write the following on the board: Pinocchio and polygraph. Ask if any students know what connects these two items. They almost certainly won't - so you'll probably need to explain both items — but the odd question might stimulate some interest! Commentary: The two items are connected by the theme of lying. Pinocchio is an Italian fairytale character. He is a wooden puppet whose nose grows longer every time he tells a lie. A polygraph is a machine used by police and business people to help discover if people are telling lies - sometimes called a lie detector. Introducing the theme: attitudes fo lies » Write on the board: My dog ate my homework. Ask students to imagine that they are the teacher of this class. Would they accept that excuse? Why or why not? e Ask students if they think it’s OK to lie about not doing homework? » Can they think of a better lie than the dog one? Extra discussion Are all lies bad — or can you tell a ‘good lie’? « Is it OK to tell lies in order for you not to hurt other people's feelings (i.e. a white lie)? ° How many lies do you think most people tell in a day? « Is there anyone in the world who never lies? e Have you ever told a lie that caused a big problem for you? « A lie that is repeated many times and told to as many people as possible is called a ‘big lie’. Can you think of any famous or recent ‘big lies’? » Do you think people are more likely to believe a ‘big lie’ than a ‘small one’? Extra task Here are some more popular lies. You could ask students to work out the contexts (Where are they? Who is speaking to whom). Ican stop smoking whenever I want to. Thank you. That’s just what I wanted. He's only a friend. T wasn't sacked. | resigned. SPEAKING 1 * Groupwork. Before students do the activity, write the list on the board with information about yourself to check students understand what to do, and also to introduce yourself to the class if the students are new to you. * Get feedback from the class to find out which information they think is the most important. 2 © Groupwork, Students discuss the questions. 3 * Students work on their own and number the sentences about lying in the order of seriousness, according to their own opinion. * Students can then compare their order with a partner. READING Students read two texts about liars. The first text is on how to recognize a liar, and the second text is on the main character from the film About a Boy, who lies about himself in order to date women. 1 Direct students’ attention to the photo of the man and ask them to answer the questions. Elicit ideas about who the man may be speaking to and take a class vote on how many students think he is speaking honestly. 2 * You could pre-teach key words in the text. See Language notes: reading below. © Students read the text and say if the sentences are true (T) or false (F). RECO Skeet PST GE Language notes: reading You lie or tell a lie - you don’t X say a lie or X make a lie. If people believe your lie, you get away with it. If people see things in your face, or movements that suggest you are lying, these things give you away (i.e. they allow people to know something that you wanted to be secret ...). Spot a liar means ‘recognize that someone is lying’. 3 Students work on their own. Ask them to look back at the texts and find words that match the definitions. © Students can then check their answers in pairs, before you check them with the class. 1 fidgeting 2 sweaty 3 sincere 5 lives off 4 messing around1a| Double lives 4 © Pairwork, Students discuss the questions. Extra task; a puzzle » Asa three-four minute filler, some more enquiring classes may enjoy this rather philosophical puzzle. It’s unusual in that there is no clear or easy answer. It may lead to some interesting discussion — or quite possibly to a stunned silence! » Stand at the board and make sure that you have the class’s attention. Slowly and silently, write this sentence on the board, so that the class can see each word as you write: This sentence is false. » Stand back and ask Is that sentence true? Wait for students to voice an opinion, argue or give up in despair. ¢ Commentary: the sentence is interesting because (a) if it IS true, then it is false! But (b) if it IS false, it’s true! This kind of statement, in which two things appear to contradict each other, is called a paradox. » If your class enjoys this, you could offer this similar puzzle: The following sentence is true. The previous sentence is false. Or this one about English: This sentence is not in English. Or you could say this to the class: Everything an English teacher says is a lie. Cultural notes: reading About a Boy © The novel About a Boy was written by Nick Hornby and was made into a film in 2002. e Hugh Grant is a famous British actor who often plays stereotypical upper-class English characters. Some of his most famous films are Four Weddings and a Funeral; Notting Hill and Bridget Jones’ Diary. GRAMMAR: Stative & dynamic verbs Grammar box © Language reference, Student’s Book page 14 © Methodology guidelines: Gr Ss, page xiv 1 * Students look at the verbs in italics. They should circle the stative verbs and underline the dynamic verbs. 1 puts on (dynamic); kisses (dynamic); goes (dynamic) 2 Ghinkd(stative); Want (stative) 3 feeds (dynamic); does (dynamic) 4 goes (dynamic); buys (dynamic) 5 doesn't know stative) (don't have stave) 2 * Students work on their own and correct the mistakes in the two paragraphs. Make sure they understand that they are looking for three mistakes in each paragraph. 1 the plane does not have; does not know the meaning; He understands 2 [am accurate; Mitty needs to find a way; he does not ‘want to use 3 Oo junication activities, Stu f * Pairwork. Ask students to read the information about Walter Mitty before turning to their respective pages at the back of the book. Student A describes what is happening to Walter Mitty in their picture, and Student B describes what is happening in Walter Mitty’s imagination in their picture. Language notes: stative & dynamic verbs * Stative verbs describe conditions or states that exist. No one actually does anything. These verbs describe things in the world that ‘are’, i.e. permanent or semi-permanent characteristics of things. They also describe things in our head such as feelings, thoughts, sensations and ownership. Dynamic verbs describe things that happen, i.e. events or actions or things people do, Students often seem uncertain about the definitions of stative and dynamic, though when they see examples, they can often recognize the differences without too many problems. Similarly, teachers may also find it hard to give a clear explanation of the difference (partly because the language needed to describe ‘conditions’ or ‘states’ seems a little complex), so offering a number of examples and practising classifying them may often be a good way to work, e.g. by drawing two columns on the board labelled stative and dynamic, and then asking students to classify verbs you call out into the correct column. (N.B. You may need to take account of the verbs that can be both stative and dynamic - see notes in the Student's Book, page 14.) The Student's Book focusses on the most important grammar rule of thumb; that we don’t usually use stative verbs in the continuous tenses. Please note this is only a guideline. There are cases when a stative verb may be used in the continuous, as is explained in the Student’s Book, page 9. If you think about it, it is logical that an ongoing state would not normally be used in a tense which emphasizes the limited duration of something (which is what continuous tenses do). ° ° Language notes: Walter Mitty « You can find the term Walter Mitty in dictionaries nowadays. The Macmillan dictionary defines Walter Mitty as ‘someone who imagines that they have unusual adventures or success, but whose life is in fact very ordinary’. This is sometimes used as an insult about people, e.g. He’s a real Walter Mitty. SPEAKING 1 © Communication activities, Student's Book page 126 © Ask students to turn to page 126. Make sure that students understand that only one of the sentences that they complete should be true about themselves and all the other sentences should be lies. 2 * Pairwork. Students say their sentences aloud to each other for their partner to guess which one is true.Extra discussion: quotes Write one or two of the following quotes on the board and ask students what they think. Do they agree? When someone starts by saying “To be honest ...’, you can be certain they will lie to you. (Anonymous) The mouth may lie ... but the face ... tells the truth. (Friedrich Nietzsche 1844-1900, German philosopher) Diplomacy is the art of lying for one’s country. (Ambrose Bierce 1842-1914, American writer) A lie can run around the world before the truth can get its boots on. (James Watt 1736-1819, Scottish inventor) Liars need to have good memories. (Algernon Sidney 1622-1683, English politician) Ask if students know any quotations about lying in their own country. If so, can they translate them into English? If appropriate, encourage further discussion on the theme of lying. LISTENING & SPEAKING In the listening, a reviewer talks about a TV documentary in which a British politician (Michael Portillo) looked after a single mother's four young children, did her two part-time jobs and had to live on the same amount of money as she normally does for a week. The reviewer explains that, because of the documentary, she has changed her opinion of the politician and that she now likes him. 1 © Pairwork. Students discuss the questions. 2 Pairwork. Direct students’ attention to the man in the photo and ask them what sort of man they think he is and what type of job they think he has. * Students then read the TV review. * Elicit ideas from the students about the main differences between Michael and Jenny’s lifestyles and write some of their ideas on the board. Extra suggestion Read out the following sentences one by one and ask students to say if they think the sentences are true or false — and give reasons. 1 The man in the photo is a celebrity TV chef (i.e. he is famous for cooking food in TV programmes). 2 He is a famous British politician. 3 He is a magician. 4 He is a member of the Green Party (i.e. a political party that supports environmental issues). 5 He isa single mother (i.e. a mother who has a child but no partner to help her). Cultural notes: listening Michael Portillo * Michael Portillo was born in London in 1953, of a Spanish father and a Scottish mother who had met at Oxford University. His TV career started young, when he was a ‘Ribena kid’ in advertisements for a blackcurrant soft drink! © He was a successful politician for many years and a lot of people thought he would become the next leader of the Conservative Party. * After a dramatic defeat in the 1997 General Election, when he lost his seat as an MP, he became more involved in media work. He made TV programmes about art; Richard Wagner's music; walking in Spain; Queen Elizabeth 1; working in a hospital; politics and a travel biography about his father in a series called Great Railway Journeys. Double lives | 1a * These media appearances helped to make him much better-liked than when he was a politician (when many people considered him rather a proud and unsympathetic person). His self re-invention as a kind, caring person, discovering ordinary people's lives, was quite a surprise to some people. 3 @i4 © You could pre-teach key words in the review. See Language notes: listening below. © Play the first part of the review for students to check their answers to exercise 2. Bia My choice for Pick of the Week this week is the BBC2 documentary How Michael Portillo Became a Single Mum. 1 think this is probably the best programme I've seen all year. I don’t usually choose to watch reality TV, but the tide intrigued me and I wanted to find out more. And I wasn't disappointed; it was fascinating to see the private face of such a public man. For those of you who didn’t see it, Michael Portillo volunteered to step into single mum, Jenny Miner's shoes for a week, to look after her house and her kids and to take over at her two part-time jobs. As a ‘reasonably rich’ MP, Michael Portillo is obviously used to a very different life style in London. He never cooks or cleans or does the shopping - he pays someone else to do all that for him. And he doesn't have any children. So life as a single mum is going to be a real eye-opener. Jenny Miner has four children, the oldest is eleven and the youngest is eight. Every day, Monday to Friday, she drives the kids to school and then she goes to work at her two part-time jobs, one as a classroom assistant and one as a supermarket cashier — and she doesn’t pay anyone to do her housework for her! Language notes: listening Reality TV is a type of programme in which television viewers watch real people (rather than actors) who are put in a particular situation for a certain amount of time and watch to see how they react and cope. A popular example of such a programme is Big Brother. You volunteer when you offer to do something. Part-time is when you work for only part of a day or a week. A classroom assistant is a person who is unqualified to teach, but helps a teacher with their students in a classroom. A supermarket cashier is someone who takes money from and gives change to people who buy food and other items at a supermarket. 4 @iz © Allow students a short time to read the questions before you play the second part of the interview. © If you feel it is necessary, you could pre-teach/check key words in the review, e.g. arrogant, likeable, impressed, pretend, character and challenge. © Students answer the questions. They then check their answers in pairs, then check with the whole class. ° 1 No. 5 No. 2 Yes. 6 Goto bed. 3 Yes. 7 No. 4 Yes. 8 Ellie. 31a| Double lives @i2 Lalways thought of Michael Portillo, the politician, as an arrogant and self-important man, but in this programme, Portillo comes across as being very different. Very modest, very friendly, very approachable. All in all, very likeable. He had a lot to learn in his week as a single mum, not least how to live on a tight budget of £80 to pay for all the family's day-to-day living expenses. He had problems, and he wasn’t afraid to admit it, but he never lost his sense of humour - and he even seemed to be enjoying himself at times. At one point, Tasha, the eldest of the children, is having a karaoke party for her friends and Portillo is obviously having a really good time. Tasha’s friends are impressed by him and think he looks like George Clooney! It is one of the high points of his week. In another clip, Portillo is working behind the cash till at the supermarket. He doesn’t pretend to enjoy the work, but he says that the atmosphere and his colleagues are much nicer than in the Houses of Parliament. His second job, in the primary school, is more difficult and, at the beginning, it looks as if he’s bitten off more than he can chew. Will he be able to cope? We see him in the classroom where he is working as a classroom assistant. At one point, he’s having problems with some eight-year-olds. He's trying, and failing, to explain a mathematics problem to them. But he listens carefully and patiently to the teacher and by the middle of the week he is doing much better, His other great challenge ~ in fact, by far his biggest challenge — is little Ellie, the youngest child. She’s eight years old and very stubborn, and she’s going through a very rebellious phase. She flatly refuses to listen to him and at times you can see that all his people skills and lessons in political diplomacy will get him nowhere, In one typical situation, Portillo is trying to persuade Ellie that it’s bedtime, but she’s being particularly difficult. Although you can see she’s really tired and really wants to go to sleep, she’s refusing to go. | think in the end Ellie is m urite character in the programme - but Portillo came a close second. | don’t know if Portillo is thinking about changing his politics, but I've certainly changed my opinion of him. Though I’m still not thinking of voting for him at the next election! So, if you missed it, and you too want to see the human side of Michael Portillo, watch out for a repeat because this programme is sure to become a classic in the BBC archive. 5 @Biri2 * Students listen to both parts of the interview again and complete the sentences. * Stronger students could try the activity first before listening to the recording. 1 shoes 2 eye 3 points 4 chew 5 nowhere 6 * Pairwork. Students discuss the meanings of the phrases in bold in exercise 5. Then check the answers with the class. do her job.and look after her kids a situation that teaches him something new the best moment he’s tried to do more than he can did not help him at all WR ONe 4 7 * Pairwork. Students discuss the questions. * If possible, get students into groups from their own country to discuss the questions, then groups can tell the class who they have chosen and why. * Have a class vote to see which politician students would most like to see in a similar TV programme. Make sure students give you reasons why they have chosen a particular person for the programme. Grammar: present simple & present continuous Grammar box ® Language reference, Student's Book page © Methodology guidelines: Grammar boxes, page xiv 1 * Students first complete the rules by choosing either present simple or present continuous each time, They then choose suitable examples for each rule from the sentences highlighted in tapescripts 1.1-1.2 on page 135. Use the present simple * to talk about facts (things that are always true) and permanent situations. He doesn’t have any children, * to talk about habits and actions that happen regularly. Every day, she drives the kids to school. Use the present continuous * to talk about actions that are happening at the moment of speaking. Tasha is having a karaoke party for her friends. * to talk about temporary situations and activities. She's going through a very rebellious phase. 2 * Students choose the correct verb forms to complete the article. 1 has 3 is playing 2 works 4 teaches 5 is learning 6 wants Language notes: the present simple & present continuous » Some essential differences between the two tenses can be shown with timeline diagrams. ) The present simple describes something that the speaker (or writer) sees as happening in time that has no clear beginning or end. Thus it is appropriate for repeated or regular events, e.g. I go to lots of birthday parties. Past Now Future bed ape, oh ae oboe thatros ft TTT and things that are always/permanently true, e.g. The sea is blue. Past Now Future« This contrasts with the present continuous. When we use this, we typically have a sense that something started and will finish. Thus it is useful for talking about events happening now, which we imagine starting sometime | before now and ending sometime after now, e.g. I’m having a great time. The timeline has boundaries before and after the event. Past Now Future Despite the tense name, the event(s) may be separate events and are not necessarily continuous, but there is still a beginning and an end, e.g. I’m driving to Hastings every day this week. Past Now Future * Students write six sentences about themselves using the time expressions. * Students could then compare their sentences with a partner, VOCABULARY: verbs with two meanings © Language reference, Stu t’s Book page 14 1 * Ask students to read the information about stative and dynamic verbs. * Students choose the correct form of the verb to complete the sentences. 1 think 4 am seeing 2 is thinking 5 has Eo 6 is having 2 Pairwork. Students discuss the meaning of each use of the verbs, then check with the whole class. Possible alternative answers are shown in brackets. have an opinion (believe) has something in his mind (is considering) understand am meeting the children ‘belong’ to her (the children are hers) this is an action (he is enjoying himself) QuswuN = 3 * Students complete the sentences with the verbs in the present simple or present continuous. see: 1 is seeing; 2 sees have: 1 has; 2 is having think: 1 is thinking; 2 thinks 4 © Pairwork. Students write three sentences with see, have and think which are true about themselves. * They then read their sentences to their partner and discuss what they have written. Double lives | 1a Language notes: vocabulary » Student confusion often arises because some verbs, e.g. think, see and have in this exercise can be used as both stative and dynamic verbs, usually with different meanings. There may be more than one stative or dynamic meaning. Dictionaries often do not distinguish very clearly between stative and dynamic uses. think Stative: I think this is good English. (i.e. belief) Dynamic: I’m thinking of you. (i.e. you are in my head now) see Stative: She saw the whole panorama in front of her. (ie. sense) Tsee what you mean. (i.e. understand) Dynamic: I was seeing the doctor about my indigestion. (i.e. consulting/visiting) I'm seeing my accountant at ten. (i.e. an arrangement/appointment) have Stative: He has three cars. (i.e. own) Marilyn had a beautiful fac (i.e. appearance/characteristic) Dynamic: They are having a conference next March. (i.e. organizing) She's having fun. (i.e. enjoying herself) If students are interested you could offer some more examples of such ‘two meaning’ verbs, &.g look and smell: look Stative: You look good. (i.e. appearance) Dynamic: He’s looking in all the cupboards. (i.e. searching) smell Stative: That cheese smells bad. (i.e. condition) Dynamic: She’s smelling the cheese. (i.e. action) Another interesting stative/dynamic problem is the verb love. Students may be familiar with (and ask about) the well-known McDonalds’ slogan I’m Lovin’ It. This is a memorable catchphrase because it is such an unusual use of grammar. In using the present continuous, rather than the expected present simple, the company emphasizes the fact that the food is being enjoyed now, as an ‘event’ rather than just making a general, ‘always true’ statement. Until this slogan appeared, the verb love was hardly ever used in this form. The advertisements, used widely around the world, appear to have changed the language! Extra task: correct or not? This activity tests if students can apply the idea of verbs with two meanings to more verbs. Pairwork. Draw a cartoon dog on the board and tell students his name’s Snowy. Read out the following sentence (which uses a dynamic verb in the present continuous): Snowy’s barking at a mouse. Ask students to decide if the sentence is correct English or not. (N.B. It's correct.) Make sure students understand that they are only checking the grammar of each sentence — not whether the meaning matches the picture.1a| Double lives « Tell students that you will now read some more sentences and students, in their pairs, should decide if a sentence is correct or not. If they are not correct, they should agree and write a corrected version. After each sentence, allow some discussion/writing time and then collect and agree answers with the whole class. 1 Snowy’'s running down the stairs. (Answer: Correct.) 2 Snowy’s having long hair. (Answer: Incorrect. Should be: Snowy has long hair.) 3 Snow's thinking about food. (Answer: Correct.) 4 Snowy is tasting the meat. (Answer: Correct.) 5 The meat tastes bad. (Answer: Correct.) 6 Snowy’s knowing where to find his owner. (Answer: Incorrect. Should be: Snowy knows wiiere to find his owner.) 7? Snowy is seeing his owner. (Answer: Incorrect. Should be: Snowy sees his owner.) 8 Snowy’s dreaming about cats. (Answer: Correct.) 9 Snowy’s hating cats. (Answer: Incorrect. Should be: Snowy hates cats. ) Dip You KNow? 1 * Pairwork. Students read information and discuss the questions. * Tf possible, put students into pairs of the same nationalities to discuss the questions. You could give them a few minutes to make notes before they describe the political situation in their country to the rest of the class. Cultural notes: British politics The text gives quite a brief introduction to the British political system. Your students may ask questions and want to know more. Here are a few further notes: General Elections after World War I resulted in these governments: Labour: 1924, 1929, 1945, 1950, 1964, 1966, 1974 (twice), 1997, 2001, 2005. Conservative: 1922, 1924, 1951, 1955, 1959, 1970, 1979, 1983, 1987, 1992. 1935, The largest losing party is called the opposition. Labour was traditionally the socialist party, though in recent years commentators believe that it is has tepositioned itself as a party closer to the Conservative position. The Liberal Democrats may now represent more traditional Labour values. Elections must be held at least every five years, though elections can be called before that time is up (unlike the US system, which has fixed dates). So, for example, a prime minister who thinks that his party is popular might call an election after only three years, in the hope of winning a new five-year term. Since World War II, all elections have been held ona Thursday, though this isn’t a rule. In addition to the big three parties, there are some successful parties from different parts of UK, e.g. Plaid Cymru (Wales); Democratic Unionist Party, Sinn Féin, Ulster Unionist Party, Social Democratic and Labour Party (Northern Ireland); Scottish National Party (Scotland). ° ———__ SS. National Government - a coalition, i-e. joint government: * The British political system favours large parties. Although there are also many small parties, it is very hard for them to win seats. Parties active in 2005 included: Green Party, UK Independence Party, British National Party, Communist Party of Britain, Official Monster Raving Loony Party and Pensioners Party. ® Teaching —One Step Beyond ) Turning short texts into question and answer activities Instead of using the text as suggested in the Student’s Book, ask students to close their books. Write a number of key words, phrases and numbers on the board - in random order, for example: Liberal, Wilson, Labour, third-biggest, socialist, Thatcher, last 100 years, Britain, Conservative, Blair, Tory, leaders, rightaving, two parties Students must study these and ask you questions to try (1) to decide and agree what the general subject is (e.g. ‘British politics’ in this exercise) (2) to find out the information you know by asking questions and making guesses (perhaps based on things they already know). With weaker classes you could allow some preparation time to think of questions, otherwise go straight into it. For example, students might ask: Is Liberal the name of a political party?; Who was Thatcher?; Are there only two political parties in Britain?; Was Blair president of Britain?; What does right-wing mean; Which party is right-wing?; What does two refer to?; Were the people all leaders of parties? Some questions will be on target; some won’t be! You can decide to be as helpful (or as tight-lipped) in your answers as you think appropriate. With stronger classes you might restrict students to asking only yes/no questions for the first few minutes (this requires more thinking for students). You can ask them to make notes when they find out something. At the end you could ask students to collectively try to write a short paragraph on the board about what they know. When students have written this, let them look in the Student's Book to read the original text (and compare their writing with it). | Rationale « This turns a text into a real thinking and oral question-forming activity. The students have to think quite hard to work out good questions. Some short factual texts are potentially a little dry. By making them into a puzzle we can bring them to life a bit more. Applying the idea « Use this idea with short texts throughout the book - especially ones with a quantity of factual content, e.g. Did you know? (text about Cork) in the Student’s Book, page 61. } ° * « IF YOU WANT SOMETHING EXTRA © Photocopiable ® Teacher's notes, activities, pages 190-191 age 172 I\s| Britishness WHAT THE LESSON IS ABOUT Britain and being British Pairwork: discussing answers toa British culture quiz Groupwork: devising a quiz about culture in your country Theme Speaking Reading Are you British enough? Magazine article about attitudes to what it is to be ‘British’ Self-image Subject & object questions Vocabulary Grammar IF YOU WANT A LEAD-IN... Discussion starters © Mett i When foreigners think about your country, what pictures come to mind? What national symbols or distinctive characteristics are associated with your country? Are you proud to be a citizen of your country? Why or why not? What is more important to you: to be a citizen of your country or a citizen of the world? In your country can immigrants become citizens? Would it be easy or hard for them to really fit in with local people? What are the most important things a new immigrant to your country would need to know about? hodology guidelines: Discussion starters, pag . Test before you teach: word order in questions © Method | « Write up the following words in random positions around the board: who / what / why / do / does / did / she / the / chicken / eat / eats « Ask students to study the words quietly for a short time and see if they can make a question using some of them. When a student has a question, don’t get them to say it aloud, but invite them to the board and get them to write it clearly. Ask other students to confirm if it is or isn’t a correct English question. If it’s wrong, invite corrections and write them up. If it’s OK, continue and collect a lot more questions. The words should lead to a range of interesting question forms and raise issues about possible sentence structures. As far as it’s realistic, don’t go into detail about why things are right or wrong — just focus on collecting good sentences (this will be studied later in the lesson). The following are a few of the possible sentences: Why did she eat chicken?; What do you eat?; Did she eat chicken?2; Did the chicken eat?; Why do you eat?; Does she eat chicken?; What did the chicken eat?; Who eats chicken? ide al est bef ‘ou teach, page xii Alternative procedure « You could prepare the words on separate cards with sticky-tack or tape on the reverse side. Students can come to the board and easily rearrange cards to make new sentences. The teacher can write them up on the side of the board once students agree they’re good. Introducing the theme: Britain ° Write Britain in the centre of the board. With the whole class, ask students to suggest anything they associate with it. Add items around the country name as they are mentioned. Discuss or explain any interesting items. Add other items yourself that you think could be on the diagram. The following mind map is a possible one (but yours will probably look very different). the Beatles . rain fish and chips ~ Britain 7 - T _ WS > Students’ own answers. 2 WRITING Workbook page 67 Sample answer Useful phrases are underlined below. Budapest is the capital of Hungary and is the perfect destination for a short weekend break or a longer holiday. Visitors are attracted by the city’s history, its historical buildings, its great architecture and the excellent museums, as well as its fabulous hospitality, The people are some of the friendliest you will meet and the excellent food and wine make Budapest one of the most popular places to visit in Europe. Originally Budapest was two towns ~ Buda and Pest - one on either side of the river Danube. In 1873 the two towns were joined to create Budapest. There are many places of interest in the city, but. a must-for all visitors is Castle Hill with its cobbled streets, castle walls and Matthias Church. From here you get an amazing panoramic view of the whole city, Another place well worth visiting is Heroes Square with its monument and the big park - Varosliget, with a'small lake and the city zoo. When the weather is good why not take a day trip up the river Danube to the small town of Szentendre? This picturesque town is full of artists and small museums and makes an ideal break from the city. In the evening, enjoy a walk down one of the city streets or along the banks of the Danube. You might want to go to the top of Gellért Hill and see the city lights at night. For those of you interested in culture you can go to the theatre or enjoy some wonderful opera at really reasonable prices. Finally, why not visit a traditional ‘wine house’ where you can drink delicious Hungarian wine or go to one of the many restaurants? People here enjoy life and Budapest has something for everyone. | 274] Dream homes WHAT THE LESSON IS ABOUT Theme Different types of accommodation and living preferences. Pairwork: discussing where you live Groupwork: designing a luxury holiday home Paradise Ridge. Magazine article about living in aclosed community in the Canadian mountains Interviews with residents talking about disadvantages of living in Paradise Ridge Interviews with people who live in unusual homes Accommodation Modals of obligation, permission & prohibition (present time) Make, let & allow Speaking Reading Listening Vocabulary Grammar IF YOU WANT ALEAD-IN ... Introducing the theme: where do you want to live? Before the lesson, find four or five large magazine photos of contrasting areas to live, e.g. a ‘posh’ but dull suburb, a dirty inner city area, a quiet country cottage, a penthouse in a tower block, a touristy postcard location, etc. In class, tell students that you will show them some photos of different places to live. For each photo students should write down five adjectives to describe (a) what the place is like, or (b) what they think it would be like to live there. Check understanding of the task by eliciting a few possible adjectives (or phrases) to describe places to live (e.g. beautiful, untidy, clean, friendly, a bit dull, etc). Show each photo, one by one, for about one minute each, holding them so all the class can see them (in a large class you will probably need to move around). Monitor to check that they are writing adjectives. Groupwork. Students should compare their words for each picture and see if they had similar impressions of each location. After a few minutes, stop the groups and ask them to agree which of the locations would be the one they would most like to live in and why, Whole class. Listen to reports from each group about their choice and reasons. Alternative procedure « Distribute pictures to students. They should walk around and meet other students, asking them what adjectives they can think of for their picture and noting them down. At the end they come to the board, stick up their picture and their list of words - which can then be discussed as a whole class. 28 Di © If you could live in any part of this town, where would you live? « What facilities (i.e. useful things) does your part of town __ have (e.g. shops, library, swimming pool, etc)? e Which part of town do most people wish they could live in? Why? « Is it important to know your neighbours? Why? scussion starters Test before you teach: modals Or guidelines: Test before you teach, page Ask students to take pen and paper and write down the answers to five questions you ask them: Write something you (1) ... have to do this week; (2) ... can do anytime you want to; (3) ... are not allowed to do; (4) .. don't need to do; (5) ... would like to do but can’t do. If students don’t understand some of the questions tell them not to worry. When they’ve finished, ask the students to take a minute or two to compare with each other, but don’t check or go over the answers yourself. You can ask the students to look back on their answers later in the lesson, when you study modals. . Pre-teach key word: community e Tell a short story about Fred: Fred has lived in his flat for sixteen years. He says hello to his neighbours, but they don’t really know each other. In his street there is rubbish lying around and some other problems — but no one seems interested. When his flat was robbed, no one asked if they could help, Does Fred feel that he is part of a community? If students don’t understand the question, tell students the basic definition of a community, i.e. people who live in the same area or same part of town and feel that they have some common interests or background. People use the word when there is a feeling that people know each other well and have good relations. A community can sometimes be quite different or separate from the rest of a town or area, e.g. a hippie community or a religious community. ° SPEAKING 1 Allow time for students to read and think about the statements before ticking the ones that apply to where they live. 2 © Pairwork. Students compare their answers in exercise 1 and discuss the questions. * You could go on to have a class discussion to find out where your class would most like to live. READING This reading passage is about choosing an alternative lifestyle and living in a community far away from city life. The community in the text is fictional, but it is set in the middle of a real mountain range in Canada. Surprisingly, the community has a lot of strict rules that everybody must follow.1 * You could first ask students if they can guess from the two photos which section of the magazine the article comes from. Then ask them to read the article and check their guesses. b Alternative lifestyles 2 * Students read the article again and tick the information that is mentioned. 1¥ 24% 3X 4X SX 6Y 74 BX 3 * Pairwork. Students think of three possible disadvantages of living in Paradise Ridge. 4 @ 116.20 * You could pre-teach some of the vocabulary before you play the recording. See Language notes: listening below. * Play the recording for students to compare the disadvantages that are mentioned with the ones they listed in exercise 3. See answers underlined in the tapescript below. @ 1.16-1.20 1: Disadvantages? I can’t think of any, really. Maybe the monthly meetings that you have to go to. Some people ever stop talking, and you have to sit there listening to people for hours. Er, I can’t really think of anything else. 2: We're very happy here, but sometimes, yeah, I guess sometimes, it feels very small. | mean, everybody knows everything about everybody else. Sometimes it gets a bit too much, 3: We all have to help with repairs and things like that, but some folks do a lot more than others. The work isn't always. divided very fairly. You know, it seems like some families ilies. 4: Every now and then, someone cooks a really horrible meal. You can’t say anything. Well, you can, but nobody ever does. We all sit there and eat it and smile. 5: I think that most of us agree that one or two of the children are a problem, You know, just difficult kids, but sir parents never . They’re allowed to do anything. But it’s no big deal. Language notes: listening « Folks means ‘people’. « The work isn’t always divided very fairly: if you divide something you separate things and give the parts to different people. For example, if you divide an apple, you cut it up and give pieces to different people. If you divide work you decide which people should do which parts of the work. If someone says that you don’t divide fairly, they think that you haven’t separated things in a fair or an equal way. Extra reading & vocabulary task: adjectives and verbs » When students have read the text a number of times and finished working on the reading tasks, ask them to take a minute to study and remember the adjectives and verbs in the text then close their books. Write up on the board: I the * * scenery 2 the * facilities Dream homes | 3a 3.a* home 4a* *house 5 the * community 6 * meals/the * meals 7 the * meetings Tell students that each * represents an adjective. Pairwork. Students should try to recall the missing adjectives. Ask students to check by looking again at the text. (Answers: 1 spectacular mountain; 2 common; 3 holiday; 4 large wooden; 5 whole; 6 shared/communal; 7 monthly) Tell students that they will now try to find some missing verbs. Read the following excerpts aloud. Where there is an asterisk say beep (or make some other noise). Students should write down the missing words. Read through the sentences one by one. Let students compare quickly in pairs after each question, then let students check with the text, I all your problems are * 2 parents don't have to * about their kids 3 they * ownership of the park 4 Shared meals ** there 5 important decisions are * 6 Residents mustn’t * these meetings 7 Weall * in the decision making 8 The whole community must * on new families (Answers; 1 shared; 2 worry; 3 share; 4 take place; 5 made; 6 miss; 7 share; 8 vote) 5 * Discuss the questions with the whole class. GRAMMAR: modals of obligation, permission & prohibition (present time) Grammar box oO: © Students complete the rules with the words and phrases. To talk about permission, you use 3. To talk about prohibition, you use 4. To talk about obligation, you use 2. To talk about a lack of obligation, you use 1. Language notes: modals « Some of these concepts can be quite confusing for students (and their teachers)! Obligation e If you have an obligation, it means that you must do something, because of a rule, law, moral or other reasons. Sometimes this feeling of obligation is given to you by others, e.g. a policeman, a school teacher, etc. At other times this sense of obligation can be something that you impose on yourself. Students tend to overuse must and avoid have to. Make sure they also get practice in using have to. When choosing between must and have to, grammar book guidelines about internal and external obligation can be quite hard for students to make use of. However, the following rules of thumb may be useful: Have to is often used when an obligation is regular, such as ajob, homework, etc, e.g. Alan has to phone the Australian office every morning. ° | 293a| Dream homes 2 Have to is used when there is something that needs to be done at a certain time or in a certain place, e.g. We have to arrive before noon. Must is more often used when a rule or a law exists, e.g. You must show your passports at the counter. Lack of obligation ° Lack of obligation means that it is not necessary to do something. For example, if! tell you, You don’t need to come this means you can come if you want to, but it is not necessary. Check that students understand this by reading some sentences aloud and then asking concept questions (answers are in brackets): Peter doesn’t need to come. Ask: Can Peter go if he wants to? (Yes). Is it necessary for Peter to go? (No) You don’t need to clean the car. Ask: Do you have to clean the car? (No). Is it OK if you don’t clean the car? (Yes). Can you clean the car if you want to? (Yes). N.B. When you want to say that it’s important or necessary that someone doesn’t do something you say You mustn't do it. Don’t need to is often used by a person who has authority to give permission for someone not to do something, e.g. Boss: Martina doesn't need to get here early tomorrow. « Don’t have to is used to refer to outside rules or laws, e.g. Workers don’t have to arrive early on Fridays. Permission and Prohibition » Be allowed to/not be allowed to express permission/prohibition. They are not modal verbs but are modal in a wider sense in that they express an interpretation of actions (in a similar way to modal verbs). Be allowed to is a normal passive verb made from the verb be and a past participle. The active form is allow as in The security guard allowed me to enter the stadium. You can make passive sentences in all tenses using standard passive rules, e.g. You were allowed ... ; She had been allowed; They won't be allowed ... , etc. If you need to use another modal verb in the sentence, you must use be allowed to rather than can, e.g. The students must be allowed to come in when it rains. Not X The students must can come in when it rains. Prohibition is when you don’t have permission to do something or it is forbidden. N.B. Common area of student confusion: Mustn’t (prohibition) does not have the same meaning as don’t have to (lack of obligation — see above). Compare: (a) You mustn’t go in there. ie. Don't do it!; and (b) You don’t have to go in there. i.e. You can go in, but it’s not necessary. . ° Ask students to look back at the article on page 26 and find an example for each of the rules in exercise 1. Permission: Families can sell their homes if they want to leave; ... before they are j allowed to join Prohibition: Residents aren’t allowed to use their cabins as a holiday home; They can’t come here just for vacations ... ; Residents mustn't miss these meetings ... 30 Obligation: The whole community must vote on new families; everybody has to lend a helping hand ... Lack of obligation: +Where parents don’t have to worty; you don’t need to lock your door ... 3 * Students complete the house rules with the words and phrases from exercise 1. Possible answers: 6 mustn’t 2 have to 7 must 3 must 8 can 4 mustn't 9 don't have to 5 must 10 have to 4 © Pairwork. Students compare their rules and find out whose rules are stricter. Extra activity: modals « Draw a simple picture (or stick up a suitable magazine illustration) of a teenager with an empty word balloon above his/her mouth. Remind students of the grammar in exercise 1. Explain that you will read out some sentences spoken by that teenager. The class must think what comment, advice or criticism they could give to the teenager and offer you sentences to reply, using items from the grammar section. Do the first one yourself as an example (possible answers in brackets). N.B. There may be a number of possible answers to some questions. 1 I'msmoking ina swimming pool. (You mustn't smoke there.) 2 I'mswimming in a swimming pool. (You can/are allowed to swim there.) 3. I’m doing extra homework. (You don’t have to/don’t need to do that.) 4 Tarrive at class twenty-five minutes late. (You must/have to arrive on time./You mustn't be late.) 5 I'm taking chocolates from a shop without paying. (You mustn't do that.) 6 There’s a notice that says ‘Don’t walk on the grass’. 'm walking on the grass, (You musin't/aren’t allowed to walk on the grass.) 7 The sign outside my headteacher's/boss’s door says ‘No Entry’. (You can’t/mustn’t/aren’t allowed to go in.) 8 I'm drinking tea in the café. (You can/are allowed to drink there.) 9 I’m dropping old magazines in the street. (You musin’t drop them in the street./You must put them in the bin.) 10 Jarrive fifteen minutes before class. (You don’t have to/don’t need to do that.) 5 © Ask students to choose a place from the box, but they should not say which place they have chosen. * Students use words or phrases from exercise 1 and write four sentences about the place. 6 © Pairwork. Students read out their sentences from exercise 5, to their partner, who must guess which place it is. Encourage students to carry on playing the game with other places.7 * You could give students a couple of examples of rules where you live first, to get them started. * Students then discuss the rules they must follow where they live with a partner. VOCABULARY: accommodation 1 * Ask students to look at the photos and try and identify the country. * Students then imagine what their own town would look like from the air, and explain any similarities or differences to the town in the photos. 2 * Students complete the sentences in column A with a phrase from column B. 1d 2e€ 3a 4c 5b a * Students match the words in bold in exercise 2 to the definitions. 1 semi-detached houses 5 apartment blocks 2 terraced 6 rented 3 holiday homes 7 suburbs 4 flat * Students change the sentences in exercise 2 so that they are true for their country. Extra practice: spot the teacher’s mistakes — accommodation words » Tell students you will read them a short story ~ twice - but there will be four mistakes in it. Ask them to listen carefully and note down when they hear something wrong, Emphasize that there will be mistakes with meaning, not with grammar or vocabulary. Read this story aloud, allow a minute for thinking and talking, then read it again: Mike bought his beautiful bungalow three years ago and he loves living there. It’s in a very peaceful neighbourhood in the suburbs. Yesterday morning, he heard the doorbell at 7.00 in the morning. He came downstairs in his pyjamas and went to the front door. It was the landlady complaining that he hadn't paid any rent for three months. Mike was furious. He said ‘Wait here. He walked out of the front door, in his pyjamas, into the busy High Street and went straight to the bank. He took out the money and brought it back to Mr Jones, who was very surprised! Let students compare answers in pairs after you finish. They may want/need to hear the story a third time. When ready, check answers by retelling the story and asking students to say stop when they hear a mistake. (Answers: (1) Mike lives in a bungalow but he comes downstairs! (2) He bought his home but he has to pay rent! (3) He lives in peaceful suburbs but when he goes out of his front door he is in the busy High Street! (4) The landlady is called Mr Jones (female/male)!) Dream homes | 3A Language notes: accommodation « Ifa house is separate from any other house, it is detached. « If it is joined on one side to another house, it is semi- detached. Ifit is joined on both sides it is terraced. A line of houses joined together is a terrace. The suburbs are residential parts of a town away from the centre. This is similar to the outskirts (the edge of a town). The difference is that suburbs always have people living in them. A house with only one floor is a bungalow. A flat (UK) is usually an apartment (US). Flats are sometimes converted (from old houses) or they can be purpose-built (i.e. designed as flats) in a block of flats (US apartment block) A studio flat is a small flat with usually only one large room for living and sleeping in (and perhaps with a separate kitchen and bathroom). A bedsitter or bedsit are similar but are probably smaller and cheaper. Landlords/Landladies use the name studio flat much more nowadays because bedsitter has negative associations with being poor and lonely. A penthouse flat is a flat on the top floor of a block, sometimes over two floors. It is often expensive and luxurious. The owner of rented accommodation is the landlord/landlady. The person who pays rent is the tenant, The tenant rents the flat or house from the landlord. The landlord rents the flat or house to a tenant, e.g. I've got three rooms to let in Cambridge. LISTENING In the listening, three unusual homes are being talked about. The owners describe what the best and the worst things are about living there. 1 * Pairwork. Students match the words in the box to the photos and then tell their partner which type of home from the list they would most like to live in. cave B mobile home F houseboat =C treehouse D lighthouse E windmill A 2 @ 1.21-1.23 * You could pre-teach key words in the listening text. See Language notes: listening on page 32. Play the recording. Students decide which home the three people from exercise 1 live in. 1 mobile home 2 lighthouse 3 tree house ® 1.21-4.23 1 A: The best thing? The sense of freedom, I guess. The fact that we can decide to go where we want when we want. If we get bored, we go somewhere new. And if we don’t like the neighbours, we can always move! : And the worst? : When the police or the local authorities make us move on. | mean, when we find somewhere where we want to po 313a| Dream homes stop, and we set up camp and make everything really nice and comfortable and then the police or the farmer or the local people don’t let us stay. That happens quite often. They think we're dirty, or noisy or dangerous or something. : Do you have a favourite place to stop? A: Yeah, we've got two or three places we go back to every year, where we've got friends, where the farmers are happy to let us stay on their land. We usually go at harvest time, to pick fruit or do other odd jobs ... A: The best thing? The views - no doubt about that. They're spectacular, And I love getting up to the sound of the sea. Not many people have the chance to live somewhere quite so beautiful. I particularly love the sea in winter, when the waves are enormous, and come crashing down on the rocks around the house. What other job lets you live somewhere so dramatic? B: It certainly is dramatic, but doesn’t it get a bit lonely out here sometimes? A: Yes, it can get quite lonely. | usually spend three weeks here on the island and then I have three weeks off while my partner takes over. I usually go back to my home town and catch up with friends and family. I miss them alot and you get a bit homesick at times. They don’t allow us to have visitors, but the job keeps me pretty busy. And they let us keep pets. I’ve got three dogs, and they keep me company! : Do you live here all year round? No! It’s a holiday home really; we usually spend a month or so here in the summer. : Isn’tit rather dangerous living half-way up a tree? Obviously, the big drawback is the danger of people falling off. To start with, we were quite worried about it, especially when visitors came to stay ... but nothing’s happened yet. We don’t let little kids come up on their own and we make dog owners leave their pets in the garden! And the other problem, of course, is fires .. that really does worry us ... we're very careful with candles and things like that so we don’t allow smoking. It looks pretty small, too. Why on earth did you choose this as a holiday home? B: Well, we wanted something different, but what we really like about being here is the idea, the feeling of, you know, being part of nature. Hearing the birds, seeing all sorts of animals. Deer, for example. We often see deer - and rabbits. But it's probably the birds we like best. Sp Spe A: Language notes: listening The local authorities are the local government or people who work for them, such as wardens or police who have the power to do things such as forcing travellers to move on to new places. When you set up camp you start living in a new temporary place, maybe in a mobile home, a caravan or a tent. Odd jobs are small things you do in the garden or the home or around a farm or business. Someone who does odd jobs will usually be paid a small fixed sum rather than earn a wage or salary. An odd-jab man is someone who spends their life working on odd jobs. If something is spectacular it is wonderful to look at or to experience. The word often goes with the nouns view, scenery, show (i.e. theatre show), success. If you feel homesick you are away from your home, miss it and want to return. 32 | « If something or someone keeps you company it is like a friend to you and helps you not to feel lonely. « Why on earth? means the same as Why? but sounds stronger. It’s used when you want to show your surprise or disbelief about something, e.g. Why on earth did he go to Antarctica? Why on earth did she marry him? 3 @ 1.21-1.23 * Students listen to the recording again and make notes on the best and worst things the people mention about where they live. 1 Best thing: sense of freedom Worst thing: the fact that they sometimes have to move on. 2 Best things: the views; the sound of the sea Worst things: loneliness; homesickness; missing friends and family 3 Best thing: being part of nature Worst things: the danger of people falling off; the risk of fire 4 © Students match the sentences to the unusual homes in exercise 2. © Students then look at the tapescripts 1.21-1.23 on page 138 and check their answers. LD? 2F) 3D 46 SP 6FN7 bsp * Students choose the correct verb to complete the sentences. 1 allow 4 let 2 make 5, make 3. let Language notes: make, let & allow Let means the same as allow. Allow is more often used in formal situations to describe laws or regulations. The other difference is to do with the grammar they need: You allow someone to do something. (infinitive with to) You let someone do something. (infinitive without to) Let appears in a number of common spoken phrases: Let me in/Let me see/Let me have a look/Let me get you a drink/Let it be (i.e. Don’t worry) /Will you let me... 2/ I'll never let you go/Let me through (i.e. 1 want to come this way but it’s too crowded.)/Let me out! Make is quite a confusing word for students. Because they know the basic meaning of make (create/produce/ prepare/construct), this rarer meaning (force/require) can be missed. This is especially a problem when the verb make could have another possible meaning in the context of the sentence, e.g. make meaning cook. For example, students may think that The commander made John cook lunch. means that the commander made/cooked lunch himself, rather than that the commander forced John to cook. Children sometimes use make to blame other children when giving excuses, e.g. He made me do it. Adults sometimes threaten using make, e.g. Don’t make me get angry.2 * Ask students to look back at the sentences in exercise 1 and identify what is being described: a hotel, a campsite or a holiday flat. b) acampsite 3 * Students write as many true sentences about themselves as they can, using the prompts. * They can then compare their sentences with a partner. f >» | Teaching — One Step Beyond | Using a grammar grid to make drills | « After using the grid as suggested in the Student's Book, you could use the same material to run an oral | drill. Ask students to close their books. Read one | sentence aloud, e.g. My boss doesn’t let me smoke. Ask students to repeat it (or better, establish a gesture that means Speak now). Now say a word or phrase to change, e.g. teacher. Get students to say the new sentence, making any grammar changes as necessary. Offer further cues. N.B. Each new sentence is built from the immediately preceding sentence (not the first | sentence you said). * You could use these cues to start with: | Teacher Students My boss doesn’t let me My boss doesn't let me smoke. smoke. teacher My teacher doesn’t let me smoke. friend My friend doesn’t let me smoke. work My friend doesn’t let me work. parents My parents don't let me work. make My parents don’t make me work. ete, Rationale Students can often handle grammar problems when they have time to think and write - but it’s much harder to think and speak under time pressure. ‘Substitution drills’ of this kind provide valuable and challenging practice, Applying the idea » Use this idea with other grids in the Stadent’s Book, including the ones on pages 29, 89 and 97. SPEAKING 1 * Pairwork. Students discuss the questions. 2 © Pairwork. Students discuss the questions, Tell them to make notes about their luxury holiday homes as this will be needed for the task in exercise 3. 3 * Students describe their holiday homes to other pairs in order to persuade them to book a holiday there. © Point out the four useful phrases at the bottom of the page, in the Useful language box. Dream homes | 3a Extra task: holiday fair simulation (alternative to Speaking exercise 3) Important: if you intend to do this extended exercise 3, change the instructions for Speaking exercise 2 by telling students to prepare sketches/illustrations etc. as well as a plain text description. » When students have finished exercise 2 (designing their luxury holiday home) divide the class in half. « Tell one half that they are looking for a great holiday home and have decided to go to a Holiday Fair to choose one. Students should stay in their original pairs. Tell the other half of the class that each pair has rented a stall (i.e, a table to sell things) at a Holiday Fair and will try to persuade visitors that their holiday home is best. They should choose a good location in the room and set up their stall with pictures, displays, etc. © While the ‘sellers’ prepare their stalls, the ‘buyers’ should take five minutes to make notes about exactly what they are looking for. Encourage them to think of some very demanding and difficult requests! « Start the simulation and allow students to wander around from stall to stall and browse around freely. If it goes well, some lively exchanges may ensue, as buyers tell sellers what they want and sellers try to persuade buyers. Warn students three minutes before you intend to stop the activity - and then when time's up, switch the roles over for a second go at the simulation, allowing the sellers to buy and the buyers to sell. Cultural notes: homes in the UK « The majority of people in the UK live in semi-detached houses, About 20% of accommodation in the country is flats. A small percentage of people (less than half a percent) live in other types of home (mobile homes, houseboats, caravans, tents, windmills, etc). other all types of flats semi-detached houses detached houses terraced houses Web research task © Methodology guidelines: Web research t Buying your favourite home « You have £700,000. You have fifteen minutes to find the best, most beautiful, most unusual, most desirable home you can. At the end of the time, students should briefly show others their choice (on screen or printed) - and the class can choose their favourite. « N.B. The property must be actually ‘FOR SALE’ at the moment - not “TO LET’ or ‘SOLD’ or owned by someone. Web search key words » Real estate Name of country e.g. Real Estate Fiji IF YOU WANT SOMETHING EXTRA... © Photocopiable activitives, pages 199-200 O Teacher's r 33:|Bedrooms WHAT THE LESSON IS ABOUT | Theme Attitudes to sleeping and bedrooms Speaking Pairwork: talking about sleeping and dreaming 6 things you probably didn’t know about beds and bedrooms. Magazine Reading article about some famous people and their beds Verb collocations (sleep) Modals of obligation, permission & prohibition (past time) Vocabulary Grammar IF YOU WANT A LEAD-IN... Introducing the theme: beds » Write these words on the board: four-poster, camp, sofa, water, single, river, twin, double. Ask students to guess which one word could come after all the words. (Answer: bed.) Don’t define them yet. Pairwork. Ask students to see if they can guess which bed they will probably never sleep in throughout their whole life. Collect answers then go through the definitions one by one. (Answer: four-poster — a large bed with pillars; camp-bed — alight, foldable bed for camping holidays; sofa bed - a bed which can be folded up to make a sofa; water bed - a bed with water inside the mattress; single bed - for one person; river bed - the ground at the bottom of a river (the one you probably won’t sleep in!); twin bed - a pair of beds for two people; double bed - one bed for two people.) ° SPEAKING & VOCABULARY: verb collocations (sleep) 1 © Students complete the sentences with a verb from the box. 1 wake 5 feel 2 make 6 go 3 have 7 set 4 fall | Cultural notes « Louis XIV (pronounced Louis the fourteenth), one of the most famous French rulers, lived from 1638 to 1715 and was king for 72 years. He was known as the Sun King. e John Lennon was one of the four Beatles and wrote many very successful songs with Paul McCartney and on his own. He married Yoko Ono, an artist and musician. Lennon was murdered in December 1980 by a crazy fan. e Alfred Mehran is a real person. His full name is Mehran Karimi Nasseria but he is also known as Sir Alfred. Steven Spielberg’s film The Terminal is based on his story. At the time of writing this book Alfred is still living at the airport. 2 * Students change the sentences in exercise 1 so that they are true for themselves and then compare them. 34 | 3 © Pairwork. Students discuss the questions about sleep. * You could go on to have a class discussion on giving advice to people with insomnia. Web research task ®© Methodology gui Sleep « Find out five things that can help you sleep better. « Find five surprising things about sleep. Web search key words e sleep better At the time of this book’s publication the BBC website had a lot of useful information (and quizzes, games etc.) on sleep at: http://www.bbc.co.uk. lines: Web research KS, page xiii READING The six articles focus on unusual information and stories about beds and bedrooms. 1 * Ask students to tell you what they know about the people in the photos. 2 © Students match the articles to the headings. Aweek in bed 3 Rules forhealthy bedrooms 1 Going nowhere 6 Sleeping with strangers oD No knives allowed 4 Aking’s office 2 Extra reading task » You could ask these questions after Reading exercise 2. 1 Were people allowed to watch Louis sleeping? (Answer: No — they came in after he woke up.) 2 Who slept in public? (Answer: Mehran — in an airport; Lennon and Ono - possibly.) 3 Inthese texts, which bed was the biggest? (Answer: Probably the one in the inn at Ware.) 4 Which person or people spent longest in bed? (Answer: Lennon and Ono.) 5 Who wore most in bed? (Answer: Probably the monks who were ‘fully clothed’) 3 © Ask students to read the phrases first and then decide which phrase goes at the end of which article. le 2f 3e 4d 5a 6b 4 © Students find words in the article that match the definitions. 1 conviction 5 protest 2 valet 6 incense 3 political refugee 7 dormitories 4 inn 8 monks Two quick bed jokes « If you have a stronger class they may enjoy these short jokes (and may need you to explain them!). Shall | tell you the joke about the bed? Sorry, it hasn't been made yet!(The joke is a pun on made - i.e. Is it the joke I haven’t 2 made ... or the bed?) . Why should you never believe a person in bed? Because he is lying! (The joke is a pun on lying - saying something untrue/ Bedrooms | 3B Students complete the text with modals from the grammar box. Possible alternative answers are shown in brackets. being in a horizontal position.) 1 couldn’t 6 had to (weren't allowed to) 7 could GRAMmaR: modals of obligation, 2 ansest as H eae) Leas gt . ‘weren't allowet couldn’ prohibition & permission (past time) Waiters (aerate owed tah Grammar box (didn’t need to) 9 hadto 4 hadto 10. didn’t have to 's Book page 5 couldn’t (didn’t need to) mmiar boxe: (weren't allowed to) * Students can work in pairs and decide which headings go in the box. 1 permission 3 no obligation 2 obligation 4 prohibition Language notes; modals of obligation, prohibition & permission (past time) Had to » This is the past of both have to and must when talking about obligation in the past. Present Past must had to have to had ta have got to had to Could/Couldn’t/ Was allowed to/Wasn’t allowed to (Also see notes about be allowed to in lesson 3A.) Could is used to say that something was allowed (permission) or wasn’t allowed (prohibition) in the past, for example We couldn’t use the private tennis courts. So could is a past form of can. Keep an eye open for students who may get puzzled by the various uses of can and could, e.g. for ability, requests, etc. Could can also be used to ask for permission in the present, e.g. Could I change the subject? In this case, it is simply a more polite alternative to can. (N.B. This is featured in the following lesson.) * Present Past Ican go in. (permission) I could go in. / I was allowed to goin. J can’t go in. (prohibition) I couldn't go in. / I wasn't allowed to go in. « However, in the examples below, note that could is simply a more polite alternative to can: Can I come in? (asking for permission) Teaching One Step Beyond | The unreliable teacher (checking gap-fill tasks by reading your own answers) « A gap fill exercise, such as the one in exercise 2, can be checked in the normal way by asking students around the class for answers and then telling them if they are right or wrong. An alternative is to say ‘I'm going to read my answers. Listen carefully and tell me if lam right or wrong’ ° Proceed to slowly read out the answers, allowing time for students to confirm that each one is OK. After one or two correct answers, deliberately read a wrong answer (e.g. for gap 4, read ‘must’ instead of ‘had to’). Make sure your answer is definitely wrong and not another possible alternative! Don’t smile or wink or indicate in any way that there is a problem. Wait for them to notice and correct you. Allow discussion if useful. Demand that students give you good reasons why they are right and you wrong, Argue back. Make them think a bit and doubt themselves. Make sure you eventually clearly confirm the correct answers (and congratulate the brave students who argued). Continue to read more answers, mixing in occasional errors, Rationale « A simple variation like this helps to gently undermine the ‘teacher knows everything’ attitude of some students. It encourages students to think and process what you say a little more carefully. It's quite healthy not to always be a 100% reliable informant. Include a few activities such as this throughout your course, Applying the idea » Use this idea when checking any exercise, Could I come in? (asking for permission) ee ae Didn’t need to/Didn’t have to Both these items mean that something was not necessary, and that people (probably) didn’t know that it wasn’t necessary. If someone says You didn’t need to do it, we cannot tell if the action was actually done or not. Maybe the person knew at the time that it was not necessary (but still did it anyway), e.g. Oh, you didn't 4 need to buy me flowers! . Maybe the person did the action (and only found out 3 Students work on their own. Ask them to look at the photo and allow them three to four minutes to think of five rules for the dormitory and to make notes. Put students into pairs to compare their rules. Students can discuss the question in small groups. later that it was not necessary), e.g. You didn’t need to IF YOU WANT SOMETHING EXTRA aa fill in page two of the form. Maybe the person didn’t do the action at all, eg. I didn't © Photoc need to go to work today so | stayed in bed. 8 able activi notes, f age 201 353c| Dinner date WHAT THE LESSON IS ABOUT Theme Going out to dinner Speaking Pairwork: describing a recent dinner party Listening Three conversations at a dinner party Vocabulary Conversation fillers Functional Requests language Pronunciation Intonation (requests) Did you know? Food in Britain lF YOU WANT A LEAD-IN ... t before you teach: conversation fillers Te. © Methodolog ach, « Write a few simple topics on the board, e.g. family, music, pets, school, hobbies. learning English, etc. Put students into A and B pairs. Tell Student A to talk with their partner about one of these topics. © Tell Student B that they must listen and show that they are interested. However, they are only allowed to either make noises or say single words. You could elicit one or two examples if students are confused, e.g. oh!; yes but don’t pre-empt the input of the later section in the lesson. After a minute or two, swap A and B roles. » Listen in while students are speaking and note if students are using English fillers or are, perhaps inappropriately, using versions of fillers from their own language. © This practice may raise students’ awareness of the need for short fillers in everyday conversation (and they may find that they don’t know very many). idelines: Tes you teach Xili Teaching -One Step Beyond ) Using pairwork speaking activities in different ways Refer to Speaking exercises 1 and 2 for this activity. « As a way of making the pair conversation a little different, you can assign simple roles to students. For | example, ask students to do Speaking exercise 1 in pairs but about a well-known celebrity rather than about themselves. After they have prepared their | thoughts, tell them that A is a TV interviewer and B is the celebrity on a new TV programme about food (in other words the conversation will be mainly A asking | questions, and B talking at more length). ° When this has finished, swap roles. Rationale « By making small variations to speaking activities, we add some simple but useful variety, which may help | pairwork from getting stale. The roles idea also adds a small extra degree of challenge to a task that could otherwise simply be seen as a chat. Applying the idea © Use this idea with simple speaking tasks where there is a list of questions. Vary roles (but don’t make them too complicated). 36 SPEAKING 1 * Ask students to work on their own and to avoid discussing the questions with anyone yet. They read the questions and make notes on their answers. 2 © Pairwork. Students describe the meal to their partner. LISTENING Remind students of the characters who will appear in this episode of the listening story, i-e. Camilla (the new director) and Derek (the old director). Ask them who Nigel is (Camilla’s husband). Briefly elicit from students what has happened so far in the story and what they think of Camilla and Derek. In this episode, Camilla has invited Derek to dinner at her house, where he meets Nigel, her husband. Camilla has to finish off some work and leaves Derek to help Nigel make the dinner. Nigel and Derek seem to be getting on well with each other, but Camilla finds the evening difficult and is happy when he leaves. She only invited Derek to dinner because of the situation at the office. 1 © Students could work in pairs to describe what they think is happening in the pictures and what they think the people are saying to each other. Possible answers: Picture A: Nigel: Oh hello! Do come in! Lovely to meet you! Derek: Oh thank you! What a lovely house! 1 brought you this. Picture B: Derek: I’m so sorry! Please let me replace it! Nigel: Never mind! Accidents happen! Camilla: Oh dear! I was very fond of that bowl! Derek: This food is delicious! Can I have the tecipe? Camilla: Do have some more. It’s anew Jamie Oliver recipe. Picture C: 2 @ 1.24.26 © Focus students’ attention on the pictures and play the recording right through. As they listen, students should note down any differences between the recording and the pictures. They could then compare their answers with a partner. * Check answers with the class. Picture A: Camilla opens the door for Derek, not Nigel. Derek brings flowers, not a bottle of wine. Picture B: Derek puts the bow! down on the table, he doesn’t drop it. Picture C: It’s 10 o’clock, not 12 o’clock. Derek doesn't have a cup of tea or coffee because he has to go home.