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Innovotions upper-intermediote:
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Reviewl Units 16-20 t24
lnlroduction
lnnovotions,first publishedin 2000,was createdto ln terms of vocabulary,lnnovations
upper-intermediote
provideintermediateto high-intermediate studentswith offersan increasedfocuson common fixed phrasesand
interestingmodelsof naturalspol<enEnglishto motivate idioms,and extensivecoverageof variousinteresting
them beyondthe intermediateplateau.lnnovotions has topics.lt also continuesrhe strongfocusof the whole
now been updatedand expandedinto a new three-level serieson collocation.lt showsstudentshow words
series (pre-intermediate,intermediote,upper-intermediate) work in actionwith other words,and how conversation
for classesloolcingfor a fresh approach.lt is basedon a works in normal,everydaycontexts.
language-rich, lexical/grammaticalsyllabusthat starts Becauseof this consistentfocuson presentintlanguage
with the kindsof naturalconversations that learners as it is used,both grammarand vocabularyrecur from
want to have. unit to unit,and alsoacrosslevels.This givesstudents
the time and repeatedexposurethey needto learn
language.
What's so innovative about Innovations?
lnnovotionsupper-intermediote, lilcethe rest of the
lnnovotions
Or ganisation
series,sets out to maximisestudents'ability
to speakEnglishfluentlyand to be ableto understand lnnovotionsupper-intermedioteis divided into twenty units.
naturalspokenEnglish. lt doesthis not simplyby Eachunit is further dividedinto three two-pagespreads,
providingstudentswith plentyof opportunitiesto use all of which provideself-contained and coherentlessons
language in personal,creativeand communicative of 70-90 minutes,althoughobviouslyyou maywish to
contexts,but more importantly,by providinga alter theseto suit your needs.All the units contain
predominantlyspokenmodel of English.The English sectionson usingvocabularyand usinggrammar,as well
presentedin the whole lnnovotions seriesis the English as many speakingtasl<s.
commonlyusedin everydaylife by nativespeakers.The
The odd-numberedunits containa dialogueas the main
seriessyllabusis designedto meet students'
sourceof language input.This dialogueis usedfirst for
communicative needs.At all levels,the prime concernis
generallisteningcomprehension and then for detailed
what studentswill be able to soyafterwards.As a result,
listeningfor the kindsof specificwords and phrasesthat
the startingpoint for our syllabusis not the usuallist of
constituteimportantfeaturesof spol<enEnglish. The
tense-based structures,but rather the typicallcindsof
content of the dialogueis the basisfor manyof the
conversations we believestudentswant to be ableto
spealcingand language exerciseswithin the unit.
havein English. What is then presentedand practisedis
the language (both vocabularyand grammar)that will The even-numbered units containa readingtext as the
enablethem to havethose conversations. main sourceof input.Eachreadingtext is followedby
comprehension questions,vocabularyworl<and
discussionof the topic. Eachunit providesaroundsix
How does lnnovations upper-
hours of worl<.
intermediate fit in with the rest of the
There is a Review after every four units.
series?
. The Tapescript at the bacl<of the Coursebool<
In the interestof retainingstudents'interestand
encouraging featuresall of the dialogues,
with the missingwords
their further languagedevelopment,
lnnovations and phraseshighlightedin colour for easier
upper-intermediote does not simply repeat the
samecore tense structureswhich are focusedon in identification.
lnnovotionsintermediote.Many key structures are recycled . The Grammar commentary at the bacl<of the
and contrasted,but lnnovotions upper-intermediote
also Coursebool<providesnotes on the grammar
hasa broaderconceptof grammarthan manyother oresentedin the course.
coursesat the samelevel.The Coursebool<Dresents
. The Expression organiser at the bacl<of the
manyfeaturesand patterns of spolcengrammar.lt clearly
highlights Coursebool<allowsstudentsto record and translate
thesefeaturesand providesclearexplanations
and examples, some of the most importantexpressionsin each
as well as both controlledand freer
unit.
Dracticeactivities.
4
Introductron
6
of Innovations
Features
pointsthat follow refer to the Using grammar want a slower pace,to read it out yourself.lmportant
sectionswithin the units.Generally,you can asl<students vocabularyis focusedon later,and studentsneed to gain
to read the Grammar commentary as a way to confidencein their abilityto understandmost - if not all
review the languageafter they havelooked at particular - of a text. Encouragestudentsto focus on the many
structures.However,in some casesyou might want words they do know!
studentsto come up with a guidelineor'rule' Eachreadingtext is followed by a speakingtasl<where
themselvesand then compareit to the explanationin
studentshavethe opportunity to react personallyto the
the Grammar commentary before working on the text and to extendthe discussion on a relatedtheme.
exercises.The Grammar commentary is also This can either be done in pairsor in smallgroups.
anothergood sourceof usefulexamplesfor studentsto
There are alsoexercisesthat focuson particularlexical
record.
itemsor collocationswithin the text.
Readingtexts
Speakingtasks
Readingtexts form the main input in the even-
nuinbered units.These texts are derivedfrom authentic There are speakingtasksthroughoutthe Coursebool<.
articles,but havebeen re-writtento includemaximally These are intended both as a way of encouraging
usefulvocabularyand collocations. The texts are also all studentsto use some of the new languagethat they have
designedto elicit some lcindof personalresponsefrom met,in personalised ways,and also as an opportunityfor
students,whether it be laughter,disbeliefor shock! studentsto relax and enjoy talkingto each otherl
Wheneverpossible, try to introducethese spealcing
Encourage studentsto readthe whole text through tasl<sby tallcingabout yourselfand encouraging the class
without worrying too much about anywords they dont to ask you questions. This servesas a model of what you
know.Tellthem to Dut their oensdown for a minute are askingstudentsto do and is anothergood sourceof
and relax!One good way of ensuringthey do this is to language input.Also,studentsgenerallylike findingout
playthe recordingas they read it the first time or, if you
more about their teachers.
7
Features
of Innovations
Photographs
Re a lEn g l i s hno te s
Photographs playan importanrrole throughoutthe
The RealEnglishnotesthroughoutthe Coursebook Coursebool<, and manyexercisesask studentsvery
refer to a particularpieceof language- a word, phrase specifically
to describephotos (e.g.page l8), to role-play
or trammaticalstructure- that appearsin one of the situationsdepictedin them (e.g.page47) or to respond
taslcs.Thenotes containfeaturesof everydayEnglish personallyto them (e.g.page53).ldeasabout how to
which manymore traditionalcoursebooksoverlook,and use photos lilcethis are generallygivenin the
so it is importantto draw students'attentionto the explanationof the tasl<,but additionalwaysto exploit
explanations and examples. Add more examplesor asl<a the photos are givenin individualunit notes in the
few relatedquestionsto exploit the notesfurther,if you Teacher'sBool<.
wish.In the Review units,language from these notes is
recycledin differentconrexts. Becauselnnovotions upper-intermediote
is,so rich in
interestingvisuals,the picturescan be usedto do
activitiesnot directlyrelatedto the Coursebool<. For
Jokes example,you may be working through Unit 16,but there
In some of the unitsthere are jolces,partlyto bring is nothingto stop you usingthe photo on page | 20 to
some light reliefand extra humour into the class,and set up a role playbetweena trafficwardenand a driver
partly becausebeingableto tell jol<esis an important in your afternoonclass,or to usethe weddingphoto on
part of dailylife.Studentspractisetellingjolces,and focus page I l0 to set up a debateon gettingmarriedor just
on the pausing, stressand intonationthat mal<ea good livingtogether.
jolce-teller.
8
Features
of Innovations
9
lf you foncysomeone, it meansthat you are sexually
Unit overview
attracted to them. lf you don'tgo for redheads,it
meansyou don't usuallyfancypeoplewith red hair.
General topic
Describingfriends and family,and tallcingabout what lf someonewouldn'tsoybooto d goose,it meansthey
they do. are very timid.
lf you heor something on the gropevine,
it meansthat
Dialogue you hear some newsfrom friendsor colleagues
Melanieand Simontalk about their families. rather than in an officialannouncement.
lf you say she'so friendof a friendof mine,it means
Reading she is your friend'sfriend.
The Pridhamfamifyare expectingtheir twentieth
child!
'I . i: 3 : r . . r " . . r r ' . 1- * X
. i "
',.r";* ;-t', I
-.r -"l ' ; ':'* J .J "*'4' i-"! .-rI )J *t t
Language input J
. Adjectivesto describepeople'sappearanceand
character: goodJooking,goinggrey,moody,
Descr ibingpeople
omusing,etc,
Modelthe task for the studentsby choosingthree of
. Modifiers: reolly nice,quitecreative,a bit boring,a bit
your friendsor family(or yourself),and choosingthe
of o mooner,o bit too nice,etc. best expressions to describethem. Afterwards,asl<if
. Positiveand negativeadjectives:tidy,messy,
etc. anyonecan recallany of the expressions they heard.
. Contrastingpresenttenses(presentsimpleand Choosea coupleof examplesand write them on the
present continuous):He usuallyworksin boardto illustratehow they are used.For exampre:
the centreof town,but this week het workingfrom She'sgot foir hoir.She'so bit on the shortside.
home.
Ask the classto suggestthree or four more examples
that can follow she'sgotlshehos ... (e.g.dorkishhair,o
Language strip goodsenseof humour)and three or four that can follow
she's... (e.9.energetic,going
grey).Get studentsto tall<
Draw students'attentionto the exoressionsin the
about the peoplethey chose.Encourage them to asl<
language strip.Ask them to lool<quicldythroughthe
their partnersfurther questions.You could also explore
expressions and choosethree they are curiousabout.
For the next classmeeting,they shouldfind out about the use of the suffix-ish,which can often be addedto
adjectivesdescribingappearance. lt givesthe meaningof
the meaningand usageof their chosenexpressions.
portly,to a certoindegree(in contrast to completely).For
Good resourcesare print or onlinedictionariesor, even
examDte:
better,proficientEnglishspeakers. Demonstratehow to
She'sgot reddishhoir.She'stollish.
find one of the expressions in a dictionaryby choosing
a key word. For example,for Well,he doestokeofter his
Ask the classto tell you to which adjectivesin the list
fcther;look under toke.In the next class,studentsshare
they think -ishcan be added.Possibilities includefcirish,
what they havelearned.You could also asl<them to find
whitish,greyish,boI dish,youn gish,tollish.
expressionsin the strip that describea person's
appearance or those that describepersonality.
Encourage them to add any expressions they thinl<are Speaking
usefulto their notebooksor the Expression
organiser on pate 167.You might needto explain The questionsprovidea follow-upto I Describing
some of the more idiomaticexpressionsin the strip: people. This would work well in a smallgroup
. lf someoneis o reollough,itmeansthey are fun to discussion.You might want to talk about the word
be with. feotures,explainingthat it usuallydescribesthe faceand
. lf someoneis o bott/eblonde, it meansthey dye is often usedin the pluralform. Give some examples:
t h e i r h a i rb l o n d e . She'sgot delicotefeotures.
' PCstandslor politicollycorrect.lfyou want to be PC, My mouthis one of my bestfeotures.
you try to use languagethat doesn't offend and is
fair to all peopleregardlessof race,gender, age,
physicalabilityor sexualorientation.For example,it
is consideredPC to saychoirperson, rather than
chairmon.
10
1 Talkingaboutpeople
xir*g #r,*ifrrr,$*ftr
Eefore the studentslisten to the recording,ask for
expressions(includinganyfrom the list in I Describing
people) to describeeachof the peoplein the four
ffiffiuoditiert
photos. Tell the studentsthey can consult you, a Go over the short explanationof modifiers,mentioning
dictionary,or eachother for ideas.For example: how some are usefulin'softening'comments.For
The mon in pictureone looks/ike het in his thirties. example,Ihis is o bit boringis more acceptablethan fhis
is boring.Model the exerciseyourselfand/or elicitfrom
Ask what kind of personalitythey thinl<each of the the classone or two words for each pattern before
peoplehas.For example: asl<ingstudentsto complete the task.
I think the womon in picturetwo is proboblyvery eosy-going.
Answers
Tellthem to listenand then discusstheir answerswith a
partner,and then to recall any usefulexpressionsthey Possibleanswers:
heard.Write them on the board.Somethat you may l. moody ... pleasant, (point
difficult... easy-going
\trantto Potnt out are: out the contrastint adjectives)
F{et got o greotsenseofhumour (ask for other adjectives
2,. annoying,
nice,pleasant,
funny
tfrat could be used insteadof greot).
3. narrow-minded,
conservative
Sfre'so reollyenergeticsort of person (ask for other
adjectivesthat can fit in this pattern). 4. nut,snob
11
1 Talkingaboutpeople
Emphasising
_..,,Ij,# ,rf,*:;g,g;
S]*tj,;jfy
This activity encouragesstudentsto describethings
Adjectives more fluentlyby repeatingadverbsand usingsynonyms.
Rememberstudentsmay needto listenand repeat
Before studentsmark the adlectivespositiveor negative, severaltimes.Use the picturesto practisethese
choose one, tolkotive,for example.Ask /f someone structures.A fun way of extendingthe tasl<is to ask
describedyou os tolkotive,wouldyou be pleosedor not? studentsto thinl<of thingsthat the oblectsthemselves
Stressthe subjectivenature of most adjectives might say,usingtwo adjectivesand the sameadverb.For
describingpersonalityand that there are no correct example,the shoe might say Oh,no, lookot her feet.They
answers,though obviouslycertain words, like messy,are look reollybigond reollysmelly, while the bear might say
rnore commonlyusednegatively, while others,like Oh, this water is reollynice,reollyworm, or How wouldyou
sensib/e,
are generallypositive.You may need to explain feelif I watchedyou havinga both?
conservotiveand liberol.
' If someone is conseryotive,they don't like thingsthat Get the classto underlinethe adjectivesand adverbsin
arent seenas being'normal'or'traditional'.For the conversationaboutThailandas you read it aloud.
example,if you dressconservotively,
you wouldn't wear Chooseone of the descriptionsto model yourself
shorts and aT-shirtto the office.Would you before askingthe classto do it. Encouragestudentsto
describethe brotherfrom hellas havingconservotive asl<you questions.
views?
' If someone is liberol,they are more easy-gorntIn
their views and more willingto acceptchanges. For #i*,*.#*r*,9
example,if you havea liberalottitudeto marriage,you
13
r 1 Talkingaboutpeople
t
ffi Whileyou read(Full-time
job!) Speaking
Explainto studentsthat they shouldunderlineanything Studentsmay need help with vocabularywhen trying to
they find surprisingin the text. You can checl<for tall<about jobs. Tell them not to worry if they can't say
comprehensionby askinga coupleof questions. For exactlywhat the jobs are. You can write up these
example: examplesas a guide:
Whot doesKevinPridhomdo for a living? He'so kind of businessmon or something.
How are the Pridhomsgoingto deol with the problemof Sherunssomekind of import-exportbusiness.
clothingoll their children?
After the studentshavefinishedthe discussion, you
Encouragestudentsto lool<for any interestingor useful could work on collocationsby elicitingother adiectives
expressionsand collocationsand record these in their that are used to describejob,for example,well-poidl
notebooks.Here are some expressionsyou may want to tediouslchallenginglworthwhile,
and asking:Did you find out
point out: oboutanyonewho haso chollenging job?
. You usuallyget pocketmoneyfrom your parentswhen
you are a child and not working. ffi Grammardiscussion
. As well as goingthroughloovesof brea4you can also
go throughclothing.For example:I go throughtwo pairs Tell studentsto discussthe sentencesin pairs.All the
of shoeso yeor. a-sentences, with the presentsimpleform, talk or ask
. lf you do odd jobs,you do little things like the about thingsthe speakerseesas permanent,timeless
washing-up.For example:I usedto gett l0 o weekin facts,while the b-sentences, with the presentcontinuous
pocketmoneyfor doingodd jobsoroundthe house. form, are all seen as beingtemporary,relatingto
particularperiodsof time. The time expressionsused
with the present continuousare this month.ot the
moment,this weekendot the moment,andogain
You could askthe classto write their own simple
Use these discussionquestionsin smallgroupsto allow guidelines for explaining the differentusesof theseverb
the classto sharetheir reactionsto the text as well as forms and then to look at the Grammar
practisesome of the expressions. commentary, G2 Present simple and present
continuous on page 159.They can then modifytheir
guidelines as necessary. Makesure you draw students'
attention to the fact that the present continuousis used
#l**r*g ffna*r*rf*#ir with time expressionsthat make the temporary nature
of the event describedclear - thismonth,ot the moment,
Presenttenses and so on. The absenceof time expressions for the
presentsimpleis becausethe eventsdescribedare seen
You could introducethis exerciseby talkingabout what as generalisations. Makesure that studentsnoticethe
your friendsor familydo for a living,or makeup some modifiersin severalof the examplestoo. You could also
fictitiousrelativesand occupationsand askthe classto point out the pattern I find my dod o bit.dull,or I'm
guesswhich are true and which arent. For example: findingmy job o bit boring.Elicit other nouns and
My mother, Wendy,doeso lot of work in te/evision. adjectivesthat could be usedwith this pattern. For
example:
Tall<ingabout what you do for a living is a good example I find this city o bit expensiye.
of when we typicallyusethe presentsimple.The I'm findingthis exerciseo bit chollenging.
studentswill probably havecome acrossthis context
manytimes. In the first task,however,the focus is also
ffid-
o n s o m et y p i c a lp a t t e r n sl i k e/ w o r k i n . . . , l d o . . . w o r k
ffi GrammarIn context
for ... , I run a ... business. Pointout that in spoken
English, it is more common to use contractedforms You might need to explainleft-wingand the socio/ist
with be in the presentsimple. revolutionin question 5. You could make a comparison
with the brotherform hellon page 10.Refer studentsto
the Real English note for pretty.As well as askingwhat
Answers
they are pretrygoodot,you could write I'm pretty... on
| . am 2. works 3. is 4. work 5. works 6. work the board and then ask them to complete it in five
7 . i s 8 . ' i s f . i s 1 0 .d o I l . d o e s 1 2 .i s 1 3 .w o r k different ways.For example:
1 4 .r u n s I'm pretty tired at the moment.
I'm prettysure she'spregnant.
14
l.
1 Talkingaboutpeople
15
. lf someone hostheir heodscrewedon,they are
sensible.
. lf you saythat you wished someone would pull their
socksup,you want them to worl< or try harder.
Lead in
Leadin to the theme of the unit and the readingtext by
first time. . .. .: askingstudentsif they haveever met up with any distant
:..
..
.:r ,. ,. rr .::::.::
relativesthat they hadnt seenfor ages.When?Where?
What was it like?Havethey got any other relativesthat
they havenever met? Where?
: d-r :l .i1
ri * fr$.J iT;:lil #
*_,1
16
L
2 F r i e n d sa n d r e a t i v e s
Answers
El Vocabulary
check
l. eye 2. moment 3.close 4.wavelength
Telllstudentsthe relevantparagraphnumbersif you
'ffant to speed up this activity.Note that these sentences
are good definitionsfor the target words as they idiom s
provide a meaning,a context, a typical pattern and
'r.lsually
a collocation.Point the following out: toke A fun way to reinforce some of the body idioms is to
'hostoges, give ... o hug, profitsgo to chority. havestudentsmal<enote cards.Tell them to write the
idiom in English,a translationin their first language
and
Answers the examoleson one side of a blanknote card.On the
other side,they shoulddraw a pictureto helpthem
fl. reunited(paragraphl) rememberthe idiom.Demonstratean exampleon,the
2. burglary (paragraph2) board.You could draw a personhanding-overan arm
3. hostage,hostages(paragraph2) and a leg in paymentfor a brand new car. Tell them that
their drawingsdont haveto be works of art.Thesenote
infamous(paragraph3)
cards can be used later in a gameto review these
hug (paragraph4) idiomaticexpressions; for example,by lookingat the
bushy(paragraph5) picture,can they rememberthe idiom,or in monolingual
hold (paragraph
6) classes,a translation.You could also havestudentsmake
note cards lilcethis for other expressions.After each
charity (paragraph5)
unit,for example,they could chooseten expressions,
make the note cards and add them to their stacl<.lf they
Here are some phrasalverbsand prepositionphrasesto bring their stack of cards every day,you can alwaysuse
point out too: breokinto someone'shome,putpressureon them for quick'filler' activities.
onothercountry,fomous for,corryout o plan,giveaway
money. Answers
l. legs 2. leg 3. necl<4. foot 5. head 6. face 7. chest
8. eyes
17
2 Friends
and relatives
Answers
#**r*6, l#g$& u*,g*,flF
l. more powerful Phrasalverbswith up
ffi
2. bigger,as dark
3. as good,more serious,more fun (morefun is the You can suggestthat studentshaveone pagein their
comparativeform usedwith a noun,for example, notebooks devoted to recordingphrasalverbs that use
it's more work,it tokesmore time\ up. Ask them if they can rememberany others from the
4. quicker,slower unit (e.g.lock up).
5. more touristy
18
and relatives
2 Friends
Answers
ffi Givingbadnews
l . g e t 2 . p i c k 3 . C h e e r 4 . l o o k 5 .f i l l 6 . m i x
The focusof this tasl<is on language
that introducesbad
news.Point out that we often use these kinds of
ilere are some other expressionsyou might want to expressions becauseit would seemtoo abruptto givethe
dravryour students'attention to: bad news straightaway.Draw attention to the expressions
trrcketsgo on sole used in responseto bad news (Oh,that'sawful.Oh,I om sorry
hm*eo bite to eot to heor that).
1t':not the end of the wodd.(This is a fixed expression
meaningthat the consequences There are two ways of doing the matchingtask.Students
of somethingare not
as seriousas they first seem.) can makedialoguesby matchingup the questionsand
answersfirst,and then checktheir answersby listeningto
the recording.Alternatively,they can cover the answersa-h
El speaking and read l-8 only.They then listento the recorded
dialogues.After that, they lool<at the responsesa-h and
This exercisegivesstudentsan opportunity to use some matchthem up.Finally, they listenagainto confirmtheir
c,frchelanguagethey havemet in this unit while answers.This hasthe advantageof studentslisteningto the
iirscussing
the questionsin grgups.(Somethingsthat you samething twice. lf you want studentsto readthe dialogues
coufd /ook up are a word in o dictionory,o number in a in pairs,it is easierif you usethe tapescripton page 148.
boo( a pricein a cotologue.)
Drn'one
Your studentsmight ask about possedawoy,whichis a more
indirectway of sayingsomeonehasdied.Ask them about
El Talkingaboutdisasters different expressionsthey havein qheir own language.
Refer
them to the Real English note ori haveit put down.
iilhe focus here is on languageto describedisasters.
Keep in mind that some studentsmay haveexperience
Answers
with disastersand bereavement.A cautiousapproachto
d-lediscussion is recommended.Ask the classwhat is | . e. 2 .c . 3 .f . 4.a. 5.h. 6 .g . 7.b. 8.d.
hanopening or has happenedin each photo before they
d'o the task.Draw their attention to the languagein the The expressionsusedto introducebad newsare:
expressions and asl<further questions: a. I'm afraidnot.
'Nhot
are other situotionsin which peopleore evocuated?
b. Well, actually,
...
v'ifrot does'totollyturned upsidedown'mean?
'd/hot 'right c. I don't know how to put this,but ...
does on the edge'mean?
d. Unfortunately,
I'm afraid...
A,portfrom fire,whate/secon spreod?(e.g.diseose)
'Nhere 'go e. I'm sorry,I'm afraidI cant.
will the house ot any moment'?
f. Well,actually,
...
ln manycasesmore than one answeris possible. C. Well, actually, ...
h . W e l l ,y e s ,I ' m a f r a i d. . .
Answers
I.A,BorC. 2.A,BorC. 3.C 4.C 5.A,B
(or,by a miracle,
C) 6. A 7.8 8.B 9. A
l0.BorC ll.BorC l2.B l3.C
ffi not"pt"y
Act out the example,and then give the studentsa few
minutesto prepare before they try both the
Speaking conversations.Ask them to repeat the conversations
once or even twice more. Explainthat repeatingexactly
Give a personalexamplefirst if you haveone or make the samething improvestheir performance.You might
one up. Before working on this tasl<,brainstorm types of want to give them the homework task of trying to
naturaldisastersand write them on the board.For memorisethe words and expressions so they can use
example: them to repeat the task againin the next lesson.
typhoon,hurricane,eorthquoke,volconiceruption,mudslide,
ovalonche,flooding,tidol wove,forestfire, ice storm Follow-up
This unit hasseveralexamplesof expressions with the
'delexalised'
verbsget and toke.For homeworl<, ask
studentsto go backthroughthe unit and find as many
examplesas they can for eachverb. Tell them to record
them on separatepagesin their notebooks.
19
Un.itoverview ',r*s**r**xry
#*$rug
I
20
I
3 Yourinterests
ffi gow-questions
For example,ask questionslilce:
How old do you think they ore?
Leadin to the task by brainstormingdifferentlcindsof How well do they get along?
questionsbeginning with how.Write them on the board. Whot kind of persondo you think helsheis?
Studentssometimeshaveproblemsforming how-
questions, so this will giveyou an ideaof their needs. Point out that if Dan and Helenaore goingout together,it
Give them the tasl<to completeand againdraw their meansthat they are boyfriendand girlfriend.People
attention to the fact that these questionsare typically often asl<couplesthe question:
answeredin short phrases.Suggestthat they record So,how long hoveyou been goingout together?
severalexamplesin their notebool<s, possiblyon a page
entitled How. Go through the three statementsbefore studentslisten
to the recording,and malcesure that they cover the
text. Then check which statement is the most accurate.
Answers
l. long 2. far 3. long ago 4. much 5. long 6. well Answers
7. hard/difficult/easy8. often 9. many 10.worried
Theyhavelessin commonthantheythink.
21
3 Yourinterests
22
3 Yourinterests
r * . t , i " . f, g : . : ! : l : r i i . : : . . , " .;
::- : - - - Answers
=) -/';'L"S:',J:Jl {ji ;f
I. winter sports
fl Notreallykeen 2. havefun
3. interestedin politics
'r*nrs
activityfollows on naturallyfrom the previous 4. lt's not my l<indof thing.
arci:"r'iry.
Write a statement on the board: / reallylove 5. get hurt
;ims:c,'(ol
musicond opera (or spicyfoodlfootbol/).Ask the
6. classicalmusic
ift-Esto agree(Sodo IlMe too).Now ask them how they
7. I don't seethe point of it.
urc'ud respondif they didnt lilceit. Respondto their
crus and then show them the exampleconversation. 8. lt put me off for life.
t: nt out the way we soften the disagreement.Let them
*,earhow the responsessound without really.After
se,dentshavemadeshort dialoguesby matchingthe
iiarrements to the responses,playthe recordingwhile
:rey follow the tapescripton page 149.Then get In pairs,get studentsto practisetalkingabout what
srudentsto readthe dialoguesin pairs. activitiesthey like/don't lil<edoing.Refer to the words
in the box. Encouragestudentsto use the languagefrom
Answers the two oreviousactivities. For examole:
A: I'm not reallyvery keen on golf myself.
2 . f. 3 .a . 5 .c .
B: Nq me neither.ltlooksreollyboring,doesn'titt
lfhe examplesof reallyin this exerciseare:
a- lt's not reallymy lcindof thing/ldont really Make sure studentsknow what -ingform of the verb to
understand. use with these activities:I /ike... ployinggolfltennislfootboll,
h- Really?I'm not reallyvery keen on them myself. (if it's just as a
goingsnorkellinglwindsurfinglsurfinglcycling
c, lt's not reallymy lcindof thing. hobby),cycling(if it's more seriousand competitive)
d. I dont reallylilcethingslike that myself. and diving.Dependingon the interestsof your students,
e. I'm not reallythat keenon ... you may want to extend the vocabularywork on one
f. lt's not really my kind of thing. or two of these sDorts.with some exercisesfrom
the Worl<bool<.
23
I 3 Your interests
Speaking
Answers
Talkabout yourselffirst.For example: l. cup 2. street 3. own 4. taste 5. accounting
I hove this reallycool carrier bag with a map of the London
tube on it. When I get bored,I sit down and plon os mony a. There'sno accountingfor taste.Oh well,eachto
woysas I con to get from one ploceto another. their own.
b. lt's not really my cup of tea.
You can extendthe discussionon designerclotheswith c. lt shouldbe right up your street.
the photo opportunitybelow.
d. lt's an acquiredtaste.
Photo opportunity
The pictureon page24 canbe usedto get a discussion Speaking
goingabout brand nameproducts.Ask studentsto make
a list of what they think are the six most famousbrands You could either do this tasl<with studentsin small
in their country and then to comparetheir listswith a groups,or with studentsmovingaroundthe classroom
partner.In pairs,they shouldthen agreeon a new top talkingabout eachquestion.Tall<about yourself,either
ten. ln groupsof four,studentsthen discusshow each beforehandor afterwards.Alternatively,havethe class
brand is different,what kind of imageit projects,what guesswhat your answerswould be.
definesthe brand,how it advertisesits products.and so
on. You could bring in advertisements and ask students
to analysewhat techniquesthe companiesare usingto
try and selltheir brands.Studentscould also discuss
their own feelingstowards brand name products.
24
3 Yourinterests
El Expressions
with thrng Speaking
,fuk studentsif they can recall any expressionswith thing Use the questionsto givethe studentspracticehearing
{rom the dialogue(So what shall we do tonight?) on and usingthe thingexpressions. Evenin monolingual
aage22. For example: groups,there can be a varietyof opinions.You might
:he thing is want do the last question separately. Give an example
E-stthing in the yourselffirst:
morning
$ings /ike thor I don't know the first thing about upgrodingcomputersond I
wont to get more memory.Can onyonetell me how to do it?
Get them to do the task and then checl<their
.itnderstanding by asl<ingquestionsfor each one: Tell eachstudentto think of three thingsthey want ro
d/lry hos it beeno dreodfuldoy? do but don't know how to. They then move aroundthe
Nhm do you thinkhe doeswhenhe needson oilchonge? classtrying to find someonewho can help them. Remind
,lcw would shehave reoctedif shehad beenreolly upset? them how to agreeto negativestatements:
A: I don't know the first thing obout cooking.
{aw wouldon lndonesionreoct if you did this?
B: Neither do I. Why don't you osk George?
C.anyou remember otherwaysof introducingbad newsor o
problem?(e.g.We[ octuolly,. . . , lJnfortunotely,
...)
Photo opportunity
f someonesaid about a restaurantfor onething ltt The pictureson page25 can be usedto get a discussion
e;rpensive,
would you expect that there are other things goingabout music.Ask studentswhat bandsthey're
'*'rongwith it?
into.Askstudentsif they playa musicalinstrument.
Would they ever considerjoininga band?Whatkind of
musicwould they play?Whatare some of the top bands
Answers
in their country?
l. one thing after another
2- I don't l<nowthe first thing about
3. it's just one of those things
4. lt's just not rhe done thing
5. the thing is
6. for one thing
Ask studentsif they remember meeting geto kick out of
somethingand not myleverybodytcup of teo in the
previousunit.Remindstudentsto add some of the
expressionsthat they want to usethemselvesto their
notebool<s.
Lead in
j '+
:1 :F 1 .:iry'r .r
.;JS*
:i
fi'.# #.f "i .",F$ :.
*:r;ftfrr:3:;I
ffiffirne -inq lorm asa verb
W f f i '
26
4 Unusualinterests
frrmwers
s,;r-fing
the net
i sn-rdying English/Spanish/Russian,
etc. AIIright is used in severalusefulexpressions.Brieflygo
I; 'a-lsing over the Real English note if you want to before
moneyfor sick animals
getting the classto match the parts of the conversation.
o rnging
Make sure studentshear the stresspattern, oll right.
! ;ardening/visitinggardens before they read the conversations.lf you think students
5r :ianningmy summerholidays might havetrouble recallingthe exact phrasein the
r nountaineering/hill-wall<ing
secondtasl<,give them the first few words of the
S r,elpinghomelesspeople responseon the board.Point out that lt'll be all right on
Tire dme expressionsare: the nightis a fixed expressionsaidto reassuresomeone
who is nervousabout an upcomingevent like a speech.
r l s w h o l el i f e
l- nost of the winter
Answers
I a iot of time
E all his free time | . c. 2.f. 3.b. 4.a. 5.d. 6.g. 7.e.
all her time
ti, ages
-rngformsin use
rearly every weel<end ffiM More
&. every Saturdaynight
Go throughthe examplesa few times,lettingthe class
lpamerna: whenever I can,as often as I can,quite often,
hear the stressand intonation patterns before they
nm'l'iresdays
complete the conversations.Havethem practisereading
lPur':ernb: most of my evenings,all my Saturday
first. Then see if they can rememberthe conversations
nrririr.rnngs,
all my life,half my life
without the scriot.Now ask studentsto write similar
three-partdialoguesof their own.
xffimnelsome possibilities for the personalised sentences
,@re':ethe studentsdo the tasl<themselves.For
Answers
,e*aLrple:
1gu ccmpingquiteo lot in the summer. l. What? Do you meanjust watchingit or do you
I emrr€times actuallybox yourself?
feel like / spendholf my life markinghomework.
2. What? Do you meanjust watchingit or do you
flnrarurage
them to asl<you questionslike:Sq wheredo actuallyplayyourself?
goTThissets an examplefor them to follow.
litmu 3. What? Do you meaniust goingto Chinese
restaurantsor do you actuallymal<eit yourself?
r ne -rng Tormas a noun
E i l - r
4. Whatl Do you meaniust goingto galleriesor do
Il you actuallypaintyourself?
'tsutr:loughthe focus here is on grammar,it's fun to let 5. What? Do you meanyouth cultureor Beethoven
:$u.trdents argueabout the ideasthey have.Numbers 1,2, and thingslike that?
5 5 and 8 in particularcan causefairlyheateddebatein
right class- and much laughter!
litille
Photo opportunity
A,rtSWerS You could use the pictures on page27 to generat-e some
discussion.Here are some questionideas:
Pcssibleanswers:
ls onyoneinto folk dancing?Wouldyou everdo it if someone
Eallroomdancing 2. mountaineering3. Sailing oskedyou?
u Goingoff travelling5. Learning
Japanese Doesonyoneknow somegood plocesto go camping?
t Fllelping
the poor/homeless/elderly
- What sort of thingscon be doneto deql with the problem
llearningto ride a motorbike 8. Visitinggardens
of homelessness?
What is the ottractionof mountoineering?
27
4 Unusualinterests
ffi*e*r#$r*6 Comprehensioncheck
Give studentsfive minutesto work on this on their
own. Then ask them to compare answersin pairs before
checkingwith you. You could also do these questions
Thesequestionshelp leadin to the topic of the reading
straight after the readinginstead.
text.You could either discussthem in smallgroupsor as
a class.
Answers
**J
l. They go off in a huff.(lf you go off in o huff,it means
ffi Beforeyou read you are annoyedbecauseof somethingthat
Tell the studentsabout the text they are about to read happened.For example:I told my boyfriendlwos
and go over the vocabulary.Ask further questionsto busythis weekendond he stormedoff in a huff.)
generateconnectedlanguage: 2. A glassceiling.
Whot other thingsdo you needa licencefor? (e.g.driving, 3. BritishBoxingBoardof Control.(Ask about other
owningo dog) abbreviations,e.g.osop,D/Y.)
How wouldyou counterthe argumentthot smokingshould 4. No, becauseshe was beingsarcastic. (Youmay neeo
be allowedin public ploces? to give studentsa definitionand example:lf you soy
Hove you corneocrossother nounsthot collocatewith something sorcastically,youwant to give a meaning
'commit'?
(e.9.octsof terrorism,
murde) that is opposite to what the words seem to say.
So,is comrnittingsuicideo uime,then? For example,if it's pouringwith rain,you could say
sarcasticallyWhot niceweotherwe'rehoving!Often
sarcasmis conveyedby the tone of the voice,so let
ffiffi Whileyou read(lt'sa man'sworld?) studentshear your example.)
Sp e a k i n g
Use the questionshere to continuethe discussion.You
maywish to add other groupsto the list of peoplewho
are discriminated
against,dependingon your situation.
28
4 Unusualinterests
29
4 Unusualinterests
ffi Reaching
decisions if any of them haveever been there. Studentscould then
discusswhat kind of thingsthey lil<eseeingand doing
As well as wouldexpressions,these three role-play when they go on holiday- how interestedthey are in
situationsprovide an opportunity to recycle previous goinground old buildings, what they like to do in the
language from both this unit and Unit 3. Here are some daytimeand at night,etc. lf you havea multi-national
examplesyou can write on the board before students class,studentscould alsospendfive minutestelling
do the tasl<: someonefrom a different country what their own
So,what shollwe do,then? hometown hasto offer tourists and visitors.
We couldolwoysgo ...
, suppose we could...
Why don't wejust ...
To be honestwith you,I'm notthot keenon ...
It's not reallymy thing.
l
30
L
Tne exerciseshere can be usedas a quiz.4 Speaking
ar,rd
6 Look back and check: Describing people,
Expressions
r4owever,
are better done as a discussionin pairs.
Answers
t . haventyou heard
fK tenses 2. I would if I could
4. one of those things
5. not reallykeen
3 . l'm afraidI can't 6. Cheer up
Answers
Answers
B ruultiplechoice
l. e. 5. a. 9. n. 13. o.
2. h. 6. d. t0. i. 14. t<.
Answers 3. g. 7. f. ll. p. 15. l.
4. b. 8. c. 12. j. 16. m.
r" ?. 3. b. 5. b. 7. b.
i, a. 4. a. 6. a. 8. a.
English
Answers
Answers
I. c. 3 .d . 5 .f . 7 .e .
i raere 6. safe 2.a. 4.g. 6 .h . 8 .b .
L. rild€ 7. l€\A,€r
3 le''ver 8.
4. m€rice 9. l€€s
5. C+FtI 10.
Answers
Sp e a k i n g l. a. 2 .c .
A,nswerswill vary.
31
Units1-4
Review:
32
Youdon'tget o secondbiteotthe cherrymeansyou
Unit overview
dont get a secondchanceif you fail the first time.
A football managermight saythis to a playerbefore
General topic
they take a penalty.
fuking and talking about decisionsyou havemade,
a;rdjobs. On earthis often usedin questionsto add emphasis.
It usuallymeansyou think the answerto the
Dialogue questionwont be a simpleone or that you are
Fhil asksJasonwhy he decidedto become a fireman surprised.For example:How on eorth ore we goingto
and move to London. solvethis Droblem?
ffi Toughdecisions
Collocationswith decision:
o wisedecislon,theright
dec,slon,
etc.
Quesiions with how ceme:How cam:eyoa lefi.your To introducethe topic,ask studentsto think of an
job,then?etc. important decisionthey havemade (or haveto mal<e).
Explainingdecisions:I iust got fed up with rt etc. Ask why they made it and how it turned out. Give a few
ideasif necessary: changingjobs,choosinga university,
buyinga car,etc. Tellthem about a big decisionin your
life and how it worked out. Give the studentsa few
Language strip
minutesto think and mal<enotes.Ask if anyonewould
Havestudentschooseexpressions they find interesting lilceto tall<about their decision.Studentsshouldnot be
and,on their own, find out more about them. In a later forced to talk about somethingthey don't want to. Tell
class,havethem dividethe expressionsinto two troups: the classthat the unit they are goingto lool<at will help
those that could start a conversation(/'vedecidedit's them talk more fluentlyabout decisions.
timeto leavehome),andthose that could be a response
to a statement (Whot on eorth modeyou do thot?).They For the ranlcing task,tell studentsthat they shouldrank
shouldthen come up with the next line in the the decisionsaccordingto how hard they imaginethem
conversation for those expressionsin the first group to be. Allow a few minutesfor them do this on their
and the initialstatementin the conversationfor those own before they explaintheir order to a partner. Write
expressions in the secondgroup.Studentsmight need a few usefulexpressions on the board to help.For
helpwith the followingexpressions: example:
' lf you can't mokeup your mind,you cant reach a I think it would toke me ogesto decide.
decision.For example:I can't mokeup my mind obout Thot'so reolly toughdecision.
whot to do for my birthday. It was easyfor me to makethot decision.
' A deod-endjob is a job with no prospectsfor
promotion.lt also suggests the job will get reperitive Finishoff by askingfor other examplesof toughdecisions.
and dull. For example:I don't wont to end up in some
dead-endiob.
33
5 B i gd e c i s i o n s
Beforestudentslisten,asl<them to predictwhich of the After studentstick off the expressions,ask them to tell
decisionsin the list abovethe peoplemade.Playthe you who saidthem and about what.Playthe recordinga
recordingso that studentscan see if their guesseswere finaltime while they follow the tapescripton page 150.
correct.
Answers
After studentschecl<their answers,ask them to recall
any expressions that helpedthem. Write three headings, l:
Speal<er lt was total chaos.What a nightmare!
Moving house,Changingo job,Stoppingsmoking,on the Speal<er
2: lt was a real weight off my shoulders.
board and list the expressionsunder the appropriate I iust.couldn'tstandit any more.
headingas studentscallthem out. You could extendthis Speaker3: I felt really pleasedwith myself.After that,
them to come up with more expressionsto
by asl<ing it was plainsailing.
add to each category.
Answers
:#*$f*.6
SpeakerI decidedto move house. ffi:ir,ffi
ff* i3r,f:*
ffi
Speaker2 decidedto changeher job.
Speaker3 decidedto stop smoking. Givingexplanations
that help studentsto find the
Possibleexpressions
ldentifyingwhen it is appropriateto usethe past
answersabove:
perfect is a challengefor many students.Here the past
Movinghouse:thingslyingaroundall over the place, per{ect continuousis presentedin the context of
get everythingall boxed up and into the van,we had to explaininga decision.This is a usefulway of showing
make five trips just to shift everything how the past perfect is often used to give baclground
Changinga job: every daythere was hell,once I'd informationleadingup to an action in the past.
handedin my notice
Stoppingsmoking:I had my lastone,stubbedit out, the You mightwant to leadinto this sectionby focusingon
cravingreallystarted,I found myselfabsolutelydying a decisionfrom the openingtask of the unit. Asl<
for one ouestionslike:
So,what mode you decideto do it?
How were you feelingat the time?
ew**#what a niqhtmare!
-
wcpq Then go throughthe explanationat the beginningof the
exercise,pointing out how the past perfect can be used
You could ask studentsfirst to dividethe expressions
to givethis l<indof backgroundinformation.Ask
into those describinga good situationand those
studentsto underlinethe pastperfectcontinuousin the,
describinga bad situation.Then checl<that students
examplesand,if necessary, talk about how this tense is
understandthe meanings. Here are some definitionsand
formed.
examplesif they are havingtrouble:
. ff somethingis in totolchoos,it meansthat it is very
Get the classto completethe six dialogues, and then,
disorganised.For example:lt wastotal chooswhenthe by focusingon the time expressions, you can explain
bus driverswent on strike. that the extendedtime period these phrasessuggest
. it
lf you saythat it wos a reol weightoff yourshou/ders, makesthe continuousform more appropriate. There
meansthat you are relievedthat a situationthat was are a lot of usefulexpressionsto draw students'
worrying you has been resolvedor removed.For attentionto in the dialogues. For example:I neededo
example:It wasa reol weightoff my shoulders whenthe ploce of my own,I took o month off work,I just decidedto
neighboursfrom hell movedout. giveit o go,ot leastfor the time being,I decidedto splosh
. sny more,you havehad
lf you con't standsomething out,if you don't mind me osking.Ask questionsabout
enoughof it. Ask whether there is anythingyour some of these phrasesto generatefurther useful
studentscon't stondony more. language. For example:
34
5 Bigdecisions
ffi talkingaboutiobs
Grammarpairwork
Answers
Beforedoing this exercise,give studentsthe following
The iobs in the picturesare:
D@rrerns on the board: bouncer,surgeon,fireman,soldier,and policeofficer.
. wosreallylmainly becouse... , so ...
N e l l b, o s i c o l l y , . .s.o, . . .
Havethe studentsidentifythe jobs in the photos,and
"l-ell
them that past perfect continuousverb forms are then model the next task.For example:
common in the first slot,and past simpleones in the I wouldn''tmind beingo surgeon.I imogineit wouldbe really
smond slot. Give an examplefor the first pattern: interesting.
Nell,bosicolly,
her mum had beenoskingus obout it for I could neverbe a soldier.I just couldn't kill onyone.
oges,ond H beenthinkingobout it too,so we just decided
u go oheod. You can also point out the differentforms of the verb be
(-ingform, infinitivewith to and baseform) that follow
Encouragestudentsto follow this extended pattern in wouldn'tmind, H quite like and couldneyer respectively.
cheiranswers. Follow up by asl<ing individuals to tell you which jobs
theyd quite like to do or which jobs they could never
Beforestudentstalk about a big decisionin their life, do and why. lf you want to extend the work on jobs,you
modelthe task for them by talkingabout a big decision could use the photos to practisehove to. Write the
you havemade.Encouragethem to tell severalpeople followingideas(or your own ideas)on the board:
ahouttheir decision.This repetitionof the task helps YouUhaveto be fit to do o job likethat.
studentsdevelopfluencyand gets them usedto using
YouAhove to be quite intelligentto do a job like thot.
new vocabularyand grammar.Tell'students to record
examplesof the past perfectcontinuousin their YouAhove to studyfor yeorsand posson exom to do a job
notebooks.Remindthem to also includethe likethot.
surroundinglanguage becausethis helpsthem see the YouAhave to work long hoursor shiftsif you did o job like
context. Refer studentsto the Grammar thot.
commentary, G6 Past perfect continuous on page YouAhaveto havegood peopleski/lsto do a job like thot
| 60.
Then discussas a classor in smallgroupswhich
statementsapplyto eachjob. This will also producethe
negative:Youdon't hove to be porticulorlyfit.
5 Bigdecisions
#mxra rs*slr
6 :##'*rrifs* ffi l-lkelyor unlikely?
f f i -
Answers
l. I'm sure Rachelwould understandif you explained After going through the answers,ask studentsto tell you
it to her. some verb collocationswith decision(e.g.moke,reoch,
toke).
2. lf we had more time.we could look round the
museums.
3. The fact is ld buy one if it wasnt/werent so
exPensrve.
Follow up with these questionsin smallgroupsto
4. I often think that if I didn't haveany children,I'd
reinforce some of the languageon this page.Again,you
travel round the world.
may chooseto tell the classyour own ideas,either
5. I often think that life would be easierif everybody beforehandor afterwards.
just told the truth.
36
5 Biodecisions
8 i : 1
t .li:3f,i3fs$i Here are some expressionsthat you might want to
:*:tF
explain:
. Refer studentsto the Real English note.Good
.ll Beforeyou listen for
you meansWell done.Ask if students know any
other expressions that could be usedinstead.
Give studentsthe task of predictingwhat the big
. Tellme obout it means I agreewithlunderstandwhot
decisionwill be. Ask questionsabout the expressions:
'fihot kind jobs you ore saying.I've had this problem too.
of do you needro possa physicolfor?
.
r | m stuck in Just as well is used to saythat what someonedid
front of somethingoll doy,am I pleasedobout
d7
was a good thing. For example:It wos justos well I
boughtmy housefive yeors ago.Priceshove almost
A@rtfrom once-livingthings,what
elsecon be describedos
'&ad', doubledsince.
ond what con'deod'meon?(e.g.dead batteries- no
. lf you pushbits of poper roundthe desk,it meansthat
power,dead places- quiet/boring)
you are doing boringofficejob tasks.
You can also ask studentsto think about what the title . lf you ore fed up with something,it meansthat you
Fa,nyo day! refers ro. are bored or tired of it. Ask students if there is
anythingthey ore fed up with.
Answers yourdecisions
ffi Explaining
l. Why did you payso much for your car?
Theseexpressions are quite common,but if studentsare
2. Why did you get here so earlY? havingtrouble,givethem the first word for eachone.
3. Why did you refusethe invitation? When they are checl<ing their answers,ask them to tell
4. Why didnt you acceptthe iob in LA? you which expressionmeansno particulorreoson(l just
5. Why are you so interestedin Tibet? felt likeit). Practisethe expressionschorallyand
individually. lt is importantthat studentsare ableto say
6. Why isnt there any beer left in the fridge?/Why
them easilyand fluentlyas completenaturalexpressions.
there no beer left in the fridge?
You might want the classto mark the main stressesin
7. how come eachsentencein their Coursebooks.
8. why
9. why Answers
10. how come (Mainstressunderlined)
I l. why a.We just got bored with each other.
12. how come b.I've alwaysbeen jnterested in it.
c.ld alwayswanted to.
d.I just got fed gp with it.
e.I just felt like it.
f.A friend of mine recommendedhim.
Here is another chancefor studentsto practisestress l. I'd alwayswanted to
and intonation patterns.After completingthe punch
2. A friend of mine recommendedhim
lines,they can try sayingthe jokes alongwith the
3. I just got fed up with it.
recording.
4. I iust felt like it.
5. I've alwaysbeen interestedin it,
Answers
6. We iust got bored with each other.
l. I want to be readyin casethere'san accident!
2. I wanted to be near my mum!
After studentscomplete the six dialogues, get them to
3. BecauseI left the olaneticlcetson it!
practisesayingthem in pairs.To help studentswith the
4. They didnt look!
conversationactivity,tell them two or three things
about yourselfusingsome of the expressions and
recyclingany other relevantlanguagefrom this unit.
38
You'remore likelyto get killedcrossingthe rood is a
Unit overview fixed expressionoften used to saythat what you are
doing is not that dangerousstatistically. lt is usually
General topic
: ,ringand smolcing! saidabout smokingor flying.
You would sayMind your own business
to tell
Reading someonerudelythat they shouldn'task or tall<
a 'rvomangets arrested for secretlysmoking on a about somethingthat is personal.
Ioiletsengogedmeansthat the toilets are occupied.
!d 1;
39
Before havingthe studentswork on the next tasl<,you
could givethem some examplesof language to talk
ffi wtrileyou read(Thecostof a
about ruleson the board: ffi cigarette)
Youhaveto ... Ask studentsif they remember the word crovingfrom
... is strictlyprohibited. the first listeningtasl<in the previousunit. Ask how
Youcon ... if you want.to. someonewould feel if they were a heavysmokerand
... arelaren'tpermitted. had a long non-smolcingtransatlanticflight.Go through
... is not allowed. the questionsand then let studentsreadthe articleto
see how it compareswith their predictions.They can
Answers then discussthe three questionsin pairs.Encourage the
classto answerin their own words.
Possibleanswers:
7. Smokingis not allowedduringtake-offand
Answers
landing.In fact,most flightsare completely
non-smokingthese days. l. Becauseshe was so nervous,she felt she lust had
8. You can usuallyuse a CD player,but not during to havea smoke to calm her down.
take-off or landing. 2. When the planefinallylandedat Heathrow.
9. You haveto take off high-heeledshoes in an 3. Shewas handcuffed.
Shewas orosecutedand then
emergencybecausethey damagethe escape fined {440.
chute.
10. Hand luggageshouldeither be kept in the
overheadlockersor under the seat in front of Speaking
you.
I l. You can use the toilet at any time exceptwhen The questionshere allow studentsto discusstheir
the seatbeltsign is on, when you haveto remain reactionto the article and to give their own views on
In your seat. smoking.In manycountriesthe banningof smokingin
12. Seatshaveto be in the uprightpositionduring publicplacesis a hot topic. The questionscould be
take-off and landing. discussedeither in smallgroupsor as a class.
41
6 Flying
42
6 Flying
43
Speaking Role play
44
. lf you croshout ot someone!ploce,yousleepthere,
Unit overview
usuallyon the floor or the sofa.For example:Dont
worry about drivinghome;youcon croshat my ploce.
General topic
-ndlintentions . A cor boot so/eis an event,usuallyat the weelcend,
Talkingaboutpla's for rhe weekend,
where lots of peoplesellthingsthey dont want out
Dialogue of the bacl<of their cars.
Steveand Ken:discusi,theil-plansfui thelcoming . lf you hove somepeopleround,youinvite them to
ureekend. your home for dinner,drinks,games,etc. For
example:I'm sorryI con't go out tonight.We'rehoving
some peopleround.
. You use the expressionlt's notmy ideoof on exciting
weekendto saythat someone'splan for the weekend
doesnt soundfun to you. Ask studentsto giveyou
some examplesthey could saythis phraseabout.
sornethin$etc. Lead in
' Pronunciationof 7 You can use the photos on page48 to lead in to the
' Collocations With go::1'mgoing'on:adote;l'm going unit. Ask the classabout eachpicture:
out to seeo film, etc. . Whot is the ploce shownin the
first picture?(a theatre
Vocabularpneetingoppoinmeiliddtei:'i, . r i box office)How oftendo you go to the theotre?
ldioms: Youmustbe joking!Longtimeno seel etc. . Whot is hoppeningin the secondpicture?Whot'sin the
buggy?Where'sthe boby?Do you hove to spendoges
woitingoutsidec/othesshopsfor your partner?
!.a.nguage strip . Where do you think the womenin the third pictureore
going?Why do they /ook serious?
t-{avestudentschoose any expressionsthey find
rnteresting and,on their own, find out more about them. Before moving on to the first exercise,you can ask the
[n a later class,askthem to sharethe information.For a
classwhether they do any of the activitiesin the
srnallgroup activity,ask them to find expressionsusing
picturesat the weekend.
dre presentcontinuous(e.g.Doingonythingthis weekend?)
and expressions most likelysaidon a Friday(Hoveo
goodweekend). Studentscould also underlinethe
expressions they could see usingabout themselves(/ #*$mglr***: #$'ffi,a#
hink I'll justloze obout).Alternatively,they could find all
lfte questionsand write a responseto eachone. You #E:$A typicalweekend
,mightneedto explainsome of the following
exPresstons: Have studentsticl<off the activitiesthey do alone and
' lf you laze obout,you relax and don't really then compare their answerswith a partner. Write some
do much.
For example:On Sundoys time adverbs(e.g.most weekends, olmosteveryweekend,
all I wont to do is justlaze
about. everyother weekend)on the board to help studentssaya
' You say / just live bit more about each activity that they actuallydo: how
for the weekendto show that for often they do it, and where. Draw students'attention to
you the weekend is the most important and
some of the verb collocations:do the shopping,tidy up
enjoyabletime of the weel<.
your flot,do somestudying,catchup with your e-mailslwork.
' If you pop overto o ploce,yougo there for
a short You can then tall<about the thingsyou spendyour
time. For example:I'm justpoppingoverthe rood for o weekenddoing.
sondwich.
45
7 Yourweekend
Answers
Sp e a k i n g l. I decidedearlier,beforenow.
2. lt's a scheduledevent.
Before startingthis tasl<,mal<esure studentsunderstand 3. I decidednow,at the moment of speakingl
the expressionso tip,the tellyand o brgnrghtout. Tall<
4. Yesthis is a plan;theyknow about it already.
about yourselffirst so that they can hearthese phrases
in context.
**J
ffi Grammarcheck
#w*,r.ff #:y,#*ffi*rm#*f Once studentshavedone the exerciseon their own, asl<
I
them to discussin pairshow they reachedtheir
ffiffiFourdifferentfutureforms decisions.When goingthroughthe answers,draw
attention to the fact that the context helos decidewhich
Many studentsbelievethat will is the only future form in form to choose.For example,in number4 the present
English.Although wil/ is often used to expressthe continuouswould probablybe usedas the speakeris
future,other structuresare also used.In this exercise, discussing arrangements he/shehasalreadymade.lt's
studentsare shown four ways to talk about the future important to stressthat the answersgiven here are
(the contractedform 'll,goingtq the presentcontinuous proboble.Remindstudentsthat the forms the speaker
and the presentsimple).Go throughthe examplesand choosesdependon how he/sheperceivesthe eventat
then havestudentsmatchthe descriptionsto the the time of speaking. The sameeventcan be perceived
sentences. in more than one way.
46
7 Yourweekend I
I
I
I
Answers
gets ln
Answers
Steveis goingout for dinnerwith his parentstonight
to a little Frenchplacenear his house.Heb got to get
I
I'il do up earlyon Saturdayto do some cookingand clean
the housebecausehe'sgot some peoplecomingover.
I'rn going
They'llprobablygo and see a film in the evening.Ken is
5 irsgoingto give probablyjust goingto stayin tonight becauseon
'6. l'm goingto sneeze Saturdaynight het going to a party on a boat. On
Sunday,he'sgot to do some thingsfor work.
.El Grammar
in context There are severalexpressionsthat you may want to
explainor that your studentsmay asl<about:
llins exerciseusesthe four differentfuture structuresto
. ff the weekt beendragging,it meansthat time seems
about plansfor the weekend- the topic of this unit.
unlllfi.
to be passingslowlyand it has been boringand/or
Flh,ve studentsdo the exercisein pairs.Encouragethem
difficult.Asl<studentsfor other nouns that we can
tttcrccord and learn whole sentencesfrom these
use in this way (o meeting,o /essona film).
,emL:rlnples,especiallythose that they see themselves
. Whereobouts is usedin questionsto ask precisely
uwinrg. You might want to talk about why someone
ltlro'r.rlld
havea big night out the day before their brother's where. For example:Whereobouts in Spoinore you
wedding.Ask whether they havetraditions lilcestogand from?
Irimnnrghts. . A whileogo meansan indefinitetime in the past.For
example:I saw her o shortwhileogo,in the cof6over
the rood.
. We use the expressionNo rest for the wickedto make
fun of friends (or ourselves)when they/we haveto
worl< and weithey dont.
The questionthat follows the exercisegivesstudents
il"'reopportunity to use some of the structures and lf studentsasl<about individualwords in the
expressions conversation,usethe opportunityto extendand
to talk about their plansfor next week.
G'rrethem five minutesto prepare and then havethem developtheir vocabularies by givingseveralcollocations
nove around the classtalking to different people. You and typicalphrasescontainingthe word. For example,if
caLn join in, too. When you havefinishedthe exercises someoneasksabout docks,you can explainthat it is
nrnthis page,refer studentsto the Grammar where shipsare loadedand unloadedin a harbourand
qommentary, G9 Talking about the future on page then givesome typicalcollocationsand phrases: dry doclg
i6t. down by the docks,dock worker.
Point out the Real English note on Tellme about it! and
d
get studentsto talk about equivalents
in their own
_.t i *I: lf :*i languages.
47
7 Yourweekend
48
7 Yourweekend
*. :,jfi.# .f i*r,rfi:gri*.tlJ,**f}
with the words meeting,oppointment and dote in their
notebooks.Explainthat rememberingnaturalexamples
is just as importantas rememberingwhat words mean.
Il with go
Collocations Refer studentsto the Real English note on page53 for
more on the expressiono friend's.
Co is one of the most commonlyusedverbs in English,
and this exercisehelps studentsuse it in several
Answers
different expressions.You could start off by askingwhat
expressionswith go they know alreadyand then get | . c . 2 .d . 3 .a . 4 . b . 5 .f . 6 .e . 7 . h . 8 .g .
them to work through the first tasl<.Here studentsare
presentedwith three correct collocationsand one
lncorrectone - much better than three incorrectand Speaking
one correct! After comparinganswerswith a partner,
studentscan use some of the exDressionsto talk about This exercisegivesstudentsa chanceto personalise
their own plansfor the weekend.Encouragethem to some of the vocabularypresentedin 2Vocabulary
continuethese conversations by askingfurther check. You may wish to provide a couple of examples
questions. For example: that are true for you,iust to model the kind of language
What film ore you goingto see?Where'sit ploying? studentscan use.For example:
I've only b'ien on oneblind dote in my life.A friend of mine
Questions7-l I can be usedfor further practiceof set it up. We orranged'tomeet at this little ltolion cof| I
some of the vocabularyin the first task.You could know.Anywoy,I got there first ond I wos feelingpretty
suggestthat studentsdevote a whole pagein their nervous.Then this gorgeousmanlwoman comesup to me
notebooks to expressionswith go. ond says,Hello,I hoven't seenyour teeth for a while.My
blind date turned out to be mv dentist!
49
7 Your weekend
-_.*J
a$:-ffi
plan a weekend ldioms
This is a fun chancefor studentsto put some of the To make this easier,havestudentsworl< in groups'Have
grammarand vocabularythey havelearnedin this unit them translateand record the idiomsthey like in their
notebooks.Here are some explanations if needed:
into practice.Before doing these tasks,get them to read
the tapescriptof Gavin'sweekendplanson page l5 | ' You saylongtime no seewhen you meet someone
againto remind them of the lcindof languagethey will you havent seenfor a relativelylong time'
needwhen tellingothers about their plans.Also give . You saytolk of the devilwhen the person about
them usefullanguageto make suggestionslilce: whom you are tallcingsuddenlyshowsup.
Why don'twe ... ? when you end up
con't be choosers
You say beggors
Wouldyou liketo ... ? with an option that isn't what you wanted but which
l e ... ?
S h o lw is better than nothing.
IA reallylike to ... You say rotheryou thon me when someonetells you
In the first task,studentsworl< in pairsplanningthe ideal that they are going to do somethingthat you
weekend.(The ideasin the Coursebookare iust wouldn't like to do.
suggestions.) Then they shouldform new pairsand tell You say there'sno time likethe presentto mean now
their new partner about this idealweekend.Then' when someoneasksyou when a good time to do
stayingwith their current Partner,studentsworl< on the somethingwould be.
next task:planninga cheapweekend.Once they have You sayyou must be iokingin responseto someone
come up with a plan,they shouldform another new pair who hassaidsomethingunbelievable or
and tell their new Partnerabout their planfor the cheap unreasonable.
weekend.When studentsare rePortingthe plans,they
will probablyneedto use the Presentcontinuousand
Answers
goingto,and so you will be ableto assesshow well they
are usingthese structures.Round uP the activity by a. see
focusingon some common errors in a generalclass b. devil
feedbacksession. c. choosers
o. me
Festivals e. Present
f. iolcing
Use the photographsof Samhuinn to start a discussion
I . L o n gt i m e n o s e e
Here are some possible
on the topic of festivals.
2. no time like the present
questionsyou could havestudentsdiscuss:
Hoveyou heordof Hollowe'enbefore? 3. Rather you than me
4. talk of the devil
ls there onythingsimilorin your cultureto mork the
beginningof winter?How about the beginningof spring? 5. Beggarscant be choosers
6. You must be ioking
Do you hovefestivclswhere peopledressup or paint their
foceslike this?
Whot are the most interestingfestivo/sin your own country,
regionor town?
ls troditionalculture stillimportant to peoplein your county
or region?Whot doesit meon to you personolly? ls it usedto
sellyour county os o tourist destination?Give some
exomples.
50
Lead in
Unit overview
You can use the pictures at the bottom of page54 to
General topic bring up the subjectof parties.Ask studentsto describe
rartresand politicalparties. what kind of party is shown in eachone. Followup by
askingfurther questions:
Reading Have you eyerbeen to o porty /ike this?When wosthe /ost
,A rave party goesthrough the floor into the flat porty you went to?What kindof party wos it?
b,eiow. Do you like goingto parties?
What do you liketo do ot porties?Donce,tolk, eot,drink?
Language input
' Vocabulaiy for talkirrg about parties: [t: reallrl
ruined You may want to keep in mind that alcoholconsumption
the porty, What time'did the pony finish?etc. may be a sensitivetopic for some students.
' Planningexpressions:I'lt bringthe musicif you sort
outthe food.etc.
' .r
ii .j -i,j lf ,"*:: ,.y.'i'':u ,pl ,t.i'j *:: r,.f
Expressionswith JUstcouldn't:I just couldn'tmoke d# .$i; .r i ".5 J tuJ.*,!'l
.g.,.--9'i+; J U; j
S
51
8 Partyanimals
Planningexpr essions
&ffi Partycollocations
As well as the verbs hoveand go to, there are several In this exercise,studentsare introducedto some
other usefulverb collocationsfor porty.Studentscould examplesof expressionsusedwhile planninga PartY.
work individually or in pairs.While goingthroughthe They will then be ableto use some of them in the role
answers,asl<further questions.For examplein number play in the next exercise(5 Role play). First,have
2, you could ask: studentswork on the orderingtasl<,either in pairsor
Whot do you think'dumped'means? individually. Then havethem underlinethe planning
in expressions. Write the expressions in order on the
Hove you ever beendumpedby your boyfriendlgirlfriend
people? board,and where appropriate,show how other words
front of o uowd of
could fit in:
intoyour own longuoge?
How wouldyou tronslote'dumped' if you sort ou't the
I'll bring some(musiclfriendslCDs)
Encouragestudentsto add the collocationsthat they (foodI decorationsI invitotio ns).
might needto their notebooks. How doesthot sound?
Well,to be honest,IU rother orgonisethe (foodlmusiclinvites),
Answers if it's OK with you.
l. went on 2. ruined 3. broke up 4. gatecrash Couldn'tyou do the (foodlinvitinglcleaning)?
5. finish 6. invite 7. throw 8. sorted out Yeoh,OK,no problem.
l'll try ond bring some(musiclcrispslwine).
I chiIdrenI neighbou rs)?
W hat obout the (i nvites
ffi speating Oh,I'll do thatlthose.
52
B Partyanimals
geforeyouread
ffi
The questionshere allow studentsto sharetheir ideas Have studentstry to predict what the article is about
about presents,which can vary greatly from culture to from the title and the six collocationsin the task above.
culture.Havethem work in smallgroupsto talk about
the questions.The picture at the bottom of page55 can
be usedto extendthe discussion. Studentsfirst needto ffi While you read(Raveto the grave)
decidewhat the object is,which is a greatopportunity
to use the very usefulword thingand to practise Have students read the article to see if their predictions
language for describingobjectsand their position: were right and then sharetheir reactionsin pairs.Write
Whot's thot yellowthing thot /ookso bit likea ship?(o a few sentencestarters on the board for givingpersonal
butter dish) resPonsesto the text. For example:
What's thot black thing with the orangecircle?(o lighterfor I can't believethot ...
a gas cooker) I think that the worstlfunniestlmostfrighteningthing about
Whot's thot thing in front of it? (on eggtime) this orticleis the foct thot ...
l. endedin tragedy
2. lose control
3. got out of hand
4. organisedcrime
5. led to callsfor tighter laws
6. sufferingfrom shock
8 Partyanrmals
Photo opportunity
Sp e a k i n g
You could usethe photo on page56 to talk about
You could introducethe task by tellingthe classabout a fashionor the topic of dancemusic.(Whot fundof music
noisy or wild party you havebeen to. Havethe classtalk do you liketo donce to? Whot kind of musicis hard to
about the questionsin smallgrouPs.You could easily danceto?)
developthe questionsinto debatesor written
homework.For examole:
'#*l rt ""r
S u :zifu;:: *".y
Whot could or shouldbe done about drug-taking?
Do you think'soft'drugsshouldbe deuiminolised?
Shouldthe policeconcentrotemore on orgonisedoime thon
on drug-takers?
lf you use any of these,givestudentsa list of useful The focus here shiftsto politics and the law. You could
expressions and collocationsbeforehand. For example: makethe connectionby askingthe classto tell you
o risein recreotionoldrug use about the attitudespoliticianstake to youth culture,like
We shoulddifferentiotebetweenhard ond soft drug use. raves,in their country/countries. Go throughthe
coll for toughersentences questionsfirst, drawingattention to the highlighted
collocations.Then get the studentsto ask eachother
put more moneyinto drug oworeness
campaigns
the questions.lf you are from a different country from
It's o complexissue.
your students,you might want to tell them about the
party systemor politicalsituationin your country.
ffi.# | iust couldn'twait Remindstudentsto add the collocationsthat they lil<e
f f i '
to their notebooks.
54
B Partvanimals
ffi rralking
aboutthelaw quotes
ffi Political
The first part of this activity focuseson the collocation The quotationshere can be the basisfor discussion or
introduceo new low and associatedverbs.Other verb for a writing tasl<on the role of the mediain politics,
collocationswith /ow appearin the secondpart. Have the natureof power,or the use or non-useof violence
studentsmatch the sentencehalvesand go through the for politicalends.Ask studentsif they havesome
answers.While you are checking, ask further questions favourite politicalquotationsto sharewith the rest of
like: the class.You could asl<studentsif there are anl
Do you think they shouldban smokingin public ploces? politicalleadersthey admireand why. Are these leaders
What kind of lows would help protectthe environment? good publicspeakers?
55
The exerciseshere can be usedas a quiz.5 Look back
and check:Adjectives, however,is better done as a ffiMr*pressions
d i s c u s s i oinn p a i r s .
Answers
l. I just felt like it.
2. What a nightmare
3. I wouldif I could
Answers
4. You'll regret it
l. I hadn't 6. We hadnt been 5. That'sa good question
2. I'd 7. We'regoing
6. make up my mind
3. I'm meeting 8. I were
4. I hadn'tbeenfeeling 9. Will you
5. I'll 10. I ' v eg o t t o
ffifficollocations
I
RealEnglish
C o n d i t io n a l s
Answers
Answers l . e . 2 . b . 3 .a . 4 . f. 5 .d . 6 .c .
I . e . 2 . a . 3 .f . 4 . b . 5 .c . 6 .d .
Answerswill vary.
55
Review:
Units5_g
E Vocabulary
quiz Learneradvice:Theauthorsspeak!
ffi
Answers Answers will vary.
7. An appointment.
8. I wouldnt eat a frog if you paid me.
9. Havedinnerthere.
10. You smoketoo much.
I I. lf you go shopping,it's
for fun things like clothes or
shoesor CDs or whatever.lf you do the shopping,
you buy all the thingsyou use every day- milk,
bread,sugar,and so on.
At the end.
It tal<esforever.
Yes,you can be on board a boat.
They could tightenlawson drinkingby imposing
finesor punishments. They could tightenlawson
immigrationby makingit more difficultfor people
to come and live in a country.
t 5 . Yes,your relationsand relativesare the same.
1 7 .You go on a day-trip.
t 8 . A court.
t 9 . It'ssmall,warm,secureand friendly-looking.
20. O n a p l a n e .
57
lf you bump into someone,youmeet them by chance.
Unitoverviewr ,'' ,' ,: ,, For example:lf you hoppento bump into Boblater,
. i , couldyou tell him to call me?
General topii .
lf somethingwas o rip-off you had to pay too much
Talkingabout what you did last night.
for it and/orthe qualitywasnt good.For example:/5
for on iceueam?Whot a rip-offl
lf somethingis out of this world,youare stressingthat
it is very good. For example:Youhaveto try their
possionfruit icecreom.It's out of this world.
58
9 Lastnight
*J
H So how was your night? ffiffi Collocations
with get
You could leadin to this exerciseby askingquestions Start off by telling studentsthat get is one of the most
about any of the activitiesyour studentsdid last night: commonlyusedverbs in English, and that it is a good
Youwatcheda film onTV?So how wosit? idea to record expressionswith get on a separatepage
Youwent out for dinner lostnight?So how wos the food? in their notebooks.Ask them to giveyou some
examplesbefore working on the exercise.After students
Havestudentscompletethe ten sentencesin oairs. haveunderlinedthe expressions with get,encourate
While checkingthe answers,ask them to tell you what them to record any that they like in their notebooks.
is beingtallcedabout.For example,number I might have
beensaidabout a party.Studentsshouldrecognisesome
Answers
of the idioms from previousunits (e.g.out of my depth,
we had nothingin common,geton likeo houseon fue). l . m y h a i rc u t
Here are some others that you may need to explain: 2. money
' Loadsof is an informal way of sayingo lot 3. a call
of.For
example:Don't worry oboutthe bil/;she'sgot loodsof 4. somethint to eat
money. 5. upset
' lf you toke somethingup seriously,
you want to spend 6. wet
time doing it as a serioushobby.For example:/ wont 7. surprise
to toke up kick-boxingseriously. 8. a job
' lf you spendtime catchingup with o friend,youtalk to 9. bus
them to find out what they havebeendoing since 10. lost
you last met. For example:I'm goingout with on old
The get expressionsare:
schoolfriend who I hoven'tseenfor twenty yeors,so
we've got o lot of cotchingup to do. l. I got my hair cut
' 2. I tried to tet some money
lf you ore on the edgeof your seot,you are very
interestedin somethingand want to see what 3 . I g o t a c a l lf r o m . . .
happensnext. For example:Thisfilm will keepyou on 4. | ... to tet somethintto eat
the edgeofyour seot rightup until the end. 5. I got reallyupset
6. I got reallywet
Answers 7. I got a real surprise
8. I'vefinallygot a job
[. single 2. horrendous 3. absolutely4. depth
9. I had to get the last bus home
5. halfway 6. house 7. loads 8. catch up
1 0 . | . . . e n d e du p g e t t i n gl o s t
9. takingit up 10.seat
60
9 Lastniqht
Encourage studentsto notice,ask about and record in Refer studentsto the exampledialoguesto show what
their notebool<s any of the expressionsthey find you mean.Here is an examplefor number l:
interestingin the conversation.You mightwant to point A: I'm a prettygood cook,believeit or not.
out how Rose usesdid a bit of severaltimes as well as 8; Are you?So when ore you goingto inviteme round for
the expressionfor a bit. dinner,then?
A: Oh,I don't know.Moybe sometime.
Refer studentsto the two Real English notes on / bet
and get a cob.You could askthem to guessthingsabout
Answers
tlre four peoplein the pictureson page64 usingI bet ...
tl bet the mon in pictureC nevergoesto discos). You could L Are you?+ g
also point out that / bet is often used on its own as a 2. Haveyou? + b
way of agreeingor sympathisingwith the person we're 3. D i d y o u ?+ d
talkingto. For example: 4. Were you? + f
A: /t wos reollyfunny when I told him I was thirty-five.
5. Are you?/Doyou?+ e
B: Yeah,I bet! He proboblycouldn't believeit.
6. Do you?+ a
7. Would you?+ h
Seeif the classcanwrite a dialoguelike this in pairs.lt is
sometimesfalselybelievedthat toxi is BritishEnglishand 8. Are you?+ c
cob isAmericanEnglish. In fact,both words are common
in BritishEnglish.
&ffi#Talkingabout you
;ffiffi -
Speaking
This exercisegivesstudentsthe chanceto practisethese
respondingtechniquesin an interpersonalcontext. To
The questionshere providean opportunityfor students
help students,write five sentencesthat are true for you
to connectthe content of the listeningtask to their
on the board usingthe sentencestarters.For example:
own livesand experiences. Makesure that students
I can play the flute.
know that if you chatsomeone up,you talk to someone
becauseyou are sexuallyattracted to them. Talk about ld reollyloveto go tovenice.
any personalexperiencesfor any of thesequestions Believeit or not,I've never been skiing.
either before or after the studentstall<about theirs. When I wos younger,I once ate o worm.
Lost nightI stayedout until three in the morning.
- .. *"''
'
- ; ; ;l.'
!t
t'i ;#f,#i:f:f*:f1,ffifl Then asl<studentsto write five true sentencesof their
own. Next, get the classto respondto each of your
sentencesusingan auxiliaryquestionand a follow-up
Responding
with auxiliaryverbs question.For example:
Conyou?Why don'tyou ploy us o tune?
This exercisefocuseson a usefulway of respondingto
what someone has said to show interest and to l<eep Continuethe conversationas in the previousexercise:
the conversationgoing.Make sure that students know Oh,well,I don't octuollyhove the flute with me. /t's bock ot
what auxiliariesthere are in English(formsof dq be and my parents'.
hove,andmodalauxiliaries). Ask the classto readthe
two examplesfirst and then to follow as they listen to Usingthis as a model,get the studentsto walk around
the recording.Pointout how the auxiliaryis stressed. the classsharingtheir sentencesand respondingto each
Havestudentspractisecopyingthe responseschorally other. Refer studentsto the Grammar commentary,
and individually
beforeasl<ing pairsto readthe two G | | Responding with auxiliary verbs on page 162
mini-conversations. so that they can review this pattern.
61
9 Lastnight
Photo opportunity Refer studentsto the Real English note on grond and
quid.Explainthat the pluralsare the same,grondanC
Use the photos on Page67 as a PromPt for studentsto quid.
construct their own dialoguesbetweentwo flatmates
discussing what they did last night.Brainstormlots of
potentialexpressions
examPre:
and write them on the board.For
ffiMruotuntil
So whot wereyou up to last night?
This structureis usedto emphasisethat something
I didn't getin until ... happenedlater than expectedor later than usual.Seeif
Did you missthe bus? studentsare ableto explainwhy Lucy usedthis phrase
before you explainto them. They can then worl< on
Then givepairsof studentstime to prepareand practise sentencesl-8 individuallyand compareanswersin pairs.
You canfinishoff by havingthem
their dialogues.
to other groups.
perform their dialogues
Answers
l . b . 2 . a . 3 .a . 4 . a . 5 .b . 6 .b . 7 . a . 8 .b .
&SH
w
Making
q '
sureyou understand
Introducethis exerciseby askingwhat expressions or
strategiesyour studentsuse when they dont understand
somethingsomeonehassaidto them.Give them an
In this exercisestudentscan make up answersif they
exampfeby saying:BeforeI becomeo teacher,Iwos o ... .
want. Remindthem that they shouldonly use I didn't...
Mal<esurethat the end of your sentenceis inaudible.
untilif it is appropriate.Encourage them to asl<further
Ask studentshow they would respond.You'llprobably
questionslike:Why?Whatwereyou doing?Whyso lote?
get / begyourpardon.Whot?Whotdid you soy?Explain
Tell the classto read the Grammar commentary,
that you are goingto show them an techniquein
G f 2 n o t . . . u n t i l . . . o n p a t e l 6 2 , t o r e v i e wt h i s
informalspokenEnglishthat focuseson the specificpart
structure.
of the statementthat is not understood.Havethem
read the two examplesand ask what pattern they
notice.Sayyour sentenceagainand askthem to respond
in a similar way'.Youwerewhotz.Playthe recordingso
that they can hear the stressand intonation and then This exercisefocuseson a very common way of
havethem practisein pairs.Point out that in answering expressingcauseand effectin spokenEnglish.The
these questionsthe first speakerrepeatsthe problem examplesin the exerciseare typicalexpressions, so you
word and then explainswhat it means. could ask the classto try and learnall eightsentences
by heart. Playthe recordingso that they can hear how
Answers so is stressed.One way to practisethe phrasesis in
pairs,with one person readingthe first halfof the
It cost what?/ltcost how much? sentenceand the other completingthe other halffrom
You had dinnerwhere? memory.
You did what last night?
You arrivedhere when?
Answers
You went what?/Youdid what?
l.g. 2 . e . 3 .h . 4.c. 5.f. 6.a. 7.b. L d.
It cost how much?/ltcost what?
You found a (baby)what?
You went where? To reviewtheseexpressionsin a later class,write each
halfof the sentenceon a slip of paper.Repeatsome of
them so that you haveabout four more slipsthan the
With a multi-lingual class,a fun way of extendingthis total numberof studentsin your class.Shufflethe slips
exerciseis to ask studentsto write three sentences and give each student one, keepingthe extras yourself.
about themselvesusingone word or phrasefrom their Ask studentsto memorisetheir half of the sentenceand
own language. This word can be a food,a drink,a thing, then to go aroundsayingit until they find their matching
a place,a l<indof building,etc. Studentsthen walk half.When they havefound their partner,tell them to
aroundclass,tellingeachother their sentences, asking return the slipsto you and to eachtake anotherslip
questionsto clarifywhat the other personis tall<ing from the pile. This way you can keep recyclingthe
about.For examole: phrases.This is a fast activitythat shouldn'ttake longer
A: ln my country,we oftenhove nosi gorengfor breakfost. than five minutes.
B: Youhave whot for breokfost?
A: Nosi goreng.It's o kind of fried rice dish.It's reallynice.
62
Lastnight
63
ro
. lf you sayI don't know what you seein herlhim,you
Unit overview meanthat you don't understandwhy your friend is in
a relationshipwith this personbecausehis/her
General topic characteror appearance is not appealing.
and describingwhat you lil<ein a
Relationships
Dartner.
Lead in
Reading by referring
You can leadin to the topic of relationships
Two examplesof mixed marriages:different religions bacl<to the story of Roseand Lucy in Unit 9. Ask
and differentages. ouestionslike:
What do you think o teenogerwould seein on older
Language input woman?
. Usinglook He looks/ikeo model,She/ooksos if
Whot wouldan olderwomonseein o 'teenoger?
she'sobout to collopse,etc.
Whot do you think the teenogersoid to Roseto get her to
. Adiectivesfor describingcharacterand
donce?
appearance:
dawn-to-earth; etc.
muscular,
' Using I bet to makeguesses:l bet het studying
.
Chemistryor something.
,*'s*rt.g
#f #j]ri $,siI
Fixed expressionswith modals:I could'vetold you
that, Youcon soythot again,etc,
. Tend to: Men tend to eat more junk food than
wQmen. In this exercisestudentsare introducedto three
structuresthat follow the verb look.Some studentshave
problems l<nowingwhen to use like after look,so give
Language strip them plentyof practice.Introducethe tasl<by asl<ing
Havestudentschooseany expressions they find whether they find any of the peoplein the photo on
interestingand,on their own, find out more about them. page70 attractive.Havethem explainwhy/why not.
In a later class,askthem to sharethe information.For a Then explainthat they shouldcompletethe nine
smallgroup activity,asl<studentsto find expressions that sentenceswith either looks,looks/ikeor looksos if
show a preference(e.g.I preferoldermen,I only like When they havefinished,asl<them to tell you the
peoplewith money)and to tall<about whether they have guidelinefor usingthese structures:
the same preferences.Alternatively,they can find look + adjective
expressions that could be usedby two friendstalking look /ike+ noun
about the partner of one of them (e.g.I don'tknowwhot /ookos if + clause/statement
you seein her,He'sold enoughto be your father).
that they You could also mentionthat in spokenEnglishos if is
Encouragestudentsto record the expressions
like in their notebool<s. You might needto explainsome sometimesreplacedwith like.As you are checl<ing the
of the followingexpressions: answers.ask ouestionsto checkthat students
understandthe sentencesand to generatefurther
. You might say Where'veyou beenall my life?to
language.For examplein number9:
someoneyou havejust met and find attractive.lt's a
How couldyou tell if someoneis down?
clich6dchat-upline in BritishEnglish.
Wha't kind of thingsmight causeyou to look o bit down?
. You can describea youngman as o bit of a /od if he
enjoyshavinga laughwith his friends.Recently Pointout the Real English note that explainsueep and
though,lad cultureor laddishbehoviourhas come to nerd.
be a negativeway of describingmacho,sexist,
unrulyand offensiveyoungmen.
aggressive,
. You would say Youcon get lost or Cojump in the river
to someonewho was annoyingyou and you wanted
them to go away.Both are fairly strong.
. lf you saywe'vedecidedto go our seporoteways,it
meansthat you and your partner are splittingup.
64
Answers Answers
looks as ifllil<e Adjectivesdescribingcharacter:warm,flirty,pushy,
lool<slil<e q uiet, forward, down-to-earth,unpredictable
looks lil<e Adjectivesdescribingappearance:
muscular,
dishy,plain,
looks hairy,skinny
looks as ifllike Adjectiveswhich could describeboth:sexy,macho,
looks mature,cuddly
lool<slil<e
looks as ifilike
Havestudentswork in pairsdescribingother peoplein
looks
the class.You can write sentencestarters lil<e/ think
helsheis quitelabit ... , I think helsheseems. . . on rne
boardto help.As an extension,bring in some personal
Sp e a k i n g advertisementsfrom the newspape r: Toll,dark, hondsome
man in /ote twentiesseeks/orge,cuddly,maturelady for
Havestudentsdiscusswhether any of the sentencesin friendship,etc. Look at a few together as a classand deal
I Judging by appearances could describeany of the with any new words and expressions. Then ask students
peoplepicturedat the bottom of the page.Encourage to write their own personaladvertisement. put them up
them to use Helshe/ooks... and to add any other on the wall at the end of class.Perhapssomebodywill
descriptionsthat they thinl<apply.Finishoff by havingthe find their dream partner!
whole classsharetheir ideas.Tellstudentsto readthe
Grammar commentary,Gl4 Judgingby
appearances on page | 62 to review these structures.
65
1O Relationships
ffi Grammar
in context Tellthe classto readthe Grammar commentary,
This exerciserecyclessome of the expressionsfrom G | 5 Expressions with modals on page 162,for more
I Expressions with modals in new contexts.Practise on the basicmeaningof some modalverbs.
the pronunciationof the expressions so that students
feel comfortablesayingthem. You could then asl<
students in pairs to havetwo-line conversations,
one studentusingsentencesl-5 as promptsand the
with i#**rtp i# ,s,#r,fu**mry
other addingthe appropriatephrase.As an extension
you could ask pairsto write nine more dialoguesusing M renuto
these nine expressionsin context.
Tendto,whilstnot beingtraditionallyclassified
as a
modal,is often used to make statementsmore tentative
Answers in a similarway as might,may and couldsometimesdo.
Probableanswersare: Go throughthe exampleswith the classand then have
them complete the sentencesin ways that are true for
l. That must'vebeen nice.
them. They can then sharetheir answersin pairsor
2. You should'veknown better (after what happened smallgroups.
last time)/l could'vetold you thatl
3. You can saythat again/lknow I could hardlyhear
myselfthinl<!
4. You can saythat again/lknow! | just couldnt
The statementshere show studentshow usefultend to
believeit!
can be. lt would soundodd if someonesaidA4eneor
6. You must be joking!(lt was rubbish.) more junk foodthon women,but by addingtend to it
soundsmore acceptable and lessof an over-
generalisation. First havestudentsdiscussthe five
ffi | could
dowith... statementsin oairs.Then dividethe classinto all-male
and all-female groups.Allow studentstime to come up
This exercisepractisesanother modal expressionthat with tend to statementsabout the differencesbetween
studentsmay remember from Unit 9. After looking at men and women before getting them in maleifemale
the example,ask the classwhat they think I coulddo with pairsto comparetheir ideas.You could extendthis
means(an informal way of saying/ wouldlikell wishI hod). activity by havingstudentswrite on other topics,using
Havestudentswork on the exerciseindividually and tendto to be more cautious.Possibletooics includetheir
then compareanswersand tall<about other thingsthey impressions of the British/Americans/Australiansetc.,
coulddo with otthe momentwith a partner.Round up by descriptionsof peoplefrom their own country,the food
writing the following on the board and asl<studentsto in their country comparedto food in anothercountry
tell eachother in pairswhich ones are true for them: they know etc.
I coulddo with o drink
I coulddo with a breok
I could do with o haircut.
I could do with somenew clothes.
68
ll
. You might say I'veheordeverything! in response
Unit over,Vilew' to a very I story. For example:
A : . . . a n di t out thqt taxi driver wqs noneother
General topic
thon Bruce Apporently,he likesto do it in his
Anecdotesan'dstories.
sporetime.
B; Now I've heord
Dialosue
Dianetel[sC4thyaboutthetimeh'er"fatheididnlt You say So,to cut o long shortto leaveout a
Iargepart of your story order to get to the main
lecogniseo"t tl i' ' '' l r
' .''l
t"'' .'' point.For example:So,to o long story short,he
Reading oskedme to morry h-
A woman hasa spiderlivingin her ear. You would sayAndif you you'llbelieve
onryhingafter telling or , true or
Language input untrue,that is very hard to belitsy'e.
For example:
' \bcabulary to describerhairstyles:l'/e,'sgot A: He soidthat he wos reallysorryhe didn'tshowup at
sprky
hcit She'sgot dyed red hoir, etc., the restouront.Somethingturned up ot the last
. Slangexpressions: minute ot work.
Pinchmy wollet,chuckit to me, B: And if you believethat,you'llbelieveanything.
Lead in
Probablythe bestway to leadin to a unit on storytelling
is to tell a story yourself.Studentslike to hear about
personalised thingsfrom their teachers.After all,you are
aslcing them to talk about themselvesall the time!Tell
exaggerate drive like s lunatic,I'm dyi,ngf9f a coff,..le,
, the story in a naturalway and havethem asl<you
etc.
questions.ldeascould includewhen you met someone
famous,the (un)lucl<iest day of your life,the funniest
thing that hasever happenedto you;the possibilities are
Language strip endless.You could eventell a quick story at the start of
Have studentschoose any expressionsthey find eachclasssessionwhile workingthroughthis unit. You
interestingand,on their own, find out more about could start these stories by sayingDid I evertellyou obout
them. In a later class,asl<them to sharethe information. the time ... ?
For a smallgroup activity,asl<them to sort the
expressions into any of the followingcategories: those
that are said by the teller of the story (e.g.Sq to cut o i.i $ :'#fl; ..:,{l
longstoryshort),those that are said by the listener (e.g.
Reolly?),those that could start a story (e.g.You'llnever
believewhat hoppenedto me this morning),
&ad Beforevou listen
and those that w 4 ,
69
11 Tellingstories
,-,..........i
ffi Whileyou listen(Hairtoday,gone For the secondquesrion,after students listen to all the
group members'stories,they choosethe best one and
ffi tomorrow!)
tell it to the whole class.
Explainthe situation.lf there is no undergroundsystem
in your area,find out if studentshaveever travelledon
one. lf not, explaina little about chongingtrainsat -*f :r:p 'J,*;&.lrJi;fJ
stationsand how the trains are divided into corrioges.
Also, refer studentsto the Real English note on pinch.
Before playingthe recording,see if anyonecan explain
Hairstyles
the pun in the title - it's basedon the idiom Heretodoy,
Lead in to this exerciseby askingwhether anyonehas
gonetomorrow,which meansthings come and go quickly.
radicallychangedtheir hairstylelil<eDianeor by telling
Explainthat studentsshouldlistenand then answertne
the classa personalstory.Explainthat some hairstyles
two questions.Mal<esure they cover the text while they
are representedby more than one picture.Once
are listening.They can then discusstheir answersin
studentshavematchedthe descriptionsto the pictures,
patrs.
you could askthem to rank eachperson'shairstylefrom
| (favourite)to 8 (leastfavourite),and to explaintheir
Answers choicesin pairs.Write a few expressions on the board
l. lt happenedsometimelastyearlabouta year and a to help:
halfago,on the underground. I quite likethis one.
2. Diane'sfather didnt recogniseher to beginwith, I wouldn'tbe seendeod with hoir likethot.
but in the end she spoketo him and he finally / like it, but it wouldn'tsuit me.
recognisedher. I wishI could do thot with my hair.
70
Ask studentsif they remember what pinch hiswollet This exercisepresentsexamplesof phrasescalled
meansand then explainthat they are goingto see some 'discourse
markers'commonlyfound in storytelling
other slangexpressions.Stressthat it is good to know conversations. Thesediscoursemarkershelpthe flow of
what these expressionsmean as they are lilcelyto hear the conversationby,amongother things,introducing,
them in everydayspoken English.However,they should connectingand respondingto events,as well as
be carefulabout actuallyusingslangbecauseof nuances encouraging both the teller and the listenerto keep on
of meaningand appropriacyfor a particularsituation. tellingand listening.
lllustratethis by askingwhether it would be appropriate
for a businessexecutiveto announcethat she'sdecided Let studentsfill in the gapsindividually
and compare
to flog the compony.Encouragethem to check with their answerswith a partner. Then playthe dialoguetwice to
teacherfirst beforeusingslangexpressions. While allow them to checl<their answersand to hear how the
checkingthe answers,ask further questionslil<e: discoursemarkerssound,in particularthe intonation
Whot are other thingsyou con chuck? pattern.Playthe dialogueagain,but this time pauseafter
eachdiscoursemarker and let studentspractisesaying
There are more extendedquestionsin 3 Speaking. the markers.Playthe recordingonce more all the way
through before students read the conversationin pairs.
Answers
l . c . 2 . f. 3 .e . 4 . b . 5 .d . 6 .g . 7 . h . 8 .a . Answers
l. Go on 2. Well 3. Really 4. so 5. Anyway
6. You'rejoking
Sp e a k i n g
lf you would lil<eto developthis exerciseinto a more
extended speakingpractice,havestudentsactuallytell
eachother the stories.You maywant to include
folUfairy stories as well. Again,tell the classa story
yourself either before or after.
7'l
11 Tellingstories
72
1i Tellinqstories
n".. "t:*
.n-.**.F.,
ffi tdiomatic
.f"! ;.{'t.r:
{ ; # # 4 ' - 6 } t : e " . }
comparisons
t***J
i4ffi Beforevou read To lead into this tasl<,tell studentsthat a friend of yours
f f i f f i ,
hasjust boughta new bike.Elicitfrom the classwnar
Ask the classif they haveever heard of anyoneputting aspectsof the bil<eyour friend might be pleasedabout
an animalin a microwaveor findinga mousein a pie.lt's and want to emphasise (speed,size,attractiveness, erc.)
likelythat someonein the classwill haveheardof a Next, ask what objects are known for these qualities
'friend (rockets,elephants, models).Then explainthat if we
of a friend'who hashad a similarexperience. Get
this studentto tell their story and see if the rest of the want to emphasisesome quality,we often mal<ea
classbelievesthem. Remindstudentsabout tol/ stories comparisonusing/ike,but often the comparisonis
and maybetall<about urbanmyths. rather an unusualone. Now show them the two
examples.Ask them to guesswhat is so good about the
bil<e(it is fast) and speculateon why a horse might be
known for havinga big appetite.
Let studentsread the text. you could read it aloud or Studentscan then work on the sentencesl-g in pairs.
playthe recordedversionwhile they follow in their As you checl<their answers,asl<what qualityis being
Coursebool<s. Then havethem sharetheir reactions emphasised and givethe classpracticesayingthe
about whether they believethe story or not. expressions.Pairscan then test eachother: one person
readsthe first part of sentencesl-8, and their partner
completesthe expressionwithout lookingat the
Coursebook.
73
11 Tellingstories
Answers
l. dying(ld reallylike a coffee.)
2. murder (She'sallowedto do all l<indsof thingsthat
other people are not allowedto do.)
3. killing(My feet reallyhurt.)
4. murder (lt's very difficulttrying to get him to do
things.)
when
5. died (l was very surprised/shocked/pleased
he told me that!)
6. died (l laugheda lot.)
7. death (l'm reallyfed up with it.)
8. die (l d be reallyhurt/upsetif anyoneelsefound
out.)
9. kill (lf he does it again,l'll be reallyannoyed/l'll
get reallyangry with him.)
a.7. b.3. c. | . d.6. e .5 . f.8. 9.2. h .4 .
i.9.
74
T2
. You sayBoyswill be boysto excuseany rough,noisy
or naughtybehaviourby a particular boy or group of
boys becauseyou think it is normal for boysto act
that way.For example:
A: Bobby'sgot into troublefor fightingot school.
B: Well, boyswill be boys.
. You would ask Not the (famousname)?in response
to someonetellingyou that they met someone
called(famousname)to checkwhether they actually
met the famouspersonor just someonewith the
samename.For example:
Languageinput , ,', : '',, ,,'
A: You'llneverguesswho I sawin the pub lost night_
KylieMinogue.
B: WhatT Not, the KylieMinogue?
A: No,AidenMinogue'slittle sister.
75
fl
'l
2 Difficultto believe
Answers
Answers
Possibleanswers:
l.g. 2.e. 3.a. 4.c. 5.h. 5.b. 7.d. 8.f. A: What was the writer thinking of, coveringup the
cigaretteburns with bits of carpet.
B: I know. He should havejust admitted it straight
ffiffi Before vou read away.
Answers
l . b . l f. 2 . a . l e . 3 .c . / d .
76
Difficultto believe
77
Answers
l. brol<edown
Introducethis exerciseby askingthe classsome
2. took a wrong turn
questions:
3. got a puncture How old om I?
4. stopped off
How longhaveI beenteoching?
5. had an accident
Whqt wos the first expressionI tought you lost weekl,
6. got lost
7. got car sick In this way you can show that often we dont havethe
8. bumpedinto preciseanswerto a question.Explainthat we also
9. a pile-up sometimesdont want to be precise.Then explainthat
10. almosthad an accident studentswill learnsome exDressions that will allow
them to be lessprecise.
78
12 Difficult
to believe
79
Now studentscan practise,askingand respondingin
pairs.Explainthat in the responses,
the functionof the
This pre-readingactivitycontainscollocationsfrom the modalauxiliaryis either to speculateon something
(rnustbe,couldhovebeen)or to comment on how the
readingtext on page83 (Home alone). Have students
work in pairsand then askthem further questionswhile situation could havebeen avoided(shouldhove).Write
checkingthe answers.For example: the patterns on the board for studentsto copy in their
Where do you find cigoretteburns? noteboolcs:
A: Whot werelwos... doing,... -ing?lWhot werelwas...
If you'regroundedfor o weelgore you ollowedto go out with
thinking(of),... -ing?
your friends?How oboutto school?
B: I know!Helshelthey hove... I I know!
shouldlshouldn't
Areaduhsevergrounded?
Helshelthey
couldhovelmust...
lf you won [.] million,wouldyou immediotely
go out on o
spendingspree? After writing their own sentencesbasedon the article,
studentscan againpractiseaslcingand respondingin
Havestudentsadd thesecollocationsto their Datrs.
notebooks.
Answers
Answers
Possibleanswers:
l. g. 2.e. 3 .a . 4.c. 5.h. 6.b. 7.d. 8 .f .
A: What was the writer thinking of, coveringup the
cigaretteburns with bits of carpet.
B: I know. He should havejust admitted it straight
ffi Beforeyouread away.
Explainthe generaltheme of the articleand havepairs A: What were Terry and Jerry doing,setting off
of studentspredict what the stories might be about, fireworks indoors.
basingtheir predictionson the title and the collocations B: I know. They must be mad.
in 2 Collocations. A: What was JohnThomasthinkingof, shootinga gun
like that.
B: I know.He could havekilledsomeone.
ffi Whileyou read(Homealone)
A: What were his parentsthinl<ingof, l<eepinga gun in
Have studentsread the text to see if any of their the l<itchencupboard.
predictionswere right and then discusstheir reactions B: I know. They should havekept it loclcedaway.
in oairs.Write some sentencestarters on the board to
help:
I didn'tbelievethe one obout ...
I wosn'tsurprisedby the storyobout ... #*$rtg i#ir**rfi3ff*#*Y
Ihe best storywos the one obout ...
Answers
| . b./f. 2.a.le. 3.c./d.
76
I
*
12 Difficultto believe T
Answers Once studentshavefinishedthis exercise,tell them to
first read,or reread,the Grammar introduction,
l.d. 2.a. 3.b. 4.c. 5.h. 6.g. 7.e. 8.f.
Grammar: the verb on page 157lor consolidationof
The past tense verb forms are: their understanding of simpleand continuousforms,and
l. was just sitting,started then readthe Grammar commentary,Gls past
2. was leaving,remembered simple and past continuous on page 163.
II 3. was raining,was leaving, grabbed
*{effid
4. was living,were happening
i #$ Grammarcheck
I 5. was just going,rang,was going
II
6. went, came This exerciseprovidesfurther practiceon the two verb
7. were trying, won forms and could be done either in classor for
8. resigned,found homework.Point out usefulcollocationsand ohrasal
verbs while goingthrough the answers(my car broke
down,bumpedintoon old friend,tidying my room up,turned
**J up on my doorstep,come rushinginto the room, boilingup
W. Grammardiscussion
somewoter).Encouragestudentsto add those they think
Here you are helpingstudentsdevelopguidelines they might needto their notebooks.
for
how the two tensesare used.Ask them to individually
choosethe'wrong' sentencein eachgroup of three and Answers
then to discusstheir choiceswith a partner,also
l. broke down 2. was wall<ing 3. saw 4. were walking
explainingthe differencesbetween the two that are
5. was thinking 6. came 7. found out 8. was boiling
correct. When they havefinished,ask them to work
together as a classon a guidelineto explainthe use of
the two tensesand write it on the board.Modify it in The question at the end of the exercise(Whot wereyou
any way necessaryaddinga time diagramif you wish, doingwhen the clock strucktwelveon 3 /st December
and then go throughthe answers. / 999?)showshow the pastcontinuouscan be usedto
expresswhat was in progressat a particulartime in the
Answers past.For this tasl<,youcould asl<studentsto createa list
with all the namesof their classmates. Studentscan tnen
The wrong sentencesare:
mingleand find out what eachpersonin the classwas
la. Findinga singlediamonddoes not happenover a doingat the end of the last centuryand write it down
period of time. on the list next to the person! name.Check students
2b. Gettingstoppedby the policedoes not happen are usingthe pastcontinuousform in their answers.You
over a period of time. can extend this activity further by aslcingstudentsto
3b. Cominghome on the tube shouldbe expressed thinl<of anothersignificant eventand ask:
as a continuousaction,happening over an What wereyou doingonlwhen...
extendedperiod of time, as it is the bac(ground
to seeingthe old friend.
;i ;l r ;{
::: ;i: l:f:i.:f.:i ".::.i..1*.r::i+
:t-
The differencesbetween the two correct sentences "d # r ? , J \:J *.k;i
fl ; it .lig;::i
F.1rd-J i.p::'F'
J "l
;# "J,,; .J
are: I
ffi on ttreway
In lb. the speakersuggests that the problemswere
beingfound over a period of time,while in lc. there is
no suggestion of a period of time. Perhapsthe This is a common expressionusedwhen givingthe
problemswere found on one occasion. backgroundto a story. Write the pattern on the board
ln 2a.got stoppedis seen as one completedaction.In so studentscan write it in their notebooks,and tell
2c. gettingtired is expressedas happeningover a period them to record a few examplesfrom this exercise.
of time. There are also some usefulexpressionswith get,go,take
and hove,for example, got cor sick,went stroightinto the
ln 3a./ was cominghome expressesthat the journey bock of him, took o wrongturn,had a look oround,that they
was in progressand a backgroundevent.In 3c. I come can record.
home on the tubeis seen as a singleaction causedby
missingthe bus.
77
Answers
l. broke down
Introducethis exerciseby askingthe classsome
2. took a wrong turn questions:
3. got a Puncture How old om I?
4. stopped off How longhaveI beenteaching?
5. had an accident What wos the first expressionI tought you lost week?
6. got lost
7. got car sicl< In this way you can show that often we don't havethe
8. bumpedinto preciseanswerto a question.Explainthat we also
9. a pile-up sometimesdon't want to be precise.Then explainthat
10. almosthad an accident studentswill learnsome exDressions that will allow
them to be lessprecise.
78
12 Difficult
to believe
79
The exerciseshere can be usedas a ouiz.5 Lool< bacl< Look backand check:Linkin g
and check: Linking ideas,however,is better done as a
ideas
discussionin pairs.
Answers will vary.
Expressions
Answers
Answers
Collocations
l . b . 2 . b . 3 .a . 4 . b . 5 .b . 6 .b . 7 . a . 8 .b .
9 . a . 1 0 .b .
Answers
l.c. 2.a. 3.i. 4.9. 5.h. 5.d. 7.b. 8.e.
9 .j . 1 0 f. . I l . q . 1 2 k. . 1 3 l. . 1 4 r. . 1 5 m
. .
16.n. 17.o. 18.p.
Answers
l. I tend not to eat sweetthings. RealEnglish
2. I tend not to go out much duringthe week.
3. I tend not to drinl<. Answers
4. I tend to take the bus to worl<.
l . c. 2.d. 3.e. 4. a. 5.f. 6.e. 7.h. 8. o.
5. Peoplein my country tend to be quite religious.
6. Peoplein my country tend not to invitefriends
round to their houses.
7. Peoplein my country tend to spendtheir holidays
roio'n,
ffiffid
with their families.
8. Women tend not to smoke much in public. Answers
l .f . 2 . a .
I
ffi#lConversation Ha:id
What can vou remember?
Answers
Answers will vary.
l.a. 2.i. 3.d. 4.c. 5.h. 6.f. 7.b. 8.e.
f.i. 10.9.
80
Review:
Units9-12
*J
ffi Vocabulary
quiz
ffi Learner
advice:
Theauthorsspeak!
Answers Answers will vary.
81
r3
' I'd betterbe going,Must dosh!and ltt beenlovelyseeing
Unit overview you are usedto end a conversation'
' You sayGve my regordsto someonewhen you want
General topic the personyou are talkingto sayhelloto another
Meetingpeopleand catchinguP on news' personfor you.
. you are no longer in
lf you losetouchwith someone,
Dialogue
contact with them. You sayKeepin touchwhen you
Barry and Sharoncatch up with each other's news'
want the other personto callyou,write to you or
visit you regularlY.
Reading
. We've gottwo now probably refers to two children'
Four people want to get in touch with someonefrom
their past.
they could see
Remindstudentsto add any expressions
themselvesusingto their notebooks.
Language input
. Expressionswith get l reollyneedto get somesleep,
etc'
He neverseemsto get the rnessoge' Lead in
. Presentperfect simpleand Presentperfect lf possibletell the classabout a personalstory of
/'ve been
continuous:l've foundyour passPort, bumpinginto an old friend.Alternatively, talk about one
woitingfor ages. of your bestfriendsnow or when you were a child'
. Presentoerfect adverbsand collocations:l'vejust Havethe classasl<you questions.Then asl<them if they
bumpedinto Horry on the tabe,I've been studyingfor can recallany usefulexpressions that you used'
the post threeyedrs,etc.
. Expressionswith point:I iustdont see the pointin | . ' : :
comploininglt's still o very sdrepoint with him, etc' r - - ; i * ; j : : " i : i '#:
. Using I wish+ the past perfect for past regrets: ,,-.'-.-]
I wishlU oskedher for her address' *a,#lElevenquestions
Once studentshaveworl<edout responsesto as many Then let students read the conversationas you play the
of these questionsand commentsas possible, get tnem recordingagain.Askthem to fill in the first two or three
to mingleas if they were at an actualreunion,asking gapsfrom memory in pairs,before you playthe
questionsand makingcommentsto the peoplethey recordingwith pausesso that they can checkand fill in
come across. the missingwords.Do this two or three gapsat a time
until the end.Playthe recordingthrough one more time
**J with studentsfollowing the text. lf you want studentsto
#,# | haven'tseenyou for ages readthe conversation, or parts of it, in pairs,use the
tapescripton page 153.
lf you haventalreadytalkedabout these questions
yourself,this would be a good opportunityto do so,as
You might want to draw students'attention to the
it providesthe classwith a good model for when they expressionsI went fur o lovelymeollwolkand I went ond
do it. Havestudentstalk about these questionsin pairs. sow thot exhibition.
You may need to explainthat if
somethingcouseso lot of fuss,people havestrong
Photo opportunity opinionsabout it, often negative. Pointout the Real
Engfish note on actuolly.Go over the explanationand
You could usethe three photographson page92 to
example,and then write the followingsentenceson the
providesome more practicewith conversations. Have board askingstudentsto write responsesusingWe/l
pairsof studentschooseone of the photographsand
octuolly... :
write the openingdialogue.They can use expressions That party lost nightsoundedreollyboring.
from I Eleven questions, as well as the language strip.
/ supposehis childrenwere reollywell behoved.
While they are working on this,move around checking
their wor:k and helpingwith vocabularywhere What did you think of that bookI gaveyou?
necessary. Then let the studentspractisetheir dialogues ls thot Englishcourseyou'redoingony good?
beforeperformingthem for another pair or, if you wish,
in front of the class. Checktheir answersby choosingone studentto read
the first statementand another student to reply ano so
ffiJ
on.
ffi Whileyou listen(Longtime, no see!)
Explainthe settingand checkthat the classunderstands
bump into by asl<ing:
ffi speating
Did Shoronand Borryplon to meetin the street? Beforehavingsmallgroupsdiscussthese questions,
explainthat we can describesomethingas controversiol if
Check that studentsunderstandore catchingup with eoch it causesa lot of publicargumentor disapproval. Give
othert newsby askingwhy we use cotchup lil<ethis. Give some relevantexamplesand collocations(e.g.hrghly
them other examplesof these expressions too: controversiol,
o controversialplonldecision
Ipublic frgure).
I bumped intoJohn the other doy. Explainthatyuk is saidto indicatethat you think
somethingis disgusting or unpleasant.
I needto cotch up with whot's goingon back home.
83
13 Old friends
84
1 3 O l df r i e n d s
Speaking
;;i.::; ,,#:*,fl#*h&***if# This tasl<leadson from the readingtext. Ask the class
to think of someonefrom their pastthey would lil<eto
eee+red be reunitedwith and someonethey would never like to
Expressions
C&a# with pornt seeagain.(lf you wish,tell them about someonefrom
your past.)Studentscan then talk about these people
Takethis opportunityto remindstudentsto notice and
with a partner.Be sensitiveto the fact,however,that this
learnwhole expressions and to makesurethey transfer
is very personaland could be uncomfortablefor some
these expressionsinto their notebooks.Sometimesthey
people.Do not force studentsto tall<about thingsthey
can record expressionsundertwo headings, as in the
would prefer to l<eepto themselves.
exampleget to the point whereyou need... . Explainthat
it is a good ideato record expressions
in both pracesas
it doublesthe numberof times they see it in their
notebooks.Ask individualstudentsto readwhore
85
13 Old friends
Answers Answers
Describinga good relationship:3,4, 6 l. He regrettednot aslcing her becausehe would lilce
Describinga bad relationship:
l, 2, 5, 7 to get in touch with her.
2. We use the past perfect after wishto tall<about
You may needto explainsome of the followingidioms: Pastregrets.
. lf you getoff on the wrong
foot with someone, your first
meetingwith that person does not go well; however, Studentscan then work individuallythroughthe
if you hit it off with someoneimmediotely,it goes well. sentencesl-8, addingthe correct forms before
. lf you haveo bit of a soft spot sorneone, you like matchingthe follow-upcommentsa-h. Havethem
for
them or care about them. checktheir answersin pairsbeforelisteningto the
. lf you tell someone that you'llbe ovoilableif theyneed recordingto confirm.
o shoulderto uy on,you are sayingthat they can rely
on you to comfort them if they are upset. Answers
. lf thereis no /oye/ostbetweentwo people,theydont
l. 'd l<nown
like each other.
2. hadnt eaten
' lf you hote someone's
guts,it meansthat you strongly
3. d travelled
dislikethe person.
4. d gone
While you'recheckinganswers,ask studentsto think 5. hadn'twasted
about any equivalents in their own language.
Remind 6. hadn'tspent
them to add the idiomsthey like,alongwith a 'd
7. met
translation,
to their noteboolcs. 8. hadnt lost
l. g. 2.h. 3 .c . 4 .d . 5 .a . 6 .e . 7 . b . 8 .f .
Havestudentsmemorisethe idioms,and then,working
in pairs,testeachother.One person readsthe examples
a-g and the other completesthe idiom without referring
to the Coursebool<. When they'vefinished,they can For the follow-uptask ask studentsto completethe
swaproles.Finishup by havingsmallgroupstalk about personalised sentencestartersand then to explainthem
the sentencesat the end of the exercise. to a partner.Refer studentsto the Grammar
Commentary,G2l Wish on page 164 and encourage
them to record severalexamplesof this structure in
,*s:j,rt* ff f,ffiritf*,ff*,$jf their notebooks.
ffiMr*irt
This exercisefocuseson the use of / wish+ the past Here is a chancefor studentsto use a lot of the
perfect to expresspast regrets.We usuallythinl<of languagefrom the unit. Give pairs of studentsfive or ten
tensesas referringto time, suchas the'present'and the minutesto decideon the kind of thingsthat could or
'past'.
However a past tense form can sometimes would be saidin their chosenreunionbeforetrying the
express'adistancefrom reality',suchas when we talk conversationtogether.One or two conversationscould
about hypotheticalthings.For example,we use the past be performed for the class.For homework, ask students
simplein hypotheticalconditionalsentencesabout the to write their own'story' like the ones in this activity,
Dresentor future: explainingwho they would like to meet againand why.
I wouldn'tdo thot if I were you. Alternatively,ask them to write the conversationthey
imaginethey would haveonce they are reunitedwith
the old friend of their choice.
86
l4
Lead in
Write the word ort on the board and asl<the srucenc
what this word meansfor them. Ask further questions
to get the discussion
going.For example:
Whot thingsore generolly
considered'ort'?
What is on exompleof somethingthot is generolly
considered'ort'but
that you don't thinkis reollyort?
Wouldyou describeo typicolHollywoodblockbusteros'art'?
/s o /essono work of 'ort'?
; ; * " r ; ; -r,i;L3-'Ir'*:t
Zi j
Speaking
Continuethe discussion on'art' by askingthese
questionsto the classas a whole or havesmallgroups
discussthem. Finishoff by havingpairsdiscussthe two
paintingsand talkingabout their own artistic
experiences. You might want do a little extra vocabulary
work by elicitingsome collocationsfor exhibition.For
examDte:
go to an exhibition o photographyexhibition
Language strip
seelottendan exhibition a sculptureexhibition
Havestudentschooseany expressions they find havelholdon exhibition on exhibitionof
interestingand,on their own, find out more about Itolianlseventeenth
them. ln a later class,asl<them to sharethe information. centurylmodern ort
For a smallgroup activity,asl<studentsto find
expressions they might use when actuallylool<ingat a
work of art (e.g.Whot do you thinkof this one?)and * Recommending
M*ffi
expressions you might use if you dont like it (e.9./tt nor
reollymy cup of teo). You might need to explain some of This exerciseintroducessome usefulphrasesabout
the followingexpressions: goingto exhibitionsand makingrecommendations.You
. You would say Youcallthat art? when you thinl<it could leadinto this exerciseby aslcingwhy peopleoften
is not art and you dont particularlylil<eit. 80 to gallerieswhen they are travelling,
but nevervisit
them in their own town or city.
. lf you sayHe picklessheep,you are referringto the
worl<of the contemporaryBritishartist Damien First,asl<studentswhat they would say if they want to
Hirst,who hasexhibiteddeadanimalspreservedin recommendan exhibitionthey havejust seento a
chemicals! friend.Then get them to put the first conversationin
. ff you givesomethins o miss,you don't do it. For the correct order and to find an exoressionfor
example: recommending (Youshouldgo and seeit). Playthe
A: Areyou comingout with us on Friday? recordingso studentscan checktheir answers.Playthe
B: No, I've beenreollytired.I think l'il give it a missrhis recordingtwice more,focusingon the stressand
week ond cotch uP with sonres/eep. intonation patterns.Studentscan then practisethe
. lf someoneis orty,they like thingslike the arts, converiationin pairs,makingsurethey sound
drama,poetry,film, paintings,etc. However,it is enthusiastic.
sometimesused in a negativeway to saythat the
personis pretentious. Note: The HaywardGalleryis in London.
Answers
Conversationl: l. a. 2. g. 3. f. 4. d. 5. c. 6. b.
7 .e .
87
'14Art
ffiS Recommending
expressions
lf you've worked on some more adjectivesin
This exerciseintroducessome more fixed expressions 5 Describing paintings, studentscan use some of
for makingrecommendations. Let studentsreorder the them to talk about their own favouritepiece.ofart. lf
expressionsin pairsand decidewhich are possible, tell the classabout your favouritepieceof art.
recommending and which aren't.Then playthe
recordingso they can checktheir answers.Playthe
recordingagain,usingit as a model for studentsto " h.i. .
;iq{-*;}:f .i[.4.f.af,:{
practisesayingthe expressionswith appropriatestress * { ";$}dcrd -:d+ }.J "-1:s
and intonation.
geforeyou read
ffi
Answers
Ask studentsif they like modern art and to givetheir
l. lt's OK if you'reinto that sort of thing. reactionsto the art shown in the pictureon the right.
2. lt's a must. You could also refer them to the languagestrip so that
3. I reallyrecommendit. they can chooseany of the expressions they feel might
be appropriate.
4. I'd give it a miss if I were you.
5. lt's well worth a visir. --J
5. lt's not worth the entrancefee. ffi Whileyou read(Art Attack)
7. lt's not really my cup of tea./lt'snot my cup of tea,
really. Ask studentsto read the article to find out the writer's
opinionon modern art. Tellthem not to worry about
N u m b e r s2 , 3 , 5 ,a r e r e c o m m e n d i n g ; 1 , 4 , 6a,r7e n o t . understandingeveryword and expression.When they
havefinished,theycan sharetheir ideasin pairs.
88
14 ArI
Collocations
We use the verb couseto introduce a result of Write some sentencestarterson the boardto help:
something;this resulttendsto be negative. lt is I w e n to n ds o w . . .
importantto remindstudentsthat when we come I w e n tf o r o . . .
acrossa word, we need to know a lot about it (its I w o si n . . .
collocations,its typical patterns,its grammar,etc.).Have
studentslool<at the examplesand see if they notice that Give an exampleyourself,addinga comment with which,
all the nounsare negativein meaning.pairscan then beforehavingstudentstell eachother in pairs.Note that
discusswhat might havecausedall thesethings.Choose if they want to use present perfect expressions,then the
a coupleof good examplesfor eachsentenceand write relativeclausewill probablybe in the present:
them on the board so studentscan copy them into They'vejust concelledthe |osttroin,which meansIneed ro
their notebool<s. coll o cob.
You can havestudentstall<about things in the news to Tellstudentsto readthe Grammar commentary,
make some cousesentences.Alternatively,you can bring G22 Relative clauses on page 164to reviewthis
in some newspapers and go throughsome recentevents structure.
and decisionsand havegroupsof studentspredictwhat
the resultsmight be. For example:
The decisionto inueosethe tox on petrolwill couseoutrage
omong motorists.
#x$rrg #,#effi#$,mry
lf studentswant to expressa result that is not negative, Oh, that remindsme!
#.:+d
give them other verbs such as leodto and resultin.
Go over the explanationat the beginningof the
exercise.Then ask a studentto readthe exampre
conversations with you;you yourselfshouldreadthe
r'.:, j1-'rr!
.i l'*
fj re.i :*.!.tu 4:" r:
# # ifi ff;ffi #f part with the highlightedlanguage. Makesure students
hear the intonation patterns.Havethem practisethe
ffi# nelativeclauses expressionswith you before getting them to read the
conversations in pairs.Somestudentsmay put the stress
This exerciseconcentrateson one use of a relative on the first syllableof myself,
so listen for that. They can
clauseto add a comment. The two pafterns are which then do the matchingexercisein pairs before they listen
meant... and whichwos ... . Unlikeother relativeclauses to the recordingto checktheir answers.
that refer to a previousnoun (e.g.Don'tyou hovea
friend
who can giveyou o lift?),thistype of relativeclauserefers Answers
to a previousstatement.You can think of whichas
l. d. 2 .c . 3 .f . 4 .e . 5 .b . 6.a.
substitutingfor this or it. Give studentsa few minutesto
think of, or write down their commentsfor l-g and
then select a few studentsto give answersto the class, Althoughthe conversationsare full of useful
correctingwhere necessary. While goingthroughthe expressions,
the importantonesfor this exerciseare
answers,make sure studentshear how this pattern is a. O h , t h a t r e m i n d sm e .I m u s t . . .
said,in particularthe pauseand changein intonationat
b. I've beenthinl<ingabout ... myself.
tne comma. c. O h , t h a t r e m i n d sm e .I m u s t . . .
d. I keep meaningto ... myself.
Answers e. O h , t h a t r e m i n d sm e .I m u s t . . .
f. Oh, I've been meaningto ...
Possibleanswers:
l. we stayedin the whole day
2. fascinating
3. reallynice
4. a first for me
5. I was about an hour late
6. I had to wait another year before I could applyto
to to university
89
14 Arl
ffid
ffi.ffiPractice M speaking
This exerciseconsolidatesthe languagefrom I Oh, This activity reinforcesa lot of the languagepresentedin
that reminds me! and orovidesa chancefor freer this unit. First,havestudents read through the six
practice.Initially,studentsadd a third resPonseto the examples,while you answer any questionsthey might
conversations in I Oh, that reminds me! They then haveabout the vocabulary. Then put them in small
developtheir own conversationsbasedon the PromPts. groupsto discussthe questions.You might needto
Give them an exampleso that they can see how to do provide language. For example:
it: outogeouslterribleI offensive.
I think it's disgustingl
A: I mustrememberto buy a birthdoycord for my brother. It doesnt reallyworryI shocklonnoyI bother me.
B: Oh, that remindsme, it's my dad'sbirthdoy next week
ond I still hoven't got him o presenL Point out to the studentsthat street art is also known
A: How old is he? as graffiti.You could add questionslike:
B: I don't know exactly,late fiftiesor something. Is it wrongto point on publicproperty,evenif it is ortistic?
When is it OK?Whenis it not?
When studentshavefinished,get each pair to choose
one of their conversationsto per{orm for another pair.
90
Unit oVelvieW:, . lf you say somethingor someoneis not exoctly
somethinglsomeone fomous(e.g.,Shakespeore,
l Superman),youare sarcastically
Ginerat topii:' sayingthat the
Describing
thin!q. former is nowhere near the standardof the latter.
To be or not to be is a quotation from Homlet.
: . : , . . 1 t . . . . ' ,
': .
Dialogui lf you describesomethingas a bit over_the_top,you
Faqland Mick discussfilms they haveseen recently are criticisingit for beingexcessiveor extreme.For
. : :.'
example:The lovesceneswere o bit over_the_top,butit
Language input wosgenerallyOK
. lf you describefood as bland,itdoesn'thavea lot of
flavour.For example:Thefood therecon be o little
blond,but it'scertoinly ftlling.
Lead in
You can leadin to the topic of describingthingsby
telling the classabout a placeyor'u" .".untly oeen to, a
film,playor bandyou'veseen,or a book you'veread.
Try to use a lot of descriptiveadjectives.Let tne
studentsask you a few questionsabout it. When you've
finished,askthem to recallany of the adjectivesyou
usedand write them on the board alongwith their
Language strip associated nouns.For examole:
Havestudentschooseany expressions the octing- oppolling
they find
interestingand,on their own, find out more about them.
In a later class,asl<them to sharethe information.For a This leadsin nicelyto the first exercise.
smallgroup activity,asl<them to find expressionsthat
expresspositivereactions(e.g.Lovedthe '- 'a
food)and .e d,
.i":$:i'*.IliJfi.:l
negativereactions(e.g.But the octingwas horrendous).
*:#
You could also askthem to come up with a questionor
statementthat prompts three expressionsas a ffiM Before you listen
response.For examDle:
A: What do you think of stor fruit? Introducethis task by askingwhat the classthinks of a
B; Stor fruit? I've never eoten one. recent film and what adjectivesthey would use to
describeit to a friend.Listento their ideasand then
You could ask studentsto providea responsethat explainthat you are goingto askthem to sort some
answersthree expressions that are questions.
For
example:
A: Any good?
B: /t's OK if you're into thot sort of thing.
91
1 5 D e s c r i b i nt hgi n g s
Answers Probableanswers:
2. What was that book lil<e?Was it interesting?
Conversationl:fish - reallynice: chicken- a bit
3. What's your new job Are you enjoyingit?
lil<e?
bland; mushroomsauce- delicious(accordingto the
waiter) 4. What wasTunisialike?Was it warm?
' 5. What's this CD like?ls it any good?
Conversation2: wine - nothingspecial,very ordinary,
a bit disappointing,
not that bad 6. How was the match?Did you win?
Conversation3: the playMacbeth- brilliant,wonderful
Note: The traffic jam in the picture is on a section of In this exercise,studentscan practiseusingthe three
British motorway famousfor delays.The legson top of conjunctions. Havethem work individually before
the cinemaare on top of the Duke of Yorl<'scinema,a comparinganswerswith a partner.As you checktheir
well-knownlandmarkin Brighton. answers,askthem to explainwhy they chosethe
particularconjunction.
92
l 5 D e s c r i b itnhqi n o s
il$*"{r*$r*g
Whileyou listen(Not exactly #x*mg#$,xrr*fr*#r
Shak !)
Negativequestions
Lead in by askingfor the namesof recent films and
asl<ingquestionslike: Thesekindsof questionscan be confusingto students,
What wos it like?Any good? especiallywhen it comesto answeringthem. Get
Whot did you think of it? studentsto read through the introduction to tne
exercise.Then asl<them to changethe followinginto a
Explainthe situationand ask studentsto listenfor the negativequestion:
answersto the two questions.Make sure they cover the Do you wont ony of this pizza?
text while they are listeningfor the first time. Have pairs (Don't you wont ony of this pizza?)
discusstheir answers.
Ask studentsto explainwhy someonemight use the
negativerather than the positivequestion (The first
Answers question is a kind of offer. The negativequestion
l. Titanicand BombAlert2. expressessurprisethat the other person has not eaten
any of the pizza.)Ask how they would answerthe
2. Paulreally liked Titanic,Mick thought it was a bit
negativequestion (e.g.No, I'm not thot hungrylldo, but I'm
over-the-top.Mick really liked BombAlert2,paul
just woitinguntil I getmy drink).Students should then read
hasn'tseenit - it's not his kind of thing.
about the two patterns.Tell them to record these two
patterns alongwith a couple of examplesfrom this
Now see if studentscan fill in the first two or three exercisein their notebooks.playthe recording,pointing
gapsfrom memory with a partner.playthe recording out the intonation pattern and then havestudenm
againfor studentsto fill in the missingwords.pausethe practisethe exampleswith a partner.
recording so they havetime to write in what they near.
Finally,playthe recordingagainwith studentslistening #
while readingthe rapescripton page 154.The missing ## Grammarin context
words are highlighted.Dont be afraid to asl<stuoentsro
Studentscan work throughthe short dialoguesl_g
listen severaltimes. The more studentslisten to natural
individually.
While you checktheir answers,askfurther
spokenEnglish, the more chancethey haveof acquiring
questions.For example:
that languageand improvingtheir performance.
Do you prefer wotchingfilmsin Englishwith subtit/esor
without?
Have studentsgo back and find any adlective+ noun
collocationsthey would like to remember.For exampte: Con you tell me about o film thot was reallyslow?
omozing specioleffects Whot other odjectivescouldyou use to describe o plot?
woodenIbrilliant octing (simplelcomplicated)
awful diologue Exoctlyhow many Oscarsdid,Titonic,win?
Whot kind of thingsore on lote-nightcobleTV?
93
15 D e s c r i b i nt hgi n g s
Answers ffi
w
Describing
-
things
l. Don't you find (them hard to read?)
Studentscan work on this matchingexerciseindividually.
2. Didn't you think (sheover-acteda bit?) While you checktheir answers,ask questionsto
3. Didn't you think (it was a bit slow?) Senerateother connectedlanguage. For example:
4. Didn't you think (it was reallyromantic?) So,howwouldyou describefood from your country?
5. Didnt you find (it quite funny,though?) Hos onyonehere beensnowboarding? How wosit?
6. Didnt you find (him a bit too much lilceRobert
Havestudentsthen practisethe short dialoguesin pairs.
De Niro?)
7. Don't you think (its a bit over-rated?)
Answers
8. Didn't you thinl<(it was just sillyand typicalof
late-nightcableTV?) l.e. 2.9. 3.b. 4.a. 5.f. 6.h. 7.d. 8.c.
roleplay
ffi Grammar ffi practice
Explainthe tasl<,checkingthat studentsunderstandwhat Studentscan worl<in pairsdescribingthe objectsin the
to do. Write some expressions on the boardto help pictures.Write the sentencestarter lt /ooksa bit likea
them think of how to expresstheir ideas.For example: ... on the boardto helpthem. For the secondtask,
Don'tyou find ... ? model a coupleof examplesfirst so studentsget an idea
Don'tyou think... ? of how to write their descriptions. Ask them to guess
what you're describing. For example:
I know what you mean.
It's o vegetoble.
/t lookso bit likea corrot but it's white,with
Reolly?
o much strongertoste.(o porsnip)
Yes... , although...
Itt o bit too ... for me. Havestudentswork alonewriting their sentences
before they work with a partner for the guessingpart.
Give studentsthree or four minutesto prepareand ask Referstudentsto the Grammar commentary,G24
them to repeat the task at least once,perhapswith a Comparing on page 165to reviewthesestructures.
different partner.
94
Studentscan work individually
ffi practice
to completerhe
sentencesl-9 before comparingtheir answerswith a
partner.While you are checkingthe answers,ask
questionsto generatefurther connectedlanguage: Readout the example,then tell studentsabout
What's the oppositeof a stong occent?(o slighi one) somethinginterestingyou'vedone or seenrecentlyand
try and elicit a few repliesusingmust,vebeen.you might
What do you do if the batteryof o car is dead?
need to prompt this by writing Thot must'vebeen... on
Has anyonebeento Boli?Whotdid you think of it? the board. Then give studentssome time to write down
What do you think the peoplein dialogueg ore talking their own interestingexperiencesbefore they talk about
obout? them in pairs.Remindthem that they can use a relative
clausewith whichto add a comment,as in the exampre
Point out the Real English note on doingovera (which was nice).
hundred.Ask students if they ever do more than eighty
on tne motorways. Use the photographsat the bottom of the pageto elicit
the use of must be to draw conclusionsabout where the
placeis.Makesure studentsexplaintheir choices.For
Answers
example:
l. must be 2. must be 3. must'vebeen 4. must be A: The pictureon the right must be somewhere
in Northern
5. must be 6. must'vebeen 7. must be g. must be EuroDe.
9. must'vebeen B: Why do you soy thot?
A: Thereore no treesi
ffi Grammar
in context You can then ask studentsto draw conclusionsabout
what it's like in those places.For example:
This exerciseallowssome freer practicein the use of The plocein the pictureon the right mustbe quitewindy.
rnustto make guesses.Studentscan work individually It mustbe quitetough livingin the plocein the pictureon
before getting together with a partner to practisegiving the |eft..
their responses. Studentswill likelycome up with a
variety of answers;the ones below are just suggestions. Note: The photos are,from left to right:the Orissa
region in eastern India,Venice,
Loch Seaforthin tne
Answers Outer Hebrides.
Possibleanswers:
To concludethis unit,you could havestudentswrite
l. That must be hard worr<. about a little-knownplacein their country for
2. That must'vebeen nice/horrible. homework.Ask them to bring in their descripttons to
3. That must keep you fit. c.lassand to exchangethem with anorher student. They
4. lt must'vebeen beautiful. then readtheir partner'swriting and think of further
5. That must be awful. questionsto ask.Finally,they get rogether with their
6. That must'vebeen horrendous. partner to talk more about the placethey just read
about.
7. lt must'vebeen awful.
8. That must be nice.
95
16
. lf you saylt's on cable,it meansthat the programme
Unit overview is beingshown on cabletelevision.
. Sometelevisionstationsbleepout words they thinl<
General topic
Films,TVand censorship. may offendpeople.You hear a soundinsteadof the
word. The f-wordis an alternativeway of referringto
Reading the word fuck.
A film which was adaptedforTV is criticisedfor not
beingviolent enough. Remindstudentsto record any of the expressions
that
they lilcein their noteboolcs.
Language input
. Vocabularyto describefilms:o kindof sct-fithing, Lead in
a costumedroms,omozingspecioleffects,etc. Leadin to this unit by aslcing
questionslilce:
. Asking questionsabout films:V\4rotin it?When Did onyoneseeanythinggoodonTV lastnight?Whotwos it
wss it made? etc. obout?
. Pastperfect simple:I'd nevermadeo speechin my Con onyonerecommendo goodfilm to see?
life before,He'd been married once before. I feel likewotchingo videotonight.Anyoneknow of o good
. Vocabularyto describegroups of people;oudience, comedy?
spectators,yiewers
. Televisionvocabulary:remotecontol,chonnel,coble,
^ l u . . r ,
,' -,r-'ti ;J '*. " :. ; j
i t f , f * , / ' . . , : i , r i
etc. *",-p: .: "ft
. Mixed conditionals:lf it hadn't beenfor her,I
wouldn'tbe doing what l'm doingnow. What kind of film is it?
!ex**.]
*J55r't
96
Answers ***J
ffiffi And when you can't answer!
Suggestedanswers:
FourWeddings ond a Funerolis a comedy. This exercisefocuseson usefulexpressions for when
Titonicis a weepie. you can't rememberthe nameof somethingor
Broveheortis a cross between a costume drama ano someone.Havestudentsworl<individually, reminding
t them that the first word of the expressionis capitalised.
n an actionmovie.
Then playthe recordingfor studentsto follow as a
: model.Havethem practisethe expressions severaltimes
rl When studentshavefinished,write the sevencategories until they can saythem naturally.Finally,
checl<that
ii
it
in a row on the board and asl<the classto suggestother studentsunderstandthe meaningby answering
i1 examplesfor eachone. questionsa-c.
Answers Answers
Possibleanswers: l. Sorry,my mind'sgone completelyblank.
Sci-fi:Ihe Terminotor
2. Wait, it'll come to me in a minure.
Costume drama:Prideond Prejudice
3. Wait, it's on the tip of my tongue.
TypicalHollywoodblockbuster:Independence
Doy
Romanticcomedy: NottingHill 4. Sorry,I can't rememberoff the top of my head.
Cult movie:The BloirWitch project a.4. b . 2 . a n d3 . c. l.
Weepie:Termsof Endeorment
Animatedfilm:A4onsterslnc.
Pronunciation
.*",--l
#+#Askingquestionsaboutfilms Havestudentspractisethe conversations in 2 Asking
questions about films in pairs.Then playthe
Theseare typicalquestionsthat are askedabout filmsor recordingso that they can hearthe expressions. you
televisionprogrammesand shouldbe learnedas whole mightwant to tall<about how these expressions are said
expressions. Remindstudentsthat they maywant to add almostlil<eone word, with eachword beinglinkedto
some of theseexpressions to their notebool<s.
At this the next. This kind of linkingis most noticeablewhen a
stage,just get studentsto completethe exercise,as word endsin a consonantand the one next to it ends in
pronunciationand practiceis dealtwith in the exercises a vowel.For examole:
that follow. Who's in it?
v v
Where'sit on?
Answers wnat'sjtjuoutz
ii
d |.f. 2.a. 3.g. 4.c. 5.b. 6.e. 7.h. Ld.
Havestudentspractisethese questions,
fi
il
trying to link the
words smoothly.Next, get the studentsin pairsto tall<
' lsl After studentshaveread the examplesin the Real about some filmsthey'veseen.Remindthem that they
$ English note on some,see if they can come up with an can respondwith any of the expressionsfrom 3 And
r
'Ei when you can't answer! when they cant remember
examplesentenceof their own. you could also point
ffi
fr; out that someused in this way often suggeststnar you the details.
don't thinl<it's worth mentioningthe nameof the
person.For example:
A: Who was thqt on the phone?
$#,4Film vocabulary
B: Someguy from work. He's lockedhimsetfin ogoinond
You could lead into this tasl<by writing the word
wontsthe keys. film on
the board and elicitingor providinga few interestrng
A: What's thisprogramme? adjectives(e.g.epic,low-budget, block-and-whire) and noun
B: Someold professortolkingobout world conflicts.
/t's not co Ilocations (film + 6u11,
crew,critic, festivol).For th e
worth wotching. exercise,studentscan worl<in pairs,usingtheir
dictionarieswhen necessary. Ask questionsas you checl<
their answers,to generateconnectedlanguage. For
examPte:
Canyou te//me someother fomousdirectors?
Whot e/sedo governments bon?(books,demonstrations)
Why elsemight they cut port of a fitm?
97
1 6 F i l m sa n d t e l e v i s i o n
Answers Answers
l. director 2. banned 3. stars 4. specialeffects 5. cut l. Becausetoo much violencehad been cut.
6. dubbed 7. dialogue 8. soundtrack 9. plot 2. lt ruinedthe film. lt was difficultto follow the plot.
|0 . e n d i n g I l . s e t | 2 .s c e n e
3. MaryWhitehouseset up the NationalViewers'and
Listeners'Association (NVLA) in the late sixtiesto
You might needto explaina coupleof the expressions: protest againstsex and violenceon TV. The NVLA
. lf a dialogueis sharpand witty,it is both clever and feelsthat cuttingthe violencefrom a film like
Robocopis good for society as a whole, and that
funny.
the peoplewho complainedare just thinkingabout rll
Real English
Bad languageor swear words are often avoidedin
Thesequestionsprovidea personalised follow-upto Englishcourses,but are common in real-life
5 Film vocabulary and consolidatethe meaningof the conversation. However,with the increasing incidenceof
new vocabulary. Do the exercisein pairsor small swear words in films,newspapersand even on BBC
groups.Here are some further questionsyou might get television,which is renownedfor highstandardsand
studentsto answer: qualityprogramming, it is importantthat studentsare
Do you know of any filmsthot hovebeenbonnedin your familiarwith swearwords and their common
country?Why?Do you ogreewith the decision? substitutes,such as fuck (when written) or the f-word
Do you evergo ond see o film just becauseit storsyour when spol<en. lt is also usefulto know how to report
or becouseit is by your fovourite
fovouriteoctorloc'tress how somebodyswore at you: He told me to f-off.You
direaor? might like to ask if strong swearwords are common in
films,televisionand papersin the students'own
Who'syour fovouritedirectoror octorlactress?Why?
culture(s)and how peoplefeel about this.Remind
How important is the plot of o film to you?Con you think of studentsthat usinglanguagelike this can causeoffence,
o film thot had o great plot in the beginningbut was o
and if they use it with people they dont know,they do
let-down by the ending?
risk offendingthem.
k. - i.y
ri'#*flii'f*.*;i *..q
98
1 6 F i l m sa n dt e l e v i s i o n
Give studentstime to do this exerciseon their own In the personalisation task,some of the sentenceswill
before they discussit in pairs.Alternatively,after obviouslynot applyto the students,but askthem to
studentsdo it on their own, let them mingle,trying to invent a way to complete them or tell them to ignore
find the studentwith the views closestto their own. them and thinl<of two or three different ones
You mightwant to teach some expressions which show themselves.Put students in pairs to havebrief
strong disagreement(as long as studentsrealisethat conversationsabout their statements.Selecta student
these expressions are strong!): to give an examplefirst:
Thot's ridiculous! Student: IA neverhad prowns until I went to a Chinese
Thot's rubbish. restouronL
Whot o lood of rubbish! Teocher:And did you likethem?
Ihot'sjust not true. Studentr No,not reolly.
Oh,comeon! Teocher:Why not?
Student Well,lve neverreolly liked seofoodand thrs wesno
And of course,some expressions
for agreeing: exception.
That'stue, actuolly.
I agreewith thot ...
Probableanswers:
2. l'd nevermadea speech
3. I'd never met them
4. I'd never hadirriedir
5 . H e d b e e nm a r r i e d
6 . T h e y d d i e di n
7. We'd just had
8. ld neveractuallyflown
99
1 6 F i l m sa n dt e l e v i s i o n
-,i r
:i ^.
ffi Rudi"n.",
Studentscan now think of who the peoplebeing
Studentsmaywant an explicitdefinitionfor theseterms: discussedin l-6 might be. They dont haveto come up
. Spectotors
are the people watchinga live sporting with actualnames,just somethinglike these:
event. He'sproboblysorneonewho convincedhim to stayon ot
. Fonsare people who follow a certain band or schooL
suPPorta sPortsteam. Shemust be some kind of politicion.
. A congregotion
is in a church. While checkingthe answersto the sentences7- | 2,
. An oudienceis usuallyat a live performance(opera, make sure studentsuse the contractedform 'd where
plays,liveTV shows). appropriate.You might need to explaina few
' exPressrons:
OnJookers are people who see somethinghappening,
. The money you receivefrom the state or a private
like an accident.
. companywhen you retire from work is calledo
Viewersare people watchingTV.
pension.For example:At whot ogedo you stort getting
a pensionin your country?
Note: Hakkinenis a FinnishFormulaI race driver.
. FedericoFelliniwas an ltalianfilm director.His films
includeLo Stodo and Lo DolceVito.
Answers
. The DorkAgesis a referenceto the time in European
L audience 2. congregation 3. fans 4. viewers history after the collapseof the RomanEmpire.lf
5. spectators 6. on-lookers you saysomeoneor a group of people are stillliving
in the Dark Ages,it meansyou think they live or think
in an uncivilisedor unculturedway.
100
1 6 F i l m sa n dt e i e v i s i o n
Answers
Answers
7. I'd never havegone Possiblesentences:
8. I wouldnt havehad lf it hadn'tbeenforThomas Edison,the electriclight
9. you wouldnt be getting bulb and the gramophonewouldnt havebeen
10. I'd never havegot into invented.
I l. we'd still be livingin the Darl<Ages lf it hadnt beenfor Elvis,rock'n'rollwould never have
12. nothingwould havegone wrong,we d still be becomeso popular.
married lf it hadnt beenfor MikhailGorbachev,
the Soviet
Union would still exist.
lf it hadnt beenforAlbert Einstein,
we wouldnt have
After studentshavefinishedwriting five sentencesabout nuclearweapons.
peoplewho influencedtheir life or their counrry,and
lf it hadnt beenfor Marie Curie,millionsmore peopte
talked about them to a partner,choose a few examples
would die of diseaseevery year.
to put on the board. You might want to give some
personalexamplesfi rst. lf it hadnt beenfor GeorgeBush,the United Nations
would still be influential.
lf it hadnt beenfor Gandhi,Indiawouldn't havegained
ffi speating its independence when it did.
lf it hadnt beenfor MotherTeresa,
life would be much
This speakingtask providesanotheropportunityro use worse for thousandsof peoplein Calcutta.
the mixed conditionalstructure. Makesure stucenm
know who these people are and what they are famous
for. Write a few patterns on the board to help:
lf it hadn't beenfor ... , (*") wouldn't...
If it hodn't beenfor ... , (we)'dstill...
... had a enormouslconsideroblelinfluence
on the
worldlsociety.
101
The exerciseshere can be usedas a quiz.4 Speaking Expressions
and 6 Look back and check: Recommending,
however,are better done as a discussion
in pairs.
Answers
t4*o*s{
- l. lt's not worth the entrancefee
renses
#!#$fr 2. get a life
3. he's not exactly
Answers 4. a sore point
5. that remindsme
l. I went 2. I've played 3. Haveyou beenstayingin
4. l've aslced5. must'vebeen 6. I've beentrying 6. I haven'tseenyou for ages
7. Did you speak 8. must be 9. I haven'tseen
1 0 .I h a d n ' td o n e
Collocations
Mixedconditionals,
ffisffil t wsh t'd.,.
Answers Answers
,*-"...)
liffi look backand check:Recommending
Answerswill vary.
102
Review:
Units13-16
ffi Vocabulary
quiz Learneradvice:The authors speak!
103
Unit overview Lead in
Use the photographson page | 20 to leadin to the
General topic topic of traffic problems.Ask if studentsl<nowwhat the
Problemsand changesin cities. peoplein the top picturedo. (Theyare trafficwardens,
who in the UK put parkingticketson illegallyparl<ed
Dialogue cars.)Ask who doesthe equivalentjob in the students'
Chris and Claire give their views on a local traffic countries,and what exactlythey do. Here are some
problem. further auestions:
Hos onyonehad o porkingticket?How much did you hove
Language input to poy?
. Driving vocabulary:tokeo wrongturn, slamon the Do you think speedhumps are useful?Do theyreollywork?
brokes,etc.
' Makingsuggesrions: lt'd be more usefulif they buitto
multi-storey,
etc.
. Expressions for givingopinionsand disagreeing; -,; - ? i : j J ' :]
I think it's o great ideo, Yes,but don't forgetthot ... ,
etc.
City vocabulary: cosmopolitan,
innercity,etc.
The passive:Ihe streetsore nevercleanedround Before lool<ingat the list,asl<the studentswhat sort of
here. traffic problemsthey havein their own towns or cities.
Then put them into smallgroupsand asl<them to list as
Impersonalthey:Theyshoulddo something obout it.
manysolutionsto traffic problemsas they can thinl<of.
Animal idioms:I do oll the donkeywork etc. Then get them to comparetheir listswith the list in the
Coursebool<. Checkthat studentsunderstandthe words
and expressions.You may need to explain that occident
Language strip b/ockspotsare placeswhere a lot of accidentstend to
occur.Point out the Real English note on s/eeping
Havestudentschooseany expressions they find policemen. There are a lot of usefulcollocationsin the
interestingand,on their own, find out more about
list to point out to students:insto//speedcomeras,
them. In a later class,ask them to sharethe informauon.
occidentblock spots,quiet streets,on-streetporking (as
For a smallgroup activity,ask them to choosethree
opposedto parkingin car parl<s), pedestrionise the moin
expressions and come up with a situationthat might
shoppingoreo,providebetterpublictronsport,bon oll cors
prompt someoneto saythem. Alternatively, asl<them
from the town centre,doublethe numberof, o one-woy
to find expressionscontaininglt (e.g./t's o mojor issue)
system.
or thot (e.g.Ihot wouldbe far better)and suggestwhat
those words refer to. You might needto explainsome
Beforepairsof studentsdiscussthe list,write some
of the followingexpressions:
sentencestarterson the boardto helo:
. S/eeping policemenin British Englishrefers to the Ihe bestway to deolwith toffic problemswouldbe to ...
speedbumpsin the road that help to slow rraffic Thot wouldn'treallywork becouse...
down.
Thot wouldbe o wosteof time becouse...
' lf you describea placeas crozy,you'resayingit's I think it mightlwouldbe betterto ...
crowded.For example:I wouldn'tgo into the ctry
centretodoy.lt's uazy there on the weekend. Collectthe four solutionswith the highestpriority from
. lf you addfull stopro an opinion,you are eachgroup and write them on the board.Then as a
strengthening it by implyingthere is no discussion class,work out which approachto improvingtraffic
about it. problemsis the most popular.
104
l 7 C a r sa n dc i t i e s
*.**J Answers
+'H Driving vocabulary
e#4!;s v
l.d. 2 . b . 3 .a . 4 . c .
One way of exploitingthis text is to ask studentsto
closetheir Coursebool<s, and write the missingwords in
the list on the board.Then readthe text stoppingar For the secondgroup of sentences, you might needto
eachblanl<. Studentsthen write down the phrase explainthat in manyplacesin Britainthere are closed
includingthe word from the list.for example,Id takeno circuittelevisions.
Ask if this is the casein students'
wrongturning,on a piece of paper.They can then countries.
comparetheir answerswith a partner.Finally, tney can
follow in their Coursebooksas you readthe text a Answers
secondtime with the answers.Remindstudentsto
5.g. 5.h. 7.f. 8.e.
transferthese expressions to their notebooks.
Answers
l. turning 2. direction 3, U-turn 4. one-waystreet
ffi Sentence
starters
5. headlights6. bralces7. pull over g. petrol Havestudentsunderlinethe sentencestartersin the
eightshort dialoguesin I Second conditionals for
The collocationsare:
mal<ing suggestions - eachexpressionoccurstwice _
l. tal<ea wrong turning
and then write them out in the spaceprovided.Eachof
2. go in the wrong direction these expressions needsto be learnedas a singleitem
3. do a U-turn of vocabulary, so sayeachone,payingparticular
4. go down a one-waystreet attention to the contractions.Have studentsrepear
5. slamon the brakes them chorallyand individually until they can sayrnem
5. run out of petrol fluently.One way to practisethem is to write rnem on
the board and graduallyerasemore and more woros,
seeingif studentscan still rememberthe expressions.
105 '
17 Carsand cities
Studentscan now read the eight short dialoguesin A: Hove you heardthey're goingto bon smokingon buses?
I Second conditionals for making suggestions in can ban smoking
B: As for os I'm concerned,they
pairs.When they havefinished,get them to work with everywhere!
another partner makingother suggestions about the
problems.Give an examplefirst so that they can see For the pair work activity,you might need to point out
how to do this.For example: the kilt,as worn by Scottishmen,in the photo. To help
A; This town'sdeod ot night,isn't it? in the discussion, teach the expressionlt's a goodideain
B: ltt not exoalyTimesSquore!It'd be for betterif there theory,but in practice... and give an example:
wereo few more cof6sond bars. One car per family is o good ideo in theory,but in practice
it'll neverwork becouseDublictransDortisn't reliobleenough.
Finally,refer studentsto the Grammar commentary,
G28 Second conditionals for making suggestions
on page | 66.
Beforeyou do this exercise,give studentstime to look
'$'#,fl;ffih* ry through the languagein the previousexercises,and
# $r*g perhapsalso look through their own notebooks. You
could also create a gap-fillexerciseby writing the
expressionsyou want the studentsto reviseon the
ffi collocations board,but leavingout the occasional word and then
askingstudentsto completethe whole expression. For
Lead in to this exerciseby referring back to the
example:
expressionlt'd be o reollygoodideo.Ask studentsfor
What ... be reolly... is if . . .
other adjectivesthat could be usedto describeideo (e.g.
You can then explainthat this Thot'so ... guestionto ...
bqd,brilliont,greot).
exercisewill give them more practicewith collocations,
as well as providingsome more expressions for talking Use gapwords which are fairlyeasyto remember;thisis
about their views on things.lf you havetime,you might an activity to jog the memory,not to test students.
see if the studentscan usetheir dictionariesto find two
more verb and/or adiectivecollocationsfor each noun. Beforeyou beginthe role play,explainthe following:
Good monolingualdictionariesusuallycontainsuch ' A colleogue is someoneyou work with.
collocationsin the examplesentencesfor the headword. . If a bank is old-foshioned,its working conditions and
ideasare what used to be normal in the Pastbut are
Answers no longerso.
. A networksystemrefers to how computers in many
l. (a) difficult (question) 2. strong (views) 3. tackle
businesses are typicallylinkedtogetherto allow
(that problem) 4. raises(the question of) 5. cause '
sharingof filesand resources.
(problems) 6. (a) malor (issue) 7. different (views)
8. avoid(the issue)
Then dividethe classinto groupsof three if possible. Set
the sceneby tellingthem that they are havinga drink
Studentsshouldrecord the individualcollocations(e.g.o after work and are discussingthe things that they are
strongviews)as well as the whole
difficultquestion, not happyabout.Write the openingsentenceon the
sentencesbecausethese are complete expressionsthat board for the first person to start with:
they can learnand use in other situations. Havesmall Youknow,I just con't believethot we're still usingthose
groupsdiscussthe questionsat the end of the exercise computers ...
for further practicewith these collocations.
The others join in and they all makesuggestionson
improvingthe situation before one of them raisesthe
next problemon the list and so on.
10 6
1-/ Carsand cities
107 ;
1 7 C a r sa n dc t t t e s
108
tg
. ff somethingmokesyour bloodbojl,it makesyou very
annoyed.For example:It reallymakesmy bloodboilto
think of oll the moneythey spendon weapons.
Lead in
'l
.'r', . !
."1#fil:j Jft**
iH*HBefore you read
109 )
1 8 A n n o y i n tgh i n g s
eFl#Comprehensioncheck Answers
l . d . 2 .e . 3 .c . 4 . b . 5 .a .
Get studentsin pairsto try to recallthe expressions
from the text to correct the sentences.Tell them not to
worry about those they cant remember.When they've Readthe sentences, aslcingthe studentsto listenfor
done as much as they can,let them rereadthe text to which part of the phrasalverb you are stressingbefore
confirm or correct their answers.As you go through havingthe classpractisereadingthe sentences to each
the answers,asl<a few questionsto generatemore other in pairs. You may need to explainthat just lookot
connectedlanguage. For example: the stoteof it meanslook at what o bod conditionit is in.
Do you know ony fomous peoplewho have hod foce lifts? You can also say Lookat the stdtewe'relyou'rein.
What other nounscouldwe useofter'floodedwith'?(cheop
imports,enquiries) The next task providesstudentswith two extra
contexts for each of these ohrasalverbs.Have students
What hasthiscountrybannedthe importingof?
worl<individuallybeforecomparingtheir answersin
Whot ore someotherwordswe con usebefore'penolty'? Datrs.
(the deoth penolty,the moximum penalty)
Whot is onotherpolicythat has beeno greotsuccess? Answers
What politicalthingscan be lifted?(sonctions,
restrictions)
6a.end up 6b.end up 7a.put up with 7b.put up with
8a.get awaywith 8b. get awaywith 9a.messup
Remindstudentsto add thesecollocations, and any
9b. messup | 0a.goingon about | 0b.goingon about
other expressions they find usefulfrom the article,to
their noteboolcs.
Tellstudentsto go bacl<and underlinethe expressions,
Answers noticingthe patternsverbs occur in. Write the patterns
on the board:
l. The town recentlyunderwenta f I millionface-lift.
end up + -ingform
2. The councilhavebeenfloodedwith comolaints. put up with 'r noun + -ingform
3. Singaporebannedthe importingof chewinggum. get owoy with + noun
4. There are severepenaltiesfor breal<ing
the firessUp + noun
anti-chewinggum law. goingon obouthow + c/ouse
110
I
1 8 A n n o y i n tgh i n g s
111 )
1 8 A n n o y i n tgh i n g s
Answers
ffi lt reallydrivesme mad
l. Complaining about a meal
This exercisetalcesthis languageareaa step further and
l. lt would'vebeen OK if that was the only problem, introducesa numberof expressions that are typical
but responseswhen peopleare complaining to us.Seeif
2. And then,to top the whole thing off, studentscan work out the meaningof the idiom lt really
3. they madeit soundas if drivesme mod.Canthey thinl<of any other similar
expressions?(lt drivesme up the woll.)
2. Complaining about a situation
l. I'vegot a bit of a problemwith Completethe first dialoguetogetheras an example.Asl<
studentsfor anotherword for bug (annoy),and bother
2. I mean,the lastthing I need
(worry)before referringthem to the Real English note
3. I wish they wouldn't on page | 3 |. Then playthe recording and let students
checl<their answers.Next, they can practisethe short
dialoguesin pairs.Encourage them to l<eepthe
Practisesayingthe individualphrasesbeforegetting
conversationgoing.Ask studentswhich two expressions
studentsinto pairsto practisethe conversations.
sound more sympathetic(Don'tworry and /tt not the end
Remindthem to soundannoyed!Give anotherexample
of the world,Don't let it getyou down).You may need to
of the lost thingI needto help studentsunderstandhow
explainthat if you are shortJistedfor o job,you havebeen
this expressionis used:
chosento be in the finalgroup of peoplefrom which
I've beenworkinghard oll doy and I'm exhoustedfhe /ost
the successful applicantwill be chosen.
thingI needis to comehomeand find thot oll our relotions
ore here.
Answers
A similarexpressionto And to toPthe wholethingoff,... l. thingslikethat don't reallybother me
is And to makemottersworse....
2. lt's not the end of the world
3. don't let it get you down
4. there'snothingyou can do about it
112
1 8 A n n o y i n tgh i n g s
**--J
ffiffi Freepractice Answers
This exercisepractisessome more complaining | . f. 2.g. 3.a. 4.h. 5.d. 6.e. 7.b. 8.c.
expressions. Model and practisethe pronunciationof
these expressions, especially the stressand intonation
patterns.Then studentscan complete the sentence ldioms
starters.lf any of them need help,refer them to tne
picturesfor some ideas.Before they go around The idiomshere describeproblemsituations. Have
complaining to other peoplein the class,remindthem studentsworl< in pairsusingtheir dictionarieswnen
or elicit from them what they can say if they want to necessary.The meaningof the idiomsshouldbe clear
agree.For example: from the dialogues,but havingstudentscome up with
Oh,l knowwhotyoumean. other exampleshelpsreinforcetheir understanding.
It's o poin in the neck,isn't it?
It bugsme, too.
Answers
-***-J l. Yes,poor guy.lt's a viciouscircle,isn't it?
ffiffiMoreexpressions
with bother 2. lt's a Catch 22 situation,isn't it?
Botheroccursin severalexpressions common in spoken 3. Yes,and that's just the tip of the iceberg.
English.Havestudentswork in pairs matchingthe two 4. lt's a bit of a mixed blessing,isn't it?
halvesof the dialogues. Then havethem go backand
underlineeachexpressionwith bother.Ask if tnere are
any expressionswhere botherdoesnt meanworry. Speaking
Where does bothermean trouble?(Oh,it'sno botherot
o/L)Where does it mean interrupt?(Sorryto botheryou.) Have studentsdiscussthis with a partner. you could give
Which expressionmeansI don't feel tikedoing something?. them an examplebasedon your own experrencesro ger
(l con't be bothered.)
Which expressionsmean Don,trnoke them started.
the effort to do something?
(l wouldn't botherif I were you,
Why bother?)
113 t
r9
You use if oll elsefoilsto saythat you will do
Unit overview somethingas the last resort.For example:lf oll else
foils,I'll movebock in with my porents.
General topic
Plans,hopesand aspirations. lf someone wontsto changethe world,they are
idealisticin their wish to makea big contributionto
Dialogue changingsociety.For example:When I wosyounger, I
usedto think I couldchongethe world.NowI'm more of
Racheland Nicl<talk about their plansafter leaving
colfege. o pessimist.
lf you sayyou're in a rut,you feel that you are doing
Reading the samething every dayand that there are no
Max is dreadingmeetingsomeonehe met in an prospectsfor any changeto make things better. For
onlinechat room becausehe'sbeena little example:I feel likeI'm stuckin o rut ot work.
'economical
with the truth'.
Remindstudentsto record any of the expressions
that
Language input they lilcein their noteboolcs.
. Startingwith whofi What I reallyneedto do rs ...
;
Whot I wasthinkingof is ... . Lead in
. Expressionsto talk about future plans:I cont see
You can leadin to this unit by askingsome general
myselfs'tayingthere for much longer,I just toke things
questionsabout the future.Write the questionson the
os theycome,etc.
board and explainwhat they mean if necessary. Here are
. Sentencestarters for talking about specificplans: s o m ee x a m D l e s :
I mighttry ond ... ,l reollywontto .,. , etc. Whot do you seeyourse/vesdoingin five yeors?
. Sentenceadverbs:bosicolly,reolisticolly,
ideolly,etc. Whot do you see me doingin fiveyeors?
. Expressionsto tall<about plansusingif if oll else Do you worry aboutwhot the futureholds?
fails,if oll goeswe//,etc. Do you toke thingsos they come or do you liketo plon
aheod?
Language strip
- J ;
11 4
19 Yourfuture
115
19 Yourfuture
116
19 Yourfuture
117
19 Yourfuture
1 , ; * X . , o . , c i ' . d P
When studentshavefinishedreadingand haveanswered ii5j i;ij #f *,,*..:
f,'; il f
the question,asl<them to rereadthe articleand
underlineany interestingexpressionsor collocations.
For example:
w# if- expressions
concreteplons
The variousstructuresthat were discussedin Unit 7 (/'/1,
ever4hing'so bit up in the oir
goingto,the presentcontinuousand the presentsimple)
stuckot home providejust the basisfor talkingabout the future.
right in the centreof town Studentsalso need phrasesto express,for example,
attitude,certainty,uncertainty,and contingency.The
expressionshere all use if, Havethe classpractisesaying
Speaking these expressions after they haveunderlinedthem.
Then get them to sort the expressionsinto those which
Get studentsto work in pairsdiscussing the situation are optimistic (if all goeswell,if everythinggoesoccording
Max hasput himselfin,then extendthe discussion ro to plon)and those which are pessimistic (the rest of the
includethe topics of chat rooms and being'economical
expressions). You might needto tall<about how shou/d
with the truth'. You mightwant to brainstorma list of
can be usedto expresswhat you expectto happen:
situationswhere not beingentirelyhonestis perhaps
Sheshou/dbe hereby fiveor sx this evening.
justifiable.For the writing task or the role play,givethe
l'll justconnectthesebits and then it shouldwork.
classa list of expressions that could be useful:
It'syour own foult.
lH just not showup. Answers
Don'tworry aboutit ... it'll be o bit of o laugh. L goes 2. goes 3.falls 4. fails 5. goes 6. work
You'reo bit shorterthan I wos expecting.
The i[ expressions are:
You'rea bit young,aren't you?
l . i f a l l g o e sw e l l
I hoven't been entirelyhonestwith you.
2. if everythinggoesaccordingto plan
Con we stillbe friends?
3. if that fallsthrough
4. if all else fails
Languagedevelopment 5. if nothinggoeswrong
5. if that doesn't worl<
This exercisefocuseson'sentenceadverbs'- adverbs
that refer to a complete statement rather than a verb,
adjectiveor other adverb.The ones here occur Draw students'attentionto the Real English note on
frequentlyin conversations about future plans.Pointout Touchwood.Ask them for equivalentexpressionsin their
that the endingsof reolisticolly
and bosicollyare generally own language. You could tall<about other superstitions
pronounced/kli/. Practisethe pronunciationof all the concerningbad lucl<(e.9.wall<ingunder ladders,
words before studentsdo the matchingexercise. smashinga mirror) as well as superstitionsconcerning
good lucl<(e.g.throwing salt over the left shoulder,
crossingfingers).Extendthe discussion by aslcing
Answers
whether studentshaveany personalsuperstitions, lil<ea
l. e. 2 .d . 3 .b . 4 . a . 5 .c . luckycharm or lucky pieceof clothing.
Max used hopefullyand basicollyin his e,mail.
118
20
. You would probablysay lt's enoughto liveon if
Unit overview someoneasl<ed you about your salary.lt showsthat
it's not too low but not that good either.For
General topic
example:
The world of worl<.
A: So,whot'sthe poy likeat your newjob?
B: lt's enoughto liveon.
Reading
. lf you say Stress?You don't know the meoningof the
Worl<and working conditions.
word,youare implyingthat the personreallydoesn't
Reading havea job with a lot of pressure.For example:
Two casualworkers win the right to the same A: I heor Bob'sgot o /ot of stressin hisnew job.
benefitsas full-timeemployees. B: Stress?He doesn'tknowthe meoningof the word.
. lf you are rushedoff yourfeet,you are very busy.For
Language input example:I can't tolk now;l'm rushedoff my feet.
. Vocabularyfor tall<ingabout worl< conditions:sick
poy,moternityleave,contract,etc. Remindstudentsto record any of the expressions
that
they like in their notebooks.
. Expressionswith work and job: Youmade o really
goodjob of it, I've beenup to my e\/esin work, etc.
. Questionsto asl<about someone'sjob: How ore Lead in
thingsot work?Whotore the hours/ike?etc. Ask studentsif they rememberthe expressionworking
. Vocabularyto describea boss:Shet very conditions,
which they met in the role playin Unit 17.
approochoble,
He spendsthe wholetime slttlngot hr's Ask them what sort of workingconditions are important
desk,etc. to them and write these on the board.For examole:
. Future continuous:I'll be doingsomewark in your friendlyotmosphere
oree tomorrow,so l'll pop in ond soy hello. friendlysuperiors
goodpoy
119
20 Theworldof work
120
20 Theworld of work
#m$
r*g',i*"m*,*#l
hru$,mry ffi Whileyou listen
Explainto studentsthat they will hear three people
talkingabout their jobs. Ask them to listenfor phrases
You could leadin by askingstudentsto think of five to help them decidewhat job eachpersondoes.Playthe
adjectivecollocationseachfor the nouns work and job, recordingtwice beforehavingpairsdiscusstheir
and write them on the board.For example: answers.Ask them to recallthe expressions that helped
hord,tiring,heovy,light,physicol+ work them decide.Then playthe recordingagain,while
good,bod, decent,boring,well-pa;4+ 1ob studentsfollow the tapescripton page | 56.
Answers
l. work 2. iob 3. work 4. iob 5. work 6. job 7. job
U *r*6ls fi#fu#*mry
8. work
ffi
ffi
How are thingsat work?
There are many typical questionsand answersfor asking
Speaking and talkingabout work. Thesequestionand answer
pairingsare almost as fixed as the exchange:
Use the questionsto providepracticein usingsome of A: Hello,how ore you?
the expressionsfrom I Work or job? Have smallgroups B: Fine.thonks.
of studentscome up with some ideasand then have
them sharethesewith the classas a whole. Studentsshouldbe encouragedto learntypical
questionsand answersas whole conversations. In this
exercise,there are three answersto match to each
i;s:i,#r;t r*g question.
121
20 Theworld of work
Answers
l.f. 2 .g . 3 .a . 4 . h . 5 .c . 6 . b . 7 .d . 8 .e .
122
20 Theworld of work
Answers
l . e . 2 . f. 3 .a . 4 . b . 5 .d . 6 .c .
This is a chancefor studentsto put some of the
languagefrom this unit into practice.Explainthe task to
Ask studentswhich action the speakerseesas more the students.Remindthem of the different languagethey
important(the one in the so clause)and which as the could use from the previousunit (e.g.Whot I wos
bac(ground (the verb in the future continuousform). thinkingof doingis . . . , l mighttry and ... ,lf oll goes
Then readthe Grammar commentary,G32 Future occordingto plan) as well as from this unit (future
continuous on page 166together. Write the pattern l7 continuous, work vocabulary). Give them a few minutes
be -ing,so ... on the board and tell studentsto record a to prepare before letting them mingle.Note that the
few examplesfrom this pagein their notebooks. examplesof the future continuousin this exercise
expressan action alreadyin progressat a certain time in
the future (ten years from now): I'll be livingin a huge
ffi Grammarin context house.
This exercisecontextualises
the earlierexpressions.
Finally
Assumingyou and your studentshavecompletedall
Answers
twenty units of Innovotions
upper-intermediote,
this is the
l. l'll be goingbackto Japanin the autumn,so l'll try time to review the successof the course and give
and get you a cheapWalkman, shalll? studentsadviceon how to continuetheir:English
2. l'll be doingsome work in your areatomorrow so learningon their own. Here are some of the questions
l'll pop in and sayhello if I get the chance. you could ask:
How doesthis coursecomDarewith other coursesvou hove
3. l'll be writing my MA thesisall summer,so l'll be
studied?
working in the librarya lot.
How do you feelyour spokenEnglishhos improvedT
4. l'll be doinga computercoursein April, so I'll be
an exPert on the Internet. How hosthis coursechangedyour ideosabout how English
is learned?
5. l'll be going down to my dad'snext Saturday,so
don't try and call me until Sundaynight. Whot will you do to continueyour leorning?
6. l'll be passingyour front door,so it's no trouble
givingyou a lift.
123
The exerciseshere can be usedas a quiz.4 Speaking Look back and check:More
and 5 Look back and check More expressions
with bother, however,are better done as a discussionin
Answerswill vary.
Expressions
Answers
Answers
l. haven'tfixed 2. was being redecorated 3. haveto
l. don't let it get you down
be paid 4. they'd 5. l'll be seeing 6. was goingto be
7. is goingto be built 8. goes 9. should'vebeen 2. I l<nowwhat you mean
w i d e n e d 1 0 .l ' l l b e b a c l < 3 . j u s t d o i n gw h a t I ' m d o i n g
4. if everythinggoesaccordingto plan
5. wait and see
ffi Multiplechoice
Answers collocatlons
ffiffi|
l.b. 2.a. 3.a. 4.a. 5.c. 6.a. 7.a. 8.a.
Answers
l.h. 2.1. 3.b. 4.a. 5.g. 6.c 7.d. 8.e.
m# Second
conditionals 9 .j . 1 0 .i . I l . n . 1 2 . q . 1 3 .k . 1 4 . 1 . 1 5 .r .
16m . . 1 7 . p . 1 8o ..
Answers
L would be,left
2. would be,banned,pedestrianised
3. would be,collected
4. would be,brought Answers
5. would be,didnt charge,would get l. e. 2 .d . 3 .a . 4 . f . 5 .b . 6 .c .
6. would be,had
Sp e a k i n g ffi'uio',
Answers
Answers will vary.
l. g. 2 .e . 3 .a . 4 . i . 5 .b . 6 .c . 7 . h . 8 .d .
9 . f. t 0 .i
Conversation
Answers ussd
iss*Hrd
what can vou remember?
"
l. a. 2 .c . 3 .f . 4.b. 5 .d . 6 .e .
Answerswill vary.
124
ReviewUnits:17-20
ffi vocabulary
qutz ffi Learneradvice:The authorsspeak!
Answers Answers will vary.
l. Nothing.
2. A building,part of a town.
3. They are not nice.
4. Flexi-timemeansthere are no set start and finish
times to the day;full-timemeansworking a full
working week;port-timemeansworking only part
of a week.
5. No, they are alwaystelling you what to do.
6. No.
7. No.
i
8. When she'slust had a baby.
9. They get paternity leave.
I
10. You get on with them.
i' I l . C o m p l a i n t se,n q u i r i e sp,h o n ec a l l s .
I
I 12. Deal with them.
II
13. Australia- Canberra,Bulgaria- Sofia,Chile-
Santiago,SouthAfrica - CapeTown
14. Answerswill vary.An exampleis:When I'm
depressed,I eat chocolate.That makesme fat.The
fatter I get, the more depressedI get, and so on.
15. lf you havebeen unfairlytreated at work or
unfairlysacl<ed.
16. To the side of the road if you'rehavingcar
trouble.
17. The donkeywork.
1 8 . T h e l o c a lc o u n c i l .
19. Answerswill vary.Examplesare:peopleyou don't
like,the amount of worl< you haveto do.
20. The inner city can be a rough part of town. The
city centre is geographically
the centre of the city
and where most imDortant officesare located.
125
10 RelationshiPs
#ffi Before vou read 5. David and Rachel.(As Racheland David l<now,
people in mixed marriagesare often ostracised.)
Write mxed morriogeon the board and asl<what
studentsthink this means(usuallyit refersto a marriage
between people of different races or religions,but as
you will see it could refer to differentgenerationsor
classesl).You could then discusswhat the advantages
and disadvantages of a mixed marriagemight be.
66
1O Relationships
ffiffiStages
of a relationship
This exercisefocuseson severalcollocationsin the text. Studentscan worl<individually and then comparetheir
Remindstudentsto add those they find usefulto their answerswith a partner.Point out the expressionswith
notebooks.Studentscan either do this individuallyor in get gettingmorried,just got engoged,gettingdivorced.You
pairs.Havethem try to complete the phrasesfrom can use this exerciseto ask about traditions of getting
memory first and then to look in the text. To make it engaged(e.g.Do you exchongerings?How /ongis the
easier,give them the paragraphreferences.When you engogement period?ls thereo party?),or the mechanicsof
checl<their answers,asl<further questionsto check getting a divorce (e.g.Whot do you needto do to geto
their understanding and to generateconnectedlanguage. divorce?ls it difficultto get o divorce?/s there o highdivorce
For example: rote?).Note that you usuallydecideto seporotebefore
Are mixed morriogesbecomingincreosingly commonin your officially gettingdivorced.
country?
Hove your porentseverput pressureon you to do Answers
something?
A possibleorder is:
l. d. 2 ,g . 3 .c . 4.b. 5 .f . ( o r e . ) 5 .e . ( o r f . )
Answers
7 . a . 8 .h .
l. increasingly
(common)(paragraphl)
2. (family)pressure(paragraphl)
3. (got a lot of) support from (paragraph2) .r,$
',: # 4*,
v .j / ;i* ,fl-i
r :;1:i
s r*d $S,fiff
. 3 j *f + i $; f
4. cloakroom(paragraph3)
5. (typicalmacho) lad (paragraph3)
6. (find that l<indof man very) appealing(paragraph4) ffi Expressions
with modals
The use of modalsis anotherareathat causesrearners
Refer studentsto the Real English note on pullingmy of Englisha lot of problems.Decidingwhich modalto
/eg. Ask whether anyone lil<espul/ingpeople's/egsor use dependson the spealcer's attitude to the event being
whether they lil<etheir /egsbeingpulled. described, thus allowingfor a lot of variation.In this
exercise,however,the focus is on fixed expressions
where there reallyis only one choice.Encourage
'; ii;: j*:; studentsto record the complete expression.Let
ff r i:e r;*i ,f studentstry to completesentencesl-9 on their own,
and then comparewith a partner beforeyou checktheir
answers.They can then try to completethe expressions
at the bottom of the pagefrom memory. You might
Be sensitiveto students'viewsand personalexperiences needto explainsome expressions in this tasl<:
when you discussthis kind of topic. Studentsare . lf you saysornething is commonknowledge,you think it
entitlednot to join in discussions
which makethem feel is a well-known fact. For example:I thoughtit was
uncomfortable. lf possibleand appropriate,put the class commonknowledgethat they were livingtogether.
in mixed-sexgroupsfor the discussion. Beforethey . You say Youcan soythot ogoinwhen you agree with
start,allow them a coupleof minutesto readthroughall
somethintsomeonehasjust said.
the questionsand to asl<you about anythingthat is not
. You sayYoumust be jokingwhen you thinl<that what
clear.Tell them they dont haveto answer all the
questionsand are free to slcipany they are not someonehassaidis unreasonable or unbelievable.
comfortablewith. lf the classenjoysdiscussing some of . lf you sayAnd pigs might fly about something,you
these questions, ask them to chooseone and write don't believeit will ever happen.
about it for homework.
67