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SAYER SECOND EDITION Connect with the world and bring your classroom to Life. Now in a new edition, National Geographic Learning brings the world to your classroom with Life, a six-level, integrated-skills series with grammar and vocabulary for young adult and adult English language learners. Through stunning National Geographic content, video and engaging topics, Life inspires a generation of informed decision-makers. With Life, learners develop their ability to think critically and communicate effectively in the global community. The Teacher’s Book contains: etailed teaching notes, answer keys, D background information and teacher development tips ■ 36 photocopiable communicative activities ■ Progress tests for every unit Life Teacher’s Book ■ ADVANCED british English A1 A2 B1 B2 C1 C2 Bringing the world to the classroom and the classroom to life NGL.Cengage.com/ELT A Part of Cengage 9781337286510_CVR_hr.indd 1 ADVANCED CEFR correlation Life Advanced is for learners who have achieved level B2 and want to achieve C1. Teacher’s book ■ Includes Student’s Book audio and video Mike Sayer 19/02/18 11:10 AM The following new and updated features of the second edition of Life are based on extensive research and consultation with teachers and learners from around the world: ■ ■ ■ ■ ■ ■ ■ ■ ■ Updated global content in the unit themes and reading selections Updated video material features additional video support for vocabulary learning New, specially selected National Geographic photography stimulates learners’ visual literacy skills efined grammar syllabus with increased scaffolding and an R enhanced reference section xtended and better-integrated critical thinking syllabus actively E engages students in their language learning, encouraging them to develop their own well-informed and reasoned opinions ew ‘My Life’ speaking activities encourage learners to relate the N global content to their own lives ew ‘Memory Booster’ activities improve learners’ ability to N retain new language An improved Classroom Presentation Tool now includes the Workbook pages, academic skills worksheets, extra support and extension activities ew Student’s App includes video, audio for the Student’s Book N and Workbook, grammar practice, interactive reading practice, expanded wordlists and games ACCESS THE LIFE WEB RESOURCES NGL.Cengage.com/life Username: resources Password: life_teacher ON THE COVER People dry cloths at Gangasagar Mela, a large fair that takes place every year in West Bengal, India. Thousands of people from India and tourists from all over the world come together to bathe at the confluence of the Ganges River and the Bay of Bengal. © Subir Basak/Getty Images 9781337286510_CVR_hr.indd 2 19/02/18 11:10 AM SECOND EDITION Life teacher’s book | ADVANCED MIKE SAYER Australia • Brazil • Mexico • Singapore • United Kingdom • United States 86510_fm_ptg01_001-020.indd 1 3/1/18 4:23 PM © 2019 National Geographic Learning, a Cengage Learning Company Vice President, Editorial Director: Executive Editor: Sian Mavor Publishing Consultant: Karen Spiller Project Managers: Sarah Ratcliff and Laura Brant Development Editor: Helen Holwill Editorial Manager: Claire Merchant Head of Strategic Marketing ELT: ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S. copyright law, without the prior written permission of the copyright owner. “National Geographic”, “National Geographic Society” and the Yellow Border Design are registered trademarks of the National Geographic Society ® Marcas Registradas For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, cengage.com/contact For permission to use material from this text or product, submit all requests online at cengage.com/permissions Further permissions questions can be emailed to Senior Content Project Manager: Nick Ventullo Senior IP Analyst: Alexandra Ricciardi IP Project Manager: Carissa Poweleit Cover: Lisa Trager National Geographic Learning Cheriton House, North Way, Andover Hampshire, SP10 5BE Text design: Vasiliki Christoforidou Audio: Tom Dick and Debbie Productions Ltd DVD: Tom Dick and Debbie Productions Ltd National Geographic Learning, a Cengage Learning Company, has a mission to bring the world to the classroom and the classroom to life. With our English language programs, students learn about their world by experiencing it. Through our partnerships with National Geographic and TED Talks, they develop the language and skills they need to be successful global citizens and leaders. Visit National Geographic Learning online at Visit our corporate website at Test 1 Source: ‘Your Aging Brain Will Be in Better Shape If You’ve Taken Music Lessons’, by Diane Cole, National Geographic, January 03, 2014; Test 2 Source: ‘Will the Rise of The Robots Implode the World Economy?’, by Simon Worrall, National Geographic, June 03, 2015; Test 3 Source: ‘A New York Writer’s Take on How His City Has Changed’, by Pete Hamill, National Geographic, November 15, 2015; Test 4 Source: ‘Entrepreneurs Fight for the Future of Fish – Beginning With the Bottom Line’, by Brian Handwerk, National Geographic, January 04, 2015; Test 5 Source: ‘How a Remote Peak in Myanmar Nearly Broke an Elite Team of Climbers’, by Mark Jenkins, National Geographic, September 2015; Test 6 Source: ‘Why Are We So Fat?’, by Cathy Newman, National Geographic, September 2015; Test 7: Source: ‘Top 10 Compact Cameras for Travelers’, by Tom O’Brien, National Geographic, November 17, 2017; Test 8 Source: ‘Making Music Boosts Brain’s Language Skills’, by Tom O’Brien, National Geographic, February 22, 2010; Test 9 Source: ‘A Sunken Slave Ship and the Search for Answers’, by Anna Lukacs, National Geographic, February 21, 2017; Test 10 Source: ‘Female Lions Are Democratic in Breeding, Study Finds’, by John Roach, National Geographic, July 26, 2001; Test 11 Source: ‘Yes, Animals Think and Feel. Here’s How We Know.’, by Simon Worrall, National Geographic, July 15, 2015; Test 12.1 Source: ‘National Geographic Book of Nature Poetry: More Than 200 Poems with Photographs That Float, Zoom, and Bloom!’, by J. Patrick Lewis, Publishers Weekly; Test 12.2 Source: ‘The Seasons: the Nation’s Most Treasured Nature Poems review – a soothing greatest hits’, by Philip Larkin, The Guardian; Test 12.3 Source: https://www.poetryfoundation.org/poets/ted-hughes by Ted Hughes, Poetry Foundation; Test 12.4 Source: https://www.poetryfoundation.org/poets/may-swenson by May Swenson, Poetry Foundation © Subir Basak/Getty Images. Unit 1 Explore.org/Explore Annenberg LLC; Unit 2 National Geographic; Unit 3 The American Institute of Architects; Unit 4 National Geographic; Unit 5 National Geographic; Unit 6 Grinberg, Paramount, Pathe Newsreels/Getty Images, AFP Footage/Getty Images, Barcroft Media – Footage/Getty Images; Unit 7 K David Harrison/AAAS; Unit 8 WireImage House/Getty Images; Unit 9 AFP Footage/Getty Images; Unit 10 National Geographic; Unit 11 Charlie Nordstrom; Unit 12 Tim Cope/Banff Centre Printed in China by RR Donnelley Print Year: 2019 Contents Student’s Book contents pages 4 Introduction 8 Units 1 to 12: notes and answer key 21 Photocopiable tests 243 Photocopiable tests: answer key and audioscript 297 Photocopiable communicative activities 312 Photocopiable communicative activities: teacher’s notes 349 Grammar summary: answer key 364 Workbook: answer key 369 IELTS practice test: answer key and audioscript 388 3 86510_fm_ptg01_001-020.indd 3 3/1/18 4:23 PM Contents Unit 1 Grammar Vocabulary Real life (functions) Pronunciation time phrases the continuous aspect personality and identity wordbuilding: binomial pairs word focus: life getting to know people linking in word pairs merged words in everyday phrases presenting yourself word stress expressing opinions quite, fairly and pretty stress in intensifying adverbs linking vowel sounds (intrusion) making a short pitch speaking skill: making key points weak forms in past modals word stress telling an anecdote speaking skill: linking events do, does and did stress in short responses long sounds discussing proposals speaking skill: proposing and conceding a point stress in two-syllable verbs toning down negative statements Lessons for life pages 9–20 VIDEO: Arctic wisdom page 18 2 REVIEW page 20 perfect forms passive forms More than a job wordbuilding: phrasal verb get idioms: safety word focus: foot/feet personal qualities pages 21–32 VIDEO: Climbing Yosemite page 30 3 qualifiers intensifying adverbs REVIEW page 32 describing towns adverb + adjective collocations word focus: ground Design for life pages 33–44 VIDEO: A story of solutions page 42 4 future probability past modals REVIEW page 44 wordbuilding: -able phrasal verb come word focus: give Innovation pages 45–56 VIDEO: This man risked it all page 54 5 emphatic structures avoiding repetition REVIEW page 56 repeated word pairs wordbuilding: synonyms word focus: matter The magic of travel pages 57–68 VIDEO: On the road: Andrew McCarthy page 66 6 phrasal verbs verb patterns Body matters REVIEW page 68 wordbuilding: compound words injuries idioms: health word focus: face pages 69–80 VIDEO: The art of parkour page 78 REVIEW page 80 4 86510_fm_ptg01_001-020.indd 4 3/1/18 4:23 PM Listening Reading Critical thinking Speaking Writing two speakers talk about important lessons in life a talk by a sociologist about understanding what makes people who they are an article about the lessons we learn from the past an article about the language of Shakespeare purpose your favourite saying situations in your life call my bluff taking notes writing skill: using abbreviations ACADEMIC SKILLS LESSONS: Beliefs about the importance of literature (Listening), Answering effectively in an interview (Speaking) a talk about the livelihood of Kazakh nomads an interview with a firefighter an article about the Moken people of Myanmar an article about rock climbing in Yosemite analysing language more than a job safety features your comfort zone a covering letter or email writing skill: fixed expressions ACADEMIC SKILLS LESSONS: Desert island castaway (Reading), Opinion essay (argument) on jobs (Writing) a description of a photograph an interview with an architect about small homes an article about two towns with individual characters an article about the architect Zaha Hadid summarizing your home town a bit of luxury how spaces affect you an opinion essay writing skill: discourse markers ACADEMIC SKILLS LESSONS: Case study of a design project (Listening), A group presentation of a new project (Speaking) a news report about bionic body parts an interview about the inspiration for inventions an article about the future of bendable technology an article about a social entrepreneur finding counter arguments future solutions how people managed in the past a social business a proposal writing skill: making recommendations ACADEMIC SKILLS LESSONS: Emojis (Reading), Summarizing the main features of tables and charts (Writing) an extract from a talk by a travel writer a radio interview about holidays to unknown places a travel blog about different approaches to travelling an article about travel in graphic novels evaluating sources how you travel a mystery tour knowing places a review writing skill: using descriptive words ACADEMIC SKILLS LESSONS: Travel in academic life (Listening), A discussion about mass tourism (Speaking) a conversation between two friends about health and exercise an interview with an ultrarunner about sports injuries an article about different exercise regimes an article about beauty author influence exercise trends describing an injury does beauty sell? a formal report writing skill: avoiding repetition ACADEMIC SKILLS LESSONS: The human body clock (Reading), Opinion essay (discursive) about health (Writing) Contents 86510_fm_ptg01_001-020.indd 5 5 3/1/18 4:23 PM Contents Unit 7 Grammar Vocabulary Real life (functions) Pronunciation passive reporting verbs nominalization wordbuilding: verb prefix out idioms: business buzz words word focus: break making a podcast speaking skill: hedging language new words your favourite music speaking skill: responding to questions expressions with just intonation to express uncertainty checking, confirming and clarifying silent letters making conversation speaking skill: showing interest sentence stress intonation and elision recognizing feelings heteronyms adjectives ending in -ed a debate speaking skill: interrupting intonation in interruptions Digital media pages 81–92 VIDEO: Talking dictionaries page 90 8 REVIEW page 92 the adverb just purpose and result themes of songs idioms: music word focus: hit The music in us pages 93–104 VIDEO: A biopic page 102 9 REVIEW page 104 linking words present and perfect participles wordbuilding: verb + preposition crime and punishment word focus: board Window on the past pages 105–116 VIDEO: Collecting the past page 114 10 REVIEW page 116 adverbs and adverbial phrases negative adverbials and inversion being a good member of society having fun word focus: free Social living pages 117–128 VIDEO: Initiation with ants page 126 11 REVIEW page 128 unreal past forms conditionals and inversion feelings wordbuilding: heteronyms word focus: beyond Reason and emotion pages 129–140 VIDEO: Madeline the robot tamer page 138 REVIEW page 140 12 wordbuilding: adverb + adjective collocations idioms: adjective collocations word focus: move approximation and vague language would Mother nature pages 141–152 VIDEO: Three years and 6,000 miles on a horse page 150 Communication activities page 153 6 REVIEW page 152 Grammar SUMMARY page 156 Audioscripts page 180 Contents 86510_fm_ptg01_001-020.indd 6 3/1/18 4:23 PM Contents Listening Reading Critical thinking Speaking Writing a talk by a journalist about digital technology an interview about social media marketing a study of global facts about selfies an article about a day at a hackers’ conference identifying personal opinion the impact of digital media brands attitudes to security a news report writing skill: cautious language ACADEMIC SKILLS LESSONS: A lecture on the challenges to traditional media (Listening), A presentation about digital media (Speaking) an interview with a busker a talk by a neuroscientist about music therapy an interview with a musician about cultural influences a review of a documentary about Bob Marley identifying key points themes of songs how to relax a charity concert a description writing skill: parallel structures ACADEMIC SKILLS LESSONS: Human singing (Reading), Describing data from graphs and charts (Writing) a talk about the significance of historical objects a story about an unusual crime an article about what personal letters reveal about our past a story about hidden treasure unanswered questions an important past event a case of fraud historical irony describing a past event writing skill: sequencing events ACADEMIC SKILLS LESSONS: An interview about medieval music (Listening), A presentation about the European Union (Speaking) an extract from a radio programme about ethnic communities a podcast about the importance of play an article about ant society an article about the Hadza of Tanzania reading between the lines being a good member of society social games feeling free a discursive essay writing skill: referring to evidence ACADEMIC SKILLS LESSONS: The social lives of whales and dolphins (Reading), A report on the local community (Writing) a short talk by a photographer about photographing people a lecture about irrational thinking an article about understanding emotions an article about artificial intelligence in the future analysing structure modern life mind games technology and occupations an email message writing skill: avoiding misunderstandings ACADEMIC SKILLS LESSONS: Lecture on the ‘emotional selling proposition’ (Listening), A group discussion on organizational cultures (Speaking) three people describe the landscape where they live an extract from a radio interview about the Japanese poet Basho an article about the importance of geoliteracy an article about how wildlife are moving into our cities different perspectives natural and man-made features events in nature the animal and human worlds a letter to a newspaper writing skill: persuasive language ACADEMIC SKILLS LESSONS: The Great Southern Continent (Reading), Problem & solution essay: the environment (Writing) Contents 86510_fm_ptg01_001-020.indd 7 7 3/1/18 4:23 PM Introduction National Geographic The National Geographic Society is a leading nonprofit organization that pushes the boundaries of exploration to further our understanding of our planet and empower us all to generate solutions for a healthier and more sustainable future. Since its beginning in 1888, the Society has funded more than 12,500 exploration and research projects. Life Second Edition uses National Geographic’s content and principles to inspire people to learn English. A portion of the proceeds of this book helps to fund the Society’s work. National Geographic topics The topics are paramount and are the starting point for the lessons. These topics have been selected for their intrinsic interest and ability to fascinate. The richness of the texts means that students are so engaged in learning about the content, and expressing their own opinions, that language learning has to take place in order for students to satisfy their curiosity and then react personally to what they have learned. This element of transfer from the topics to students’ own realities and experiences converts the input into a vehicle for language practice and production which fits the recognized frameworks for language learning and can be mapped to the CEFR scales. (Full mapping documents are available separately.) People and places Life Second Edition takes students around the globe, investigating the origins of ancient civilizations, showing the drama of natural forces at work and exploring some of the world’s most beautiful places. These uplifting tales of adventure and discovery are told through eyewitness accounts and first-class reportage. For example, Unit 2 of the Advanced level explores the lives of the Moken people of Myanmar and their special relationship with the sea. Science and technology Students learn about significant scientific discoveries and breakthroughs, both historic and current. These stories are related by journalists or told by the scientists and explorers themselves through interviews or first-person accounts. Students see the impact of the discoveries on our lifestyles and cultures. Because much of the material comes from a huge archive that has been developed and designed to appeal to the millions of individuals who make up National Geographic’s audience, it reflects the broadest possible range of topics. For example, Unit 4 of the Advanced level features a news report about bionic body parts, while Unit 11 focuses on how artificial intelligence may be used in the future. History History can be a dry topic, especially if it’s overloaded with facts and dates. However, the National Geographic treatment of historical events brings them to life and there is often a human dimension and universal themes that keep the events relevant to students and to our time. History – or the re-telling of historical events – can also be influenced by a culture or nation’s perception of the events. National Geographic’s non-judgmental and culture-neutral accounts allow students to look behind the superficial events and gain a deeper understanding of our ancestors. For example, Unit 1 of the Advanced level looks in detail at the language of Shakespeare and how it lives on today, and Unit 9 explores what personal letters reveal about our past. Animals The animal kingdom is exceptionally generative in terms of interesting topics. Life Second Edition provides astonishing photos that give a unique insight into the hidden lives of known and lesser-known animals, offering rare glimpses of mammals, birds, bugs and reptiles in their daily struggle for survival. It also informs and surprises with accounts of animals now extinct, species still evolving and endangered species which are literally fighting for their existence. For example, Unit 10 of the Advanced level examines the fascinating details of how ant society works. Environment It isn’t always possible to find clarity in texts on the environment and climate change, or trust that they are true and not driven by a political agenda. National Geographic’s objective journalism, supported by easy-tounderstand visuals, presents the issues in an accessible way. The articles are written by experts in their fields. It’s often true that those who have the deepest understanding of issues are also able to express the ideas in the simplest way. For example, Unit 12 of the Advanced level is based around an article about the concept of geo-literacy, which focuses on our understanding of how our world and the Earth’s systems work. National Geographic photography We live in a world where images are used more than ever to reinforce, and at times replace, the spoken and written word. We use our visual literacy – the ability to look at and understand images – every day of our lives. In particular, photographs tend to prompt emotive memories and help us to recall information. For this reason, the use of photographs and pictures in the classroom is a highly effective learning tool. Not surprisingly then, the Life series makes maximum use of the great photographs which are at the core of National Geographic content. The photographs in Life Second Edition add impact and serve as an engaging starting point to each unit. Then, in each lesson, photographs form an integral part of the written and recorded content and generate meaningful language practice in thoughtful and stimulating ways. 8 86510_fm_ptg01_001-020.indd 8 3/1/18 4:23 PM Introduction There are photographs which: • tell a story by themselves • draw the viewer in and engage them emotionally • support understanding of a text and make it memorable • provoke debate • stimulate critical thinking by asking you to examine detail or think about what is NOT shown or by questioning the photographer’s motives • are accompanied by a memorable quotation or caption • help learners to remember a lexical set • help to teach functional language • lend themselves to the practice of a specific grammar point As a first exercise when handing out the new book to your students, you could ask them to flick through the book, select their favourite photograph and then explain to the class what it is they like about it. You will find specific suggestions in the teacher’s notes for using the photographs featured within each unit, but two important things to note are: • pictures of people or animals can capture a moment, so ask students to speculate on the events that led up to this moment and those that followed it • pictures of places aim to capture their essence, so feed students the vocabulary they need to describe the details that together convey this (the light, the colours, the landscape, the buildings) National Geographic video Student’s visual literacy and fascination with moving images means that, in addition to the use of photographs and pictures, video is also an extremely effective tool in the classroom. Each unit of Life Second Edition ends with a National Geographic video. These videos, which can be found on the DVD at the back of the Teacher’s Book, the Student’s App and on the Life website, are connected to the topic of the unit and are designed to be used in conjunction with the video lesson pages. Typically, a video lesson is divided into three parts: Before you watch This section leads students into the topic of the video and engages them in a pre-watching task. It also pre-teaches key vocabulary so that students can immediately engage with the video without being distracted by unfamiliar words and the need to reference a lengthy glossary. While you watch These tasks assist with comprehension of the video itself, both in terms of what students see and what they hear. The exercises also exploit the language used in the video. After you watch There are two parts to this section. The first is an on-screen exercise called Vocabulary in context, which focuses on useful words and expressions from the video. The second allows students to respond to the video as a whole and take part in a discussion or task that leads on from the context and theme of the video. The videos are designed to form part of your lessons. However, if there is insufficient time in class to watch them all, you can ask students to watch the videos and complete many of the exercises on the page in the Student’s Book at home. This can form a useful part of their self-study. Students can also watch the videos again after seeing them in class. This is useful for review and enables students to focus on parts of the audio that particularly interest them. For further variation with the videos, here are some more ideas you can use and develop: • Play the video with the sound down. Students predict what the narrator or people are saying. Then play with the sound up and compare. • Play the sound only with no video. Students predict where the video takes place and what is happening on the screen. Then play the video as normal and compare. • Show the first part of the video, pause it, and then ask students what they think happens next. • Give students a copy of the video script and ask them to imagine they are the director. What will they need to film and show on the screen? Afterwards, they present their ‘screenplay’ ideas to the class, then finally watch the original. • Write a short text on the same topic as the one in the video. However, don’t include the same amount of information and leave some facts out. Students read the text and then watch the video. They make notes on any new information and rewrite the text so it includes the new details. • With monolingual groups, choose part of the video in which someone is talking. Ask students to listen and write down what they say. Then, in groups, ask them to create subtitles in their own language for that part of the video. Each group presents their subtitles and the class compares how similar they are. National Geographic and critical thinking Critical thinking is the ability to develop and use an analytical and evaluative approach to learning. It’s regarded as a key 21st Century skill. Life Second Edition integrates and develops a learner’s critical thinking alongside language learning for the following reasons: • critical thinking tasks such as problem-solving and group discussion make lessons much more motivating and engaging • developing critical thinking skills encourages an enquiring approach to learning which enables learners to discover language and become more independent in their study skills • language practice activities that involve critical thinking require deeper processing of the new language on the part of the learner Introduction 86510_fm_ptg01_001-020.indd 9 9 3/1/18 4:23 PM Introduction In Life Second Edition you will see that there is a graded critical thinking syllabus that starts at Elementary level and runs through all later levels. The sections entitled ‘Critical thinking’ always appear in the C lessons in each unit and are associated with reading the longer texts. These lessons begin with reading comprehension activities that test students’ understanding and then may ask them to apply their understanding in a controlled practice activity. Having understood the text at a basic level, the critical thinking section requires students to read the text again more deeply to find out what the author is trying to achieve and to analyse the writing approach. For example, students may have to read between the lines, differentiate between fact and opinion, evaluate the reliability of the information, assess the relevance of information, or identify the techniques used by the author to persuade the reader or weigh up evidence. Activities such as these work particularly well with the C lesson texts in Life Second Edition because the texts used in these lessons are authentic. These authentic texts, which have been adapted to the level where necessary, tend to retain the author’s voice or perspective, so students can work to understand the real argument behind a text. Naturally, these kinds of reading skills are invaluable for students who are learning English for academic purposes or who would like to take examinations such as IELTS. In addition, life in the twenty-first century requires people to develop the ability to assess the validity of a text and the information they receive, so this critical thinking strand in Life Second Edition is important for all students. As well as applying critical thinking to the reading texts, Life Second Edition encourages students to apply critical thinking skills in other ways. When new vocabulary or grammar is presented, students are often expected to use the target language in controlled practice activities. Then they use the language in productive speaking and writing tasks where they are given opportunities to analyse and evaluate a situation and make use of the new language both critically and creatively. In this way, students move from using ‘lower-order thinking’ to ‘higher-order thinking’; many of the lessons in Life Second Edition naturally follow this flow from exercises that involve basic checking and controlled practice to those that are productive, creative, and more intellectually engaging. This learning philosophy can also be seen at work in the way in which photos and videos are used in the book. Students are encouraged to speculate and express their opinions on many of the photographs or in the ‘After you watch’ sections of the video pages. Finally, on the writing pages of the units, students are asked to think critically about how they organize their writing and the language they choose to use. They are also guided to think critically to establish criteria by which their writing can then be judged. Central to the approach to critical thinking in Life Second Edition is the premise that students should be actively engaged in their language learning. Students are frequently invited to ask questions and to develop their own well-informed and reasoned opinions. The overall combination of text analysis (in the C lessons), a guided discovery approach to language, and the way in which the book makes use of images in the classroom effectively supports this aim. 10 Life Second Edition methodology Memorization An important role for teachers is to help learners commit new language to longer-term memory, not just their short-term or working memory. According to Gairns and Redman (Working with Words, Cambridge University Press, 1986), 80 per cent of what we forget is forgotten within the first twenty-four hours of initial learning. So, what makes learning memorable? The impact of the first encounter with new language is known to be a key factor. Life Second Edition scores strongly in this area because it fulfils what are called the ‘SUCCESS factors’ in memorization (Simplicity, Unexpectedness, Concreteness, Credibility, Emotion and Stories) by engaging learners with interesting, real-life stories and powerful images. Life Second Edition also aims, through motivating speaking activities that resonate with students’ own experiences, to make new language relatable. What is known is that these encounters with language need to be built on thorough consolidation, recycling, repetition and testing. It is said that a new language item needs to be encountered or manipulated between five and fifteen times before it’s successfully committed to longer-term memory. With this in mind, we have incorporated the following elements in Life Second Edition: a) more recycling of new vocabulary and grammar through each unit and level of the series b) activities in the Classroom Presentation Tool (CPT) that start some new lessons with revision and recycling of previous lessons c) progress tests and online end-of-year tests d) activities in the Review lessons at the end of each unit, marked ‘Memory booster’ These ‘Memory booster’ activities are based on the following methodologically proven principles: • Relatability: learning is most effective when learners apply new language to their own experience. • A multi-sensory approach: learning is enhanced when more than one sense (hearing, seeing, etc.) is involved in perception and retention. (Language is not an isolated system in memory; it’s linked to the other senses.) • Repetition and variation: learners need to frequently retrieve items from memory and apply them to different situations or contexts. • Guessing / Cognitive depth: making guesses at things you are trying to retrieve aids deeper learning. • Utility: language with a strong utility value, e.g. a function such as stating preferences, is easier to remember. • No stress: it’s important that the learner does not feel anxious or pressured by the act of remembering. • Peer teaching: this is an effective tool in memory consolidation (as in the adage, ‘I hear and I forget. I see and I remember. I do and I understand. I teach and I master.’). • Individuality: we all differ in what we find easy to remember, so co-operation with others helps the process. Introduction 86510_fm_ptg01_001-020.indd 10 3/1/18 4:23 PM Introduction You probably already use revision and recycling in your teaching. Our hope is that these exercises will stimulate ideas for other fun and varied ways you can do this, which in turn may lead students to reflect on what learning and memorization strategies work best for them as individuals. Treatment of grammar Target grammar is presented in the first two lessons of each unit in the context of reading or listening texts. These texts are adapted for level as necessary from authentic sources which use the target language in natural and appropriate linguistic contexts. Such texts not only aid comprehension, but present good models for the learner’s own language production through a variety of ‘voices’ and genres. In general, reading texts have been used in the first lesson and listening texts in the second. Where a presentation is via a listening text, written examples of the grammar structures are given on the page, for example in content comprehension tasks, so that the student gets the visual support of following the target structures on the page. In both types of presentations, the primary focus is on the topic content before the learner’s attention is drawn to the target grammar structures. Learners are then directed to notice target structures by various means, such as using highlighting within the text, extracting sample sentences or asking learners to locate examples themselves. Tasks which revise any related known structures are given in the Student’s Book, Teacher’s Book or via the CPT package. At the start of each grammar section is a grammar summary box with examples of form and use from the presentation text, or paradigms where this is clearer (for example, in lower levels). This supports the learners and is a ‘check point’ for both teacher and learner alike. The grammar box summarizes the information learners arrive at through completing discovery tasks and it also acts as a focus for tasks which then analyse the form, meaning and use of the grammar structures, as appropriate. A variety of task formats has been used to do this, usually beginning with accessible check questions. This approach is highly motivational because it actively engages learners in the lesson and allows them to share and discuss their interpretation of the new language. Each grammar box gives a cross reference to two pages of detailed explanations and additional exercises per unit at the back of the Student’s Book. These are suitable for use both in class and for self-study, according to the needs of the learner. They are also presented as video tutorials for extra support in the Online Workbooks. The grammar summary box is followed by grammar practice tasks. Depending on the level, the grammar practice exercises have a differing emphasis on form and use. In all levels, however, the practice exercises in the unit favour exercises which require students to think more deeply over those involving mechanical production. Where appropriate, contrastive and comparative formats are used. The first practice exercise is usually linked to the topic of the lesson and is content rich. Subsequent exercises move into real-life contexts and particularly to those which the learner can personalize. This gives learners an invaluable opportunity to incorporate the structures in the context of their own experiences. The practice exercises are carefully designed to move from supported tasks through to more challenging activities. This anchors the new language in existing frameworks and leads to a clearer understanding of the usage of this new or revised language. Frequently, the tasks provide a real and engaging reason to use the target structure, whether by devices such as quizzes, games and so on, or by genuine exchanges of information between students. Each lesson ends with a ‘My life’ speaking task. This personalized and carefully scaffolded activity enables students to create their own output using the target grammar as well as other target language in a meaningful context. Typical formats for this final task include exchanges of information or ideas, ‘gap’ pair work, personal narratives, discussion and task-based activities (ranking, etc.). The emphasis from the learner’s perspective is on fluency within the grammatical framework of the task. Treatment of vocabulary Life Second Edition pays particular attention to both receptive and productive vocabulary. All of the authentic input texts have been revised to reduce above-level lexis while retaining the original ‘flavour’ and richness of the text and providing an achievable level of challenge. Lexis is effectively learned via carefully devised recycling and memorization activities. Target vocabulary is recycled continually throughout each level – for example, the writing and video lessons provide the ideal opportunity to incorporate and review lexis in meaningful contexts. Memorization (see page 10) is a key feature of exercises within the unit and in the Review lessons. Life Second Edition teaches vocabulary in a range of different ways. This eclectic approach takes account of recent research and builds on tried and tested methods. There is further practice of the vocabulary input (apart from words occurring in glossaries) in the Workbook and also in the Photocopiable communicative activities, which can be found in this Teacher’s Book. There is also frequent practice of useful expressions, collocations, idioms and phrasal verbs as well as everyday lexis. The specific sections dealing with new lexical input are: 1 Lexical sets Some of the benefits generally associated with teaching words in lexical sets are: • learning words in a set requires less effort • retrieving related words from memory is easier • seeing how knowledge can be organized can be helpful to learners • it mirrors how such information is thought to be stored in the brain • the meaning of words can be made clearer by comparing and contrasting them to similar words in the set Each unit usually has two or more lexical sets. The lexical sets also cover commonly confused words. There is evidence to suggest that once students have learned one or more of the words that belong to a group of commonly Introduction 86510_fm_ptg01_001-020.indd 11 11 3/1/18 4:23 PM Introduction confused words (e.g. job and work), it’s useful to compare and contrast these words directly to clarify the differences (or similarities) in meaning. Life Second Edition focuses on these groups of words as and when they come up. 2 Wordbuilding There are at least eight of these sections in each level. The independent wordbuilding syllabus offers students another opportunity to expand their vocabulary. The wordbuilding boxes in the units focus on areas such as prefixes, suffixes, parts of speech, compound nouns and phrasal verbs, and they highlight contextualized examples in the reading or listening texts. The box gives a brief explanation and some examples. It’s followed by one or two practice activities. Each wordbuilding focus is followed up and extended in the Workbook and CPT – giving more practice and introducing more words that belong to the same morphological area. 3 Word focus • There is a Check! section at the end of each unit in the Workbook for students to check what they have learned (general knowledge as well as language). • There are IELTS practice tests at the end of the Workbooks. These have been graded to the level of the course, but follow the format of the test. These allow students to benchmark their progress against the course objectives, whilst becoming familiar with a global test format. Lessons in a Student’s Book unit Opener: a one-page introduction to the unit that gets students interested in the topic A and B: double-page lessons that teach grammar and vocabulary through reading and listening texts C: a double-page lesson that focuses on reading comprehension and critical thinking D: a one-page lesson that teaches functional/situational language The Word focus sections take high-frequency words and give examples of the different meanings they can have according to the contexts in which they appear and the different words they collocate with. At higher levels there is increased exposure to idioms and colloquial usage. The Workbook and CPT expand the range of phrases and expressions generated by these key words and provide further practice. E: a one-page lesson that teaches a writing skill and the features of a text type 4 Glossaries • Student’s Book Occasionally, words are important to the meaning of a text but are above the level of the student. In such cases they are glossed. Students aren’t expected to learn these words, but the short and simple definitions provided on the page prevent them from being a barrier to understanding. 5 Word lists Each level has a comprehensive word list which covers all of the vocabulary either at the level, or above the level, of the student. The rich headword entries include phonetics, definition, part of speech, examples, collocations, word family and word family collocates. These are available on the Student’s App and on the Life website as pdfs. Learning skills There is a comprehensive learning skills syllabus in the Workbook. This covers traditional learning skills, such as recording new vocabulary, using a dictionary, remembering new vocabulary, planning study time and assessing your own progress. Assessment Students and teachers can assess progress in the following ways: • Each unit in the Student’s Book finishes with a Review lesson where students do the exercises and complete a number of ‘can-do’ statements linked to the objectives of the unit. • There are photocopiable progress tests in the Teacher’s Book. F: a double-page video lesson Review: a one-page lesson of practice activities, memory booster activities and ‘can-do’ check statements Components • Workbook + audio CD • Teacher’s Book + DVD + class audio CD • Student’s App • Student’s eBook • Online Workbook • Website: www.NGL.cengage.com/life • Classroom Presentation Tool The CPT includes additional activities. These are labelled in the teaching notes as ★ CPT extra! This additional practice covers a wide variety of activity types. This includes: • Activities which exploit the lesson photo (e.g. extra critical thinking-type questions, background information, etc.) • Extra listening activities • Revision of previously taught vocabulary/grammar • Quizzes about the lesson topic or unit photo • Culture notes/background notes • Links to extra resources • Word focus: additional practice and extension • Wordbuilding: additional practice and extension • Extra lead-ins and warmers • Further development of the skills syllabus (listening and reading) • Extension project work • Extra Critical thinking activities • Writing additional practice and extension For standalone academic lessons, see pages 4–7. • There are end-of-year tests that follow the format of international exams on the Life website. 12 Introduction 86510_fm_ptg01_001-020.indd 12 3/1/18 4:23 PM Lesson type Unit opener This single page introduces the unit topic and lists the unit contents. Unit 5 The magic of travel An impactful photograph serves as an engaging starting point to the unit and provokes class discussion. A street at sunset in one of the world’s most famous cities The unit lesson headers let students see what they will be studying and stimulates their interest. © TOUR EIFFEL – Illuminations PIERRE BIDEAU F E AT U R E S 1 Work in pairs. Look at the photo. Discuss what you know about this place (its character, its landmarks, its people, etc.). 58 How we travel 2 Different approaches to travelling 34 Look at the questions and discuss them with your partner. Then listen to a travel writer’s opinion and compare your answers. Warm-up exercises get students talking about the topic and introduce them to key vocabulary. 1 What different factors (time of year, reason for travel, etc.) influence how we experience a place when we travel? 60 Magical mystery tour Trips to unknown places 2 What makes a good travel writer? 62 The adventures of Hergé 3 Travel through the eyes of a comic book hero 66 On the road: Andrew McCarthy A video about a memorable travel experience 34 Look at these adjectives. Which ones normally describe people (P), places (PL) or a time (T)? Then listen to the travel writer again and say what the speaker uses each adjective to describe. Did you use any of the same adjectives to describe Paris? romantic cosy officious wary grand lively lazy elegant Each unit opener lesson contains a listening exercise that further develops the topic. affable 4 Work in groups. Use adjectives to describe a place you have enjoyed visiting. Use words from Exercise 3 if helpful. my life 86336_03_P3_pp057-080.indd 57 HOW YOU TRAVEL A MYSTERY TOUR KNOWING PLACES TELLING AN ANECDOTE 57 A REVIEW 09/10/2017 10:19 Introduction 86510_fm_ptg01_001-020.indd 13 13 5/31/2019 11:29:42 AM Lessons A and B Grammar and vocabulary These double-page lessons focus on grammar and vocabulary, presented through listening and reading texts. reading a travel blog • vocabulary repeated word pairs • grammar emphatic structures • pronunciation do, does and did • speaking how you travel 5a How we travel The primary focus is on the topic content before the learner’s attention is drawn to the target grammar structures. Reading 1 Work in pairs. Discuss the questions about travel. 1 Why do you think most people travel? 2 Where and when do you travel? What is your reason for travelling? 3 What do you enjoy / not enjoy about travelling? 4 Do you think the concept of travel and holidays differs from culture to culture? If so, how? Target grammar is presented through texts in the first two spreads of each unit. These texts are authentic reading and listening texts, adapted for level as necessary, which use the target language in natural and appropriate linguistic contexts. Such texts not only aid comprehension, but present good models for the learner’s own language production through a variety of ‘voices’ and genres. The main input alternates between reading and listening on these first two spreads. 2 Look at the blog post about how we travel. Answer the questions. 1 How was the writer’s experience of travel as a young boy typical of his culture? 2 What is his father’s attitude to travel? In what ways does the writer agree with him? 3 What does the writer want from travel? 4 Which of these attitudes (the writer’s and his father’s) is closest to your own? 3 Find words or expressions in the second paragraph of the blog with these meanings. 1 without worries 2 a fixed list of places to visit 3 burning slowly with smoke but no flame G 4 very still and shiny 5 bordered 6 a steep valley 35 oing on holiday when I was a young boy meant going to spend the summer with my grandparents in my parents’ home town in the north of India. For many Indians who live or work in a big city, that is still what travel is. For my father it was the same: escaping the heat of Kolkata to visit uncles and aunts in the cooler hills of Darjeeling. He is well off now and can afford to travel abroad to see the world, but instead he prefers to stay at home. On the few occasions he does travel, it’s to visit my sister in Delhi or me in San Francisco, because he’d rather see us face to face than on a computer screen. But he doesn’t behave like other tourists and visit the sights. What he enjoys is sitting and reading the newspaper with a good cup of coffee and wandering down to the local market to buy some food. Most people are pretending when they travel, he says, doing things they don’t really want to do because they are on the traveller’s checklist. In some ways I understand his point of view. The thing we all value as travellers is that feeling of being carefree and open to experiences as they happen, just taking life day by day. But in other ways I disagree with him. Because it’s exciting and unusual experiences that I want. Last month I had the trip of a lifetime in Chile. It was a guided trip with a strict itinerary, but it did fulfil my expectations of what travel should be, and more. We explored a volcanic cave under the smouldering Villarrica Volcano. We hiked through a forest of 1,000-year old monkey-puzzle trees and found ourselves looking down on the glassy Huinfuica Lagoon, flanked by majestic mountains. We stayed at a lodge in the Huilo Huilo Biological Reserve, a sustainable-tourism playground complete with walking trails, mountain-biking and kayaking. And we zip-wired across a 100-metre deep gorge called El Abismo. I know what I like about travel; my father does too. It’s just how we travel that’s different. How we TRAVEL wordbuilding synonyms • listening a mystery tour • grammar avoiding repetition • pronunciation stress in short responses • speaking a mystery tour 5b Magical mystery tour Wordbuilding synonyms Listening 3 WORDBUILDING synonyms We often use synonyms in English as a way of avoiding repetition. It is important to remember that few words are exact synonyms. They often differ slightly in meaning or in the grammar that surrounds them: holiday and break, succeed in and manage to, popular and well-liked 58 For further practice, see Workbook page 43. 1 Work in pairs. What synonyms or close synonyms can you think of for these words? How similar or different in meaning is each word you thought of? 86336_03_P3_pp057-080.indd 58 hotel relax travel around 37 Listen to an interview about a ‘mystery tour’ that a reporter went on. Complete the information. Company name 1 Company based in 2 Things to take a3 a4 Length of trip 5 Type of cycling 6 Destination trip Adventures , , a dry bag days on the river 7 09/10/2017 10:20 Night accommodation slept in 8 Return journey By Cost of trip 10 9 2 Look at these words which are used in the interview you are going to hear. Match the words (1–9) with the correct synonyms (a–i). 1 2 3 4 5 6 7 8 9 The independent wordbuilding syllabus offers students another opportunity to expand their vocabulary. The wordbuilding boxes in the units focus on areas such as prefixes, suffixes, collocations, parts of speech, compound nouns and phrasal verbs, and they highlight examples from the reading or listening texts. The box gives a brief explanation and some examples. There is an activity for further practice and a reference to an activity in the Workbook which introduces more words that belong to the same morphological area. trip spot head for thrilling spoil swimsuit start out anticipation magical a b c d e f g h i swimming costume wonderful expectation journey location set off make your way to exhilarating ruin 4 37 Listen to the interview again and answer the questions. 1 Who started the fashion for mystery tours? 2 What kind of companies organize mystery tours nowadays? 3 How did Maggie describe her experience? 4 Why does the interviewer agree that it was better not to ask for too much pre-trip information? 5 What did the guide do as they travelled to their destination to add to the excitement? 6 How did Maggie feel about swimming to her ‘accommodation’ for the night? 7 How did she feel when she got back into London? 8 What lesson did the trip teach her? 60 14 Introduction 86510_fm_ptg01_001-020.indd 14 86336_03_P3_pp057-080.indd 60 09/10/2017 10:20 3/1/18 4:23 PM Unit 5 The magic of travel Vocabulary repeated word pairs 8 Rewrite the parts of these sentences in italics using emphatic forms. Use the words given in brackets. 4 Work in pairs. Look at the expressions in bold (a–b) 1 The destination is not important. The journey matters. (it) 2 I didn’t miss my home town. I missed my friends and family. (what) 3 Colombia was full of surprises. I read up a lot about it before I went, but nothing really prepares you for it. (did) 4 When I went to Bali, I was really struck by how relaxed the people were. (what) 5 People always talk about how fascinating travel is. But they never tell you how boring it can be too. (the thing) 6 He’s not normally a food lover, but he likes to eat well when he’s on holiday. (does) 7 Our family holidays were hilarious. I’ll never forget the seven of us travelling through France in a tiny car. (thing) 8 I didn’t mind the disruption; it was the fact that they didn’t apologize for it. (it) from the blog. Discuss what they mean. Then discuss the meanings of the other expressions in bold (1–6). a He’d rather see us face to face. b … just taking life day by day. 1 I saw Layla last night. She’s just back from holiday. She went on and on about how terrible the hotel was. 2 A country’s success in sport goes hand in hand with how much it invests in promoting it. 3 I couldn’t predict the winner of the election. They’ve been neck and neck all the way. 4 We both recognized the problem, but we don’t really see eye to eye on the solution. 5 They started their travel website in 2015 and it’s just gone from strength to strength. 6 Writing is a process that you need to approach step by step. 5 Think of examples of the following things. Then work in small groups and compare your ideas. • an experience that went on and on • a subject you don’t see eye to eye with your parents (or someone you know) about • a person whose career has gone from strength to strength • something that you (or someone else) are taking step by step (or day by day) to reach a goal Grammar emphatic structures EMPHATIC STRUCTURES Cleft sentences 1 It’s relaxation that I want. 2 What I enjoy is sitting and reading the newspaper. 3 The thing we really value is being carefree. do, does, did (in affirmative sentences) 4 When I do travel now, I avoid the ‘sights’. 5 I did take my laptop on my last holiday too. For further information and practice, see page 164. 6 Look at the grammar box. Notice the word order in the sentences. Rewrite the sentences (1–5) using a non-emphatic form. 1 I want relaxation. 7 Rewrite this sentence in four different ways. Use emphatic forms, starting with the words given. ‘I love the unpredictability of travel.’ 1 2 3 4 It’s … What … The thing … I love … a 36 Listen to these sentences and write in the missing emphatic auxiliaries. Note how the auxiliary verbs are stressed. 1 2 3 4 I She We I regret not stopping there. travel a lot. miss home sometimes. spend a lot of time at the beach. b Practise saying the sentences in Exercise 9a with the same stress. Speaking my life 10 Work in small groups. Make a list of statements about how to travel (what’s important, what you like, how you feel, etc.). Use emphatic structures in your ideas. Then compare your statements with your partner. Are your views similar or different? How? • • • • • • • planning your journey things you always take with you avoiding stress when travelling (esp. flying) eating when travelling getting around from place to place holiday activities language and culture Try not to plan too much, because it’s always the unexpected things that happen on a holiday that are the most memorable. Unit 5 The magic of travel Grammar avoiding repetition 8 Put an appropriate word into each sentence to avoid repetition. AVOIDING REPETITION my life HOW YOU TRAVEL Clear paradigms or examples of form and use are given on the page in a simple summary box. This supports the learners and is a ‘check point’ for both teacher and learner alike as it summarizes the information learners will have arrived at through completing the discovery tasks. A cross-reference is provided to more detailed information and additional exercises at the back of the book. These are suitable both for use in class and self-study, according to the needs of the learners. 9 Pronunciation do, does and did A MYSTERY TOUR A REVIEW 86336_03_P3_pp057-080.indd 59 KNOWING PLACES AN ANECDOTE one, that, TELLING it, so Ellipsis (omitting words) 5 I thought about asking … but then I decided not to. 6 A few people were screaming and gasping – I know I was. synonyms 7 a mystery tour ➙ a journey to an unknown destination For further information and practice, see page 164. A variety of task formats are used to lead learners to analyse the form, meaning and use of the grammar structures, as appropriate. 1 He said he wasn’t going to take the , because I car, but I think he can’t see it outside. 2 She said, ‘Good things come to those who wait.’ What do you think she meant by ? 3 We need to set off early. So, shall we 09/10/2017 10:20 at 7.30 a.m.? 4 I’m so tired that I might fall asleep during the film, but I’ll try . 5 Sorry, this pen isn’t working. Do you have that I can borrow? 6 I had an amazing childhood. I’m going to write a book about one day. 59 1 It was a magical experience … definitely one I’d recommend. 2 Did you know how far you would have to swim? Yes, I did ask that. 3 [She] went on one of the trips and talked to me afterwards about it. 4 Is that our island? I don’t think so. 5 Look at the grammar box. Answer the questions. 1 What do the words in bold refer to in sentences 1–4? 2 Which of the words in bold in sentences 1–4 substitutes for: a a thing (i.e. a noun)? b a phrase, clause or sentence? 3 What verbs have been omitted after the words in bold in sentences 5 and 6? 9 Pronunciation stress in short responses a Work in pairs. We often use substitution in spoken exchanges. Complete the answers to each question using one word in each case. 6 Look at the audioscript on page 183–184 (track 37). Answer the questions. 1 A: You have to be careful not to get overcharged in the local markets. . B: Yes, I know 2 A: Would you like to drive? . B: No, I’d rather you 3 A: Did he take warm clothes with him? B: I hope . 4 A: Do you mind travelling alone? B: No, I actually prefer . 5 A: Are there many good guidebooks about this region? B: Yes, there are some excellent . 6 A: Did she enjoy visiting Russia? B: Yes, she loved . 1 What synonym of ‘idea’ is used (para 1) and of ‘track’? 2 What does ‘that’ refer to in the sentence ‘And that gave us the chance …’? 3 What does ‘it’ refer to in the sentence ‘… but it was fine’? 4 What verb phrase has been omitted after ‘had’ in ‘actually it had’? 5 What does ‘one’ refer to in the sentence ‘it depends which one’? 6 What verb phrase has been omitted after ‘to’ in ‘you really don’t need to’? 7 Read the review of a Secret Adventures holiday. Rephrase The grammar practice tasks within the unit are linked to the presentation text and topic and are thus content-rich in the same way. They move from more supported exercises through to more challenging tasks. the words in bold in the review to avoid repetition. Use appropriate forms from the grammar box, including synonyms where necessary. Four days in the freezing wilderness with no electricity. You might ask why you would do 1 four days in the freezing wilderness with no electricity. Well, I just returned from an amazing holiday with Secret Adventures Arctic and it’s the best 2 holiday I’ve been on. 3 Returning to work after such 4 an amazing adventure is really hard. We spent four days in northern Sweden and each 5 day was magical. We rode on sleds pulled by dogs – we had to 6 ride on sleds because it’s the only way to get around. We stayed in a simple log cabin, drank hot lingonberry juice and we went cross-country skiing. 7 Cross-country skiing was great fun too. Often it was dark and I thought I’d hate 8 that it was dark, but I 9 didn’t hate it. The highlight was seeing the Northern lights. 10 Seeing the Northern lights is an experience everyone should have once in their lives – at least I think 11 they should have that experience. my life 86336_03_P3_pp057-080.indd 61 HOW YOU TRAVEL A MYSTERY TOUR b 38 Listen and check your answers. Underline the stressed words in each response. Then work with a partner and read the exchanges aloud using the same pronunciation patterns. Speaking my life 10 Work in small groups. Design your KNOWING PLACES own mystery tour. The tour should be a reasonable price, take participants to an unknown destination and involve activities that bring people together. Then present it to the class. When you present the tour, try to use at least three expressions for avoiding repetition. TELLING AN ANECDOTE 61 A REVIEW A final task on each spread allows the learners to create their own output and is structured so that learners have the opportunity to use the target grammar as well as other target language, for example vocabulary, in a meaningful and personalized context. This final task has a variety of formats such as discussions, personal narratives, task-based activities (ranking, etc.) and the emphasis from the learner’s perspective is on content and fluency rather than grammatical accuracy. 09/10/2017 10:20 Introduction 86510_fm_ptg01_001-020.indd 15 15 3/1/18 4:23 PM Lesson C Reading This is a double-page reading lesson. The reading text is always on the right-hand page, and the activities on the left. The mini contents section at the beginning of every lesson sets clear targets. reading the graphic novel • critical thinking evaluating sources • word focus matter • speaking knowing places 5c The adventures of Hergé Reading 6 Were you persuaded that Hergé represented things accurately for his readers? Do you think it’s important that writers do this? Why? / Why not? 1 Work in pairs. Look at the photo and discuss the questions. 1 What comics or cartoon books did you read when you were a child? 2 What did they contain that appealed to you: adventure, humour, interesting facts, life stories? 3 Do you still read any comics or graphic novels now? Word focus matter 7 Look at the expression in bold from the article. Choose the correct definition (a or b). [The books] were a kind of National Geographic for children – and adults, for that matter. 2 Read the article. Are the sentences true (T) or false (F)? The Word focus sections take high frequency words and give examples of the different meanings they can have according to the contexts in which they appear and the different words they collocate with. Critical thinking activities require students to engage with the reading texts at a deeper level, and require them to show real understanding – not just reading comprehension. This training – in evaluating texts, assessing the validity and strength of arguments and developing an awareness of authorial techniques – is clearly a valuable skill for those students learning English for academic purposes (EAP), where reflective learning is essential. However, it is also very much part of the National Geographic spirit, which encourages people to question assumptions, and develop their own well-informed and reasoned opinions. 1 Tintin is a writer who travels around the world in search of adventure. 2 The author Hergé loved to travel. 3 The artwork in The Adventures of Tintin is remarkable for its precise detail. a of course (but you know that) b also (now that I think of it) 8 Complete the expressions with matter using these words. Then discuss with your partner what you think about each statement. 3 Read the article again. Choose the best option to course way complete the sentences. 1 The author read / daydreamed a lot about foreign lands as a child. 2 The author compares Tintin books to reading thrillers / National Geographic. 3 Hergé made multiple drawings / models of objects like cars and planes before putting them in his pictures. 4 Hergé’s methods have been an inspiration to other illustrators / movie makers. 5 Visitors to Petra see the tall Treasury at the last moment / from a long way off. 6 The author thinks Destination Moon and Explorers on the Moon are Herge’s best / most ambitious books. distant (para 1) looked in amazement (para 1) extremely careful (para 3) truly and precisely (para 3) very strange (often of a coincidence) (para 4) talent (para 5) Speaking time 5 10 15 20 my life 25 you all know about in one or other of the ways listed below (e.g. New York). Then compare what you know about these places. Do you have a similar view of each place? Would you like to go there? Why? / Why not? 5 What sources (research, experts, first-hand experience) Unit 5 The magic of travel 30 • from visiting yourself • from what friends or family have told you • from what you have seen in the TV news or a documentary • from what you have read in a magazine, book or online • from photos you have seen does the author mention to show that the following things were accurately represented by Hergé? NB For one item no real source is mentioned. the scientific expedition to the Arctic cars, planes, ships and bridges the Treasury at Petra sending a rocket to the Moon 35 62 THE ADVENTURES OF 86336_03_P3_pp057-080.indd 62 39 5 10 15 20 25 30 35 HERGÉ 09/10/2017 10:20 I spent a lot of my childhood travelling to far-off places and learning about their history and geography. I went to Peru and saw the Sacsayhuaman fortress of the Incas and the citadel of Machu Picchu. I visited the ancient rose-red city of Petra in Jordan and marvelled at the grand buildings carved out of the rock. I journeyed on a ship to the Arctic Ocean with a scientific expedition that was investigating a meteorite that had fallen to Earth. I even travelled to the Moon and learned what it was like to experience gravity six times weaker than I was used to. I saw all these things not in person, of course, but through the eyes of the investigative journalist, Tintin, in the pages of the graphic novels of Hergé, the Belgian author and cartoonist. I was not the only one. In the days before full-colour television documentaries, Hergé’s Adventures of Tintin, twenty-three books written between 1929 and 1976, were a kind of National Geographic for children – and adults, for that matter. These were not just great detective stories; they were learning adventures. The amazing thing about the books is that their creator never travelled to these places either. They were all the result of painstaking research done from his studio. Hergé and his team of illustrators and researchers scoured libraries, museums and photographic archives to provide as accurate a representation, both in the drawings and the storylines, as they could. This included examining catalogues of cars and planes, and technical drawings of ships and bridges. Hergé made numerous sketches of these objects seen from different angles and sometimes created models of the characters and other items so as to be able to construct a particular scene and capture it more faithfully – a technique that has since been used by many film animators, such as Pixar. my life 86336_03_P3_pp057-080.indd 63 16 principle 9 Work in small groups. Make a list of four places Critical thinking evaluating sources a b c d mind 1 With new technology, I think it’s only a matter before people are taking of virtual holidays from their own living rooms. 2 Getting lost in a big city might seem like an adventure, but believe me, it’s no matter when it happens to you. 3 I think you can put up with a lot of discomfort when you’re travelling. It’s just a question of over matter. 4 When I’m abroad, I use public transport as a matter of . You discover much more that way. 5 No matter which you look at it, not speaking the language of the country you are visiting is a disadvantage. 6 I don’t fly on planes as a matter of ; they create too much pollution. 4 Find words in the article with the following meaning. 1 2 3 4 5 6 laughing HOW YOU TRAVEL A MYSTERY TOUR Actually, I can personally attest to the incredible accuracy of Hergé’s representations of foreign places because a few years ago, I visited Petra with my family. We rode on horses down the long narrow passage called the Siq, just as Tintin and his companion Captain Haddock do in The Red Sea Sharks. At the end, we came out from between the tall rock walls that frame the passage and caught our first sight of the magnificent forty-metre tall Treasury, sculpted from the pink sandstone. I was looking at a view straight from the pages of the book: the colours, the play of the sun on the walls, the dusty earth, the Bedouin guides with their keffiyehs wrapped around their mouths. It was uncanny. Perhaps Hergé’s greatest triumph is the two-part story Destination Moon and Explorers on the Moon which, considering the books were written in 1955, gave, according to commentators at the time, an extraordinarily realistic account of what would be involved in sending a manned rocket to the Moon. As well as the smaller drawings that carry the narrative, from time to time the reader turns the page to discover a stunning full-page image: a rocket on its launch-pad, complete with gantry, a mountainous moonscape, the Earth below as the rocket leaves the atmosphere. Few people in those days could imagine what it was like to be looking down at our planet from outer space. But that was Hergé’s true gift: to understand and communicate what a place was like without ever having travelled there. 50 55 60 65 70 75 80 archives (npl) /ˈɑː(r)kaɪvz/ historic records or documents citadel (n) /ˈsɪtəd(ə)l/ a fortress or castle, usually on a hill gantry (n) /ˈɡæntri/ a bridge-like metal supporting structure meteorite (n) /ˈmiːtiəraɪt/ a piece of rock or metal that falls from outer space scour (v) /ˈskaʊə(r)/ to search intensively KNOWING PLACES TELLING AN ANECDOTE 63 A REVIEW 09/10/2017 10:20 Introduction 86510_fm_ptg01_001-020.indd 16 3/1/18 4:23 PM Lesson D Real life This is a one-page functional lesson focusing on real-life skills. real life telling an anecdote • speaking skill linking events • pronunciation long sounds The D lessons have clear ‘Real life’ functional aims. 5d To my amazement Real life telling an anecdote 1 Look at the photo. Answer the questions. 1 Where do you think the photo was taken? 2 Can you name four things in the photo that you associate with a beach holiday? 3 Would you choose to go on a beach holiday somewhere like this? Why? / Why not? 2 40 Listen to a travel story. Make notes about the main details of the story. 1 2 3 4 Issue that the story highlights The speaker’s background and setting for the story Main events The speaker’s conclusion 3 Work in pairs. Retell the story to each other using your 6 Pronunciation long sounds notes from Exercise 2. 4 40 Look at the expressions for telling an anecdote. Tick (✓) the expressions the speaker uses in the travel story. Then listen again and write down what followed the expressions the speaker used. TELLING AN ANECDOTE It’s a (well-known) fact that … We all know that … These days, … a Look at these expressions. Which are used to signal the time of an event (T) and which are used to indicate the speaker’s feelings about an event (F)? Which expressions add a sense of drama? Just at that moment … Amazingly, … By sheer luck, … The following week, … As soon as … , … Start with the sentence below. Take turns to suggest a linking phrase to continue the next sentence in the story. A few years ago, I was travelling on my own in Australia. A: By sheer luck, … B: By sheer luck, I bumped into a friend in Sydney, whom I hadn’t seen for years. my life 86336_03_P3_pp057-080.indd 64 HOW YOU TRAVEL A MYSTERY TOUR to my dismay to my delight to my frustration to my embarrassment 1 Issue that the story highlights When abroad, you can forget you are not at home and be surprised by something different 2 The speaker’s background and setting for the story Newly-wed couple, Theo and Eleni, on holiday in Cyprus; walking in the mountains 3 Main events Long walk, stop at village café, look out at view, Theo feels Eleni’s hand on his, looks down, not her hand but a huge insect 4 The speaker’s conclusion Eleni still laughs b Work in pairs. You are going to link events in a story. 64 5 6 7 8 • Look at the main elements of the story. • Discuss what extra details could be added and how you can link the ideas and events. • When you have finished, work with a new partner and retell your stories. 5 Speaking skill linking events f g h i j 1 to my amazement 2 to my relief 3 to my surprise 4 to my horror story. Follow these steps. A few years ago, … / Last summer, … The following day/morning … As luck would have it, ... By chance, I happened to … By coincidence, … To my amazement/surprise/horror/delight/relief, … A few years ago, … As if by magic, … Worryingly, … A little while later, … To my relief, … you think the underlined vowel sounds are pronounced? Then listen and check. Which two are NOT long vowel sounds? 7 Work in pairs You are going to develop a It’s famous for having beautiful beaches … Consequently / Because of that … a b c d e The pronunciation syllabus covers sounds and spelling, connected speech, stress and intonation. 41 Look at these expressions. How do The key expressions are made memorable through an activation activity. 8 Work in small groups. Tell a story of your own using the same structure as in Exercise 7. KNOWING PLACES TELLING AN ANECDOTE A REVIEW 09/10/2017 10:20 Introduction 86510_fm_ptg01_001-020.indd 17 17 3/1/18 4:23 PM RAVEL Lesson E Writing This is a one-page writing lesson. All the text types that appear in international exams are covered here. writing a review • writing skill using descriptive words Unit 5 The magic of travel 5e Book of the month Every E lesson focuses on and explores a specific text type. Writing a review 3 Read the review again and answer the questions. 1 Work in pairs. Which of these ways of choosing a book to read or film to watch is most reliable or useful? Why? Discuss your answers. a b c d personal recommendation a book/film review in the press the blurb on the back cover or a film trailer choosing a book that has been made into a film or vice versa 2 Read the book review. What is the reviewer’s opinion of the book? Explain why. Book of the month 1 2 3 4 What type of book is it? What is the main theme? What tense is used to describe the plot? What words describe the style of writing in the book? 4 Look at the different ways (a–e) to begin a book review. Which way does the reviewer use in the review in Exercise 2? a b c d e give your opinion about the book directly talk about the writer’s background describe the opening of the story give a short summary of the whole story discuss the topic of the book 5 Writing skill using descriptive words a Underline the adjectives and adverbs in paragraphs 2 and 3 of the review. What does each describe? Which two are compound adjectives? b Complete these compound adjectives. breaking fetched provoking willed A different writing skill is presented and practised in every E lesson. THE BRIDGE OF In 1714 a rope suspension in Peru snaps and SAN LUIS REY bridge the five people on the b y Th o r n t o n W i l d er bridge fall to their deaths. By chance Brother Juniper, a Franciscan monk, witnesses this tragedy. He is not only troubled by what he has seen but also troubled by why this should have happened. Why at this precise moment? Why these five people? Accordingly, he sets out to find out something about the lives of each person and so to make sense of the tragedy. Every writing lesson includes a model. This short novel (only 124 pages long) is a beautiful reflection on the subject of destiny. It is not a true story, but some of the characters are based on real people. Written in elegant prose, each chapter describes the life of one of the five people on the bridge: from the aristocratic Marquesa de Montemayor, who longs to be back in her native Spain to the wise Uncle Pio, whose lifelong ambition to make a star of a young actress is in the end frustrated. Our interest is not kept alive by the mystery of their deaths, but by the compelling characters that Wilder has drawn so vividly: each eccentric in their own way, and each very human in their virtues and in their faults. I cannot recommend this thought-provoking book highly enough. A MYSTERY TOUR KNOWING PLACES TELLING AN ANECDOTE my life 86336_03_P3_pp057-080.indd 65 Students always finish with a productive task. 18 HOW YOU TRAVEL A MYSTERY TOUR 1 2 3 4 5 6 7 8 thoughtfarheavywellactionheartfaststrong- going moving written packed (book) (plot) (book) (book) (adventure) (ending) (plot) (character) c Match the compound adjectives from Exercise 5b with their opposites below. convincing easy-to-read happy indecisive poorly written slow-moving uneventful uninspiring 6 Write a review of a novel you have read or a film you have seen (approx 200 words). Follow this plan. • Describe the setting and give a brief summary of the plot. • Say what the theme of the book/film is. • Describe the style of writing/filmmaking. • Give your opinion or recommendation. 7 Exchange reviews with your partner. Use these questions to check your reviews. • Is the review organized into clear paragraphs? • Does it NOT reveal the whole story? • Are you persuaded by the recommendation? KNOWING PLACES TELLING AN ANECDOTE 65 A REVIEW 09/10/2017 10:20 Students are encouraged to take part in peer correction. Introduction 86510_fm_ptg01_001-020.indd 18 3/1/18 4:23 PM Lesson F Video lesson This is a double-page video lesson. A large, engaging introductory photograph is always on the left-hand page, and the activities on the right. 5f On the road: Andrew McCarthy Walkers on the Camino de Santiago, Spain 66 Unit 5 The magic of travel 86336_03_P3_pp057-080.indd 66 09/10/2017 10:20 Before you watch 6 1 Look at the photo and answer the questions. This section leads students into the topic of the video and engages them in a pre-watching task. 1 What makes McCarthy unsure about going again with his children? 2 How long was the trip? 3 Where did he stay? 4 Complete this description of himself: ‘a pilgrim’. What does he mean? 5 How did he justify not being this kind of traveller on this occasion? 1 Where do you think this place is? 2 What kind of trip do you think these travellers are on? 2 Key vocabulary a Read the sentences. The colloquial expressions in bold are used in the video. Guess the meaning of the words. 1 2 3 4 5 7 Complete the summary of Andrew McCarthy’s story using one word in each space. I just sort of went … ‘that’s kind of weird’. I read your book. It was so cool. And he was like: ‘You read my book?’ I called him pretty much every day. … truth be told, I was a gold-card traveller. About eighteen years ago, I was in a 1 and I picked up a book by a guy who had 2 the Camino de Santiago in 3 . It sat on my bookshelf for months and one day I 4 it when I was looking for something to read on the plane. And having read it, I decided I wanted to do that. There was no 5 to research places in those days so I called the 6 up and said, ‘Hey, I read your book,’ and I asked him questions about how to go about doing this trip. I went to Spain for a month and I had a 7 experience. I felt 8 and frightened but then something happened that 9 my life. And for the first time 10 I felt in the world. I stayed in little pilgrim 11 and to be truthful it wasn’t very comfortable, so I sometimes stayed in pensiones instead and I justified it by saying that . this is the way to meet the 12 b Match the words in bold in Exercise 2a with these definitions. a thought to myself b almost c rather strange d said e really good f to be honest While you watch 3 These exercises assist with comprehension of the video itself, both in terms of what students see and what they hear. The tasks also exploit the language used in the video. 5.1 You are going to watch an interview with travel writer Andrew McCarthy. Watch the video and answer the questions. 1 What was the trip that changed Andrew McCarthy’s life? 2 In what way did it change him? 4 5.1 Work in pairs. Watch the first part of the interview (0.00 to 2.09) again, where McCarthy describes how he became interested in this trip. Look at the words (a–e) and note why they are significant in the story. Then, with your partner, reconstruct the story. a b c d e 5 a bookstore a plane the internet Harper’s magazine home phone number 5.1 Watch the second part of the interview (2.10 to 3.10) again and answer the questions. 1 What adjectives does McCarthy use to describe: a this travel experience? b his feelings while on the trip? c what the experience was not? d what he felt for the first time when travelling? 2 What was the reason for the trip that he didn’t know at the time but now realizes? 5.1 Watch the third part of the interview (3.11 to the end) again and answer the questions. There are two parts to this section. The first is an on-screen exercise called Vocabulary in context, which focuses on useful words and expressions from the video. The second allows students to respond to the video as a whole and take part in a discussion or task that leads on from the context and theme of the video. After you watch 8 Vocabulary in context a 5.2 Watch the clips from the video. Choose the correct meaning of the words and phrases. b Complete these sentences in your own words. Then compare your sentences with a partner. 1 Often for lunch I just grab … 2 Sometimes I feel like I can’t take … anymore 3 I didn’t mind … . It was just one of those things. 9 Work in small groups. Discuss the questions. 1 What things do you think made Andrew McCarthy uncertain about travelling alone? 2 What do you think the event was that changed this (when he said ‘then something happened and I had, sort of, one of those experiences that you have’)? 3 Make a list of five things that make people nervous about travelling abroad. Which things make you nervous? What could you do to overcome this feeling? 67 86336_03_P3_pp057-080.indd 67 09/10/2017 10:20 Introduction 86510_fm_ptg01_001-020.indd 19 19 3/1/18 4:23 PM Review lesson This is the one-page review lesson found at the end of every unit. UNIT 5 REVIEW AND MEMORY BOOSTER Grammar Vocabulary 1 Read a travel writer’s description of the Fiji islands 4 Make repeated word pairs using the words in in the South Pacific. Answer the questions. Grammar and vocabulary from the unit is clearly signposted and systematically reviewed to reinforce students’ learning. brackets. Then rewrite the underlined words using the repeated word pairs. Sometimes you need to change the verb. Then use the word pairs in your own sentences. 1 In what ways is Fiji an exclusive destination? In what ways is it not? 2 Why does the writer suggest you might prefer to visit the main island? 1 2 3 4 5 We met for the first time yesterday. (face) We don’t really agree on many issues. (eye) He talked a lot about his new car. (on) I’m just taking things as they come. (day) Hard work and success go together. (hand) 5 Complete the words using the synonyms in brackets to help you. 5 10 15 20 Fiji is a collection of over a hundred islands in the South Pacific. Most are the image of what a perfect desert island should be like. So it’s no surprise to find upmarket hotels catering for rich tourists and honeymooners. I went there hoping to experience this paradise more simply and wondering if it was possible to do so on a limited budget. I shouldn’t have worried. The Fijian’s experience of dealing with different types of tourists means they have provided for this by offering less expensive youth hostel-style accommodation for backpackers like me in places like Yasawa. Here, hospitable locals will help you to feel part of their lives, inviting you to see their fishing villages – and even take you fishing with them, if you want to. But beautiful and relaxing though these islands are, the feeling of being a tourist remains. It’s not an uncomfortable sensation, but if what you value is seeing the country’s true way of life, then perhaps you should visit the main island of Viti Levu. This is the cultural hub of Fiji, where most of the population live: it’s here that you can experience real Fijian culture. experience. 1 It was a mag (wonderful) restaurant. (warm 2 We found a co and comfortable) 3 The coast has been rui . (spoiled) . (location) 4 It’s a very scenic sp 5 The buildings are very gr . (large and impressive) of travelling alone. 6 I was wa (cautious) . 7 The doorman was offi (self-important) 8 We hea for the mountains. (went towards) 6 I CAN use repeated word pairs describe places and journeys Real life 7 Match the words (1–8) with words (a–h) to make phrases for telling anecdotes. 1 2 3 4 5 6 7 8 2 Look at the description again. What do these words refer to? Memory Booster activities are specifically designed to enable students to recall and activate new words more easily. a most (line 2) b do so (line 7) c this (line 10) 3 d Here (line 12) e want to (line 15) f sensation (line 18) ❯❯ MB Find two emphatic structures in the third paragraph (with ‘what’ and ‘it’). Rewrite them as non-emphatic structures. I CAN use substitution to avoid repetition recognize emphasis to statements ❯❯ MB Use each of the words in Exercise 5 to describe a travel experience you have had. 8 It’s a well-known fact Because Well, a few years By chance, I happened Just at that So the following By sheer To my a b c d e f g h ago … luck …. day … relief … to … that … of that … moment … ❯❯ MB Use the phrases in Exercise 7 to make a story about finding something you wanted to buy, thinking you had missed your opportunity and then finding you could get it after all. Tell the story to your partner. I CAN use expressions for telling an anecdote 68 86336_03_P3_pp057-080.indd 68 ‘Can-do’ statements give students the opportunity to assess their own learning. 20 09/10/2017 10:20 Every review lesson concludes with a ‘Real life’ activity that allows students to consolidate the functional language from the unit. Introduction 86510_fm_ptg01_001-020.indd 20 3/1/18 4:23 PM Unit 1 Lessons for life Opener 1 • Optional step Ask students to describe the photo in detail. Ask: Where is the man? What is the man wearing, and why? What is the man doing? Why? In feedback, elicit ideas. Point out that his clothes and headscarf are those of someone who lives in the desert (they protect from the sun). Twilight is the time just before nightfall when the light starts to disappear. You could elicit what students know about the Tuareg at this stage (see Background information below). • Ask students to work in pairs to discuss the proverbs. In feedback, elicit ideas from students. Follow up by asking which, if any, of the proverbs students would choose to adopt for themselves. EXAMPLE ANSWERS Students’ own ideas Better to walk … This proverb tells us that the Tuareg have a nomadic lifestyle (see Background information below). They think that being on the move is positive and that not moving is a waste of time. In life, it is always possible to … This proverb suggests that the Tuareg are a peaceful people – they seek to reach agreement with others; it suggests they are a trading people – this is the sort of belief system that merchants have, for example, that it’s always possible to negotiate a deal. Acquiring things … This proverb may be interpreted as meaning that possessions are of no importance to the Tuareg – they are not materialistic. It may also reflect their nomadic lifestyle – if you wander in the desert, taking too many things with you can slow you down, which could be a problem. Background information The Tuareg /ˈtwɑːrɛɡ/ are a Berber people who live in the Sahara desert in north Africa (mostly in Mali, Algeria, Niger, Burkina Faso and Libya). Traditionally, they are semi-nomadic, which means that they travel with their animal herds at some times of the year, but have a home area where they grow some food crops. They are famously connected with the great camel trading routes across the Sahara. Sometimes they are called the ‘blue people’ because of the indigo-dye-coloured clothes they wear. 2 [1] ★ CPT extra! Lead-in activity [after Ex.2] • Tell students they are going to listen to two people talking about important lessons they have learned in life. Ask them to read questions 1–3. • Play the recording. Students listen and answer the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 Speaker 1: not to try to change other people or you can’t change other people Speaker 2: not getting too attached to things or you shouldn’t get too attached to things 2 Speaker 1: The speaker got frustrated with his business partner (Giles), who always took ages to make a first design for the customer, and this was driving him (the speaker) crazy. Speaker 2: The speaker’s house was flooded. 3 A Tuareg person would probably agree with the lesson from Speaker 2 because the Tuareg don’t like to get attached to unnecessary material objects (third quote in Exercise 1). Audioscript [1] Speaker 1 I think the most valuable lesson I’ve learned was when I was starting a business at the age of 25. I used to get very frustrated with my business partner, a guy called Giles. We’d set up our own web design business and Giles would always take ages making a first design to show the customer. He was trying to get it perfect when actually, it didn’t need to be. When I told my dad about it – that it was driving me crazy – he said, ‘Look, you can’t change other people; you can only change the way that you behave towards them.’ So, from then on I just tried to accept that Giles was a perfectionist and to see it as a positive thing. And since then we’ve got on much better. And that’s become a sort of guiding principle for me in life – not to try to change other people. Speaker 2 I think a good rule of thumb is: ‘Never get too attached to things.’ But it’s a lot easier said than done and sometimes it takes a big event to make you realize how true this is. Our house was flooded a few years ago and because my bedroom was on the ground floor, I lost a lot of my most valued possessions: my laptop with all my photos on it; my favourite books; all my shoes were ruined and some of my best clothes too. But in fact, what mattered at the time was knowing that everyone was safe – my parents and my little brother. We’ve actually moved to a new house now, and it’s not nearly as nice as the old one, but it doesn’t matter. You need to move on. Now, I always make a point of not getting too attached to places or things. It’s just stuff. 3 [1] • Ask students to work individually to complete the phrases. Then let them compare answers in pairs. • Play the recording again. Students listen and check their answers. ANSWERS 1 valuable 2 guiding 3 thumb 4 said 5 point 21 86510_U1_ptg01_021_040.indd 21 3/1/18 4:18 PM Unit 1 Lessons for life Vocabulary notes a guiding principle = a principle (or basic rule) that helps a person to make decisions or judgments in all life circumstances a good rule of thumb = a broadly accurate guide or principle, based on experience rather than theory Other vocabulary items to check: a perfectionist = somebody who always wants things to be done perfectly drive me crazy = to make me angry or upset move on = to continue with your life after you have dealt successfully with a bad experience 4 • Optional step Give students one or two minutes to think of and prepare ideas. You could provide a teacher model by describing a lesson you have learned. • Ask students to describe the occasions they have thought of in pairs or small groups. Encourage them to give details and to ask each other questions. In feedback, invite different individuals to share what they found out about their partner or group member. 1a Learning from the past Lesson at a glance • reading: lessons in life • grammar: time phrases • speaking: your favourite saying Reading 1 • Organize the class into pairs to discuss the quotation. In feedback, briefly elicit ideas from the class. EXAMPLE ANSWER We are often told to learn from our mistakes. Roosevelt cleverly and amusingly turns the commonplace quote around. It’s good advice because if we consider what mistakes other people make, we are less likely to make them ourselves. However, it isn’t easy to follow because we don’t necessarily see or understand that people have made mistakes and we often want to go our own way in life. Teacher development Background information Setting up speaking activities Eleanor Roosevelt (1884–1962) married Franklin D. Roosevelt in 1905 and as a result became First Lady of the United States when her husband became the president of the USA in March 1933. She held the role of First Lady for the four terms of his presidency, until April 1945. She was the United States Delegate to the United Nations General Assembly from 1945 to 1952 and campaigned for women’s rights and civil rights for African-Americans. Students at Advanced level are generally comfortable with expressing themselves in English. However, it’s good practice to support their speaking by following some or all of these suggestions: 1 Create a reason for speaking. This could be an information gap (students find out things they didn’t know), an opinion gap (students discuss what they think or believe about a topic), or personalization (students talk about themselves and share personal information and experiences). 2 [2] 2 Model the speaking task. It’s good practice to demonstrate what is expected of students before asking them to start the task, for example, tell your own stories, give your own views or demonstrate the task with a student. This provides a model to follow, and often results in an interesting and natural ‘live’ listening. • Optional step Tell students to look at the photos on the page and ask them to say what they know about each person (see Background information below). Alternatively, ask students in pairs to think of three adjectives to describe each person (e.g. Confucius: wise, thoughtful, instructive; Mandela: strong-willed, unselfish, brave). 3 Provide meaningful preparation time. Rather than expecting students to start speaking immediately, give them a few minutes to gather their thoughts and ideas before speaking. You could also provide some scaffolding, for example, a series of question prompts. • Ask students to read the article and match the person with the lesson they taught, according to the text. Let students compare their answers in pairs before checking with the class. 4 Provide or suggest language to use. Write a selection of useful phrases or structures on the board for students to use during the speaking task. This gives support and also encourages the student to focus on the key aims of the speaking activity. In feedback, ask students which phrases they were able to use. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWERS 1 c 2 a 3 • Ask students to read the article again and decide whether the sentences are true or false. Let them compare answers in pairs before checking with the class. • In feedback, ask students to justify their answers by quoting from the text or giving an explanation in their own words. 22 Unit 1 Lessons for life 86510_U1_ptg01_021_040.indd 22 3/1/18 4:18 PM Unit 1 Lessons for life ANSWERS 1 T (we deliberately choose to ignore them.) 2 T (Many Chinese have been saying … that the traditional values in society … have been lost.) 3 F (a country which is currently developing at a dizzying speed) 4 F (Mandela had always been committed to peace) 5 F (he decided that the only way to unite his divided country was if the two sides could talk about what had happened in the past) 6 T (few are able to follow the example set by Mandela … such a high degree of unselfishness. It seems … not to be selfish – is perhaps the hardest lesson of all for people to learn.) 4 ★ CPT extra! Listening activity [after Ex.4] • Ask students to work individually to find and underline words and expressions that match the definitions. Let students check answers in pairs before eliciting answers in feedback. ANSWERS 1 point the way 2 economic boom 3 act on 4 strive (for) 5 follow the example (of) Vocabulary notes A boom suggests a period of sudden and rapid growth or increase in numbers, e.g. a baby boom = a period of time when lots of babies are being born. The verb strive suggests that you work hard because you really believe in something and want it to happen. If you follow the example of someone, it’s because you admire and look up to that person. Other vocabulary items to check: prior to = before a harmonious society = a society that is in balance and is friendly and peaceful measure = here, amount heed = to listen to, consider and do what someone suggests Background information Confucius /kənˈfjuːʃəs/ (551 BC–479 BC) was a Chinese philosopher, teacher and political figure who emphasized personal morality, justice and educational standards. He recommended family as a basis for ideal government and encouraged people to respect their elders. His golden rule was, ‘Do not do to others what you do not want done to yourself’. Nelson Mandela /mænˈdelə/ (1918–2013) was a South African anti-apartheid revolutionary and activist who believed in democracy and equality for all, regardless of race or colour and who fought against apartheid (/əˈpɑːrteɪd/ – the political system that existed in South Africa until the early 1990s, in which only white people had political rights and power). As a result of his political activity, he spent twenty-seven years in prison, from 1962 to 1990. In 1994 he became the first black President of South Africa. His government focused on democracy and on building a political system that treated white and black people equally. Extra activity Ask students to discuss the two quotes by Confucius and Mandela. Ask them for examples from their society or from current affairs which support or contradict the quotes. Here are other famous quotes on this theme which students might want to discuss: You don’t learn to walk by following rules. You learn by doing, and by falling over. (Richard Branson, entrepreneur) Success does not consist in never making mistakes but in never making the same one a second time. (George Bernard Shaw, writer) Experience is simply the name we give our mistakes. (Oscar Wilde, writer) Grammar time phrases 5 ★ CPT extra! Pronunciation activity [after Ex.5] • Ask students to read the information in the grammar box. You could elicit one example sentence that includes a time phrase for each of the specified tenses. • Ask students to read the time phrases 1–8. Then tell them to read the article again in order to find and underline the verbs that are used with each of the time phrases. Let students compare answers and identify tenses in pairs before checking with the class. • Ask students to match the time phrases with the tenses in the grammar box. Note that there is sometimes more than one possibility (the less common possibility is shown in brackets in the answer key below). ANSWERS a 1 has become worried = present perfect simple 2 have been saying = present perfect continuous 3 focused = past simple 4 had not been = past perfect simple 5 is developing = present continuous 6 (often) talk = present simple 7 was living = past continuous 8 will have to = will future b 1 in recent years = present perfect simple (or continuous) 2 for some time = present perfect continuous (or simple) 3 a few years ago = past simple (or continuous) 1a Learning from the past 86510_U1_ptg01_021_040.indd 23 23 3/1/18 4:18 PM Unit 1 Lessons for life 4 prior to the 1990s = past perfect simple (or continuous) 5 currently = present continuous 6 nowadays = present simple 7 while = past continuous (present continuous) 8 in the long term = will future Refer students to page 156 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 1 1 often/sometimes 2 since 3 next month / soon 4 up to then 5 next week 6 currently 2 1 have you been studying 2 ’s/is buying or ’s/is going to buy 3 has become 4 had … started 5 ’m driving 6 was walking 3 1 currently 2 Up till then 3 Nowadays 4 Recently 5 In the long term 6 From now on ANSWERS 1 Fifty years ago 2 nowadays 3 in the coming years 4 Over the last 25 years 5 for years 7 • Ask students to complete the conversations with the correct form of the verbs. Let them compare answers in pairs before checking with the class. ANSWERS 1 A have you been learning B started; had learned/learnt or learned/learnt 2 C Have you tried; went D tell; seem; ’ll get 3 E are you working F ’ve been doing E saw Grammar notes After completing Exercises 6 and 7, ask students to categorize what they found out about time phrases from doing the exercise. They should refer back to the information in the box. Tell them to match the time phrases to the tenses used: (from Exercise 6) 1 Fifty years ago = past simple 2 nowadays = present simple 3 in the coming years = future 4 Over the last 25 years = present perfect 5 for years = present perfect continuous Grammar notes Time phrases reflect the rule of use of many tenses. For example, the rule of use for the past simple is that it’s used to describe finished past states and actions – a time phrase such as ‘two weeks ago’ is clearly past and finished – thus it follows that this phrase is likely to be used with the past simple. Similarly, while implies duration (past continuous), prior to implies something happening before (past perfect), and currently implies something happening now (present continuous). Explore how the meanings of time phrases reflect your students’ understanding of the rules of use of the tenses in this presentation. 6 ★ CPT extra! Grammar activity [after Ex.6] • Optional step Before looking at the time phrases in the box, ask students to read the four short texts and decide which word or phrase they would naturally use in each space. This is a way of previewing how well students can already use time phrases. • Ask students to read the short texts carefully and complete the sentences with the correct time phrases. Elicit the first answer to get students started. Let them compare answers in pairs before checking with the class. 24 6 at the moment 7 often 8 At the time 9 ever 10 Before that 6 at the moment = present continuous 7 often = present simple 8 At the time = past continuous 9 ever = present perfect 10 Before that = past perfect (from Exercise 7) 1 A How long = present perfect continuous B two years ago = past simple; before that = past perfect 2 C yet = present perfect; last night = past simple D every week = present simple; in the end = future 3 E currently = present continuous F for the last two weeks = present perfect continuous E the other day = past simple 8 • Ask students to complete the sentences by writing facts about themselves. Explain that they should include one sentence which is not true. Set a three- or fourminute time limit and monitor to help with ideas and vocabulary if necessary. • Ask students to work in pairs or small groups to share ideas. Tell them to read out their sentences so that their partner or group members can guess which of the sentences is false. Unit 1 Lessons for life 86510_U1_ptg01_021_040.indd 24 3/1/18 4:18 PM Unit 1 Lessons for life • In feedback, ask students if they guessed the false sentence from each set of eight sentences. EXAMPLE ANSWERS 1 Currently, I’m looking for a new job. 2 A few years ago, I went to Thailand for the first time. 3 I usually watch TV or do sport. 4 I have never been windsurfing … / stayed in a five star hotel … 5 I didn’t revise last weekend, because I had already learned all the vocabulary on the list. 6 I met my best friend when I was at university. I was living in a small flat at the time. 7 I have had my present job for several years. 8 I don’t have the time or money at the moment, but sooner or later I’ll travel round the world. 9 • Ask students to complete the advice using the words in the box. Let them compare answers and discuss the advice in pairs. ANSWERS 1 while 2 for Speaking 3 in 4 ever 5 now 6 never my life 1b What makes us who we are? Lesson at a glance • • • • • vocabulary and listening: personality and identity wordbuilding: binominal pairs pronunciation: linking in word pairs grammar: the continuous aspect speaking: situations in your life Vocabulary and listening personality and identity 1 ★ CPT extra! Revision activity [before Ex.2] • Pre-teach self-portrait (= a painting of yourself). Ask students to discuss the questions about the photo in pairs. In feedback, elicit ideas and open up a class discussion. EXAMPLE ANSWERS 1 because he doesn’t want us to see his face; because he wants to show his face through his portrait; because he doesn’t want the viewer to compare his real face with his portrait 2 He looks thoughtful, wise, serious, intelligent, calm. 10 Teacher development • Optional step It’s a good idea to ask students to think of their favourite saying before the class so that they are prepared for this exercise. Critical thinking and photos • Ask students to work in groups of four or five. Tell each student to write a saying on a piece of paper. You could provide one or two examples of your own to get them started. You could also prepare and hand out small slips of paper for students to write on to avoid them having different sized pieces. • Once each group has a pile of sayings, tell them to place them in a pile and turn them over one by one. Together they should discuss the meaning and guess whose favourite saying it is. The person can then tell the group why they chose it. Encourage critical thinking by using the photos in the Student’s Book. Here, for example, ask students to look closely at the photo and to answer these questions: What is the message of the photo? Is it spontaneous or staged and what makes you think this? The possible message: An artist does not want his photo to be taken, but ironically we can see his face anyway in the portrait; the painting shows the image of himself he would prefer us to see, not his real self. Real or staged: At first glance, the Paris painter seems to be hiding his face as he sees a photographer aiming his or her camera at him. However, when the viewer looks more closely, the image looks staged because the man’s cloak hanging behind the easel follows exactly the line of the cloak in the painting. Background information The photo was taken in 2009. The painting on the right is a self-portrait done by the man on the left – one of many street artists who work on Place du Tertre in Montmartre, Paris, France. 2 ★ CPT extra! Lead-in activity [after Ex.1] • Ask students to work in pairs or small groups to discuss the expressions used to describe people. In feedback, elicit definitions and discuss how the phrases might be used. • Optional step If your students are creative, ask them to draw pictures to represent each character, or ask them to mime them. 1b What makes us who we are? 86510_U1_ptg01_021_040.indd 25 25 3/1/18 4:18 PM Unit 1 Lessons for life ANSWERS 1 a control freak: someone who wants to control every situation and will not allow other people to share in making decisions a dreamer: someone who has a lot of ideas but those things are often not very practical or likely to happen a driven person: someone who is ambitious and motivated a family person: someone who thinks their family is important, and likes to spend time with their family (husband or wife and children) a free spirit: someone who does things their own way and doesn’t always follow the rules a joker: someone who likes to tell jokes or to do things to make people laugh the life and soul of the party: someone who is very lively and sociable, particularly in social situations such as parties an outgoing type: someone who is friendly and enjoys meeting and talking to people 2 Possible answers: Positive: a family person, the life and soul of the party Negative: a control freak, a dreamer Neutral: a driven person, a free spirit, a joker, an outgoing type Note that these will depend on students’ own perspectives and/or the context, so make it clear these are possible answers only, and encourage discussion in class. 3 Students’ own answers 3 • Ask students to work individually to number the factors in order from 1 to 8 according to which are the most significant. Let students compare answers in pairs. 4 [3] • Tell students they are going to listen to a sociologist describing how we define ourselves. Explain to students that while they listen they must tick the factors in Exercise 3 that the speaker mentions. • Play the recording. Students listen and tick the factors mentioned. Let them compare answers in pairs before checking with the class. • Ask students which of the factors is the most important, according to the speaker. ANSWERS Students should tick: b, d, e, f, g, h your interests/hobbies your work your background your character your beliefs and values your life experiences Most important factor according to the speaker = e Audioscript [3] How many times have you been asked the question, ‘So, what do you do?’ when you first meet someone? It’s the classic way in which people start a conversation in order to form an idea of a person’s identity, by trying to fit them into an easy-to-understand category. But while some people might like to define themselves by their job – because it’s what they live for – actually for many people, their work is not their identity, and the question can make you feel as if people are always judging you by your position in society, or, worse, by how much you earn. There are of course other ways we identify people. By their background: ‘Sally was brought up on a farm in Wales, not in London like the rest of her friends.’ By their values: ‘John’s a family man, really.’ Or by their hobbies or interests: ‘Frank’s a keen photographer.’ Or sometimes by their character: ‘Jack’s a free spirit,’ or ‘Kate’s always the life and soul of the party.’ We also define people by their beliefs: ‘Anne’s a campaigner for healthy eating.’ And yes, sometimes too by their work: ‘Sarah’s a medical researcher – she’s spent most of her life looking for cures for tropical diseases.’ What do these identifying characteristics have in common? Well, identity really seems to be about the experiences that shape us. Take John, our ‘family man’. When his children were born, he was working as a carpet salesman. It was a secure job – not very well paid – but it kept him and his family comfortable. At one point he’d been intending to leave the company and start up his own business, but when he thought about it he realized that it would was be a risk and also would take up too much of his time – time that he’d rather spend with his two boys. What about Jack? People call him a free spirit because he’s 44 and hasn’t settled down yet. He fell in love when he was 25, but the relationship ended and he hasn’t had another one since. He travels a lot and lives in different places, picking up bits and pieces of work as and when he can. He keeps saying that in a few years, he won’t be moving about anymore – that he’s had enough of that life – but actually he’s been saying that since he was 35. Anne works for a big legal firm. She’s quite a driven person. A few years ago, her flatmate introduced her to a new vegetarian diet and it made her feel great and gave her more energy. It also made her think about all the bad food she had eaten in her life, particularly at school, and so she joined a campaign to provide healthier food for school kids. It has attracted a lot of interest and is now becoming a national movement. So while there are many ingredients that go into making us what we are, it seems that what defines people first and foremost is experience. 5 [3] • Play the recording again. Students listen and choose the correct option to complete the sentences. Let students compare their answers in pairs before checking with the class. ANSWERS 1 judgmental 2 the city 3 are ill 4 security 5 25 6 better 26 Unit 1 Lessons for life 86510_U1_ptg01_021_040.indd 26 3/1/18 4:18 PM Unit 1 Lessons for life Wordbuilding binominal pairs 6 • Ask students to read the information in the wordbuilding box. Then ask students to choose the correct forms. Let students compare their answers in pairs before checking with the class. Audioscript [4] 1 I need peace and quiet to concentrate. 2 They all came back from their canoeing trip safe and sound. No one was injured, but most of them had a few aches and pains. 3 Try not to give a long talk. By and large, it’s better to keep it short and sweet. ANSWERS 4 People come from far and wide to see Stonehenge. a bits and pieces; as and when b first and foremost There are busloads of tourists coming to and fro all day. 5 You think my job is all fun and games, but actually now and then we do some serious work too! Vocabulary notes bits and pieces = small, separate amounts Pronunciation notes as and when = whenever; at any time that You may wish to analyse word linking in more detail with your students. Explain that linking naturally occurs because it makes the phrase easier to say. Use phonemic script on the board to point out how the final consonant sound of a word appears to join the vowel sound at the start of the next word, and how /d/ is lost before a consonant sound: first and foremost = principally; most importantly Refer students to Workbook pages 7 and 11 for further practice. 7 ★ CPT extra! Wordbuilding activity [after Ex.7] • Tell students to work individually to complete the word pairs using the words in the box. Then ask them to work in pairs to compare answers and to discuss the meaning of each completed phrase. peace and quiet becomes /piː/ /sən/ /ˈkwaɪət/ Point out how intrusive /r/, /j/ and /w/ are used when the first word ends in a vowel sound: now and then becomes /naʊ/ /wən/ /ðɛn/ far and wide becomes /fɑː/ /rən/ /waɪd/ ANSWERS 1 quiet 2 sound; pains 3 large; sweet 4 wide; fro 5 games; then Vocabulary notes by and large = usually, generally far and wide = many places far away to and fro = in one direction and then another fun and games = light-hearted and easy now and then = occasionally Pronunciation linking in word pairs 8 [4] • Tell students they are going to listen to the recorded words pairs in Exercise 7. Play the recording. Students listen and note the linking and pronunciation of and in the word pairs (see Pronunciation notes below). • Ask students to work in pairs to practise reading the sentences. Tell them to focus on the linking and pronunciation. Monitor and correct any pronunciation errors. ANSWERS Extra activity Ask students to write some personalized sentences using the word pairs. When they have written the sentences, ask them to work with a new partner and take turns to read out their sentences. You could also ask students to think of or research other similar non-reversible word pairs and to write personalized sentences using them. For example: back and forth, down and out, give and take, high and dry, hot and bothered, in and out, rise and fall. Grammar the continuous aspect 9 • Ask students to read the information in the grammar box. Then ask students to match rules a to f to the verb forms in bold in the sentences. Let students compare their answers in pairs before checking with the class. • Optional step Ask students to label the form to show they recognize the different parts. ANSWERS a is (now) becoming b won’t be moving c has been saying d was working e had been intending f are always judging a The consonant sound at the end of the first word ‘links’ with the vowel sound at the start of and. b and is pronounced ‘n’ (/n/) – the /d/ sound is only pronounced if the second word begins with a vowel. 1b What makes us who we are? 86510_U1_ptg01_021_040.indd 27 27 3/1/18 4:18 PM Unit 1 Lessons for life Refer students to page 156 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 4 5 1 ’ll be doing 2 is always 3 are 4 hasn’t been 5 had been 6 was having 7 is still 8 been cleaning 6 1 ’re building 2 have … been doing 3 ’ll … be working 4 ’ve been living 5 ’ve known 6 are moving 7 was walking Grammar note Form Continuous tenses are formed with the auxiliary verb be and the present participle form of the main verb (the -ing form). So, for example, to form the past perfect, be is in the past perfect form (past auxiliary had + past participle been) and is followed by the -ing form of the main verb (in the example, intending). Meaning What connects the different continuous tenses is ‘aspect’. Aspect is a grammatical category that expresses how an action, event, or state, denoted by a verb, extends over time. In English, continuous aspect expresses duration, temporariness and incompleteness. For example, I’ve been working hard all day happens over a period of time (duration), isn’t something that’s always true or repeated (temporariness) and is still happening (incomplete). Continuous tenses can only be used with active verbs (because the tense can’t be used to express a permanent state). Note the contrast with simple aspect (see the next Grammar note box). Extra activity A visual way of showing continuous aspect is to use timelines. The ‘time’ of each tense is shown by its place on the timeline and the ‘aspect’ is shown by a wavy line (indicating duration, incompleteness and temporariness). Draw the following timelines on the board, and ask students to match them to the example sentences: X • Ask students to work in pairs to discuss differences in meaning, if any, between the verb forms in each sentence. Elicit the first answer to get students started. • In feedback, ask students to refer to the rules they have studied to explain their answers. 1 b 2 a 3 a 4 a 5 b Past 10 X Now When his children were born, he was working as a carpet salesman. ANSWERS 1 The verb form ‘do you do’ is asking about your current situation (i.e. what do you do as a job). In contrast, ‘are you doing’ is asking about now, or around now, (i.e. your current activity). 2 The verb form ‘is always phoning’ implies an irritating habit; ‘always phones’ describes a habit but as a neutral statement of fact (note that present simple can be used to describe irritating habit as well, depending on tone of voice). 3 The verb form ‘I’ve been reading’ implies you may still be reading it (i.e. it’s an action which is still in progress – you haven’t finished reading the book); ‘I’ve read’ is for a completed activity (i.e. you’ve finished the book – but recently – we don’t know when exactly). 4 The verb form ‘was working’ emphasizes it was happening around the same time as when you left school (concurrent action); ‘worked’ means they were subsequent activities – you left school, then you got a job at the restaurant. 5 The verb form ‘I’ll be sitting’ means an activity which will be in progress in the future; ‘will sit’ is unlikely because it suggests a single action, i.e. I will sit down. 6 There is very little difference in meaning: ‘had been working’ emphasizes the duration of the action, and perhaps that working as a nurse continued up to the time he became a paramedic; ‘had worked’ focuses more on the fact that this action was sometime in the past. 7 There is very little difference in meaning. You could say ‘was living’ emphasizes the action or the duration of the action; ‘had been living’ emphasizes that this was an action in progress before the main past action (‘she moved to this country’); ‘lived’ would be used when you are talking about a series of completed actions in the past. 8 There is not much difference in meaning: ‘will be going’ means that you expect Anne-Marie to be doing this now; ‘usually goes’ is used to talk about a routine or habit. Grammar note Note how simple and continuous forms differ. Continuous aspect expresses duration, temporariness and incompleteness, but simple forms are permanent, complete and lack duration. Compare, for example: What do you do? = What’s your permanent job? What are you doing? = What’s your temporary situation? I’ve been reading that book. = not completed yet I’ve read that book. = already completed Past Now 11 He has been saying that since he was 35. Past Now It’s now becoming a national movement. 28 Future • Ask students to work individually to complete the sentences. Elicit the first answer to get them started. Let them compare answers in pairs before checking with the class. • Optional step Ask students to say how the meaning or feel of the sentences would be different if simple forms were used. Unit 1 Lessons for life 86510_U1_ptg01_021_040.indd 28 3/1/18 4:18 PM Unit 1 Lessons for life ANSWERS 1 was watching; ‘ll be playing; are already watching 2 was feeling; ’d been saving (could also accept: was saving) 3 ’s getting; ’ve been flying; was sitting Speaking my life 12 • Organize the class into new pairs or groups of three or four. Ask students to read the list carefully, and to prepare ideas. When students are ready, ask them to discuss experiences. • The main aim here is to ensure students are using continuous forms appropriately in a fluency activity. Monitor as students speak and note errors which you could write on the board at the end for students to correct. You could also provide feedback on situations when they might have used continuous forms but failed to. EXAMPLE ANSWERS One habit that irritates me is people who are always looking at their phones during meal times. It’s just rude! I imagine my dad will be watching the TV and my brother will be texting his girlfriend. We’re having the kitchen decorated – I hope they won’t still be painting at Christmas! I have been meaning to clean the car all week. I had been intending to join an art class, but I decided I didn’t have enough free time. 1c Immortal words Lesson at a glance • • • • reading: the language of Shakespeare critical thinking: purpose word focus: life speaking: call my bluff Reading 1 ★ CPT extra! Revision activity [before Ex.1] • Ask students to discuss the questions. You could do this open class or in pairs. • Optional step If you have a class with students from different countries, take advantage of this fact. Organize small groups to mix nationalities as much as you can. Ask students to tell each other about writers they know well. ANSWERS 1 Students’ own answers 2 See the Background information notes below. Background information William Shakespeare /ˈʃeɪkspɪər/ (1564–1616) is widely regarded as the greatest writer in the English language and the world’s greatest playwright. He’s often called England’s national poet. He wrote approximately 38 plays as well as 154 sonnets and two long narrative poems. Here is a short list of his most famous plays (with main characters in brackets): A Midsummer Night’s Dream (a comedy set in a forest featuring fairies – Puck, Oberon, Titania – and fools – Bottom, Quince) Antony and Cleopatra (Mark Antony and Cleopatra, the Queen of Egypt) Hamlet (the indecisive Hamlet, Prince of Denmark, and his tragic love interest Ophelia) Henry IV and Henry V (the young king Henry and his foolish friend Falstaff) King Lear (the unwise king, his Fool, and his three daughters, Goneril, Regan and Cordelia) Macbeth (the murderous Scottish king and his scheming wife Lady Macbeth) Othello (Othello, a noble Moor and Iago, who hates Othello) Romeo and Juliet (the ‘star-crossed’ lovers Romeo and Juliet) The Merchant of Venice (Antonio, a merchant of Venice, and Shylock, a rich jew) 2 [5] • Optional step Ask students to explain the title – Immortal words – and to say what they expect the article to say. (Answer: the title refers to the words of Shakespeare – his words are so wonderful that they will last forever – it suggests an article which is positive, even glowing in praise and uncritical.) • Ask students to read the article and answer the focus question. Let them compare answers in pairs before checking with the class. 1c Immortal words 86510_U1_ptg01_021_040.indd 29 29 5/31/2019 11:32:05 AM Unit 1 Lessons for life • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWER He gave us characters with personalities, and particularly weaknesses, that we could relate to as fellow human beings. (These lifelike characters and the observations that Shakespeare made about the human condition are really what Jonson was referring to when he talked about Shakespeare’s universal appeal; there is no doubt that Shakespeare’s characters resonate with people very strongly; ‘The enduring humanity of Shakespeare’, on the other hand, would not be an exaggeration.) 3 • Ask students to work individually to read the article again and answer questions 1–6. Let students compare answers in pairs before discussing as a class. In feedback, ask students to justify answers by referring to the text. ANSWERS 1 vibrant 2 characters with personalities and weaknesses that we could relate to 3 He is torn between what his heart and his head tell him. 4 She puts practical considerations before romance. 5 succinctly 6 coined Vocabulary notes 1 It’s seen better days is a good example of English understatement – it’s generally used to describe something in very bad condition. Shakespeare used it in the play As You Like It to refer to people who were poorer than in the past. 2 In Shakespeare’s play The Merry Wives of Windsor, the comedy character Pistol says ‘The world is my oyster’ to mean ‘I will use force to open the oyster’ (i.e. to get access to the world’s wealth and luxury). An oyster is a shellfish you have to force open to gain access to the delicious food inside. Today, the expression has a softer meaning – it means ‘I am free to do whatever I wish in the world’. 3 A ‘wild goose chase’ was a type of sixteenth-century race in which horses followed a lead horse at a set distance, mimicking wild geese flying in formation. Shakespeare used it in Romeo and Juliet, but it only came to mean a hopeless quest at a later date. 4 Emilia, Desdemona’s maid in Othello, uses ‘neither here nor there’ to mean something is not important – it has the same meaning today. 5 Said by Othello, ‘a foregone conclusion’ has the same meaning today – something that has an obvious and inevitable end which is known in advance. 6 In the Merchant of Venice, Jessica says, ‘love is blind and lovers cannot see the pretty follies that themselves commit’. Shakespeare used the phrase in other plays too. Vocabulary notes 7 Used by a character in The Taming of the Shrew, Shakespeare uses the phrase ‘break the ice’ to mean to win people over to your favour. Its modern use – to help people get to know and talk to each other – came much later. 1 In this context, vibrant means ‘lively and exciting, full of ideas and creativity’. 8 ‘The wheel is come full circle, I am here,’ says Edmund, in King Lear. 5 Succinctly and the adjective succinct /səkˈsɪŋkt/ are used to say that something is short, precise and to the point. Background information 6 To coin a word/term/expression means to invent it. 4 • Ask students to look at the expressions in italics in paragraph 4 of the reading text. Tell them to use those expressions to replace the words in bold in sentences 1–8. Let students compare their answers in pairs before discussing as a class. Encourage students to work out meanings from the context. ANSWERS 1 has seen better days 2 the world is my oyster 3 a wild goose chase 4 neither here nor there 5 a foregone conclusion 6 love is blind 7 break the ice 8 come full circle Ben Jonson (1572–1637) is regarded as the second most important English playwright during the reign of King James I after William Shakespeare. He is best known for satirical plays including Every Man in His Humour (1598) and Bartholomew Fair (1614). Harold Bloom (born 1930) is an American literary critic and Yale University professor. He has written more than twenty books of literary criticism. Homer is the name given by the ancient Greeks to the author of the Iliad and the Odyssey, the two epic poems which are the central works of ancient Greek literature. Petrarch is a fourteenth-century Italian poet whose sonnets influenced Shakespeare. Critical thinking purpose 5 • Ask students to decide which of the options a–d describe the author’s main purpose for writing the article. Tell them to read the article again and underline the sentences that support their view. Let them compare answers in pairs before checking with the class. 30 Unit 1 Lessons for life 86510_U1_ptg01_021_040.indd 30 3/1/18 4:18 PM Unit 1 Lessons for life ANSWER b Sentences from the article that support the answer: Some say he was a great storyteller, others that the magic lies in the beauty of his poetry. Some say it is simply because he left us a huge volume of work, which was written during a vibrant time in English history … Shakespeare gave us something that the world had not seen in literature before – characters with personalities, and particularly weaknesses, that we could relate to. English speakers have Shakespeare to thank for much of their current language, cultural references and their understanding of human psychology. Shakespeare’s characters resonate with people very strongly. The observations about people and life are made more memorable by the way in which they are phrased, both succinctly and poetically. … certain words and sayings of his still exist in the English language today. 6 • Ask students to discuss the questions in pairs. Elicit answers in feedback. ANSWERS The author doesn’t directly state her purpose. The sentence, ‘But if you ask people the reason for Shakespeare’s continued popularity, you get different answers’ suggests perhaps that finding the real answer will be the reason for writing. It’s important for an author to begin by stating the reason for writing in formal writing, for example, in a job application or a business report. 7 ★ CPT extra! Writing activity [after Ex.7] • Discuss the question in open class. Encourage students to explain their answer with reference to the text. ANSWER Students’ own views Word focus life 8 • Ask students to read article again and find and underline the expressions using life. Then ask them to match their underlined examples to the meanings. Let students compare their answers in pairs before checking with the class. 9 • Ask students to work in pairs to look at the expressions with life in bold. Encourage them to use the context of the sentence to work out the meaning of each expression. Let students compare their answers in pairs before checking with the class. ANSWERS 1 it always happens to me 2 a reality or something we must accept 3 every kind of social background 4 having a great time 5 something that got me out of a difficult situation or that I couldn’t have managed without or something that helped me greatly in that situation 10 • Ask students to work in groups of three or four. Each student thinks of a personal example for two of the expressions in Exercises 8 and 9 and then shares them with the group. EXAMPLE ANSWERS Not performing well in exams has been the story of my life! High prices are a fact of life. At the international college there are people from all walks of life. I went on a round-the-world trip last year – I had the time of my life! My dad lent me £100 so I could get home – that was a life-saver. Extra activity Organize the class into pairs. Ask students to find five other common uses of life in a learner’s dictionary and to write personalized sentences showing their meaning. Ask pairs to share sentences with another pair. Possibilities: get a life = don’t be boring; life’s too short = don’t waste time doing uninteresting things; true to life = realistic; bring to life = to make interesting or real Speaking my life 11 • Organize the class into groups of three. Pair each group with another. If you have an odd number, you will have to improvise, for example, if there is a pair instead of a group of three then one student will have to read out two definitions. Vocabulary note • Tell students to read their instructions on either page 153 or 154 carefully and prepare definitions. Set a five-minute time limit and monitor to help with ideas and vocabulary. It’s a good idea to focus your support mainly on helping to make the definitions more credible. Note useful collocations: a lifelike doll/dummy/portrait; a lifelong friend/ambition; a larger-than-life character/ personality. • When students are ready, each group takes turns to present their sets of three definitions. The other group must guess which definition they think is the correct one. ANSWERS 1 lifelike 2 lifelong 3 larger-than-life • In feedback, briefly discuss which new words students found the most interesting/useful/strange. 1c Immortal words 86510_U1_ptg01_021_040.indd 31 31 3/1/18 4:18 PM Unit 1 Lessons for life ANSWERS Group A: 1 misgiving (n) /mɪsˈgɪvɪŋ/ = doubt or apprehension about something 2 spurn (v) /spɜːn/ = reject 3 zany (adj) /’zeɪni/ = eccentric and unconventional, even a little crazy Group B: 1 howl (v) /haʊl/ = let out a long, pained cry like a dog or wolf 2 jaded (adj) /ˈdʒeɪdɪd/ = bored with something, lacking enthusiasm 3 reprieve (n) /rɪˈpriːv/ = a temporary delay in a punishment 1d How did you get into that? Lesson at a glance • real life: getting to know people • pronunciation: merged words in everyday phrases Real life getting to know people 1 ★ CPT extra! Vocabulary activity [after Ex.1] • Ask students to discuss the questions. You could do this open class or in pairs. In feedback, build up a list of items on the board. ANSWERS Background information Call my bluff was a popular TV quiz show on BBC TV in the UK. If you bluff somebody, you persuade them to believe something that is not true – if you call their bluff, you show that you know they are bluffing you. Students’ own ideas 2 • Ask students to work in pairs to prepare three tips for a blog about ‘getting to know people’. Elicit one or two ideas to get students started. At the end, ask pairs to compare ideas with another pair or with the class as a whole. EXAMPLE ANSWERS be positive; always smile; show interest; ask questions; maintain eye contact; use positive body language – lean in, tilt your head towards someone; be patient – don’t bombard people with messages or invitations; find out about interests; find out what you have in common; listen carefully 3 [6] • Ask students to read the conversation openers in the language box. • Tell students they are going to listen to six short conversations. They must tick the conversation opener that is used in each conversation. • Play the recording. Students listen and tick the conversation openers that they hear. Let them compare answers in pairs before checking with the class. ANSWERS 1 Hi. Is it your first day at college too? 2 So, what do you do? 3 Hi, I don’t think we’ve met. I’m David. 4 Hey, I like your jacket. 5 I’m supposed to have given up sweet things, but I can’t stop eating this cake. 6 Whereabouts are you from? 32 Unit 1 Lessons for life 86510_U1_ptg01_021_040.indd 32 3/1/18 4:18 PM Unit 1 Lessons for life Audioscript [6] 1 a : Hi. Is it your first day at college too? b : Yes, it is. a : How’s it going? Is it as you expected? b : It’s great, actually. I was a bit nervous before, but the teachers have been really welcoming. 2 a : So, what do you do? b : I work for an IT company, sorting out people’s computer systems. 4 [6] • Play the recording again. Students listen and make notes on the follow-up questions used. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 How’s it going? Is it as you expected? 2 How did you get into that? 3 What school was that then? 4 Do you like bargain-hunting, then? 5 I don’t think I’ve ever kept a New Year’s Resolution. Have you? 6 So what’s it like? Is it a good place to live? a : Oh, really? How did you get into that? b : By accident. I got a temporary job with a company selling laptops – one of those ‘no experience necessary’ ads – and then they trained me in computer networks. Vocabulary notes Note the informal expressions: 3 How’s it going? = How are things? How’s life? (How are you?) a : Hi, I don’t think we’ve met. I’m David. get into (something) = become interested in b : Oh, hi David. Good to meet you. I’m Tara. I’m an old school friend of Kate’s. a : Oh, yeah – what school was that then? b : Langley Secondary. It wasn’t a great school, actually, but a few of us have kept in touch over the years. 4 a : Hey, I like your jacket. b : Oh, thank you. I bought it in the sales yesterday. It was only £18. a : £18? You wouldn’t know it – it looks great. Do you like bargain-hunting, then? b : Oh no. I like clothes, but I hate shopping for them. I find it really stressful. a : Me too. I always end up buying things that aren’t right and have to take them back. 5 a : I’m supposed to have given up sweet things, but I can’t stop eating this cake. b : I know. It’s delicious, isn’t it? a : Actually, it was my New Year’s Resolution to stop eating things like this. But I haven’t kept it. In fact, I don’t think I’ve ever kept a New Year’s Resolution. Have you? b : No, I gave up making them years ago. 6 a : Whereabouts are you from? b : I live in Lublin … in the east of Poland. a : Really? I don’t know Lublin. b : No, I don’t think many people have heard of it. a : So, what’s it like? Is it a good place to live? b : Well, it depends. The suburbs aren’t very interesting, but the old town is nice and because it’s a university town, it gets quite lively at night. Pronunciation merged words in everyday phrases 5a [7] • Play the recording. Students listen and note how the underlined words merge together when said quickly. Audioscript [7] 1 I don’t think we’ve met. 2 Is it your first day too? 3 What do you do? 4 What did you think of the show? 5 What kind of films do you like? Pronunciation notes This exercise covers linking, elision, assimilation and weak forms. Things to note are: 1 ‘t’ at the end of don’t is not pronounced – assimilation 2 your is pronounced /jə/ (weak form) and ‘t’ at the end of first is not pronounced – assimilation 3 ‘t’ at the end of What is not pronounced – assimilation; do you becomes /djə/ – weak form and elision 4 there is linking between think and of; of is pronounced /əv/ 5 ‘t’ at the end of What is not pronounced – assimilation; there is linking between think and of; of is pronounced /əv/ 5b [8] • Play the recording. Students listen and write in the missing words. Let them compare answers in pairs and replay the recording if necessary. • Optional step Ask students to practise saying the questions in pairs. 1d How did you get into that? 86510_U1_ptg01_021_040.indd 33 33 3/1/18 4:18 PM Unit 1 Lessons for life Audioscript [8] 1 Do you normally eat here? 2 What’s it like living in New York? 3 What sort of apartment have you got? 4 How do you like the new building? 5 Do you fancy a coffee or something? Pronunciation notes Note how do you becomes /djə/ and the weak forms and linking elsewhere (between what’s and it, sort and of, and fancy and a). 1e Your first day Lesson at a glance • writing: taking notes • writing skill: using abbreviations Writing taking notes 1 • Ask students to discuss the questions open class or in pairs. In feedback, briefly elicit ideas. 6 EXAMPLE ANSWERS • Organize the class into pairs. Ask students to take turns to act out two of the conversations from Exercise 3. It’s a good idea to prepare students to do this. Ask them to study audioscript 6 on page 180 of the Student’s Book. Tell them to choose expressions to use in each situation before trying to improvise dialogues. Situations in which you may write notes: in class, in a presentation, in a work meeting, studying or revising, when taking ideas from a book about a specialist subject (e.g. gardening, decorating), taking a telephone message, noting down something from a radio programme What notes consist of: shorthand symbols, abbreviated words, phrases that miss out articles and other unimportant words, drawn lines and annotations What you do with notes: write them up as a report, use them to write an essay or dissertation, use them to pass on information, store them to keep information • As students speak, monitor their performance. Note down errors students make. In feedback, write errors on the board and ask students to correct them. 7 • Organize the class into new pairs. Ask students to prepare conversations using the notes in Exercise 7 before acting them out. • As students speak, monitor their performance. Note down errors students make. In feedback, write errors on the board and ask students to correct them. Extra activity Once students have practised the dialogues in pairs, ask them to stand up, walk round, and improvise dialogues with three or four different people. This activity lends itself well to a mingle, and mingles are effective because they encourage students to vary their interaction each time they talk to someone new in the class. 2 [9] • Tell students that they are going to listen to an extract from a talk at a university orientation day. Ask students to read the student notes carefully. Set a focus question for this: What is a buddy system? (a system where secondyear university students help new students to find out where things are and what to do). • Play the recording. Students listen and complete the missing information in the student’s notes. Let students compare answers in pairs before checking with the class. ANSWERS 2 p.m. (not 3 p.m.) EU (European Union) Audioscript [9] Hello, everyone. First of all, can I extend a warm welcome from me and all the staff. My name’s Sarah Curtain, and I’m the principal here at King’s College. I’m very happy to see, once again, such a large and diverse range of nationalities at the college. This year we have over 60 different nationalities, speaking 33 different languages. It’s that diversity and international perspective that makes King’s College a unique place to study. I’m afraid I have to mention a few administrative matters first, but then I’ll give you some more general advice about how to make the most of your time here. So, immediately after this session, there will be coffee in the Student’s Union where you can meet and chat to staff and other students. That’s from 11 to 12.30 p.m. 34 Unit 1 Lessons for life 86510_U1_ptg01_021_040.indd 34 3/1/18 4:18 PM Unit 1 Lessons for life Course registration takes place on Monday morning. That is compulsory for everyone to attend and it’ll be in the main university hall – this room – between 10 a.m. and 2 p.m. You must attend to officially register for the courses you are going to do this year. Vocabulary notes Also during the next week, I’d ask those of you who haven’t done so already, to bring copies of all your documents to the Admissions office – Room 301 – so that we can keep them on file. So that’s all official documents – secondary education certificates, student visas, bank account details – to Room 301 by the end of next week. This applies to all overseas students, that is everyone except those from the UK and the European Union. Even if you don’t think you have all of these, please come and see us anyway – that’s very important. p.m. = post meridian (after midday) Now, as for your orientation here at King’s College, … 3 • Ask students to work in pairs to discuss the question. A number of standard abbreviations used are based on Latin phrases rather than English ones. Note the following: a.m. = ante meridian (before midday) i.e. = id est e.g. = exempli gratia NB = nota bene etc. = etcetera (etceteros is a Latin expression that is used to mean ‘and other similar things’) 5b • Ask students to work together with another pair and compare their answers to Exercise 5a. Students then match some of the abbreviations to the meanings a–f. ANSWERS a incl. b approx. c NB d etc. e e.g. f i.e. EXAMPLE ANSWERS Sarah Curtain = principal – King’s College 60 nationalities, 33 different langs Coffee at Student’s Union: 11 – 12.30, today 4 • Discuss with the class in which of the situations 1–4 it is generally appropriate to use abbreviations. ANSWERS [9] • Play the recording again. Students listen and check their answers to Exercise 3. Let them compare answers in pairs before checking with the class. In feedback, explore why the student hadn’t included the information in the notes. ANSWERS Only ‘relevant points’ are included in the notes. In other words, only facts, times, dates, places, useful information, etc., but not opinions, welcoming remarks or perhaps things the student may only need to remember for a short period of time, e.g. the fact that there is coffee after the talk. Writing skill using abbreviations 5a • Ask students to work in pairs to read the notes again and find the abbreviations. Let them compare answers in pairs before checking with the class. ANSWERS reg = registration a.m. = in the morning p.m. = in the afternoon uni = university i.e. = that is UK = United Kingdom docs = documents incl. = including OS = overseas sts = students 5c approx. = approximately/ roughly hrs = hours p.w. = per/each week e.g. = for example IT = Information Technology sthg = something NB = please note (that) 1st = first etc. = and so on 2 and 4 5d ★ CPT extra! Writing skill activity [after Ex.5d] • Ask students to work individually to rewrite the email message in note form. Set a five-minute time limit for this. • When students have finished, ask them to work in pairs and exchange their notes. Students then work individually to reconstruct the email message from their partner’s notes. • When they have completed the email, ask students to compare what they wrote with their partner’s work and with the original. In feedback, find out which parts students wrote differently and why. EXAMPLE ANSWERS Example note form: NB Mtg with Ellis & Co. tomorrow, Tue 12 May 3 p.m. Pls let me know approx. no. people attending from your dept & if you need further info. Tks. 6 [10] • Optional step Ask students to imagine they are in the position of someone who is about to start a university course. Ask them to predict what a tutor might say about reading on a university course. Build up a list of ideas (in note form) on the board. • Play the recording. Students listen and make notes. EXAMPLE ANSWERS Reading list – 30 bks 3/4 key bks – other bks for ref Don’t buy – use library or buy 2nd hand Read more ➝ read faster 1e 86510_U1_ptg01_021_040.indd 35 Your first day 35 3/1/18 4:18 PM Unit 1 Lessons for life Audioscript [10] OK, everyone, I’d just like to say a few words about reading – something you’re going to be doing a lot of here. At the end of this session, I’ll give you your reading list for this particular course. Your other tutors will do the same. There’ll be thirty or so books on each list, but please don’t think that means you have to read every page of every book. There are three or four key books highlighted at the top of each list, which we do recommend that you read in full, but the others will mainly be for reference – that’s to say, there’ll be one or two chapters in them that are relevant to a particular essay or piece of work. So, most importantly, when I give you the list, please don’t go out to the nearest bookshop and buy them all. If you do that, you’ll leave yourself no money for food or anything else. All these books are, in principle, available in the library – some may be out on loan of course when you want them. You’ll probably want to buy some of the more important ones. My advice to you is first to look at one of the internet booksellers and see if you can pick up any second-hand or at least cheaper copies there. There’s also a second-hand section in the main university bookshop, where you might find what you’re looking for. What about strategies for reading? As I said at the beginning, you’ll have a big volume of reading to do, so it’s important that you get faster at it. Is there a secret to that? Well, I’m afraid the answer is not really. What I would say though is that the more you read, the faster you will get. So don’t worry too much if it seems like it’s taking ages at first – everyone feels that … 7 • Ask students to work in pairs and exchange and compare notes. In feedback, write up the example answers from Exercise 6 on the board and ask students if they would add or detract from those brief notes and why. Extra activity Ask students to choose a TED talk online which they are interested in – TED is a not-for-profit organization devoted to spreading ideas in the form of short, powerful talks. Students should watch their chosen talk in their own time and take brief notes. In a future lesson, ask students to share their notes in small groups. Other students must try to reconstruct key information from the TED talk from the notes. The student who made the notes then confirms, explains and adds details. 1f Arctic wisdom Before you watch 1 ★ CPT extra! Photo activity [before Ex.1] • Ask students to look at the photo and the map of where the Inuit people live. Students work in pairs to discuss what they think the place is like. In feedback, briefly elicit ideas. • Optional step Build up a list of ideas on the board which students can refer to when doing Exercise 3 later. Note that the answers below are checked in Exercise 3. EXAMPLE ANSWERS Population: It probably has a small population that may be old (i.e. young people probably want to live somewhere bigger and with more varied opportunities). Weather: The weather is probably cold all year round. And days are either very long or very short. Communications: Cars, reindeer, dogs. People probably have limited internet access and speak to each other more than write. Way of life: The way of life is probably still fairly traditional. It might be changing if younger people are moving away for studies or to find jobs. It’s probably hard work living here. Key vocabulary 2a • Ask students to read sentences 1–5 and guess the meaning of the words in bold. Encourage students to use the context to help them. • Optional step It’s a good idea to show the pronunciation of these key words – students have to hear them in continuous speech on the video. Point out the strong stress: self-esteem, invaluable, disproportionate. 2b • Tell students to match the words in bold in Exercise 2a with the definitions (a–e). Let students compare answers in pairs. ANSWERS 1 d 2 c 3 e 4 a 5 b Vocabulary notes fund = can also be used as a noun (e.g. to raise funds) elders = only used in the context of traditional societies (e.g. tribal elders, village elders) – the suggestion is that these are old, wise people in a position of power; the elderly is used to describe older people in modern societies self-esteem = if you have low self-esteem, you are low in confidence and have a negative image of yourself – high self-esteem is the opposite invaluable = common collocations include invaluable support, invaluable resource, invaluable experience disproportionate = used critically to say that a number or amount is too high or too low 36 Unit 1 Lessons for life 86510_U1_ptg01_021_040.indd 36 3/1/18 4:18 PM Unit 1 Lessons for life While you watch 3 [1.1] • Tell students they are going to watch the video and check their ideas from Exercise 1. Play the whole video. Let students compare their answers in pairs before discussing as a class. 3.05–3.39 Sheutiapik I believe as Inuits we’re very happy with the very basics and it’s about life experience that’s brought us to where we are today. So one thing my mother always said was never forget who you are. She went from living on the land to settling to a community and saw a lot of changes in a short time, but she reminded me that we will probably forever be changing, seeing change, but not to forget who we are. Part 3 ANSWERS The population is growing; there are more younger people and fewer elders. The weather is cold. Communications: people use cars, communication between people is oral (nothing is written down) and difficult (language barrier). It looks like a hard way of life. The way of life is changing (from living on the land to a more community-based way of life). Videoscript 1.1 Part 1 0.28–0.49 Charlie Hi, my name is Charlie. Welcome to Explore. We’re in the Arctic. I’ve a great job. I travel to different places and try to find positive people doing good things on the planet. Then we help fund some of them. Now we’re doing something on the Arctic. Here’s a photograph of the mayor. 0.50–1.07 Elisapee Sheutiapik My name is Elisapee Sheutiapik. I’m the mayor of the city of Iqaluit. Iqaluit is the capital of a new territory called Nunavut, which became its own territory in ’99. 1.08–1.11 Charlie As mayor, what are some of the changes you’d like to implement? 1.12–1.42 Sheutiapik Right now, I’m going through a long-term planning and visioning. I understand our elders have always been really good at planning. They’ve gone through and seen so much change in a very short time. Their words are very important to us. Even at a government level, they have a committee of elders. There’s an elders’ society where they meet every day, and this is also another opportunity for us to go and seek advice. 1.43–1.47 Charlie So the phrase ‘Respect your elders’ is very alive and well in Iqaluit? 1.48–1.49 Sheutiapik Oh, very much! 1.50–2.24 Charlie When we went to the Iqaluit elders’ centre, it struck me that we were visiting the first settled generation. The parents of these men and women lived as nomadic hunters. Also, up until this generation, all of the Inuit traditions and history were passed down orally. Nothing had been written down, making their knowledge of the past invaluable. This is great … great stuff. Great photography! Part 2 2.25–2.27 Charlie Has the role of the elder changed from when you were growing up? 2.28–3.04 Jonah Kelly Yes, I think so. It has changed. Elders would always play advisors to generation to generation. Advisors meaning that no one person makes a decision to survive. Everybody makes the decision to survive. One will be expert on the weather, one will be expert on environment, one will be expert on different kinds of animals. So in our society today, in our generation today, it’s hard to imagine how they were. 3.40–4.03 Charlie Another reason this group of elders is so special is the disproportionate age groups of Iqaluit. Factors such as lower infant mortality and improved healthcare have allowed the population to grow, but means more young people and fewer elders. All the more reason to now obtain their advice and unique perspective. 4.04–4.06 Charlie What is the key to living a happy life? 4.07–4.26 Woman Respect yourself and those around you. It’s important to have high self-esteem and encourage yourself and others to be positive. 4.27–4.31 Charlie when you grew up? How has life changed today versus 4.32–4.53 Woman It’s a challenge to pass on words of wisdom to the youth because of the communication barrier. Some of them may understand basic Inuktitut language, but not enough for me to converse with them. 4.54–5.14 Sheutiapik We have such a young population that our average age in Iqaluit, for example, is 23 years old. We had a culture where it was all verbal, and the youth they acknowledge that they have to hear these stories and they think it only helps them understand where their ancestors came from. 5.28–5.53 Charlie Tradition, culture, history. The future can only be improved by knowing the past. Only two per cent of the entire population of Iqaluit is aged 65 or older. Responsibility now lies with today’s generation to record and pass on the wisdom of the ages. 4 [1.1] • Ask students to watch the first part of the video (0.00 to 2.24) again and note answers to the questions. Let students compare their answers in a pairs before discussing as a class. ANSWERS 1 They have seen a lot of change. 2 their words, their advice and their knowledge of the past; they are involved in planning at every level (local, government, etc.) 3 ‘Respect your elders.’ 4 as nomadic hunters 5 orally (nothing was written down) Background information The Inuit /ˈɪnjuɪt/ are a group of culturally similar indigenous peoples inhabiting the Arctic regions of Greenland, Canada and Alaska. Nunavut /ˈnuːnəˌvʊt/ is the newest, largest, and northernmost territory of Canada. It was separated officially from the Northwest Territories on April 1, 1999. Iqaluit /iˈkæluːɪt/ is the only city in icy Nunavut and is cut off by road or rail from the rest of Canada through the long, Arctic winters. 1f Arctic wisdom 86510_U1_ptg01_021_040.indd 37 37 03-06-2019 17:52:33 Unit 1 Lessons for life 5 [1.1] • Ask students to watch the second part of the video (2.25 to 3.39) again and complete the summary. Let students compare their answers in pairs before discussing as a class. Vocabulary notes implement changes = to make changes happen seek advice = to look for or ask for advice passed down = communicated (through the generations) the key to = the secret – the most important or central thing ANSWERS 1 advisors 2 expert 3 survive 6 changes 7 forget 6 barrier = here, something that stops something happening 4 animals 5 basics [1.1] • Ask students to watch the third part of the video (3.40 to the end) again and note answers to the questions. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 The population has grown. There are more younger people and fewer elders because of lower infant mortality rates and better healthcare. 2 respect yourself and those around you; high selfesteem; be positive 3 because the younger generation don’t understand the Inuktitut language 4 It represents the average age in Iqaluit. 5 It was passed on verbally, through storytelling. 6 tradition, culture and history, knowing the past After you watch Vocabulary in context 7a Videoscript 1.2 1 ‘As mayor, what are some of the changes you’d like to implement?’ 2 ‘There’s an elders’ society where they meet every day, and this is also another opportunity for us to go and seek advice.’ 3 ‘… all of the Inuit traditions and history were passed down orally.’ 4 ‘What is the key to living a happy life?’ 5 ‘It’s a challenge to pass on words of wisdom to the youth because of the communication barrier.’ 6 ‘Responsibility now lies with today’s generation to record and pass on the wisdom of the ages.’ 7b • Ask students to work individually to complete the sentences in their own words. Then ask students to work in pairs and share their sentences. Encourage them to ask follow-up questions and make it a short, personalized discussion in pairs. [1.2] • Explain that students are going to watch some clips from the video which contain sentences with missing new words. Each video extract plays up to the gap given in the sentence and then pauses for ten seconds before the answer appears in the gap and the full clip is heard. • Optional step Ask students to read the sentences and predict the missing words before playing the clips. • Play the video. As the recording pauses at the gap in the sentence, stop the video and ask students to think about which word(s) can fill the gap and note their answers. • Start the video again for students to check their answers as the word appears on the screen. ANSWERS 1 implement 2 seek 3 down 4 key 5 communication 6 lies 38 lies with = if responsibility, hope, justice, the future, etc. lies with you, then you possess it – you are in control of it EXAMPLE ANSWERS 1 I always seek advice when I have a big decision to make – like changing my job or buying something expensive. 2 The last time I experienced a communication barrier was when I went travelling in China – nobody knew what I was asking for. 3 The key to living a happy life is to have lots of friends. 8 ★ CPT extra! Video activity [after Ex.8] • Ask students to work in pairs to discuss the questions. • In feedback, ask different pairs to present their ideas to the class. You could open this up to a class discussion if your students enjoy the topic. EXAMPLE ANSWERS 1 Students’ own ideas 2 Reasons why elders should be respected: they have knowledge and experience; they are able to take a detached view; they deserve a strong voice because of their age Reasons why their advice and wisdom shouldn’t be listened to: they tend to be conservative; they are ­ out-of-touch with the modern world and with issues that affect young people; their experience is no longer relevant; they are just one group in society and their voice should be equal to others not greater Unit 1 Lessons for life 86510_U1_ptg01_021_040.indd 38 3/1/18 4:18 PM Unit 1 Lessons for life 9 • Ask students to work individually to prepare a story. You could set this activity up by telling a story of your own (if you have one) or by eliciting the sort of story students might tell (e.g. a story of a life-changing experience; a story that reflects an experience you were about to be going through yourself – first day at college, for example; a story of how life was different in the past; a story about people in your family you didn’t know about). • When students have had a few minutes of preparation time, ask them to work in pairs and share their stories with their partner. In feedback, ask different pairs to briefly retell any interesting stories to the class. ANSWERS Unit 1 Review and memory booster ★ CPT extra! Language games Memory Booster activities Exercises 3, 5, 6 and 8 are Memory Booster activities. For more information about these activities and how they benefit students, see page 10. I can … check boxes As an alternative to asking students to simply tick the I can … boxes, you could ask them to give themselves a score from 1 to 4 (1 = not very confident; 4 = very confident) for each language area. If students score 1 or 2 for a language area, refer them to additional practice activities in the Workbook and Grammar summary exercises. Students’ own ideas Extra activity If you have the technology in your classroom, ask students to record their stories. You could play them as ‘live’ listenings for the whole class to follow. Teacher development Using the Review and Memory booster Here are three ways of using the review and memory booster page: 1 Do it in class. Incorporate pair work to check answers and prepare ideas when students have to think of their own experiences; and group work when students discuss ideas or experiences or act out conversations. 2 Set it as homework. If you do this, ask students to write their personal responses and conversations instead of acting them out. 3 Set it as homework but do the Memory Booster (MB) sections in class in the next lesson. Go through the answers, but ask students to share responses and experiences and act out conversations. The activities labelled ‘MB’ are Memory Booster activities – by activating newly learned language students should then be better able to remember it. Grammar 1 • Ask students to read the article and answer the questions. ANSWERS A ‘griot’ is a traditional storyteller. Time and friends are all you need in life (and a brazier to make tea). 2 • Ask students to read the article again and choose the correct options. ANSWERS 1 visited 2 think 3 was 4 was sitting 5 had been gathering 6 have been singing 7 have learned 8 listened 9 had told 10 will stay Unit 1 Review and memory booster 86510_U1_ptg01_021_040.indd 39 39 3/1/18 4:18 PM Unit 1 Lessons for life 3 ❯❯ MB • Ask students to find six time phrases in the article and identify the tense which is used with each of them. Then tell students to choose four of the phrases and use them to write their own sentences. ANSWERS Some years ago (past) once upon a time (past) For a while (present perfect continuous) for generations (present perfect continuous) countless times before (past perfect) at the end (past) in future years (will future) 8 ❯❯ MB • Ask students to continue to work in their pairs. They should choose four of the conversation openers from Exercise 7 and act out four short conversations. Encourage students to use follow-up questions and answers. ANSWERS Students’ own answers Vocabulary 4 • Ask students to complete the expressions. ANSWERS 1 lifelike 2 walks 3 time 4 lifelong 5 story 6 fact 5 ❯❯ MB • Ask students to work in pairs to describe people they know using the phrases in the box. Encourage them to give reasons and ask follow-up questions. ANSWERS Students’ own answers 6 ❯❯ MB • Ask students to correct the underlined words to complete the phrases about life lessons. Students then give an example from their own experience that illustrates each phrase. ANSWERS 1 said 2 thumb 3 as 4 guiding; large Real life 7 • Ask students to work in pairs to complete the conversation starters. EXAMPLE ANSWERS 1 have met before; [name] 2 day here / at college 3 your coat/jacket 4 are you from 5 what do 6 of the talk/party 7 isn’t it 8 is talking about 40 Unit 1 Lessons for life 86510_U1_ptg01_021_040.indd 40 3/1/18 4:18 PM Unit 2 More than a job Opener 1 2 [11] • Optional step Ask students to describe the photo in detail. Ask: Where is the man? What is the man wearing, and why? How does the photo make you feel? What words would you use to describe the photo and the landscape? • Ask students to discuss the photo and the caption in pairs. In feedback, elicit ideas from students. • Play the recording. Students listen and check their ideas. EXAMPLE ANSWERS The man is holding a large bird of prey. He is probably training the bird to hunt. (The recording describes how some Kazakh people still hunt traditionally with eagles while on small ponies, an art practised since the time of Genghis Khan. They track foxes and other small animals.) Audioscript [11] The animal herders of western Mongolia have been called the last nomads. Their livelihood is the horses, goats and cattle that travel with them, from which they get their food, clothing and money to buy other goods. Among these nomadic peoples are Kazakhs. Increasingly, many Kazakhs are trying to make a better living by seeking new jobs or trades in the city, but there are some who have maintained the traditional way of life, living in tents in the summer and in small houses during the cold winters. Among their customs, the most unusual, perhaps, is eagle hunting – an art practised since the days of Genghis Khan. Wrapped in warm clothes and fur hats to keep off the cold, eagle hunters can still be seen riding their small ponies across the plains of western Mongolia, tracking foxes and other small animals. An eagle hunter spends ten years with each bird, training it – a task which requires great skill and patience – and forming an intimate working relationship with it. They even share with the eagle the meat of the animals it kills. For many hunters these days, eagle hunting is less an occupation and more a sport, but nevertheless, it’s still a tradition that they want to keep alive. Background information Kazakhs are a Turkic people who live in the southern part of Eastern Europe and northern parts of Central Asia (largely Kazakhstan, but also in parts of Uzbekistan, China, Russia and Mongolia). Genghis Khan (1162–1227) united many of the nomadic tribes of Northeast Asia to found the Mongol Empire. His invading army conquered much of China, Asia and Eastern Europe. [11] • Ask students to read questions 1–6 before listening to the speaker again. • Play the recording again. Students listen and answer the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 the horses, goats and cattle that travel with them 2 by seeking new jobs or trades in the city 3 living in tents in summer and small houses in winter 4 training eagles for eagle hunting 5 the meat of the animals that the eagle kills 6 a sport 3 • Ask students to look at the phrases in bold and work with a partner to discuss the difference in meaning between the phrases in each pair. In feedback, elicit suggestions and provide definitions. • Optional step You could make this a dictionary task. Ask different pairs of students to research each pair of bold phrases to find the differences. Each pair of students can then present their findings to the class. This encourages peer teaching. ANSWERS 1 An occupation is the job that you do (e.g. I’m a sales assistant, an office worker, a pilot, etc.). A vocation is a job you do because you feel naturally drawn to it and/or which is fulfilling on an emotional level (e.g. teaching, nursing, acting). 2 A trade is a job that requires skilled manual labour (e.g. a carpenter, builder, plumber, etc.). A profession is a job that involves long training and special qualifications and often has high social status (e.g. dentist, lawyer, etc.). 3 A living is the money that you earn from your job that enables you to live (e.g. I work as an accountant – it’s a living – it pays the bills.). A livelihood is the thing(s)/work you do or depend on to provide money or other things to live (e.g. This shop is my livelihood – without it, I wouldn’t have money to pay bills.). 4 A job is any type of work you do regularly to earn money. It’s a more informal word than occupation or profession. A task is a specific job you need to do (e.g. painting a room, writing a report, etc.) – but it is not usually directly related to being paid. If you were going to be paid for this, you would call it ‘a job’. 5 Work is an uncountable noun and job is a countable noun (e.g. I have a lot of work to do.; I have a good job.). 41 86510_U2_ptg01_041-060.indd 41 3/1/18 4:19 PM Unit 2 More than a job Vocabulary notes Note these collocations: do/get/have a job; do work; have a trade/profession/occupation/vocation; make a living Note the strong stress in longer words: occupation, vocation, profession, livelihood 4 ★ CPT extra! Video activity [after Ex.4] • Optional step Give students a few minutes to think of and prepare ideas. • Ask students to work in small groups or pairs to share examples of the things a–c. EXAMPLE ANSWERS a farmer, fisherman, jockey, butcher, vet, dog walker, pet shop owner b blacksmith, watch repairer, tailor, thatcher, weaver, stonemason, chimney sweep, cobbler, potter c teaching, training animals, surgery, nursing, any job where you have to deal with difficult people/behaviour or meticulous work 2a Living off the sea Lesson at a glance • • • • reading: the Moken people wordbuilding: phrasal verb get grammar: perfect forms speaking: more than a job Reading 1 ★ CPT extra! Vocabulary activity [before Ex.1] • Organize the class into pairs to complete the fact file with missing numbers. Once they have made guesses, ask students to check their answers on page 190 of the Student’s Book. In feedback, discuss the answers with the class. Were any of the figures particularly surprising? • Optional step If your students seem frustrated and lack the confidence to guess the numbers, write the missing numbers on the board (plus three or four distractors) and ask them to match the numbers to the correct spaces. ANSWERS 1 Over 70% 2 50% 3 90% 4 90% 2 5 20 kg 6 1 billion 7 30–40 seconds [12] ★ CPT extra! Vocabulary activity [after Ex.2] • Optional step Ask students to look at the photo on the page and say what it might tell us about the Moken people. • Ask students to read the article and note answers to questions 1–4. Let them compare answers in pairs before checking with the class. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWERS 1 fewer 2 They eat fish and molluscs and they trade the shells and oysters that they take from the sea with Malay and Chinese merchants. 3 They can dive underwater for longer than most people (up to six minutes) and they can also see well underwater. 4 Their unique way of life and their extraordinary skills will probably disappear. Teacher development Reading a text while listening to a recording Whether you choose to ask students to read with or without the recording is your choice. Here are some reasons why it can be a good idea to ask students at Advanced level to listen and read: 1 It makes reading a whole-class activity. 2 Students are able to note how words in a text are pronounced and stressed. 42 Unit 2 More than a job 86510_U2_ptg01_041-060.indd 42 5/31/2019 11:41:16 AM Unit 2 More than a job 3 Some students prefer listening to reading. Students can choose to close their eyes and just listen, or to listen and read the text later in their own time. 4 It encourages students to read at a faster pace. There is a tendency for students to read slowly in English, carefully decoding every word as they progress. This can make it harder for them to understand the overall meaning of the text because they are focusing on dealing with isolated words and phrases. Listening while reading helps students to focus instead on higher order comprehension processes. Wordbuilding phrasal verb get 3 • Tell students to read the information in the wordbuilding box. Ask students to give you example sentences that include phrasal verbs with get that they already know (e.g. I get up early, I got off the bus at eight this morning, I’m trying to get ahead in my job). • Ask students to match get by (in the article) to the best definition. ANSWER manage or survive 4 ★ CPT extra! Wordbuilding activity [after Ex.4] • Ask students to look at the phrasal verbs with get. Encourage them to use the context of the sentences to guess meaning. If students seem to be struggling to come up with definitions themselves, write the definitions (see Answers below) on the board and ask students to match them to the phrasal verbs. Let them compare answers in pairs before checking with the class. • Optional step To reinforce the meaning and use of the phrasal verbs and to lead in to Extra activity 1, ask students some questions about experiences using the phrasal verbs. For example, ask: When was the last time you said you’d get back to somebody? Did you, in the end? What did your parents let you get away with when you were a child? Would/Will you allow your own children to get away with that? Is there anything in your house that you haven’t got round to doing yet? ANSWERS 1 get round to = to do something you have intended to do for a long time (also: get around to) 2 get over = to feel happy or well again after something bad has happened (get over an illness / a relationship break-up / a disappointment) 3 get out of = to avoid doing something you arranged or promised to do 4 get away with = to manage to do something without being punished or criticized for it 5 get back (to) = to phone, write or speak to someone at a later time because you are busy or can’t speak now Vocabulary note Note that these non-literal phrasal verbs are in two parts (verb + adverb) or three parts (verb + adverb + preposition). They all take an object and are inseparable. Extra activity 1 Ask students to prepare their own sentences using the phrasal verbs. Then let them share their sentences with a partner. Encourage students to ask follow-up questions to find out more about the personal information given. Example sentences: I haven’t got round to organizing my book collection / booking my holiday. It was really hard to get over losing my first girlfriend. I was asked to give a presentation at a conference next July, but I managed to get out of it by explaining that I’m going to be away on holiday then. Once, I kicked a football through next door’s window, but I got away with it because nobody saw me do it. My friend Franco drives me crazy – he never gets back to me if I leave a message asking him to call me. Extra activity 2 Ask students to say what the message of the following well-known songs might be: I get by with a little help from my friends (Joe Cocker) I just can’t get over losing you (Charlatans) Stuck in a moment you can’t get out of (U2) (If you can) get around to it (Tracey Thorn) Get away with murder (Jeffree Star) For homework, ask students to find the songs online and check whether they predicted the ‘messages’ correctly. Grammar perfect forms 5 • Tell students to read the information in the grammar box. Point out how the forms are put together (see Grammar notes below). • Ask students to think about and answer questions 1–4. Let them compare answers in pairs before checking with the class. ANSWERS 1 sentence 3 (present perfect continuous) 2 sentence 5 (future perfect simple) 3 sentences 1 and 2 (present perfect simple) 4 sentence 4 (past perfect simple) Refer students to page 158 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 1 1 was – ’ve been 2 hasn’t been – didn’t go 3 won’t be arrived – won’t have arrived 4 ’ve been having – ’ve had 5 she’d leave – she’d left 6 ’m wearing – ’ve worn glasses or ’ve been wearing glasses 7 saw – ’ve seen 2a Living off the sea 86510_U2_ptg01_041-060.indd 43 43 5/31/2019 11:43:03 AM Unit 2 More than a job 2 1 haven’t eaten 2 ’d … seen 3 have you been working 4 will have become 5 ’ve known 6 hadn’t started 3 1 ’ve been living or ’ve lived 2 hadn’t lived 3 told 4 couldn’t 5 ’ve been 6 haven’t been able to 7 ’ll have saved 4 a The votes will be counted on the Thursday. b The votes will be counted before that Thursday, i.e. the actions will be finished before Thursday. 5 a This is looking back from the present, the action of teaching hasn’t happened (i.e. he can’t do it – and no one has taught him to do it – but it could happen in the future). b This is looking back from a certain point in the past – he wasn’t taught before that point, and we don’t know if he then went on to hold his breath or not. 7 • Ask students to work individually to complete the text. Let them compare answers in pairs before checking with the class. • In feedback, point out how the time phrases can help students to work out the correct tense (see Grammar notes below). Encourage students to refer to the rules in Exercise 5 to justify answers. Grammar notes Form The different tenses of the perfect form are created by using the auxiliary verb have in the appropriate form plus the past participle of the main verb. Meaning Timelines are a visual way of showing how we use perfect forms to look back at an event that has a later impact (‘later’ could be a time in the past, now or a time in the future depending on whether we are using past, present or future perfect). Note these examples: They felt it. ANSWERS 1 had heard 2 have attracted 3 learn 4 have become 5 acquired 6 passed Grammar notes Others felt it. 1 Before 2004 shows that ‘hearing’ of the Moken is a ‘before past’ event (a past event that has an impact on a later time in the past). X X PastNow … they had felt the tsunami coming long before others … disappear? disappear? 2 The time phrase since then is often used with the present perfect (a completed event or action that might be repeated or continued and has a present connection). ten years from now | X X NowFuture In another ten years, this unique way of life … will probably have disappeared from the sea completely. 6 • Ask students to work in pairs to read the sentences carefully and discuss differences in meaning. As students speak, monitor and note any difficulties. In feedback, use peer teaching to help explain differences. ANSWERS 1 a This is a recently completed action in the past – you’d say this near the end of the trip, probably while you were still in Laos. b This is a completed action in the past – you’d say this after the trip had finished, probably once you were back at home. 2 a This took place in a period of time up to now – and I could meet John again in the future. b This is a finished action in the past – there’s little or no chance I’ll meet him again (e.g. John may have moved away or died). 3 a We arrived and then the meeting started. b The meeting started and then we arrived. 44 7 are forced 8 have tried 9 won’t be 10 just want 11 were 12 will have changed 3/4 The opening phrase of the sentence (are amazed) is present, so the other tenses used here must also be present: learn and have become (a completed event or action that might be repeated or continued and has a present connection). 5/6 two past events from a finished time – the ancestors are now implied to be dead 7 a repeated action happening now 8 a completed event or action that might be repeated or continued and has a present connection 9 future prediction 10 a current situation 11 past event 12 The time reference in ten or twenty years’ time indicates that will have changed happens in the future, but before the time reference (a completed event or action at a point in the future). 8 [13] • Ask students to read and complete the description. Let them compare answers in pairs. • Play the recording. Students listen and check. In feedback, ask students to justify answers. Note that in item 2 it’s also correct to say intended as well as had intended (see Grammar note below). Unit 2 More than a job 86510_U2_ptg01_041-060.indd 44 5/31/2019 11:44:10 AM Unit 2 More than a job 10 ANSWERS 1 was 2 ‘d intended (= had intended) 3 got 4 ‘s retired (= has retired) Audioscript 5 occupied 6 spent 7 ‘ve often thought 8 ‘ll follow [13] My grandfather was a forestry commissioner, which meant he was responsible for managing forests. I think he’d intended originally to be a biologist, but then he got a job looking after forests in Wales. He’s retired now, but he’s still fascinated by trees and plants. I guess his job was a way of life for him because it occupied all his time and he spent so much of his life living in or around forests. Over the years, I’ve often thought about working outdoors too, but I don’t think I’ll follow in his footsteps. • Ask students to suggest other jobs that could be seen as a way of life. Encourage them to give reasons for why they have chosen each job. • Ask students to work in pairs to discuss whether their job or studies is a way of life for them. EXAMPLE ANSWERS blacksmith, thatcher, cheese maker, sports star, politician, doctor, aid worker, campaigning journalist Grammar note Note that native speakers often choose to use the past simple rather than the past perfect when the context is so clear that you don’t need to show the action or event is ‘before’ another. As a result, in item 2 the speaker says had intended (meaning the intention was ‘before’ he got the job and became a commissioner), but it’s also correct to use the past simple as the sentence order shows that the intention happened first and getting the job happened after. Speaking my life 9 • Organize the class into groups of three, four or five. Review the words occupation, vocation, profession and trade from earlier in the unit. • Ask students to discuss the jobs and decide which ones are a vocation or a way of life. In feedback, ask individual students to present their group’s ideas. EXAMPLE ANSWERS Factors that make jobs a way of life: a job that many people in a community do (e.g. traditionally, coal miners and fishermen all lived in the same village and worked in the same mine or from the same harbour); a job that is passed on from father to son (e.g. farming, fisherman/ woman); a job in which you live where you work (e.g. farming) or own what you work with (e.g. a fishing boat); a job which takes up all your time (e.g. farmer, fisherman/woman, possibly lorry driver); a job which is also your social and family life (e.g. lorry drivers are always on the road and in hotels); a job that is also your dream or your hobby (e.g. a firefighter – perhaps always wanted to be one; a graphic designer – loves art); a job that fulfils your desire to help people or change the words (e.g. a teacher, a physiotherapist); a job that has customs and traditions and a way of life attached to it (e.g. the bonding between miners, firefighters, fishermen/women; the way bankers dress and see the world). 2a Living off the sea 86510_U2_ptg01_041-060.indd 45 45 3/1/18 4:19 PM Unit 2 More than a job 2b Smokejumpers Lesson at a glance • • • • listening: smokejumpers idioms: safety grammar: passive forms speaking: safety features Listening 1 ★ CPT extra! Revision activity [before Ex.1] • Optional step Start by brainstorming verbs that go with fire with your class (see Teacher development below). • Tell students to work in pairs to match the verbs in the box with fire and a fire. Ask them to write an example sentence for each completed collocation. Let them compare answers and example sentences in pairs before checking with the class. EXAMPLE ANSWERS be on fire – The barn’s on fire – we need to put it out. catch fire – The grass was so dry that it caught fire during the heat wave. contain a fire – The fire services used a water cannon on a helicopter in an attempt to contain the fire. (contain = limit) fight a fire – You need specialized equipment to fight a fire in a burning building. light a fire – We lit a fire at the campsite and sang songs round it. put out a fire – Put out that fire immediately. You mustn’t have campfires in this part of the forest. set fire to – The police want to know who set fire to the disused building. set on fire – The youths stole a car and set it on fire. start a fire – It’s hard to start a fire in the rain. Vocabulary notes Note that fire can be a countable or uncountable noun. We say a fire when we are talking about an individual ‘burning thing’ (e.g. a campfire, a bonfire), and we say fire when we are talking about the element in general (e.g. fire is dangerous). 3 Encourage research skills. Organize the class into pairs or small groups to research words, phrases or collocations based on a theme or root word using dictionaries. 2 ★ CPT extra! Lead-in activity [after Ex.1] • Ask students to look at the photos and discuss the questions in pairs or small groups. In feedback, elicit ideas and discuss what a smokejumper might be. EXAMPLE ANSWERS 1 a forest fire; they start when it’s very hot and dry, or when someone drops a match or cigarette, or has a barbecue or bonfire/campfire; it’s difficult to stop forest fires once they start – they can sometimes be stopped by dropping water on them from planes 2 brave/courageous, physically strong, able to make quick decisions, well trained; Students’ own answers 3 [14] • Tell students they are going to listen to an interview with a smokejumper called Kerry Franklin. Ask students to read sentences 1–3 carefully. • Play the recording. Ask students to listen and choose true (T) or false (F). Let them compare answers in pairs before checking with the class. In feedback, encourage students to justify answers by mentioning what they heard in the recording. ANSWERS 1 T (smokejumpers … are dropped into inaccessible areas) 2 F (They have to do both – But first the fire needs to be assessed to see how bad it is and how it’s going to develop … if it’s a bad fire, we’ve got to look for a way to try and contain it.) 3 F (That’s not an issue; Those who come through it [the training] have a natural respect for each other; A smokejumper’s a smokejumper, regardless of gender.) Audioscript [14] Teacher development p = Presenter; k = Kerry; r = Reporter Brainstorming p : We’d all like to jump into a fire, right? Er, I don’t think At Advanced level, brainstorming is a very useful technique. Students of this level naturally have a broad vocabulary, both passive and active, at their disposal. What is known also varies greatly from student to student. Getting students to recall what they already know, and to peer teach each other, can be rewarding. Here are some suggestions: 1 Ask students to work in pairs for two minutes to think of words, phrases or collocations based on a particular theme or root word. You can then elicit examples and build up a full resource on the board. If necessary, ask students to define words they provide, and clarify the pronunciation of any words in cases where students are not sure. 46 2 Ask students to lead the brainstorming session. Invite students to brainstorm in pairs or small groups before inviting a representative of each group to come to the board to write their results. Encourage students to explain and define words they write on the board. so, but that was how smokejumper Kerry Franklin explained her career choice when she was interviewed by this programme. For those of you that don’t know, smokejumpers are firefighters with parachutes who are dropped into inaccessible areas to tackle forest fires. Here’s what Kerry said when she spoke to one of our reporters earlier. k : Women firefighters are well suited to this kind of work. We weigh on average around 70–80 kilos, so we’re the right weight for it. If you’re much heavier than that, you descend too fast and you can get injured when you hit the ground. If you’re a lot lighter and there’s a strong wind, you might be carried a long way from your intended landing point. Unit 2 More than a job 86510_U2_ptg01_041-060.indd 46 3/1/18 4:19 PM Unit 2 More than a job r : You mean like towards the centre of the fire itself? Idioms safety k : Yeah, that’s been known to happen. But personal 5 safety’s not the first thing on your mind – in this kind of job you can’t wrap people in cotton wool. • Discuss the meaning of the idiom with your class. r : No, I guess not. So, having landed near the fire, what • Ask students to complete the idioms about safety in the text using the verbs in the box. Let them compare answers in pairs before checking with the class. k : No, that’s right. We’re like the first line of attack before • In feedback, ask students to say what they think the idioms mean. Encourage them to work meaning out from context – here the context actually provides definitions for students to identify (see Vocabulary notes below). do you do then? ‘Cos I imagine there’s no fire engine or fire hydrant nearby, so you can’t start putting out the fire in a conventional way. other crews get there. We get dropped in with tools – chainsaws, axes, chemicals for fighting fires; we’re given water pumps too, portable ones. But first the fire needs to be assessed to see how bad it is and how it’s going to develop – this information has to be relayed back to base as quickly as possible. Of course, if it’s a bad fire, we’ve got to look for a way to try and contain it. Usually that means finding a natural firebreak. r : What’s that? k : Something like a road, or an area of rock, or perhaps some area of thinner vegetation that the fire has to cross before it continues on its path. When we’ve located one, then we do our best to make sure it’s going to be effective by getting anything that could catch fire out of the way. Sometimes that means using controlled burning. So, we actually start another fire to make the firebreak wider. r : I see. And can I ask: what’s it like being a woman in what’s traditionally a male profession? k : That’s not an issue. The job involves being trained to a certain standard and you either make the grade or you don’t. Those who come through it successfully have a natural respect for each other. I met a few guys during my training who had a different attitude, but since then? No. A smokejumper’s a smokejumper, regardless of gender. 4 [14] • Play the recording again. Students listen and note answers to questions 1–5. Let them compare answers in pairs before checking with the class. • Note that students have to write quite a bit to answer the questions fully. Tell them to listen and either write very brief abbreviated notes, or to just remember the answers, and be ready to talk through the answers with their partner after the recording has finished. ANSWERS 1 a If a smokejumper is too heavy, they can descend too fast and therefore get injured when they hit the ground. b If a smokejumper is too light, they might be carried a long way from their intended landing point. 2 It’s not the first thing she thinks of. 3 They go in first, before other crews. 4 by finding a natural fire break 5 You have to be trained to a certain standard and complete the course successfully. ANSWERS The idiom that Kerry used means that you can’t protect people or keep them away from all the dangers or unpleasant things in the (outside) world. 4 become 1 do 5 err 2 cut 6 be 3 follow Vocabulary notes In British English, cotton wool is bleached and sterilized cotton from cotton plant. It’s a white, soft material that is often used to clean or protect delicate things, e.g. it is typically used for removing makeup or cleaning a cut or other injury. do things by the book = Don’t try to make up your own rules. cut corners = to improvise; to do something without care or correct procedure so as to save time or money follow the correct procedure = to do things in the correct way become second nature to you = to become natural – something you are used to and feel comfortable with err on the side of caution = to do things in a very safe way better to be safe than sorry = to do things in a safe way to avoid risk 6 • Give students preparation time to think of a situation or activity before talking with a partner. Tell them to focus on using idioms. • Ask students to work in pairs to share their descriptions. As students speak, monitor and note their use of idioms. Provide feedback on how well and accurately students in your class used the idioms. Extra activity Ask students to use idioms to discuss how they would respond in the following situations: 1 You rent a bike on holiday – the helmet costs extra. 2 You are going on a beach holiday – would you take out insurance? 3 You are going away for the weekend and are a bit late – it’ll take twenty minutes to go round and pull out every plug from the wall. 2b Smokejumpers 86510_U2_ptg01_041-060.indd 47 47 3/1/18 4:19 PM Unit 2 More than a job Grammar passive forms 8 7 • Ask students to rewrite the sentences using passive forms of the underlined phrases. Elicit the first answer to get students started. • Ask students to read the sentences in the grammar box and answer the questions. You could choose to do this open class or in pairs. • Optional step Ask students to label the form to show they recognize the different parts. ANSWERS 1 1 present passive, 2 past simple passive, 3 present perfect passive 2 The passive infinitive is formed with the verb to be + past participle. The passive gerund is formed with being + past participle. 3 get Refer students to page 158 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 4 1 was announced 2 is being built 3 must be finished 4 has been cancelled 5 will be given 6 had been eaten 7 needs to be passed 5 1 knew 2 get killed 3 get told 4 like 5 get paid 6 be caught 7 get hit 8 earn 6 1 Our car was broken into by a teenager from our street. 2 You can’t be seen by Dr Taylor 3 A new planet has been discovered by astronomers. 4 The old cinema is going to be bought by a fast food company. 5 he wasn’t given the right directions by the app on his phone 6 The environment is being destroyed by our actions. • In feedback, ask students to refer to the rules they have studied to explain answers. ANSWERS 1 Fire always needs to be treated 2 His hands were/got badly burned 3 I was accepted or being accepted 4 to be given the opportunity by the fire service or for being given the opportunity by the fire service (also acceptable: for having been given …) 5 Forest fires can be started by people or by natural causes 6 Smokejumper suits are sometimes made by (the) smokejumpers themselves. 7 Forest fires haven’t been seen 8 to be overwhelmed by the situation or to get overwhelmed by the situation 9 • Ask students to complete the sentences with passive forms of the verbs in the box. Let them compare answers in pairs before checking with the class. ANSWERS 1 to be explained (also acceptable: explaining) 2 was forced 3 get paid or ’m paid 4 ‘re caught or get caught; being arrested or getting arrested 5 is done / ‘s done or has been done 10 • Ask students to look at sentences 1–5 in the grammar box and find them in audioscript 14 on page 181. Students match each sentence with the uses (a–c) of the passive. Let them compare answers in pairs before checking with the class. ANSWERS 1 a – the agent is unimportant 2 c 3 a – the agent is unimportant 4 a – the agent is unimportant 5 a – the agent (the wind) is obvious Grammar note 48 Form Grammar note Passives are formed with the auxiliary verb be and the past participle form of the main verb (the -ed form in regular verbs). So, for example, to form the past continuous passive, be is in the past continuous form (past auxiliary was + present participle being) and is followed by the past participle or -ed form of the main verb. Meaning The passive voice is used when we want to focus attention on the person or thing affected by the action. In this case, we make the person or thing the subject of the sentence. For example, we say, His hands were badly burned because we want to emphasize his hands and what happened to them. Also the agent, fire or heat, is obvious. Unit 2 More than a job 86510_U2_ptg01_041-060.indd 48 3/1/18 4:19 PM Unit 2 More than a job 11 13 • Ask students to choose the active or passive form to complete the text. Let them compare answers in pairs before checking with the class. • Ask students to read the example text about car safety and say whether they think it’s a good idea or not. ANSWERS Note that all answers are grammatically possible here, although some, notably those beginning someone or anyone, and the clumsy clauses beginning with that, are unlikely. 1 it is ranked (Here, we choose the passive so we can continue with it as the subject, as in the previous clause, and because the ‘people’ who do the ranking are not important.) 2 Firefighters need to be compensated (Here, the ‘we’ is unimportant – we want to focus attention on the person or thing affected by the action – the firefighters.) 3 they take (Here, they refers to firefighters – the subject of the previous clause; also the passive form is long and clumsy.) 4 to be called (someone is unknown or unimportant) 5 they attend (Here, they refers to firefighters – the subject of the previous sentence; also the passive form is long and clumsy.) 6 freeing someone (someone is unknown or unimportant) 7 both answers are possible here (but fire regulations are being followed sounds more formal) 8 being given (anyone is unknown or unimportant) Speaking my life 12 • Ask students to prepare ideas individually first. When students are ready, ask them to discuss the safety and security features in pairs or groups of three or four. Remind them to use passive forms. • Organize the class into groups of four or five to discuss and decide on a safety feature idea for one of the items in Exercise 12. Set a five-minute time limit and monitor to help and prompt students with ideas. • Ask each group to prepare a short description of their idea. It’s a good idea to ask everybody to write the description as they will need their own copy for the next activity. • Ask students to stand up, walk round the class, and sit with people from other groups. Ensure that students from one group get to explain their idea to at least one person from each of the other groups. • Once students have shared ideas, put the original groups back together and ask them to tell each other the ideas they heard from other groups while mingling. End with a class vote on which idea was the best. EXAMPLE ANSWERS Possible ideas for safety features: 1 an augmented reality display on a car windscreen – e.g. you can see your speed, approaching hazard information, up on the windscreen in front of you 2 voice control – you can tell your car what to do, e.g. ‘slow down’ 3 smart technology so that cars can ‘speak’ to each other (e.g. a car can tell another car’s computer that they are approaching) 4 night vision so that you see things at night as if it were day • Optional task The main aim here is to ensure students are using passive forms appropriately in a fluency activity. Monitor as students speak and note errors with passive forms which you could write on the board at the end for students to correct. You could also provide feedback on situations when they might have used passive forms but failed to. EXAMPLE ANSWERS My mobile phone is protected by a password. Some phones use fingerprint recognition so the phone can only be unlocked by the owner. I guess that’s probably safer. My car is protected by an alarm system. If it’s broken into in any way, the alarm goes off. The steering wheel is locked if you use the key incorrectly. All the car doors can be locked from inside by the driver. At home, my front door is locked automatically when it’s closed. All the windows are protected by individual locks and a burglar alarm has also been installed. 2b Smokejumpers 86510_U2_ptg01_041-060.indd 49 49 3/1/18 4:19 PM Unit 2 More than a job 2c Daring, defiant and free Lesson at a glance • • • • reading: climbing Yosemite critical thinking: analysing language word focus: foot/feet speaking: your comfort zone Reading 1 ★ CPT extra! Revision activity [before Ex.1] • Ask students to look at the photo and discuss the questions. You could do this open class or in pairs. EXAMPLE ANSWERS Students’ own answers. Note the actual answers are in the recording. 1 He climbed / walked / was dropped by rope or helicopter. 2 He’s going to walk along the ridge / wait to be picked up by helicopter / use equipment to parachute or abseil down / jump. 3 by a photographer in a helicopter; perhaps it’s an example of photoshopping 2 [15] • Ask students to read the article and find answers to the questions in Exercise 1. In feedback, find out who predicted correctly. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. Background information Alex J. Honnold (born in Sacramento, California, in 1985) is an American rock climber best known for his free-solo ascents. He has broken a number of speed records. He’s the co-author of Alone on the Wall, a book that details his climbing exploits. Yosemite National Park /joʊˈsɛmɪti/ is in Northern California and covers an area of over 1,168 square miles. It’s a World Heritage Site and is internationally recognized for its granite cliffs, waterfalls, clear streams, and giant sequoia trees. Glacier National Park is in the US state of Montana, on the US-Canada border. It covers an area of nearly 2,500 square miles and its mountains are sub-ranges of the Rocky Mountains. Jimmy Chin (born 1973) is an American professional climber and photographer. He has organized and led numerous mountaineering expeditions. His achievements include climbing and skiing down Mount Everest from the summit. Note that he is the subject of the video lesson at the end of this unit. 4 • Ask students to find and underline words in the article. Let students compare their answers in pairs before discussing as a class. Encourage students to work out meanings from the context of each word. ANSWERS 1 sheer 2 summit 3 greasy 4 flawlessly 5 stunned 6 accomplished 7 blew his mind 8 looked back ANSWERS Vocabulary notes 1 He’s climbed up there (without any specialist equipment). 2 He climbs up to the top (but we don’t know what happens after that). 3 Another mountaineer took the photo. 1 Compare sheer to steep: a steep cliff/road/path goes uphill at a high angle, but you can walk on it, with some difficulty; a sheer cliff, by contrast, is so steep that it goes straight up. 3 • Ask students to read the article again and note answers to questions 1–6. Let them compare answers in pairs before checking with the class. ANSWERS 1 chalk, rock shoes, belief in your own ability 2 mentally tired/fatigued/exhausted 3 There was nothing else he could do. 4 Word of his achievement spread around the world and he very quickly became a climbing legend (also acceptable: ‘internet sensation’ or ‘mountaineering hero’). 5 rock climbing 6 to be a reliable member of the climbing team 2 The summit is the very top – the highest point. English uses the near-synonym peak to describe the top of lower mountains or hills or when there are many ‘peaks’ in a range. 3 Greasy means ‘covered with oil, or something resembling oil’ (e.g. the car mechanic had greasy hands; the toddler had greasy fingers); we often use greasy to say something is dangerously slippery (e.g. Watch out – the floor’s a bit greasy.). 4 If something is flawless, it has no marks or errors (e.g. a flawless vase; a flawless performance). 5 The original meaning of to stun is to hit something (usually an animal) so that it’s unconscious. If you are stunned, therefore, you are so amazed you can’t speak or react. 6 It blew my mind. = It was amazing (awesome, in US vernacular). 7 e.g. an accomplished musician = recognized for having great skill 8 He hasn’t looked back – we use this to say that from that day forward everything has gone well. 50 Unit 2 More than a job 86510_U2_ptg01_041-060.indd 50 3/1/18 4:19 PM Unit 2 More than a job Critical thinking analysing language Word focus foot/feet 5 7 • Ask students to find examples of the language techniques a–d in the text. You could give an example for the first one to get students started. Let them compare answers in pairs before checking with the class. • Ask students to read the article and underline the expressions using foot. Tell them to work in pairs to discuss the meanings of the expressions. ANSWERS a He’s alone, far off the ground and without aids. Not Honnold. He loses the smallest amount of confidence. ‘My foot will never stay on that.’ In free-soloing, confidence is everything. All you have is belief in your own ability. Then suddenly, he’s in motion again. It sticks. Climbers were stunned, and the blog writers were buzzing. That is the magic of Yosemite: it creates heroes. He hasn’t looked back. For Chin that is always the priority. b It’s a bright Saturday morning in September and a young man is standing on a small ledge high up on the northwest face of Half Dome, a sheer 650-metre wall of granite in the heart of Yosemite Valley in California. He’s alone, far off the ground and without aids … something potentially dangerous happens. He loses the smallest amount of confidence. ‘What am I doing here?’ he says to himself, staring at a greasy bump on the rock face. For a few minutes, he stands there, staring out at the sky, unable to look up or down for fear of falling. Then suddenly, he’s in motion again. He steps up, planting his shoe on the smooth stone. It sticks. He moves his hand to another hold, repeats the move, and within minutes, he’s at the top … c disastrous, staring, paralysed, raced, stunned, buzzing, blew his mind d ‘What am I doing here?’ he says to himself, staring at a greasy bump on the rock face. ‘My foot will never stay on that.’ ‘I rallied because there was nothing else I could do,’ Honnold says later, with a boyish laugh. ‘I stepped up and trusted that foothold and was freed of the prison where I’d stood silently for five minutes.’ 6 • Ask students to work in pairs to rewrite the sentences to include the features a–d in Exercise 5. Elicit answers in feedback. EXAMPLE ANSWERS Chin watches. The climber above him holds/grasps/hangs onto the rock by one hand. He hesitates at first to take the picture. ‘I wonder if it is right to take the picture?’ he says to himself. ‘What if the man falls/slips/tumbles and hurts himself?’ Then he decides that he has to. It’s his job. ANSWERS foothold: a secure place where you can put your foot when climbing; this could be a small hole or crack in the surface of the rock get your foot in the door: to get a first job or opportunity with a company, which then allows you to move into another (or better) job in the same company or business in the future Vocabulary note Foothold can also be use figuratively (e.g. the company is attempting to gain a foothold in the international market). 8 • Ask students to read the sentences and use the context to work out the meanings of the expressions. Let students compare their answers in pairs before checking with the class. ANSWERS 1 become confident and understand what I’m supposed to be doing 2 said something (without thinking it through properly) which will damage her own opportunities or wishes in the future 3 said something embarrassing or inappropriate, or which could upset someone – usually accidentally 4 did a similar job or type of work as her mother (or someone else before you) 5 I’m not very coordinated or graceful (usually talking about dancing or similar). 6 began the relationship badly 9 • Ask students to work in pairs and take turns to ask and answer the questions. Encourage students to ask follow-up questions. EXAMPLE ANSWERS 1 a top university, a very popular organization, any job or profession where a lot of people are competing for a few places 2 Students’ own answers (e.g. Well, I really put my foot in it last week when I asked my sister and her boyfriend over for dinner – I didn’t know he had finished with her the night before!) 3 Students’ own answers (e.g. I definitely got off on the wrong foot with my boss when I started my new job. I think it was because I was so nervous – we get along fine now, though.) 2c Daring, defiant and free 86510_U2_ptg01_041-060.indd 51 51 3/1/18 4:19 PM Unit 2 More than a job Extra activity Ask students to work in pairs to find four other idiomatic uses of foot/feet in a learner’s dictionary and to write personalized sentences showing their meaning. Ask pairs to share sentences with another pair. Possibilities: get back on your feet = to get well; have cold feet = to feel nervous; keep your feet on the ground = to be sensible, not to get too excited; put your foot down = to refuse to do, allow or accept something 2d Tell me a bit about yourself Lesson at a glance • vocabulary: personal qualities • pronunciation: word stress • real life: presenting yourself Vocabulary personal qualities Speaking my life 10 • Organize the class into pairs. Ask students to turn to page 153 and do the quiz with their partner. You may need to pre-teach fanatic (= somebody obsessed with something), distracting (= something that disturbs you or stops you from concentrating), fly-on-the-wall documentary (= a real-life documentary in which a camera team follows people round and records what they are doing). 11 ★ CPT extra! Speaking activity [after Ex.11] • When students have completed the quiz, tell them to turn to page 190 to check their answers and find out what their comfort zone is. In feedback, invite individual students to tell the class what the quiz revealed about their partner. • Optional step You could extend the topic of comfort zones into a class discussion. Ask: Is it important to push yourself out of your comfort zone? Can it be a bad thing to do? What have students learned when they have pushed themselves out of their comfort zones in the past? 1 ★ CPT extra! Speaking activity [after Ex.1] • Ask students to match the words and expressions with the situations a–d. You could do this open class or in pairs. • In feedback, have a class discussion to explore other possible answers. EXAMPLE ANSWERS a resourceful (also possible: flexible) b conscientious (also possible: flexible, focused, reliable) c reliable (also possible: conscientious) d flexible (also possible: well-organized) Vocabulary notes conscientious = hard-working; someone who works carefully enthusiastic = keen/eager – somebody who gets excited about a job and tries their best a fast learner = someone who is quick to learn new things flexible = someone who is able to make changes or deal with a situation that is changing focused = someone who concentrates on a particular job or aim and doesn’t waste time or energy on other things motivated = someone who feels positive and wants to do a good job reliable = someone who you can trust, who will do what you expect them to do and won’t let you down resourceful = someone who is good at finding effective ways to deal with problems well-organized = someone who is good at arranging and planning activities carefully and effectively Pronunciation word stress 2a [16] • Ask students to look at the words in the box in Exercise 1 and mark where they think the stress falls on each of them. Then play the recording. Students listen and check. • Optional step Ask students to listen and repeat the words on the recording. Audioscript [16] (and answers) conscientious enthusiastic a fast learner flexible focused motivated reliable resourceful well-organized 2b • Ask students to work in pairs to practise saying the words with the correct stress. 52 Unit 2 More than a job 86510_U2_ptg01_041-060.indd 52 3/1/18 4:19 PM Unit 2 More than a job Real life presenting yourself 5 3 • Tell students that they are going to listen to a woman called Katy presenting herself to a careers advisor. Ask them to read the task carefully. • Optional step With books closed, lead in by writing the following on the board: Can you tell me a bit about yourself? Ask students how they would answer this question at a job interview. • Ask students to read the advice, or use the text as a dictation passage (see Teacher development below). Discuss the question in open class and elicit ideas. EXAMPLE ANSWERS any ‘life problems’, going out to nightclubs with your friends, what your favourite shop or café is, what pets you have, where you like to go on holiday, your favourite food, etc. Teacher development Using dictation Dictation can be an interesting way of introducing short texts for discussion or as a lead-in to longer texts. Here are some ideas: 1 Instead of asking students to read the text in Exercise 3, keep the Student’s Book closed and dictate the text. Do this by reading out each sentence clearly and naturally with a long pause between each sentence for students to write exactly what they hear. Once you have dictated each sentence, let students compare in pairs to fill in gaps in what they have heard or correct any mistakes. Read the dictation again for students to check. 2 Do a running dictation. Organize the class into pairs. Each pair must decide who will run and who will write. Place four or five Student’s Books round the class (e.g. on corner tables) open at page 28 so that Exercise 3 is visible. ‘Running’ students go to the text, read a section of it, return to their partner, and dictate as much as they can remember. They then run back to read, remember and dictate more. Find out which pair can run and dictate the whole text first. 3 When the dictation is complete, ask students to compare what they have written with the original text. What mistakes, if any, did they make? Did they mishear anything, and if so, how and why? 4 • Ask students to work in pairs to prepare five more questions that are often asked at an interview. Elicit one or two ideas to get students started. At the end, ask pairs to compare ideas with another pair or with the class as a whole. EXAMPLE ANSWERS 1 What are your career goals? 2 Why are you interested in this job? or Why do you think you are a good candidate for this job? 3 Where do you see yourself in five years’ time? or What would you like to be doing in five years’ time? 4 What are your weaknesses? or Do you have any weaknesses? 5 Do you work well as part of a team? [17] • Optional step Ask students to describe the photo in detail. This is an opportunity to recycle some of the vocabulary from Exercise 1. Ask: How do you think Katy is feeling? What sort of person do you think she is? Encourage students to predict what type of work Katy is looking for before they listen. • Play the recording. Students listen and note down the questions that the careers advisor asks. Let them compare answers in pairs before checking with the class. In feedback, ask what kind of work Katy’s looking for and why she’s suited to it. ANSWERS Questions: So can you tell me a bit about yourself? What kind of organization would you like to work for, ideally? Have you done any blogging or written anything that’s been published? And what do you see as your strengths, Katy? And what would you say are your weaknesses? Kind of work: She’s looking for a job in journalism (working for a news company). Why she is suited: She thinks she’s suited to this type of work because she writes well, she’s good at spotting a story, she’s focused and conscientious. Audioscript [17] c = Careers Advisor; k = Katy c : OK, Katy, so can you tell me a bit about yourself? k : Yes, of course. So, I’m 23 years old and I live in south London. I was brought up in France ’til I was twelve – my mum’s French – so I speak fluent French. I studied history at Liverpool University – that was a really good experience – and I graduated from there last June. Since then I’ve been looking for a job in journalism. To be honest, the media is not an easy sector to break into unless you have the right contacts – and I don’t particularly. So, I decided that the best thing to do was to get more work experience in the meantime and currently that’s what I’m doing – bits and pieces of office work so that I can improve my general computer and admin skills while I look for something more permanent. c : Yes, I think that’s very sensible. Companies are always worried that university graduates lack those basic skills. What kind of organization would you like to work for, ideally? k : Well, a news company, really – either online, TV or radio, or print. That’s what I’m working towards. But I’d be perfectly happy to start at the bottom and then work my way up. You know, I really wouldn’t mind doing a basic job to start with – just so I could get my foot in the door. 2d Tell me a bit about yourself 86510_U2_ptg01_041-060.indd 53 53 3/1/18 4:19 PM Unit 2 More than a job c : Well, I think that the fact that you did a history degree rather than one in media or journalism could be a positive thing. Employers are always looking for people with a slightly different background. Have you done any blogging or written anything that’s been published? k : Yeah, I wrote a regular blog about university life when I was in Liverpool. That was quite popular. c : Mmm. Good. And what do you see as your strengths, Katy? k : Well, obviously I think I write well – also I’m good at spotting a story. I wrote something on my blog last year about the problem of students getting into debt, which got picked up by a local newspaper. I guess I’m very focused and conscientious – once I start something, I follow it through. For example, in my current job I’ve spent the last two weeks helping to reorganize the office. I went in at the weekend because I wanted to finish the job before they took in a group of new interns. 7 • Organize the class into new pairs. Ask students to read the instructions carefully and then to prepare conversations before acting them out. Encourage students to use some of the vocabulary from Exercise 1. • As students speak, monitor their performance. Note down errors students make, particularly with the use of vocabulary from Exercise 1 and expressions used for presenting yourself. In feedback, write some errors on the board and ask students to correct them. Extra activity Once students have practised one or two dialogues in pairs, ask them to stand up, walk round, and improvise dialogues with three or four different people. This activity lends itself well to a mingle, and mingles are good because they get students to vary interaction and talk to people in the class they might not always have an opportunity to talk to. c : OK. And what would you say are your weaknesses? k : Um, well, I’m only 23, so I realize I’ve got an awful lot to learn still. For example, when it comes to gathering information, I don’t have all the skills or resources of an older journalist. I have some experience of interviewing people – I know that the trick is to get them to tell their story, not the story that you want to hear – just not enough yet. In the past I had a tendency to get carried away with my own ideas sometimes. 6 [17] • Ask students to read the expressions in the language box and predict the missing prepositions. • Play the recording again. Students listen and check their answers. • Optional step Ask students to work in pairs to practise the conversations in audioscript 17 on page 181 of the Student’s Book. ANSWERS 1 from 2 for 3 in 4 into 5 towards 6 at 8 at 9 through 10 to 11 of 12 to 7 up Vocabulary notes graduate from = to leave university with a degree from that place break into (a sector) = to get a job in a sector which is difficult to get a job in work towards = to aim for; to work with the ambition to reach follow (something) through = complete the job; work until it’s completed I have a tendency to = I tend to (here, one of my faults is to …) 54 Unit 2 More than a job 86510_U2_ptg01_041-060.indd 54 3/1/18 4:19 PM Unit 2 More than a job 2e A letter of application Writing skill fixed expressions 3 Lesson at a glance • Ask students to read the letter again and find fixed expressions with the meanings a–k. Let them compare answers in pairs before checking with the class. • writing: a covering letter or email • writing skill: fixed expressions Writing a covering letter or email 1 • Optional step At this level, students should be familiar with some of the conventions of formal letter writing in English. Elicit typical elements onto the board, e.g. the sender’s address goes in the top right corner, then the recipient’s address goes on the left hand side, the date is given under the addresses, the letter starts Dear Sir/Madam/Mr/Mrs/Ms, etc. and ends Yours sincerely/ faithfully. You could also brainstorm what information you would expect to see in a job application letter. Elicit ideas from students and build up a list of possibilities on the board. • Ask students to read the letter of application and find and underline the key elements of the content. Let students compare answers in pairs before checking with the class. ANSWERS 1 a Trainee Marketing assistant 2 in last Tuesday’s Guardian newspaper 3 a recent graduate from university; currently doing some freelance travel writing 4 (the contents of the three bullet points) 5 Thank you for taking time to consider this application … 6 at any time by phone or in writing 2 • Ask students to read statements 1–4 and decide if they are true (T) or false (F). Encourage students to refer to the model to check their answers. Let them compare answers in pairs before checking with the class. ANSWERS 1 F The letter should outline why you are suitable for the job. If there are certain specifications, you should ensure that, along with your CV, the letter explains how you meet these specifications. 2 T 3 F The letter should respond to specific requirements the company has listed. 4 T The person reading the letter will want to get an impression of the kind of person you are and you want them to be able to remember your application. It’s a good idea to include some details that are specific to you (e.g. mention personal achievements and experience). ANSWERS a I am seeking b Please find attached c a suitable candidate d I am available e the requirements you mention f I am writing in response to g do not hesitate to h The (job) attracted me i I look forward to hearing from you. j You will see from my CV that k Thank you for taking time to consider this Vocabulary notes Note the use of higher-level, less common verbs (e.g. seek not the phrasal verb look for), formal words (e.g. candidate not person), and lack of abbreviations (e.g. thank you not thanks). Note that we say I look forward to … in formal letters but I’m looking forward to … in informal letters and in speech. 4 • Optional step Ask the class if there would be any differences in format between a formal letter and a formal email. (The only difference is that you would omit the addresses and date from the main body of the email.) • Tell students that they are going to write a covering email to a company that they would like to work for. Give students time to think of which company they would like to work for, and what the job might be. You could brainstorm suggestions or get students to discuss ideas in pairs. • Once students have decided on a company, ask them to prepare short notes so they are ready to write. For example, they will need the title of the job they wish to apply for and the duties it involves. They could note down four or five reasons why they think they are suitable. • Once students have prepared ideas, tell them to write their email following the model. You could do this in class (see Teacher development below) or for homework. Teacher development Writing a formal letter Formal emails and letters have a fixed format and use fixed expressions. As a result, they lend themselves to the product approach to writing. In this approach, students follow these four stages: Stage 1: Students read a model text and features of the genre are highlighted. 2e A letter of application 86510_U2_ptg01_041-060.indd 55 55 3/1/18 4:19 PM Unit 2 More than a job Stage 2: Students take part in controlled practice of the highlighted features. Stage 3: Students organize ideas. Using the model text as an example, students plan and organize their ideas and adapt the highlighted features to their content as necessary. Stage 4: Students work individually to use the skills, structures and vocabulary they have been taught to produce the final product. In this lesson so far, students have analysed the model text and looked at the expressions used in detail. To complete the stages of a product writing lesson, do the following: 1 Ask students to choose and order expressions from the model lesson which they can use to cover the key elements listed in Exercise 1. 2 Using the (adapted) expressions they have selected, ask students to order and use them to write their email by following the format and layout of the model letter. 5 ★ CPT extra! Writing activity [after Ex.5] • Ask students to work in pairs and exchange their written work. Tell them to use the questions in Exercise 5 to check their partner’s email. • Optional step Ask students to rewrite their work based on their partner’s feedback. Extra activity For homework, ask students to find an advertisement online for a job they would like. Tell them to write a covering email for the job. In a future class, ask them to show the email and advert to their group and to ask for feedback on how successful the email is likely to be in terms of securing an interview. 2f Climbing Yosemite Before you watch 1 ★ CPT extra! Lead-in activity [before Ex.1] • Ask students to look at the photo and the caption and write down two words or expressions to describe what is happening. You could ask students to share initial ideas in pairs before discussing open class. Write up any interesting or useful words and expressions on the board. • Optional step Split the class into two groups – ask half to think of adjectives to describe the photo, and half to think of verbs. EXAMPLE ANSWERS Adjectives: crazy, difficult, scary, reckless, terrifying, worrying, adventurous, amazing, incredible, thrilling, brave, courageous, fearless, exciting Verbs: grip, hang, grasp, cling, step, pull, think, plan, focus Expressions: adrenaline-rush, hold your nerve, keep going, try your best/hardest Key vocabulary 2a • Ask students to read sentences 1–5 and guess the meaning of the words in bold. Encourage students to use the context to help them. • Optional step It’s a good idea to show the pronunciation of these key words – students have to hear them in continuous speech on the video. Point out the strong stress: cerebral, methodical, assignment. 2b • Tell students to match the words in bold in Exercise 2a with the definitions (a–e). Let students compare answers in pairs. ANSWERS 1 c 2a 3e 4d 5b Vocabulary notes A cerebral task is one in which you need to use your brain. Cringe has a negative meaning – it’s used to describe a physical shrinking at a moment of great embarrassment (e.g. when your dad decides to dance at your 18th birthday party!). A shovel is a large spade, used to move large quantities of stuff (e.g. snow or sand). If somebody works methodically, they do things in a thorough, organized and logical way. An assignment could be, for example, a written essay, or a specific work task that you have to physically do. 56 Unit 2 More than a job 86510_U2_ptg01_041-060.indd 56 3/1/18 4:19 PM Unit 2 More than a job While you watch Videoscript 3 Part 2 [2.1] • Ask students to watch the first part of the video (0.00 to 1.03) and note the adjectives that Jimmy Chin used. Let students compare their answers in pairs before discussing as a class. ANSWERS rewarding, difficult (physically), cerebral, slow, methodical, scared, real (consequences) (Note that in Part 2 of the video, he uses other adjectives: fortunate, influential, passionate, awesome, special, insane, amazing.) Videoscript 2.1 Part 1 0.00–0.26 Ultimately, like, the process of climbing is very rewarding to people. It’s very difficult physically, but it’s also a very kind of cerebral sport. It’s slow and methodical, and you have to think. 0.27–1.03 You can’t move very well when you’re scared. You have to be able to control that fear and maintain your breathing because there’s very real consequences when you make mistakes. You can make a wrong move when you’re free-soloing, and you fall hundreds or thousands of feet and die. 4 [2.1] • Ask students to watch the second part of the video (1.04 to the end) and decide whether the sentences are true (T) or false (F). Let students compare their answers in pairs before discussing as a class. ANSWERS 1 T (Hey, Mom, Dad, I’m going to take a year off. I’m just going to get it out of my system. I’m going to climb and ski full time. Don’t freak out – it’s really temporary; essentially their worst nightmare was realized when … I was still living in the back of my car … just doing odds and ends for jobs.) 2 F (I’m going to take a year off … I’m going to climb and ski full time … it’s really temporary.) 3 T (I would wake up in … Yosemite … and I would just think … there’s no other place that I would rather be. Yosemite was a very … influential home for me; Made a lot of friends. I felt like I found my community there.) 4 F (I didn’t really have a sense of, like, wanting to be an artist or photographer in any other way than to continue what I was doing.) 5 T (I travelled the world and really got to shoot on some really insane assignments … and some amazing locations.) 2.1 1.04–1.50 In college I found … I skied on the ski team and then I … found climbing, and so after college, you know, I went to the Bay area and I was looking for a job … trying to … you know, thinking that I would find something in the professional realm. But then, it just didn’t … I couldn’t get myself excited about it and so I kind of made up my mind, I had this great idea. And I was like: ‘Hey, Mom, Dad, I’m going to take a year off. I’m just going to get it out of my system. I’m going to climb and ski full time. Don’t freak out – it’s really temporary. I just, I got to do it for me.’ 1.51–2.44 So, essentially their worst nightmare was realized when probably close to seven years later I was still living in the back of my car, and … just doing odds and ends for jobs, shovelling roofs and waiting tables. But really, you know, in love with what I was doing and where I was spending my time. I would wake up in the back of my Subaru in Yosemite or in the Eastern Sierras or in the Tetons, and I would just think, like, you know, there’s no other place that I would rather be. I just felt so fortunate and every day I would, you know, I knew that since I wasn’t doing anything else, I was going to throw myself at climbing and skiing and really kind of taking myself as far as I could in that realm. 2.45–3.12 So, Yosemite was a very, kind of, influential home for me. I spent a lot of time there over the course of seven years. Made a lot of friends. I felt like I’d found my community there. People that were really passionate about what they were doing and every day, you know, you’d go out and climb and … I mean, really living the good life. 3.13–3.41 After spending a lot of time there, you know, my aspirations changed, and I really wanted to go and take what I learned in Yosemite to some of the greater ranges of the world. And it was in Yosemite that I picked up a camera for the first time. I took a photo with a friend’s camera who wanted to be a photographer. I took a photo with it and he eventually tried to sell his photos, and a client bought one photo and it happened to be the one that I took. 3.42–4.10 So, and they paid me and at the time, you know, I could live on nothing forever, basically, and they paid five hundred dollars for this photo. Of course, now I know for the usages that they used it for, they should have paid me like many thousands of dollars, but at the time I didn’t know and I was like: ‘If I take one photo a month, I could do this forever,’ you know, and I was like: ‘OK, this is awesome’ so … 4.11–4.27 I wish, I, you know, I’m sure some photographers probably cringe and they’re like: ‘God, he has no sense of creativity or the tradition of photography,’ but that was really how I started. I didn’t really have a sense of, like, wanting to be an artist or photographer in any other way than to continue what I was doing. 4.28–4.57 So I took, you know, a camera and I started to head out into the world and really, you know, Yosemite is a special place for me because it launched me into this career. And, you know, over the course of the next ten, eleven, twelve years I travelled the world and really got to shoot on some really insane assignments with some amazing people and some amazing locations. 2f Climbing Yosemite 86510_U2_ptg01_041-060.indd 57 57 3/1/18 4:19 PM Unit 2 More than a job 5 [2.1] • Ask students to watch the second part of the video again (1.04 to the end) and complete the notes. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 ski 2 professional 3 year 4 car; tables 5 community 6 greater 7 500 8 launch 6 throw yourself at/into something = if you throw yourself at/into a job, a task or hobby, you do it enthusiastically with all your strength I was like = here, like is used as a discourse marker for emphatic effect – it’s common with teenagers, particularly American ones, to use like frequently in conversation to encourage the listener’s attention and to make what they are saying more immediate head out = compare head off and head for – head for means ‘go in the direction of’ • Ask students to discuss the questions in pairs or open class. Videoscript • Optional step You could ask students to map out a career plan for Jimmy Chin – five things he could do to develop his career and how these things might affect his future. 1 ‘I’m just going to get it out of my system.’ EXAMPLE ANSWERS Students’ own ideas Students are likely to think Jimmy Chin made a good choice: exciting job, lots of travel, seeing the world’s most exciting places, having adventures, his job is his hobby, probably getting good money for the photographs, developing a great skill as a photographer His career could develop in that he could become a photographer for other kinds of exploration or adventure. He could also become involved in making videos using a drone. After you watch Vocabulary in context 7a 2 ‘Don’t freak out – it’s really temporary.’ What does freak out mean? a panic b be sad c be offended 3 ‘… I was … just doing odds and ends for jobs …’ What does odds and ends mean? a various small things b strange things c very basic things a do my best at b put all my efforts into c do the only thing possible 5 ‘… and I was like: “OK, this is awesome” …’ What does was like mean? a compared myself b said to myself c was happy 6 ‘I started to head out into the world …’ ANSWERS 2 a What does get it out of my system mean? a experience it just a little b ignore it completely c do it so I don’t have to do it again What does throw myself at mean? [2.2] • Play the clips. When each multiple-choice question appears, pause the clip so that students can choose the correct definition. You could let students compare answers in pairs before discussing as a class. 1 c 2.2 4 ‘I was going to throw myself at climbing and skiing …’ • Explain that students are going to watch some clips from the video which contain some new words and phrases. They need to choose the correct meaning of the words. 3 a 4 b 5 b 6 a Vocabulary notes I’ve just got get it out of my system. = used when we feel we have to do something otherwise we will feel frustrated or regretful (e.g. going travelling before settling down) Don’t freak out. = (informal) don’t panic or get upset or get angry – people who ‘freak out’ lose their temper and throw their arms in the air 58 odds and ends = this is similar to bits and pieces – it comes from the idea of having odd pieces or end pieces of fabric after, for example, making a dress What does head out mean? a begin a journey b feel proud c make money 7b • Ask students to work individually to complete the sentences in their own words. Then tell them to work in pairs to share their sentences. Encourage students to ask follow-up questions in order to have a short, personalized discussion in pairs. Unit 2 More than a job 86510_U2_ptg01_041-060.indd 58 3/1/18 4:19 PM Unit 2 More than a job EXAMPLE ANSWERS 1 Before I go, I’ll need to sort out a few odds and ends, like where to leave the key, and who to ask to come and feed the cat. 2 We left the house and headed out into the street/ desert/rain. 3 My parents freaked out when I said I wanted to get a tattoo. 8 ★ CPT extra! Video activity [after Ex.8] • Optional step Start by brainstorming what things people typically do before starting a career. Ask: What might you need to get out of your system before beginning a serious career? • Ask students to work in pairs or groups to discuss the benefits of each of the things listed in the Student’s Book. • In feedback, ask different pairs or groups to present their ideas to the class. You could open this up to a class discussion if your students enjoy the topic. EXAMPLE ANSWERS Students’ own ideas Travelling: seeing lots of different countries, meeting different people, learning languages, gaining more independence, becoming resilient and flexible Doing military service: meeting people, working in a team, learning new skills, getting/keeping fit, being very disciplined, gaining more independence Doing various odd jobs: building up experience of working, earning some money, meeting lots of different people, learning new skills, becoming more flexible, getting a character reference Building up a range of practical skills: being able to put these skills on your CV, learning specific skills for a job you would like, makes you more versatile Voluntary work: gain work experience, giving something back to your community, giving you an idea of the job or course you might like to apply for, feeling good about helping others, meeting new people, making new friends UNIT 2 Review and memory booster ★ CPT extra! Language games Memory Booster activities Exercises 2, 4, 5, 7 and 8 are Memory Booster activities. For more information about these activities and how they benefit students, see page 10. I can … check boxes As an alternative to asking students to simply tick the I can … boxes, you could ask them to give themselves a score from 1 to 4 (1 = not very confident; 4 = very confident) for each language area. If students score 1 or 2 for a language area, refer them to additional practice activities in the Workbook and Grammar summary exercises. Grammar 1 • Optional step As a gist reading task, ask students to read the text quickly first and summarize what it is about in one sentence. (A man called Tommy Lynch has found his dream job as a water slide tester.) • Ask students to read the article and write the correct forms of the verbs. ANSWERS 1 has found 2 was employed 3 has been travelling / has travelled 4 was given / has been given 5 has tested 6 created / had created 7 (to be) checked 8 is / has been 9 was put 10 ’m having / have been having 11 are added / are being added 12 is / has been / will be / will have been 2 ❯❯ MB • Ask students to work in pairs. Tell them to read the article again to find five passive forms. They should discuss the reason the passive has been used in each case. ANSWERS was employed – a The agent (person doing the action) is obvious, unknown or unimportant. was given / has been given – c We want to give emphasis to the agent by putting it at the end of the sentence. to be checked – a The agent (person doing the action) is obvious, unknown or unimportant. was chosen … and put – b We are following a series of actions that happen to the same subject. are added / are being added – a The agent (person doing the action) is obvious, unknown or unimportant. Unit 2 Review and memory booster 86510_U2_ptg01_041-060.indd 59 59 3/1/18 4:19 PM Unit 2 More than a job 3 • Ask students to answer the questions. 7 ❯❯ MB • Ask students to work in pairs or small groups to think of jobs and give reasons for their suggestions. ANSWERS 1 Holiday operator, First Choice, in order to offer the best by having a full-time tester. 2 Testing water slides at holiday resorts to ensure the quality of the water park experience for customers. Vocabulary 4 ❯❯ MB • Ask students to work individually to choose the correct option to complete the questions. Let them compare answers in pairs before checking answers with the class. ANSWERS 1 by 2 footsteps 3 profession 4 find 5 on 6 side EXAMPLE ANSWERS Students’ own answers conscientious – surgeon, lawyer, doctor, pilot, air traffic controller enthusiastic – teacher, coach, actor, professional athlete flexible – any job involving shift work, teacher, police officer, social worker motivated – lawyer, doctor, author, investment banker, business person reliable – accountant, solicitor, cleaner, doctor, taxi driver resourceful – teacher, social worker, project manager, firefighter 8 ❯❯ MB • Ask students to work in pairs to act out conversations using the questions in Exercise 6 as a starting point. 5 ❯❯ MB ANSWERS • Ask students to work in pairs to discuss the expressions with get. Students’ own answers • Optional step Ask students what other expressions using get they can remember from the unit. EXAMPLE ANSWERS 1 Advising someone to stop worrying about a past event which was negative (e.g. a relationship breakdown or losing a job) and to forget about it and start living life positively again. 2 Apologizing for not doing something (e.g. not printing a document); apologizing for not fixing something (in the house, car, etc.) or not doing a job in the house (e.g. the washing up / cleaning); apologizing for not making a phone call to arrange an appointment. 3 Saying that you wish you didn’t have to do something (e.g. attend a wedding or party of someone you don’t get on with; a work meeting). Real life 6 • Ask students to work individually to match the questions (1–4) with the beginning of the answers someone might give (a–g). ANSWERS 1 b, g 60 2 a, e 3 d, f 4 c, d Unit 2 More than a job 86510_U2_ptg01_041-060.indd 60 3/1/18 4:19 PM Unit 3 Design for life Opener 1 • Optional step Ask students to describe the photo in detail. Ask: What exactly can you see? What angle is the photograph taken from? How does it make you feel? In feedback, elicit ideas. Useful words to elicit here include: high-rise, densely-populated, storeys. • Ask students to look at the photo and caption and discuss the questions in pairs. In feedback, elicit ideas from students. EXAMPLE ANSWERS 1 It’s probably hot, crowded, cramped, tiring (lots of stairs or crowded lifts), and the flats are likely to be small. 2 They are high-rise, urban buildings that are probably densely populated. We can see cladding, air conditioning units, windows, balconies and washing lines. 2 Background information Hong Kong is an autonomous territory on the southern coast of China. With a total land area of about 1000 square kilometres and a population of over seven million people, it’s the world’s fourth most densely populated sovereign state or territory. Prior to 1999, it was a British colony, and today, although part of China, it retains a degree of economic independence. 3 [18] • Tell students that they are going to listen to someone discussing the photo. • Play the recording. Students listen and compare their answers to Exercise 1 with what the speaker says. Discuss with the class how well they predicted the content of the recording. ANSWERS 1 the cost of renting is high; it’s hot and humid; there’s a mixture of new, smart building and old, shabby buildings; it’s a busy, crowded, competitive place to live; it can be addictive 2 at least twenty or thirty storeys high; tiny apartments, one on top of another; a mixture of old and new, smart and shabby; air-conditioning units sticking out from windows Audioscript Actually, when you see people out in the streets you get a different impression – like everyone seems to be doing pretty well – and that’s because appearances are incredibly important for most Hong Kongers: looking your best, wearing designer fashions, carrying the latest phone. You see, a lot of people come to here to make money: bankers and real estate developers and so on. It’s busy, it’s crowded, it’s competitive and, frankly, it makes a lot of other big cities seem pretty sleepy. It’s not for everyone, but I found it completely addictive. [18] Wherever I go, I always make a point of looking up and taking in my surroundings, particularly the architecture. I’d recommend anyone to do that; it’s very informative. By looking a little more closely, you learn a lot about people and how they organize their lives. In Hong Kong you can’t help looking up because almost all the buildings are at least twenty or thirty storeys high. This photo was taken from the middle of an apartment complex and two things strike you immediately. The first is the density of population here – it’s incredible! People live in tiny apartments, one on top of another, because the cost of renting is so high. Those air-conditioning units sticking out from the windows also tell a story, ’cos for most of the year, Hong Kong is a really hot and humid place. Then, the other thing that strikes you about the buildings is that they’re such a mixture: old and new, smart and shabby. I think you get that in any city, but here it somehow seems more marked. [18] • Ask students to look at the items 1–4 and try to remember the adjectives that the speaker used to describe these things. Encourage students to try to do this task before listening again. • Play the recording again for students to check their ideas and note down the adjectives used. Let students compare answers in pairs. ANSWERS 1 tiny 2 hot, humid 3 new, old, smart, shabby 4 busy, crowded, competitive, addictive Vocabulary notes humid = hot in a wet way that makes you feel ­uncomfortable – tropical countries are humid shabby = a bit old and not in good condition Note the stress: competitive, addictive 4 • Optional step Ask students to read the words and say which have a negative connotation (deprived, run-down, and, in some contexts, narrow and imposing). • Ask students to work individually to make collocations. Remind them that often it is simply a question of learning which words often go together and which do not (see Teacher development on the next page). Elicit an example to get them started. Let them compare answers in pairs before checking with the class. EXAMPLE ANSWERS apartment: first-floor, run-down, spacious, studio, two-bedroom building: brick, four-storey, high-rise, imposing, residential, run-down 61 86510_U3_ptg01_061-078.indd 61 3/1/18 4:19 PM Unit 3 Design for life street: main, narrow, one-way, tree-lined, pedestrianized, residential, run-down area: built-up, deprived, pedestrianized, residential, run-down The adjective run-down can collocate with all four nouns. Teacher development Collocation and connotation Collocation is extremely important, especially at Advanced level. Learning which words typically pair with each other, and learning words in chunks – in other words, phrases in which the words that collocate are fixed – is an effective way of improving accuracy and ensuring confident, natural expression. Encourage students to make their own personalized sentences using some of the collocations, and, if your class all speak the same L1, point out any collocations in English that may be counter-intuitive or odd to students so that they focus on and memorize them. Connotation is also an important aspect of learning a word. Getting students to say whether a word is neutral, or has a negative or positive connotation, helps them understand nuances of its use. For example, in Exercise 4, deprived is a negative word (a deprived area is one in which people and the quality of life are poor). However, its use is more subtle than that – it can be insulting to people if used about their area – it implies that the area is being failed in some way, so it can be interpreted as being critical of planners or government. Explore how a deprived area is poor, stigmatized, let down by government, and depressing, and how a run-down area is one in which the buildings and amenities have been neglected and need improvement. 5 ★ CPT extra! Speaking activity [before Ex.5] • Optional step Ask students to prepare a description of a neighbourhood using phrases from the lesson. Monitor and help with ideas and vocabulary as they prepare. • Organize the class into pairs or small groups. Ask students to take it in turns to describe the area or neighbourhood they have chosen. In feedback, point out and praise any effective use of the collocations that you heard in students’ descriptions. EXAMPLE ANSWER Tribeca was once a deprived, run-down area, but today it’s one of the most popular and upmarket areas of Manhattan, New York. It’s a built-up area of high-rise buildings, many of which are residential. However, as it’s popular with artists, it has spacious studios and upmarket shops and bars. 62 3a Towns with character Lesson at a glance • • • • • vocabulary: describing towns reading: the character of towns grammar: qualifiers pronunciation: quite, fairly and pretty speaking and writing: your home town Vocabulary describing towns 1 ★ CPT extra! Speaking activity [after Ex.1] • Ask students to work in pairs to discuss and describe the different types of towns and answer the questions. You could elicit descriptions of what a boom town is in open class to give students an idea of what to say. • In feedback, elicit characteristics from different pairs and see if the class agrees. EXAMPLE ANSWERS 1 boom town = a town that has grown up suddenly, usually for a reason such as the discovery of oil or the building of a large, local factory: characteristics may include being vibrant, possibly half-built, full of new, young people ghost town = a town with no people, often a boom town that went bust, or because a disaster or change in the economy caused people to leave: characteristics may include being empty, derelict, run-down historic town = an old town with buildings and monuments from the past: characteristics may include pretty, touristy, lively, expensive holiday town/resort = a place full of shops and attractions for tourists, often on the coast: characteristics include touristy, expensive, quaint, relaxing industrial town = a town with factories: characteristics may include unattractive, polluted, noisy, commercially successful market town = a small town, often old with a historic square in the centre: characteristics may include attractive, picturesque, sleepy, friendly, local port (town) = a town on the coast with boats or ships and working industry: characteristics may include busy, vibrant, commercially successful regional capital = the capital or main city of a region: characteristics may include vibrant, industrial, interesting, cosmopolitan shanty town = a town of temporary shelters on the edge of a big city built by and for poor people: characteristics may include run-down, unhealthy, deprived, dangerous, lawless spa town = a place where people go to improve their health, often by exercising or having baths in special waters: characteristics may include pretty, historic, sleepy, touristy, interesting, relaxing university town = characteristics may include lively, lots of bars and restaurants, historic buildings, young population 2 Students’ own answers – it depends on where they are from. Unit 3 Design for life 86510_U3_ptg01_061-078.indd 62 3/1/18 4:19 PM Unit 3 Design for life Background information Students may find the difference between a town and a city confusing. Cities are generally larger and more densely populated than towns, and tend to cover a wider area containing suburbs. In the UK, however, some towns are bigger than cities (the industrial town of Warrington, for example, has around 200,000 people whereas the historic city of Oxford has about 150,000). This is because Oxford is a historic city whereas Warrington was a small town which then grew rapidly in the nineteenth century. City status in the United Kingdom is granted by the monarch of the United Kingdom to a select group of communities: as of 2014, there are 69 cities in the United Kingdom – 51 in England, six in Wales, seven in Scotland and five in Northern Ireland. Up to the nineteenth century, a city could only be a city if it had a cathedral. In the US, city is a legal term that means ‘an urban area with autonomous power’. In other words, a city must have its own elected government. If not, then it’s a town. 2 • Ask students to work individually to match opposites. Let them compare answers in pairs before checking with the class. ANSWERS lively – sleepy modern and characterless – quaint scruffy – well-kept self-contained – sprawling Vocabulary notes A lively town has plenty of cafés and restaurants and busy shops; a sleepy town is empty most of the time. If a place is characterless, it just looks like anywhere else – full of typical houses with no interesting or historic buildings; if quaint, a town is attractive in a way that is interesting but perhaps old-fashioned or strange (the word can be used in a negative sense). Scruffy means ‘untidy or uncared for’, e.g. a town with graffiti or over-flowing bins; a well-kept village is one in which everything is carefully looked after, e.g. the flower beds look nice, you don’t see litter, the lawns are mown. Self-contained (when used to describe a town) can mean that it has all the amenities it needs, or that everything is contained within a narrow space; a sprawling town/ community/suburb means that it covers a large area, often with no clear centre or pattern (it has a negative connotation). Reading 3 [19] • Optional step Ask students to read the six sentences and say what type of town (boom town, shanty town, etc.) is being described by the sentences. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWERS 1 Granada 2 Granada 3 Billund 4 Billund 5 Granada 6 Billund Extra activity Ask students to say which of the two towns they would prefer to live in and why. Encourage them to use some of the vocabulary from Exercise 1. Grammar qualifiers 4 • Ask students to read the information in the grammar box and answer the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 a 2 a They come directly before the adjective. b Quite must come before a/an in a noun phrase; rather can be before or after a/an in a noun phrase. c Quite, rather and not particularly come before the main verb (with like, enjoy, want); slightly, rather, a little and a bit come after the verb. Refer students to page 160 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 1 1 wasn’t very good 2 quite a 3 is quite 4 a fairly 5 rather a / a rather 6 a pretty 2 1 a 2 b 3 b 4 a 5 a 3 1 quite/rather 2 fairly/rather 3 not particularly 4 quite/rather 5 pretty 6 slightly/pretty 7 not very • Ask students to read the article and match the statements with the towns. Let them compare answers in pairs before checking with the class. 3a Towns with character 86510_U3_ptg01_061-078.indd 63 63 3/1/18 4:19 PM Unit 3 Design for life Grammar notes Note that there is a difference between American and British English usage when it comes to using quite, pretty and rather. Americans tend to say That’s pretty clear or I’m pretty sure, generally avoiding quite sure (which sounds very British). Americans also avoid rather (which sounds extremely formal and British). So, you will hear It’s a pretty strange place (US English) but It’s a rather strange place (British English). Pronunciation quite, fairly and pretty 7a [20] • Tell students they are going to listen to the two conversations from Exercise 6. Play the recording. Ask students to listen to the conversations and mark the stress on the correct word. Let them compare answers in pairs before checking with the class. ANSWERS 1 It’s quite a long way. (qualifier) 2 Pretty confident. (adjective) 3 It’s pretty cold. (adjective) 4 Yes, it’s fairly important. (qualifier) 5 Yes, she’s quite a well-known actor. (adjective) 6 I quite enjoyed it. (qualifier) When American speakers say quite, they usually mean ‘very’, e.g. I’d definitely recommend her, her work is quite thorough. Speakers of British English sometimes use quite to mean ‘very’, but only before words with an extreme meaning: The whole experience was quite amazing. 5 ★ CPT extra! Grammar activity [after Ex.5] • Ask students to work individually to put the qualifier in the right place in each sentence. Let them compare answers in pairs before checking with the class. • In feedback, ask students to refer to rules from Exercise 4 to explain their choice of answers. Audioscript 1 6 • Ask students to complete the conversations using the qualifiers in the box. Let them compare answers in pairs before checking with the class. • In feedback, ask students to refer to the rules from Exercise 4 to explain their choice of answers. ANSWERS 1 quite (quite comes before the main verb) 2 particularly (qualifier directly before an adjective) 3 pretty or particularly (qualifier directly before an adjective) 4 a little (a little comes after the verb) 5 a bit (qualifier directly before an adjective) 6 fairly (qualifier directly before an adjective) 7 slightly (slightly comes after the verb) a : Is it far? b : It’s quite a long way. 2 a : How do you feel? b : Pretty confident. ANSWERS 1 I always feel pretty excited … (qualifier directly before an adjective) 2 Liverpool used to be a fairly busy port … (qualifier directly before an adjective) 3 We quite wanted to visit … or … there wasn’t quite time. (quite comes before the main verb and before a noun) 4 Industry in the town has declined slightly … (slightly comes after the verb) 5 … we regretted our decision a bit. (a bit comes after the verb) 6 The museum isn’t particularly interesting … or … if you don’t particularly like … (qualifier directly before an adjective; particularly comes before the main verb) [20] 3 a : How’s the water? b : It’s pretty cold. 4 a : Is it urgent? b : Yes, it’s fairly important. 5 a : Is she famous? b : Yes, she’s quite a well-known actor. 6 a : How was the show? b : I quite enjoyed it. 7b [20] • Play the recording again. Ask students to listen and answer the questions. Discuss answers with the class. ANSWERS 1, 4 and 6 (when the qualifier is stressed) have stress patterns which mean ‘but not very’. In 2, 3 and 5, the meaning of the verb or adjective doesn’t change very much (see Grammar and pronunciation notes below). Grammar and pronunciation notes The qualifying adverbs fairly, quite and pretty can be defined as meaning ‘to a fairly large degree’. So, It’s fairly warm means ‘not completely warm but warm to a large extent’. When the qualifier is stressed, the meaning changes slightly. It’s fairly warm means ‘it’s OK – not cold – but not very warm either’. 7c ★ CPT extra! Pronunciation activity [after Ex.7c] • Ask students to work in pairs to practise saying the phrases in Exercise 7a with different stress patterns. 64 Unit 3 Design for life 86510_U3_ptg01_061-078.indd 64 5/31/2019 11:45:57 AM Unit 3 Design for life Speaking and writing my life 8 • Optional step It’s a good idea to ask students to prepare ideas individually first. Set a four-minute time limit for students to read the questions and think of and note down ideas. • Ask students to work in pairs. Tell them to take turns to ask and answer the questions. As students speak, monitor and note any errors students make with qualifiers. • In feedback, find out what students learned about their partners’ home towns. At the end, write up five or six errors you heard in short sentences or extracts on the board. Ask students in pairs to correct the errors. EXAMPLE ANSWERS 1 It’s quite a big town. / It’s a fairly small village. / It’s not a particularly lively town. On the town’s website, it’s described as a very historic place. 2 It’s quite well known for its castle/beer/cheese/ landscape. 3 It used to be a slightly dull place, but it’s changed quite a bit. Now it’s rather a fun place to go out. or No, it isn’t very different now from five/ten years ago. 4 You could visit the museum – it’s very interesting and not very expensive; I wouldn’t bother going to the leisure centre because it’s rather a long way from the centre. 5 I’d recommend Bill’s Restaurant – the food is fairly basic, but it has a great atmosphere and the staff are pretty friendly. 6 I’d definitely ban cars from the centre of town – it often feels quite noisy and polluted. Also the shops are a bit boring. It needs some better clothes shops. 7 Yes, definitely. It’s a fairly convenient place to live and accommodation is quite cheap. or No, definitely not. The job opportunities are pretty poor, and you’re more likely to get a good job in a bigger city. 9 • Ask students to work individually to write a description of what makes their home town special. You could do this in class or for homework. • Optional step If you get students to write in class, try this procedure: Ask students to write down five or six things in note form that makes their town special, and ask them to share their ideas with a partner; ask pairs to look at the article on page 34 to find phrases they could use in their essay to describe their town; ask pairs to decide on how to structure their ideas and how to start and end their description; ask students to write their descriptions; ask students to exchange descriptions with their partner and to give each other spoken feedback on content and accuracy. ANSWERS Students’ own ideas (see article for a model) 3b Compact living Lesson at a glance • • • • • listening: small homes grammar: intensifying adverbs pronunciation: stress in intensifying adverbs vocabulary: adverb + adjective collocations speaking: a bit of luxury Listening 1 ★ CPT extra! Revision activity [before Ex.1] • As a lead-in, ask students to work in pairs to ask and answer the questions. Encourage them to give further details and ask follow-up questions. ANSWERS Students’ own ideas Rooms with typically more than one function: a kitchen that’s also a dining room and/or laundry room, a living room that’s also a dining room, a bedroom that’s a study or office, a bathroom that’s a laundry room, a living room that’s a bedroom at night 2 [21] • Start by asking students to look at the photos and describe them in detail. Can they guess where these homes are? • Play the recording. Ask students to listen and note answers to the questions. Let them compare answers in pairs before checking with the class. ANSWERS Description: the first home looks traditional, small, portable, made of canvas, and clearly typical of a northern climate, whereas the second home looks modern, small, compact, well designed. 1 Photo A is in Russia (a Dolgan home); B is in Hong Kong. 2 The architect is inspired by the Dolgan home because it’s a small living space which is very practical, simple, and very functional. The architect is inspired by the Hong Kong living space because it’s unique and very flexible: you can make 24 different rooms from just one space. Audioscript [21] p = Presenter; j = Jonas Wilfstrand p : Hello and welcome to Your Property. Today we’re going to look at something completely different: small homes – extremely small homes, in fact. The average house size these days is half the size that it was in the 1920s and there are good reasons for that, as we’ll hear. So, I’m very pleased to welcome Swedish architect, Jonas Wilfstrand, who specializes in the design of compact living spaces and who’s going to talk us through this a bit. Jonas, I’ve been looking at compact homes on 3b 86510_U3_ptg01_061-078.indd 65 Compact living 65 5/31/2019 11:52:08 AM Unit 3 Design for life your website, and I must say some of them are really stunning. The timber and glass vacation house with a built-in sauna struck me particularly. But it did make me wonder: is this just a passing fashion or is there something more behind the trend for smaller homes? j: Oh, no, there is definitely a trend for smaller homes – in Britain, but also in other Western countries. One reason is that in large cities we’re incredibly short of space – it’s a really big problem nowadays. The other thing is affordability. A house or flat half the size should in principle cost half the money – although it doesn’t always work out that way. I know, it seems completely wrong, but that’s the way it is now. Unfortunately, for some people that can mean the difference between having somewhere to live or not. p : And where did you get the inspiration for your compact homes? Were they based on something you’d seen? j: Yes – probably a lot of things I’d seen, in fact. But one particular source of inspiration was a people called the Dolgan who live in northern Russia. It’s absolutely freezing there – it can go as low as minus 40 degrees – so a small living space is very practical. The Dolgan houses are shaped a bit like a sugar cube and they’re extremely basic – a single room with two or three beds, a table and a stove. They’re constructed from wooden frames and reindeer skins, which is a great insulator, and they sit on sled runners, so that they can be pulled along by the reindeer. So, when the Dolgan need to move their reindeer to find new places for them to feed, they can literally move house at the same time. It’s so simple. They’ve made the best of available resources and just kept it very functional. I must say, I liked that. p : I guess small often means living more simply. j: 3 Yes, I’ve seen some cabins in California of ten square metres – that’s about 25 times smaller than an average American home – where people had to reduce their possessions to only what was absolutely essential. But small doesn’t always equal simple. The architect Gary Chang, who is another person I’ve been strongly influenced by, lives in an apartment block in Hong Kong that’s only 32 square metres. He’s rethought the concept of living space in a totally unique way using a clever series of sliding walls and moveable built-in units so that he can transform his small apartment into any room he wants – a living room, a kitchen, a library, a bedroom. It’s quite amazing really – there are 24 different rooms he can make from just the one space. [21] • Ask students to read sentences 1–6 carefully. Play the recording again. Students listen and choose the correct answers. Let them compare answers in pairs before checking with the class. • Optional step Point out the phrase ‘there is little room’ in sentence 5. Here, little, used without the article, has a negative meaning – it means ‘a very small amount of room’. Contrast it with ‘there is a little room’ – a little has a more positive meaning. ANSWERS 1 small homes in general 2 cheaper 3 one room 4 their animals 5 belongings 6 move Background information Dolgans are a Turkic people, who mostly inhabit Krasnoyarsk Krai, a region of Siberia in north-central Russia. There are about 8000 Dolgans. Historically, they were nomadic hunters and reindeer herders. Grammar intensifying adverbs 4 ★ CPT extra! Grammar activity [after Ex.4] • Optional step Start by checking the difference between a gradable and ungradable adjective. A clear contrasted example is good and amazing – the ungradable adjective amazing clearly has a much stronger meaning. • Ask students to match the adjectives. Let students compare their answers in pairs before checking with the class. • Optional step In feedback, drill any words with pronunciation or stress problems (see Grammar and pronunciation notes below). ANSWERS 1 e 2 f 3 g 4 a 5 h 6 c 7 d 8 b Grammar note What makes an adjective non-gradable? The answer is that it cannot vary in intensity because it’s an extreme (e.g. freezing, brilliant, awful), or an absolute (e.g. unique, dead, right). Note that some gradable adjectives may seem extreme to students (e.g. mean, generous, clumsy), but English does not see them as such. Tell students not to ‘learn’ non-gradable adjectives but to apply rules and use common sense – words like impossible and awful are clearly extreme, and are probably non-gradable in the students’ L1. A useful test to see whether an adjective is gradable or not is to ask these two questions (if the answer is yes, it’s gradable): Can we use very as an intensifier before it? Can we make a comparative from it: [adjective]-er or more [adjective]? Pronunciation note Note the strong stresses. The following have stress on the second syllable: surprising, important, delighted, original, amazing, essential, attractive, unique. 5 • Ask students to work in pairs and take turns to ask questions using a gradable adjective. You could model this activity first with one of your students. ANSWERS Students’ own ideas 66 Unit 3 Design for life 86510_U3_ptg01_061-078.indd 66 3/1/18 4:19 PM Unit 3 Design for life 6 • Ask students to work in pairs to discuss what the underlined words mean. In feedback, elicit ideas and provide answers. ANSWERS Words that mean ‘very’: really, very Words that mean ‘completely’: absolutely, totally, quite, completely Grammar notes Quite is often used here to mean ‘completely’ – to intensify the adjective. However, with a different stress and intention it can also be a gradable adjective meaning ‘fairly’. Really can be used with both gradable adjectives (really big) and non-gradable adjectives (really enormous). In the example above, kind is a gradable adjective. Pronunication stress in intensifying adverbs 7 [22] • Ask students to listen to the sentences in Exercise 6. Tell them to note where the stress falls. Let students compare answers in pairs. • Ask students to work in pairs to practise saying the sentences. Audioscript [22] (and answers) 1 Yes, you’re absolutely right. 2 That’s really kind of you. 3 Thanks. I’d be very grateful. 4 I’m sorry. It’s totally out of the question. 5 Yes, I’m quite certain. 6 That’s a completely different matter. Pronunciation note Note that intensifying adverbs tend to be very strongly stressed. Gradable adjectives may be stressed or not (if not, they don’t change the meaning of the adjective much). 8 • Tell students to read the information in the language box. Then ask them to look at audioscript 21 on page 182 of the Student’s Book and find the examples specified. Elicit the first answer to get them started. Let them compare answers in pairs before checking with the class. • Optional step Follow up by asking students what other adverbs they could substitute for each adverb they found in the audioscript. Refer students to page 160 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 4 1 It’s very freezing – It’s freezing 2 ✓ 3 ✓ 4 ✓ 5 It’s absolutely important – It’s very/really important 6 an extremely amazing – an (utterly/totally) amazing 7 utterly right – absolutely right 5 1 freezing 2 tired 3 stylish 4 tiny 5 cold 6 stunning 7 exhausted 8 small 6 1 very 2 really 3 incredibly 4 very 5 absolutely 6 incredibly 7 extremely Grammar notes Note that ungradable adjectives can’t be graded – that’s why it’s (generally) not possible to use words like really, extremely and fairly with them. Ungradable absolute adjectives cannot be used with comparatives or superlatives – they are already absolute – you can’t be more unique or more dead. Which intensifying adverb is appropriate to use can sometimes be a matter of collocation and usage. So, absolutely stunning is fine, but utterly stunning is incorrect, and totally stunning is an odd collocation, but one some native speakers will use. Utterly is often used when there is a negative connotation, utterly miserable but not utterly wonderful, but this isn’t always the case – utterly compelling is a common collocation, for example. Note that the following Vocabulary section looks at adverb + adjective collocations. 9 • Ask students to choose the correct intensifier to complete the sentences. Elicit the first answer to get them started. Let them compare answers in pairs before checking with the class. ANSWERS 1 very; incredibly 2 completely; really 3 absolutely; extremely 4 incredibly; very 5 quite; utterly 6 absolutely; completely ANSWERS a extremely small, (very pleased,) incredibly short, really big, very practical, very functional, (extremely basic) b (really stunning,) (absolutely freezing,) absolutely essential, quite amazing c (completely different,) completely wrong, totally unique 3b 86510_U3_ptg01_061-078.indd 67 Compact living 67 3/1/18 4:19 PM Unit 3 Design for life Grammar note EXAMPLE ANSWERS If students have problems with this exercise, refer them back to rules. They have to decide if an adjective is gradable or not first (e.g. in 1, simple is gradable, so we use very). Then they have to decide if an adjective is extreme or absolute (e.g. in 6, ridiculous is extreme and unaffordable is absolute). 1 learning the piano, learning a foreign language, learning code 2 wanting to be an astronaut, or to be a millionaire by the time they are thirty, wanting to be a famous singer or actor 3 asking motorists to drive more sensibly to reduce pollution 4 a race when someone fell over, a team which reached a final but didn’t win (on penalties or after a last-minute mistake) 5 Students’ own answers 10 • Ask students to complete the sentences in their own words. Elicit the first possibility to get them started. Give students a few minutes’ preparation time. • Let students compare ideas in pairs or small groups before sharing as a class. Speaking EXAMPLE ANSWERS 14 1 I would only eat worms/bugs/grass if I was absolutely desperate. 2 I get really/extremely irritated by people who moan all the time. 3 The last time I was really/incredibly tired was when I completed the London Marathon. 4 It’s totally/completely wrong to let children run around on trains. 5 I think babies/diamonds are absolutely gorgeous. 6 I’m absolutely certain that good health is what’s most important in life. • Start by going through the luxury features in the box and making sure students know all the words (ensuite bathroom = a bathroom that is connected to a bedroom; walk-in = big enough to walk inside). You could also elicit other luxury features (e.g. heated indoor pool, roof garden, hot tub or whirlpool bath, helipad, recording studio). Vocabulary adverb + adjective collocations 11 • Ask students to look at the example sentences and work out the meaning and use of strongly from the context. my life • Organize the class into new pairs. Ask students to discuss the features and choose three which they would most like to have. Encourage them to say why, and ask each other follow-up questions. Remind them to use structures from the lesson as they speak. • Optional task The main aim here is to ensure students are using intensifying adverbs appropriately in a fluency activity. Monitor as students speak and note errors of use which you could write on the board at the end for students to correct. You could also provide feedback on situations when they might have used adverbs but failed to. ANSWERS It means ‘very’. 12 ★ CPT extra! Vocabulary activity [after Ex.12] • Ask students to read the collocations in the box and decide which two have different meanings to very or absolutely. Let students compare ideas in pairs before checking with the class. I’d absolutely love to have a home cinema, because there are so many films now with really amazing special effects that you can’t appreciate on a small screen. An ensuite bathroom would be absolutely brilliant. They’re incredibly luxurious and I think it’s perfectly reasonable to have one. ANSWERS Extra activity The two cases where it is not the case are: mildly amusing (= quite amusing), vaguely familiar (= a little bit familiar). Ask students to research pictures or articles on a famous celebrity’s home (e.g. George Clooney’s mansion in England; Bruce Willis’ apartment on 5th Avenue). Students prepare a presentation on the house’s features in a future lesson, incorporating intensifying adverbs and recyling some of the adverb + adjective collocations from the lesson. 13 • Ask students to work in pairs to think of their own examples for each situation 1–5. Let pairs compare their ideas with other pairs before checking with the class. 68 EXAMPLE ANSWERS Unit 3 Design for life 86510_U3_ptg01_061-078.indd 68 3/1/18 4:19 PM Unit 3 Design for life 3c The paper architect Lesson at a glance • • • • reading: Zaha Hadid critical thinking: summarizing word focus: ground speaking: how spaces affect you Reading 1 ★ CPT extra! Revision activity [before Ex.1] • Optional step Brainstorm words and phrases students would use to describe the architecture in the photos: modern, huge, sweeping, visually stunning, etc. • Ask students to look at the photos and answer the questions. You could do this open class or in pairs. ANSWERS Students’ own answers 2 [23] • Ask students to read the article and choose the best summary. Let them compare answers in pairs before checking with the class. Encourage them to justify answers with reference to the text. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWER c Background information Dame Zaha Mohammad Hadid (1950–2016) has been described as ‘the Queen of the curve’ and as someone who ‘liberated architectural geometry, giving it a whole new expressive identity’. She grew up in Baghdad, Iraq’s capital, but at the age of twenty-one (in 1992) she moved to London to study architecture. She later became a naturalized British citizen. 3 • Tell students to read the questions carefully. • Ask students to read the article and note answers to the questions. Let them compare their answers in pairs before discussing as a class. In feedback, ask students to justify answers by referring to the text. ANSWERS 1 Because (at first) her designs weren’t actually built – they just remained drawings. 2 It means people wanted to employ her as an architect to design buildings. 3 She was in a profession that was dominated by men and it was conservative (it didn’t like new ideas). 4 She sketched her ideas in the form of an artist’s drawing. 5 They didn’t think the buildings could actually be built. 6 She thought that a new building should be practical as well as innovative. 7 The building has lots of natural light and dramatic angles, so that pupils can view the activity of other students from different perspectives. 8 She will be remembered as someone who made an enormous impact on architecture. Vocabulary notes 2 The compound adjective sought-after – from the phrasal verb to seek after – is usually associated with people who become so famous or well known in their particular profession that they are in demand and everybody wants to employ them or have them associated with what they are doing. Critical thinking summarizing 4 • Explain to students that it is useful to be able to summarize the message or arguments of a text accurately. Ask students to work individually to read the article carefully and underline key adjectives and nouns that describe the listed points. • Do not check answers at this point as students will compare their answers as part of Exercise 5. ANSWERS Zaha Hadid’s designs: bold and daring, innovative, imaginative, original(ity) Her character: determined, innovative, something of an outsider Her buildings: new and different, complex curved forms, innovative, practical, with natural light, dramatic angles and multiple viewpoints Her position in the world of architecture: groundbreaking, an outsider, enormous impact The effect of her buildings on the user: surprised and charmed 5 • Ask students to work in pairs to compare their answers to Exercise 4. Then tell them to work together to use these answers as notes to compose a summary. • As students work, monitor and help with ideas and vocabulary. You could ask students to compare summaries with another pair at the end. • In feedback, you could display the example summary given below, and ask students to compare their version with it, or you could ask one pair to read out a summary, and ask other students to suggest ways of adding to it or improving it. • Optional step Another way of doing this activity is to ask students to produce a spoken rather than a written summary. 3c The paper architect 86510_U3_ptg01_061-078.indd 69 69 3/1/18 4:19 PM Unit 3 Design for life EXAMPLE ANSWERS Extra activity Zaha Hadid’s designs were bold and daring, and were often praised for being imaginative and original. She was a determined architect in a profession where it was difficult for women architects to be successful. Her buildings were new and different, and whilst she wanted to work with complex, curved forms, one of her main considerations was that they were practical for the user. Hadid was praised as being a ground-breaking architect, who made an enormous impact on the profession, though she was also perhaps an outsider. Her use of innovative designs and ideas meant that her buildings surprised and charmed people. Organize the class into pairs. Ask students to find four or five other common uses of ground in a learner’s dictionary and to write personalized sentences showing their meaning. Ask pairs to share sentences with another pair. Possibilities: be on shaky ground = when you are unsure of whether you are right or not; run somebody into the ground = make them work until they are exhausted; be on firm ground = have a strong point; go over the same ground = repeat the same argument/information. Word focus ground 6 • Ask students to work in pairs. Tell them to look at the expression in bold from the article and discuss what they think it means. Encourage them to use the context of the text to work out the meaning. Elicit ideas. • Tell student to do the same with the expressions using ground in sentences 1–5. Let them compare answers in pairs before checking with the class. ANSWERS To break new ground means ‘do something new and different (or innovative) in your particular area or profession’. 1 start and be successful 2 on the basis that; for the reasons that; because 3 talked about many things/topics 4 remains realistic about life 5 held onto what he believed in, in spite of opposition Vocabulary notes Note the two different meanings of ground and grounds. In the figurative expressions using ground, the original meaning of the word refers to a piece of land or the top part of the Earth’s surface, but grounds (used in 2) has a different meaning – it refers to the reasons people say or do something (e.g. legal grounds; reasonable grounds for a complaint). 7 ★ CPT extra! Word focus activity [after Ex.7] • Ask students to work in small groups. Students think of a personal example for each situation 1–3 using the expressions from Exercise 6. Tell them to share their ideas with the group. EXAMPLE ANSWERS 1 The manager of our local football team always keeps his feet on the ground – even when we win, he doesn’t get too excited – he just tells us to work even harder next time. 2 My parents wanted me to go to university, but I stood my ground – I went to drama college instead. I’m now an actor – a dream come true! 3 Companies like Apple and Sony are always breaking new ground by bringing out totally new and innovative products. 70 Speaking my life 8 • Explain to students that they are going to discuss different public buildings or spaces that people sometimes say they don’t like being in. Read the list of five public places. • Ask students to work in pairs or small groups to discuss the places and how they tend to feel in each of them. Students are likely to follow the theme and focus on negative emotions, but allow positive reactions if students express them. • In feedback, invite individual students to report back on what they and their partner/group felt about one of the places. EXAMPLE ANSWERS 1 nervous, anxious, uneasy – because you are not looking forward to the possible discomfort of dental surgery; irritated, annoyed, uncomfortable – because the room may be hot or crowded or you may be made to wait beyond your appointment time 2 anxious, afraid – because you fear closed spaces; hot, uncomfortable, sick – because lifts are often hot and make some people feel sick; relaxed, absent minded – if you don’t mind lifts or small spaces 3 bored, uncomfortable, tired – they are large, empty, airless, crowded places; tired – often you have to walk everywhere with big bags; nervous, anxious – many people fear flying, others are nervous about missing flights; excited, impatient – if you are comfortable with flying and are going on holiday 4 uncomfortable – the chairs may be hard or you may not have much space; irritated, annoyed – poor sightlines or acoustics; interested, engaged – if you enjoy learning and the content of the lecture is good 5 isolated, uncomfortable, bored – you can feel alienated by being in an empty place or in a place where people can look over your shoulder; supported, motivated – if you are someone who works well with other team members around you 9 • Organize the class into groups of three or four. Tell groups to choose one of the public places in Exercise 8 and discuss ideas for improving the space. Set a five-minute time limit and monitor to help with ideas and vocabulary. • When students are ready, invite each group to take turns to present their ideas to the class. Unit 3 Design for life 86510_U3_ptg01_061-078.indd 70 3/1/18 4:19 PM Unit 3 Design for life EXAMPLE ANSWERS Students may have many ideas, for example, using relaxing music to relieve anxiety, using different colours that are associated with positivity, using plants and other décor to make places feel less empty or forbidding, dividing large spaces up so they feel more cosy, subduing lighting so places are more relaxing, having comfortable armchairs and sofas, having lecture halls on a slope or in curves in order to make them feel friendlier and improve acoustics. Extra activity Ask students to work in groups to think of four or five design ideas to improve the school or classroom environment they are in. 3d A lot to recommend it Lesson at a glance • real life: expressing opinions • pronunciation: linking vowel sounds (intrusion) Real life expressing opinions 1 • Optional step Start with some images of places students could describe. If students are all from the same city or country, find relevant images for students to recall and describe. If students are from different places, and you have internet access in the classroom, ask students to research a place to describe first. • Ask students to work in pairs to take turns to describe a public work of art they know. In feedback, invite a few students to share with the class what their partner described and why they liked or disliked it. ANSWER Students’ own ideas 2 • Ask students to look at the photo and the caption and discuss the questions in pairs or in open class. EXAMPLE ANSWERS 1 Students’ own ideas 2 a popular, well-known or even a controversial work of art can attract visitors to a city centre, thus bringing customers to shops; can bring a sense of civic pride to locals; can work as a centre point to a town or city – a place to meet; can inspire other artists, especially local ones Background information Crown Fountain is an interactive work of public art and video sculpture situated in Chicago’s Millennium Park, which is the number one tourist attraction in the Midwestern United States. It was designed by Catalan artist Jaume Plensa and executed by Krueck and Sexton Architects, and it opened in July 2004. The fountain is made of a black granite reflecting pool placed between a pair of glass brick towers, which are over fifteen metres tall. The towers use LED screens (light-emitting diodes) to display digital videos on their inward faces. It cost $17 million to build. Cloud Gate is a public sculpture by Indian-born British artist Anish Kapoor. It’s made of stainless steel and is nicknamed the Bean because of its shape. It forms the centrepiece of the main plaza at Millennium Park. 3 [24] • Tell students that they are going to listen to two people discussing a proposal for a public work of art in a city. • Play the recording. Students listen and note answers to the questions. Let them compare answers in pairs before checking with the class. 3d A lot to recommend it 86510_U3_ptg01_061-078.indd 71 71 3/1/18 4:19 PM Unit 3 Design for life ANSWERS 1 a sculpture which features quotes and jokes by famous local people 2 The first speaker is in favour, the second speaker is against. Audioscript [24] a : Have you seen these pictures of the artwork that’s being proposed for the main square in the city centre? b : No. Er, what is it? a : It’s a sculpture in the shape of an open book, and quotes and jokes by various famous local people appear on the page electronically. b : Oh, I see. a : Yeah, the quotes change every few minutes. I think it’s rather clever. What do you think? b : Well, yeah, it looks quite fun, but I have to say, I didn’t get the idea straightaway – not until you explained it. Personally, I’d rather have something a bit more artistic, if you know what I mean. I’m also not convinced that it’ll stand the test of time. I imagine people will get bored of it pretty quickly. a : Oh, no. I disagree. I reckon people – both locals and visitors, that is – will really like the fact that it tells you something about the city – in the sense that it features people that have been part of our history. I don’t think you should underestimate the value of the educational aspect. b : Yeah, I see that and I’m all in favour of something that’s relevant, or rather that reflects our heritage, but I’m afraid it just seems a bit ugly to me. a : Well, for me, it’s very important that it’s something interactive – not just a static artwork – because that’s more likely to attract people to the square. It’s fairly clear that’s what the artist is hoping, anyway. 4 • Ask students to read the text and discuss the questions in pairs. How you manage this will depend on your class – if you have a variety of nationalities, use the opportunity to find out how varied your students’ ways of expressing opinions are, and whether this may be as a result of cultural differences. ANSWER The directness of your answer depends on your relationship to the person, but it’s also true that different cultures vary too (see Background information below). Background information There are times when we disagree, but expressing disagreement comes more easily to some cultures than to others. Here is a humorous take on the issue from Quartz Media website which you may wish to share with your class: 72 Germans disagree openly, considering it to be the most honest way. Americans and Finns are also admirably frank and direct. French people disagree openly, but politely. In the East Asian cultures, open disagreement is taboo – indeed most Asians are nervous about it. British people also dislike open conflict and use various instances of coded speech to soften their opposition in conversation. The examples below indicate how ways of expressing disagreement may be affected by Swedish love of consensus, Chinese fondness for ambiguity, Italian indirectness, Japanese concern about loss of face, American cynicism, Swiss correctness, Filipino deference to superiors, Brazilian cheerfulness, and Finnish humorous reticence. I don’t agree. (German) I’m afraid I don’t share your opinion. (French) I agree, up to a point. (British) Let’s agree to disagree. (British) We agree. (Japanese) We agree if all of us agree. (Swedish) We agree and disagree at the same time. (Chinese) Have another cup of coffee. (Finnish) I agree with you, but I don’t think my board of directors will. (Swiss) You gotta be kidding. (US) You are the boss. (Filipino) I suppose anything’s possible. (Brazilian) Let’s go and have a Campari and talk about it tomorrow. (Italian) Website reference: https://qz.com/117519/how-differentcultures-say-i-disagree/ 5 [24] ★ CPT extra! Speaking activity [after Ex.5] • Play the recording again. Students listen and complete the arguments that each speaker gives. Let students compare their answers in pairs before discussing as a class. • Optional step Pause the recording if necessary to give students time to write. ANSWERS 1 rather clever 2 a bit more artistic 3 stand the test of time 4 tells you something about the city 5 a bit ugly (to me) 6 something interactive (not just static) Vocabulary note stand the test of time = to still be popular, relevant or considered attractive many years from now 6 • Ask students to look at the expressions in the language box and decide which are used to agree, disagree politely, disagree or give an opinion. Let students compare their answers in pairs before discussing as a class. Unit 3 Design for life 86510_U3_ptg01_061-078.indd 72 3/1/18 4:19 PM Unit 3 Design for life 7b ANSWERS Agree: I agree completely. / Absolutely. Disagree politely: It seems a bit … to me. I don’t think you should underestimate … I can see that, but … I’m not (entirely) convinced that … Disagree: I’m against … I disagree. / I don’t agree. Give an opinion: I think … / I reckon … I have to say, … Personally, I … For me, … / If you ask me, … It’s pretty obvious that … / It’s fairly clear that … I’m (all) in favour of Pronunciation linking vowel sounds (intrusion) 7a [25] • Play the recording. Students listen and say which consonant sounds (/w/ or /j/) are used to link the vowel sounds in each of the sentences. ANSWERS 1 /j/ 2 /w/ 3 /w/ Audioscript 4 /j/ 5 /j/ 6 /w/ [25] 1 Have you seen the artwork? 2 It’s more likely to attract people. 3 If you ask me, … 4 I disagree about the cost of it. 5 I expect you’re right. 6 I’m not so interested in architecture. Pronunciation notes In natural speech, the consonant sounds /w/, /j/ or /r/ are inserted – intruded – when one word ends with a vowel sound and the next word begins with a vowel sound. This simply comes naturally to a native speaker because it makes the phrase easier to say. If a word ends with an /ɪ/ or /i:/ sound (including diphthongs – /eɪ/, /aɪ/, etc.), we use /j/ to separate the word from the following vowel. If the word ends in a /ʊ/ or /u:/ sound (including diphthongs – /eʊ/, /aʊ/, etc.), we use a /w/. If the word ends in any other vowel, we use /r/. • Ask students to practise saying the sentences in Exercise 7a in pairs. • Optional step Ask students to listen and repeat the words on the recording before they practise on their own. 8 • Organize the class into pairs or groups of four or five. Ask students to read the proposals on page 154 of the Student’s Book carefully. Tell them to discuss their opinions of the proposals, using the expressing opinions phrases from the language box. • Optional step You could give students a minute or two to look back at the expressions and decide which ones to use before speaking. • As students speak, monitor their performance. Note down errors students make, focusing on how they express opinions. In feedback, write some errors on the board and ask students to correct them. EXAMPLE ANSWERS I reckon we should choose the carousel – it’s representative of the city’s history and could be funded by business. It seems a bit childish to me. Personally, I think we should go for the LED screen – the community will be able to interact with it. I’m not entirely convinced by that. It seems a bit complicated to me. Extra activity One way of adding interest to an opinion gap activity of this type (Exercise 8) is to give students roles to play. Consider the ideas in the Teacher development section below and use them for opinion gaps. Teacher development Roleplay If students are reticent or do not have strong views on a subject, it can be useful to add a roleplay element to opinion gap activities. Here are some ideas: 1 Assign roles and a task. Here, for example, tell students they are at a council meeting. In groups of four, one student must be the impartial chairperson, one person an advocate of the LED screen, one person an advocate of the Carousel, and one person a representative of local people. 2 Assign ‘hats’. Draw a Red hat (angry and aggressive), Blue hat (calm and inclusive), Green hat (open and optimistic) and a Black Hat (cynical and pessimistic) on the board. Tell students what the hats represent. Students in groups choose a hat and play their role in the manner of that hat (e.g. they are angry when arguing if wearing a red hat). You could then tell students to change ‘hats’ and replay the activity. 3 Assign teams. Ask students to read the two proposals and to go to different corners of the room depending on which proposal they support. So, supporters of the LED screen go to Corner A, the Carousel’s supporters go to Corner B, and the undecided go to Corner C. Each group prepares things to say to support their view. Organize the activity as a mingle in which students approach people from other teams and try to persuade them to adopt their point of view. 3d A lot to recommend it 86510_U3_ptg01_061-078.indd 73 73 3/1/18 4:19 PM Unit 3 Design for life 3e Old and new Lesson at a glance • writing: an opinion essay • writing skill: discourse markers Writing an opinion essay 1 • Ask students to look at the photo and discuss the questions open class or in pairs. Elicit ideas. EXAMPLE ANSWERS Yes: a dramatic contrast; symbolizing the old and the new; new buildings are functional and old buildings tend to be attractive so together they make a business area of a city interesting No: the contrast is too great; the modern building dwarfs the old one; it takes away from the old building – we can’t admire it because it’s surrounded by something too different and there is no space around it Background information The photo shows the Old State House (built in 1713) of Boston, Massachusetts, USA, in front of a modern city skyscraper. The Old State House is said to be the oldest and most important building in American history prior to the Revolution. 2 • Ask students to work individually to read the essay question and the essay and note answers to the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 The writer thinks that we should allow modern buildings to be built next to older buildings (as long as the new building is pleasing and does not dominate too much). 2 He says modern architecture can fit with buildings from another period, and that they can actually enhance the area. He says there are many successful examples in existence. 3 There are examples of modern buildings that have spoiled an area. 3 • Read out the four key elements of an opinion essay to your class. Ask students to read the essay again and find each element. They then establish what the correct order of the elements is. Let students compare the order they have decided on in pairs before checking with the class. ANSWER The correct order is: d, b, a, c 74 Vocabulary notes You may want to check these words from the essay: enhance = improve preserve = keep contribute to = here, help add to Writing skill discourse markers 4a • Explain that the writer uses certain phrases, or discourse markers, to present his ideas. Ask students to read the essay again and match the underlined discourse markers with the correct function (1–5). Let them compare answers in pairs before checking with the class. ANSWERS 1 In my view,; I suspect that; I believe that 2 Having said that,; Admittedly, 3 Indeed,; After all, 4 in other words, 5 In conclusion, 4b ★ CPT extra! Writing skill activity [after Ex.4b] • Ask students to complete the text by using discourse markers from Exercise 4a. ANSWERS 1 In my view 2 Indeed / After all 3 Having said that / Admittedly 4 I believe that / In my view 5 In other words 5 • Ask students to write an opinion essay in answer to the question. • Optional step 1 Organize the class into pairs. Ask students to work individually to decide on their view and write three or four arguments in note form to support that view. Ask them to prepare two or three arguments against their view. Tell students to exchange or discuss their notes with their partner. Once students have shared notes, tell them to look back at the four key elements in Exercise 3 and to plan out what they are going to write based on that order of paragraphs. • Optional step 2 Students work individually to write their essay based on their plan and notes (you could set this as homework at this stage). 6 • Ask students to work in pairs to exchange and compare essays. Encourage students to give each other useful feedback on what they have written using the questions in the Student’s Book. • You could ask students to rewrite or revise their work based on this feedback before handing it to you for marking. Unit 3 Design for life 86510_U3_ptg01_061-078.indd 74 3/1/18 4:19 PM Unit 3 Design for life 3f A story of solutions Before you watch 1 • Ask students to look at the photo and discuss the questions. You could do this activity open class or in pairs. In feedback, elicit ideas but don’t correct students’ ideas as they will find out more when they watch the video. EXAMPLE ANSWERS The fire station acts as a central point for storing the vehicles and equipment needed to fight fires and help at other emergencies. Firefighters work there and spend a lot of their time there training and preparing to go out to emergencies and fight fires. Their job is probably challenging, dangerous, unpredictable and very varied. They are probably required to work shifts. When they are not involved in incidents, their working days may be boring. 2 • Ask students to read and add to the list of public buildings or buildings that serve the community. Encourage students to discuss the questions in pairs or small groups. Elicit a few ideas in feedback. EXAMPLE ANSWERS Other buildings: local shop or minimarket, doctor’s surgery, vet’s surgery, nursery school, primary school, garage or petrol station, pub, church, mosque, cinema 1 Villages or small communities are likely to only have a post office and perhaps a community centre. 2 Many people think that having a local shop or post office is vital. People in small communities also value a community centre as a way of meeting people. In the UK, small communities often have a pub and a church, which many see as important. A local primary school is important to young families. People don’t expect to have a fire station or hospital but often aim not to live too far from one. While you watch 3 [3.1] • Ask students to watch the start of the video (0.00 to 0.14) and note what they see. Let students compare their answers in pairs before discussing the questions as a class. ANSWERS Things seen in the video: straight road, barns / long buildings, trees/ants, a small store/shop, a pick-up truck, cows, fields, houses on bricks 1 very small, one street town, only 184 inhabitants, rural, quiet, not rich 2 wooden or temporary-looking, nothing very new, the houses were elevated on bricks 4 [3.1] • Ask students to watch the whole video and note answers to the questions. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 old 2 architecture plans or design 3 functional, simple 4 a grass fire 5 various activities: cutting, sawing, assembling, drilling, sanding, welding 6 children Background information Newbern is a town in Hale County, Alabama, United States. The US Census of 2010 showed that the town had a population of just 186 people, compared to 231 documented in the 2000 Census. Greensboro is a larger town of about 2000 people that is near Newbern. Videoscript 3.1 0.00–0.39 Sarah Curry A lot of homes were burning down. The closest fire station was in Greensboro. So by the time the Greensboro fire department was running down the … like fifteen-minute drive to get to anyone’s house in Newbern, Alabama, not only the house probably already burned down, but then their fire insurance goes up. So they have to deal with that on top of being homeless and working on finding a new place to live. 0.40–1.04 Andrew Freear We got together as a community, as a group and said, ‘How can we do this?’ So their focus was the organization and we were able to help them with the building, ’cos that’s what we do, right? 1.05–1.09 The firehouse – that was the first public building in Newbern for 110 years. 1.11–1.25 Patrick Braxton The first time we got a call out and thing it was like, everybody, they were like, ‘For real?’ We had a grass fire. We treated it like a house fire. Everybody come, suit up, that was our first call. 1.26–1.30 Interviewer How many people do you typically need for a grass fire? 1.31–1.32 Braxton 1.33–1.34 with you? Interviewer 1.35–1.36 Braxton Two or three. How many people did you have I think about 32. 2.10–2.18 Freear The firehouse had a very practical need in this community in much the same way I would say as the library is. 2.28–2.33 Frances Sullivan The Newbern Library has the potential to be the most profound project Rural Studio ever built. 2.34–2.43 Freear Like Frances Sullivan did to come to me and say ‘We need a library in Newbern. You gonna really help have an impact in Newbern, help us with a library.’ 2.44–2.50 Kesha Jones This is beautiful. Whatever you’ve done for Newbern is a godsend. And I don’t know what made you choose here, but … 3f A story of solutions 86510_U3_ptg01_061-078.indd 75 75 3/1/18 4:19 PM Unit 3 Design for life 2.51–2.53 to be here. Freear Well, I didn’t, but we’re all really happy 2.54–2.55 Jones And I’m glad you came. 2 ‘The Newbern Library has the potential to be the most profound project Rural Studio ever built.’ What does most profound mean? 2.56–3.05 Curry Rural Studio is a community, because we’re all working towards the same goal as a team. And Hale County is also working towards that same goal as a team. 3.06–3.17 Sullivan Architecture has the potential to be the solution. But it is not the sole solution. It can be a catalyst. It’s the people in the end that make the difference. 5 a most significant b largest c most impressive 3 ‘Whatever you’ve done for Newbern is a godsend.’ What does a godsend mean? [3.1] ★ CPT extra! Video activity [after Ex.5] • Ask students to watch the video again and complete the summary. You will need to play and pause so that students have time to write missing words. Let students compare their answers in pairs before discussing as a class. a a respected action b a happy accident c a very fortunate thing 4 Architecture … is not the sole solution. What does sole mean? a best ANSWERS 1 burn down; insurance; homeless 2 organization; the building 3 thirty-two 4 library 5 chose; glad 6 same goal 7 solution; people After you watch Vocabulary in context 6a [3.2] • Explain that students are going to watch some clips from the video which contain some new words and phrases. They need to choose the correct meaning of the words. • Play the clips. When each multiple-choice question appears, pause the clip so that students can choose the correct definition. You could let students compare answers in pairs before discussing as a class. ANSWERS b easy c only 5 Architecture … can be a catalyst. What does a catalyst mean? a something that gives hope b something that helps c something that causes change 6b • Tell them to complete the sentences in their own words then work in pairs and share them with their partner. Encourage students to ask follow-up questions and make it a short, personalized discussion. ANSWERS 1 The sole reason that I learn English is to improve my job prospects. 2 Winning the singing contest was a catalyst for my career in show business. 3 The book, Catcher In the Rye, had a profound effect on me when I was younger. 1 b 2 a 3 c 4 c 5 c 7 Vocabulary notes • Ask students to read the viewer comments about the video and then discuss them in pairs. For real? = this is an example of American slang – it’s similar in meaning to Really? or I don’t believe it! a godsend = literally, sent by God – so, you could describe a person who is really helpful as a godsend, or money you suddenly inherit which helps you fulfil a dream as a godsend • In feedback, ask different pairs to say which comment they chose as being the closest to their own impression. You could follow up by asking students to write their own personal comment. ANSWERS Students’ own ideas Videoscript 3.2 1 ‘… everybody, they were like, “For real?”’ What does For real? mean? a Is this the best moment? b Can this be true? c Are we ready for this? 76 8 ★ CPT extra! Project work [after Ex.8] • Ask students to prepare a presentation on a new building for their community. You could start by eliciting ideas from the class (especially if they all come from the same town). Alternatively, you could set this activity up by describing a building you think your community needs. Unit 3 Design for life 86510_U3_ptg01_061-078.indd 76 3/1/18 4:19 PM Unit 3 Design for life • In feedback, ask different students to present their ideas to the class, or organize students into groups of four or five to make presentations to their group (this works better in a large class). ANSWER Students’ own ideas Extra activity Ask students to say which of the following pairs of places they would choose to have near their home and why: a cinema / a theatre a library / a bookshop a coffee shop / a restaurant a park / a swimming pool UNIT 3 Review and memory booster ★ CPT extra! Language games Memory Booster activities Exercises 3, 6 and 8 are Memory Booster activities. For more information about these activities and how they benefit students, see page 10. I can … check boxes As an alternative to asking students to simply tick the I can … boxes, you could ask them to give themselves a score from 1 to 4 (1 = not very confident; 4 = very confident) for each language area. If students score 1 or 2 for a language area, refer them to additional practice activities in the Workbook and Grammar summary exercises. Grammar 1 • Ask students to look at the photo and say what they think the building is used for. Then tell them to read the text and check their ideas. ANSWER It is an aquatics centre and is used for swimming. 2 • Ask students to work individually to choose the correct options. ANSWERS 1 really 2 quite 3 extremely 4 rather 5 particularly 6 completely 7 pretty 8 quite 9 really 10 incredibly 3 ❯❯ MB • Ask students to work in pairs to look at the adjectives which follow the modifiers or intensifiers in the text in Exercise 2. Tell them to classify them into the three categories a–c. ANSWERS a rare, practical, pleasing, dramatic b remarkable, spectacular c organic, still Vocabulary 4 • Ask students to complete and then categorize the phrases. Unit 3 Review and memory booster 86510_U3_ptg01_061-078.indd 77 77 3/1/18 4:19 PM Unit 3 Design for life ANSWERS 1 bedroom 2 bitterly 3 brick 4 built 5 sprawling 6 storey 7 suite 8 wildly 9 walk House: 1, 7, 9 Town: 4, 5, 6, Adverb + adjective: 2, 8 5 • Ask students to work in pairs to describe the places in the pictures using the adjectives. • Elicit any further adjectives or phrases that could describe the photos. EXAMPLE ANSWERS Students’ own answers Picture 1: characterless, compact (apartments), imposing, modern Picture 2: quaint, sleepy Picture 3: compact, quaint 6 ❯❯ MB • Ask students to work in pairs to describe a place they know. Encourage them to use adjectives from Exercise 5. ANSWERS Students’ own answers Real life 7 • Ask students to match the sentence beginnings and endings. EXAMPLE ANSWERS 1 e 2 f 3 c 4 a 5 g 6 d 7 b 8 ❯❯ MB • Ask students to work in pairs. They should give their opinions about an idea to create a small zoo in their local city. Encourage students to use the expressions in Exercise 7. 78 Unit 3 Design for life 86510_U3_ptg01_061-078.indd 78 3/1/18 4:19 PM Unit 4 Innovation Opener 1 ★ CPT extra! Vocabulary activity [after Ex.1] • Ask students to work in pairs to discuss the photo and caption. In feedback, elicit ideas from students. ANSWERS Students’ own ideas Background information The term ‘cyborg’ applies to an organism that has restored function or enhanced abilities due to the integration of some artificial component or technology. A ‘cyborg woman’, therefore, is a person whose body contains mechanical or electrical devices and whose abilities are greater than the abilities of other humans. Cyborg is often used to describe a creature or person that is part human and part machine in science fiction stories (e.g. the Six Million Dollar Man, Darth Vader, RoboCop, Iron Man). The term has been placed in inverted commas in the caption because cyborgs still largely only exist in the realms of science fiction. However, increasingly, ‘bionic’ body parts (artificial, typically electromechanical body parts) are being created, e.g. 3D printed ears, bionic hands and limbs that can be controlled by the brain, artificial retinas in eyes and so on. Strictly speaking, anyone with a bionic body part is a cyborg. 2 [26] • Tell students that they are going to listen to a news report about bionic body parts. Tell them to read questions 1–4 carefully. Explain that ear buds are a type of earphones that go inside the ear and are therefore less noticeable than other types of earphones. • Optional step Ask students to use the questions to predict what the news report will be about. • Play the recording. Students listen and note answers to the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 She was (virtually) blind. 2 Immediately after the operation she could see light and colour and later she could identify nearby objects. 3 They are for anyone and they help people hear better by allowing the wearer to choose which sounds to ignore and which to focus on. 4 whether bionic body parts will actually be more efficient than our own biological body parts Audioscript [26] A woman who has been virtually blind for the last six years has spoken about her happiness at being able to see again after surgeons at Oxford’s John Radcliffe hospital inserted a tiny electronic chip into the back of her right eye. Within seconds of switching the device on, Rhian Lewis was able to see light and colour in a way that had been impossible before. It’ll probably take months for Lewis to train her brain to see properly again but the early signs are extremely positive; she can already distinguish nearby objects like knives and forks on a table. Bionic body parts are a fast-developing technology which don’t have to be only for people with disabilities. New ear buds developed by a company in San Francisco promise to help anyone hear better by allowing the wearer to choose what sounds to ignore and what to focus on. For example, they can filter out the background noise in a busy restaurant or amplify surrounding sounds when you are riding a bicycle. All this raises the question of whether it is likely that one day in the not so distant future, bionic body parts will actually be more efficient than our own biological body parts. Background information The John Radcliffe Hospital is a large teaching hospital and a leading centre for medical research. It’s the main teaching hospital for Oxford University and Oxford Brookes University, and incorporates the Oxford University Medical School. The hospital is named after John Radcliffe, who was an eighteenth-century physician. 3 [26] • Ask students to read sentences 1–5 and note the verbs in bold. Tell them to work in pairs to try to replace these verbs with the more scientific verbs used in the news report. • Play the recording. Students listen to the news report again and check their answers. ANSWERS 1 inserted 2 train 3 distinguish (= to see and recognize the difference between things) 4 filter out 5 amplify Vocabulary notes distinguish = to see and recognize the difference between things filter out = to choose to ignore; to remove something that’s not wanted and leave just what’s needed amplify = to make sounds louder 4 • Optional step Give students a minute or two to think of and prepare ideas before asking them to speak. • Ask students to work in pairs or small groups to share ideas. In feedback, elicit some ideas from each pair or group. 79 86510_U4_ptg01_079-095.indd 79 3/1/18 4:19 PM Unit 4 Innovation EXAMPLE ANSWERS Students’ own answers bionic legs: could help you run faster, jump higher, swim faster, etc., legs won’t get tired or suffer muscle strain or pulled muscles, legs won’t get conditions such as arthritis in the joints, you could choose what length your legs are and therefore your height, you could have interchangeable different kinds of legs for different activities a bionic hand: could help you grip things more tightly, you could hit things without it hurting you, you won’t get arthritis in old age, your hand muscles wouldn’t get tired a bionic eye: could help you see further or more clearly, you won’t need to wear glasses, you might be able to add special filters, e.g. to be able to see in the dark bionic skin: you won’t get sunburn; could be more resistant to cuts and bruises, it won’t age like ordinary skin, it could look smoother and more uniform than human skin 4a Shrink it, bend it, fold it Lesson at a glance • • • • reading: bendable technology wordbuilding: -able grammar: future probability speaking: future solutions Reading 1 • Optional step Pre-teach shrink (= make smaller), bend and fold (use mime, e.g. bend your Teacher’s Book, then fold a piece of paper). • Organize the class into pairs to discuss the questions. Elicit ideas open class with your students in feedback. EXAMPLE ANSWERS 1 shrink: many kinds of clothes, often made of wool, e.g. a jumper, a scarf, a dress, socks; potatoes if you leave them in the oven too long bend: a knife, a fork, a spoon, a book, a piece of card, an electrical cable fold: umbrella, wallet, bank note, lightweight raincoat, folding chair, penknife, clothes, sheets, towels 2 Students’ own answers, but anything bulky that needs storing or carrying (a car, a laptop computer, cooking pots and pans, a mattress, etc.) 2 [27] • Ask students to work individually to read the article and make the two lists (a and b). Let them compare answers in pairs before checking with the class. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWERS a folding bike, raincoat, sunglasses b phones, computers, TV screens, satellites, electronic implants, stents, pills 3 ★ CPT extra! Reading activity [after Ex.3] • Ask students to read the article again and note answers to the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 smaller, thinner 2 within windows 3 Bendable screens will become widespread in the next few years, e.g. being used in phones that wrap around your wrist and computers that fit into your pocket. 4 anyone with $3,000 to spare 5 You only need to take the pill once; the pill could be inserted exactly into the place where it is needed. 80 Unit 4 Innovation 86510_U4_ptg01_079-095.indd 80 3/1/18 4:19 PM Unit 4 Innovation Wordbuilding -able Grammar future probability 4 ★ CPT extra! Wordbuilding activity [after Ex.4] 5 • Tell students to read the information in the wordbuilding box. Ask them to give you examples of words that they already know that have the -able suffix, e.g. adorable, available, believable, considerable, desirable, durable, inevitable. • Tell students to read the information in the grammar box. Point out how the forms are put together (see Grammar notes below). • Ask students to work individually to rewrite sentences 1–6. Let them compare answers in pairs before checking with the class. ANSWERS 1 Those cups aren’t reusable; they’re disposable. 2 They said this camera was unbreakable. I hope the money is refundable. 3 Is this jacket washable …? 4 The car is repairable. It’s just a question of whether the repair is affordable. 5 His behaviour is inexcusable. All I asked was that he was reliable. 6 The pain was unimaginable. Grammar note Note that the suffixes -able and -ible are similar and both mean capable of or suitable for, but we treat them differently. The most important difference is that -able is a ‘living suffix’, meaning we can affix it to many verbs without using a hyphen, and it can be used to make new words. However, -ible is not used to make new words – it exists mainly in old words with a Latin root. To form an -able word, treat the verb as you do when making an -ing participle. For example, we make moving from move by dropping the e and adding -ing. So, to make move‘s -able adjective, we drop the e and add -able: movable. But when creating an -able word, make sure there is not already an equivalent -ible word. For instance, convertible already exists and so we don’t need to create a new verb with -able. Extra activity 1 Read out the definitions below and see if students can guess the corresponding word with the suffix -able (shown in brackets): It’s lovely. (adorable) I really want to buy it. (desirable) It lasts a long time. (durable) You can easily carry it. (portable) It will happen in the end. (inevitable) Extra activity 2 Ask students to use a dictionary to find three additional words with the suffix -able. Tell them to prepare definitions for these words. Students then work in pairs and take turns to read out a definition for their partner to guess the -able word. • Ask students to think about and answer the questions. Let them compare their answers in pairs before checking with the class. ANSWERS 1 It means the thing is more likely to happen. 2 before the main verb; occasionally at the beginning of the sentence (with perhaps, maybe) 3 It’s likely that + subject + future subject + is likely to + infinitive Such ‘super-pills’ are likely to be inserted directly. It’s likely that progress in bionics will continue at a fast pace. Refer students to page 162 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 1 1 might 2 probably won’t 3 may not 4 likely 5 should 6 a good chance 2 1 There’s a good chance that our train will be late 2 He probably won’t come to our party 3 Perhaps we’ll all be driving electric cars 4 It’s likely that space travel will be a lot cheaper or Space travel is likely to be a lot cheaper 5 It’s possible that the government might raise interest rates 3 1 almost certainly 2 should/could 3 could 4 possible 5 unlikely 6 chances 6 • Ask students to work in pairs to discuss the expressions and their use. In feedback, use peer teaching to help explain problems. ANSWERS 1 may, could, might, perhaps, maybe, possible 2 may/could/might well, probably, probable, likely, should, The likelihood is (that), The chances are (that), There’s a good chance (that) 3 unlikely 4 almost certainly 4a Shrink it, bend it, fold it 86510_U4_ptg01_079-095.indd 81 81 3/1/18 4:19 PM Unit 4 Innovation Grammar notes EXAMPLE ANSWERS Form Students’ own views Traffic congestion and pollution: self-driving cars, technology to make journey routes more efficient, more technology to measure pollution, technology in cars to reduce pollution which is being emitted, new cleaner fuels, electric vehicles The growing shortage of water: technology to capture and store water, better desalination techniques, more water recycling, home water treatment units Curing illnesses and disease: gene editing to prevent genetic diseases, better drugs, laser surgery, etc. Modal verbs are followed by the infinitive without to. Noun phrases are followed by that (which can be omitted) and a clause (subject + verb). Meaning May, might and could are used to say something is possible; may well, might well, could well are used to say something is more than possible; should is used here to express an expectation. 7 • Optional step Ask students to read the text for comprehension first. Ask: How will the new technologies affect life ten years from now? (People will probably be wearing clothes that mend themselves and can recharge a phone.) • Ask students to rewrite the phrases in bold using the words in brackets. Let them compare answers in pairs before checking with the class. Ask students to use the internet to research how technology may well transform one of these challenges. This could be done for homework. Ask students to present information they find in a future lesson. Teacher development Correcting errors after a fluency activity ANSWERS 1 (the) chances are (that) we will see 2 may well have 3 are likely to be wearing 4 This could mean 5 probably won’t produce 6 it should be 8 • Tell students to read and complete the conversation using one word in each space. Let them compare their answers in pairs. • Ask students to work in pairs or groups of four (put two pairs together) to discuss whether they agree with the speakers’ views. In feedback, you could extend this to a class discussion. ANSWERS 1 may/could/might/will 2 may/could/might 3 likely 4 certainly 5 well 6 certainly/probably/possibly/perhaps Speaking Extra activity my life When students speak in pairs, act out conversations at the front of the class, or make a presentation, the aim is often for them to practise their fluency. However, it remains an excellent opportunity to listen to students’ output and to give them feedback at the end of the activity on key errors they may have made. Here are some suggestions about how to give such feedback: 1 Manage expectations. It can be a good idea to state that the focus of the activity is fluency, but that at the end you will give some brief feedback on any key errors that you heard. 2 Show that you are noticing errors. During the activity, walk round and listen to pairs or groups. Do not interrupt students’ flow, but instead note any errors or good use of language in a notebook or on a piece of paper. Students will appreciate the fact that you are actively listening to them and preparing to give useful feedback. 3 When giving feedback, make it anonymous. At the end of the speaking activity, refer to your notes and write four or five chunks or sentences on the board. Make sure the sentences are anonymous – don’t say which student made the error. Ask students to work in pairs to correct the errors. In feedback, clarify and give further explanations of problem areas as necessary. 4 End on a positive note. As well as writing errors on the board, write up one or two good uses of language that you noted. Point out and praise accurate uses of English to highlight progress and motivate your students. 9 ★ CPT extra! Vocabulary activity [before Ex.9] • Organize the class into pairs or groups of three or four. Give students two minutes individual preparation time to read the task and think of ideas. • Ask students to discuss two of the challenges in their pairs or groups. As students talk, monitor and note down errors or examples of good language use to give feedback on at the end (see Teacher development below). 82 Unit 4 Innovation 86510_U4_ptg01_079-095.indd 82 3/1/18 4:19 PM Unit 4 Innovation 4b The mother of invention Audioscript [28] p = Presenter; m = Martha Kay p: Life must have been very different before the invention of certain things, but it’s not always so easy to imagine what it was like. For example, if you’re in your teens or twenties, you might never have considered how people searched for information before the internet existed. The electric light is another thing that we all take for granted. But how do such inventions come about? Is it necessity that drives innovation? Or commercial profit? Or something else? Here to discuss these questions is business historian, Martha Kay. Martha, we have so many things around us that we needn’t have acquired – I mean, we could clearly live without them – so the necessity argument is not the whole answer, is it? m: Hello, Evan. No, of course it isn’t. History’s full of inventions that people thought they didn’t need at the time. In 1878, a British Parliamentary committee, which had to comment on the usefulness of Alexander Graham Bell’s telephone, said ‘… it is good enough for our transatlantic friends, but unworthy of the attention of practical men.’ p: Yes, well, they probably should have been more open-minded. But in 1878 people didn’t need to have phones, did they? You could conduct your daily business perfectly well without one. But now it’s become a necessity – a need has been created, if you like. m: Well, I think people in the nineteenth century felt they had to find a way to communicate at a distance more effectively; they just hadn’t envisaged the telephone. Of course, there are some inventions which fill an urgent need – vaccines against particular diseases, for instance. But most innovations aren’t like that. Entrepreneurs often come up with ideas to make our lives a little more convenient or comfortable and then, over time, we come to rely on them. Television is a case in point. Remote shopping – like mail-order, or these days internet shopping – is another. Time magazine in the 1960s said it wouldn’t catch on because, and I quote, ‘women like to get out of the house and to be able to change their minds’. Background information p: The vehicle shown in the photograph was known as the ‘Goofybike’. It was created by the inventor Charles Steinlauf in Chicago, the US, in 1939. He and his family are shown demonstrating it in the picture. I’m sure they did – like to get out of the house, that is, and away from the housework. It can’t have been easy. That certainly was a different era. m: Another form of innovation is to take something that’s at first expensive to produce and therefore exclusive to rich people, and make it available to many. There are quite a few things that we now see as everyday necessities that have come to us in this way – where an entrepreneur has found a way to produce something more cheaply, like the mobile phone or the computer. Another example, in the 1890s, the motor car was thought to be a luxury for the wealthy. Literary Digest predicted that it would never come into common use. p: I see, so in that sense, it’s about wants rather than needs. But what about all those things that we really don’t need. I’m thinking of things like … Lesson at a glance • • • • • listening: the inspiration for innovations vocabulary: phrasal verb come grammar: past modals pronunciation: weak forms in past modals speaking: how people managed in the past Listening 1 ★ CPT extra! Revision activity [before Ex.1] • Ask students to work in pairs to look at the saying and discuss what it means and if they think it is always true. Elicit ideas in feedback (but note that the listening exercise discusses whether this is true or not, so for now just accept students’ own answers without passing any judgment). ANSWER It means that new things are invented when a particular need arises. Background information Nobody knows who first coined this expression. It’s sometimes ascribed to Plato and it does appear in translations of Plato’s Republic. 2 ★ CPT extra! Photo activity [after Ex.2] • Ask students to discuss the photo and the caption in pairs or small groups. In feedback, elicit ideas. EXAMPLE ANSWERS Students’ own answers Possibilities include: crazy, innovative, interesting, funny, impractical, ridiculous, dangerous, etc. It appears that the inventor is trying to involve members of the family and give a form of transport that allows the men/boys to do the pedalling, the young girl to steer, and the ‘mother’ to do some sewing at the same time. 3 [28] • Tell students that they are going to listen to an interview about what inspires inventors. Ask students to read the summary statements a–c carefully. • Play the recording. Ask students to listen and choose the correct summary. Let them compare answers in pairs before checking with the class. ANSWER b 4b The mother of invention 86510_U4_ptg01_079-095.indd 83 83 3/1/18 4:19 PM Unit 4 Innovation 4 Grammar past modals [28] • Play the recording again. Students listen and choose the correct option to complete the sentences. Let them compare answers in pairs before checking with the class. 7 ANSWERS • Optional step Ask students to label the form to show they recognize the different parts. 1 doing research 2 an academic 3 of little use 4 didn’t exist before 5 easier 6 going out to shop 7 very expensive at first 8 remain a luxury ANSWERS a 3 5 • Optional step Write come on the board and ask students in pairs to brainstorm phrasal verbs with come they already know. In feedback, ask for examples in contextualized sentences (e.g. Come on! Hurry; The paint won’t come off my coat; Please come in and sit down; Rubber comes from a tropical plant; I’ll come by/over this afternoon if you’re in). • Ask students to look at the sentences and choose the correct meaning (a–c). Let them compare answers in pairs before checking with the class. ANSWERS 2a 3a 4b b 1 c 4 d 2 Refer students to page 162 for further information and practice. Vocabulary phrasal verb come 1b • Ask students to read the sentences in the grammar box and match the past modal forms with the uses. You could ask students to do this open class or in pairs. 5a 6b Vocabulary notes Note that some of these phrasal verbs are intransitive – they take no object: come about, come to, come off. However, others are transitive – they take an object: come across, come up with, come up against. 6 • Give students preparation time to work individually to think of three sentences. Then ask students to work in pairs and take turns to read out their sentences, leaving out the phrasal verb, for their partner to guess which words have been omitted. • As students speak, monitor and note their use of phrasal verbs. Provide feedback on how well and accurately students in your class used them. Extra activity Ask students to use dictionaries to find three further three-part phrasal verbs with come (e.g. come down with an illness; come on to a new subject; come in for criticism; come out in spots). Encourage students to write example sentences which show the verbs in context. ANSWERS TO GRAMMAR SUMMARY EXERCISES 4 1 had to 2 didn’t have to 3 didn’t have to buy / needn’t have bought 4 needn’t have worn 5 weren’t allowed to 6 didn’t need to go 5 1 shouldn’t have 2 should have 3 couldn’t have 4 must have 5 could have 6 might not have 6 1 can’t/couldn’t have driven 2 shouldn’t have eaten 3 should have left 4 must have seen 5 might have bought 6 must have opened (also acceptable: must be open) Grammar note Form had to + infinitive modal verbs (must, might, can’t, etc.) + have + past participle (done, left, watched, etc.) 8 • Ask students to work in pairs to complete the sentences (and therefore the rules of use). Let them compare answers in pairs before checking with the class. • In feedback, you could use the example situations and rules in the Grammar notes below (3 and 4) to help show how the uses are different. ANSWERS 1 a needn’t have b didn’t need to 2 a must have b can’t have c might/may/could have 84 Unit 4 Innovation 86510_U4_ptg01_079-095.indd 84 3/1/18 4:19 PM Unit 4 Innovation Grammar note Meaning 1 obligation versus necessity Often, we can interchange had to and needed to (e.g. I went to bed at nine because I had to / needed to be up early the next day). The choice depends on whether there is an obligation imposed on the speaker from outside (e.g. When I worked in the warehouse, we had to clock in every morning.) or whether there was necessity – the speaker needed or required something (e.g. We stopped at the first ridge because we needed to rest.). 2 no obligation or no necessity Similarly, we can interchange didn’t have to and didn’t need to (e.g. It was Sunday so we didn’t have to / need to get up early.) but would choose didn’t have to if there was clearly a lack of obligation from outside (e.g. Employees didn’t have to wear a uniform on ‘dress-down’ Fridays.). 3 lack of necessity To help show the difference between needn’t have and didn’t need to, write up the following sentences and ask students to explain the situations: You needn’t have brought flowers, but thanks anyway. We didn’t need to buy a ticket because my uncle gave us free passes to the festival. 4 speculation To help show the difference between must, might and can’t when speculating, write up the following sentences and ask students to explain the situations: Jo must have left. Her coat’s gone. Simon might have left with Jo, but I’m not sure. Andy can’t have left. His car’s still outside. We use must and can’t when there is an element of logical deduction – we are almost certain because there is a logical reason why. 9 • Ask students to work individually to choose the correct options to complete the conversation. Let them compare answers in pairs before checking with the class. ANSWERS 1 must 2 needn’t have bothered 3 could 4 should have woken 5 had to be Grammar notes 1 Both must and might are technically possible here. However, it’s unlikely that the speaker would choose might. We choose must because, logically, this is the only explanation for not hearing someone leave. 10 • Ask students to work individually to complete the sentences with an appropriate form. Elicit the first answer to get students started. Note that sometimes more than one answer is possible. Let them compare answers in pairs before checking with the class. ANSWERS 1 can’t/couldn’t have been 2 didn’t need to own 3 had to depend 4 shouldn’t have bought or needn’t have bought or didn’t need to buy 5 must have been 6 could/may/might have been (Note that you would probably only use must have been if you are fairly sure you are right.) 7 should have received 8 must have realized or should have realized or can’t have realized Background information The first wristwatch was made in 1868 for a woman – the Countess Koscowicz of Hungary. It was made by the Swiss watch manufacturer Patek Philippe. The ‘cat’s eye’ is a special type of reflective road stud that was invented by the English inventor and businessman Percy Shaw in 1934. It proved to be an extremely effective and practical device and is still used widely today. Sir Tim Berners-Lee, who was a graduate of Oxford University, invented the World Wide Web while at CERN, the European Particle Physics Laboratory, in 1989. Pronunciation weak forms in past modals 11a [29] • Start by checking that students understand what a weak form is – an unstressed sound that is reduced using the schwa sound /ə/. Then ask students to circle the words they think are weak forms. Let students compare answers in pairs. • Play the recording. Students listen and check answers. ANSWERS 1 It should have worked, but it didn’t. 2 I had to wait half an hour. 3 He must have forgotten. 4 You needn’t have worried. 5 She may have left already. 6 I didn’t need to be there. 2 The speaker is saying that the action happened – but it wasn’t necessary. 3 The speaker says ‘I think’ so they are unsure – that’s why could is correct. 4 should have woken me – this was advisable 5 There was an outside obligation on me to do this. 4b The mother of invention 86510_U4_ptg01_079-095.indd 85 85 3/1/18 4:19 PM Unit 4 Innovation Pronunciation notes Note that have is reduced to /əv/ – the ‘h’ is not pronounced, and there is linking between the consonant sound at the end of each modal verb and the /ə/ sound at the start of have. Intrusive /j/ links may and have. To is reduced to /tə/. You may also wish to point out the weak pronunciation of n’t at the end of needn’t and didn’t: /ənt/. 11b • Optional step Ask students to listen and repeat the sentences on the recording before they practise on their own. • Students practise saying the sentences with the same stress patterns. You could do this in pairs or small groups. Monitor and listen carefully. Help students who don’t get the weak stress correct by modelling the pattern for them and asking them to repeat after you. Speaking my life 13 • Ask students to work in pairs to think of two commonly used inventions. You could brainstorm ideas first as a class to help students (e.g. toaster, dishwasher, iron, mobile phone, TV remote control, microwave, hairdryer, electric shaver, electric toothbrush, calculator). • Ask pairs to discuss the inventions they chose and the reasons why they chose them. As students talk, monitor closely and note down errors or examples of good language use to feedback on at the end. EXAMPLE ANSWERS I couldn’t live without an electric iron. In the old days, it can’t have been easy to do the ironing without one. People had to heat up the iron on a hot stove. It must have taken ages. I don’t see the point of electric toothbrushes. In the past, people had to use normal toothbrushes and they were perfectly good. The person who invented the electric one needn’t have bothered – they are just a waste of energy and money. 12 ★ CPT extra! Speaking activity [after Ex.12] • Organize the class into new pairs or groups of three or four. Ask students to read the task and prepare ideas individually. When students are ready, ask them to discuss the questions using the language of speculation. • Optional step The main aim here is to ensure students are using past modals appropriately in a fluency activity. Monitor as students speak and note errors which you could write on the board at the end for students to correct. You could also provide feedback on situations when they might have used past modals but failed to. EXAMPLE ANSWERS They must/could have woken up when it got light. / They can’t have slept very well. / They had to go to bed early. / They had to rely on their body clocks. / Someone had to stay awake at all times. They must have put their money in some kind of safe box. / They might/may have hidden it somewhere at home. They must have read a lot of books / played a lot of games / told a lot of stories. / They could have visited friends more. They might have had natural remedies. / They might have used herbal medicines. / They might have just put up with the discomfort. They can’t have contacted people quickly. / They must have needed help from neighbours. / They might have sent telegrams. Either they can’t have bothered or they must have chewed something that made their breath fresher. They must have just guessed from how much pain the person was in. / They might have touched and moved the bone. 86 Unit 4 Innovation 86510_U4_ptg01_079-095.indd 86 3/1/18 4:19 PM Unit 4 Innovation 4c The shoe giver Lesson at a glance • • • • reading: a social entrepreneur critical thinking: finding counter arguments word focus: give speaking: a social business Reading 1 ★ CPT extra! Revision activity [before Ex.1] • Ask students to discuss the questions. You could do this open class or in pairs. In feedback, elicit answers but don’t go into detail since these questions are explored in the article students are about to read. EXAMPLE ANSWERS Students’ own answers 1 make a profit, provide jobs for people, look after employees, improve society 2 by doing good work, e.g. helping the environment, employing people with disabilities; by making a product that is beneficial, e.g. a health food; by creating wealth and jobs for a town 2 4 T (The vital element that Mycoskie added was his own passion.) 5 F (The same type of soil exists in parts of France and Hawaii, but people there are unaffected.) 6 T (TOMS encourages customers to become more involved by volunteering; Mycoskie hopes it might inspire volunteers to develop similar projects.) 7 F (Mycoskie says it is not like a sales promotion you can just add to your existing business model …) 8 T (Yet he still loves ‘TOMS one-for-one’, calling it his ‘greatest hit’. And why shouldn’t he? It has made a difference to millions of poor children around the world and brought him great entrepreneurial satisfaction.) Background information Blake Mycoskie was born in Texas in 1976. He has applied the one-for-one business model to other products: sightsaving medical treatment donated to a person in need for every pair of sunglasses bought; a children’s book to a child in need for every copy of Myscoskie’s book Start Something That Matters purchased; a week of water to people in need in supplier countries for every bag of coffee sold. TOMS, the name of Blake’s shoe company, is derived from ‘tomorrow’ and evolved from the original concept ‘Shoes for Tomorrow Project’. Extra activity [30] • Optional step Before reading, ask students to predict how TOMS (a shoe company) makes money and does good at the same time by looking at the title of the article, and the picture and caption. • Ask students to work individually to read the article and write a summary. Let them compare their summaries in pairs and discuss any differences between them. In feedback, find out if students predicted how the company might benefit society when they discussed the questions in Exercise 1. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWER It sells shoes for a profit and also gives shoes away to poor children, so helping to solve a social problem at the same time. 3 • Ask students to read the article again and decide whether the sentences are true (T) or false (F). Let them compare answers in pairs before checking with the class. • In feedback, ask students to justify answers by referring to the text. ANSWERS 1 T (He set up his first business … he sold his share to his business partner and moved on … This again he sold on … Three more businesses later …) 2 F (Mycoskie’s first instinct was to set up a charity to donate shoes to the children. But after giving it some thought …) 3 T (if he asked people to donate repeatedly every time more shoes were needed, their sympathy for the cause might also wear out pretty quickly.) Ask students to discuss and explain the following phrases from the text: a self-confessed serial entrepreneur = somebody who admits to not being able to stop setting up one company after another feeling … ‘burned out’ = feeling exhausted and/or no longer able to work hit on an idea = to suddenly have an idea a high-end fashion item = a fashion item that is considered expensive, desirable and luxurious his ‘greatest hit’ = the best thing he’s done Critical thinking finding counter arguments 4 • Read the statement to the class. Ask students to work individually to find possible criticisms in the text. You could help students by saying which paragraphs to look in (a = paragraph 4; b = paragraph 7; c = paragraph 7). Do not check answers at this stage – note that students will compare their answers as part of Exercise 5. ANSWERS a It’s quite an expensive product. (… sell it as a high-end fashion item at around US$50 a pair. Quite a lot for a canvas shoe you might say … – paragraph 4) b The business model is perhaps not very successful as it didn’t make money for a long time. (TOMS is a for-profit business, but for a long time it didn’t show a profit. – paragraph 7) c Mycoskie thinks giving alone isn’t enough. (He is conscious that ‘giving’ alone is not the answer and that educating people to improve their own lives is the real key. – paragraph 7) 4c The shoe giver 86510_U4_ptg01_079-095.indd 87 87 5/31/2019 11:56:44 AM Unit 4 Innovation 5 ★ CPT extra! Critical thinking activity [after Ex.5] 8 • Ask students to work in pairs to compare their answers to Exercise 4. • Ask students to match the expressions with similar expressions from Exercise 7. Elicit the first answer to get students started (give him a chance instead of give him a break). Let students compare answers in pairs. • Tell them to write questions to challenge Blake on the three arguments in the text against the initiative. In feedback, elicit answers. EXAMPLE ANSWERS Students’ own answers a Why should I buy these shoes? Are they really worth the money? Couldn’t you make and sell them more cheaply? Wouldn’t it be better to just give the money directly to charity? b Is this a good model if it doesn’t make a good amount of money? Is there any point to the business if it doesn’t make money? c Isn’t there a danger that you are discouraging people from charitable giving if you say what people really need is education? Word focus give 6 • Ask students to read the article and underline the expressions using give. Ask students to discuss meanings in pairs then as a class. ANSWERS a stop doing something for a while b think about an idea • Then tell them to make make three sentences about their own experience using expressions with give. Ask students to work in pairs to share their sentences. ANSWERS a chance = a break (sentence 4) consideration = thought (sentence 1) your all = your best (sentence 2) the green light = the go ahead (sentence 3) a while = some time (sentence 5) a try = a go (sentence 6) Possible sentences: I’ve just moved house – it feels odd – I need to give it some time. My boss gave me the chance to come here to study. I’ve been offered a new job – I’m giving it some thought. Extra activity Organize the class into pairs. Ask students to find three or four other idiomatic uses of give in a learner’s dictionary and to write personalized sentences showing their meaning. Ask pairs to share sentences with another pair. Possibilities: give it a shot = to try something; give someone a call = to phone someone; give it (to someone) straight = to say exactly how you feel 7 • Ask students to work individually to complete the expressions. Encourage them to use the context to work out meanings. Let students compare their answers in pairs before checking with the class. ANSWERS 1 time 2 best 3 go ahead 4 break 5 thought 6 go Vocabulary notes 1 give it some time = to wait; to be patient 2 give it your best = to do as well as you can 3 give someone the go ahead = to authorize or give permission for something to happen 4 give someone a break = not to be too hard on someone or too critical about them 5 give something some thought = to think about something for a while 6 give something a go = to try to do something yourself 88 Speaking my life 9 • Organize the class into groups of three or four. Ask students to read the task and the three situations carefully. You may need to pre-teach sell-by date (= the date by which food must be sold before it starts to go off) and landscaping (= the process of making a garden or other piece of land more attractive by changing the design, adding features and planting trees and other plants). • Ask students to discuss and decide which company to fund. Set a five-minute time limit. You could ask one person in each group to lead the discussion and to be responsible for summarizing findings at the end. • In feedback, ask students from each group to tell the class what they decided and why. 10 • Ask students to share what they know about companies with a social purpose. You could do this open class. Tell students about a company you know first to provide a model. Alternatively, ask students to talk in pairs before asking students to share examples that they feel are interesting. Unit 4 Innovation 86510_U4_ptg01_079-095.indd 88 3/1/18 4:19 PM Unit 4 Innovation 4d An elevator pitch Lesson at a glance • real life: making a short pitch • speaking skill: making key points • pronunciation: word stress Real life making a short pitch 1 ★ CPT extra! Lead-in activity [before Ex.1] • Tell students to read the definition of an elevator pitch. Then ask them to work in pairs to discuss the questions. In feedback, elicit ideas from the class, but don’t confirm or deny students’ ideas as they will listen to someone talking about an elevator pitch in Exercise 2. ANSWERS See answers to Exercise 2. 2 [31] • Tell students that they are going to listen to someone giving advice about making an elevator pitch. Give them time to read the questions. • Play the recording. Students listen and note their answers and responses. Let them compare answers in pairs before checking with the class. • Optional step As an alternative, turn this into a dictation. Play the recording, but pause after each sentence so students can write what they hear. You will probably have to play the recording twice. Once students have completed the dictation, ask them to answer the questions in Exercise 2. ANSWERS Three points: 1 Say in a few words what your product or service does. 2 Make clear what problem it solves and why your solution is different. 3 Convince the other person that you are a good person to implement this idea. Audioscript [31] First of all, say in a few words what your product or service does, without using jargon, so that anyone could understand it. Make clear what problem it solves and say why your solution is different from the competition. Lastly, you need to convince the other person that you are a good person to implement this idea, so explain your relevant background. 3 [32] • Tell students that they are going to listen to a short pitch for a new phone app. Ask them to read the notes in the table before they listen. ANSWERS 1 Volunteer Planner 2 charities (who are looking for help) 3 regular time 4 TimePal Audioscript 5 qualifications 6 skills 7 IT experts 8 working with charities 9 Funding [32] Our idea is a phone app that makes volunteering in the community easier. It’s called Volunteer Planner. How does it work? Basically, it’s an interactive diary that links people who want to volunteer to charities who are looking for help. Why is that necessary? Well, essentially the problem is that voluntary organizations always want people to commit to a regular time – like once a week – so they miss out on all the people who have time here and there and want to help, but can’t commit to anything regular. So they never come forward. Of course, there are other apps that do meeting planning like Doodle and Timepal, but ours is unique to this sector because it lists each volunteer’s qualifications and skills in a separate database that organizations can easily access. We’re a team of IT experts with experience of working with charities, so we understand this sector well. So, what are we asking for? Well, we’ve made a prototype and now we need some funding to bring it to market. Honestly, we think it will revolutionize the field of volunteering. Speaking skill making key points 4 [32] • Ask students to look at the expressions for making key points. Check students’ understanding of what a rhetorical question is (see Background information below). • Play the recording again. Students listen and tick the rhetorical questions and sentence adverbs the speaker uses. Let them compare answers in pairs before checking with the class. • In feedback, ask students if they can remember what was said in response to each rhetorical question (answers shown below in brackets). ANSWERS Rhetorical questions: How does it work? (Basically, it’s an interactive diary that links people who volunteer to charities …) Why is that necessary? (Well, essentially the problem is that voluntary organizations always want people to commit to a regular time …) So, what are we asking for? (Well, we’ve made a prototype and now we need some funding to bring it to market.) Sentence adverbs: Basically, … Essentially, … Of course, … Honestly … • Play the recording. Students listen and complete the notes. Let them compare answers in pairs before checking with the class. 4d An elevator pitch 86510_U4_ptg01_079-095.indd 89 89 3/1/18 4:19 PM Unit 4 Innovation Background information A rhetorical question is a question asked merely for effect with no answer expected. The answer may be obvious or immediately provided by the questioner. It can be an effective persuasive device, subtly influencing the kind of response one wants to get from an audience. As a result, rhetorical questions are often used in advertising, sales pitches and informal speeches of various kinds. Pronunciation word stress 5a [33] • Ask students to mark where they think the stress falls on each adverb or adverbial phrase in the box. Then play the recording. Students listen and check. Audioscript • While students are speaking, monitor their performance. Note down errors students make. In feedback, write errors on the board and ask students to correct them. • Finally, ask students to vote on who gave the most persuasive pitch. Encourage students to reflect on what made it particularly successful. Extra activity Ask students to walk round the class, meet three people (as if in an elevator or at a social event), and make their pitch. This activity lends itself well to a mingle, which enables students to practise repeatedly, gaining in confidence and fluency each time they share their pitch. [33] (and answers) Basically Essentially Clearly Obviously Of course Honestly To be honest Financially Practically 5b [33] • Optional step Ask students to listen and repeat the words on the recording before they practise on their own. • Ask students to work in pairs to practise saying the words. Then play the recording again. Students listen and check. 6 • Explain that students are going to follow some instructions to write and then present their own elevator pitch. Organize the class into groups of three. In their groups, students decide who is A, B and C, read the task on the page and then turn to the relevant page at the back of the Student’s Book to read and follow their notes. • Set a ten-minute time limit for students to work individually to prepare pitches. Guide students to use rhetorical questions and sentence adverbs. Monitor and help with ideas during the preparation stage. • When students are ready, ask them to act out their pitch to their group members. As they listen to their group members’ pitches, they should write down the main message of each. At the end, they compare what they have noted. • Optional step Ask group members to give feedback on the effectiveness and accuracy of each other’s pitches. Students can use this information to improve their presentation. You could then invite individuals to come to the front of the class and make their refined pitch to the whole class. 90 Unit 4 Innovation 86510_U4_ptg01_079-095.indd 90 3/1/18 4:19 PM Unit 4 Innovation 4e Problem or solution? Writing skill making recommendations 3a Lesson at a glance • Ask students to look at the forms used with the verbs suggest and recommend in the proposal. Let them compare answers in pairs before checking with the class. • writing: a proposal • writing skill: making recommendations Writing a proposal 1 • Optional step Brainstorm from students what a proposal is, and when and why people write proposals (see Background information below). • Ask students to read the proposal and note answers to questions 1–3. Let students compare answers in pairs. Elicit ideas in feedback. ANSWERS 1 no (we suggest that teachers actively encourage students to use the internet in class) 2 because reading books is known to help our ability to do many things: focus and remember, expand vocabulary, improve communications skills, develop analytical thinking 3 Students’ own ideas Background information A proposal is a formal plan or suggestion that is written for someone else to consider. They are commonly used in business to raise awareness of issues, suggest a plan for change, and to get people to accept the plan. The goal of a proposal is to gain support for your plan by effectively informing the appropriate people. Your ideas or suggestions are more likely to be approved if you can communicate them in a clear, concise, engaging manner. Knowing how to write a persuasive, captivating proposal is essential for success in many fields. There are several types of proposals, such as science proposals and book proposals, but the same basic guidelines apply for all of them. 2 • Ask students to read the proposal again and answer the questions about its organization. Let them compare answers in pairs before checking with the class. ANSWERS 1 It’s divided into paragraphs with headings: Introduction, Current situation, Possible solutions, Recommendations. The proposal uses bullet points to list different points. 2 a This proposal suggests ways teachers can use technology to get children reading. b So how can we use students’ enthusiasm for digital devices to encourage them to read more? c Unless we begin to see technology as part of the solution, rather than part of the problem, we are unlikely to reverse the trend. ANSWERS 1 … we suggest that teachers actively encourage students to use … 2 … we recommend using student blogs or learning diaries … 3 We strongly recommend teachers to explore similar ideas. 3b • Ask students to work individually to complete the recommendations with appropriate verb forms. Sometimes there is more than one possible answer. Let them compare answers in pairs before checking with the class. ANSWERS 1 people (should) follow 2 people (should) save 3 wait / to wait 4 teachers (should) always teach 5 the company looks 4 • Optional step Start by brainstorming ideas from students. See Teacher development on the next page for ways of doing this. • Ask students to work individually to plan what they are going to write in their proposal, using the points in Exercise 4 as a guide. Tell students to organize their proposal using these sub-headings (or, if they prefer, their own sub-headings): Introduction; Uses for the tablet computers; The benefits they bring; Why this is an opportunity not to be missed. • Students then use their notes to write their proposal. This could be done in class or for homework. If students write in class, monitor and encourage students to use some of the phrases for suggesting and recommending that they studied in the lesson. EXAMPLE ANSWERS Students should provide their own ideas under the three ‘points’. However, here are some suggestions you can use to prompt them: Different uses for these tablet computers: Students can go online to find out information. Students can interact with other students and the teacher. Students can access a wide range of texts and images. Students can play educational games. Students can write and send their homework online. The benefits they could bring: Time-saving and cost-saving for teachers – allows teachers to provide texts, images and activities easily without having to use books or photocopies. Motivating for students – they like working with laptops. 4e Problem or solution? 86510_U4_ptg01_079-095.indd 91 91 3/1/18 4:19 PM Unit 4 Innovation Allows students to learn how to use a laptop and how to surf the internet safely. Why this is an opportunity not to be missed: Reflects the real world – young people need to be computer savvy. Saves time and money for teachers and schools (in the long run) because everything is online. Access to a greater variety of interesting materials than when using tradition classroom materials. Interactive – students and teachers can interact more easily online. Teacher development Preparing ideas for writing Here are some ideas to help students prepare to write a proposal: 1 Write up the ‘points’ students should write about on the board. Then brainstorm things to say – write any useful ideas in note form on the board under the relevant ‘point’. Take time over this stage. Brainstorm lots of ideas. Don’t be afraid to reject any that really are irrelevant, but include most of what students say – it’s up to them to edit out any that aren’t necessary later. Once you have written lots of ideas on the board, ask students to come to the board and decide which ideas they would choose to use in their proposal. Encourage them to give reasons. 2 Alternatively, ask students to brainstorm as a class or in groups instead of through you. One way of doing this is to write ‘points’ on the board, organize the class into groups of four, and ask each group to brainstorm ideas. When they have a few good ideas, one student from each group goes to the board and writes the ideas. At the end, ask students to copy down only the ideas they would like to use in their proposal. 3 A further version is to ask each group to brainstorm on a sheet of paper. Instead of using the board, students then pass their piece of paper to the next group so they can add their ideas. At the end, each group should have a piece of paper full of ideas from the whole class. You could then photocopy the pieces of paper for students to take home with them to use as the basis for writing the proposal. 5 ★ CPT extra! Writing activity [after Ex.5] • Tell students to work in pairs and exchange their proposals. Ask them use the questions to give constructive feedback on each other’s work. • Optional step Ask students to rewrite their work based on their partner’s feedback. Extra activity Here are some other ‘proposal’ questions that you could explore with students. A proposal that IWBs should replace older whiteboards in all classrooms. A proposal that smartphones should be used in classrooms to aid learning. 4f This man risked it all Before you watch 1 ★ CPT extra! Lead-in activity [before Ex.1] • Ask students to look at the photo and caption and discuss the question. You could ask students to share initial ideas in pairs before discussing in open class. EXAMPLE ANSWERS Students’ own answers a Children have to work instead of play/study; it could be bad for them physically, e.g. it may cause bad backs, etc.; on the plus side, they are contributing to their family’s welfare and are being active. b Wood burning produces pollutants that affect the ozone layer; trees get cut down; the natural habitat is changed and reduced. Key vocabulary 2a • Ask students to read sentences 1–5 and guess the meaning of the words in bold. Encourage students to use the context to help them. • Optional step It’s a good idea to show the pronunciation of these key words – students have to hear them in continuous speech on the video. Point out the strong stress: retailers, households, deforestation. You may also wish to point out that due to his accent, Sanga Moses occasionally uses incorrect word stress, e.g. retailers. 2b • Tell students to match the words in bold in Exercise 2a with the definitions (a–e). Let students compare answers in pairs. ANSWERS 1c 2d 3a 4e 5b Vocabulary notes I was on the verge of + -ing (compare with: I was just about to + infinitive) The expression under a spell can be used literally (e.g. The witch cast a spell and all the creatures in the forest were under her magic spell.) or metaphorically (e.g. I loved her so much – I was under her spell and would do anything for her.). Compare retailers (shops or shopkeepers that sell to ordinary consumers) and wholesalers (who sell in large quantities to the trade). The word household is often used officially by business people or politicians, for example, to refer to the people who live in a house or flat as a single unit (e.g. 10% of households are in poverty.). deforestation = cutting down trees and reducing forests A proposal that all school work should be online and that paper materials (student books, exercise books, etc.) should be discontinued. 92 Unit 4 Innovation 86510_U4_ptg01_079-095.indd 92 3/1/18 4:19 PM Unit 4 Innovation While you watch 4 3 • Ask students to use their own words to describe the four things listed. [4.1] • Ask students to watch the video and check their ideas from Exercise 1. Play the whole video. Let students compare their answers in pairs before discussing the question as a class. ANSWERS How it affects children’s lives: they miss school and are unhappy about this, they lose that opportunity to improve their lives How it affects the environment: deforestation, air pollution The benefits of Sanga Moses’ business: producing clean fuel that burns longer and is 65 per cent cheaper, stopping deforestation, stopping indoor air pollution, enabling farmers and women to earn a living, more children are in school (getting an education) Videoscript 4.1 Part 1 0.00–0.38 Sanga Moses I made a journey to go visit my mother and on my way home I met my kid sister carrying wood. When she saw me, she started crying. She was tired of missing school at least twice a week to go gather wood for my family. Kids carry wood in Uganda because that’s what their families use to cook. 0.39–1.05 Education has changed my life, so seeing my sister on the verge of losing the only opportunity she had to improve her life hit me hard. She inspired me to think about an alternative source of fuel. I quit my job. My boss thought I was crazy; my mum thought I was under a spell. 1.06–1.24 I came back to Kampala and then went to a university professor. He made me stand in front of his class and said, ‘This young man is crazy enough to think that he can fix the energy crisis in this country. But he doesn’t know how to do it. Who wants to help him?’ And everyone’s hand went up. 1.25–1.45 I had $500 and we ran through it in two months. I decided to sell my TV, my bed and my sofa set. After I sold my stuff, my girlfriend slammed the door and said, ‘If you want to waste your life, waste yours alone.’ EXAMPLE ANSWERS The tool used to cut wood: a large knife with a long, wide, sharp metal blade (called a machete) The buildings in the villages: simple, single-storey buildings made of mud, bricks, wood and corrugated metal The ‘clean’ cooking fuel he produced: cheaper, popular; when it’s being made, it is formed into dark, wet-looking cylinders; sacks of dry cylindrical fuel bricks The transport farmers were using: a three-wheeled motorbike fitted with a pickup back for carrying goods 5 ANSWERS 1 the fact that she was missing school / missing out on her education / on the verge of the opportunity to improve her life 2 His boss thought he was crazy. 3 all of them 4 He sold his things (his bed, TV and sofa set). 5 She was angry and thought it was a waste of energy. / She didn’t want to stay with him. 6 2.24–3.03 We work with a network of 2,500 farmers. We have 460 women retailers, who sell this fuel back to the communities. Currently we reach 10,000 households. But we want to reach 16.6 million households in the next ten years. By bringing clean cooking fuel to users, we are stopping deforestation, stopping indoor air pollution, and enabling farmers and women to earn a living. More kids are in school getting the education they need. [4.1] ★ CPT extra! Video activity [after Ex.6] • Ask students to watch the second part of the video (1.46 to the end) again and complete the facts and figures. Let them compare answers in pairs before checking with the class. ANSWERS 1 waste 2 longer 3 65 per cent / 65% 4 460 5 10,000 Part 2 1.46–2.23 Now I am the CEO of Eco Fuel Africa. It’s amazing what can happen if you believe in your dreams and act upon them. We figured out how to turn farm waste like sugar cane waste, coffee husks, corn waste into clean cooking fuel that burns cleaner, burns longer, and is 65 per cent cheaper. We put our product on the market, and people loved it. That’s when the journey began. [4.1] • Ask students to watch the first part of the video (0.00 to 1.45) again and note answers to the questions. Let them compare answers in pairs before checking with the class. 6 ten 7 deforestation 8 indoor 9 women 10 education After you watch Vocabulary in context 7 [4.2] • Explain that students are going to watch some clips from the video which contain some new words and phrases. They need to choose the correct meaning of the words. 3.04–3.20 And me, I fell in love again with a wonderful woman. Now she’s my wife, and together we have a beautiful baby girl. I only look at myself as an everyday community guy, trying to make his community a little bit better. 4f 86510_U4_ptg01_079-095.indd 93 This man risked it all 93 3/1/18 4:19 PM Unit 4 Innovation • Play the clips. When each multiple-choice question appears, pause the clip so that students can choose the correct definition. You could let students compare answers in pairs before discussing as a class. ANSWERS 1a 2b 3a 4a 5b 6a EXAMPLE ANSWERS 1 The news that there had been another terrorist attack hit people hard. 2 It’s important to have a good network of friends because you need people around you when things go wrong. 3 I have an idea to extend the living room, but I don’t know if should act on it. Vocabulary notes 9 slam the door = often, a door is slammed in anger • Ask students to work in pairs to summarize the benefits of Eco Fuel Africa’s service. When they have completed their summaries, encourage them to discuss any potential drawbacks of this system. We can say act on or upon your dreams. Videoscript 4.2 1 ‘… so seeing my sister on the verge of losing the only opportunity she had to improve her life hit me hard.’ What does hit me hard mean? a affected me strongly b made me angry 2 ‘After I sold my stuff, my girlfriend slammed the EXAMPLE ANSWERS Eco Fuel Africa’s service is ecological in the sense that it uses farm waste to create fuel, thus reducing deforestation and indoor air pollution. It’s also beneficial because it enables farmers and women to earn a living. However, the fuel used is still a carbon-based fuel and therefore is still polluting. Energy also needs to be used to collect the waste, process it and distribute it. door …’ What does slammed mean? 10 a hit hard b closed with force • Ask students to prepare ideas individually first using one of the areas listed in the Student’s Book or one of their own choosing. You could set this activity up by briefly eliciting a few problems or describing a problem and solution of your own. 3 ‘It’s amazing what can happen if you believe in your dreams and act upon them.’ What does act upon them mean? a put them into action b get others to do them 4 ‘We put our product on the market, and people loved it.’ • Once students have prepared a short talk, organize the class into pairs or small groups. Students take turns to deliver their talk and to ask and answer questions about each other’s talks. What does put on the market mean? ANSWERS a started to sell b advertised Students’ own ideas 5 ‘We work with a network of 2,500 farmers.’ What does a network mean? a a professional association b a connected group of people 6 ‘We have 460 women retailers, who sell this fuel back to the communities.’ What does sell back mean? a sell to the person you bought or got it from b sell more cheaply 8 • Ask students to work individually to complete the sentences in their own words. Then ask them to work in pairs to share their sentences. Encourage students to ask follow-up questions and make it a short, personalized discussion. 94 Unit 4 Innovation 86510_U4_ptg01_079-095.indd 94 3/1/18 4:19 PM Unit 4 Innovation UNIT 4 Review and memory booster ★ CPT extra! Language games Memory Booster activities Exercises 2, 4 and 6 are Memory Booster activities. For more information about these activities and how they benefit students, see page 10. I can … check boxes As an alternative to asking students to simply tick the I can … boxes, you could ask them to give themselves a score from 1 to 4 (1 = not very confident; 4 = very confident) for each language area. If students score 1 or 2 for a language area, refer them to additional practice activities in the Workbook and Grammar summary exercises. 1 Think about it carefully for a time – so, perhaps advising someone to consider a job offer carefully (or think about whether to join a club or volunteer for something or accept an offer of help). 2 Used to say that somebody should be allowed to do something or shouldn’t be criticized – so a situation could be that somebody has worked hard all night but not completed a task – you are saying that she shouldn’t be criticized because she has put in a lot of effort. 3 I’ll attempt to do this even though it’s difficult or I might fail – somebody being asked to try skiing for the first time or drive a new car. 4 We met strong opposition or disagreement – perhaps they had building plans that local people were angry about. Real life 5 Grammar 1 • Ask students to read the article and complete it using the words in the box. • Ask students to complete the rhetorical questions. Encourage them to take into account the context of the statements. EXAMPLE ANSWERS ANSWERS 1 might 2 needn’t 3 chances 4 likely EXAMPLE ANSWERS 5 possible 6 had 7 must (also acceptable: might) 8 certainly 2 ❯❯ MB • Ask students to rate the probability from 1 (for least probable) to 10 (for most probable) that each of the things 1–3 will happen, according to the article. ANSWERS 1 likely (so, 8 or 9) 2 thinks must or might (so, 7 or 6) 3 almost certainly (so, 9 or 10) 1 is it / exactly is this machine 2 is it necessary; buy/choose it 3 does it work 4 it/that be expensive / cost a lot 5 are we going to do/achieve that 6 ❯❯ MB • Ask students to work individually to prepare their ideas for a product presentation. Remind them to plan to include at least three rhetorical questions. • Tell students to work in pairs to take turns to present their product to each other. • Optional step You could invite individuals to come to the front of the class to present their product to the class. ANSWERS Vocabulary Students’ own answers 3 • Ask students to replace the underlined parts of each phrase with an adjective ending in -able. ANSWERS 1 extendable 2 non-washable 3 forgivable 4 unreliable 5 removable 6 non-refundable 7 reusable 8 unavoidable 4 ❯❯ MB • Ask students to work individually to think of a situation when you would use each phrase 1–4. Then ask them to work in pairs to compare their ideas and discuss the situations the phrases could be used in. Unit 4 Review and memory booster 86510_U4_ptg01_079-095.indd 95 95 3/1/18 4:19 PM Unit 5 The magic of travel Opener 1 • Optional step Organize the class into pairs. Student A looks at the photo on page 57 of the Student’s Book while B sits with book closed. Student A describes the photograph in as much detail as they can (without saying the name of the city or any of its monuments). B listens. At the end, B must guess which place has been described. • Ask students to work in pairs to discuss the photo and caption, and what they know about the city. In feedback, elicit ideas from students. EXAMPLE ANSWERS Students’ own ideas This is a photo of Paris. It’s known for its romantic character, its cafés and wide roads (boulevards), such as the Champs Elyseés. Famous landmarks include the Eiffel Tower (shown in the photo), Arc de Triomphe, Sacré Coeur and Notre Dame Cathedral. The people of Paris are usually thought of as being stylish and cultured. 2 [34] • Ask students to discuss the questions in pairs. Briefly elicit ideas from students, but don’t comment on their ideas. • Play the recording. Students listen and compare their ideas to those of the travel writer. EXAMPLE ANSWERS Students’ own ideas 1 the time of year, reason for travel, the weather, our mood, whether we are in a hurry or not, our background and interests, where we stay, who we meet, what we eat, whether we travel with someone else or alone, how much money we have or spend, whether we can speak the local language, etc. 2 experienced at travelling, a good way with words, descriptive, good at meeting people, observant, able to see beneath the surface of a place, open-minded, flexible, humorous, etc. The travel writer’s opinion: 1 the circumstances and state of mind in which we arrive, the people we meet, the preconceptions we may have of a place 2 the ability to capture the essence of a place in a way we can all identify with, and to show how people and places shape each other Audioscript [34] Three people visit the same place and each one leaves with a different story. One remembers a romantic evening in a cosy restaurant and a long walk through a beautifully lit city by night; another remembers an argument with an officious museum curator about the closing time of an art gallery; another remembers sitting and watching the world go by on a lazy, hot afternoon in an elegant park. Our travel experiences are influenced by so many different factors: the circumstances and state of mind in which we arrive; the people we happen to meet – an affable fellow traveller or a wary local; the preconceptions that we bring to each place we visit. The gift of a good travel writer is to capture the essence of a place in a way that we can all identify with, so that it’s instantly recognizable not just superficially – in its grand architecture or lively cafés – but in the way that a particular place feels and thinks. Because the best travel writers aren’t really writing about travel, they’re writing about how people have shaped places and how places have shaped people. 3 [34] ★ CPT extra! Vocabulary activity [after Ex.3] • Ask students to read the adjectives in the box. Ensure students know how to pronounce them (note the word stress marked on the words in the answer key). • Ask students to categorize the adjectives under people (P), places (PL) and time (T). Let students compare their answers in pairs. • Play the recording again. Students listen and note how the speaker uses the adjectives. Let them compare answers in pairs before checking with the class. ANSWERS Note that some adjectives can go in more than one category. P: romantic, officious, lazy, elegant, affable, wary, lively PL: romantic, cosy, elegant, grand, lively T: romantic, lazy, lively The speaker uses the adjectives as follows: romantic evening, cosy restaurant, officious museum curator, lazy afternoon, elegant park, affable fellow traveller, wary local, grand architecture, lively cafés Vocabulary notes officious = used to describe someone who shows an annoying tendency to take their position or status too seriously wary = if you are wary, you are careful or nervous about somebody or something cosy = warm and comfortable, often small and friendly Grand and elegant can both be used with buildings and architecture – grand means ‘very big and self-important’, whereas elegant means ‘very attractive in a stylish and sophisticated way’. 4 • Optional step Start by providing a teacher model in a live listening. Describe a place you have enjoyed visiting – try to use several of the adjectives from the lesson. • Give students a minute or two to think of and prepare ideas. Then ask students to work in pairs or small groups to share their descriptions. Encourage students to use a range of adjectives, not just the ones featured in Exercise 3. 96 86510_U5_ptg01_096-114.indd 96 5/31/2019 12:03:21 PM Unit 5 The magic of travel Extra activity Write five places that are very different on the board, but which your students are likely to know. Ask students in pairs to match adjective-noun collocations to each place. A general example for European students who know the UK (with collocations in brackets): Trafalgar Square (crowded place, grand monuments, lively street artists) Stonehenge (romantic spot, ancient monument, touristy place) Lake Windermere (romantic place, wild weather, relaxing holiday) the Cotswolds (pretty villages, typical England) Cornwall (rugged coastline, sandy beaches, breath-taking coastal footpaths) 5a How we travel Lesson at a glance • • • • • reading: a travel blog vocabulary: repeated word pairs grammar: emphatic structures pronunciation: do, does and did speaking: how you travel Reading 1 ★ CPT extra! Vocabulary activity [before Ex.1] • Organize the class into pairs to discuss questions 1–4. Briefly elicit ideas in open class. • Optional step Ask these extension questions: In your culture, how important is travelling? What’s the best/worst thing about going on a trip, in your opinion? EXAMPLE ANSWERS Students’ own ideas 1 Mostly, people travel to see family, do business, visit famous monuments or relax and have fun and get a suntan in a tourist resort. Others want to see the world, broaden the mind, find themselves, be inspired, learn new things or meet people from many places. 2/3 Students’ own ideas 4 To some, it means travelling on organized tour groups, to others it means backpacking and finding your own way around, to yet others it means a package holiday in a resort. 2 [35] • Optional step Ask students to look at the photo on the page and say what it reveals about the ‘traveller’ shown (ideas: the traveller is alone, romantic, poetic, looking for a challenge, adventurous, independent, enjoys nature). • Ask students to read the questions carefully, then read the blog and note answers. Let them compare answers in pairs before checking with the class. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWERS 1 In India, people generally visit relatives in their parents’ home town during the summer. 2 His father prefers to stay at home and doesn’t like to travel, but when he does, he doesn’t behave as a tourist. The writer agrees that doing things in your own time and being open to experiences is the right way to travel. 3 He wants experiences that are exciting and unusual. 4 Students’ own answers 5a How we travel 86510_U5_ptg01_096-114.indd 97 97 3/1/18 4:20 PM Unit 5 The magic of travel Background information Vocabulary notes Kolkata is the capital of the Indian state of West Bengal. It’s the principal commercial, cultural, and educational centre of East India, and the city (including its suburbs) has a population of over fourteen million. go on and on = continuing for a long time – used critically to say somebody never stops talking (note: collocates with go) Darjeeling is a town which is also in West Bengal, but is much cooler because it’s located in the Lesser Himalayas at an elevation of 2,000 metres. It’s located around 600 kilometres to the north of Kolkata and is well known for its tea industry. be neck and neck = to be involved in a very close race or competition; the expression comes from horse racing – if two horses are neck and neck, they are level with each other Delhi is India’s capital city and has a population of around nineteen million. 3 • Ask students to work individually to find and underline the words and expressions in the second paragraph of the blog. Let students compare answers in pairs before checking as a class. go hand in hand = to be very closely linked (note: collocates with go) (not) see eye to eye = to (not) agree or (not) see things the same way – this expression is usually used negatively to say you disagree go from strength to strength = to become better and better – you could use this to say somebody is continually improving in health or ability or competence do something step by step = If you approach or take something step by step, you take your time and do it methodically and without rushing. 5 ANSWERS 1 carefree 2 a (strict) itinerary 3 smouldering 4 glassy 5 flanked 6 a gorge Vocabulary notes It’s a good idea to show the use of these words with collocations. So, a carefree lifestyle is one in which you don’t have to worry about work or bills, a strict itinerary is inflexible and can’t be changed, a smouldering fire is one that is still hot and slowly burning long after the flames have gone, and a deep gorge is a valley that has very steep sides and feels as though it has been cut into the earth. Vocabulary repeated word pairs 4 ★ CPT extra! Vocabulary activity [after Ex.4] • Ask students to use the context of the article to guess the meaning of the expressions in bold (a–b). Encourage them to discuss the expressions in pairs before checking with the class. • Ask students to look at the other expressions (1–6) and to work out meaning from the context of the sentences. Let them compare answers in pairs before checking with the class. ANSWERS a meet someone in person b one day at a time, not thinking about the future or planning 1 not seeming to stop 2 you can’t have one thing without the other 3 neither person appears to be winning 4 agree 5 become better and better 6 slowly and following the correct procedure 98 • Optional step You could help students with ideas by providing some of your own personal examples first. • Ask students to work individually to prepare sentences for each of the listed situations. Then ask them to work in pairs or small groups to share their sentences. Encourage students to ask follow-up questions to find out more about the personal information given. EXAMPLE ANSWERS Students’ own ideas Possibilities: on and on: a homework assignment, a report at work, painting/decorating your house, a friend telling a story, a boring film at the cinema, waiting at the dentist’s don’t see eye to eye: bringing up your children, getting a serious job, the importance of social media, politics, saving money strength to strength: a successful film star or pop star, a politician, a member of your family taking step by step: learning a language, going on a diet / losing weight, getting fit, going sugar free, becoming a vegetarian/vegan, learning to drive Grammar emphatic structures 6 • Ask students to read the information in the grammar box. Point out the word order in the sentences (see Grammar notes below). • Ask students to rewrite the sentences using a nonemphatic form. Go over the example carefully to show students what to do. Let them compare answers in pairs before checking with the class. ANSWERS 2 I enjoy sitting and reading the newspaper. 3 We (really) value being carefree. 4 When I travel now, I avoid the ‘sights’. 5 I took my laptop on my last holiday too. Unit 5 The magic of travel 86510_U5_ptg01_096-114.indd 98 3/1/18 4:20 PM Unit 5 The magic of travel Refer students to page 164 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 1 1 was Francis that called Ben last night 2 ’s more free time that I’d like, not money 3 ’s the way her manager speaks to her that she doesn’t like 4 was the flights that cost us the most 5 ’s the reasons why the project failed that the report is going to focus on 6 ’s in January that the students find out their results 2 1 I hate in winter is the cold weather 2 we forgot to do is (to) lock our front door 3 I loved was being able to relax on a beach 4 she liked most was the film’s ending 5 the airline won’t do is (to) refund our tickets 6 you’re going to see now is a summary of the research 3 1 I did think 2 will 3 She did seem to be ignoring 4 have 5 They did offer 6 She does work Grammar notes Cleft means ‘divided or split’. Note how a simple subjectverb-object sentence is split by emphatic structures. A visual way of showing this is to write the sentence below on the board: ______ I love ______ going for long walks. Ask students to note the ‘split’ and say how they can add structures to make the sentence emphatic: What I love is going for long walks. The thing I love is going for long walks. To use It’s students need to move the object or complement so that it goes before the subject and verb: It’s going for long walks that I love. Note that we move the object or complement to give it more prominence – to emphasize it. 7 • Ask students to work individually to rewrite the sentence in four different ways. Then ask them to work in pairs to share and compare their sentences. Elicit different sentences from round the class in feedback. 8 • Ask students to work individually to rewrite the parts of these sentences in italics using emphatic forms. Let them compare answers in pairs before checking with the class. ANSWERS 1 It’s the journey that matters. 2 What I missed was my friends and family. 3 I did read up about it before I went, but … 4 what struck me was how relaxed the people were / what I was really struck by was how relaxed the people were. 5 But the thing they never tell you is how boring it can be too. 6 but he does like to eat well when he’s on holiday. 7 The thing I’ll never forget is the seven of us travelling through France in a tiny car. 8 It wasn’t the disruption (that) I minded Grammar notes Note how emphatic structures can be used in the past as well as present, using was and were instead of is and are. Pronunciation do, does and did 9a [36] • Before listening, ask students to read the sentences and predict which words might be missing. • Play the recording. Students listen and write in the missing emphatic auxiliary verbs. Point out how the auxiliary verbs are very strongly stressed. ANSWERS 1 do 2 does Audioscript 3 do 4 did [36] (with stress marked) 1 I do regret not stopping there. 2 She does travel a lot. 3 We do miss home sometimes. 4 I did spend a lot of time at the beach. 9b ★ CPT extra! Pronunciation activity [after Ex.9b] • Ask students to practise saying the sentences in Exercise 9a with the same strong stress. You could do this as a drill first – say some sentences and ask individuals to repeat – before asking students to practise further in pairs or small groups. ANSWERS 1 the unpredictability of travel that I love. 2 I love about travel is its unpredictability. 3 that I love about travel is its unpredictability. 4 do love the unpredictability of travel. 5a How we travel 86510_U5_ptg01_096-114.indd 99 99 3/1/18 4:20 PM Unit 5 The magic of travel Extra activity Ask students to make and share some personalized sentences beginning: I do regret … I do miss … I do wish … I do love … Ask students to change the personalized sentences they make into cleft sentences using It’s, What and The thing. Speaking my life 10 • Ask students to work individually first to read the task and list of points and prepare things to say. You could ask them to prepare whole sentences or just notes from which to improvise emphatic sentences. • When students are ready ask them to share and compare their ideas in groups of three, four or five. As students speak, monitor closely and note any errors with emphatic structures that you could comment on at the end. • In feedback, invite a few students to share what they found out about their partners. EXAMPLE ANSWERS Students’ own views What I like to take with me is my phone and also my favourite T-shirts. I do like trying different food when I’m travelling. The thing I hate when I travel is having to wait hours at the airport or bus station. What I love when I travel is using public transport – you really get to see a place like that. Unfortunately, my boyfriend doesn’t see eye to eye with me on that. He prefers to get taxis everywhere. What I really want to do on holiday is activities that I would never do at home. It’s the culture of a place that I’m really interested in. Extra activity As a live listening, tell students how you feel about travelling. Ask students to take notes then tell their partner how your views differ from theirs. 5b Magical mystery tour Lesson at a glance • • • • • wordbuilding: synonyms listening: a mystery tour grammar: avoiding repetition pronunciation: stress in short responses speaking: a mystery tour Wordbuilding synonyms 1 ★ CPT extra! Revision activity [before Ex.1] • Start by asking students to read the information in the wordbuilding box. Ask students to say what they think the difference in meaning is between the example pairs of near-synonyms (see Vocabulary notes below). • Ask students to work in pairs to think of synonyms for the four items in Exercise 1. Students discuss how similar or different in meaning each pair of words is. • Optional step You could encourage students to use dictionaries to find further synonyms and to check the exact meanings, collocations and uses of those words. EXAMPLE ANSWERS hotel: guest house, B&B, motel, inn, hostel, villa, lodge, resort relax: take it easy, rest, chill (out), unwind, put your feet up travel around: get around, tour, explore, sightsee, visit trip: journey, voyage, holiday, tour, excursion, expedition, outing Vocabulary notes holiday = a general word for a period of time off work or time away, to be on holiday break = similar to holiday, but suggests a short time off work or away; typical collocations include city break, weekend break, short break succeed in = to achieve something that you planned to do or attempted to do manage to = to do or complete something that was difficult popular = a popular person is someone who is liked by most people and people want to spend time with them and be their friend well-liked = if you are well liked, many people think you are a nice or good person Refer students to page 43 of the Workbook for further practice. 2 ★ CPT extra! Wordbuilding activity [before Ex.2] • Ask students to look at the words which are used in the interview they are going to hear. Tell them to match the words (1–9) with their synonyms (a–i). Let them compare answers in pairs before checking with the class. • Encourage students to discuss the difference in meaning, if any, between each pair of synonyms (see Vocabulary notes below). 100 Unit 5 The magic of travel 86510_U5_ptg01_096-114.indd 100 3/1/18 4:20 PM Unit 5 The magic of travel ANSWERS 1d 2e 3g 4h 5i 6a 7f 8c 9b Vocabulary notes A trip is short, a journey is long. A location is a more formal than a spot. Head for suggests going more directly than make your way to. We use thrilling with exciting action, e.g. a thrilling ride, but exhilarating with a feeling of being incredibly happy or full of energy, e.g. an exhilarating moment in my life. Spoil is less strong than ruin, which suggests that something is spoilt completely and beyond repair. Anticipation is a feeling of excitement about something enjoyable that is about to happen. If you are full of expectation, you are also probably excited about a future event. However, expectation can be more neutral – a belief that something will happen in a particular way. The other synonyms are more or less interchangeable. m: i: m: i: m: i: m: Listening 3 [37] • Tell students that they are going to listen to an interview about a ‘mystery tour’ that a reporter went on. Ask students to study the table carefully, and to look at the photos and predict how they might relate to the listening. • Optional step Ask students what they think a mystery tour is (a short journey, often in a bus, that people make for pleasure and without knowing where they are going) and ask if anyone has been on one. • Play the recording. Students listen and complete the information. Let them compare answers in pairs before checking with the class. ANSWERS 1 Secret 2 London 3 bicycle 4 swimming costume 5 two Audioscript 6 flat/easy 7 island 8 the open 9 train 10 less than £40 [37] i: m: m: i: Note that the words in bold are referred to later in Exercise 6. i = Interviewer; m = Maggie Richards i: The idea of a mystery tour was made famous by the Beatles’ ‘Magical Mystery Tour’ film in which the band head off westwards out of London in an old bus in search of adventure. Since then the idea of taking a journey to an unknown destination has been taken up by coach tour operators who offer ‘exciting’ locations and ‘top’ hotels, usually to parties of more elderly holiday-makers. But a London-based company called Secret Adventures is targeting a younger age group by adding a twist to the concept of the mystery tour. 4 They have developed a number of travel experiences designed, in their words, ‘to generate a sense of exploration and wonder’. Travel Book’s own Maggie Richards went on one of the trips and talked to me afterwards about it. So, Maggie, a magical experience or not? Absolutely. Definitely one I’d recommend. How much did you know about the adventure before you left? How secret was it? Basically, all we were told was that we’d meet in London and that we’d need a bicycle, a swimming costume and a dry bag – oh, and also that the trip would be over two days. And did you know how far you’d have to swim? Yeah, I did ask that – fifty metres. I thought about asking where we’d be swimming but I then decided not to. No, I guess that would’ve spoiled the surprise. So can you explain what the trip consisted of? OK, so we all met up in Hackney in north London – eight of us and our guide, Madoc. And then we set off down the track next to the River Lea. It was a beautiful afternoon and the path was flat so it was easy cycling. And that gave us the chance to chat and get to know each other. Occasionally, Madoc would give us a clue about the trip, like ‘Only fifteen miles to go’ or ‘Is that our island? No, I don’t think so’. It all added to the anticipation. Then, as sun was setting, he told us to stop and put our bikes in the long grass and get ready to swim. We packed our stuff into dry bags and then got into the water. It wasn’t warm and a few people were screaming and gasping – I know I was – but actually it felt really exhilarating to be heading off for the night with just your swimming things and a dry bag. Madoc had gone ahead and by the time we reached the island, a fire was burning. He cooked an amazing stew for supper and we shared stories around the fire. Did you have tents? No, we didn’t. We slept in the open, but it was fine – it wasn’t cold. In the morning, we swam back and cycled to a café for breakfast. Then we caught a train back into London. It was very strange arriving back in the busy city. It made the whole thing seem as if it had been a magical dream – actually it had. Are the trips expensive? Not at all. Well, it depends which one. Some of the shorter ones are less than £40. You could travel a long way and spend a lot more to create that kind of magic, but what Secret Adventures taught me was that you really don’t need to. [37] • Play the recording again. Students listen and note answers to the questions. Let them compare answers in pairs before checking with the class. • Note that students have to write quite a bit to answer the questions fully. Tell them to listen and either write very brief abbreviated notes, or to just remember the answers, and be ready to talk through the answers with their partner after the recording has finished. 5b Magical mystery tour 86510_U5_ptg01_096-114.indd 101 101 3/1/18 4:20 PM Unit 5 The magic of travel ANSWERS Grammar notes 1 The Beatles (‘Magical Mystery Tour’ film) 2 coach tour operators 3 (a) magical (dream) 4 Too much information would have spoiled the surprise. 5 He gave them a few clues about where they were going. 6 She felt it was exhilarating. 7 It felt strange, like the whole thing had been a magical dream. 8 You don’t need to travel far or spend a lot of money to have a magical experience. We use one, that, so, and the pronouns it, them, him, her, etc. to avoid repetition. Vocabulary You may wish to explain these words from the listening: a twist = a sudden unexpected change in a situation (we often talk about a twist in a film or novel when something unexpected happens or is revealed) to gasp = to breathe in suddenly, for example because you are surprised, shocked or in pain sleep in the open = to sleep outside Background information Magical Mystery Tour is a 52-minute-long British surreal comedy television film starring the Beatles (John Lennon, Paul McCartney, George Harrison and Ringo Starr). It was shown on BBC1 (on British TV) on Boxing Day, 26 December 1967. An album with songs from the film was also released. Grammar avoiding repetition 5 • Ask students to read the sentences in the grammar box and answer the questions. You could choose to do this open class or in pairs. 1 Sentence 1: an experience Sentence 2: how far they’d have to swim Sentence 3: one of the trips Sentence 4: it’s our island 2 a Sentences 1 and 3 b Sentences 2 and 4 3 Sentence 5: ask Sentence 6: screaming and gasping Refer students to page 164 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 4 2 c 3 b 4 a 5 c 6 b 5 1 go to one of the busier islands 2 go on a jungle hike 3 felt like relaxing on a beach 4 go elephant trekking 5 been snorkelling before 6 on the island 102 I’ll keep this TV, but I’d rather get a better one. I’ll keep this TV, but I don’t think much of it. One refers to ‘one of the same type’ whereas it refers to ‘the TV itself’. That isn’t used to avoid a noun – it’s used to replace a phrase, clause or sentence. Similarly, so replaces whole phrases after certain verbs: I hope so, I think so, I believe so, I suppose so, etc. If we are replacing a negative phrase, not or not so is used: I hope not, I suppose not, I don’t think so, etc. 6 • Ask students to look at audioscript 37 on pages 183 and 184 and answer the questions. Point out that the target pronouns referred to in the questions are highlighted in the audioscript. Elicit the first answer to get students started. It’s a good idea to get students to work in pairs and to discuss the answers as they work through. • In feedback, ask students to refer to the rules they have studied to explain answers. ANSWERS 1 a concept b path 2 (the) easy cycling 3 sleeping in the open without tents 4 been a magical dream 5 trip 6 travel a long way and spend a lot more 7 ANSWERS 1 b Students tend to find it difficult to know when to use one. One is used to refer to a single person or thing when there are others of the same type. Compare these two sentences: • Optional step Ask students to read the text for comprehension first. Ask: What did the writer do on the trip? (The writer rode on sleds pulled by dogs, stayed in a log cabin, drank hot lingonberry juice, went crosscountry skiing and saw the Northern Lights.) • Ask students to rephrase the words in bold to avoid repetition by using appropriate forms from the grammar box. Let them compare answers in pairs before checking with the class. ANSWERS 1 that 2 trip/vacation/one 3 Coming back / Getting back / Going back 4 an incredible / a wonderful 5 one 6 do that 7 That 8 it/that 9 didn’t 10 That 11 they should / so Unit 5 The magic of travel 86510_U5_ptg01_096-114.indd 102 3/1/18 4:20 PM Unit 5 The magic of travel 8 ★ CPT extra! Grammar activity [after Ex.8] • Ask students to work individually to put an appropriate word into each sentence to avoid repetition. Let them compare answers in pairs before checking with the class. ANSWERS 1 did 2 that 3 leave/go 4 not to 5 one 6 it Pronunciation stress in short responses 9a • Ask students to work in pairs to complete the exchanges. Remind them to use only one word in each gap. Note that students will check answers by listening to the exchanges in Exercise 9b. 9b [38] • Play the recording. Students listen and check their answers to Exercise 9a. • Play the recording a second time for students to underline the stressed words. Check answers with the class. • Ask students to work in pairs to act out the exchanges. As students speak, monitor and correct any mispronunciations you hear. Ask students to change roles and or partners to maximize practice. ANSWERS 1 that 2 did 3 so Audioscript 1 4 it 5 ones 6 it [38] (and answers to Exercise 9b) a : You have to be careful not to get overcharged in the local markets. b : Yes, I know that. 2 a : Would you like to drive? b : No, I’d rather you did. 3 a : Did he take warm clothes with him? b : I hope so. 4 a : Do you mind travelling alone? b : No, I actually prefer it. 5 a : Are there many good guidebooks about this region? b : Yes, there some excellent ones. 6 a : Did she enjoy visiting Russia? b : Yes, she loved it. Speaking my life 10 • Tell students they are going to design their own mystery tour. Ask students to prepare ideas individually first. When students are ready, ask them to work together in groups of three or four to put together a presentation (see Teacher development below). • Optional step Support the preparation of the presentation by writing the following questions on the board, which students could ask as part of their planning: What places will you visit? What surprises will you include? How will you travel? How many people will be on the tour? How long will it take? How much will it cost? Will people need to bring anything with them? Teacher development Managing presentations Preparing and making a presentation is an interesting and challenging speaking activity at this level. Here are some ways of supporting students: 1 Provide opportunities for individual and collective preparation. The more preparation the better the result – so allow ten to fifteen minutes for students to gather and discuss ideas. You could start by asking students to work individually to think of or research ideas or information before discussing in pairs or groups. Set clear time limits for preparation, and help by circulating and prompting or making suggestions, and by writing questions students could ask on the board (see the Optional step above). 2 Give students in each group roles to help guide the presentation. Nominate one student as the chair – he or she asks questions and ensures everybody contributes; one student can be the secretary – he or she notes ideas to use in the presentation; one person can be the quality control person – they decide which elements to focus on or leave out. 3 Once students have discussed and gathered ideas, brainstorm or provide a framework of key language to use to put together the presentation. For example: We think the best place to go is …; On the way, you’ll see …; One of the best things about the tour is / will be …; We’d recommend the tour because … 4 Ask individuals in each group to present their tour. Ensure other students are involved and have a reason for listening. They could be tasked with asking questions at the end, commenting on the use of language, or voting on the best presentation. Extra activity Students imagine they’ve been on one of the tours that have been presented and write a review about it. This could be done for homework. Pronunciation note Note that in the responses the strong stress is not on the words used to avoid repetition. These are not important words – the key words carrying meaning are stressed. 5b Magical mystery tour 86510_U5_ptg01_096-114.indd 103 103 3/1/18 4:20 PM Unit 5 The magic of travel 5c The adventures of Hergé Lesson at a glance • • • • reading: the graphic novel critical thinking: evaluating sources word focus: matter speaking: knowing places Reading 1 ★ CPT extra! Revision activity [before Ex.1] • Optional step Ask students to describe the photo in detail: Who is the man? Can you describe what he looks like and what type of person you think he might be? Where is he and why? What is he reading? Find out what students already know about Tintin, and make a connection between the man’s travelling and the journeys that Tintin makes. • Ask students to look at the photo and discuss the questions. You could do this open class or in pairs. • Optional step You may need to explain the difference between a comic (= a magazine often published regularly with different picture stories inside) and a graphic novel (= a single fictional story that is presented in comic-strip format and published as a book). ANSWERS Students’ own answers Background information Students may mention American superhero comics such as Superman, Batman, and Marvel comics (Spiderman, the Fantastic Four, the Hulk, Iron Man, X-Men); Japanese Manga; the French comic strip Asterix the Gaul; British children’s comics such as the Beano and the Dandy. 2 [39] • Ask students to read the article and decide whether the sentences are true (T) or false (F). Let them compare answers in pairs before checking with the class. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWERS 1 F (the investigative journalist, Tintin) 2 F (their creator never travelled to these places either.) 3 T (the books … were all the result of painstaking research … to provide as accurate a representation, both in the drawings and the storylines, as they could.) Background information Hergé was the pen name used by Georges Prosper Remi (1907–1983), the Frenchman who wrote The Adventures of Tintin. Tintin is an investigative reporter and adventurer who, in the comic series, travels around the world with his dog Snowy. The character was created in 1929. He appears as a young man, around fourteen to nineteen years old, with a round face and quiff hairstyle. Captain Haddock is a weak drunk when he first appears in the Tintin stories but soon rises to the challenge of helping Tintin on his adventures. Other regular characters include Professor Cuthbert Calculus, an absent-minded inventor, and Thomson and Thompson, two incompetent detectives. Although their surnames are slightly different, they look like identical twins. 3 • Ask students to read the article again and choose the best option to complete the sentences. Let them compare answers in pairs before checking with the class. ANSWERS 1 read 2 National Geographic 3 drawings 4 movie makers 5 at the last moment 6 best 4 • Ask students to work individually to find and underline the words in the article. Let students compare their answers in pairs before discussing as a class. Encourage students to work out meanings from the context. There may still be other words that students are unsure of in the article (see Teacher development below). ANSWERS 1 far-off 2 marvelled 3 painstaking 4 faithfully 5 uncanny 6 gift Vocabulary notes 1 Note how we hyphenate far-off when it goes before a noun: a far-off place, but not when it comes after the noun: the place is far off. 2 Note we say marvel at (something) – the adjective is marvellous. 3 The adjective painstaking comes from the expression to take pains to do something – to try really hard to do something well and correctly. 4 If a painting has a faithful likeness, it looks very like the real person who had been painted. 5 We use uncanny to describe something strange or mysterious or unnatural, especially when it makes you feel uncomfortable (an uncanny coincidence / an uncanny similarity to my brother). 6 A gift is more than just a talent – it suggests that you have a special ability that few others have. 104 Unit 5 The magic of travel 86510_U5_ptg01_096-114.indd 104 3/1/18 4:20 PM Unit 5 The magic of travel Teacher development Choosing words to learn After using the glossary and vocabulary exercise to check words, there may still be other words and expressions students find challenging in a text. However, it is often not practical to look at all such items in detail. One solution is to empower students to choose a limited number words they want to focus on. Follow this procedure: 1 Tell students to underline words and phrases they don’t know. 2 Ask students to cross out words and phrases they can guess from context. 3 Invite students to choose a maximum of four words or phrases that they are still unsure of and think are useful to learn. 4 Encourage students to guess meaning from context and to tell a partner what they think the words may mean. 5 Students then look up the words in the dictionary to check their meanings, and say whether they guessed them correctly from context. Words and phrases students might choose from the text in this section include: carved out of the rock = cut from the rock; sketches = quick drawings; capture a scene = put it realistically in a painting or drawing; catch sight of = suddenly see; sculpted from = cut from – similar to carved from; complete with = including. Word focus matter 7 • Tell students to look at the expression in bold from the article. Ask them to choose the correct definition. ANSWER b Vocabulary note For that matter is an expression usually used when speaking rather than writing – it’s used to emphasize that something else is also true (e.g. He doesn’t like football, or any sport, for that matter.). 8 • Ask students to work individually to complete the expressions. Let students compare their answers in pairs and discuss what they think about each statement. You could let students use a learner’s dictionary to research and find answers, meanings and uses. ANSWERS 1 time 2 laughing 3 mind 4 course 5 way 6 principle Critical thinking evaluating sources 5 Vocabulary notes • Ask students to find the sources that the author mentions in the text. Let them compare answers in pairs before checking with the class. 1 a matter of time = it will certainly happen (eventually), this expression is often preceded by ‘only’ or ‘just’ ANSWERS a mention of technical drawings of a ship but otherwise no source provided b This included examining catalogues of cars and planes, and technical drawings of ships and bridges. (lines 30–32) c I can personally attest to the incredible accuracy of Hergé’s representations of foreign places because a few years ago, I visited Petra with my family. … I was looking at a view straight from the pages of the book (lines 49–60) d … gave, according to commentators at the time, an extraordinarily realistic account of what would be involved in sending a manned rocket to the Moon. (lines 67–70) 6 ★ CPT extra! Critical thinking activity [after Ex.6] • Ask students to work in pairs to discuss the questions. Elicit answers in feedback. EXAMPLE ANSWERS 2 no laughing matter = it’s a serious situation 3 mind over matter = the ability to use the strength of your mind to overcome or deal with pain or difficult situations 4 as a matter of course = done as a habit or routine or because it’s expected 5 no matter which/how/where/what, etc. = used to say something is not important or has no effect 6 as a matter of principle = if something is important to somebody, they use this expression to express that it’s one of their key values in life (e.g. I never borrow money as a matter of principle.) Extra activity Ask students to write their own personalized sentences beginning with the following: I think it’s only a matter of time before … As a matter of principle, I always … As a matter of course, I regularly … No matter how you look at it, we … Students’ own answers It’s important that writers do this for the following reasons: it shows they have done research; allows the reader to be more confident that they are being told facts not opinions; it makes a book truly educational as well as entertaining. 5c The adventures of Hergé 86510_U5_ptg01_096-114.indd 105 105 3/1/18 4:20 PM Unit 5 The magic of travel Speaking my life 9 • Organize the class into groups of three to five students. Ask students to agree on a list of four places – check that they are places all the students know about for at least one of the reasons listed. • Ask students to share what they know about each place and to compare their views and impressions. Set a time limit of five to ten minutes. • In feedback, ask different students to tell the class how they viewed one of the cities they discussed. 5d To my amazement Lesson at a glance • real life: telling an anecdote • speaking skill: linking events • pronunciation: long sounds Real life telling an anecdote 1 ★ CPT extra! Real life activity [after Ex.1] • Ask students to look at the photo and discuss the questions in open class or in pairs. EXAMPLE ANSWERS 1 It was probably taken on a beach in a tropical country. (The photo was actually taken in Thailand.) 2 beach, sea, sand, sun loungers, parasols, boats, palm trees, blue sky 3 Students’ own ideas 2 [40] • Tell students they are going to listen to a travel story. Ask students to prepare to take notes under the headings 1–4. • Play the recording. Students listen and note details. Let them compare answers in pairs before checking with the class. ANSWERS 1 People didn’t use to be so careful about getting sunburned. 2 Speaker’s background: medical clinic; the setting for the story: Patong beach in Phuket, Thailand – a few years ago. 3 Speaker was in clinic when a man with fair skin came in with terrible sunburn – put bandages on him. Next day, the speaker was walking by the beach and saw the same man sunbathing. 4 That the situation was so crazy it was almost funny. Audioscript [40] I think it’s a well known fact that a lot of exposure to strong sun is a dangerous thing, particularly if you are a person with fair skin. So these days people are generally more careful – they take precautions not to get sunburned. But I’m afraid it wasn’t always like that. I have my clinic in Patong. It’s on the island of Phuket in Thailand – which you’ve heard about, I’m sure: it’s famous for having beautiful beaches and consequently we get a lot of tourists and sunseekers here. A few years ago, I was in my clinic and a young man with red hair and very fair skin came in. His legs were the colour of his hair – like a lobster – and he was in great pain. I applied some cream to his legs and then I wrapped them both in bandages from the ankle to the thigh. I told him to stay out of the sun and to take it easy for a few days until the redness had disappeared. The following morning, I was walking to work along the street by the 106 Unit 5 The magic of travel 86510_U5_ptg01_096-114.indd 106 5/31/2019 12:05:51 PM Unit 5 The magic of travel beach. By chance, I glanced down at the people on the beach who were arranging their sunbeds and parasols for a day of relaxing by the sea and there, to my amazement, was the same man! He was lying stretched out on his back, not in the shade, but in full sun with just his swimming costume and his bandages on! It was so crazy it was almost funny. 3 • Organize the class into pairs to retell the story using the notes. In feedback, ask students what extra phrases they used (aside from their notes) when telling the stories. Write up any useful ‘telling an anecdote’ phrases students naturally used. • Optional step You can refer students to these later in the lesson when they tell more stories. 4 [40] • Ask students to read the expressions for telling an anecdote and tell them to tick any expressions that they remember hearing in the recording. • Play the recording again. Students listen and tick the expressions they hear. Where an expression includes various options, encourage them to circle the option that the speaker uses. Let students compare their answers in pairs before discussing as a class. ANSWERS It’s a well-known fact that a lot of exposure to strong sun is a dangerous thing. These days people are generally more careful – they take precautions not to get sunburned. It’s famous for having beautiful beaches … Consequently, we get a lot of tourists and sunseekers here. A few years ago I was in my clinic and … The following morning, I was walking to work along the street by the beach. By chance, I happened to glance down at the people on the beach … and there, to my amazement, was the same man! Vocabulary notes as if by magic = in a surprising or sudden way that is impossible to explain sheer luck = complete and incredible luck 5b • Tell students they are going to practise linking events in a story. Organize the class into pairs. Explain that the aim here is for students to take turns to give their partner a linking phrase to use to start each line of the story. It’s a good idea to demonstrate how this works by working with a student in front of the class. • As students speak, listen closely and prompt students who are having problems. At the end, mention and praise some of the best uses of the phrases different pairs made. Pronunciation long sounds 6 [41] • Ask students to work in pairs to try saying the phrases and discuss the pronunciation of the vowel sounds (see Pronunciation notes below). • Play the recording. Students listen and check. • Optional step Ask students to repeat or practise saying the phrases. ANSWERS 1 /eɪ/ 2 /ɪ:/ 3 /aɪ/ 4 /ɒ/ 5 /eɪ/ 6 /aɪ/ 7 /eɪ/ 8 /æ/ The two which are not long vowel sounds are 4 (horror) and 8 (embarrassment). Audioscript [41] glance down = to look down briefly 1 to my amazement 2 to my relief 3 to my surprise 4 to my horror 5 to my dismay 6 to my delight 7 to my frustration 8 to my embarrassment by coincidence = two things happening at the same time without any planning or influence Pronunciation notes Vocabulary notes by chance = without intending to Speaking skill linking events 5a • Ask students to read the expressions and decide which are used to signal the time of an event (T) and which are used to indicate the speaker’s feelings about an event (F). Let students compare their answers in pairs before discussing as a class. /ɪ:/ is a longer sound than /ɒ/ or /æ/. The /:/ symbol is used to show that this sound is lengthened. /eɪ/ and /aɪ/ are diphthongs. A diphthong is two vowel sounds, one after the other, that go together. There is movement from the first sound to the second (you move your tongue and lips) so that it sounds like one sound. For example, to say the /eɪ/ diphthong, like in the word make (/meɪk/), first say /e/, then say /ɪ/ without stopping. Your mouth will move from the /e/ shape to the /ɪ/ shape. ANSWERS a T b F c F d T e F f T g F h F i T j T 5d To my amazement 86510_U5_ptg01_096-114.indd 107 107 3/1/18 4:20 PM Unit 5 The magic of travel 7 • Organize the class into pairs to develop a story. Give them five minutes to read the task and plan how to link ideas and add details. Monitor at this stage to make sure students understand the task and to help with ideas and vocabulary. • When students are ready, reorganize the class so students have a new partner. In their pairs, students take turns to tell their story. • As students speak, listen closely and note errors and good uses of linking phrases. At the end, provide feedback on errors and on examples of good language use. EXAMPLE ANSWER Have you ever noticed that when we are abroad, we tend to forget we aren’t at home and can be surprised by something different? For example, a few years ago, my friends Theo and Eleni had just got married and were on honeymoon in Cyprus. Several days into the holiday, they decided to go for a long walk in the countryside. Worryingly, it was really hot and they hadn’t taken any water with them. But as luck would have it, they came across a café and stopped for a rest before setting out on the walk again. A little while later, they came to the top of a cliff and paused to look at the amazing view. Just as Theo was thinking he was the happiest man alive, to his delight, he felt Eleni’s hand on his. But then he looked down. To his horror, it wasn’t Eleni’s hand on his at all – it was a massive insect! As soon as he realized what it was he screamed and leapt about all over the place. But as if by magic, the insect immediately vanished, and Eleni never even saw it. To Theo’s embarrassment, Eleni always tells the story at dinner parties and claims that there was no insect at all, and that Theo was just having second thoughts about having married her! 8 • Organize the class into small groups to develop their own stories. You could prepare students by giving a sample story of your own as a model (or referring to the example answer to Exercise 7), or by getting them to make brief notes first under the four headings in the table in Exercise 7. • As students tell stories in their groups, listen closely and note errors and good uses of linking phrases. At the end, provide feedback on errors and on examples of good language use. Extra activity When the students have finished telling each other their stories, you could ask them to give feedback to each other on the stories they heard. Focus them with these questions: Was it clear which order the events happened in? Did the speaker include a range of linking phrases, both to signal time and the speaker’s feelings? Lesson at a glance • writing: a review • writing skill: using descriptive words Writing a review 1 • Optional step Ask students in pairs or small groups to talk about any books they are reading at the moment, or have read recently. Ask: What’s the book? Who’s it by? What’s it about? Why did you decide to read it? • Pre-teach press (= the media; newspapers) and blurb (= the text on the back or inside page of a book that tells you about the book and includes positive reviews of it). • Ask students to discuss the questions. You could ask them to work in pairs first, before opening up the discussion to the class. EXAMPLE ANSWERS Students’ own ideas Students may argue that a press review is reliable, especially if they trust the view of the writer. It also tends to be thorough and relatively detailed. The recommendation of friends can be good if you know your friend has similar tastes to you. Blurb can be unreliable because it’s always written to be positive and to market the book. 2 • Optional step Ask students to look at the book title and photo and predict what genre of book is it and what they think it is about. (Examples: It’s a novel which somehow involves a rope bridge. It’s a non-fiction title exploring the history of a bridge.) • Ask students to read the review and note the reviewer’s opinion of the book. Encourage them to underline the sections of text that are relevant. Let students compare answers in pairs. ANSWERS The reviewer has a positive opinion of the book: a beautiful reflection on the subject of destiny; elegant prose; the compelling characters that Wilder has drawn so vividly; I cannot recommend this thought-provoking book highly enough. 3 • Ask students to read the review again and answer the questions. Let them compare answers in pairs before checking with the class. What was the most interesting part of the story? ANSWERS Do you have any ideas to make the story more dramatic? 1 a (short) novel 2 that a monk has witnessed the accidental deaths of five people and wants to make sense of the tragedy 3 present tense 4 elegant (prose) You could then ask students to use their verbal story telling, together with the feedback they received from their group members, as a basis to write a short story for homework. 108 5e Book of the month Unit 5 The magic of travel 86510_U5_ptg01_096-114.indd 108 3/1/18 4:20 PM Unit 5 The magic of travel 4 • Ask students to read the different ways to begin a book review (a–e) and answer the question. ANSWER c Writing skill using descriptive words 5a • Ask students to find and underline the adjectives and adverbs in paragraphs 2 and 3 of the review. Let them compare answers in pairs before checking with the class. ANSWERS short (novel), beautiful (reflection), true (story), real (people), elegant (prose), aristocratic (Marquesa de Montemayor), native (Spain), wise (Uncle Pio), lifelong (ambition), young (actress), frustrated (ambition), compelling (characters), vividly (drawn), eccentric (characters), human (characters), thought-provoking (book), highly (recommend) Lifelong and thought-provoking are compound adjectives. Vocabulary notes prose = language written in its ordinary form, as opposed to poetry – elegant prose is a positive way of saying that the writer is good at writing, using sentences that are clever and attractive to read aristocratic = from the upper class of society wise = able to make good judgments and choices as a result of experience and age compelling = interesting or exciting enough to keep your attention completely vividly drawn = well described and producing very clear images in the mind eccentric = acting in a way that is unusual and particular to that person thought-provoking = makes you think more about important ideas Vocabulary note Note that all of the compound adjectives in this exercise are formed by using a hyphen, which shows that the two words function as a single adjective. However, compound adjectives are not always hyphenated, e.g. lifelong in the review. Compound adjectives that involve numbers are always hyphenated, e.g. a two-bedroom house, a thirteen-yearold child, a ten-page document. Compound adjectives that are formed from the adverb well and the past participle (e.g. well-written) or from a phrase (e.g. up-to-date or easy-to-read as features in Exercise 5c) should be hyphenated when they come before the noun, but not when they come after. Compare: This is a well-written book. and This book is very well written. This is an up-to-date timetable. and Is this timetable up to date? Sometimes, a hyphen is essential to avoid ambiguity and confusion (e.g. a heavy-metal detector = a machine that detects heavy metals, a heavy metal detector = a heavy machine that detects metals). 5c ★ CPT extra! Writing activity [after Ex.5c] • Optional step Start by asking students to provide their own synonyms and opposites to the words in 5b before asking them to do the matching task. • Ask students to match the compound adjectives from Exercise 5b with their opposites in the box. Let students compare their answers in pairs. ANSWERS 1 convincing – far-fetched 2 easy-to-read – heavy-going 3 happy – heart-breaking 4 indecisive – strong-willed 5 poorly written – well-written 6 slow-moving – fast-moving 7 uneventful – action-packed 8 uninspiring – thought-provoking 6 5b • Tell students that they are going to write a review of a novel or a film. Start by asking students to choose a film or book to write about. You could do this by having a brief open class discussion and asking students to say which book or film they want to write about and why. • Ask students to work individually to complete the compound adjectives. Let them compare answers in pairs before checking with the class. • Ask students to work individually to make brief notes under the four headings in the plan. Monitor and help with ideas and vocabulary at this stage. • Optional step Read out some of the compound adjectives for students to listen to and repeat. Point out that the strongest stress is on the first syllable of the second part of the adjective (except for thought-provoking). • Once students have some notes, ask them to write their reviews. This could be done for homework. Remind them to use the present tense to give a summary of the plot, and encourage them to use some of the compound adjectives studied in the lesson. highly recommended = used to say that something is of good quality and is worth having, using or experiencing ANSWERS 1 provoking 2 fetched 3 going 4 written 5 packed 6 breaking 7 moving 8 willed 5e Book of the month 86510_U5_ptg01_096-114.indd 109 109 3/1/18 4:20 PM Unit 5 The magic of travel 7 • Organize the class into pairs. Ask students to exchange their written work with their partner. Tell them to check their partner’s work and suggest how to improve it. • Optional step Ask students to revise and rewrite their reviews based on their partner’s suggestions. Extra activity If you have the technology, ask students to write and post their reviews online – perhaps on your class website or forum or even on a site intended for public reviews. Then other students can add comments to the reviews, and say whether they are persuaded by the recommendation. 5f On the road: Andrew McCarthy Before you watch 1 • With books closed so that students aren’t able to read the caption, show the class the photo and ask them where they think the place is and what kind of trip they think these travellers are on. EXAMPLE ANSWERS 1 It’s an old, medieval city – probably somewhere in southern Europe. It’s the Camino do Santiago in Spain. 2 They seem to be on a walking holiday. Background information Camino de Santiago (or St James’ Way in English) is the name of the pilgrimage route (and variations of it) that leads across Europe to the shrine of the apostle Saint James the Great in the Cathedral of Santiago de Compostela, a medieval city in Galicia, northwestern Spain. Santiago means ‘Saint James’ in Spanish, and tradition has it that the remains of this saint are buried in the cathedral in Compostela. The first pilgrims visited Santiago as long ago as the ninth century. Today, about 200,000 people a year follow its routes. Some walk to renew their faith or aid their spiritual growth. It’s also popular with nonreligious hiking, cycling enthusiasts and organized tours. Andrew McCarthy (born 1962) is an American actor, travel writer and television director, best known for his roles in the 1980s films St. Elmo’s Fire and Pretty in Pink. His book The Longest Way Home: One Man’s Quest for the Courage to Settle Down was published in 2012. Key vocabulary 2a • Ask students to read sentences 1–5 and guess the meaning of the expressions in bold. Explain that these expressions are all very informal and would only be used in conversations with people you know well. Encourage students to use the context to help them. • Let students compare their answers in pairs before moving on to Exercise 2b. 2b ★ CPT extra! Vocabulary activity [after Ex.2b] • Tell students to match the expressions in bold in Exercise 2a with the definitions (a–f). Let students compare answers in pairs. ANSWERS 1 a; c 2 e 3 d 4 b 5 f 110 Unit 5 The magic of travel 86510_U5_ptg01_096-114.indd 110 3/1/18 4:20 PM Unit 5 The magic of travel Vocabulary notes sort of / kind of = these mean ‘to some extent’, ‘in some way or other’ but are often used as redundant fillers like = we can use It/He/She was like … to introduce a description, an action or something people say; like is also often used as a redundant filler pretty much = used to say that something is very nearly or almost something (If) truth be told = often used when admitting something one might otherwise lie about or prefer not to say While you watch 3 [5.1] • Tell students they are going to watch an interview with travel writer Andrew McCarthy. Ask students to watch the video and note answers to the two questions. • Play the whole video. Let students compare answers in pairs before checking with the class. As an extension to the work on colloquial expressions in Exercises 2a and 2b, you may wish to point out how Andrew McCarthy frequently uses the expression you know as a colloquial conversational filler. Part 2 2.10–3.08 McCarthy … and so I went to Spain and I walked across Spain for a month. And it was … yeah … it was just a transformative experience for me. I found it terrifying and I was lonely and miserable for most of it, and then something happened and I had, sort of, one of those experiences that you have, and it just … I went there to see if I could take care of myself, in a certain way, though I didn’t know that at the time. But then I sort of, I just discovered that I was taken care of, in a certain way. I mean, it wasn’t a religious experience, but it was some kind of experience that I had where I felt … unafraid in the world for the first time, on a deep level for the first time. I had the experience of being unafraid and I didn’t … I was … carried so much fear with me in the world all the time that I didn’t even know that I carried it until it was suddenly absent for a short time. And that changed my life. And that started me travelling, that experience. Yeah. 3.09–3.10 Interviewer 1 his trip along the Camino de Santiago to Santiago de Compostela 2 He felt unafraid in the world for the first time, on a deep level, and then, as a result, he started travelling. 5.1 Part 1 0.00–0.07 Interviewer … that every … everybody, but especially every writer, has a trip that changed their life. Do you have a trip that changed your life? 0.08–0.46 Andrew McCarthy Yeah. About twenty years ago now … no, not, less … eighteen, yeah, around eighteen years ago, I was in … I walked the Camino de Santiago in Spain. That changed my life. Yeah. I was in a bookstore waiting for my girlfriend at the time. I just sort of picked up some book, you know, and it was some guy who walked the Camino de Santiago in Spain. I just sort of went … that’s kind of weird. I bought it and then it sat on my bookshelf for months, and then I got on a plane, was getting on a plane and I was looking for something to read and I just grabbed it, read it on the plane and when I landed, I said: ‘I’m going to do that.’ 0.47–2.09 So I went, two weeks, I guess … I … but I’d no, then there was no internet or anything to find out anything and I didn’t know, I’d never heard of the Camino de Santiago, which is this old pilgrim’s route across the north of Spain that started in the eighth century, you know, the crusades and reconquests of Spain from the Moors, and … so I … It was written by a guy named Jack Hitt, who … I didn’t know, I didn’t know anyone who wrote books, and so … I … It said he wrote for, I think Harper’s magazine, or something. Anyway, I called up whatever magazine it was and I said: ‘Hi. I’m looking for Jack Hitt.’ ‘Hold on.’ And the guy: ‘Yeah, Jack Hitt.’ ‘Hi, Jack. My name’s Andrew McCarthy. I read your book. It was so cool.’ And he was like: ‘You read my book?’ And so I said: ‘Yeah,’ you know, so I said, ‘I want to go do that. How do I do it?’ And so he started to tell 3.11–3.22 McCarthy It was great. Yeah, I’d love to do it again someday. With my son if he wants to do it or my daughter, but … But it’s one of those things: do you really want to go do those things again? You know? I don’t know. But it was good, yeah, it changed my life. 3.23–3.24 Interviewer 3.25–3.26 McCarthy How long did it take? A month. 3.26–3.27 Interviewer And you’re staying in little inns? 3.28–4.01 McCarthy You’re staying in little … little refugios, little sort of pilgrim hostels. Which … you know, truth be told, at a certain point I was a gold-card pilgrim. I just said, ‘I can’t take this.’ You know? Where’s the pensione? You know, I mean … and then I justified this by ‘I want to meet the locals; I don’t want to meet the Germans walking. I want to meet, you know, the people who live here, and I want to have that experience.’ And so, yeah, half the time I slept with the sweaty pilgrims in, you know, with my backpack rolled out on the bunk beds and half the time I checked into the little inns. You know. 4.02–4.03 Interviewer It works. 4.04–4.08 McCarthy It was great, it was great. I much preferred sleeping at the inns. Yeah. 4 [5.1] • Before watching the video again, ask students to read the phrases (a–e) carefully and discuss with their partner why they think these words are significant in the video. • When students are ready, play the first part of the video (0.00 to 2.09) again. Students work individually to make notes. Let students compare their answers in pairs. • Ask students to work together to reconstruct the story from their notes. You could ask one pair to share their version in feedback. 5f 86510_U5_ptg01_096-114.indd 111 That’s great. Part 3 ANSWERS Videoscript me and then he sort of told me, and then I … ‘Thanks a lot’ and ‘Bye’, and I had some more questions and the next day, I called him up again. And he goes: ‘I can’t talk. Call me at home later.’ Well, that was a mistake. So he gave me his home phone number, so I called him that night and I go, ‘Listen, how do … so, how do … I need a backpack.’ So anyway, I called him pretty much every day for … And finally his wife started answering the phone and: ‘Jack’s not in. Jack’s not in’. On the road: Andrew McCarthy 111 3/1/18 4:20 PM Unit 5 The magic of travel ANSWERS a Andrew McCarthy came across Jak Hitt’s book about the Camino in a bookstore. b McCarthy read Hitt’s book about walking the Camino while he was on a plane. c The internet didn’t exist at the time of the story and so McCarthy couldn’t easily research the Camino. d Harper’s magazine was the magazine that Jack Hitt wrote for at the time of the story. e Jack Hitt gave McCarthy his home number so McCarthy could call him and ask more questions about the Camino. 5 ANSWERS 1 a transformative b terrifying, lonely, miserable c not religious d unafraid 2 I went there to see if I could take care of myself, in a certain way, though I didn’t know that at the time. [5.2] • Explain that students are going to watch some clips from the video which contain some new words and phrases. They need to choose the correct meaning of the words. • Play the clips. When each multiple-choice question appears, pause the clip so that students can choose the correct definition. You could let students compare answers in pairs before discussing as a class. 1 c 2 b 3 b 4 b 5 a Vocabulary notes grab = we use grab when we take something in a way that is very sudden – perhaps because we are in a hurry or a panic (e.g. He grabbed the rope as he fell off the cliff.) or perhaps because someone is stealing something (e.g. The thief grabbed her handbag.) he goes = in conversational style, when telling a story or news, we use this to say ‘he says’ – it’s very informal it’s just one of those things = often said when accepting something we don’t like You may also want to check: [5.1] • Play the third part of the video (3.11 to the end) again. Students work individually to note answers to the questions. Let students compare their answers in pairs. bunk beds = two single beds that are joined together with one above the other, often used for children or in youth hostels ANSWERS Videoscript 1 He says: do you really want to go do those things again? He implies that it was a difficult emotional journey and that it would be difficult to repeat. 2 a month 3 refugios (= Spanish pilgrim hostels), pensiones (= little Spanish inns) 4 gold-card; It means he likes comfortable hotels – he prefers to pay with his ‘gold’ credit card for expensive places to stay rather than in uncomfortable hostels. 5 it was a way of meeting locals not tourists. 1 ‘… and I was looking for something to read and I just 7 • Ask students to work individually to read and complete the summary. Let students compare their answers in pairs. ANSWERS 1 bookstore 2 walked 3 Spain 4 grabbed/found 5 internet/way 6 guy/author/writer 112 8a ANSWERS [5.1] • Play the second part of the video (2.10 to 3.10) again. Students work individually to note answers to the questions. Let students compare their answers in pairs. 6 After you watch Vocabulary in context 7 transformative 8 miserable/lonely 9 changed 10 unafraid 11 hostels/inns/refugios 12 locals 5.2 grabbed it, read it on the plane …’ What does grabbed mean? a bought with cash b looked at quickly c took quickly 2 ‘And he goes, “I can’t talk. Call me at home later.”’ What does goes mean? a leaves b says c repeats 3 ‘… it was just a transformative experience for me.’ What does transformative mean? a long-lasting b life-changing c extremely new 4 ‘But it’s one of those things: do you really want to go do those things again?’ What does one of those things mean? a something that affects us all in the same way b something you can’t explain, but must accept c something very special, you can’t repeat Unit 5 The magic of travel 86510_U5_ptg01_096-114.indd 112 3/1/18 4:20 PM Unit 5 The magic of travel 5 ‘I just said, ‘I can’t take this.’ What does can’t take mean? a can’t cope with b can’t afford c can’t justify 8b • Students work individually to complete the sentences. Elicit one or two ideas for the first sentence to get them started. Let students compare sentences in pairs. EXAMPLE ANSWERS 1 Often for lunch I just grab a sandwich. / a bite to eat. 2 Sometimes I feel like I can’t take criticism / late nights / working nights anymore. 3 I didn’t mind paying the fine / losing the game. It was just one of those things. 9 ★ CPT extra! Speaking activity [after Ex.9] • Ask students to work in groups of three to five students to discuss the questions. EXAMPLE ANSWERS 1 not knowing the language, not being familiar with a different culture, not knowing very much about the route or place, not having his home comforts around him, etc. 2 He might have met someone who helped him realize travelling wasn’t frightening; he had a good experience travelling that helped him overcome his fears; he had an opportunity to spend time thinking and reflecting. 3 missing a plane/bus/train, losing a passport / money, being ripped off, getting injured, feeling ill, travelling at night, getting split up from people you are travelling with, not being able to speak the local language, not being able to read road signs, etc. UNIT 5 Review and memory booster ★ CPT extra! Language games Memory Booster activities Exercises 3, 6 and 8 are Memory Booster activities. For more information about these activities and how they benefit students, see page 10. I can … check boxes As an alternative to asking students to simply tick the I can … boxes, you could ask them to give themselves a score from 1 to 4 (1 = not very confident; 4 = very confident) for each language area. If students score 1 or 2 for a language area, refer them to additional practice activities in the Workbook and Grammar summary exercises. Grammar 1 • Ask students to read the writer’s description of the Fiji islands and answer the questions. ANSWERS 1 It has upmarket hotels catering for rich tourists and honeymooners, but it also has less expensive youth hostel-style accommodation for backpackers. 2 Most of the population live there and you can experience real Fijian culture there. 2 • Ask students to read the description again and decide what the words refer to. ANSWERS a the Fijian islands b experience this paradise (Fiji) more simply c desire of tourists to experience Fiji on a budget d Yasawa e go fishing f the feeling of being a tourist 3 ❯❯ MB • Tell students to find two emphatic structures in the third paragraph of the description. Ask them rewrite them as non-emphatic structures. ANSWERS 1 If what you value is seeing the country’s true way of life …; If you value seeing the country’s true way of life … 2 … it’s here that you can experience real Fijian culture.; … you can experience real Fijian culture here. UNIT 5 Review and memory booster 86510_U5_ptg01_096-114.indd 113 113 3/1/18 4:20 PM Unit 5 The magic of travel Vocabulary 4 • Tell students to work individually to make repeated word pairs using the words in brackets. Then ask them to rewrite the underlined words using the repeated word pairs. Let students compare their answers in pairs. • Finally, ask students to use the word pairs to write their own personalized sentences. Alternatively, with a capable group, ask them to use the repeated word pairs from the unit that are not featured in this exercise: neck and neck, strength to strength, step by step. 8 ❯❯ MB • Tell students that they are going to use the phrases in Exercise 7 to make a story about their experience buying something. Give them a few minutes to prepare ideas individually and make notes if they want to. Then ask them to work in pairs to tell their stories. ANSWERS Students’ own answers ANSWERS 1 (met) face to face 2 (see) eye to eye 3 (went) on and on 4 (taking …) day by day 5 (go) hand in hand Example sentences: 1 I’ve never met my French pen pal face to face. 2 I don’t think I’ll ever see eye to eye with my brother about his way of life. 3 That lecture was terrible! He just went on and on about the same thing for an hour! 4 After my accident I just had to take things day by day. 5 In my opinion, medical care and kindness should go hand in hand. 5 • Ask students to complete the words using the synonyms in brackets. EXAMPLE ANSWERS 1 magical 2 cosy 3 ruined 4 spot 5 grand 6 wary 7 officious 8 headed 6 ❯❯ MB • Ask students to work in pairs to describe their own travel experiences using the words in Exercise 5. You could give them a minute or two to think of ideas before asking them to speak. ANSWERS Students’ own answers Real life 7 • Ask students to match the words (1–8) with words (a–h) to make phrases for telling anecdotes. ANSWERS 1 f 114 2 g 3 a 4 e 5 h 6 c 7 b 8 d Unit 5 The magic of travel 86510_U5_ptg01_096-114.indd 114 3/1/18 4:20 PM Unit 6 Body matters Opener r: 1 • Ask students to discuss what they think the photo shows and to think of a caption in pairs. Encourage them to be imaginative. Elicit ideas from students in feedback or ask them to compare captions with another pair. EXAMPLE ANSWERS Students’ own ideas Examples: Racing at high speed, Racing through nature, Speed thrill 2 Background information [42] • Tell students they are going to listen to a woman discussing health and exercise with a friend who is a doctor. Ask students to read the questions carefully. To check understanding, ask for examples of intensive or gentle exercise (e.g. running fast in a gym versus swimming slowly or walking). • Play the recording. Students listen and note answers to the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 She says intensive exercise is less effective than gentle exercise and that intensive exercise means your body demands calorie compensation afterwards; this isn’t the case with less intensive exercise. 2 She does active things that she enjoys, e.g. road cycling (rather than going to the gym or going for a run). Audioscript Well, mainly I try not to obsess too much about my weight. I don’t go on diets and I don’t weigh myself every day. I just do active things that I enjoy. I’ve never been a fan of the gym, I have to say, and I never go for a run – I find it boring. The kids keep me pretty active anyway. But recently I’ve got into road cycling. Every couple of weeks a few of us go out for a ride in the countryside – forty or fifty kilometres. We often go up in the woods and hills around the South Downs. The scenery’s beautiful and it’s a great way to enjoy nature and stay fit at the same time. [42] Rashmi is a common Indian name used for females. It means ‘ray of light’ in Hindi. 3 [42] • Ask students to read the expressions to do with exercise and health (1–9). Explain that four of the expressions need a preposition to complete them. Give students time to try to identify which expressions these are, and to remember or guess the missing prepositions. • Play the recording. Students listen and check. Let them compare answers in pairs before checking with the class. ANSWERS 1 in 2– 3 for 4– 5 on 6– 7 out 8– 9– Vocabulary notes keep in shape = to do exercise or activity to maintain your weight and body size and shape w = Woman; r = Rashmi stay/keep fit = to do exercise to maintain physical health w: How do you advise people to stay fit and healthy, Rashmi? stretch your legs = to move your legs so they are as straight as possible and the muscles become long and tight r: You know, there’s so much contradictory information out there about how to keep in shape: whether you should watch your weight by controlling what you eat or by exercising; what kind of exercise regime is best, and so on. I was reading a scientific journal just this morning saying that intensive exercise, like working out at the gym, is actually less effective than gentle exercise, like going for a walk regularly in the park. keep active = to do different physical activities; to move or exercise – walking, running, sports, etc. w: Really? Why did it say that? r: I think the idea is that if you do really intensive exercise, then your body demands calorie compensation afterwards – in other words, you’re more likely to reward yourself with a bigger snack at the end of the session. Whereas if you just stretch your legs often or take regular gentle exercise, it doesn’t have the same effect. w: So what do you do? You’re in pretty good shape. 4 ★ CPT extra! Speaking activity [after Ex.4] • Optional step Give students a minute or two to work individually to think of and prepare questions. • Ask students to work in small groups to ask and answer questions. Remind students to use some of the expressions in Exercise 3. • Optional step To give further practice, ask students to repeat the task with different students in groups of three. However, this time the aim is to use as many of the expressions from Exercise 3 as they can. Two students ask and answer questions while the third ticks off the expressions they hear used. To add an element of fun, you could give them a time limit of one or two minutes in which to try to incorporate all of the expressions. 115 86510_U6_ptg01_115-132.indd 115 3/1/18 4:20 PM Unit 6 Body matters EXAMPLE ANSWERS Students’ own answers How often do you work out at the gym? Have you ever been on a diet? What do you do to keep active in the winter? Do you ever stretch your legs if you are working at a desk? What do you do to keep active? Extra activity Extend this into a more structured activity by asking students to carry out a class survey. Students prepare questions to find out how often other students go for walks or runs or go to the gym. They could then collate the information and write a short report for homework. 6a Exercise around the world Lesson at a glance • • • • reading: exercise regimes wordbuilding: compound words grammar: phrasal verbs speaking: exercise trends Reading 1 ★ CPT extra! Speaking activity [after Ex.1] • Optional step Pre-teach treadmill (= a machine that you typically use in a gym to walk or run on to build fitness) and traffic school (= in the US, traffic school is the course you do when learning to drive, in which you have to learn all the road signs and rules and so it could be considered to be boring). • Organize the class into pairs to discuss the quotation. In feedback, elicit ideas open class. ANSWERS The point he’s making is that if you do exercise that you enjoy, the time passes very quickly. If you do exercise that you don’t enjoy, it feels that it takes much longer. Background information David Walters (born 1987) is a former American competitive swimmer who won a Gold medal at the 2008 Summer Olympics. 2 [43] • Optional step Ask students to look at the photos on the page and predict what the content of the reading text might be. • Ask students to read sentences 1–6 carefully. Then ask them to read the article quickly and match each sentence with the exercise routine it describes: Radio Taiso (RT), swogging (S) or yoga (Y). Let them compare answers in pairs before checking with the class. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWERS 1 Y 2 RT/Y 3 RT 4 S 5 S 6 RT 3 ★ CPT extra! Speaking activity [after Ex.3] • Ask students to read the article again and work in pairs to think of a heading for each paragraph. You could elicit one or two ideas for the first paragraph to get students started. Let them compare answers in pairs before checking with the class. • Students then discuss, either in their existing pairs or in small groups, whether any of these forms of exercise appeal to them. Encourage them to give reasons why and ask follow-up questions. 116 Unit 6 Body matters 86510_U6_ptg01_115-132.indd 116 3/1/18 4:20 PM Unit 6 Body matters EXAMPLE ANSWERS Students’ own ideas 1 Warming up to Japanese radio, Japan’s national exercise, How Japan stays fit 2 Swogging – the secret to longevity?, Using nature as your gym, Freezing, free and fabulous 3 Yoga in Tamil Nadu, Yoga – a growing western trend, Holistic well-being through yoga Background information Radio Taiso, or rajio taisō in Japanese, literally means ‘radio exercises’. During the 1920s the Metropolitan Life Insurance Company in the USA sponsored 15-minute radio calisthenics in major cities in the US. Visiting employees of the Japanese postal insurance division brought samples of the exercises from the US back to Japan. Thus, the tradition started. The Caucasus /ˈkɔːkəsəs/ mountains are at the border of Europe and Asia, situated between the Black Sea and the Caspian Sea. They are in Georgia, Armenia, Azerbaijan and a part of Russia. Tamil Nadu is one of the twenty-nine states of India. It’s in the far southeast of the Indian peninsula. 5 ★ CPT extra! Wordbuilding activity [after Ex.5] • Ask students to complete the phrases with the compound words. Elicit the first answer to get students started. Let them compare answers in pairs before checking with the class. ANSWERS 1 backup 5 drive-in 2 stop-off 3 break-in 4 far-off Refer students to Workbook page 51 for further practice. Vocabulary notes Note that the compound words here are verb + preposition, except for far-off (adjective + preposition). backup = when you save files so they won’t be lost if a computer crashes or is damaged stop-off = a brief stay in a place on the way to another place by plane (also, stop-over) break-in = a burglary far-off = a long way away in time or space drive-in = to describe a restaurant where you stay in your car when ordering food to take away steep slopes = slopes are the sides of hills and if they are steep, they go up at an angle which is hard to walk up As studied in Unit 5, when to hyphenate compound words, and when not to, can be a source of confusion for students. We sometimes hyphenate (a drive-in movie, a trade-off between two things), and we sometimes don’t (tonight’s lineup, a takeover of a company). It’s generally a matter of usage. However, the more established a compound, the more likely it is to lose the hyphen, whereas less common or newly-formed compounds are usually hyphenated. Also, compound adjectives using a preposition are more likely to be hyphenated than nouns. proven = the past participle of prove – it can be pronounced /ˈpruːvən/ or /ˈprəʊvən/ Extra activity Vocabulary notes Check that students are familiar with the following vocabulary: tinkly … sound = a high light metallic sound, for example the sound made by a piano or small bells strenuous = physically demanding triggers = starts (something) working yoga retreat = a retreat is a place where you go to relax or study something quietly Ask students to use dictionaries to research compound words with prepositions. Give pairs or groups a common verb and ask them to find compounds: get, go, put, take, set. trendy = fashionable Wordbuilding compound words 4 • Tell students to read the information in the wordbuilding box. Ask students to find examples of a compound adjective and a compound noun in the text. • Optional step Ask students to give you other compound nouns or adjectives they can think of (e.g. check-out, check-in, grown-up, write-off). ANSWERS Grammar phrasal verbs 6 • Ask students to discuss the verb + preposition(s) combinations from the article. Let them compare answers in pairs before checking with the class. ANSWERS Come across is a phrasal verb (you cannot guess the meaning of ‘to find by accident’ by understanding or combining the meaning of its separate parts: come and across). Coming from is a verb + preposition (it has a literal meaning). warm-up (adjective), workout (noun) 7 • Ask students to read the information in the grammar box. Point out the different patterns used with phrasal verbs. 6a Exercise around the world 86510_U6_ptg01_115-132.indd 117 117 3/1/18 4:20 PM Unit 6 Body matters ANSWERS We have to put the object between the verb and the preposition when the phrasal verb is separable and the object is a pronoun. When the object is not a pronoun, we can choose to put it between the verb and preposition, or after the preposition. Note also following things about the examples in the grammar box (also see Grammar notes below): 1 Intransitive phrasal verbs have no (noun or pronoun) object. 3 In inseparable phrasal verbs, the object (both noun or pronoun) comes after the phrasal verb – the verb and preposition cannot be separated. 4 In three-part phrasal verbs with one object, the object (both noun or pronoun) comes after the phrasal verb. 5 In three-part phrasal verbs with two objects, the first object (noun or pronoun) comes after the verb and the second after the particle. Refer students to page 166 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 1 1 pay back me – pay me back 2 took the plane off – the plane took off 3 looking his phone for – looking for his phone 4 turn off it – turn it off 5 put up his bad behaviour – put up with his bad behaviour 6 let in Adam on the plans – let Adam in on the plans 2 1 turned to him 2 put it off 3 takes after her father 4 fallen out with their neighbours 5 come over 6 throw away these old clothes / throw these old clothes away 7 ran into her 8 fill this form in / fill in this form 3 a3 b8 c2 d4 e7 f6 g5 h1 Grammar notes A phrasal verb is an idiomatic phrase consisting of a verb and another element, typically either an adverb, as in The car broke down, or a preposition, for example I came across some old photos. In three-part phrasal verbs, there is verb + adverb + preposition (e.g. I look forward to seeing you; Paul looks down on his colleagues.). 1 Phrasal verbs can have meanings which seem logical to students (e.g. We started out on our journey.), but often they are completely idiomatic (e.g. We fell out.). 2 Separability is dependent on whether the particle is an adverb (in which case, it can be separated) or a preposition (in which case, it can’t be separated). Realistically, however, it’s easier for students to learn whether new phrasal verbs are separable or not through usage. 118 Note that we can choose to separate around a noun (put off people or put people off), but we have to separate when we use pronouns (put them off but not put off them). 3 Phrasal verbs can be transitive (they take an object) or intransitive (they don’t). Note that as the same phrasal verbs may have a variety of meanings depending on context, a phrasal verb that is intransitive in one context (e.g. We set off on a journey.) can be transitive in another context (e.g. They set off a bomb.). 8 • Ask students to work individually to identify the phrasal verbs and think about the position of the object. Then let students work in pairs to discuss the phrasal verbs before checking with the class. ANSWERS 1 set up – both correct 2 catch up with – b is correct 3 go for – a is correct 4 look up to – a is correct 5 take up on – b is correct 9 • Optional step Ask students to read the text for comprehension first. Ask: What three exercise routines are described? (Pilates, Zumba and Tai Chi). • Ask students to work out the meaning of the phrasal verbs. Then ask them to put the objects of the phrasal verbs in the correct position. Let them compare answers in pairs before checking with the class. ANSWERS 1 get over this (= to recover from this) 2 setting them up (= starting businesses or companies) came about (= happened, originated) 3 hit on it (= had the idea) 4 fell back on some Salsa dance music (= used as a reliable support or source) taken off (= become successful) 5 getting out of dangerous situations (= escaping from) 6 trying them out (= testing them or using them for the first time) 10 • Ask students to order the words to make sentences. Tell them to refer back to rules to test their order. Let them compare answers in pairs before checking with the class. ANSWERS 1 I’m thinking of taking up Pilates. 2 It took me ages to get over it. 3 We couldn’t get out of it. 4 The doctor is going to carry out some tests on my knee. (or carry some tests out) 5 How did you come up with that idea? 6 She puts her success down to hard work. 7 Playing hockey takes me back to my childhood. Unit 6 Body matters 86510_U6_ptg01_115-132.indd 118 3/1/18 4:20 PM Unit 6 Body matters Speaking my life 11 • Organize the class into pairs. Give students one or two minutes’ individual preparation time to check the phrasal verbs and think of their own answers to the questions. Ask a few comprehension check questions in open class to make sure the students understand the meanings of the phrasal verbs before they speak. • Ask students to take turns to interview their partner using the questionnaire. As students talk, monitor closely and note down errors or examples of good language use to give feedback on at the end. ANSWERS Students’ own answers Vocabulary notes set aside = to keep to use go in for = to enjoy or have interest in take up = to start (a hobby, course, etc.) keep up with = here, to follow and know about (trends) join in with = to do things with others 6b No pain, no gain Lesson at a glance • • • • • • vocabulary: injuries listening: sports injuries idioms: health grammar: verb patterns pronunciation: stress in two-syllable verbs speaking: describing an injury Vocabulary injuries 1 ★ CPT extra! Review activity [before Ex.1] • Optional step Start by revising parts of the body. You could put students in pairs, and tell them to point to different parts of their bodies to see if their partner can name them all. Or you could see which pair can write down the most parts of the body in a time limit of two minutes. • Ask students to match verbs and nouns. Elicit two or three examples to get students started. Once students have finished, tell them to check by miming the injuries to a partner. Again, you could start them off here with an example: mime one or two of the injuries yourself. put you off = to make you not want to do something ANSWERS 12 • Ask students to discuss their findings with another pair. At the end, find out about your students’ experiences and attitudes by asking them to give feedback in open class. Extra activity Instead of asking students to work in pairs, you could do this speaking activity as a class mingle. Ask students to walk round and interview four or five people in a time limit of ten minutes. break – your ankle, your arm, your back, your knee, your ribs, your toe, your tooth (note that we would normally say crack your head; you can say my voice broke, but it has nothing to do with injuries – it refers to when a boy reaches adolescence and his voice becomes deeper) bruise – your ankle, your arm, your back, your head, your knee, your ribs, your toe bump – your ankle, your arm, your head, your knee, your toe chip – your ankle, your knee, your ribs, your tooth graze – your ankle, your arm, your back, your knee, your ribs, your toe lose – your arm, your ribs, your tooth, your voice (lose your head has nothing to do with injuries but means ‘to get angry or lose control’) pull – your back, a muscle (pull a tooth means to take it out) sprain – your ankle, your arm, your knee, your muscle, your toe strain – your ankle, your arm, your back, your knee, your toe, your voice stub – your toe Vocabulary notes We use break when a bone has been damaged and is in two parts. A bruise /bru:z/ is a black and blue mark on the body. If you bump something, you hit it, but it isn’t serious and only hurts briefly. If you chip something, you break off a small piece of something hard (chip a nail, chip a tooth). If you graze your skin or a part of your body, you rub the skin off and it bleeds, but it’s only superficial. 6b No pain, no gain 86510_U6_ptg01_115-132.indd 119 119 3/1/18 4:20 PM Unit 6 Body matters If you pull or strain a muscle /ˈmʌs(ə)l/, then it’s stretched in a way that hurts. Listening 3 [44] If you sprain your ankle, you go over on it painfully (it’s different from pull or strain because it involves an unnatural bend rather than a pull). • Tell students they are going to listen to an interview with ultrarunner Ben Newborn about sports injuries. Ask students to read the questions carefully. If you stub your toe, you bump or bang the end of it on something. • Play the recording. Students listen and note answers to the questions. Let them compare answers in pairs before checking with the class. Teacher development Instructing at the Advanced level It is generally assumed that students with an Advanced level of English will have a good understanding of what they are being asked to do in class. However, advanced activities and language points are often complex and clear and thorough instruction is therefore as important at this level as any other. Here are some suggestions to ensure good practice and clarity in class: 1 Provide a worked example for controlled practice exercises. Don’t just read out a task instruction. For example, if students are expected to match words, elicit the first match, or physically show the match on the board or interactive whiteboard or by holding up the course book and pointing. This will focus students and check they have listened fully. 2 Provide a model for fluency tasks. In other words, briefly act out a sample of all speaking tasks before expecting students to speak themselves. Depending on the activity, you can either do this yourself by telling an anecdote or giving an example, or you can ask for a volunteer to give an example or briefly act out a dialogue with you. 3 Invite students to tell the class what they need to do. For example, give the instructions for a task then ask a student to paraphrase what you have said. This checks that they have been listening and have understood. Alternatively, ask a student to read out an instruction and then ask questions to check understanding, e.g. So, what do you need to do first? How will you do that? Can you give me an example? 2 ★ CPT extra! Vocabulary activity [after Ex.2] • Ask students to discuss the questions in pairs or small groups. In feedback, elicit ideas in open class. EXAMPLE ANSWERS Students’ own answers 1 He risks most of them. Perhaps the most likely are sprains to his ankles and knees, stubbing his toes, straining his back, pulling a muscle. 2a Bumps and bruises to parts of the legs or arms are common. 2b breaking your arm or ankle, losing an arm Background information The Ultra-Trail du Mont-Blanc is a single-stage mountain ultramarathon. It takes place once a year in August or September in the Alps, and goes through France, Italy and Switzerland. It’s considered to be one of the most difficult foot races in Europe, and with over two thousand starters, one of the largest. 120 ANSWERS 1 running distances beyond a usual marathon distance (for example running 100 kilometres in a single day, or running several marathons on consecutive days) 2 failure 3 They try to go through the pain or they tend to carry on exercising despite injury. 4 He does the right kind of preparation – stretches and strengthening exercises. Audioscript [44] Note that the verb patterns in bold are referred to later in Exercise 7. p = Presenter; b = Ben Newborn p : … thanks for those comments, Lydia. I’d like to turn now to someone who should know more about sports injuries than most and that’s ultrarunner Ben Newborn. Ben, before we get into the question of injuries, can you just explain for our listeners what ultrarunning is? b: S ure, basically ultrarunning is running distances beyond a usual marathon distance. So, it could mean running 100 kilometres in a single day, or it could involve running several marathons on consecutive days. p : And how did you get into it? b : I was a runner anyway and I just wanted to take it to another level – to really test myself physically and mentally. So in 2008, I registered for the Ultra-Trail race in the Alps which requires runners to run 161 kilometres around Mont Blanc. p : Didn’t you worry about doing yourself real damage? b : Actually, I wasn’t so concerned about injuries. I was more worried about failure. And I knew that if I wanted to succeed in overcoming exhaustion and the things that can make you feel sick, I had to get my diet and nutrition right. That’s ultimately what would let me run in relative comfort. p: C omfort’s not a word I’d normally associate with a 161-kilometre run, but anyway … What about injuries? This must put intense strain on your body. b : I think the most important thing in any sport is to recognize when your body’s in pain. A lot of sports people try to go through the pain. I’m not talking about when they’re in a really bad way, but when they have a small muscle strain or pain in a joint – an ankle, for example – they tend to take some painkillers or put on some kind of support and just carry on exercising. Unit 6 Body matters 86510_U6_ptg01_115-132.indd 120 5/31/2019 12:08:05 PM Unit 6 Body matters Because they feel they can’t afford to rest. But of course that’s completely wrong. Pain is your body warning you to be careful – to stop, very often – because minor problems will inevitably develop into more severe injuries. So that’s the first thing: to listen to your body. p: Y es, but we all get aches and pains. Surely that 2 a : Is it true that Jack nearly cut his finger off? b: Y es, he practically passed out when he saw what he’d done. It was quite a deep cut, but he’s on the mend now, I think. 3 a : You look a bit off colour. Are you feeling under the weather? shouldn’t discourage us from doing exercise? b: N o, I’m not ill. I’m just run down from working too b : Well, no, but if you do the right kind of preparation, which I’d really urge people to do, you can avoid getting injuries in the first place. I follow a method developed by a sports physiologist, which is a series of stretches and gentle exercises that strengthen the key muscles and ligaments. It’s definitely prevented me from getting ankle sprains and helped with some of the other things I used to suffer from: lower back pain, runner’s knee and so on … 4 [44] • Tell students they are going to complete the descriptions of injuries and problems that Ben talks about. Ask them to try to remember or guess the missing words from the first time they listened and from their general knowledge. • Play the recording again. Students listen and complete the descriptions. Let them compare answers in pairs before checking with the class. 3 severe 4 sprains; back; knee 1 exhaustion; sick 2 strain; pain Idioms health 5 • Ask students to discuss the meaning of the idiom. ANSWER seriously injured or ill [45] • Ask students to work individually to complete the idioms. Students should use their previous knowledge. Let students compare their ideas in pairs, but do not check answers with the class. • Play the recording. Students listen and check. ANSWERS 1 in; up 2 out; on Audioscript Vocabulary notes shaken up = shocked by a negative or scary experience pass out = to lose consciousness on the mend = getting better off colour = a bit ill (white in the face) under the weather = a bit ill (feeling tired and miserable) run down = very tired and lacking in energy, usually from being tired or overworked for a long period of time Extra activity Ask students to use the idioms to prepare and share sentences from their own experience. Grammar verb patterns 7 ANSWERS 6 much. 3 off; under; down [45] 1 a : I heard Sarah came off her bicycle. Is she in a bad way? b : Luckily she didn’t break anything; she was pretty shaken up though. • Tell students to read the patterns and example sentences in the grammar box. Ask them to try to remember what verb patterns the verbs (1–10) take. Students check their answers by looking at audioscript 44 on page 184 of the Student’s Book or they could check in pairs before you check as a class. ANSWERS 1 + to + infinitive 2 + -ing 3 + -ing 4 + -ing / object + preposition + -ing 5 + object + infinitive 6 + object + preposition + -ing 7 + preposition + -ing 8 + to + infinitive / + -ing 9 + object + to + infinitive 10 + object + to + infinitive Refer students to page 166 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 4 1 doing 2 to wait 3 ringing 4 to finish 5 missing 6 wearing 7 wake 8 watching 6b No pain, no gain 86510_U6_ptg01_115-132.indd 121 121 5/31/2019 12:09:27 PM Unit 6 Body matters Audioscript 5 1 stopped playing squash 2 promised not to be 3 don’t want to discourage you from doing the race 4 urged us to decide 5 let me borrow her racing bike 6 you miss living 6 1 decided to do 2 started to train / started training 3 makes me exercise 4 stopped going 5 helping me get / helping me to get 6 ask her to work 7 thought about doing Grammar note There some rules for verb patterns that you could revise with your students: afford attempt avoid complain convince insist involve prevent rely succeed Pronunciation note Get students to note the weak sounds in the unstressed syllables. Sometimes, sounds are reduced to a schwa sound /ə/, for example the ‘a’ at the start of afford, attempt and avoid, and the ‘o’ in complain and convince. Sometimes, it’s reduced to a small /ɪ/ sound as in the ‘i’ at the start of insist and involve, or the ‘e’ sound at the start of prevent and rely. 9 ★ CPT extra! Vocabulary activity [after Ex.9] • Ask students to work individually to complete the sentences with appropriate verb patterns. Elicit the first answer to get them started. Let them compare answers in pairs before checking with the class. ANSWERS 2 We tend to use -ing after verbs of liking and disliking (enjoy, detest), and verbs of saying and thinking (imagine, deny, remember). 1 about suffering (from); to be 2 damaging; getting 3 on using; to have 4 to warm up; (from) occurring 5 on bending; to raise 3 Make and let are unusual because they don’t have to before the infinitive (She made/let me do it.). Extra activity 1 We always use -ing after prepositions (and therefore after any phrasal verbs). In the end, although there are some rules and tendencies, patterns need to be learned through exposure and practice. Note that some verbs are followed by more than one form. Sometimes this involves a change of meaning. For example, the verb try can follow the pattern to + infinitive or the pattern + -ing, but with slightly different meanings. Look at these examples: Mark tried to open the door. (i.e. he made an effort to open it) Mark tried opening the door. (i.e. he did an experiment or test to see if it would open) Pronunciation stress in two-syllable verbs 8a • Ask students to look at the verbs and decide which syllable is stressed in each of them. Let students compare answers in pairs. Do not elicit answers as students will check their answers in Exercise 8b. 8b [46] • Play the recording. Students listen and check. Point out that two-syllable verbs are usually stressed on the second syllable, whereas two-syllable nouns are often stressed on the first syllable. • In feedback, you could drill the words for pronunciation. Alternatively, you could ask students to repeat after the recording. 122 [46] (and answers) Get students to reflect on the patterns used in this exercise (especially those they got wrong). Tell them to note verb patterns when recording new vocabulary, and/or to categorize verbs under patterns that they share with other verbs. Noticing is important in being able to recall and use these patterns correctly. 10 • Ask students to match the sportspeople in the box with the sentences in Exercise 9. Let them compare answers in pairs before checking with the class. Ask students to justify answers in feedback. ANSWERS 1 swimmers 2 runners (also, all the others except swimmers) 3 tennis players (arguably swimmers) 4 footballers (or tennis players) 5 cyclists Background Information Pink eye (or conjunctivitis) is inflammation of the outer layer of the white part of the eye and the inner surface of the eyelid. It may be caused by bacteria or a virus, or by chlorine, the chemical which is added to swimming pools to keep the water clean and safe. Unit 6 Body matters 86510_U6_ptg01_115-132.indd 122 3/1/18 4:20 PM Unit 6 Body matters 11 • Point out that often verbs that express a similar idea are followed by the same verb pattern. Ask students to replace the verbs in bold in sentences 1–8 with the verbs in the box without changing the verb pattern. Elicit the first answer to get students started. • Let them compare answers in pairs before checking with the class. ANSWERS 5 appeared 6 postpone 7 expect 8 convinced 1 stop 2 blamed 3 means 4 decided 12 • Optional step Ask students to read the text for comprehension first. Ask: What particular event does the speaker recall? (hitting his head and passing out). You may wish to ask students what they know about rugby (if they are from non-rugby playing countries) and to check the meaning of tackle in this context (use your arms and body to challenge or stop somebody). • Ask students to use the correct verb patterns to complete the description. Let them compare answers in pairs before checking with the class. ANSWERS 5 fall 6 for putting 7 to play 8 to do 1 having 2 to develop 3 to play 4 to tackle Speaking my life 13 • Organize the class into new pairs or groups of three or four. Ask students to prepare ideas individually first. When students are ready, ask them to take turns to tell their stories. • Optional step The main aim here is to ensure students are using verb patterns appropriately in a fluency activity. Monitor as students speak and note errors which you could write on the board at the end for students to correct. ANSWERS Teacher development Using a live listening in class In the English language classroom, students often listen to recordings (sometimes on antiquated machinery) where they can’t see the speakers, and for which the situation and context is often simulated and not always fully clear. At the Advanced level, where students are more capable, try to move away from this standard expectation and give students more access to real listening in authentic contexts. One way of doing this is to include ‘live’ listening in the classroom as a regular part of your teaching. By this, we mean enabling students to listen to real native or fluent speakers in person speaking to or in front of them in the classroom. Here are some suggestions: 1 Tell stories from your own life and experience. Before personalization speaking activities, model the task by speaking yourself. Set a simple comprehension task to focus students (possibilities include asking them to think of a question to ask you at the end, or noting two things about the story they find surprising, hard to believe or funny). Using this technique has many benefits: it’s motivating to follow ‘real’ stories, enables students to find out more about you (which strengthens the teacher–student relationship) and it models useful features such as structures, vocabulary, register and intonation that you might expect them to then use. 2 Invite colleagues (on a break) into the classroom to speak. They could tell their stories, engage in short interviews or in conversations with you. At this level, such interactions can be very short and completely improvised, resulting in a more natural listening. Ask students to note language used, tone of voice and discourse markers in natural speech. 3 Have your own real-life conversations in class. For example, if you need to phone the dentist to make an appointment, do it in front of your class. Other examples include calling a hotel to book a room (which could be cancelled later) or calling a college to ask about courses. Tell them to listen in and note down the arrangements you make or questions you ask, then to imagine what the person on the other end of the phone said. You could then follow-up by asking students to make similar calls in their own time. 4 Use Skype to call English-speaking people you know. If you have the classroom technology and access, this can be a very motivating and engaging experience. For example, with this lesson in mind, if you have a friend who has recently competed in a challenging sports event or recently sustained a minor injury, call him or her up and ask about it. You could let your class ask questions too! Students’ own ideas Extra activity Take the opportunity to tell a story from your own experience. Students find it rewarding to listen to a native or fluent English speaker and to follow a story. See Teacher development on the right for ideas. 6b No pain, no gain 86510_U6_ptg01_115-132.indd 123 123 3/1/18 4:20 PM Unit 6 Body matters 6c The enigma of beauty Lesson at a glance • • • • reading: what is beauty? critical thinking: author influence word focus: face speaking: does beauty sell? • Ask students to work individually to read the article again and find the phrases from the article. Students choose the best meaning (a or b) for each phrase. Let them compare answers in pairs before checking with the class. ANSWERS 1 a 2 a 3 b 4 b 5 b 6 a Reading Vocabulary notes 1 ★ CPT extra! Revision activity [before Ex.1] a glowing complexion = here, glowing suggests shiny and healthy; complexion refers to the appearance of skin: a pale/dark/smooth/oily complexion status = your position or standing in a society a shallow quest = if something or someone is shallow, then it means they are serious – it’s a very critical word: a shallow person is not worth listening to, a shallow quest is not worth doing; a quest is a long, personal journey to find something preoccupied = students often think this means ‘worried’ (it’s a false friend in some languages) – if you are preoccupied by something, you can’t think of anything else fuss (over) = this can be used negatively or positively (e.g. Stop fussing over the cat – it can look after itself; My gran fusses over us every time we visit – she makes cakes and endless cups of tea – it’s lovely.) • Optional step Ask students to say what the title of the unit means or refers to. Ask why beauty should be an enigma (= a mystery or puzzle, something that is difficult to understand). • Organize the class into pairs or groups of three or four to discuss the questions. In feedback, elicit answers from each group and discuss the differences in the students’ answers. EXAMPLE ANSWERS Students’ own answers Likely findings include the fact that ‘beauty’ is subjective not objective, and that people don’t agree; your perception can also depend on your age, sex, sexual orientation and culture. Note that these are discussed in the next section and the recording. 2 [47] • Ask students to continue working in the same groups. Set a short time limit for them to read and discuss the sentences. Then ask students to read the article and note the author’s views. • Once students have read the article, ask them to discuss findings in their groups before checking with the class. Ask students to justify answers with reference to the text. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWERS 1 The author contradicts this by pointing out that there are some universally agreed characteristics: across different cultures we can agree on certain points. Psychologists have proven this by testing the attractiveness of different faces on children. Symmetry … averageness … Things that suggest strength and good health … 2 The author agrees: in northern Europe, a tanned skin belonged to those who were forced to work outside – agricultural workers or other poorer members of society – and so a white skin was a symbol of status and beauty. 3 The author agrees to a point (We say that beauty is only skin deep: that personality and charm contribute more to attractiveness than superficial beauty. Certainly, as we grow older, the more generous our definition of beauty seems to become. Experience teaches us to look for the beauty within). 4 The author challenges this view: most of us still care how we look … It seems the quest for beauty goes deeper than vanity – maybe it fulfils a deep need in all of us. 124 3 ★ CPT extra! Speaking activity [after Ex.3] Background information The proverb ‘Beauty is in the eye of the beholder’ first appeared in print in a novel of 1878 written by Margaret Wolfe Hungerford, who wrote many books, often under the pseudonym of ‘The Duchess’. The poetic word behold means ‘look at’ but is especially used to tell people to look at something beautiful in a poetic or romantic way: Behold the beauty of the morning! Extra activity Ask students to make their own personalized sentences using some of the words (e.g. I’d say I have a pale complexion rather than a glowing one; I’m preoccupied by holiday plans right now; My parents never fussed over me as a kid – I had to look after myself.). Put students in pairs or groups to share their sentences. Critical thinking author influence 4 • Ask students to read the list of topics from the article and consider their personal view. You may need to use mime or show images to check the meaning of copper coils (= copper is a chemical element that is a red-brown metal and is often used for making wires and pipes, a coil is a thin piece of something – here, copper – that forms repeated circles) and foot binding (= when feet are wrapped very tightly with cloth or bandages for long periods of time with the intention of changing the shape of the feet). • Ask students to read the article and find the author’s views. Students share their views in a brief discussion. ANSWERS Students’ own views Unit 6 Body matters 86510_U6_ptg01_115-132.indd 124 3/1/18 4:20 PM Unit 6 Body matters 5 • Ask students to work in pairs to discuss the author’s opinions about the topics listed in Exercise 4, and whether they were influenced in any way by those views. Encourage students to be honest and objective in their answer! Elicit answers in feedback. Extra activity Organize the class into pairs. Ask students to find three or four other idiomatic uses of face in a learner’s dictionary and to write personalized sentences showing their meaning. Ask pairs to share sentences with another pair. Possibilities: face the facts = accept the truth; talk face to face = talk in person; save face = do something to avoid embarrassment. ANSWERS 1 The author feels sorry for them (one poor hopeful, Rebecca). 2 The author gives no opinion. 3 The author thinks this is a bad practice (thankfully the ancient practice of foot-binding has now disappeared.). 4 The author thinks magazines nowadays give people an idea of beauty that is difficult to achieve (Nowadays, a very different image states out at us from the pages of fashion magazines: that of … an impossibly slim figure.). 5 The author thinks that it can be a positive thing to care about your looks (she radiated happiness). Speaking my life 9 • Tell students they are going to design an advertising campaign. Organize the class into pairs. Ask students to decide who is A and who B. Then ask them to look at their role cards on page 153 (if they are A) and page 155 (if they are B). (See Teacher development below.) 6 • Ask students to prepare what they are going to say. Set a five-minute time limit for this. When students are ready, ask them to act out the roleplay in their pairs. Monitor closely and note errors to give feedback on at the end. • Ask students to read the article and underline the expressions with face. • Ask different students from each pair to tell the class what advertisement they decided to run and why. ANSWERS • Provide feedback on any errors you noted while students were speaking. Write up four or five errors on the board and ask students to correct them in pairs. Word focus face a long faces b let’s face it 7 • Ask students to work in pairs to read the sentences and to use the context to work out the meanings of the expressions with face. Let students compare their answers in pairs before checking with the class. ANSWERS 1 lose credibility, not be respected anymore 2 hid her disappointment from others 3 as it appeared, without reading extra meaning into it 4 not laughing, looking serious 5 confront reality; accept the consequences of your action(s) 6 on the surface, without examining (something) in more detail Vocabulary note Note that face can be both a verb and a noun. 8 • Ask students to make their own personalized sentences. Elicit one or two ideas to get students started. Let students compare sentences in pairs or small groups. EXAMPLE ANSWERS I applied for a job last summer but didn’t get it. I had to put a brave face on it with family and friends. On the face of it, English grammar seems easy, but it isn’t once you look at it more closely! You can’t take anything he says at face value. He always has some other motive that you didn’t suspect. 10 • In a whole-class feedback discussion, ask students to say which view is closest to their own and why. Extra activity Ask students to say what sex, age and appearance the model should be to advertise the following products (and why): a box of chocolates a sports car a washing machine a mobile phone a credit card Teacher development Setting up a roleplay Here are suggestions for effectively preparing students for a roleplay: 1 Do a lead-in and establish the opinion gap. For example, for the activity above, you could find and show an advert that uses a young model to sell a product to older people. Ask students: What is being advertised? Do you think the ad works? Raise interest in the topic and find out whether there is an opinion gap on the topic in your classroom. 2 Give students plenty of preparation time in pairs or groups. Let students note down their arguments and think of what to say. A good idea is to put students in A pairs and B pairs so that they can prepare similar ideas with a partner. When students are prepared, mix the pairs so that students are in AB pairs to do the roleplay. 6c The enigma of beauty 86510_U6_ptg01_115-132.indd 125 125 3/1/18 4:20 PM Unit 6 Body matters 6d A bold initiative Lesson at a glance • real life: discussing proposals • speaking skill: proposing and conceding a point • pronunciation: toning down negative statements Real life discussing proposals 1 • Optional step Lead in by asking students what governments in their countries do, if anything, to encourage fitness and health. Build up a list on the board. You could also ask students if they are aware of any initiatives in other countries. • Ask students to read questions 1–3. Check the meaning of pros and cons (= advantages and disadvantages). • Ask students to read the text and note answers to the questions. Let them compare answers in pairs before checking with the class. EXAMPLE ANSWERS Students’ own ideas Pros and cons: 1 Japan – pros: something that everyone does at the same time, not expensive to run, doesn’t cost people money, doesn’t use up too much of the day, no need for regulations or compliance; cons: people don’t have to do it, it become repetitive and boring, it could become very unfashionable 2 Washington – pros: people can see what they are eating, educational because people become more aware of their diet, puts pressure on companies to change; cons: expensive for companies, people can just ignore the advice 3 Qatar – pros: companies forced to be responsible, workers have great facilities to use, it’s very convenient and efficient for workers; cons: only useful for healthy working population, expensive for companies, people could exercise when they should be working 4 UK – pros: useful advice for people, educational, can reach most of the population; cons: people can ignore them, expensive to make 5 South Korea – pros: provides an incentive, forces schools and parents to prioritize fitness, makes exercise the social norm; cons: unfair on unfit but intelligent students, may force schools to focus on PE ahead of other subjects 6 Philippines – pros: useful life skills, efficient; cons: may do this ahead of other subjects Extra activity Ask students to discuss how, if they were in government, they would help their populations to become and stay fit and healthy. Encourage them to be imaginative and explore radical ideas. 2 [48] ★ CPT extra! Vocabulary activity [before Ex.2] • Tell students that they are going to listen to a discussion at a large insurance company about ideas to promote health and fitness among their employees. Give students time to read the questions. 126 • Play the recording. Students listen and note their answers. Let them compare answers in pairs before checking with the class. ANSWERS 1 because there’s a benefit in terms of productivity and days lost through sickness, and it’ll make for a happier workforce 2 encourage people to walk to work, not spend so much time at their computers, install a gym or fitness centre, offer team sports / activities which employees think are fun, dance classes, group exercises, a bike to work scheme 3 the bike to work scheme got approval; the group exercises idea was rejected Audioscript [48] c = Chair; s = Sophia; t = Tariq c: H ello, everyone. Welcome to this brainstorming session on promoting health and fitness among employees. David Grant, our CEO, is very keen that we, as a company, take some positive action on this – not only because there’s also an obvious benefit in terms of productivity and days lost through sickness, but because he genuinely believes it’ll make for a happier workplace. So, with that in mind, I’d like to hear any ideas you have. Who’d like to start? Yes, Sophia … s: Thank you. Yeah, well, as I see it, there are probably two routes we could go down. One possibility is just to encourage people to do simple things like walking to work or not spending such long periods at their computers, that kind of thing. Or the other alternative is to spend some serious money on the problem – so, something like installing a gym or a fitness centre on site that people can use in their breaks, or after work. Having said that, I realize there may not be a budget for that kind of thing. c: O K, thanks for that and … Yes, Tariq … t : Yeah, for me the key is getting people to enjoy exercise. If you offer activities that people think are fun, then I think you’ll get much better participation. c: S uch as …? t : Such as team sports – football, basketball, that kind of thing – you could even have competitions. Another idea could be dance classes. Admittedly, a lot of people may do these things anyway in their free time, but I bet there are a lot more who want to and never find the time. c : Thanks, Tariq. I think those are interesting ideas. And what about the idea of group exercises in the mornings? The kind of collective warm-up routine you used to see in companies fifty years ago. It’s not a particularly original idea, I’ll grant you, but it might be fun – and it would definitely build team spirit. s : Yeah, I think you have to be careful there. People might think that you’re trying to force them into some sort of exercise regime. You know, I know that isn’t the intention, but it might look that way. I think it’d be better to give people incentives to do things on their own, like a ‘bike to work’ scheme where you offer to pay part of the cost of a new bicycle – I haven’t thought the details through exactly, but I think that kind of individual incentive probably works much better. Unit 6 Body matters 86510_U6_ptg01_115-132.indd 126 5/31/2019 12:10:19 PM Unit 6 Body matters c : Yeah, I like that. The only problem I see is that it wouldn’t be so easy to monitor how much they used the bike, but I guess that’s a risk you’d have to take. Vocabulary notes You could check these words from the recording: CEO = Chief Executive Officer: the person with the most important position in a company budget = here, an agreed amount of money to spend on a problem, scheme or initiative team spirit = the positive feeling people get when working or competing together exercise regime = organized, structured, regular exercise give an incentive = give a reason or encouragement to do something • Tell students they are going to listen to statements where an adverb is used to reduce the impact of a negative statement. Play the recording. Students listen and underline the words most strongly stressed in each sentence. In feedback, point out how the strongly stressed words are the ones that carry the important meaning. • Optional step Play the recording again and ask students to repeat each statement, focusing on imitating the stress patterns. Audioscript 1 It’s not a particularly original idea. 2 It wouldn’t be so easy to monitor … 3 I know that isn’t really the intention … 4b Speaking skill proposing and conceding a point 3 [48] • Ask students to read the expressions in the language box. Check the meaning of concede a point (= to admit or accept that the other speaker has a valid argument or piece of information that is true). • Play the recording. Students listen and note which expressions are used to propose or concede the four points given. Let them compare answers in pairs before checking with the class. [49] (with stressed words marked) [50] • Ask students to work in pairs to practise saying the sentences, which follow a similar stress pattern to the sentences in Exercise 4a. • Play the recording again. Students listen and compare their pronunciation. If necessary, give students a second chance to practise saying the sentences. Audioscript [50] (with stressed words marked) 1 I know it’s not a very practical solution. 2 It wouldn’t be so simple to convince people. 3 I’m not entirely confident about the result. ANSWERS 5 1 Propose: Or the other alternative is to …; Concede: Having said that, I realize … 2 Propose: Another idea could be …; Concede: Admittedly, … 3 Propose: And what about the idea of … ?; Concede: I’ll grant you 4 Propose: I think it’d be better to …; Concede: I haven’t thought the details through exactly, but … • Explain that students are going to work in groups to think of another idea to promote the health and wellbeing of company employees. Organize the class into groups of four to six students. Ask students to prepare their ideas individually. Vocabulary notes When proposing points, note how the speaker uses modals (would, could, might) to make their points more hypothetical and tentative and therefore less aggressive. This technique allows the speaker to make the point in a formal context without being too direct or rude. When conceding points, the speaker uses the formal word admit (realize and grant are variations on this word). As with the use of hypothetical language, the use of ‘high’ formal words is also tentative, polite and distancing. Pronunciation toning down negative statements 4a [49] • Optional step Ask students to say how they would politely disagree with somebody in a business meeting in their country. Elicit English language versions of what they would say. Decide who is most and least polite. • When students are ready, ask them to take turns to present their ideas within their group. Point out that after each mini-presentation the groups should discuss the proposal, using language from the lesson to make toned down negative statements and to concede points. • As students speak, monitor their performance. Note down errors students make. In feedback, write errors on the board and ask students to correct them. Remember to praise successful examples of language use. EXAMPLE ANSWERS organize regular exercise breaks, introduce desk exercise equipment or ‘standing’ desks, install a table tennis table in the office, arrange talks by fitness and health experts, extend the provision of healthy foods in the work canteen or in vending machines Extra activity Ask students to plan ways of making health and fitness a part of their English lesson. Encourage them to be imaginative. Ideas include changes to the classroom layout, more active activities, regular breaks, doing stretches before activities, having some classes outside, etc. As a follow-up activity, students could write a formal proposal on this topic for homework. 6d A bold initiative 86510_U6_ptg01_115-132.indd 127 127 3/1/18 4:20 PM Unit 6 Body matters 6e A controversial plan Lesson at a glance • writing: a formal report • writing skill: avoiding repetition Writing a formal report 1 • Optional step Ask your class if they have ever written a formal report in their own language. Ask: What did you write the report on? Who read it? How did you organize it? Did you get any feedback? • Ask students to read the report about a public health issue and underline the parts of the report that answer questions 1–3. Let students compare answers in pairs. ANSWERS 1 This report examines a proposal to make smokers pay higher health insurance premiums. 2 … 55% took the opposite view: that smokers make a personal choice to smoke and therefore should pay for the consequences. With regard to assistance to quit smoking, 74% of respondents believed free help should be given to smokers. 3 Accordingly, we recommend that a pilot scheme should be set up where smokers are given free help by their insurer to stop smoking over a six-month period. … If they succeed, they will be rewarded with a discount of 5% on their insurance premiums … if they fail, their insurance premiums will rise by 20%. 2 • Ask students to read the description of reports and note which features appear in the report in Exercise 1. Let them compare answers in pairs before checking with the class. • Optional step Ensure students are clear about the meaning of the words in bold (see Vocabulary notes below). ANSWERS Features included in the report in Exercise 1: findings, recommendations, subheadings, short paragraphs, objective facts, passive verb forms There are no bullet points, but both the statistics and the results could be broken down into bullet points. Vocabulary notes findings = information that you discover, or opinions that you form after doing research recommendations = things the report thinks people should now do bullet points = a way of listing information clearly – with points in note form next to dots (called bullets) subheading = a heading under the main heading objective = a view that is not personal but factual subjective = a personal view 128 3 • Ask students to find formal phrases in the report and match them with the synonyms (1–7). Let them compare answers in pairs before checking with the class. ANSWERS 1 on the grounds that 2 according to 3 therefore 4 With regard to 5 Overall 6 Accordingly 7 Conversely Writing skill avoiding repetition 4a • Explain that, when writing reports, we often have to find ways of repeating the same idea using different words. Ask students to find the words or phrases 1–6 in the text and then find the different ways that the writer used to describe these things. Let them compare answers in pairs before checking with the class. ANSWERS 1 those questioned, respondents (note that the writer then reverts to ‘interviewees’ in paragraph 4) 2 believed (note also variations on ways to express their viewpoint: objected to, one comment argument was that, agreed that, were in favour of) 3 help (note that the writer reverts to ‘help’ in paragraph 4 and also uses the word ‘solutions’) 4 stop smoking, give up 5 insurer 6 time 4b • Ask students to work individually to think of ways of replacing the words in bold to avoid repetition. Elicit ideas for the first one to get students started. Encourage them to come up with multiple options for each word if they can. Let them compare answers in pairs before checking with the class. • Optional step Where students have come up with multiple alternatives for each word, you could ask them to use a dictionary to check if there is any difference in meaning between those options, or whether they are exact synonyms. EXAMPLE ANSWERS 1 outcomes, findings, conclusions 2 opinions, attitudes, feelings 3 benefit, help, aid, contribute to, improve, enhance 4 suggest, propose, advise, urge; group, working group, research group, task force, committee 5 ★ CPT extra! Writing activity [after Ex.5] • Explain to students that they are going to write a short report on a survey of employees about how a company can help to improve employees’ health. • Optional step Start by brainstorming ideas from students, or give students time to come up with their own ideas and research statistics, facts and figures. Unit 6 Body matters 86510_U6_ptg01_115-132.indd 128 3/1/18 4:20 PM Unit 6 Body matters • Ask students to write their report based on the ideas they have prepared or those discussed in Exercise 5 on page 76. You could do this in class or set the task for homework. • Tell students to start by planning the organization of their report – how can they use sub-headings, short paragraphs and bullet points? Then, as students write, monitor and encourage students to use some of the phrases they studied in the lesson. EXAMPLE ANSWERS Students should provide their own ideas for the reports, but here are some possibilities from the listening in lesson 6d and the example answers from Exercise 5 in that lesson: walking to work not spending such long periods at their computers installing a gym or a fitness centre on site introducing team sports doing group exercises regular exercise breaks introduce desk exercise equipment a table tennis table in the office talks by fitness and health experts health foods in the work canteen 6 • Ask students to work in pairs and exchange their reports. Ask them to use the questions in the Student’s Book to assess and comment on each other’s work. • Optional step Ask students to rewrite their work based on their partner’s feedback. Extra activity Have a class discussion about the issues raised by the sample report. Ask students to debate as a class whether people in the categories below should pay extra health insurance premiums: smokers people who drink alcohol overweight people people who do extreme sports people in dangerous physical jobs people who travel abroad a lot people with illness in their family 6f The art of parkour Before you watch 1 • Organize the class into pairs to think of an example sport for each category (a–e). Elicit one or two ideas to get students started. You could ask students to share initial ideas in pairs before discussing open class. EXAMPLE ANSWERS Students’ own answers a boxing, motor racing, extreme sports such as bungee jumping, skydiving, free climbing b gymnastics, dance, rock climbing c sports requiring a lot of equipment or travel, e.g. golf, fishing, horse riding, mountaineering, skiing, snowboarding d football, basketball, jogging, skateboarding, stunt scooting, rollerblading, free running (parkour) e women’s football, eSports, mountain biking, foot golf (golf played with a football), archery 2 ★ CPT extra! Vocabulary activity [after Ex.2] • Ask students to look at the photo and the caption and discuss the questions. You could ask students to share initial ideas in pairs before discussing open class. EXAMPLE ANSWERS Students’ own answers The sport involves running, jumping, doing acrobatics like back flips and forward rolls, and being fit, quick-witted and brave. Arguably it fits all categories except c. Key vocabulary 3a • Ask students to read sentences 1–5 and guess the meaning of the words in bold. Encourage students to use the context to help them. • Optional step It’s a good idea to show the pronunciation of these key words – students have to hear them in continuous speech on the video. Point out that the strong stress is on the first syllable of all the multi-syllable words. 3b • Tell students to match the words in bold in Exercise 3a with the definitions (a–e). Let students compare answers in pairs. ANSWERS 1 e 2 c 3 a 4 b 5 d Vocabulary notes The word footage is used to describe an incomplete part of a film – either a short extract, or an unedited bit of film. The draft is used in times of war to oblige people to join the army and fight – it isn’t used in peace time. 6f The art of parkour 86510_U6_ptg01_115-132.indd 129 129 3/1/18 4:20 PM Unit 6 Body matters A ledge is outside – it could be natural or man-made – compare to a shelf or windowsill inside a house. If you perform a stunt, you do something dangerous, e.g. fall from a moving car, in order to entertain people, often as part of a film. If you show complete apathy, it means you show no interest at all – you just don’t care. [6.1] • Ask students to discuss the questions in pairs before watching the video. They should be able to guess what the sport involves from the photo. • Play the whole video. Students watch and check their ideas. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 Parkour is also known as free running. It involves ‘navigating the urban landscape by moving on, off and around obstacles without using any other equipment’, it’s ‘the art of moving from one part to another as fast and easily as possible by using physical strength and ability’. 2 young city dwellers in cities all over the world, especially those with fewer opportunities; it’s accessible, affordable, creative, expressive, keeps you fit, and gives a sense of personal achievement 3 They use the environment around them – stairways, railings, walls and ledges – to jump on, off and over things, balance and do somersaults. 4 It seems unlikely for the majority of people who do parkour, but according to the narrator there is a hope that they ‘may one day be asked to perform their art in a competition, a film or even as professional stuntmen’. Videoscript 6.1 Part 1 0.00–0.09 Narrator Various claims are made about who started the sport of parkour, but as this 1940s footage shows, stuntman John Ciampa must have one of the strongest. 0.10–0.13 John Ciampa’s mother Go ahead, eat all of this spaghetti, son, so you get stronger. Come on. 0.13–0.14 John Ciampa All right. 0.15–0.50 Narrator His name is John Ciampa, aged 20, and he’s looking for a job. References: ability? Well, John’s quite an unusual guy. Here’s what he can do. He can climb a picket fence – no special shoes, no balancing pole, just nerve and an uncanny sense of balance. John has just reached draft age and he’s developing tactics that could make him a one-man commando squad. 20, 30, 40 feet – no wall too high nor too difficult for this lad. Watch him in slow motion. Part 2 0.51–1.14 Narrator The modern craze for parkour started in the suburbs of Paris in the late 1980s before spreading to other cities all over the world, like here in China. Jiu Yun Bao is one of a growing number of young city dwellers who have taken up the sport – or perhaps we should call it a form of self-expression – which involves navigating the urban landscape by moving on, off and around obstacles without using any other equipment. 130 Part 3 1.27–1.46 Narrator So perhaps it’s not surprising that such an affordable and creative form of exercise has caught on among groups of young people in areas of the world where opportunities are more limited, such as in the Gaza strip in Palestine. 1.47–1.59 Abed My name is Abed Allah Neshi, 22 years old from Khan Younis in Southern Gaza Strip. While you watch 4 1.15–1.26 Narrator The beauty of parkour is that you just improvise with the environment around you: stairways, railings, walls and ledges – making it a sport that’s accessible to everyone. 2.00–2.25 Mohammed I am Mohammed Jamal Jakeer, 21, from Khan Younis in Southern Gaza Strip. We practise a sport called parkour, which means the art of moving from one part to another as fast and easily as possible by using physical strength and ability. This is the definition of the parkour that we’ve been practising for five years. 2.26–2.47 Narrator With unemployment at over 40 per cent, and 35 per cent of the population living below the poverty line, opportunities are limited here. But there is no sense of apathy amongst these youngsters who are highly focused on staying fit and active … and enjoy expressing themselves at the same time. 2.48–3.03 Abed If I do not practise this sport, I feel something away from me, so I can’t leave it. I love it. It became part of my life. 3.04–3.22 Abed’s mother I am very proud of him. I encourage him and I’m happy for him, although he finds some obstacles in this game. His tooth was broken, once he came to me and his mouth was all like this and I was very sad. But now it’s fine. Here he is. I am proud of him, and I encourage him and his friends. 3.23–3.37 Narrator Injuries – sprains, broken limbs or worse – are an ever-present risk. Landing awkwardly on concrete is a very different matter from landing on a rubber practice mat. So one of the first lessons these parkour artists learn is how to fall. 3.38–3.59 Mohammed At the beginning, they opposed me a little bit, because it’s dangerous and it requires high abilities and skills. But after a period of time, I convinced them and I convinced all people around me about this sport. Thanks for our God because we reached this very good level in this sport. 4.00–4.15 Narrator As well as giving them a sense of personal achievement, there is always the hope for practitioners of this cool sport that they may one day be asked to perform their art in a competition, a film or even as professional stuntmen … like John Ciampa before them. 5 [6.1] • Ask students to watch the first part of the video (0.00 to 0.50) again and complete the facts about the footage of John Ciampa. Let them compare answers in pairs before checking with the class. ANSWERS 1 1940s 2 He’s unemployed or ‘looking for a job’. 3 20 years old 4 He can ‘climb a picket fence with no special shoes, no balancing pole, just nerve and an uncanny sense of balance’. 6 [6.1] • Ask students to watch the second part of the video (0.51 to 1.26) again and note answers to questions 1–4. Let them compare answers in pairs before checking with the class. Unit 6 Body matters 86510_U6_ptg01_115-132.indd 130 5/31/2019 12:12:03 PM Unit 6 Body matters Videoscript ANSWERS 1 in the suburbs of Paris in the late 1980s 2 a form of self-expression 3 that you just improvise with the environment around you 4 because it’s affordable, creative, is a good way to keep fit and gives them a sense of personal achievement 7 [6.1] • Ask students to watch the last part of the video (1.27 to the end) again and complete the description with the missing words. Let them compare answers in pairs before checking with the class. ANSWERS 6 tooth 7 fall 8 convince 9 achievement 10 film 1 unemployment 2 apathy 3 fit 4 expressing 5 proud After you watch Vocabulary in context 8 6.2 1 ‘… no special shoes, no balancing pole, just nerve and an uncanny sense of balance.’ What does nerve mean? a attentiveness b skill c courage 2 ‘… no special shoes, no balancing pole, just nerve and an uncanny sense of balance.’ What does uncanny mean? a difficult to explain b difficult to imitate c difficult to dislike 3 ‘The modern craze for parkour started in the suburbs of Paris in the late 1980s …’ What does craze for mean? a casual interest in b unusual interest in c (short-lived) great interest in 4 ‘The beauty of parkour is that you just improvise with the environment around you …’ [6.2] • Explain that students are going to watch some clips from the video which contain some new words and phrases. They need to choose the correct meaning of the words. • Play the clips. When each multiple-choice question appears, pause the clip so that students can choose the correct definition. You could let students compare answers in pairs before discussing as a class. What does improvise with mean? a struggle with b make the best use of c try to protect 5 ‘… such an affordable and creative form of exercise has caught on among groups of young people …’ What does caught on mean? ANSWERS 1 c 2 a 3 c 4 b 5 a 6 b Vocabulary notes To lose your nerve is a common expression that means ‘to suddenly become too frightened to do something you intended to do’. Remind students that the adjective uncanny was first taught in Lesson 5c. There it was used to describe the strange feeling the author of the article had when he saw and recognized a place that had been so vividly described in a Tintin adventure he had read. You may also want to check: commando squad = a group of soldiers trained to attack in areas controlled by enemies lad = a boy or young man city dweller = someone who lives in a city the poverty line = the amount of money generally considered necessary to live a become popular b been perfected c been easy to adopt 6 ‘Landing awkwardly on concrete is a very different matter …’ What does awkwardly mean? a with a lot of force b uncomfortably c hands first 9 ★ CPT extra! Video activity [after Ex.9] • Ask students to work in groups of three to five. Tell them to take turns to ask and answer the questions. Encourage students to give reasons and ask follow-up questions to extend their discussion. Extra activity Extend the first question in Exercise 9 into a debate or a presentation. Organize the class into two groups: one prepares an argument for including parkour in the Olympics, the other an argument against. Select a panel of three students to sit at the front of the class and listen to the presentations and ask questions at the end. Then the panel discuss and decide whether parkour should be an Olympic sport based on the arguments in the presentations. 6f The art of parkour 86510_U6_ptg01_115-132.indd 131 131 6/1/2019 7:06:26 AM Unit 6 Body matters UNIT 6 Review and memory booster ★ CPT extra! Language games Memory Booster activities Exercises 4, 6 and 8 are Memory Booster activities. For more information about these activities and how they benefit students, see page 10. I can … check boxes As an alternative to asking students to simply tick the I can … boxes, you could ask them to give themselves a score from 1 to 4 (1 = not very confident; 4 = very confident) for each language area. If students score 1 or 2 for a language area, refer them to additional practice activities in the Workbook and Grammar summary exercises. Grammar 1 • Ask students to read the blog and answer the questions. ANSWERS 1 everyone around the world / 80% of Americans at some time in their lives 2 You can do yoga or Pilates classes; take painkillers or (undergo) manipulation; but often nothing can be done. 2 • Ask students to work individually to complete the first part of the blog by putting the verbs 1–6 in the correct form. Let them compare answers in pairs before checking as a class. ANSWERS 1 (from) working 2 to become 3 for thinking 4 to suffer / to be suffering 5 sitting 6 working 3 • Ask students to look at the phrasal verbs 7–10 in the blog. Tell them to find the noun object of each phrasal verb and replace it with a pronoun, making sure it is in the correct position. ANSWERS 7 go in for it 8 look into them 9 turn it around 10 put up with it 4 ❯❯ MB • Ask students to look at the phrasal verbs in the blog and say what type they are. You could ask them to 132 work in pairs to explain the difference between the types of phrasal verbs. ANSWERS 1 go in for (it) = three-part; inseparable; transitive 2 look into (them) = inseparable; transitive 3 turn (it) around = separable; transitive 4 put up with (it) = three-part; inseparable; transitive Vocabulary 5 • Ask students to work individually to complete the sentences with the missing verbs. ANSWERS 1 go out; stretch 2 keep; take 3 pulled; working 4 grazed; bruised/bumped 5 chipped; shaken 6 set 6 ❯❯ MB • Ask students to work in pairs to describe their own experiences using the phrases a–e. Encourage them to ask follow-up questions and extend the conversation. ANSWERS Students’ own answers Real life 7 • Ask students to read the proposal for workplace gyms and complete it with the words in the box. ANSWERS 1 particularly 2 grant 3 through 4 Admittedly 5 having 6 possibility/alternative 7 alternative/possibility 8 out 8 ❯❯ MB • Ask students to work in pairs to make points conceding each of the arguments 1–3. If necessary, refer students back to the useful expressions in the language box on page 76. EXAMPLE ANSWERS Students’ own answers 1 Admittedly, I know people’s budget can sometimes be an issue. 2 Having said that, if you are elderly or disabled, they may not even be an option. 3 It’s not particularly exciting, I’ll grant you, but at least it doesn’t cost anything. Unit 6 Body matters 86510_U6_ptg01_115-132.indd 132 3/1/18 4:20 PM Unit 7 Digital media Opener EXAMPLE ANSWERS But do digital media change the experience itself? That’s a more difficult question to answer. In a way, they do. If you go to a concert or a festival or even a conference these days, everyone’s busy recording and sharing the experience as it happens: taking photos, sending texts or tweeting. In fact, people seem to spend almost as much time recording the experience as they do actually watching or listening to what’s going on. Students’ own ideas They are taking photos of Van Gogh’s portrait, using their mobile phones, possibly either to record to show to friends and family, or to share on social media. Does that detract from the experience itself? Some would argue that it does. I’m inclined to think that it’s a question of moderation – as with any tool. It’s a good thing as long as you don’t let it take over your life. 1 ★ CPT extra! Speaking activity [after Ex.1] • Ask students to look at the photo and discuss the questions. You could do this open class or in pairs. In feedback, elicit ideas from students. Background information Vincent Van Gogh (1853–1890) was a Dutch postimpressionist painter. He is among the most famous and influential figures in the history of Western art. Although he died at the relatively young age of 37, he produced over 2,000 pieces of artwork, most of those being created within a ten-year period. He painted a number of selfportraits. The painting shown in the photo was created in 1889. The Musée d’Orsay is a museum which is located on the left bank of the Seine in Paris. It houses the largest collection of impressionist and post-impressionist masterpieces in the world. 2 [51] • Tell students that they are going to listen to a journalist talking about digital technology. Ask them to read questions 1–3 carefully and then discuss them with a partner. • Play the recording. Students listen and note the journalist’s answers to the questions. Let them compare answers in pairs before checking with the class. In feedback, discuss whether your students agree with the journalist’s views or not. ANSWERS 1 They have changed the way we record and share our experiences (and we now seem to spend as much time recording the experience as we do experiencing it). 2 They record and share the information as it happens, i.e. by taking photos, sending texts or tweeting. 3 The journalist thinks that provided you use digital media in moderation, it shouldn’t detract from the experience itself. Audioscript [51] Have digital media changed the way people experience the world? Probably. They’ve certainly changed the way we record and share those experiences with others. Never before has so much written information been published and never before have so many photos been taken and distributed. Digital media – in the form of instant messaging, blogs, social networking sites, internet forums, online photo albums, online music and video – all of this has increased accessibility to other people’s experiences enormously. 3 [51] • Ask students to recall and say which types of digital media were mentioned by the speaker. • Play the recording. Students listen and check to see if they have missed any types of digital media. Let them compare answers in pairs before checking with the class. • Optional step In open class, invite students to add other examples of digital media. ANSWERS The journalist mentions: instant messaging, blogs, social networking sites, internet forums, online photo albums, online music and video Other examples: business networking sites, games consoles, online gaming, apps on smartphones and tablets, interactive information points (e.g. in train stations, airports and doctor’s surgeries), augmented and virtual reality, specific examples of social networking sites (e.g. Facebook, Twitter, Snapchat, Instagram) Vocabulary notes a blog = (short for ‘weblog’) is a discussion or informational website made up of informal diary-style text entries called ‘posts’, which are typically displayed in reverse chronological order a tweet = a message sent using Twitter, a popular social networking service 4 • Ask students to work individually to categorize the activities (a–c) according to how they personally use them. Elicit one or two possibilities to get students started. • Organize students into pairs or small groups to discuss their categorizations. Extra activity Use the home page of your smartphone or tablet as a ‘scaffold’ to give a ‘tour’ of the apps you most frequently use. Explain what each app does and say which apps you use most and why. Encourage students to ask follow-up questions. Then ask students to work in small groups to take turns to describe the apps they most regularly use. If students feel comfortable, they can also use their smartphones for their mini-presentation. However, respect the privacy of students who would rather not show others their phones. 133 86510_U7_ptg01_133-149.indd 133 3/1/18 4:20 PM Unit 7 Digital media 7a Selfie world Lesson at a glance • • • • reading: global facts about selfies wordbuilding: verb prefix out grammar: passive reporting verbs speaking: the impact of digital media Reading 1 ★ CPT extra! Vocabulary activity [before Ex.1] • Ask students to work in pairs to discuss the questions. Elicit ideas open class with your students in feedback. • Optional step Ask students to think of other expressions that could be created by changing self to selfie (e.g. Be your selfie!, Never doubt your selfie!, Respect your selfie!, Know your selfie!). ANSWERS Symbols used: emoji (= a graphic symbol that you type in a text message or email to show how you feel or to represent a person or object), hashtag (= #), exclamation mark (= !) The expression has been adapted from the widely known expression Believe in yourself!, which means ‘have confidence in yourself’. Here, the word self has been changed to selfie. Background information A selfie (/sɛlfiː/) is a self-portrait photograph, taken with a digital camera phone held in the hand or supported by a selfie stick. The word is relatively new, having been coined in response to changes in technology which allowed people to easily take photos of themselves. People tend to confuse emoji and emoticon. An emoji is a graphic symbol or small picture selected from a menu. An emoticon is a series of characters typed on a keyboard to represent a face, ;-) for example. 2 • Ask students to work in pairs to discuss the question. Then tell students to read the first paragraph of the article to find out the answer. ANSWERS According to the article, the best way to take a good selfie is to flip the view on your phone so that you are looking at the image you are taking; hold the phone away from you – usually at a high angle to make your eyes look bigger and slightly right or left to show off your ‘best’ side; and then click. 3 [52] • Ask students to read the rest of the article and note answers to questions 1–5 (see Teacher development on the right). Let them compare answers in pairs before checking with the class. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. 134 ANSWERS 1 We don’t know how many are taken each year, but 24 billion of them were uploaded on Google’s app alone in 2015. 2 young people – the average age is 24 3 a they have the most ‘straight to camera’ poses. b they are the most expressive selfies. 4 seven minutes on average 5 The study doesn’t give reasons why people take selfies, though some other researchers have noted the current importance of people’s online image. Teacher development Scanning The technique of scanning involves looking through a text quickly, without closely reading every word, to find very specific pieces of information. Here are four ways of helping students scan effectively: 1 Ask students to predict the type of information they are looking for. For example, 1 how many selfies are taken each year is looking for a number, and 2 what kind of people take selfies is probably looking for an adjective to describe people and perhaps an age. 2 Get students to pinpoint each answer in the text quickly by asking them to underline the relevant piece of information. Then ask them to read round the phrase or word to check it really is the answer. 3 Set a time limit (say five minutes) to ensure students are focused on the task and to discourage them from reading too intensively. 4 Consider making scanning a pairwork activity. Scanning and reading in general is best done individually (and certainly in most typical life situations, and in exams, we read alone). However, asking students to work together to research and find the information can emphasize the need to see a specific text as something that contains information to be extracted rather than something that needs to be read word by word. Extra activity Ask students to work in small groups to discuss how they personally take and use selfies. Invite students to show each other selfies on their phone (but respect the privacy of those who do not wish to). Students take turns to describe where and why each photo was taken. You could model the activity by first showing and talking about some of your own selfies. Wordbuilding verb prefix out 4 ★ CPT extra! Wordbuilding activity [after Ex.4] • Tell students to read the information in the wordbuilding box. Ask them to give you examples of verbs they may already know that use the prefix out (e.g. outdo, outgrow, outline). Check that students understand the meaning of the example verbs in the wordbuilding box (see Vocabulary notes below). • Ask students to work individually to complete the sentences with the correct form of the verbs in the box. Note that the context of the sentences themselves will help students to understand the meanings of the verbs. Unit 7 Digital media 86510_U7_ptg01_133-149.indd 134 3/1/18 4:20 PM Unit 7 Digital media • Elicit the first answer to get them started. Let them compare answers in pairs before checking with the class. Refer students to page 59 of the Workbook for further practice. ANSWERS 1 outnumber 2 outgrow 3 outweigh 4 have outsold / are outselling 5 outclassed 6 outlived Vocabulary notes Point out how out means ‘more than’ or ‘better than’ when attached to the verbs in Exercise 5. outweigh = to be more important or more valuable than something else outperform = to do something better than someone or something else outstay = to continue to stay in a place although other people want you to leave outclass = here, to be more talented than; to be much better than someone or something outgrow = to grow too big for outlive = to live longer than outnumber = to be greater in number than someone or something outsell = to sell more than Extra activity Ask students to research other words with out in learner dictionaries, and to write sentences to show their meaning: outbid, outdo, outfox, outlast, outline, outpace, outrun, outsmart, outwit. Grammar passive reporting verbs 5 • Ask students to read the information in the grammar box. Point out how the forms are put together (see Grammar notes below, after Exercise 6). • Ask students to work individually to answer the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 1 present simple 2 present perfect simple 3 present simple 4 present simple 5 past simple 2 no (see Grammar notes below) 3 The agent is only included in sentence 2: other researchers. The agent is included because this is relevant information – the writer wants to retain the formal passive style but to reveal who, in contrast to Manovich, has observed that the selfie is indispensable. 4 It’s useful for academic reports because it’s a more formal, impersonal style; Journalists cannot always give the source of the information or may want to indicate that it’s not 100% reliable (e.g. It is believed that …). Refer students to page 168 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 1 1 is 2 was 3 is being 4 were 5 was 6 are 2 1 is said to be working; is said that the director is working 2 is known that regular exercise is; is known to be 3 was claimed to be carrying; was claimed that the suspect was carrying 4 are expected to have arrived; is expected that the guests will have arrived 5 is argued that the mobile phone has had a big impact; is argued to have had a big impact 6 were thought to cause; was thought for a long time that bad smells caused Grammar notes Form We use a form of the auxiliary verb be + the past participle of the main verb. So, for example, was/were + past participle for past passives. Meaning and use Note that the tense of the underlined passive reporting verb doesn’t always match the time of the event reported: In sentence 1 in the grammar box, the reporting verb is in the present simple (is said), but the event which is being reported is the number of images uploaded in a specific year (a past event). In sentence 2, the reporting verb is in the present perfect simple (has been observed) and the event is in the present simple (the selfie is now). In sentence 3, the reporting verb is in the present simple (are believed), but it isn’t clear what the event being reported is (presumably, it’s ‘Other applications account for a far greater proportion of selfie traffic.’). In sentence 4, the reporting verb is in the present simple (is thought) and the event is in the present perfect simple (the age has risen). In sentence 5, the reporting verb is in the past simple (were reported) and the event is in the present simple (the amount of time people are spending on each selfie). 7a 86510_U7_ptg01_133-149.indd 135 Selfie world 135 3/1/18 4:20 PM Unit 7 Digital media 6 8 • Ask students to work individually to rewrite the underlined verbs using the words in brackets and passive reporting verbs. Let them compare answers in pairs before checking with the class. • Tell students that they are going to work in pairs to write three sentences announcing an imaginary piece of news. ANSWERS 1 It’s not really known why women take more selfies than men. 2 It has been said (by many) that the social pressure on women to look good is an important factor. 3 The proportion of men taking selfies is believed to be increasing. 4 Another reason for the popularity of selfies is thought to be their democratic nature. 5 Last year, pictures of ‘ordinary’ people were reported to outnumber those of celebrities by a million to one. or … were reported to have outnumbered … 6 The selfie phenomenon is not expected to end soon. 7 It is thought that it will begin to decrease in the coming years. 8 At the same time, banks are reported to have started looking at selfies as a possible replacement for passwords and PIN numbers. 7 • Ask students to work individually to complete the headlines from the radio news. Elicit the first answer to get them started. Let them compare answers in pairs before checking with the class. • Optional step Model the activity by writing up an example sentence yourself on the board. Tell the class to question you about the story, and as they do so improvise the information and details required. Demonstrate with your responses that they can use their imagination and be as creative as they wish. • Ask students to work in pairs to write the sentences. Once students are ready, tell them to work with another pair to share sentences and to take turns to ask for more detail about the story. • As students share stories, monitor closely and note errors and examples of good language use which you can give feedback on at the end. EXAMPLE ANSWERS Two walkers are reported to have gone missing during their round-the-world trip. An old coin, which is thought to be one of the first coins ever made, has been found by a four-year-old boy. It is feared that a dog who became a famous celebrity for its part in a Hollywood film has been stolen. A fireman is expected to receive a medal for bravery after rescuing the US president from a burning car. Three sisters who developed an app at home are believed to have sold it to Google for $100 million. Speaking my life ANSWERS 9 ★ CPT extra! Speaking activity [after Ex.9] 1 are / were / have been reported to have been arrested 2 are said to be working 3 is expected to announce or is expected to be announcing 4 were feared to have died 5 is / has been claimed to be or is / has been claimed to have been 6 has been suggested / is being suggested • Organize the class into pairs or groups of three or four. Give students one or two minutes to work individually to prepare ideas. Extra activity In open class, ask students to think of a current international news story. Elicit ideas. Ask students to work in pairs to go online and find coverage of the story on English-language news sites. Tell them to read reports and to find and note three or four examples of passive reporting verbs. Students could present them to the class and say why each one has been used. • Ask students to discuss the statements. They don’t necessarily have to talk about all the statements – just the ones that interest them. As students talk, monitor closely and note down errors or examples of good language use to give feedback on at the end. Extra activity You could choose one of these statements to set as an essay writing homework task. Ask students to write an opinion essay or a for and against essay with one of the statements as the title. Alternatively, for a more challenging task, ask students to find coverage of the story in their own language. Students take note of the key points in their own language, then use those notes to write a short paragraph in English which summarizes the main points and uses passive reporting verbs. This could be done for homework. 136 Unit 7 Digital media 86510_U7_ptg01_133-149.indd 136 3/1/18 4:20 PM Unit 7 Digital media 7b Creating a buzz Lesson at a glance • • • • listening: social media marketing idioms: business buzz words grammar: nominalization speaking: brands Audioscript p = Presenter; s = Sarah Palmer p: We hear about companies being customer-focused all the time these days, but a focus on your customer is pointless if they’re not focused on you. Sarah Palmer from the e-marketing consultancy firm ‘Excite’ is here to tell us how organizations can generate that kind of interest. Sarah … s : Thanks, Greg. Good marketing is an ability to turn your customers into fans; in other words, making people so passionate about what you do that they want to share it with others. These days, a company has no hope of doing that unless they use social media: not just to sell their products and services, but to really involve people in what they’re doing. Basically, customers these days want to know a company’s story, and they want to learn something. And if you can provide those things, and use social media to get them to buy into your story, then you can create a loyal following. You can catch passing customers sometimes with pop-up ads on the internet, but the creation of a loyal following is a much more effective long-term strategy. Listening 1 ★ CPT extra! Revision activity [before Ex.1] • Optional step Use the opportunity to elicit words around the topic of advertising. Write advertising on the board and brainstorm words connected to it in open class. Students might say: ads, adverts, advertisements, small ads, classified ads, pop-up ads, TV commercials, promotions, online ads, digital advertising, radio jingle, billboard advertising. • Organize the class into pairs to discuss the questions. Elicit ideas in feedback. ANSWERS [53] p : So, can you give us some examples of organizations that use social media effectively, in the way that you’re describing? Students’ own ideas s: Yes, our research into social media marketing has given us some great examples of best practice; a good one is National Geographic. They actively encourage fan interaction: inviting users to share travel stories, or to do surveys on how environmentally friendly their lifestyle is, and then compare their scores with their friends. You can enter competitions, there are links to different causes you can support – like helping to protect elephants. Extra activity It’s a good idea to bring in a kind of advertising that has attracted your own attention: an online ad, a clip from a TV commercial, a magazine or newspaper ad. Show it to students and ask what they think it is advertising. Then say why it caught your attention and whether you think it’s effective or not. 2 ★ CPT extra! Listening activity [after Ex.2] • Ask students to work in pairs or small groups to discuss the photo. In feedback, elicit ideas. p : Mmm, that all sounds great, but where does the actual selling come in? s : Well, alongside that there are offers of discounts for magazine subscribers, coupons you can use for National Geographic products, that kind of thing. ANSWERS p : OK. I see how this kind of fan-building approach 1 lemonade 2 free wi-fi 3 hand-made signs, posters; possibly a website (if we believe that the web address quoted on the poster is real); possibly demonstrating the use of wi-fi at this location on a laptop s : No, it’s really no different – the same principles apply. 3 works for National Geographic, because it has such a clear and worthy mission – that’s the main reason for their success. But what about a company that’s just trying to sell a regular product, like bathroom cleaner? There’s no real story or mission, is there? Priority must be given to educating or involving customers in a way that’s fun. It doesn’t matter what you’re selling: customer engagement will boost sales. I was recently looking at a company that sells tea and their website gave you an interactive tour of the teas of China. It was great fun and very educational: you wouldn’t believe the number of varieties and how much some of them cost. It’s a whole other world. [53] • Tell students that they are going to listen to an interview with a social media marketing specialist. Ask them to read the questions carefully. Point out the meaning of worthy (see the glossary above the photo). • Play the recording. Ask students to listen and note answers. Let them compare answers in pairs before checking with the class. ANSWERS 1 loyal ones 2 National Geographic (they actively encourage fan interaction and offer discounts); a company that sells tea (they give you an interactive tour of the teas of China on their website) 4 [53] • Play the recording again. Students listen and decide whether the statements are true (T) or false (F) according to the speaker. Let them compare answers in pairs before checking with the class. In feedback, ask students to justify their answers with reference to what they heard (see Teacher development on the next page). 7b Creating a buzz 86510_U7_ptg01_133-149.indd 137 137 3/1/18 4:20 PM Unit 7 Digital media ANSWERS ANSWERS 1 T (Good marketing is an ability to turn your customers into fans … making people so passionate about what you do that they want to share it with others.) 2 F (… customers these days want to know a company’s story, and they want to learn something.) 3 T (… National Geographic. They actively encourage fan interaction … You can enter competitions …) 4 F (there are offers of discounts for magazine subscribers, coupons you can use for National Geographic products …) 5 F (it’s really no different – the same principles apply … It doesn’t matter what you’re selling: customer engagement will boost sales.) 6 F (It was great fun and very educational …) 1d Teacher development Justifying answers When doing a ‘true or false’ reading or listening exercise, it’s important to develop students’ skills and analytic thought processes by asking them to justify their answers rather than simply identifying each statement as true or false. Here are some ways of enabling this: 1 Get students to compare answers in pairs and tell their partner what they heard to justify their answer. 2 Vary the way you ask students to justify answers. Ask students to either quote exactly what they heard, or alternatively to report what they heard using reported speech, or put explanations in their own words. 3 At the end of the listening activity, ask students to look at the audioscript. Tell them to check (and possibly underline) exactly what was said by the speaker. Encourage them to reflect on anything that they may have misheard or misunderstood while listening. Idioms business buzz words 5 • Read out the definition of ‘buzz word’ to the students and explain that there tend to be a lot of such words in business environments. • Optional step Ask students if they can think of any buzz words they have come across recently. Elicit ideas and discuss the use of any suggestions. • Ask students to work in pairs to read the sentences and work out meaning of the words in bold from context. Let them compare answers in pairs before checking with the class. ANSWERS 1 interested in or concentrating on what the customer really wants 2 believe and be interested in 3 the best or recommended way of doing something (usually in business) 6 ★ CPT extra! Speaking activity [after Ex.6] • Ask students to read the sentences and guess meaning from context. Then ask them to match the business buzz words in bold (1–8) with the definitions (a–h). Let them compare answers in pairs before checking with the class. 138 2f 3h 4e 5g 6c 7b 8a Vocabulary notes ballpark figure = in baseball, the ballpark is where they play the sport – a ballpark is a large area so any figure in a ‘ballpark’ is going to be approximate in the loop = this phrase originates from computer technology – if you are in the loop, you are included rocket science = rocket science is, of course, complicated win-win = i.e. everybody wins Note that set buzz words can become clichéd through overuse. Nowadays, saying things like let’s think outside the box and it’s a win-win situation can sound too clichéd. They are therefore often used ironically or humorously. Extra activity Write the following business phrases on the board (meanings in brackets): I’m learning the ropes. (= learning the basics of something) It’s a no brainer. (= it’s obvious or it’s really easy to make decisions in this situation) It’s not going to fly. (= it won’t work, it won’t be a success) Off the top of my head … (= I just thought of this …) Let’s play hardball. (= let’s be tough and uncompromising) Ask students to guess meanings then use learner dictionaries to research them. Grammar nominalization 7 • Ask students to read the examples in the grammar box and compare the pairs of sentences. • Tell students to work in pairs to discuss whether the sentences (a–c) are true (T) or false (F). Elicit answers in feedback. ANSWERS a T b F c T (Note that this is often the case, but not always.) Refer students to page 168 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 3 1 disappointment 2 decision 3 destruction 4 suitability 5 awareness 6 treatment 7 dangers 4 1 f, definition 2 a, disinterest 3 e, fear 4 b, hobbies 5 d, person 6 c, location Unit 7 Digital media 86510_U7_ptg01_133-149.indd 138 3/1/18 4:20 PM Unit 7 Digital media Grammar note ANSWERS Note the prepositions that follow the nouns (creation of, ability to, talent for, etc.). Encourage students to make a note of these dependent prepositions when they record examples of nominalization in their notebooks. 1 Payment / The payment was made 2 Arrangements have been made / An arrangement has been made 3 The decision will be taken 4 No explanation was given for 5 Complaints / A complaint should be made 6 Research was carried out on 7 Photographs can’t be taken of Note that sometimes there can be more than one possible noun that can be formed (e.g. creation and creativity) and that these will usually carry a very different meaning. 8 • Ask students to work individually to rewrite the phrases with nominalized forms. Let them compare answers in pairs before checking with the class. ANSWERS 1 intention 2 announcement 3 discovery 4 wish 5 concern 6 anger 9 • Ask students to work individually to complete the transformation of the sentences with nominalized forms. Elicit the first answer to get them started. Let them compare answers in pairs before checking with the class. ANSWERS 1 speed; response; indication; interest; satisfaction 2 Interaction; risk; comments Speaking my life 12 • Ask students to read and answer the questions. Start by eliciting a few examples of products and their brands to get students started. Then ask students to work individually to prepare their lists and think about brands they are loyal to. • Organize the class into new pairs. Ask students to compare their lists and explain their loyalty (or lack of loyalty). • Optional step The main aim here is to ensure students are using nominalization appropriately in a fluency activity. Monitor as students speak and note errors which you could write on the board at the end for students to correct. EXAMPLE ANSWERS I always buy Samsung phones. The quality and reliability of their products is very good. I get my underwear from Marks and Spencer in Oxford Street. The main reason why I do this is the cost, but the quality is of importance too. 10 • Ask students to work individually to rewrite the sentences with nominalized forms. Elicit the first answer to get students started. Point out students may need to add articles and prepositions. Let them compare answers in pairs before checking with the class. ANSWERS 1 Success; good preparation; hard work 2 Good leaders; the ability; their workers/employees 3 Honesty; the respect of 4 Competition (between companies); reduction in 11 • Ask students to rewrite the underlined words using nominalized forms and the passive form of the verbs in brackets. Elicit the first answer to get students started. Let them compare answers in pairs before checking with the class. 7b Creating a buzz 86510_U7_ptg01_133-149.indd 139 139 3/1/18 4:20 PM Unit 7 Digital media 7c A hacker’s life Lesson at a glance • • • • reading: a day at a hacker’s conference critical thinking: identifying personal opinion word focus: break speaking: attitudes to security Reading 1 ★ CPT extra! Revision activity [before Ex.1] • Ask students to discuss the questions in open class or in pairs. If you ask students to work in pairs, then tell each pair to compare answers with another pair. EXAMPLE ANSWERS Students’ own answers Possible answers: use passwords, change your passwords frequently, don’t use personal information as part of a password, use complex passwords, use encryption apps, don’t give out personal information online, back up information regularly, don’t click on unknown links, don’t open emails/messages from unknown senders, don’t log in or make payments on public networks, use a virus checker 2 [54] • Optional step Point out the word family here: hacker (n) /ˈhækə/, hack into (a computer system); hack (information/data) from; hacking. • Tell students to read the definition and decide which definition they feel is the most accurate. Ask them to tell their partner. • Ask students to read the article and say what the author’s view is. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWERS The author’s view aligns with definition 1. (… passionate hackers meet at the DefCon convention in Las Vegas to present their knowledge and capabilities … ‘criminals’ … is actually a gross misrepresentation of what most hackers do.) 3 • Ask students to read the article again and answer questions 1–8. Let them compare answers in pairs before checking with the class. • In feedback, ask students to justify answers by referring to the text. ANSWERS 1 They look for the weak points in … security and fix them. 2 They are not a seventeen-year-old in their bedroom, illegally hacking into the US’s defence secrets or ‘criminals’. 3 They examine all kinds of systems, from the internet to mobile communications to household door locks. 140 4 Their findings are dutifully passed on to the industries that design these systems so that they can plug the holes. 5 Social status is based on knowledge and accomplishment, not on clothing labels or what car you drive. The writer finds this refreshing. 6 a cyber game of attack and defence between the best hackers 7 There is no greater ignorance to be found online than that of an average internet user. 8 They are fanatical about online freedom and safety and have the means to help us vulnerable users protect our privacy. Background information DefCon was started in 1992 by the Dark Tangent and is the world’s longest running and largest underground hacking conference. Capture the Flag (CTF) is a computer security competition. CTF contests are usually designed to serve as an educational exercise to give participants experience in securing a machine, as well as conducting and reacting to the sort of attacks found in the real world. 4 • Ask students to work in pairs to discuss whether their views on hacking have changed after reading the article. Elicit ideas in feedback. 5 • Ask students to work individually to find and underline collocations (words that go together) that mean the same as phrases a–f. Let them compare answers in pairs before checking with the class. ANSWERS a a gross misrepresentation b plug the holes c bad manners d dimly-lit e filing cabinet f computer geek Vocabulary notes gross = complete and utter – here, it suggests that the misrepresentation is extreme and unfair plug holes = you can literally plug holes in a wall or ceiling by filling them with plaster, but here it is used figuratively to mean ‘stop data from leaking out or being stolen’ filing cabinet = a piece of office equipment (now becoming obsolete) which is used to store information on sheets of paper in an organized way geek = used pejoratively to describe someone perceived to be overly intellectual, unfashionable, or socially awkward – it’s particularly used to describe unsociable boys who play computer games all the time – increasingly, though, as technology becomes fashionable, being a geek is becoming cool Unit 7 Digital media 86510_U7_ptg01_133-149.indd 140 3/1/18 4:20 PM Unit 7 Digital media Critical thinking identifying personal opinion 6 • Ask students to work in pairs to find and underline the adjectives and adverbs in the article that the writer uses to express personal opinion. You could help students by eliciting one as an example. Let them compare answers in pairs before checking with the class. ANSWERS Paragraph 2: passionate (hackers), gross (misrepresentation) Paragraph 3: enormous (impact) Paragraph 4: great (example), significant (weaknesses), easily (defeated) Paragraph 5: vast (mix), refreshing Paragraph 6: intensely (trying), mesmerizing Paragraph 8: dedicated (people) Paragraph 9: fanatical (group of people) 7 ★ CPT extra! Critical thinking activity [after Ex.7] • Ask students to summarize the author’s views. They could do this individually, then work in pairs to compare what they have written, then look back at the text to check or revise their summaries. Elicit answers in feedback. EXAMPLE ANSWERS Students’ own answers a They are mostly people who are passionate about fixing problems with computer systems so that we can all feel safe. b Defcon is an extraordinary mix of people doing some very important and useful work. c We’re ignorant of the threats we face from insecure computer systems. 9 • Ask students to work individually to prepare at least one sentence using one of the expressions with break. Then tell them to work in pairs to read out their gapped sentence for their partner to guess the missing phrase. EXAMPLE ANSWERS Playing music is a good way of ______ early on at parties. (breaking the ice) We spent £10,000 so we’ll have to sell a thousand tickets at £10 to ______ . (break even) Amy isn’t in the team this week. Can you ______ to her – you’re her sister? (break the news) Speaking my life 10 • Start by pre-teaching precautions (= things you do to stay safe in the future), spare keys (= extra keys you don’t normally use) and a breach of security (= when security is broken or compromised). • Organize the class into pairs and tell them to turn to the security questionnaire on page 154 of the Student’s Book. Ask students to take turns to read out each question and discuss it. At the end, they should evaluate their partner’s attitude to security on a scale of 1 to 5. • In feedback, ask different students from each pair to tell the class how security conscious they think their partner is. You may then want to give their partner a chance to say whether they agree with the assessment or not, and give reasons and examples. Word focus break 8 • Tell students to read the first paragraph to find and explain the expression with break. Ask students to work in pairs to discuss its meaning and then work out the meaning of the other expressions (1–6) from context. ANSWERS break in = to enter a house or property by force 1 tell (someone) something important and usually negative (that they don’t know about yet) 2 help people relax (usually in a social, work or school situation) 3 stop doing something that you often or regularly do (or do too much) 4 use up all your money 5 we‘ve done most of the (hard) work 6 made neither a profit or loss (in financial terms, it means you have made as much money as you have spent) 7c 86510_U7_ptg01_133-149.indd 141 A hacker’s life 141 3/1/18 4:20 PM Unit 7 Digital media that in turn produces a blue light. The light is usually emitted in waves, so we can probably conclude that the electricity is generated by the motion of the water. 7d A podcast Lesson at a glance • real life: making a podcast • pronunciation: new words • speaking skill: hedging language Real life making a podcast 1 ★ CPT extra! Speaking activity [after Ex.1] • Ask students to discuss the questions in pairs. In feedback, elicit ideas from the class. EXAMPLE ANSWERS Students’ own views 1 Many would argue that news stories in print are more reliable (written by professional journalists, published by reliable newspapers or journals). 2 [55] • Tell students they are going to listen to a news report. Ask students to describe the photo in pairs or small groups and speculate about the content of the recording. Don’t reveal answers at this stage. • Play the recording. Students listen and note what kind of news report it is. p : Thank you, Martin. And if you’d like to know more about this research, you can read details of the study on the OI website at … 3 ANSWERS 1 That the source of the light is from small sea creatures called phytoplankton. 2 Now they think that motion in the water causes electrical signals to make a chemical reaction in the phytoplankton’s body, producing a blue light. Pronunciation new words 4a • Explain that when students come across new words, they should look for clues to their pronunciation. Read the three bullet points to students. Ask students to work in pairs to guess the pronunciation of the words from the podcast. 4b ANSWER a science and environment report Audioscript [55] p = Presenter; m = Martin Roddick p: H ello and welcome to the Nature Today podcast. Today we’re going to look at some new evidence about glowing blue waves, which are arguably one of the most spectacular sights in nature. The tiny blue lights dotted across the water make it appear as if the sea is reflecting the light of the stars, but actually, the source of this light is small sea creatures, called phytoplankton. And how they produce the strange blue light has been a mystery. Until now, that is. Here’s Martin Roddick of the Oceanographic Institute. m : Hello. Actually, there are thought to be a lot of sea creatures that are bioluminescent, in other words, that can light up in the dark, but most of these creatures tend to live in the deep ocean. That’s because it’s dark in the deep ocean and so the ability to light yourself up is useful for finding food or scaring away predators, or perhaps just lighting your way as you move around. But the bioluminescent creatures that cause this effect – the phytoplankton – live near the surface. And so that’s how we get this wonderful sight on beaches and in waves in places like the Caribbean. p : And how do they do it? m : It seems that an electrical force in the phytoplankton’s body causes a chemical reaction to take place, and 142 [55] • Give students time to read the questions before listening. Then play the recording again. Students listen and note their answers. Let them compare answers in pairs before checking with the class. [56] • Play the recording. Students listen and check their answers. • In feedback, ask students if they guessed correctly, and ask them what clues or rules helped them work out the pronunciation (see Pronunciation notes below). • Optional step Ask students to listen and repeat the words on the recording. ANSWERS glowing /ˈgləʊɪŋ/ phytoplankton /ˌfaɪtəˈplæŋktən/ Martin Roddick /ˈmɑːtɪn/ /ˈrɒdɪk/ bioluminescent /ˌbaɪəʊˌluːmɪˈnɛsənt/ predators /ˈprɛdətəz/ emitted /ɪˈmɪtɪd/ Audioscript [56] glowing phytoplankton Martin Roddick bioluminescent predators emitted Pronunciation notes Glowing: ‘ow’ can be pronounced /əʊ/ (e.g. rowing a boat) or /aʊ/ (e.g. rowing angrily with the neighbours) – the /əʊ/ pronunciation is more common; -ing is always prounced /ɪŋ/ and is not stressed. Phytoplankton: it’s made up of a prefix (phyto-) and a main noun (plankton). Prefixes aren’t usually stressed and the stress in nouns is usually on the first syllable; ph is generally pronounced /f/. Unit 7 Digital media 86510_U7_ptg01_133-149.indd 142 3/1/18 4:20 PM Unit 7 Digital media Martin Roddick: two-syllable nouns and names in English generally have a stress on the first syllable; ‘a’ followed by ‘r’ is pronounced /ɑː/ in British English (note that some other varieties of English would sound the ‘r’); the double consonant ‘dd’ means that the ‘o’ sound is pronounced /ɒ/. Bioluminescent: it has an unstressed prefix (bio-, which is likely to be pronounced in the same way as its use in simpler words: biology, biography); when an adjective ends with the suffix /ənt/ or /ɪənt/, the syllable before the suffix is stressed. Predators: here, pre isn’t a prefix, so the stress is likely to be on the first syllable because it’s a noun; the ‘a’ and ‘o’ in the word are pronounced /ə/ because they are unstressed; ‘r’ at the end of a word is not pronounced in British English. Emitted: verbs often have stress on the second syllable especially when the first syllable is a vowel sound; the double consonant means that ‘i’ is pronounced /ɪ/ and ‘ed’ is pronounced /ɪd/; because ‘e’ is unstressed at the start of the word, it reduces to /ɪ/ when pronounced. Vocabulary notes Phytoplankton are very small animals and plants that live in water and are eaten by fish. Bioluminescence is when a thing in nature glows in the dark by means of a chemical reaction. Predators hunt other animals to eat. emitted = produced, given off Extra activity You could ask students to find and underline other words in audioscript 55 which they are unsure of how to pronounce. Tell them to work in pairs to compare the words they have underlined and guess the pronunciation based on clues. Alternatively, you could elicit and revise other rules students could apply when working out pronunciation. One key area is stress before suffixes. Revise the following: We stress the syllable immediately before the suffix with words ending in -ic (e.g. specific), -tion/-sion (e.g. emotion), -ity (e.g. identity). We stress the syllable that falls two syllables before the suffix with words ending in -cy (e.g. agency), -gy (e.g. apology), -phy (e.g. photography). We stress the suffix itself with the following suffixes: -ee (e.g. employee), -eer (e.g. engineer), -ese (e.g. Japanese). Speaking skill hedging language 5 [55] • Start by reading through the ‘hedging’ language with your class. Point out that hedging means ‘limiting or qualifying what you say’ or ‘avoiding making a definite statement’. ANSWERS 1 glowing blue waves, which are arguably one of the most spectacular sights in nature 2 there are thought to be a lot of sea creatures that are bioluminescent 3 most of these creatures tend to live in the deep ocean 4 or perhaps just lighting your way as you move around 5 It seems that an electrical force in the phytoplankton’s body causes a chemical reaction 6 we can probably conclude that the electricity is generated by motion in the water Language notes Examples of hedging language include expressions of likelihood and possibility (modal verbs, probably, possibly, etc.), expressions of tendency (tend to, seem to), and passive forms (are thought/believed/estimated). Note the way the phrases in the box are used in a sentence: some introduce a sentence or clause (e.g. This suggests that …), some are adverbs that go at the start of or in the middle of a sentence (e.g. Arguably, they are one of … / They are arguably one of …) some are followed by an infinitive (They tend to …; They are thought to …). 6 • Explain that students are going to work together to make a news podcast about a new discovery. Organize the class into groups of three. Tell half the groups they are A, and the other half that they are B. Ask students to turn to page 154 in the Student’s Book (if they are in an A group) and page 155 in the Student’s Book (if they are in a B group). Ensure that they also read the two bullet point instructions on page 88. • Students read their short pieces of scientific information, and work together to prepare a news podcast including as much hedging language as they can. Monitor and help with ideas and vocabulary. You could extend the activity and allow students to research further details online. • Once students have prepared their stories, tell them to practise reading the podcast aloud in their group, paying attention to pace and pronunciation so that it sounds like a real podcast. • When students are ready, reorganize groups so that each group consists of a member from a different original group. Ask them to take turns to act out their podcast to the group. In a small class, you could ask students to come to the font of the class to present their podcast to the whole class. • As students speak, monitor their performance. Note down errors students make. In feedback, write errors on the board and ask students to correct them. • Play the recording of the podcast (audioscript 55) again. Students listen and match the hedging expressions the speakers use with each fact (1–6). 7d 86510_U7_ptg01_133-149.indd 143 A podcast 143 3/1/18 4:20 PM Unit 7 Digital media EXAMPLE ANSWERS Possible group A podcast: In an amazing twist, it seems that scientists have changed their view on why stars twinkle. It was thought that the light from stars was disturbed by the movement of air in our own atmosphere. But perhaps that theory doesn’t explain why planets twinkle too. This suggests that the real reason may be to do with the distance (planets are much nearer) and that there is something getting in the way. It appears that we don’t yet know what that ‘something’ is. Possible group B podcast: It seems that people yawn not to show they are sleepy, but to try and stay awake. People tend to yawn to cool the brain so it can operate better. It’s reasonable to assume that that is why others yawn when they see us yawning. Most likely, it’s part of ancient behaviour that helps groups to stay awake and be alert to danger. Extra activity Ask students to research other amazing pieces of scientific fact on the internet and to report it in a news podcast using hedging language. This could be done for homework. You could even suggest that students record the podcast and upload it to an online space so that other students can listen to it. 7e The Invisible Man Lesson at a glance • writing: a news report • writing skill: cautious language Writing a news report 1 • Optional step Here is an idea for a warmer. Write Who?, What?, When?, Why? and How? on the board. Put students in pairs. Announce a topic: Holidays! Students have thirty seconds to interview their partner about the topic using the question words. After thirty seconds, call time and announce another topic. Students swap roles and the second student in the pair interviews the other. And so on. A possible list of topics: your weekend, your hobby, your first girlfriend or boyfriend, your last birthday, the last meal you had. • Ask students to read the advice given to journalists. Then ask students to work in pairs to discuss the photo and title of the article and prepare six questions. Elicit ideas in feedback. EXAMPLE ANSWERS Students’ own ideas Who is this man? What is he doing? Where is he? When did this happen? Why is he doing this? How has he achieved this incredible effect? 2 • Ask students to read the news report and check answers to the questions they prepared. Let them compare answers in pairs before checking with the class. EXAMPLE ANSWERS Students’ own answers Here are the answers to the model questions: Who is this man? Chinese artist Liu Bolin What is he doing? He’s taking part in an art project. Where is he? in a supermarket When did this happen? in the summer of 2011 Why is he doing this? to express his shock at the discovery of plasticizer in food products / to make a statement about the use of plasticizer in food products How has he achieved this incredible effect? He has had his body painted so that when he is photographed it looks like he has blended into the supermarket shelves. 3 ★ CPT extra! Writing activity [after Ex.3] • Ask students to read the news report again and answer the questions. Let them compare answers in pairs before checking with the class. ANSWERS a paragraph 3 b paragraph 1 c paragraph 2 144 Unit 7 Digital media 86510_U7_ptg01_133-149.indd 144 3/1/18 4:20 PM Unit 7 Digital media Writing skill cautious language 4a • Read the information about the use of cautious language with your class. Then ask students to read the report and find one example for each of the types of cautious language (1–5). Let them compare answers in pairs before checking with the class. ANSWERS 1 he seemed to have disappeared; they appear to have appealed to people all over the world 2 it is said he used them originally to … 3 Plasticizer is normally used to … 4 presumably in some discomfort 5 The pictures may be unusual … 4b • Ask students to work individually to rewrite the sentences using the words given. There is sometimes more than one possible answer. Let them compare answers in pairs before checking with the class. ANSWERS 1 His pictures generally carry a strong social message. 2 Apparently, he became internationally famous when a New York art dealer bought some of his works. 3 His work might make people think more about their surroundings. 4 It seems (that) he wants to draw our attention to what we cannot see in a picture. or He seems to want to draw our attention to what we cannot see in the picture. 5 It is believed that Bolin used friends at first to help him paint his pictures. or Bolin is believed to have used friends at first … 5 • Optional step Start by brainstorming ideas for stories students could write about in open class. • Once students decided on a story to write about, give them two minutes to think of specific questions to ask to draw out the key details of the story. • Ask students to write their news report based on the questions they have prepared. You could do this in class or set the task for homework. • If students write in class, support them by breaking the writing process into stages. Firstly, tell students to work individually to note answers to their questions in order to produce a story in rough, and to reorder the story so that it makes sense. You can then ask them to work in pairs to look at each other’s notes and check that the information is well ordered. Secondly, as students write, monitor and encourage them to use some of the cautious language they studied in the lesson. 6 • Tell students to work in pairs and exchange their news stories. Ask them to follow the questions to comment on each other’s work. • Optional step Ask students to rewrite their work based on their partner’s feedback. Extra activity Ask students to research their stories online and to find as much information as they can – in response to the questions they thought of – before writing their stories. Vocabulary notes Note how the writer uses these words to avoid sounding 100% certain: presumably = true based on what I know, but not certain generally = usually but not always the case apparently = this looks like it’s true based on what I’ve heard, but it’s not confirmed or certain Note that adverbs can go at the start of a sentence for emphasis, between subject and verb, and sometimes at the end of sentences. seems/appears = looks true but is not certain or confirmed Using the passive distances what is being said – it makes a view impersonal and formal. You may want to compare the use of cautious language when writing with the use of hedging language when speaking (refer students back to Lesson 7d). 7e The Invisible Man 86510_U7_ptg01_133-149.indd 145 145 3/1/18 4:20 PM Unit 7 Digital media 7f Talking dictionaries Before you watch 1 ★ CPT extra! Lead-in activity [before Ex.1] • Optional step Ask students to look at the photo and the caption and say how the photo may connect with the title of the lesson. • Ask students to discuss questions 1–3 in pairs before discussing in open class. ANSWERS 1 English is the primary language in the UK, Ireland, the USA, Canada, Australia, New Zealand, and a number of African and Caribbean countries. French is spoken in France, Belgium, Switzerland, Canada, and a number of African and Caribbean countries. German is spoken in Germany, Austria and Liechtenstein. Arabic is spoken in the United Arab Emirates, Afghanistan, Algeria, Bahrain, Chad, Comoros, Djibouti, Egypt, Eritrea, Israel, Iraq, Jordan, Kuwait, Lebanon, Libya, Morocco, Mauritania, Oman, Qatar, Saudi Arabia, Sudan, Syria, Tunisia, Western Sahara and Yemen. Spanish is spoken in Spain, Mexico, USA and most of central and South America. English is the most widespread language geographically (it’s spoken on all five continents as a first language, and is by far the most common second language). However, there are more native speakers of Mandarin and Spanish than of English. 2 / 3 Students’ own answers 2 • Ask students to discuss the questions. You could ask them to talk in pairs or open class. EXAMPLE ANSWERS Ideas include: using technology to sustain languages (recording and archiving speakers; broadcasting in the language – TV and radio stations, websites, etc.; social media, text messaging); language classes; making study part of the school curriculum or even compulsory; encouraging employers to employ people with skills in a disappearing language; making it compulsory to hold a certificate of qualification in the language to be accepted for certain jobs, e.g. teacher, civil servant It’s important because we may also lose culture, literature, identity and history when a language dies. Key vocabulary 3a • Ask students to read sentences 1–5 and guess the meaning of the words in bold. Encourage students to use the context to help them. • Optional step It’s a good idea to show the pronunciation of these key words – students have to hear them in continuous speech on the video. Point out the strong stress: endangered, collaboration, lexicon, migratory, indigenous. 146 3b • Tell students to match the words in bold in Exercise 3a with the definitions (a–e). Let students compare answers in pairs. ANSWERS 1d 2e 3a 4b 5c Vocabulary notes The word endangered is used in this context to describe a species (rather than a language) that may die out – critically endangered means a species is close to extinction. If you collaborate, you put aside differences and work together to reach a common goal. Animals that are migratory travel instinctively from one place to another along established routes at specific times of the year. The term indigenous refers to the people who first existed in or arrived in a region and settled there. While you watch 4 [7.1] • Ask students to watch the video and compare their answers from Exercise 2 with what the speaker says. Play the whole video. Let students compare their answers in pairs before discussing as a class. ANSWERS Students’ own answers The speaker says: … using technology to sustain themselves, to expand their reach, to broadcast themselves out through many different channels, whether it be social media, text messaging, … Under [the] Enduring Voices programme, … building talking dictionaries … to give some very small languages a first-ever presence on the internet. … linguistic diversity is one of the most important parts of our human heritage. … It gives us insight into history, into culture, into how the brain functions. Without linguistic diversity, we really wouldn’t be human. Videoscript 7.1 Part 1 0.00–0.23 K. David Harrison It’s been estimated that of the 7,000 languages in the world, half of them are endangered and may disappear in this century. And this is happening for a variety of reasons, mostly because of social pressure and attitudes that devalue those small languages and tell people that they’re not worthwhile, they’re not modern enough to continue using. 0.24–1.02 Some people see technology as a threat to the existence of small languages, but the really savvy small language communities are using technology to sustain themselves, to expand their reach, to broadcast themselves out through many different channels, whether it be social media, text messaging, to use technology as a way to survive. Unit 7 Digital media 86510_U7_ptg01_133-149.indd 146 3/1/18 4:20 PM Unit 7 Digital media Part 2 5 1.03–2.05 Under their Enduring Voices programme, which I co-direct, we’ve been building talking dictionaries. And the goal of the talking dictionaries is to give some very small languages a first-ever presence on the internet. We’ve been working with a variety of communities around the world. One of them is the Siletz Dee-ni language, which is spoken in the state of Oregon. Siletz Dee-ni has probably one fluent speaker and a small handful of people who have some knowledge of the language. And we’ve been working with Bud Lane, who’s the … acknowledged as the fluent speaker. He has sat down and patiently recorded thousands and thousands of words in the language. And we bring these recordings back to my lab at Swarthmore College, and my students work on them and create a talking dictionary. So, you can go to the Siletz Dee-ni talking dictionary, type in the word ‘salmon’ or the word ‘basket’ and you begin to see the very rich lexicon of terms that they have, and you can start to appreciate some of the cultural knowledge. • Ask students to watch the first part of the video (0.00 to 1.02) again and answer the questions. Let them compare answers in pairs before checking with the class. 2.06–2.16 design. Talking Dictionary Basket bottom. … Basket 2.17–2.29 The Siletz nation is using this talking dictionary as a tool to revitalize the language as they are conducting language classes and helping the younger generation acquire some of the language through the talking dictionary. [7.1] ANSWERS 1 3,500 (half of 7,000) 2 For a variety of reasons, mostly because of social pressure and attitudes that devalue those small languages and tell people that they’re not worthwhile, they’re not modern enough to continue using. 3 using technology to sustain themselves, to expand their reach, to broadcast themselves out through many different channels, whether it be social media, text messaging … 6 [7.1] • Ask students to watch the second part of the video (1.03 to 2.29) again and complete the summary using one word per space. Let them compare answers in pairs before checking with the class. Part 3 ANSWERS 2.30–3.06 We’ve also built a talking dictionary for a language called Matukar Panau. This is a very small language spoken in Papua New Guinea by six hundred people. They all live in one village. They knew about the internet before they had ever actually seen the internet and when our National Geographic team visited the village a couple of years ago, they said: ‘We would like our language to be on the internet.’ And this was really interesting because they hadn’t seen the internet yet, they had heard about the internet. And so with collaboration from the community, we built a talking dictionary for the language. 1 presence 2 internet 3 fluent 4 knowledge 5 revitalize/revitalise (= to bring back to life) 3.07–3.25 Interviewer How about ‘a white pig’? … And how about ‘a black pig’? … And how about ‘my pig’? 3.26–3.49 The following year, they got electricity in the village and then eventually they got an internet connection. And the very first time they went on the internet, they were able to see and hear their own language spoken. And this sends a very powerful message that their language is just as good as any other, even though it may be very small and no one has ever heard of it, it’s just as good as any other – it can exist in a hightech medium. 3.50–4.16 The very first talking dictionary I built was for the Tuvan language. Tuvan is spoken by nomadic people in Siberia. They’re migratory, they raise animals: goats and sheep and camels. They have a very rich lexicon pertaining to the natural world and the environment that they live in. 4.18–4.31 I built the Tuvan talking dictionary and I also launched it as an iPhone application, so you can actually hear the Tuvan language, and many other languages in the future, I hope, on a smartphone platform. 4.32–5.34 The AAAS is a great venue to talk about language diversity. It’s not a topic that you might typically think of in connection with a gathering of scientists, but linguistic diversity is one of the most important parts of our human heritage. It is … It gives us insight into history, into culture, into how the brain functions. Without linguistic diversity, we really wouldn’t be human. And so scientists as well as indigenous communities are responding to a crisis of language extinction. And that’s what this panel is about and that’s why we’ve chosen the AAAS – we want to get the word out to, not only to scientists, but to journalists and to indigenous communities whose languages are struggling to survive, that there’s a common goal, that we can work together. 7 [7.1] • Ask students to watch the last part of the video (2.30 to the end) again and answer the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 They said: ‘We would like our language to be on the internet.’ 2 This sends a very powerful message that their language is just as good as any other, even though it may be very small and no one has ever heard of it, it’s just as good as any other – it can exist in a high-tech medium. 3 It has been launched as an iPhone application, so you can actually hear the Tuvan language … on a smartphone platform. 4 Not only to scientists, but to journalists and to indigenous communities whose languages are struggling to survive. 8 • Ask students to recall and talk about the words they saw. ANSWERS 1 Siletz Dee-ni: salmon, basket 2 Matukar Panau: a white pig, a black pig, my pig It reveals that it is probably typical for the Siletz nation to eat fish and use baskets, while speakers of Matukar Panau probably keep or hunt pigs. 7f Talking dictionaries 86510_U7_ptg01_133-149.indd 147 147 3/1/18 4:20 PM Unit 7 Digital media After you watch Vocabulary in context 9a 6 ‘… we want to get the word out …’ What does get the word out mean? a persuade strongly b spread the message (to) c share the secret (with) [7.2] • Explain that students are going to watch some clips from the video which contain some new words and phrases. They need to choose the correct meaning of the words. • Play the clips. When each multiple-choice question appears, pause the clip so that students can choose the correct definition. You could let students compare answers in pairs before discussing as a class. ANSWERS 1b 2a 3b 4a 5c 6b Vocabulary notes savvy = this slang word is derived from French: Savez vous? means Do you know? in French – if you are savvy, you are well informed and perceptive Videoscript 7.2 1 ‘… social pressure and attitudes that devalue those small languages …’ What does devalue mean? a make disappear b don’t give importance to c don’t find enjoyment in 2 ‘… the really savvy small language communities are using technology to sustain themselves …’ What does savvy mean? a clever b sensitive c advanced 3 ‘The Siletz nation is using this talking dictionary as a tool to revitalize the language …’ What does revitalize mean? a revise b bring back to life c explore 4 ‘… linguistic diversity is one of the most important 9b • Ask students to work individually to complete the sentences in their own words. Then ask them to work in pairs to share their sentences. Encourage students to ask follow-up questions and make it a short, personalized discussion. ANSWERS 1 I always feel revitalized after a nice hot bath. / I’ve had a proper holiday. / spending quality time with friends. 2 Talking to my grandparents / the locals gave me real insight into what life was like in the past. / what it must be like to live in a rural village. 3 We mustn’t devalue the cleaning staff in hospitals because they play a really important role. 10 • Ask students to work in small groups to form their own talking dictionary or lexicon. If your students all speak the same first language, get them to discuss and agree on a set of five or six words which give clues to that culture. If they speak different first languages, ask them to prepare individually before presenting ideas. EXAMPLE ANSWERS A possible English lexicon (for speakers from south-east England) you could present as an amusing model: a cup of tea, a game of cricket, it’s raining, I’m sorry, I’m in the garden. 11 ★ CPT extra! Speaking activity [after Ex.1] • Ask students to prepare ideas individually first. Ask students to discuss their ideas. This could be done as a brief conversation in pairs, a group discussion, or could be extended to form a class debate. ANSWERS Students’ own ideas parts of our human heritage.’ What does heritage mean? a traditions and beliefs b character c education 5 ‘It gives us insight into history, into culture, into how the brain functions.’ What does insight into mean? a a possible clue to b a little experience of c a real idea of 148 Unit 7 Digital media 86510_U7_ptg01_133-149.indd 148 3/1/18 4:20 PM Unit 7 Digital media UNIT 7 Review and memory booster ★ CPT extra! Language games Memory Booster activities Exercises 3, 5 and 7 are Memory Booster activities. For more information about these activities and how they benefit students, see page 10. I can … check boxes As an alternative to asking students to simply tick the I can … boxes, you could ask them to give themselves a score from 1 to 4 (1 = not very confident; 4 = very confident) for each language area. If students score 1 or 2 for a language area, refer them to additional practice activities in the Workbook and Grammar summary exercises. Grammar 1 • Ask students to work individually to read the article for gist and answer the questions. ANSWERS The Mariana Trench is the deepest part of the ocean. He visited it to learn more about what was living in the deep ocean. 2 • Ask students to work individually to complete the article by making passive reporting verbs from the words in italics. Let them compare answers in pairs before checking with the class. ANSWERS 1 It is said to be 2 is known to be 3 it is/was already known 4 is said to have had 5 were reported to have spent 6 is said not to have been able to 3 ❯❯ MB • Ask students to work individually to rewrite the sentences using nominalization. Let them compare answers in pairs before checking with the class. ANSWERS 1 hope; knowledge/understanding; life 2 amount; observation Nominalization emphasizes who is responsible for an action and expresses ideas more concisely and objectively. Vocabulary 4 • Ask students to complete the sentences using the correct verbs. ANSWERS 1 uploaded; click 2 broadcast 3 posting 4 writes 5 reviewed 6 outnumber(ed) 5 ❯❯ MB • Ask students to match the two parts of the business buzz words and then work in pairs to discuss the meanings. • Optional step Ask students to write a personalized example sentence using each of the buzz words. ANSWERS 1 d ballpark figure (rough estimate, approximate number) 2 c (not) rocket science (not incredibly clever or difficult) 3 a best practice (the best or recommended way of doing something) 4 b reality check (moment to face the true facts) 5 f going forward (in the future) 6 e win-win (advantageous to both sides, everybody has a positive outcome) Real life 6 • Ask students to rewrite the sentences using the words in brackets to make them sound less certain. ANSWERS 1 Gorillas tend to be shy creatures. 2 There are estimated to be around … 3 It’s reasonable to conclude that this is … / Beyond reasonable doubt, this is … 4 No one appears to know the real reason. / It appears that no one knows the real reason. 5 This suggests that the current regulations are ineffective. 6 She is arguably the greatest actor of her generation. 7 ❯❯ MB • Ask students to work in pairs to use the hedging phrases in Exercise 6 to make four statements about exploration of the deep sea and James Cameron. Then ask students to join with another pair to share their sentences. ANSWERS Students’ own answers The public tend to be more interested in the exploration of space than of the oceans. It appears that James Cameron is a person who wants to test his own personal limits. The small number of expeditions in the past suggests that exploring the deep sea is not of great value to scientists. We can probably conclude that Cameron did not do this for profit. The deep sea is arguably the last place people have yet to explore. UNIT 7 Review and memory booster 86510_U7_ptg01_133-149.indd 149 149 3/1/18 4:20 PM Unit 8 The music in us Opener 1 ★ CPT extra! Photo activity [before Ex.1] • Optional step Organize the class into pairs. Tell them to brainstorm as many words and phrases to describe the photo as they can (see Teacher development below). Elicit ideas in feedback. • Ask students to work in pairs to discuss the questions. In feedback, elicit ideas from students. EXAMPLE ANSWERS Students’ own ideas A busker is a person who plays music in the street and collects money from passers-by. They can play any kind of music, often popular and well-known songs or tunes. They are common in tourist areas of major cities. 2 [57] • Tell students that they are going to listen to a busker talking about her experiences. Play the recording. Students listen and make notes on points 1–3. Let them compare ideas in pairs before discussing as a class. EXAMPLE ANSWERS 1 because she wanted to get more confidence as a performer 2 She started busking in a nearby town when she was seventeen. She gradually got better at it, and then was approached by another musician to write and perform together, and now they work together and perform gigs around the country. 3 They’re starting to make recordings and next year they’re touring in some quite decent venues. Background information Audioscript The word busker now tends refer to street performers in general, not just singers or musicians. Acrobats, living statues, jugglers and clowns can be considered buskers if they perform in the street for money. Well, like a lot of buskers, I started busking because I wanted to get more confidence as a performer. It wasn’t about the money. I’m a singer-songwriter – I don’t have my own band, and it’s not easy to get gigs as a solo artist. Also, I just really like live performance. I love it when you’re walking down the street or in the underground and then completely unexpectedly, you hear something amazing. Teacher development Using visual resources Life Second Edition is full of striking photographs, notably the half-page photograph on the opening page of a unit, and the full-page photograph in the video lesson at the end of each unit. Here are some ideas for effectively exploiting such images with Advanced students: 1 Description. Encourage students to describe pictures in as much detail as they can. This is an effective way of enabling students to recall or peer-teach half-learned or passive vocabulary, and to start using words and phrases that may come up later in the unit. You could introduce useful language to help with detailed description (e.g. In the foreground/background/distance, you can see …; In the top left-hand/right-hand corner, …; Just behind the man with the guitar, …). Describing pictures is an opportunity to practise present forms, the language of possibility and probability, and hedging language (e.g. He seems to be …; It’s not entirely clear, but perhaps he’s …). 2 Brainstorming. Ask students to brainstorm a particular area of language related to a photo. For example, this could be writing down the names of everything they can see, thinking of adjectives to describe the people and how they feel, or thinking of as many words or phrases as they can which are connected to the topic. 3 Roleplay or simulation. Ask students to think of questions to ask a person in a photo and then act out the interview in pairs. Ask students to imagine they are someone in a photo and say how they feel, what they are doing or have just done, what they are about to do, and why. Ask students to imagine they are in a place in a photo and to describe what they can see, hear and smell. 4 Prediction. Use the image from the opening page of a unit as a way of predicting language and topics that will be covered in the unit. [57] So, I went out busking when I was seventeen – just me and my acoustic guitar. Not in my home town, because I really didn’t want people to recognize me, but in a nearby town. It was pretty nerve-racking at first, to be honest; and I think that came across in my performance because I didn’t get much attention or much money, for that matter. I think the first time I got about fifteen pounds and a cheese sandwich that someone threw into my guitar case. But I got better and it definitely helped my confidence. And then last Christmas-time when I was busking this guy approached me – a keyboard player who was already semi-professional and actually a very naturally-gifted musician – and he asked if I’d like to work with him and write songs together. And I thought ‘Why not?’ And that’s how my career really got started. We play R&B mainly – he generally writes the music and I write the lyrics – and we perform the songs at gigs around the country. We’ve actually just made our first demo recording together and we’re touring next year in some quite decent venues. So, fingers crossed. 3 • Ask students to work individually to complete the pairs of expressions in the sentences (1–7). Let them compare answers in pairs before checking with the class. ANSWERS 1 live 2 acoustic 3 hum 4 amateur 5 lyrics 6 gifted 7 solo 150 86510_U8_ptg01_150-168.indd 150 3/1/18 4:21 PM Unit 8 The music in us Vocabulary notes live = music which is being performed now acoustic = an acoustic guitar is a traditional one which is not connected to electricity hum a tune = if you hum, you make a musical noise with mouth closed professional and amateur = a professional is paid for working, while an amateur is usually not 8a World music Lesson at a glance • • • • reading: music and cultural influences grammar: the adverb just pronunciation: expressions with just speaking: themes of songs lyrics = the words to a song naturally-gifted = if you are naturally-gifted, you aren’t trained but have an ability that has come naturally a band and a solo artist = a solo artist performs on his or her own You may also want to check the following music-related words from the recording: gig = live performance (usually at a small venue) demo recording = a recording you make not to sell but to send to studios or agents to show what you can do touring = going from city to city playing live music music venues = places where live music is performed guitar case = the strong guitar-shaped box you use to hold a guitar (often used by buskers to collect money from passers-by) 4 Reading 1 ★ CPT extra! Lead-in activity [before Ex.1] • Optional step Start by brainstorming types of music that are currently popular in the countries of your students. This should elicit and revise many key words: rock, R&B, hip hop, reggae, etc. and will also give you the chance to explain less common styles of music your students want to mention. • Organize the class into small groups to discuss the questions. Discuss their answers in open class in feedback. ANSWERS Students’ own ideas 2 [58] • Optional step Start by providing a teacher model in a live listening: describe your own views on music using questions 1–3. • Optional step Ask students to look at the photo on the page and predict the nationality and type of music of the interviewee in the text. • Give students a minute or two to think of and prepare ideas. Ask students to work in pairs or small groups to discuss the questions. • Ask students to read the interview with a musician and note his main message. Let them compare answers in pairs before checking with the class. ANSWERS • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. Students’ own answers Extra activity Find and play five short extracts of different types of music. Ask students to listen to each one and to discuss which they like and why, how they feel when they listen to that music, and when and why they would play that music. ANSWER b (I just get very excited when I hear new types of music) 3 • Ask students to match the references (1–4) with the point they illustrate (a–d). Tell them to read the interview again if necessary. Let them compare answers in pairs before checking with the class. ANSWERS 1 d 2 c 3 a 4 b Background information Tinariwen is an internationally-popular group of Tuareg musicians from the Sahara Desert region of northern Mali. The band was formed in 1979 and they first became popular outside Mali in around 2001. Ry Cooder (born 1947), whose full name is Ryland Peter Cooder, is an American musician, songwriter and record producer, who is best known for playing the slide guitar. He plays many instruments, has worked with many major artists, and has an interest in roots music from the United States and elsewhere. Justin Cape is a fictitious character. 8a World music 86510_U8_ptg01_150-168.indd 151 151 3/1/18 4:21 PM Unit 8 The music in us 4 ★ CPT extra! Listening activity [after Ex.4] • Ask students to find and underline the adjectives. Let them compare answers in pairs before checking with the class. 2 a He has been travelling around the world for just under two years, … b I just get very excited when I hear new types of music …; Tastes are often just a question of habit; .. and often just daily life. c … each new generation feels that ‘their’ music is speaking just to them, … d Not many American teenagers listen to Indian sitar music, in just the same way that not many Indians eat hamburgers and fries. e Justin, you’ve just spent a lot of time studying … f I’m just working on a song … ANSWERS 1 universal (line 07) 2 accessible (line 13) 3 rewarding (line 20) 4 upbeat (line 23) 5 eclectic (line 28) 6 introspective (line 37) Vocabulary notes It’s a good idea to show the use of these words with collocations (note the strong stress underlined): universal appeal = it appeals to everybody all over the world Refer students to page 170 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 1 accessible music / styles of music = music that is easy to understand and enjoy 1a rewarding experience = an experience that makes you feel you have really learned or felt something important 1 cost just 2 ’ve just heard 3 that looks just like 4 is just dealing with another client (at the moment) 5 just need to arrive on time 6 takes just under two upbeat music / mix of types of music = music with a fast rhythm that makes you feel happy or active eclectic tastes = you like things that are different and varied, and not just from your own culture or typical experience introspective music = music that looks inward to how you feel, not outward to what is happening in the world 2b 3a 4b 5a 6b 2 Grammar notes Extra activity Ask students to work in pairs or groups to discuss the following questions. Has western pop music influenced traditional music in your country? Is this a good thing or not? Grammar the adverb just 5 ★ CPT extra! Speaking activity [after Ex.5] • Tell students to read the information in the grammar box and ask them to find examples in the text. Then ask them to note answers to the questions. Let them compare answers in pairs before checking with the class. ANSWERS Examples from the text: I’m just working on a song … (line 24, just + verb) I just get very excited when I hear new types of music (line 9, just + verb) … each new generation feels that ‘their’ music is speaking just to them … (line 39, just + preposition) … in just the same way that not many Indians eat hamburgers and fries. (line 17, just + noun) .. and often just daily life. (line 34, just + noun) Students may find differentiating between the meanings of only and simply confusing. Note that the meaning of simply, here, is in the sense of being neither more nor less important than what is mentioned. So, in the sentence Tastes are simply a question of habit, the speaker is saying that tastes are a question of habit – and no more than that. Note that the meaning of ‘only’, here, is in the sense of being to the exclusion of others or other things. So: speaking just to them – and to nobody else. If your students all speak the same L1, ask them to translate some of the example sentences and note how just in English may cover the meaning of a variety of words in their L1. 6 • Optional step Pre-teach give me goosebumps (= make me feel excited, nervous or moved, sometimes literally to the point where very small lumps appear on your skin and your hairs stand up straight). • Ask students to work individually to rewrite the sentences putting just in the most appropriate place. Note that there is sometimes more than one possible answer. Tell them to check their sentences in pairs. 1 a before the (main) verb b before the preposition c before (article) + noun 152 Unit 8 The music in us 86510_U8_ptg01_150-168.indd 152 5/31/2019 12:30:23 PM Unit 8 The music in us ANSWERS EXAMPLE ANSWERS 1 If you just took the time to listen to Ry Cooder, you’d definitely like him. or If you took the time just to listen to Ry Cooder … 2 I’ve just been listening to a live concert on the radio. 3 It’s just over five years since they performed in New York. 4 Just hearing her sing gives me goosebumps. or Hearing her sing just gives me goosebumps. 5 The concert is in an old theatre just behind the bank in the High Street. 6 If you like Stevie Wonder, I have just the thing for you: a CD of his early recorded songs. 7 I don’t just listen to the lyrics; I like the music. or I don’t listen to the lyrics; I just like the music. 8 It’s just an idea, but why don’t you try to get the tickets on eBay? or It’s an idea, but why don’t you just try to get the tickets on eBay? Students’ own answers 1 Situation: you’re about to go out, one friend is waiting for another; Response to: ‘Oh, look at the time! I think we need to leave now.’ 2 Situation: you nearly missed the train or you arrived right at the start of a concert/film; Response to: ‘I hope we get there before the train leaves’ or ‘I thought you weren’t coming!’ 3 Situation: you are trying to behave as if the thing which has gone wrong isn’t a serious problem; Response to: ‘Oh, no! I’m so sorry, I’ve just broken your pen.’ 4 Situation: someone has found or given you something that is exactly what you need to do a particular task; Response to: ‘I’m going to struggle to fix this without a tool.’ 5 Situation: a shop assistant has just offered to help you; Response to: ‘Would you like any help?’ 6 Situation: someone phones you when you were planning to call them; Response to: ‘Hello, it’s ___ here.’ 7 Situation: someone has asked you if you are in a romantic relationship with someone; Response to: ‘Excuse me for asking, but is ___ your boyfriend/girlfriend/partner?’ 8 Situation: someone has just asked a particular question; Response to: ‘Have you worked here for long?’ 9 Situation: someone is offering to bring something that you may or may not need, e.g. sun cream, tissues, chocolate, etc.; Response to: ‘Shall I bring some reference books to the meeting?’ 10 Situation: someone who you think highly of (or who thinks highly of themselves) has made a mistake; Response to: ‘I was surprised to hear that Dr Brookes is a smoker.’ 7 • Ask students to write their own personalized sentences. You could provide one or two examples of your own as a model to get students started. Let them compare their sentences in pairs. In feedback, ask students for their best examples. EXAMPLE ANSWERS Students’ own answers 1 If you don’t mind, I’ll just move this chair – it’s in the way. 2 Don’t worry. It’s just a cold – you’ll feel better in the morning. 3 My home is just round the corner from here – come over for a coffee. 4 I’ll call you back. I’m just in the middle of a meeting. 5 I’ve just come back from Lisbon – it was a lovely trip. Extra activity Ask students to work in pairs to write a three-line dialogue using one of the phrases they created in Exercise 7. Ask pairs to act them out for the class. For example: Vocabulary notes A: I’m not feeling very well, doctor. 2 Just in time. = almost late, but fortunately not B: Don’t worry. It’s just a cold – you’ll feel better in the morning. 3 It’s just one of those things. = something we say in a resigned way to say we accept that something has happened even though it was disappointing or upsetting (e.g. losing your bag, failing a test) A: OK. I’ll have an early night. Pronunciation expressions with just 8a 1 Just a minute. = wait for a brief period 4 That’s just the job. = i.e. what you’ve given me or what you’ve done is what is needed to get a job or task done 5 I’m just looking. = I don’t want to buy anything yet • Ask students to read the phrases and discuss in what situations people would say them, and what each one may have been a response to. You could elicit ideas for the first situation to get students started before they talk in pairs. 6 just about to = on the point of or on the verge of (doing something) • In feedback, elicit ideas. 8 I just wondered = I have no strong need to find the answer 7 just good friends = the ‘just’ here emphasizes that they are only friends – the speaker is denying a close relationship 9 just in case = in the event that something happens (although we don’t expect it to happen) 10 It just goes to show = what you have just said or experienced demonstrates that it’s the case 8a World music 86510_U8_ptg01_150-168.indd 153 153 3/1/18 4:21 PM Unit 8 The music in us 8b [59] • Tell students that they are going to listen to conversations which include the phrases in Exercise 8a. Play the recording. Students listen and compare answers. In feedback, ask students to say in what situation people used each of the phrases. • Ask students to say what they notice about the pronunciation of just (see notes below). Ask students to practise saying the phrases. You could do this as a drill first – say some sentences and ask individuals to repeat. ANSWERS 1 two people leaving a place and going somewhere 2 two people arriving at a place 3 two people unable to go to a museum because they’ve just realized it’s closed 4 someone offering another person use of their screwdriver 5 a shop assistant and a person looking around in a shop 6 a person who is apologizing because they have just arrived late to meet someone else Pronunciation notes Note that just /dʒʌst/ is usually stressed because it carries meaning – it’s saying ‘only’, ‘simply’, ‘exactly’, ‘right now’, etc., so it has to be stressed to convey those meanings. The /t/ sound is not pronounced when the next word in the sentence starts with a consonant sound. 8c • Ask students to work in pairs to make their own conversations using at least five of the phrases from Exercise 8a. Encourage them to practise reading the conversations, focusing on using a range of expressive intonation. Extra activity You could ask pairs to act out their conversations in front of the class. To make this more entertaining, ask the class to say what the situation and relationship between the speakers is for each conversation. Explain the activity before students begin to write their sentences so that they can choose to make the situations and relationships a little more challenging and unusual. 7 someone asking another person about a relationship 8 two people talking about a third person 9 two people setting out on a train journey together 10 two people talking about a sporting event / sportsperson Audioscript 1 [59] a : Are you ready? b : Sure. Just a minute. I’ll get my coat. 2 a : Thank goodness we’re nearly there. It’s starting to rain. b : Phew! Just in time. 3 a : I hope you’re not too disappointed about the museum being closed. b : It’s OK. It’s just one of those things. 4 a : Here. I’ve got a little screwdriver on my penknife. b : Thanks. That’s just the job. 5 a : Can I help you? b : No, thanks. I’m just looking. 6 a : Hi, Bea. Sorry I’m late. b : Oh, I was just about to call you. 7 a : Is she your girlfriend? b : No, we’re just good friends. 8 a : Why do you ask if I know him? b : No particular reason. I just wondered. 9 a : Shall I bring some food for the train? b : Yes, do bring some, just in case. 10 a : I couldn’t believe that he lost that match. Speaking my life 9 • Organize the class into groups of three, four or five. Ask students to read the words in the list and check the meaning of any they are unsure of. • Ask students to work individually first to think of pop song titles. When students are ready, ask them to share and compare their ideas in their group. • In feedback, ask different groups to say what they found out about their songs and their themes. If their songs don’t have any of the words, get students to explain why this is (e.g. because it isn’t a love song). Alternatively, you could elicit a list of the most common words used in your class’ songs. EXAMPLE ANSWERS Students’ own ideas Here are some well-known songs that feature some of the words: ‘Hey Jude’ (The Beatles) ‘Sweet child of mine’ (Guns N’ Roses) ‘Never gonna fall in love again’ (Eric Carmen) ‘Dancing in the moonlight’ (King Harvest, Toploader) ‘Three times a lady’ (Commodores) ‘Summer rain’ (Belinda Carlisle) ‘Daydream believer’ (The Monkees) Extra activity Ask students to research the lyrics from a favourite song online, and find out how many words from the list are included in that song. b : It just goes to show no one’s perfect. 154 Unit 8 The music in us 86510_U8_ptg01_150-168.indd 154 5/31/2019 12:31:31 PM Unit 8 The music in us 8b Healing music Lesson at a glance • • • • listening: music therapy idioms: music grammar: purpose and result speaking: how to relax Listening 1 ★ CPT extra! Review activity [before Ex.1] • Optional step Ask students to describe what they can see in the photo. Ask: Where do you think he is? What do you think he is listening to and why? • Organize the class into pairs to discuss the questions. Elicit ideas in feedback. EXAMPLE ANSWERS Optional step: He could be in his own home or in some kind of meditation room. He may be listening to music or some kind of other recording in order to relax or meditate. 1 Quiet or ambient music can calm you down, loud music can make you excited, upbeat music can make you feel happy and energized, while some other types of music can make you feel sad or even angry. 2 driving a car (upbeat music to make you feel you’re on an adventure, relaxing music on a stressful commute); studying or revising (perhaps classical music to help you concentrate); cooking (upbeat music to help you be creative); relaxing in the bath or late at night (ambient music to relax) 2 [60] ★ CPT extra! Vocabulary activity [after Ex.2] • Ask students to discuss which of the therapeutic benefits (a–g) music has. Encourage students to give reasons and examples from their own experience. You could do this activity in pairs or open class. Its power to relax us is so strong that it’s commonly used in hospitals now to calm people before they undergo surgery or for the relief of pain after an operation. So that’s one area in which music can help people. Another is with people who have language difficulties. Imagine you’re at a party and there’s so much noise that it’s difficult to hear the person right next to you. Well, if you’re not having to strain in order to hear what others are saying, the chances are that you are someone with musical training; and that’s because we use the same parts of the brain to process music and language. In other words, people with musical training have improved their brain’s ability to distinguish not only musical but also spoken sounds. What are the implications of this? Well, I’m not saying you should take up a musical instrument so that you can hear people better at parties … or so as to be a better linguist – though that is an idea. What it means is that we could use music to help people with dyslexia or other language disorders. A neuroscientist at Harvard University, called Gottfried Schlaug, has had amazing success using music therapy on people who were unable to speak properly after suffering a stroke. Before the therapy, patients responded to questions with incoherent sounds and phrases, but after being taught to sing phrases or to speak in time to the music, they were able to recite their addresses, say their names, and even sing extracts of songs. The therapy produced such a dramatic improvement that even sceptics were impressed. Similar improvements have been recorded with patients with dementia and memory loss. This news should be music to our ears, if you’ll forgive the pun, because illnesses like these are becoming a bigger and bigger problem as we all live longer, and we clearly need to find a solution so as not to let it get any worse. 3 [60] • Ask students to work in pairs to read the notes and complete them as best they can from memory. • Play the recording. Students listen and note which of the therapeutic properties (a–g) she mentions. Let them compare answers in pairs before checking with the class. • Play the recording again. Students listen, check what they have written and complete any notes they were missing. Note that students have to write quite a bit to complete the notes. Tell them to listen and either write very brief abbreviated notes, or to just remember the answers and be ready to complete the note form after the recording has finished. ANSWERS • Let them compare answers in pairs before checking with the class. • Tell students that they are going to listen to a talk by a neuroscientist. Check students understand the words in the glossary: dyslexia and stroke. The speaker mentions a, b, e, f and g. Audioscript [60] The study of how music affects the brain is still a work in progress, but exciting things are coming to light all the time. We know that music activates many different parts of the brain – that there’s no one centre that processes music. And we also know that music has the power to release endorphins, which are the chemicals that our bodies use to help us deal with stress or pain. Endorphins are actually vital to our well-being in general, because they produce feelings of happiness or even elation. So when we listen to music, we’re rewarded with this boost of feel-good chemicals. ANSWERS 1 many different parts – there’s no one centre that processes music 2 help us deal with stress or pain; feelings of happiness (or even elation) 3 music and language 4 dyslexia; learning disorders 5 had had a stroke / were unable to speak after (having had) a stroke 6 amazingly successful / impressive 7 they are an increasingly big problem and we need to find a solution. 8b 86510_U8_ptg01_150-168.indd 155 Healing music 155 3/1/18 4:21 PM Unit 8 The music in us Vocabulary Extra activity You may wish to explain these words that may be new in the listening: Ask students to type these phrases into an online search engine. Ask what whole sentences including the phrases they can find on the internet. coming to light = appearing, becoming known elation = extreme happiness or excitement strain = to make a great physical effort Grammar purpose and result recite = to say something out loud that you have learnt 7 incoherent sounds = sounds that don’t make sense • Ask students to read the sentences in the grammar box and answer the questions. music to our ears = an idiom that means ‘good news’ – it’s a ‘pun’ (humorous use of a word with two meanings) here because the topic is music and hearing (covered in the next section) Idioms music 4 • Ask students to say what they think the idiom means. ANSWER something that we’re very pleased to hear about 5 • Ask students to work individually to match the music idioms (1–6) with the meanings (a–f). Let them compare answers in pairs before checking with the class. 1 a infinitive b noun or verb + -ing c a clause with an indicative verb (i.e. the verb used in ordinary statements when stating a fact, etc.) or the modal verbs can or will 2 sentence 3 3 a so + adjective + that b such + (+ a/an) (+ adjective) + noun + that 4 In this case, we use so + much, many, little, few + noun. Refer students to page 170 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES ANSWERS 3 1 b 2 c 3 f 4 e 5 a 6 d 1 in order to book 2 so (that) we weren’t late 3 in order that it would/should 4 for finding 5 in order not to live 6 ★ CPT extra! Vocabulary activity [after Ex.6] • Optional step You could provide one or two examples from your own personal experience to get students started (e.g. When I was a kid, I lost my dad’s wallet once when I went to the local shop – and had to go home, tell him, and face the music.). Tell the class to ask you follow-up questions to get more information from you. • Ask students to work individually to prepare their own personalized examples. Then tell them to work in pairs to compare their examples. Encourage them to ask follow-up questions to find out more information. EXAMPLE ANSWERS 1 My dad likes to blow his own trumpet, especially when he’s just done some DIY! 2 Last week, I scratched someone else’s car as I drove out of a parking space. I felt a bit sick because I knew I’d have to face the music when they came back to their car. 3 I read a newspaper report on how mobile phones are really affecting our level of concentration these days. It really struck a chord with me, because recently I’ve really been noticing just how often I feel compelled to check my phone. 4 The kind of holiday I love is where you just relax and instead of having everything all planned out, you just play it all by ear. 156 ANSWERS 4 1 so 2 so 3 such 4 so 5 so 6 So 7 such 5 1 so that I don’t fail it / in order not to fail 2 to improve our IT skills / so that we improve our IT skills / in order to improve our IT skills 3 so … that it’s been hard to find time to study 4 (in order) to persuade him to do that 5 so … that I find it difficult to concentrate 6 so … that I fall asleep Grammar note Students at this level often continue to make errors with this area of language, partly because the form rules are a bit confusing, and partly because their L1 may use similar phrases differently. Here are some areas to watch out for: 1 Confusing to and for. Typical error: I’m studying every day for improve my English. We use to + the infinitive of the verb to express a motive or reason (e.g. We went to Warwick to see the castle.) and for + noun to express a motive or reason (e.g. Let’s go for a drink.). We use for + -ing to express function (e.g. It’s a big bucket for holding water.). We can’t use this structure to express motive or reason (e.g. these sentences are wrong: I’m studying every day for improving my English; We went to Warwick for seeing the castle.). Unit 8 The music in us 86510_U8_ptg01_150-168.indd 156 3/1/18 4:21 PM Unit 8 The music in us 2 Confusing so and such. Typical error: He is so friendly guy. In many languages, the same word is used for so and such. Find out if this is the case in your students’ language(s). So + adjective and such + a/an + (adjective) + noun is a straightforward rule, but students have to practise the form in order to remember it. 3 Confusing so much/little and so many/few. Remind students of countability (so many things) and uncountability (so much stuff). 4 Note that in order to, so as to and in order that are forms we tend to use formally or in writing. 8 • Optional step Ask students to read the text for comprehension first. Ask: Who is the target audience of this text? (language learners). • Ask students to use the words in brackets to rewrite the clauses expressing purpose. Elicit the first answer to get students started. It’s a good idea to get students to work in pairs and to discuss the answers as they work. • In feedback, ask students to refer to the rules they have studied to explain answers. ANSWERS 1 so as not to sound silly 2 in order to pronounce 3 for improving 4 to avoid developing / in order to avoid developing 5 so that you get 6 to help you lose / in order to help you lose 9 • Ask students to work in pairs to think of and write down tips. You could elicit one or two ideas first to get them started (see Extra activity and Teacher development below). • Once students have some sentences, ask them to share with another pair or with the class. In feedback, elicit ideas from different pairs. • Optional step Collect students’ sentences and make a wall chart of the top ten tips for learning English. Alternatively, get students to put together a top ten list and put it online for the class to read. EXAMPLE ANSWERS Students’ own ideas Keep a notebook to write down any new words you come across. Read online websites in English so that you extend your vocabulary. Listen to English pop music for fun. Write a blog in English in order to get used to expressing yourself in the language. Make English friends so as to have a reason to practise. Watch films in English that you have already seen in your own language – it’s a great way to practise your English. If you can, go on holiday to an English-speaking country so as to experience the language in an authentic setting. Extra activity Ask students to research how phrases to express purpose or result are used on the internet. Teacher development Using the internet in grammar lessons The internet is a valuable real-life tool. If your students have access to the internet in class, make use of it to research the grammar you are teaching in creative and interesting ways. (If they don’t have access, you could set some of the following ideas for homework.) Here are some suggestions: 1 Ask students to research sentences that feature the grammar point. When doing Exercise 9 above, for example, students could use the internet to find English learning tips. This exposes them to authentic and varied use of the target language. 2 Ask students to establish the frequency, form or register of items they are studying. For example, you could ask students to type in so, such, so as to and such that and find what sentences come up. Analyse how common the words or forms are, or whether they come up in everyday situations or in specific formal situations or texts. 3 Ask students to find interesting uses of a structure they are studying. For example, they could try to find the target language in a current news story, or find it used by celebrities they admire in interviews or blogs, or find it in the lyrics of pop songs. 10 • Ask students to rewrite the sentences using a result clause with so or such … that. Let them compare answers in pairs before checking with the class. ANSWERS 1 The queue for taxis was so long that we decided to walk. / There was such a long queue for taxis that we … 2 I’ve worked there for so many years / such a long time that I really need to move on. 3 I have so little experience of travelling that I feel really nervous about this trip. / I’m so inexperienced when it comes to travelling that … 4 She’s so determined / She has such (great) determination that I think she’s bound to succeed. 5 The differences between us are so big / There are such big differences between us that I don’t think we’ll ever agree. 6 He has so many good ideas / He has such a lot of good ideas that he never knows which ones to develop. Grammar notes In item 3 above, it’s possible to say such little experience. We use so to concentrate on the noun (i.e. my experience is small), but we can choose to use such here to concentrate on and emphasize the adjective little. This doesn’t work with few, much or many – we can’t say such few or such many. Note, in item 6, how we switch from much or many to a lot of in order to use such. 8b 86510_U8_ptg01_150-168.indd 157 Healing music 157 3/1/18 4:21 PM Unit 8 The music in us 11 • Ask students to work individually to complete the sentences with their own ideas. Let them compare answers in pairs before checking with the class. EXAMPLE ANSWERS Students’ own answers 1 Rita Ora’s new song is so catchy that I can’t stop listening to it. 2 We had such a wonderful time in Portugal that I can’t wait to go there again. 3 It was such a nice cup of tea that I felt better almost immediately. 4 What he said about local geography was so interesting that I’ve decided to find out more about it. EXAMPLE ANSWERS a If I’m stressed, I usually have a hot bath to relax me, and then I have an early night so as to make sure I don’t get too tired. b When I’m feeling down I talk to a friend so as not to get things out of proportion. c I find that watching TV is great for relaxing in the evenings. d I have so many things going on in my life that I have to write lists to keep on top of everything. 12 • Tell students to read the description of a musical therapy game for elderly people. Then ask them to work in pairs or small groups to explain the game using language of purpose and result. You could elicit one or two sentences to get students started. Encourage them to add details and further information. • As students speak, monitor closely and note errors or good examples of language use. At the end, in feedback, write errors or good examples of language use on the board and ask students to correct or comment on them. EXAMPLE ANSWERS Elderly people play this game to / so as to / in order to keep their memory sharp. They also play the game for fun. Players work together in two teams, which is great for promoting social interaction. The element of competition can be so motivating that some people who are usually reluctant can be persuaded to join in. The elderly people are asked to sing the song to / so as to / in order to activate different memory skills. It’s such an enjoyable game I would expect the elderly people to have fun. Songs are so memorable that I would expect people to remember a lot. Speaking my life 13 • Organize the class into pairs or groups of three or four. Ask students to prepare ideas individually first. When students are ready, ask them to take turns to share and discuss their ideas. • Optional step Model the activity first by telling students what you do in these situations in a live listening activity. 158 Unit 8 The music in us 86510_U8_ptg01_150-168.indd 158 3/1/18 4:21 PM Unit 8 The music in us 8c One love Lesson at a glance • • • • reading: Bob Marley critical thinking: identifying key points word focus: hit speaking: a charity concert 5 partly agrees (we do learn a lot but the documentary … fascinates even if it does not provide all the answers; provides an insight into the mind and motivation of … Marley; there are many unanswered questions) 6 agrees (whether the songs deal with injustice or with dislocation, they still contain the sentiments of unity and love that run through all his work; the concert was intended to unite the warring political factions) Background information Reading 1 ★ CPT extra! Revision activity [before Ex.1] • Optional step In open class, invite a few students to tell the class who their favourite singer or musician is and why. You could model this by briefly talking about your preferred artist. • Ask students in pairs to think of and write down four famous pop artists they would like to talk about. • Students discuss and compare their artists in pairs. In feedback, ask students to say what new information they found out about any of their pop stars from their partner. • Optional step The text is about Bob Marley, and mentions Elvis Presley, Michael Jackson and the Beatles, so, if you prefer, and you think your students may know something about them, you could ask students to talk about these stars first. ANSWERS Students’ own answers 2 • Optional step Ask students what the title of the text, One love, refers to. It can be defined as the universal love and respect expressed by all people for all people, regardless of race, creed or colour. It was coined by Bob Marley in a song of that title, with the key lyric being ‘One love, one heart – let’s get together and feel all right’. • Ask students to read the review and discuss whether the writer would agree, partly agree or disagree with the headlines about Bob Marley. Let them compare answers in pairs before checking with the class. • In feedback, ask students to justify answers by referring to the text (see notes in brackets in the answers below). ANSWERS 1 partly agrees (strictly speaking, he wasn’t the first: Marley was not the first person to introduce reggae to a wider audience outside the West Indies, but he was largely responsible for the spread of reggae: He remains the only global reggae superstar.) 2 agrees (in many developing countries, he is celebrated as some kind of saviour, a symbol of hope.) 3 agrees (His difficult environment instilled in him a keen sense of social justice, which came to be expressed in his music; themes of social injustice and hardship in the shanty towns of Kingston … characterize early songs) 4 partly agrees (his daughter, Cedella, talks about her difficulty in getting her father to notice her but There is no sense that he did not have time for them; simply that he was prioritizing) Elvis Presley (1935–1977) was a pioneering American rock and roll singer in the 1950s. Often referred to as ‘the King of rock and roll’ or simply ‘the King’, he was extremely popular and is considered to be one of the most significant cultural icons of the twentieth century. His bestknown songs are ‘Can’t help falling in love’, ‘Blue suede shoes’, ‘Heartbreak hotel’, ‘Hound dog’, ‘Jailhouse rock’ and ‘Suspicious minds’. The Beatles were a very successful British rock band that was formed in 1960 in the city of Liverpool. Band members John Lennon, Paul McCartney, George Harrison and Ringo Starr produced ground-breaking pop songs such as ‘Yesterday’, ‘Hey Jude’ and ‘Let it be’. Michael Jackson (1958–2009) began his musical career as a child star in the 1960s with his brothers in the band The Jackson 5. In the 1980s, he became the world’s biggest star. His 1982 album ‘Thriller’ remains the biggest selling album of all time. The West Indies is a term used to describe the island countries in the Caribbean, including Jamaica, the island Bob Marley was from. Kingston is the capital of Jamaica, and Trenchtown is the ghetto near this city and is the place where Bob Marley was born and lived. Marley is a documentary-biographical film that was made in 2012 and was directed by Kevin Macdonald, a Scottish director. It examines the life of Bob Marley, using old film footage and interviews. Rastafarianism (or Rastafari) is a religious movement that developed in Jamaica in the 1930s. It was influenced by the Back-to-Africa movement promoted by black nationalist figures like Marcus Garvey. It focuses its attention on the black Africans who were taken into slavery in the West Indies and the idea that these people are disadvantaged and have a right to return one day to their homeland, Africa. 3 • Ask students to read the review again and find and underline words in the review with the meanings 1–8. Let them compare answers in pairs before checking with the class. ANSWERS 1 saviour (line 9) 2 footage (line 14) 3 ghetto (line 19) 4 outsider (line 25) 5 displaced (line 45) 6 hardship (line 53, also occurs in line 43) 7 (warring) factions (line 56) 8 ecstatically (line 64) 8c 86510_U8_ptg01_150-168.indd 159 One love 159 3/1/18 4:21 PM Unit 8 The music in us Vocabulary notes Word focus hit 1 Saviour has religious overtones – in Christianity, Christ is seen as a saviour who saves souls, so the word is powerful. • Ask students to say what hit means from the context of the sentence. Elicit ideas from the class. 2 The word footage is often used to describe the unedited sections of film a filmmaker makes but doesn’t use in their main film. 3 The word ghetto also has sinister overtones – it’s a place where underprivileged people or people of a particular ethnicity are congregated in poverty and there is often a lot of danger and crime. 4 The word outsider is often used to describe someone who feels different from others, who doesn’t feel they are part of that group. 5 A displaced person is someone who has lost their home perhaps because of war or conflict. 6 The word hardship can refer to poverty or the difficult times caused by poverty. 7 Two warring factions are two groups of people who are in conflict – it can be used literally (i.e. two sides in a civil war) or metaphorically (e.g. to describe two parts of the same political party who strongly disagree). 8 If you are ecstatic, you feel emotionally on a positive high (e.g. you would feel ecstatic if you were a football supporter and your team scored the winning goal in the FIFA World Cup final). Critical thinking identifying key points 4 ANSWER a popular and successful song that a lot of people buy or download Vocabulary note The word hit is used to describe a film, song or record which is very successful and sells a very large number of copies, usually in a short period of time. Note the collocations: a big hit, a smash hit, greatest hits, hit parade, a hit single. The word was more commonly used in music in the days of single records (before downloads). 7 • Ask students to work individually to match the expressions with hit (1–6) with the definitions (a–f). Let students compare their answers in pairs before checking with the class. • Optional step You could let students use learner dictionaries to research and find answers, meanings and uses if necessary. ANSWERS 1 e 2 c 3 b 4 d 5 f 6 a • Ask students to work in pairs to find at least five key events or factors in Bob Marley’s life in the text. EXAMPLE ANSWERS born in a ghetto / difficult environment internationally recognized as a reggae superstar and symbol of hope keen sense of social justice mixed race origins absence of his own father, his father’s death when Marley was ten years old his Rastafarianism and love of Africa his feeling of the power of music to effect change the hardship he experienced the risks he took the assassination attempt his early death from cancer at the age of 36 5 ★ CPT extra! Critical thinking activity [after Ex.5] • Ask students to compare answers to Exercise 4 with another pair before checking with the class. Elicit ideas in feedback. EXAMPLE ANSWERS Students’ own answers The author thinks that Bob Marley stands out as a pop artist because he makes a heartfelt message to people in hardship and because of the magic of his performances and freshness of his music. 160 6 Vocabulary notes Note that hit can be a verb or a noun, and that all the idiomatic uses here are based on the basic meaning of the word – to strike (or take a strike) from a bat, hammer, fist, etc. The expressions hit and miss and take a hit come from the American sport of baseball. An inconsistent baseball hitter would hit and miss, and if you take a hit on the body, you allow the ball to hit you. The noun hit has other interesting meanings: the result of an online search, a murder by a professional killer, the powerful feeling you first get when taking a drug. 8 • Ask students to work individually to write sentences using two of the expressions from Exercise 7. Explain that they need to provide enough context to allow their partner to guess the word in the next stage of the activity. • Ask students to work in pairs to take turns to read out sentences to their partner leaving out the phrase with hit so that their partner can try and guess the missing phrase. EXAMPLE ANSWERS 1 Criticizing Susie for talking too much really hit a nerve. She’s very sensitive about that. 2 I’m planning my speech for the wedding. I think I’m going to avoid mentioning how we met and focus instead on telling funny stories about what has happened since then. Do you think that will hit the right note? Unit 8 The music in us 86510_U8_ptg01_150-168.indd 160 3/1/18 4:21 PM Unit 8 The music in us Extra activity Ask students to work in pairs to research two other expressions with hit in a learner’s dictionary, and to write personalized sentences with them. Possibilities: hit the ground running, hit it off, hit the roof, hit the hay, hit the town. Then ask pairs to peer-teach their expressions to the class. Speaking my life 9 • Explain that students are going to imagine they are organizing a charity concert to raise money for children in poverty. • Organize the class into groups of four or five students. Ask students to discuss and decide on the elements involved in planning their charity concert by using the bulleted list. Set a time limit of ten minutes for this. • In feedback, ask different groups to present their ideas. You could ask students to vote on which charity concert is the most interesting or most well planned. • Optional step One way of organizing a discussion such as this is to nominate one person in each group to be a chairperson (or ask each group to choose a chair). Explain that it’s that person’s job to introduce each ‘element’ and to make sure everybody contributes to the discussion. It’s also that person’s responsibility to allocate time to each stage of the discussion and to summarize what the group has decided after discussing each element. Extra activity To do this activity you will need access to a recording of Bob Marley’s song One love. Write the following words at random on the board: heart, peace, together, war, crying, praise, question, fight, hopeless, sinners, mankind, children, beliefs, chances, escape, pleading, giving. Ask students to say which words they expect to hear in a Bob Marley song and why. Play the song One Love. Students listen and tick the words they hear (Answers: heart, together, crying, praise, question, hopeless, sinners, mankind, beliefs, chances, pleading). Discuss the message of the song with your class: it was written in 1976, it’s a call for unity in Jamaican politics, as well as a call for everyone in the world to stop fighting and become one – there is also another deeper meaning behind the song – some of the lyrics are about oppression and how sinners will pay for their evil deeds in the end (the implication being that God will judge them). 8d Desert Island Discs Lesson at a glance • real life: your favourite music • speaking skill: responding to questions • pronunciation: intonation to express uncertainty Real life your favourite music 1 ★ CPT extra! Lead-in activity [before Ex.1] • Ask students to read the description and then work in pairs to discuss the questions. Background information Since 1942, there have only been four regular presenters on this popular radio programme. Currently, it’s presented by Kirsty Young and it is regularly on BBC Radio 4. If interested, it’s worth finding Desert Island Discs recordings on BBC iPlayer radio archive. Many of the early programmes have been lost, but there are shows going back to the 1950s featuring major British, American and Australian film stars, musicians, singers, scientists, sports people and so on. 2 [62] • Tell students that they are going to listen to a ‘castaway’ talking about himself. Ask students to read the questions carefully. • Play the recording. Students listen and answer questions 1–3. Let them compare answers in pairs before checking with the class. ANSWERS 1 a disc jockey (DJ) 2 He has managed to appeal to each new generation and keep going for over thirty years. 3 it’s a song by a blues and jazz guitarist, John Etheridge; it was the first blues record he ever heard; it opened up a new world to him; it reminds him of the hot summer of 1976. Audioscript [62] p = Presenter; f = Frank Steel p : Today’s castaway is a disc jockey who’s been hosting his own radio show for over thirty years. Where most disc jockeys come and go with the changing of fashions in music, he has managed to maintain a loyal following of listeners over the last 35 years, and to attract new ones from each new generation. He is Frank Steel. Frank, what’s the secret of your continuing success? f : That’s a good question, but it isn’t something that I’ve often thought about. I don’t think it’s a secret really. I take an interest in what’s happening now in the music world, and I look out for new trends. People do that in other fields, like science or art. It’s just that with pop music, you’re not supposed to stay trendy after you’re thirty. But I don’t agree with that. 8d Desert Island Discs 86510_U8_ptg01_150-168.indd 161 161 5/31/2019 12:35:08 PM Unit 8 The music in us p: S o you still get excited by new music. What, for you, makes a good record? f : I honestly don’t know. What makes a particular piece of music move you is something that can’t really be described or identified. I’d rather not think too much about why I like a particular song or record. p : And what’s your first record? f : This is a song by John Etheridge, a blues and jazz guitarist. I think it was the first blues record I ever heard and it opened up a whole new world to me. I also associate it with the summer of 1976, which was a really hot summer. I was supposed to be revising for exams, but I spent most of my time lazing around in the park. It was too hot to work. p : Crossroad Blues by John Etheridge. Your taste in music is very wide – eclectic some would say. How did that come about? f : That’s difficult to say. It wasn’t planned, if that’s what you mean. I just keep my ears open for anything interesting, and I don’t confine myself to any particular source for that. It’s a question of staying curious, I suppose. Speaking skill responding to questions 3 [62] • Give students time to read the expressions for responding to questions. Check the meaning of frankly (= being completely honest). • Play the recording again. Students listen and note answers to the questions. Let them compare their answers in pairs before discussing as a class. ANSWER a Frank, what’s the secret of your continuing success? What, for you, makes a good record? And what’s your first record? How did that come about? That’s a good question, … b … isn’t something I’ve often thought about. I honestly don’t know. That’s difficult to say. 4 • Tell students to work individually to prepare questions. You could monitor and help with ideas at this stage. • When students are ready, tell them to work in pairs and take turns asking and answering their questions. Explain that the aim is for students to give themselves thinking time before answering a question fully by using phrases from the language box. • As students speak, listen closely and prompt students who are having problems. At the end, commend students on some of the best uses of the phrases that you heard. 162 EXAMPLE ANSWERS Some challenging questions to ask: Do you ever wish you’d chosen a different course of study? Have you ever made a mistake in life that you still regret? What hobby or sport would you most like to take up? What do you think you will be doing ten years from now? Extra activity As an alternative to the exercise above, ask students to imagine they are a favourite celebrity or musician and to roleplay that character when answering the questions. Pronunciation intonation to express uncertainty 5a [63] • Read the explanation and explain wavering (= going up and down in an irregular and uncertain way). • Play the recording. Students listen to the phrases in the language box and note the rise and fall of the speaker’s intonation. • Optional step Ask students to repeat or practise saying the phrases. Audioscript [63] That’s a good question. That’s an interesting question. I’ve never really thought about it. It’s not something I’ve often thought about. I don’t really look at it like that. I honestly don’t know. I couldn’t tell you really. That’s difficult to say. Frankly, I’ve no idea. Pronunciation notes The important thing here is that students note the uncertainty in the speaker’s voice – expressed through a wavering intonation. 5b [64] • Ask students to work in pairs to practise saying the phrases. • Play the recording. Students listen and check how accurately they managed a wavering intonation. Audioscript [64] 1 perhaps 2 maybe 3 I’m not sure 4 I can’t say Unit 8 The music in us 86510_U8_ptg01_150-168.indd 162 3/1/18 4:21 PM Unit 8 The music in us 6 • Explain to students that they are going to prepare and act out a Desert Island Discs interview. Organize the class into pairs to prepare. Give them five minutes to prepare information about themselves and exchange notes with their partner. Monitor and help with ideas and vocabulary during this stage. • Now ask them to use the notes to write questions ready to interview their partner. • When students are ready, ask them to work in their pairs to take turns to interview each other. Remind them to focus on using phrases from the language box, and on wavering intonation. • As students speak, listen closely and note errors and good uses of language involving responding questions and wavering intonation. At the end, provide feedback on errors and on examples of good language use. Extra activity Make this a roleplay involving a famous person. Organize the class into pairs. Ask pairs to choose a famous person to interview and to then research that person together on the internet. The interviewer plans questions and the interviewee thinks of what to say. When students are ready, they roleplay the interview. To make this more entertaining, you could ask pairs to act out their interview in front of the class without saying who the famous person is. Can the class guess who it is by listening to the interview? 8e Fado Lesson at a glance • writing: a description • writing skill: parallel structures Writing a description 1 • Ask students to work in pairs and think of and describe a traditional form of music to their partner. You could give students two minutes to prepare ideas under the headings first (or to research the style, themes and history online if students have access to the internet in your classroom). • Optional step If you have a range of nationalities in your class, use the opportunity to share cultural knowledge here. You could ask students to prepare to talk before the lesson and to make presentations. ANSWER Students’ own ideas 2 7 • Optional step Write Fado on the board and point out its pronunciation: /ˈfɑːdəʊ/ in English or /ˈfaðu/ in Portuguese. Ask students to say what they already know about Fado or to make guesses about what type of music it is and where it’s from. • At the end, in feedback, ask students what they found out about their partner. • Ask students to read the description and note answers to the questions. Let students compare answers in pairs. Extra activity ANSWERS Ask these follow-up questions in open class: 1 Fado is comparable to the blues – its songs tell of pain and hardship, but unlike the blues, the songs focus on the pain of separation – the sheer drama of the music tells its own story. 2 Today it has an international following (its appeal has broadened), but twenty years ago it was only popular in Portugal and Portuguese-speaking former colonies (Brazil, Mozambique, Angola). Would Desert Island Discs be popular in your country? Why? Why not? If you could interview anyone living or dead who would it be? What questions would you ask them, and what do you think their answers would be? Background information Fado is a musical genre played on guitar and bass which can be traced back to early nineteenth-century Lisbon. Its songs are often about the sea or the poor, and can be characterized as expressing feelings of resignation, sadness or longing (‘saudade’ in Portuguese). Mariza, whose full name is Marisa dos Reis Nunes, was born in Mozambique in 1973 but then grew up in Lisbon, Portugal. She has become one Fado’s most popular singers. Her album Fado em Mim sold 140,000 copies. She performed with Sting at the Athens 2004 Olympics. 3 • Ask students to look at the elements of a description (1–5) and find an example of each one in the text. Let them compare answers in pairs before checking with the class. 8e 86510_U8_ptg01_150-168.indd 163 Fado 163 3/1/18 4:21 PM Unit 8 The music in us • Optional step Check students know what a simile is – when you compare something to something else using like or as, e.g. She played football like Messi.; He was as cunning as a fox. ANSWERS 1 sheer (drama) 2 you’ll love it or you’ll hate it; the intensity of the emotion … piercing the listener’s body like a knife; pain and hardship; the pain of separation 3 dimly lit café; sultry evening 4 piercing the listener’s body like a knife 5 either you’ll love it or you’ll hate it … you can’t ignore it; you should go where its roots are … you may hate it, but I suspect you will love it. Writing skill parallel structures 4a • Read the explanation of parallel structures with the class. Ask students to find and underline the parallel structures in sentences 2–4. Let them compare answers in pairs before checking with the class. ANSWERS 1 either + pronoun + verb, or + pronoun + verb 2 like + noun + clause, but unlike + noun + clause 3 either + noun phrase, or + noun phrase, or + noun phrase 4 by + -ing, (and) by + -ing 5 • Start by asking students to choose a type of music or music and dance. You could do this by having a brief open class discussion and eliciting ideas to the board. Alternatively, you could give students time to research information on the internet and to make notes. Alternatively, put students in groups and ask them to brainstorm information from each other. • Ask students to make brief notes under the three headings in the bullet list plan. Monitor and help with ideas and vocabulary at this stage. • Once students have some notes, ask them to write their descriptions. Encourage them to use parallel structures. 6 • Organize the class into pairs. Ask students to exchange their written work with their partner. Tell them to check their partner’s work using the list of questions in the Student’s Book and suggest how to improve it. • Optional step Ask students to revise and rewrite their descriptions based on their partner’s suggestions. Extra activity If you have the technology, ask students to write and post their descriptions online – perhaps on your class website or forum. Then other students can add comments to the descriptions. Vocabulary notes Using parallel structures (a balance within one or more sentences of similar phrases or clauses with the same grammatical structure) improves writing style and readability, and is thought to make sentences easier to process. Compare these sentences: … by fusing Fado with other musical traditions and by touring the world with her music. … by the fusion of Fado with other musical traditions and by touring the world with her music. In the second sentence, there is no parallelism – the grammatical form after by is different. As a result, it’s slightly awkward and unbalanced and reads less well. 4b ★ CPT extra! Writing skill activity [after Ex.4b] • Ask students to work individually to rewrite the sentences using parallel structures. Let them compare answers in pairs before checking with the class. ANSWERS 1 Mariza is young, talented and energetic. 2 She sings both traditional and more modern songs. 3 You can either book in advance or pay on the door. 4 You can spend hours wandering around the old town, visiting cafés and listening to live music. 5 The music fuses traditional Spanish folk music and/with elements of north African music. 164 Unit 8 The music in us 86510_U8_ptg01_150-168.indd 164 3/1/18 4:21 PM Unit 8 The music in us 8f A biopic Before you watch 1 ★ CPT extra! Photo activity [before Ex.1] • Optional step Ask students to look at the photo and the caption and describe what they can see. Ask: Imagine you had to spend the rest of your life in this place – how would you feel about that? If students give quite different responses, explore the idea of different personal perspectives on the same situation. Remind students of what they know of Bob Marley from earlier in this unit. • Organize the class into pairs or small groups and allocate one of the quotations (a–f) to each pair or group. Students discuss their quotation then present and explain it to the class. ANSWERS Students’ own answers a Being happy depends on having your own positive outlook regardless of how things are in reality – you choose what you focus on. b Be friends with and spend time with people who have something good to offer, people you really love. c It’s a lyric about perspective. Some take a moment to appreciate the rain, the way it feels on your skin, the pretty reflections and puddles. Others perceive the rain as a nuisance, something that dampens your day, literally and figuratively. d It’s a way of telling people to take responsibility for their lives – enjoy the life you have, but also choose and live the life you want to have. e We don’t need to run round trying to achieve things or solve things – when we see that life isn’t a race and we just have to be – then we will be happy and fulfilled. It’s advising a change of perspective. f This is a way of saying that you should fight for what you believe with a sense of purpose, and not to remain passive and accept things that you believe are wrong. Vocabulary notes dressed in rags = this is an emotive way of describing people in extreme poverty or hardship (slaves on plantations, the urban poor in nineteenth-century Europe) privilege = we use this word to describe a situation when we feel lucky to do something or be somewhere (e.g. It was a privilege to be there / meet someone / witness an event.) solace = a poetic, formal word for comfort usually collocated with find (e.g. They found solace in the memory of the moments they spent together.) trials and tribulations = again, a slightly poetic, dramatic way of speaking – used in this expression to talk about the difficulties of life oppressed = often used in the context of a minority who are not permitted rights 3 • Explain that students are going to imagine they are going to interview the director of a documentary about a famous musician’s life. Ask students to work in pairs to prepare three questions. Let students compare their answers with another pair. EXAMPLE ANSWERS Students’ own answers Why did you want to make a documentary about …? Has … had a big influence on your life? What was it about …’s life story that attracted you? Were you concerned about giving a distorted or untrue picture of …’s life? While you watch 4 [8.1] • Tell students they are going to watch an interview with Kevin Macdonald, the director of the film Marley. Ask them to watch the video and note which questions are asked by the interviewer. Key vocabulary 2a ★ CPT extra! Lead-in activity [after Ex.1] • Play the whole video. Let them compare answers in pairs before checking with the class. In feedback, find out if any students predicted questions accurately. • Ask students to read sentences 1–5 and guess the meaning of the words in bold. Encourage students to use the context to help them. ANSWERS • Optional step It’s a good idea to show the pronunciation of these key words – students have to hear them in continuous speech on the video. Point out the strong stress: privilege, solace, tribulations, oppressed. 2b • Tell students to match the words in bold in Exercise 2a with the definitions (a–e). Let students compare answers in pairs. ANSWERS 1 d 2 c 3 a 4 e 5 b And what was it like to take on a project like this – about someone so popular? What is there in Marley’s life story that recommended itself to you? Why is Bob Marley so special? What was it about him that touched people? Videoscript 8.1 Part 1 0.00–0.10 Interviewer And what was it like to take on a project like this – about someone so popular? 0.11–0.55 Kevin Macdonald Oh, it was a huge privilege to get to make this film. And obviously things, a lot of things have been made before and written before about Bob, but what I felt was that nobody had ever done anything which was really 8f 86510_U8_ptg01_150-168.indd 165 A biopic 165 3/1/18 4:21 PM Unit 8 The music in us about the man, which ever really was honest about who he was and where that inspiration to make the music came from, and what the music was really kind of about, what it was really saying. And also … there’s a way in which we hear Marley around us all the time now. You go to a restaurant, it’s playing. It’s in the toilets, it’s on the, in an elevator. It’s in a supermarket. You kind of become a bit deaf to it – you don’t really listen to it anymore because it’s just there. So in a way I wanted people to, sort of, listen to the music afresh. Once you’ve, once you sort of understand the man, I think then you hear the music in a different way. That’s … That’s certainly my idea. Part 2 0.56–0.59 Interviewer What is there in Marley’s life story that recommended itself to you? 1.00–1.37 Macdonald Well, it’s a, it’s a fascinating story. I mean, that’s what it is. Most of us go to the movies to see a great story. It’s, it’s a … His life story to me is in itself extraordinary even if you didn’t know his music. I mean, everyone knows his music. I don’t think probably there’s a person alive who hasn’t heard a Bob Marley song. The story of the rags to riches tale in Jamaica, the dealing with the, with the racial issues that he had to deal with growing up. Dealing with the violence of Jamaica, the gangsters of Jamaica. Touring the world. It’s a … It’s an amazing, it’s an amazing tale. 1.38–1.51 But obviously this film is … made for people who have heard Bob Marley and who want to know more about him and understand who the man is. As I say, it’s a film about the man. 1 who Marley really was as a person and what his inspiration was 2 He says we don’t really listen to it properly now – it’s often background music to our lives. 3 He hopes it will make us listen to his music with fresh ears. 6 [8.1] • Before watching the second part of the video again, ask students to read the words in the box carefully and work in pairs to tell each other why they think the words might be used. Check rags to riches (= going from poverty to wealth in life). • When students are ready, play the second part of the video (0.56 to 1.51) again. Students work individually to underline words. Let students compare their answers in pairs. • Optional step At the end, ask students to work together to say what each adjective and expression refers to. ANSWERS fascinating, extraordinary, rags to riches, racial issues, violence, gangsters, amazing Part 3 7 1.52–1.57 Interviewer Why is Bob Marley so special? What was it about him that touched people? • Play the third part of the video (1.52 to the end) again. Students work individually to complete the sentences. Let students compare their answers in pairs. 1.58–2.52 Macdonald Well, I think it’s … I think what people love about Bob is first and foremost, you know, he’s a very attractive, gorgeous-looking guy and that doesn’t, doesn’t hurt. But, more significantly he has a message which he really means. He’s really sincere in what he, in what he says in his lyrics. And he actually is trying to communicate some sort of religious perspective on life, some sort of philosophical perspective on life, which is offering solace to people who are feeling miserable, people who are, who are going through a difficult time, who are politically oppressed or whatever. And because you know that he’s been through a tough time in his life, because he’s lived through terrible poverty, because he’s had to struggle, you believe him when he says the things that he says in his songs. When he says everything’s going to be all right, you know that there’s somebody talking who has been through tough times and who has seen that there is light at the end of the tunnel. 2.53–3.35 So that, I think, is one of the reasons why he appeals to people who feel like, you know, they’re not understood, who feel like they’re oppressed. And he is, I think, probably numerically the most listened-to artist in the world, I would think. Because not only is he listened to in the western world, so to speak, but he’s listened to … in Latin America, he’s huge. In Indonesia, he’s huge. In India and Tibet. Because his message is universal. And the message of freedom and of tolerance and of overcoming the tribulations of your life is something that we can all, at one stage or another in our lives, relate to. 5 [8.1] • Ask students to watch the first part of the video (0.00 to 0.55) again and note answers to the questions. Let students compare their answers in pairs. 166 ANSWERS [8.1] ANSWERS 1 attractive / gorgeous-looking 2 sincere 3 solace 4 believe him 5 universal 6 relate to After you watch Vocabulary in context 8a [8.2] • Explain that students are going to watch some clips from the video which contain some new words and phrases. They need to complete the collocations with the correct preposition. • Play the clips. Students check answers. ANSWERS 1 on 2 to 3 in 4 through 5 at 6 to Vocabulary notes take on (a project) = to accept a project and do it deaf to (something) = not listening / ignoring sincere in what he believes = he really holds these beliefs going through = experiencing (something difficult and challenging, e.g. a hard time, a loss, an illness) (there’s) light at the end of the tunnel = something positive to look forward to at the end of a difficult time he appeals to (people) = people like and admire him Unit 8 The music in us 86510_U8_ptg01_150-168.indd 166 3/1/18 4:21 PM Unit 8 The music in us Videoscript 8.2 1 ‘And what was it like to take on a project like this – about someone so popular?’ 2 ‘You kind of become a bit deaf to it – you don’t really listen to it anymore …’ 3 ‘He’s really sincere in what he, in what he says in his lyrics.’ UNIT 8 Review and memory booster ★ CPT extra! Language games Memory Booster activities Exercises 3, 5 and 7 are Memory Booster activities. For more information about these activities and how they benefit students, see page 10. 4 ‘… offering solace to people who are feeling miserable, people who are going through a difficult time …’ 5 ‘… and who has seen that there is light at the end of the tunnel.’ 6 ‘So that, I think, is one of the reasons why he appeals to people …’ 8b • Students work individually to complete the sentences. Elicit one or two ideas for the first sentence to get them started. Let students compare sentences in pairs. EXAMPLE ANSWERS 1 Hip hop music doesn’t really appeal to me. 2 When I agreed to organize the party, I took on more than I bargained for. 3 My sister went through a difficult time when our parents died. 9 • Ask students to work in pairs to discuss the questions. EXAMPLE ANSWERS 1 at parties, carnivals, parades, concerts, funerals, ceremonies, choirs, bands, in classes where people are learning musical instruments, etc. 2 Students’ own answers 10 • Organize the class into groups. Ask each group to think of a famous person to make a documentary about. Allow five to ten minutes for students to prepare their presentation using the notes given. • Ask groups to present their ideas to the class. You could have a class vote on which documentary would be the most interesting, difficult to produce, original, etc. I can … check boxes As an alternative to asking students to simply tick the I can … boxes, you could ask them to give themselves a score from 1 to 4 (1 = not very confident; 4 = very confident) for each language area. If students score 1 or 2 for a language area, refer them to additional practice activities in the Workbook and Grammar summary exercises. Grammar 1 • Ask students to work individually to read the article and complete it with clauses of purpose and result. Let them compare answers in pairs before checking with the class. ANSWERS 1 to 2 so 3 for 4 so 5 as 2 • Ask students to read the article again and answer the question. ANSWERS 1 It raised over US$250,000 (and then made further money from the live album of the concert that was made). 2 It raised awareness of the problems in Bangladesh. 3 It started a new movement in benefit concerts. 3 ❯❯ MB • Ask students to read the last paragraph of the article again and add just in an appropriate place in each sentence. • Then ask them to work in pairs to compare answers and explain the meaning of just in each sentence. ANSWERS ANSWERS Students’ own answers But the wider aim of the Concert for Bangladesh wasn’t just to raise money. (only) The organizers felt people were just not aware enough of Bangladesh and its problems. (simply) Ravi Shankar later said that in this sense the response to the concert had just been amazing. (simply) It also proved to be just the start of a new movement in benefit concerts. (only) Just under fifteen years later, Live Aid, a response to the Ethiopian famine, was staged in London and Philadelphia, attracting a global TV audience of almost two billion. (a little) UNIT 8 Review and memory booster 86510_U8_ptg01_150-168.indd 167 167 3/1/18 4:21 PM Unit 8 The music in us Vocabulary 4 • Ask students to work individually to complete the text using one word in each space. ANSWERS 1 amateur 2 acoustic 3 lyrics/words 4 solo 5 gigs (concerts) 6 trumpet 7 gifted • Optional step You could ask them to practise reading the exact dialogue that is on the page first, concentrating on the use of wavering intonation to show uncertainty. • Ask students to use the four questions in Exercise 6 to interview each other about their own personal habits and feelings surrounding music. Encourage them to use the ‘responding to questions’ language from page 100 of the Student’s Book and to ask follow-up questions to develop the conversation. ANSWERS Students’ own answers 5 ❯❯ MB • Ask students to work in pairs to discuss the difference in meaning between the pairs of words. ANSWERS 1 sing (words) hum (a tune) 2 gig (a performance in a small, local venue) concert (a performance in a big venue such as a stadium or concert hall) 3 song (with words) tune (without words) 4 pop (in the charts – often electric) folk (traditional songs – often acoustic) 5 busker (someone who plays in the street for money) amateur musician (any musician who doesn’t do it for a living) 6 title (name of a song) lyrics (words of a song) 7 chord (a group of three or more notes sounded together, as a basis of harmony) note (one individual musical sound) Real life 6 • Ask students to work individually to complete the responses to the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 thought 2 would/should 3 interesting 4 tell 5 say 6 honestly/really 7 ❯❯ MB • Tell students that they are going to work in pairs to act out similar conversations to the one in Exercise 6. 168 The music in us 86510_U8_ptg01_150-168.indd 168 3/1/18 4:21 PM Unit 9 Window on the past Opener Background information 1 ★ CPT extra! Vocabulary activity [after Ex.1] • Optional step Ask students to say how the photo makes them feel, or to say whether they would like to be in the place shown and why / why not. • Ask students to discuss the questions in pairs. In feedback, elicit ideas from students. ANSWERS Students’ own ideas (the answer is in the recording to follow) 2 Orkney /ˈɔːrkni/, also known as the Orkney Islands, is an archipelago of small islands in the Northern Isles of Scotland, situated about twenty kilometres off the north coast of Great Britain. There are seventy islands, of which twenty are inhabited. The Standing Stones of Stenness is a Neolithic monument five miles northeast of the town of Stromness on Orkney’s largest island. Based on radiocarbon dating, it is thought that work on the site had begun by 3100 BC. 3 [65] • Ask students to work in pairs to discuss the question. [65] • Tell students they are going to listen to an archaeologist talking about the stones in the photos. Play the recording. Students listen and make notes about what he says. Let them compare answers in pairs before checking with the class. ANSWERS Age: 5,000 years old Location: (on a grassy hill) on the island of Orkney, far north of Scotland Purpose: exact purpose not known, probably culturally important monument, possibly with religious significance Built by: a wealthy civilization Other: impressive, on an old trade route, part of discovery of wealthy civilization, rich farming community Audioscript [65] Archaeologists like to say about the objects that they uncover: ‘It’s not what you find, it’s what you find out.’ The 5,000-year-old Stones of Stenness on the island of Orkney in the far north of Scotland stand on a grassy hill overlooking the sea and dominating the landscape around them. They were clearly built to impress and they do. Although their exact purpose can’t be determined from just looking at them, other objects found near the site have given valuable clues. The bones of domestic animals, the pieces of pottery, the ruins of smaller buildings made of stone rather than wood, which was more common at the time, and the fertile soil itself – all these things indicate that this was a rich farming community. Archaeologists have also come across volcanic glass and high-quality flint tools that were transported from other islands. These items are evidence that Orkney was on a trading route. Consequently, they’ve concluded that this was a wealthy civilization that had the time and the money to build monuments – rather like in ancient Egypt. Perhaps the Stones had a religious significance, perhaps not. Either way, we can deduce that these were monuments of great cultural importance that people travelled from far and wide to see. • Play the recording. Students check their answers. ANSWERS the bones of domestic animals, pieces of pottery, ruins of smaller stone buildings made of stone, volcanic glass, highquality flint tools that were transported from other islands 4 • Optional step Before reading the summary, ask students to look at the words in the box and say what part of speech they are (they are all verbs apart from clues and evidence, which are nouns). • Ask students to work individually to complete the summary. Let them compare answers in pairs before checking with the class. ANSWERS 1 find out 2 determine 3 uncovered 4 clues 5 indicated 6 evidence 7 deduced 5 • Organize the class into pairs or small groups. Ask students to work together to consider historical sites or monuments in their country and what these sites tell us about the people who built them. Encourage them to use some of the vocabulary from Exercise 4. • Optional step If you have students from different countries in your class, ask each nationality to work together in one group. Groups can then take turns to present a summary of their discussion to the class. Encourage the class to ask follow-up questions and draw parallels with similar monuments in their own countries. EXAMPLE ANSWERS We discussed Newgrange, which is a prehistoric monument in County Meath, Ireland. It was built in around 3200 BC, which makes it even older than the Egyptian pyramids and Stonehenge. It’s basically a big, round man-made hill of earth with passages inside that are made of stone. 169 86510_U9_ptg01_169-188.indd 169 3/1/18 4:21 PM Unit 9 Window on the past Archaeologists have uncovered human bones inside it, as well as objects and other clues that tell us that the people who built Newgrange probably had ceremonies around death. They are thought to have been artistic people, since there is evidence of megalithic art on some of the bigger stones. Another interesting fact is that entrance to the passages lines up with the rising sun on the winter solstice – we can deduce from this that the people of that time had a very good understanding and appreciation of the movements of the sun and probably moon. 9a Dear little daughter Lesson at a glance • • • • reading: a father’s letter wordbuilding: verb + preposition grammar: linking words speaking: an important past event Extra activity Reading Ask students to research another ancient stone site from around the world. They could use their research as a basis for a short presentation or to write a description for homework. Tell them to choose one from this list: Stonehenge, Carnac Stones, Antequera, Ggantija, Olmec heads, Moai, Gobekli Tepe. • Optional step To raise interest in the topic, bring in an old photo or interesting object from your past. Show it to students and tell them to ask questions to find out about the photo or object and why it’s important to you. 1 • Ask students to discuss the questions. ANSWERS Students’ own ideas Old photos remind us of what we looked like, where we were and who we were with. They reveal fashions and haircuts of the time and remind us of what we were doing and feeling. Letters and diaries also reveal where we were, how we felt and who we were with. Old schoolwork may remind us of fellow students and teachers as well as what subjects we were good at or enjoyed, or personality traits we displayed as children. Other documents may include old passports and their photo (they show places we have visited), legal records like birth certificates, scrapbooks and albums we kept as a child, newspaper cuttings of things featuring us or our family members, stories or poems we wrote, greetings cards that acknowledge life events such as birthdays, marriage, illness, moving house, etc. 2 [66] • Optional step Ask students to look at the photo and title and predict what they can about Dubois (he lived a hundred years ago, he seems to be a successful business person, he seems fond of his daughter who is clearly young – little). • Ask students to read the article and letter and say what made Dubois write the letter and what hopes he expresses in it. Let them compare answers in pairs before checking with the class. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWERS He wrote the letter to send advice to his daughter who had left the US and started boarding school in England. He hopes that some of the strangeness (of being at boarding school) has worn off and that she has settled in, that his daughter is working hard and regularly, that she starts to love the ‘old world’, that she doesn’t avoid new experiences and customs, that she does embrace her new life and does unpleasant things to ‘gain the upper hand of her soul’, that she remembers her father loves her and believes in her, and that she writes to him every week. 170 Unit 9 Window on the past 86510_U9_ptg01_169-188.indd 170 3/1/18 4:21 PM Unit 9 Window on the past 3 ★ CPT extra! Reading activity [after Ex.3] Wordbuilding verb + preposition • Ask students to read the article again and note answers to questions 1–3. Let them compare answers in pairs before checking with the class. 4 ANSWERS 1 Advantages: they are engaging, they are a window on people’s values and behaviour, their subject matter is something we can easily relate to; Disadvantages: owing to their personal nature letters don’t always represent mainstream views 2 He was well educated – he got a PhD from Harvard University. 3 a He considered America to be new and smart. b He talks of the beauty of ‘the old world’, which shows that he sees it as a place of tradition and heritage, and refers to its ‘calm and eternity’ and sees it as lovable. c new experiences and customs, sleeping in a dormitory (a big bedroom), taking cold baths, having to do unpleasant things and ‘take herself in hand’ d Dubois had high expectations of his daughter – he wants her to read serious books and be strict with herself. By saying he expects her to be ‘wonderful’ may be interpreted as a kind and supportive comment – he wants her to achieve what she can and be as good as she can be. Vocabulary notes Dubois writes in a slightly dated, literary style (especially when we consider that he’s writing to a child). For example, he writes, not pine for what is not instead of don’t get upset about missing the things you used to do. Here are some words you may wish to check with students: • Tell students to read the information in the wordbuilding box. Explain that there are many verbs that are typically followed by a specific preposition, and that these are known as ‘dependent prepositions’ (see Vocabulary notes below). Ask students to find the prepositions used with the verbs a–d. Let them compare answers in pairs before checking with the class. • Optional step Explore these verb + dependent preposition combinations further with your students by eliciting more example objects for each, e.g. relate to another person’s situation, wait for a train to arrive, shrink from a bright light, believe in the importance of marriage. Refer students to page 75 in the Workbook for further practice. ANSWERS a relate to b wait for c shrink from d believe in Vocabulary notes Dependent prepositions follow no rules and merely have to be learned. Encourage students to note and learn these verbs together with their dependent proposition as a chunk of language – so learn prepare for not just prepare. This is particularly important where a dependent preposition is not the same as that used with the same verb in their L1. well settled = comfortable and used to being in a new place 5 ★ CPT extra! Wordbuilding activity [after Ex.5] its calm and eternity = here, he is saying that England is quieter and much older than America • Ask students to complete the sentences with the correct prepositions. Let them compare answers in pairs before checking with the class. Take yourself in hand and master yourself. = here, he means ‘learn how to control your feelings and be strict and disciplined about how you use your time’ gain the upper hand of your soul = a way of saying learn self-control so as to control your feelings expect = in modern English, we might use hope instead of expect, which sounds strict and demanding Background information William Edward Burghardt Du Bois (pronounced /duːˈbɔɪz/) (1868–1963) studied at Harvard University and then became a professor of history, sociology and economics at Atlanta University. He was one of the co-founders of the National Association for the Advancement of Colored People (NAACP) in 1909, and fought for full civil rights for African Americans. ANSWERS 1 from 2 of 3 from 4 on 5 in 6 at Extra activity 1 Ask students to write personalized sentences (see Teacher development on the next page) using some of the verb + preposition combinations, e.g. I’m suffering from a bad headache today. I’ve been reflecting on what you said. I always try to participate fully in class. Extra activity 2 Tell students to imagine they are Yolande and to write a letter back to W.E.B. Dubois. Alternatively, ask students to write a letter to a young person in their family, advising them on how to make the most of life. Challenge them to include at least four of the verb + preposition combinations from Exercises 4 and 5 in their writing. This could be done for homework. 9a Dear little daughter 86510_U9_ptg01_169-188.indd 171 171 5/31/2019 12:39:01 PM Unit 9 Window on the past Teacher development Personalization Personalization encourages students’ interest in a topic and makes communication more meaningful. Talking about personal experiences, opinions and feelings activates new language in an authentic, natural and more memorable way. Extra activity 2 above suggests two ways of personalizing this topic: roleplaying a character in the scenario they have just read about, and extending the topic into the students’ real life by asking them to imagine and do things based on that scenario. There are many ways that you can personalize a topic for students. Here are some examples: 1 Ask students to bring in photos or objects connected with the topic to use as a prompt for discussion. Model this by bringing in and speaking about your photos or objects. 2 Ask students to prepare and tell stories from their own experience connected with the topic. 3 Ask students to prepare questionnaires, quizzes and interviews in order to question their classmates about interests, experiences and opinions. Grammar linking words 6 • Ask students to read the information in the grammar box and match the linking words in the grammar box with the functions (a–d). Let them compare answers in pairs before checking with the class. • Optional step Ask students to find any further examples of the functions in the article. ANSWERS Examples from the article are underlined below: a although, but, while, despite, in spite of, however, nevertheless, yet (no additional examples) band, as well as, in addition to, moreover, what’s more … Dubois … valued education highly and was concerned because … (line 11) and soon after she left (line 14) c as, because, since, on account of, because of, as a result of, owing to, consequently owing to their personal nature, they often provide a fascinating window on people’s values and behaviour. (line 3) d after, when, following, afterwards, subsequently soon after she left (line 14) Refer students to page 172 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 1 1 What’s more 2 Although 3 subsequently/afterwards 4 consequently 5 as well as / in addition to 6 Since/As 172 2 1 while 2 However 3 despite 4 since 5 Nevertheless 3 1 Most people expected Martinez to become president. However, Sanchez won easily. / Even though people expected Martinez to become president, Sanchez won easily. / In spite of the fact that people expected Martinez to become president, Sanchez won easily. 2 As well as visiting our friends in New York, we also spent some time in Boston. 3 Our offices are closed on Monday on account of the holiday. 4 Many motorists went out on the roads, in spite of the police’s warning to stay at home. 5 The hotel is very conveniently located. Moreover, it is very good value for money. 6 Even though I don’t normally like classical music, I really enjoyed the concert. / In spite of the fact that I don’t normally like classical music, I really enjoyed the concert. / I don’t normally like classical music. However, I really enjoyed the concert. Grammar notes Note that some of these linking words are more formal or more likely to be seen in written rather than spoken English than others. This is particularly true of linking word + noun / noun phrase or linking word + new sentence constructions. The linker subsequently expresses the meaning of ‘this is what happened next as a result of what happened before’, so you could put it in the c) group as well as the d) group of words in Exercise 6. Note the phrase soon after in the article. A number of words can be used to indicate a short or long period ‘after’ a certain event, e.g. not long after, shortly after, just after, immediately after, a while after, a long time after, well after. 7 • Ask students to work individually to complete the sentences with the linking words in the box. Elicit the first answer to get students started. Let them compare answers in pairs before checking with the class. • In feedback, ask students to refer to rules to explain their choice of answers (see notes in brackets in answers below). ANSWERS 1 Despite (linking word + -ing form) 2 and also (linking word + clause) 3 on account of / after (linking word + -ing form) 4 Moreover (linking word + new sentence) 5 After / Following (linking word + -ing form) 6 Since (linking word + clause) Unit 9 Window on the past 86510_U9_ptg01_169-188.indd 172 5/31/2019 12:41:57 PM Unit 9 Window on the past Grammar notes Note that in sentences 3 and 5, some students may be tempted to complete the gaps with the word since. If this is suggested, use this opportunity to explore the different meanings and usage of since. If students attempt to use since in these sentences, it’s because they are trying to use it as an adverb of time, rather than a linker. Point out that in any case, since cannot be used as an adverb of time in sentences 3 and 5 because it would require the use of the present perfect rather than the past simple. 8 • Ask students to work individually to rewrite the sentences in two different ways using the words given. Elicit the first answer to get students started. Let them compare answers in pairs before checking with the class. • In feedback, ask students to refer to rules to explain their sentences (see notes in brackets in answers below). ANSWERS 1 a Despite war breaking out in Europe shortly after Yolande arrived, her mother decided to visit her there anyway. (linking word + -ing form) b War broke out in Europe shortly after Yolande arrived. However, her mother decided to visit her there anyway. (linking word + new sentence) 2 a In addition to showing that he was a concerned father, the letter (also) reveals that he was quite strict. (linking word + -ing form) b The letter showed that he was a concerned father as well as (also) revealing that he was quite strict. (linking word + -ing form) 3 a Owing to his busy schedule / Owing to having such a busy schedule, Dubois did not see his daughter again for two years. (linking word + noun phrase) or Dubois did not see his daughter again for two years, owing to (the fact that he had) such a / his busy schedule. (linking word + noun phrase) b Since he had such a busy schedule, Dubois did not see his daughter again for two years. (linking word + clause) 4 a Following Yolande and her mother’s return to America, Dubois went off travelling himself. (linking word + noun phrase) b Yolande and her mother returned to America. Soon afterwards, Dubois went off travelling himself. (linking word + new sentence) Grammar notes In 1 above, note that the structure is slightly more complex: despite + noun + -ing: Despite war breaking out … In 3 above, note the various ways of expressing the sentence with owing to. We can use the fact that + clause with many linking words that are followed by -ing: Despite the fact that he had no money, …; In addition to the fact that he was penniless, …, etc. • Ask students to link the sentences in the letter, as indicated by the words in brackets. Let them compare answers in pairs before checking with the class. EXAMPLE ANSWERS (Note that there are many possible variations.) Dear Jana Thanks for your letter and news. I was very glad to hear that you’re well. However,/But I was really disappointed to read about Nathan’s job. I do hope he’s able to find another one soon. It would be great if you could visit us here. Although the weather’s quite cold at the moment, it’s often sunny and there’s so much to see. Berlin has some fantastic museums and galleries, as well as (having) some amazing shops. It’s also just a great place to walk around on account of (it) not being / because it’s not very densely populated – unlike London, which always feels too crowded and hectic. What’s more, there are loads of interesting places to eat and drink. If you don’t make it here, I’ll probably come back to England in the summer following my exams at the end of May. In spite of having made some good friends here, I really miss my old friends. Anyway, when you’ve had a think about it, write to me and let me know. Much love Harriet Speaking my life 10 • Tell students that they are going to work together to talk about a past event using linking words. It’s a good idea to ask students to prepare ideas individually first. Set a three-minute time limit for students to think of and note down ideas. • Ask students to work in small groups and follow the steps given in the Student’s Book. • Tell students to prepare to tell their stories. Don’t ask them to write complete sentences, but they can make note prompts to help them tell the story and include the linking words. • Students take turns to tell their story to their group. As students speak, monitor closely and note any errors with linkers that students make. • In feedback, find out what students learned about their partners. At the end, write up five or six errors you heard in short sentences or extracts on the board. Ask students in pairs to correct the errors. Extra activity Ask students to write their story for homework. Remind them to include a variety of linking words. 9 ★ CPT extra! Speaking activity [after Ex.9] • Optional step Ask students to read the letter quickly for comprehension first. Ask: Where is Harriet now? Does she seem to like it there? (She’s in Berlin. Yes, she seems to like it – it’s often sunny, lots to see and do and it’s not too busy.). 9a Dear little daughter 86510_U9_ptg01_169-188.indd 173 173 3/1/18 4:21 PM Unit 9 Window on the past 9b The story of Martin Guerre Lesson at a glance • • • • vocabulary: crime and punishment listening: an unusual crime grammar: present and perfect participles speaking: a case of fraud Vocabulary crime and punishment 1 ★ CPT extra! Revision activity [before Ex.1] • Start by checking the meaning of the words in the box. You could do this by putting students in pairs and asking them to mime or act out the meaning of the different crimes. Alternatively, provide examples or mimes of your own and ask students to say which crimes you are showing (see Vocabulary notes below). • Ask students to list the crimes in order of seriousness. Let them compare with another pair before eliciting and agreeing on an order on the board. ANSWERS Students’ own ideas Here is a possible list. However, the order is open to interpretation. If dangerous driving results in serious injury or death, you might put it at the top of the list. Similarly, if fraud involves stealing millions, it might be at the top of the list, if it involves a small amount of money, it might be at the bottom. 1 assault 2 burglary 3 dangerous driving 4 fraud 5 possession of drugs 6 theft 7 vandalism 8 trespassing Vocabulary notes assault = a physical attack on someone burglary = when someone breaks into a house or other building and steals things dangerous driving = when you drive too fast, without ­paying attention or under the influence of drugs or alcohol fraud = when you deceive people in order to get money possession of drugs = when you are found to have illegal drugs theft = taking things that don’t belong to you (e.g. ­stealing car or clothes from a shop) trespassing = going onto someone’s land or entering someone’s property without their permission vandalism = intentionally damaging property that doesn’t belong to you (e.g. smashing windows of a shop, painting graffiti on a public building) 174 2 ★ CPT extra! Vocabulary activity [after Ex.1] • Tell students to work in pairs to read and order the steps in the criminal justice process. Also ask them to discuss what the next step is if a person is found to be not guilty of a crime. Let them compare with another pair before eliciting and agreeing on an order on the board. ANSWERS 1 g 2 d 3 h 4 e 5 c 6 a The next step: They are released. 7 b 8 f Vocabulary notes Point out the full collocations: commit a crime, hear a case, go on trial, find someone guilty / not guilty (of), etc. sentence = say how much time they must go to prison for (noun: a sentence) acquit = to say the person is not guilty and is free (noun: acquittal) convict = say they are guilty and face a sentence (noun: conviction) a trial = the process in court – the verb is to try someone for a crime accuse (someone) of a crime = to say formally that they did a crime appeal against a sentence / conviction = to ask for a new trial because you still say you are not guilty or you think your trial was not fair the police arrest and charge (someone) = the police take you to the police station and say you did a crime Extra activity Ask students to work in groups to discuss what sentence they would give for the following crimes and why: 1 Two teenagers steal a car, drive at speed along country roads, then set it on fire in a field. 2 Two friends get into a fight – one picks up a heavy object and hits his friend, causing serious injury. 3 A teenager is caught stealing expensive electronic goods from a shop and goes to court – this is the third time the teenager has been sent to court for this crime. Listening 3 ★ CPT extra! Photo activity [after Ex.3] • Ask students to look at the photo and caption. Ask students to say what crimes (from Exercise 1) they think were common in this place in medieval times. EXAMPLE ANSWERS Students’ own ideas Assault and theft (and perhaps burglary) probably took place. However, the other common crimes in Exercise 1 probably didn’t (or couldn’t) happen. Punishments were severe and police forces non-existent so there were probably few crimes (or few crimes that were solved). Unit 9 Window on the past 86510_U9_ptg01_169-188.indd 174 3/1/18 4:21 PM Unit 9 Window on the past 4 i: [67] • Tell students that they are going to listen to an interview with a historian. Ask students to read the task carefully and be ready to take notes about points 1–5. And his family? c : Yes, so in the meantime, Bertrande was left at home not knowing what had happened to her husband and unable to remarry because no one knew if Martin was dead or alive. Then one day – and this is where the story becomes interesting – one day, a man professing to be Martin Guerre appeared in the village to claim the family estate. Given that Martin’s father had already died, the house and land now legally belonged to his eldest son. • Play the recording. Students listen and make notes about the different aspects of the case. Let them compare answers before checking with the class. • Optional step Check that students understand two key phrases from the story: he was an imposter (= he wasn’t who he said he was); the game was up (= he could no longer continue his ‘game’ – the deception). i: So this wasn’t the real Martin Guerre? c : No, the man was an impostor called Arnaud de Tilh. Yet the incredible thing is that Bertrande and the rest of the family accepted him as the real Martin Guerre. It was only Martin’s uncle, Pierre, who was in charge of administering the estate, who didn’t believe him. And he took the case to court to prove that Arnaud was a fraud. ANSWERS 1 The historian is interested in what is called ‘microhistory’, which focuses on small, single events in history, because he believes you can learn more about a society from intensive study of these events. 2 a Martin Guerre was a French peasant who lived in a village called Artigat in the south-west of France. b Bertrande was Martin’s wife. c Arnaud de Tilh was a French peasant who turned up in Artigat claiming falsely to be Martin Guerre. d Pierre was Martin’s uncle, and was in charge of administering his estate. 3 He left after being accused of theft (stealing his father’s grain). 4 She accepted him as her husband – perhaps, having waited so long, she was just glad to have someone to support her again financially. 5 He turned up in court and told his story and was believed. Audioscript [67] i = Interviewer; c = Clara i: Why are you particularly interested in the story of Martin Guerre? c : Well, I belong to a group of historians who are interested in what’s called micro-history. We focus on small single events in history, because we believe you can learn more about a society from intensive study of these events. The story of Martin Guerre is a very strange one and we micro-historians look out for that kind of unusual story, hoping it will give us a better idea of what normal behaviour was during a particular period in history. i: I see, that’s interesting. So, can you just summarize the story? c : Yes, of course. Martin Guerre was a French peasant who lived in a village called Artigat in the south-west of France – this was in the early sixteenth century. He was the eldest son in a family of six and he got married very young – in his teens in fact. At the age of 21, he and his wife, Bertrande, had a baby son. But a few years later, he was caught stealing grain from his father’s grain store. Fearing a severe punishment (theft was considered the worst type of crime in those days), he fled over the border to Spain and having spent some time doing various jobs, he eventually joined the Spanish army. In 1557 he was wounded in battle and his leg had to be amputated. i: Why did Bertrande do that? She must have known it wasn’t her husband. c : We don’t really know. Perhaps, having waited so long, she was just glad to have someone to support her again financially. i: And what was the outcome of the case? c : Well, Arnaud lost the first case but he appealed and the case went to a higher court. He thought he had succeeded in persuading the judges that he was Martin Guerre, until the real Martin Guerre, complete with wooden leg, appeared in the court and told his story. For Arnaud, the game was up and that was the end of his deception. 5 [67] • Ask students to read and order the events as far as they can from memory. Let them compare the order in pairs. • Play the recording for students to check. You could start the recording from when the interviewer says I see; that’s interesting. ANSWERS 1 c 2 h 3 e 4 b 5 f 6 a 7 g 8 d Background information Artigat is a village in the Pyrenees of southwestern France. Martin Guerre moved there in 1527 and married Bertrande de Rols, the daughter of a well-off family. Roman Catholic Canon Law did not allow Guerre’s abandoned wife to remarry after he left. After being found guilty of deception, Arnaud de Tilh appealed the case and was retried in Toulouse. It was at this trial that Martin Guerre appeared. Arnaud de Tilh was hanged in front of Martin Guerre’s house for his crime. Books and films have been inspired by the story, including the popular films The Return of Martin Guerre (1982), directed by Daniel Vigne and starring Gérard Depardieu and Nathalie Baye, and Sommersby (1993), a Hollywood adaptation starring Jodie Foster and Richard Gere, which sets the events in the USA during and after the American Civil War. 9b The story of Martin Guerre 86510_U9_ptg01_169-188.indd 175 175 5/31/2019 12:44:35 PM Unit 9 Window on the past Grammar present and perfect participles 6 • Ask students to read the information in the grammar box and answer the questions. Let students compare their answers in pairs before checking with the class. ANSWERS 8 Refer students to page 172 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 4 1 Not being very interested in the film, she left early. 2 Reading / While reading the contract, I realized I had made a big mistake. 3 Forgetting my friend’s birthday made her very angry. 4 Not wanting to spend too much money, they went on holiday nearby. 5 Looking / When looking around the room, I noticed an old school friend in the corner. 6 Walking into the house with his shoes on, he left dirt all over the floor. 5 4 Having compared 5 giving 6 Having given 4 Using 5 stealing 6 Assuming ANSWERS 1 Clara focuses on historical events that are unusual, examining them in great detail. 2 Having got married very young, Martin had a son when he was 21. 3 He was wounded in battle while fighting for the Spanish army. or While fighting for the Spanish army, he was wounded in battle. 4 Arnaud came to the village hoping to inherit Martin’s estate. 5 Suspecting Arnaud was an impostor, Martin’s uncle Pierre took him/Arnaud to court. or Martin’s uncle, suspecting that Arnaud was an impostor, took him to court. 6 Having lost the first case, Arnaud appealed and took the case to a higher court. Note (see item 3 above) that we can use some linking words with participles: After having spent, …; before leaving, …; while spending the morning sleeping, … 9 7 • Ask students to rewrite the sentences (1–5) from the grammar box by replacing the participle clause with because, after or and + subject + verb. Let students compare their answers in pairs before checking with the class. • Ask students to work in pairs to complete the sentences using participles and the verbs in brackets. Let students compare answers with another pair before checking with the class. ANSWERS EXAMPLE ANSWERS 1 We look out for that kind of unusual story because we hope (that) it will give a better idea of … 2 Because he feared a severe punishment, … 3 Bertrande was left at home and she didn’t know what had happened … 4 After he had spent some time doing different jobs, he … 5 Perhaps, after she had waited (for) so long, … or Perhaps, because she had waited so long, … 176 • Ask students to rewrite sentences 1–6 using participle clauses. You could elicit the first answer to get students started. Let students compare and discuss answers in pairs before checking with the class. Grammar notes 6 1 Considering 2 looking 3 hacking When two actions occur at the same time, and are done by the same person or thing, we can use a present participle (the -ing form of the verb) to describe one of them (the secondary action), and when one action follows very quickly after another done by the same person or thing, we can express the first action with a present participle. The perfect participle indicates a completed action. You form the perfect participle by putting the present participle having in front of the past participle. Again the subject needs to be the same in both clauses and the participle is used in the clause which is the secondary action. 1 1 We 2 he 3 Bertrande 4 he 5 she 2 a secondary event 3 before 1 compared 2 Given 3 Comparing Grammar notes 1 He didn’t tell his parents, fearing their anger / that they would punish him. 2 Having travelled round the world, she decided that New Zealand was the place she most wanted to live. 3 I called the police, thinking there was a burglar / an intruder in the house. 4 I burned my hand trying to take the cake out of the oven. 5 Having waited an hour, he concluded that his friend must have forgotten their arrangement. 6 They sold all their possessions – their house, their car, their furniture, having decided that they would move abroad. Unit 9 Window on the past 86510_U9_ptg01_169-188.indd 176 3/1/18 4:21 PM Unit 9 Window on the past 10 • Explain that there are some participles that act almost as fixed expressions. Ask students to look at the example sentence from the story and answer the questions. ANSWERS 1 Given that is used to introduce a reason and refers to a fact that is already known. 2 It gives extra information. 3 The subjects of each clause are different. • Optional task The main aim here is to ensure students are using participles appropriately in a fluency activity. Monitor as students speak and note errors which you could write on the board at the end for students to correct. ANSWERS 11 • Ask students to match the two halves of each sentence. Let them compare ideas in pairs or small groups before sharing as a class. ANSWERS 1 b • Tell students to prepare to tell the story they have read in their own words. Give them a minute or two to memorize the story before closing their books and talking to their partner. Encourage students to ask follow-up questions and discuss what they think of the crimes described. 2 e 3 a 4 c 5 f 6 d Vocabulary notes assuming = used for the purpose of argument to indicate a premise on which a statement can be based Student A: Having created some fake government documents …, he then looked … Having claimed that it was a secret …, he persuaded … Taking the money, Lustig returned … Continuing his career as a fraudster, he even cheated … Student B: Having run out of money, he began … Having no qualifications …, he created … Using false identities, he cashed … Having finally been arrested and sentenced …, he spent … provided = on the condition or understanding that compared to = used to say how something is different from another thing considering = taking into account the following situation seen from = if you look at it (from this point of view) 12 • Ask students to work in pairs to write new subordinate clauses for sentences a–f from Exercise 11. Tell them to use a different participle expression from clauses 1–6 in each case. Let students compare ideas in pairs or small groups before sharing as a class. EXAMPLE ANSWERS a Considering it has such a wet climate, Vancouver offers a lot of outdoor activities. b Provided (that) my favourite restaurant is open, we can have something to eat before the show. c Given that she’s only been having lessons for a few months, her performance on the piano was amazing. d Compared to some other existing medicines, the drug has a lot of advantages. e Assuming (that) we all work as a team, I don’t mind being in charge of the project. f Seen from the point of view of cost, I think a book about ancient maps would be a great gift. Speaking my life 13 • Organize the class into new pairs. Ask students to decide who is Student A and who is Student B and turn to the relevant page (153 or 155) in the Student’s Book. • Ask students to read their stories and write participle clauses into them where indicated. You could ask students to compare sentences they have written with other students who have worked on the same text. Extra activity Ask students to research other famous fraudsters and tell their stories. Possibilities: Charles Ponzi, Frank Abagnale, Joseph ‘Yellow Kid’ Weil, Eduardo de Valfierno. You could ask students to use their research to write a summary of the person’s story for homework. 14 • Ask students to work individually to think of a recent crime that they have heard about. If you have internet access in the classroom, you may want to give students time to research stories online. • Ask students to work in pairs or small groups to explain the crime story and say why it made an impact on them. • In feedback, invite pairs or groups to briefly share the most interesting, shocking or impactful crime stories with the class. ANSWERS Students’ own ideas 15 • You could choose to do this activity in pairs, small groups or open it up to a class discussion. • Optional step To conclude the lesson on a lighter note, you could ask if anyone would like to try impersonating someone famous in front of the class. Invite them to do so without saying who the person is – can the class guess the name of the person they are impersonating? ANSWERS Students’ own ideas 9b The story of Martin Guerre 86510_U9_ptg01_169-188.indd 177 177 3/1/18 4:21 PM Unit 9 Window on the past 9c Diamond shipwreck Lesson at a glance • • • • reading: hidden treasure critical thinking: unanswered questions word focus: board speaking: historical irony Reading 1 ★ CPT extra! Revision activity [before Ex.1] • Ask students to look at the map and answer the questions. You could do this open class or in pairs. • Optional step Brainstorm words students would use to describe scenery in the photo: bleak, inhospitable, dry, infertile, uninhabited, remote, isolated, unappealing, etc. EXAMPLE ANSWERS Students’ own answers 1 for trading purposes; to explore and map coastlines; to find gold or other valuable items; to capture slaves 2 bad weather, pirates, illness, shortage of water and fresh fruit and vegetables, disagreements between crew members, hostile locals if they had to make an unexpected stop The Cape of Good Hope is a rocky headland on the Atlantic coast of the Cape Penisula, South Africa. It is also known as the ‘Cape of Storms’ as it is well known for its violently stormy weather, huge waves and often very dangerous sailing conditions. Ernst Reuning was a German geologist. In 1900, Namibia was a German colony. 3 • Ask students to read the article again and circle the word (a–c) that does NOT fit in each sentence, according to the text. Let students compare their answers in pairs before discussing as a class. In feedback, ask students to justify answers by referring to the text. ANSWERS 1 a 2 c 3 c 4 a 5 a 6 a 4 • Ask students to find words in the article with the meanings 1–6. Let students compare their answers in pairs before discussing as a class. • Optional step Check students understand the words in the glossary at this stage. ANSWERS 2 [68] • Ask students to read the article and summarize the main events and answer the questions. Let them compare answers in pairs before checking with the class. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWERS In the spring of 1533, the ship the Bom Jesus set off from Portugal with other ships headed for the East Indies. It hit a storm and was wrecked near the Cape of Good Hope. The crew either died in the sea or in the desert. The irony is that they were searching for riches, and unknown to them the ship was wrecked on a coast with millions of diamonds. 1 remarkable (line 1) 2 exquisite (line 10) 3 capable (line 25) 4 sketchy (line 35) 5 chunk (= a chunk is a large piece which has been broken off roughly) (line 44) 6 inhospitable (line 52) Vocabulary notes Note these collocations: exquisite diamond / gold coin = beautiful and perfect sketchy facts/news/truth = when the details are incomplete and therefore unreliable inhospitable coastline = a coastline which may be hot, lack water and shelter, or be dangerous in some way Other words to check: Background information staggering = very surprising and unexpected The East Indies are the lands of south and southeast Asia. chain mail = body armour made from small metal chains Namibia is a country in southwestern Africa which has a long coast on the Atlantic Ocean. The mining industry, including mining for gem diamonds, uranium, gold, silver, and base metals, forms the basis of its economy. The large Namib Desert has resulted in Namibia being one of the least densely populated countries in the world. Portuguese sailors were at the forefront of European exploration during the sixteenth century. The Portuguese had colonies across Africa and Asia (including Goa and Cochin in India). The Tagus River is the longest river in the Iberian peninsula and empties into the Atlantic Ocean. The capital city of Portugal, Lisbon, is located at the mouth of the Tagus. 178 ivory = the white/cream-coloured material which elephant’s tusks are made of scattered = sent in many directions scrub = rough desert land with small, often thorny plants Critical thinking unanswered questions 5 • Explain that it is also important to think about what hasn’t been said in an article. Ask students to work individually to read the article and think of questions to ask about the areas in the bullet point list. Elicit a few ideas from the class. Unit 9 Window on the past 86510_U9_ptg01_169-188.indd 178 3/1/18 4:21 PM Unit 9 Window on the past EXAMPLE ANSWERS Vocabulary notes Students’ own answers The treasure: Where is the treasure now and who does it belong to? Did they find all of it? Are people still trying to look for it? The geologist: Which company did he work for? What work was he doing? Was he working alone? What was his name? The wreck: How big was the ship? Are there any signs of it today? How do we know that the bow broke off? The sailors’ bodies: What happened to the sailors’ bodies? Do we know exactly where they died? Are they buried on the island? The diamonds: How many are here? Are there still a lot there? Are people still searching in that area for more diamonds? A board is a piece of flat wood – in the past it was used to describe a table (which is effectively a flat board; hence, boardroom) or a shelf (hence, cupboard). Note how these expressions are based on either the word board meaning the wooden deck of a boat (take on board, go overboard) or the word board meaning a table (across the board, above board – i.e. something which is done properly because nobody is doing anything secret under the table where it can’t be seen). 6 ★ CPT extra! Critical thinking activity [after Ex.6] • Ask students to work in pairs to ask their questions from Exercise 5. Tell students to summarize what they know and don’t know about the event, and compare summaries with another pair at the end. ANSWERS We know: The fleet was caught in a storm and that Bom Jesus disappeared somewhere near the Cape of Good Hope. We know who the captain was, how many crew there were and what the ships were carrying. We know what happened to the treasure that the Bom Jesus was carrying. We don’t know for sure: What happened after the storm hit and what exactly happened to the sailors. We don’t know if there are still diamonds there today. Extra activity If your students seem interested and motivated by the unanswered questions they have prepared, you could set them the task of researching the answers for homework. Ask students to write a short summary of any further details they managed to find out. Word focus board Back to the drawing board comes from design – if a design fails at any stage of the process, you have to return to first principles – i.e. the drawing board where you first drew the design. 8 • Ask students to work in pairs or small groups. Students think of a personal example for each situation using the expressions from Exercise 7. Tell them to share their ideas with their partner/group. EXAMPLE ANSWERS Students’ own ideas 1 I wanted to study to become a vet. But I’ll have to go back to the drawing board now because I didn’t get the right grades in my exams. 2 My sister is going overboard with her wedding – she’s going to have six bridesmaids! I think that’s far too many. 3 I really didn’t enjoy managing the project. Having to take so many people’s views on board was very challenging, especially when I didn’t really agree with some of them. Extra activity Organize the class into pairs. Ask students to find other common uses of board in a learner’s dictionary and to write personalized sentences showing their meaning. Ask pairs to share sentences with another pair. Possibilities: bed and board = when you pay to sleep and have meals; go by the board = when a plan is stopped; have someone on board = accept someone on your team or in your company. Speaking my life 7 9 • Discuss the meaning of the example expression with board with the class. Then ask students to work in pairs to discuss the meanings of the other phrases with board (1–5). Encourage them to use the context of the sentences given to work out meanings. • Organize the class into groups of three. Ask each group to decide who is A, who B, and who C. Students find and read their texts on the relevant pages (153, 154 and 155). Monitor and help with any vocabulary queries students may have. ANSWERS • Students take turns to tell each other about their stories and to reveal the irony. on board = on/inside a ship 1 accepted and acted upon 2 let’s return to the very beginning of the process, start again 3 do too much or get too excited 4 regular, correct, legal 5 in all situations ANSWERS Student A: 1 Alfred Nobel was the man after whom the Nobel peace prize was named, but he also invented dynamite. 9c 86510_U9_ptg01_169-188.indd 179 Diamond shipwreck 179 3/1/18 4:21 PM Unit 9 Window on the past 2 Jim Fixx, the author of The Complete Book of Running, was the man who popularized jogging as a way to get healthy exercise. But at the age of 52, while out jogging he had a heart attack and died. Student B: 1 Henry VIII of England (1492–1547) had six wives because he desperately wanted a son and strong male successor. But Edward, his only son, was a weak child and he died when he was fifteen, being King for only six years. His greatest successor was his daughter Elizabeth I, who ruled for 45 years. 2 Einstein had one of the most brilliant minds of the twentieth century. Yet when he was seventeen, he failed his university entrance exam. Student C: 1 In the US civil war, General John Sedgwick said to his soldiers, ‘Don’t worry. The enemy couldn’t hit an elephant at this distance.’ However, he was then shot by an enemy bullet. 2 Alexander Bell worked hard at creating new inventions. He came up with the telephone, for example. But he refused to have one in his own study because he said that the telephone got in the way of his work. Extra activity Ask students to reveal any ironic historical stories from their own countries. 10 • Ask students to work individually to prepare to talk about a specific point of interest in a subject they personally know a lot about. You may wish to give them examples of topic areas: a hobby, a band they like, a place they have visited, a period of history or a particular animal. • When students have prepared, ask them to work in pairs and describe their point of interest to their partner. Encourage them to ask questions to get clarification and confirmation of the details. • In feedback, invite some individuals to briefly summarize what their partner told them. 9d I’ll give you an example Lesson at a glance • real life: checking, confirming and clarifying • pronunciation: silent letters Real life checking, confirming and clarifying 1 • Optional step Brainstorm and revise weather features, encouraging students to suggest chunks of language where possible, e.g. threatening storm clouds, thunder and lightning, thick fog, morning mist, clear skies, snow drifts, high winds, torrential rain, drizzle, dry heat, overcast, etc. • Ask students to describe the weather in the photo. You could do this open class or in pairs first. EXAMPLE ANSWERS Students’ own answers The photo seems to show a storm coming in or blowing away across a mountainous landscape. There are storm clouds to the left, clear skies to the right, and a rainbow in the sky and a suggestion of rain over the water on the left. 2 [69] • Tell students they are going to listen to two friends discussing a book about the weather. Play the recording. Students listen and note answers to the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 It’s about people’s attempts in the past to control the weather. 2 by praying for sunshine and doing rain dances 3 They have done this with technology, including an experiment that involved putting chemicals into clouds in the 1950s. 4 It probably caused terrible floods in the south-west of England that happened the same year. 5 That we need to explore solutions for dealing with climate change but that it’s important not to rush into things without looking at the history of previous attempts to use various techniques. or Climate change solutions are complex but necessary. The history of climate change techniques should be taken into account. Audioscript [69] a : I’ve just read a fascinating book called Fixing the Sky about attempts by various people in history to control the weather. b : What do you mean by ‘control the weather’? Like stopping the rain? a : Yes – or making it rain. It describes the kind of things people have traditionally done to get the weather they want – that’s to say, things like praying for sunshine or doing rain dances when there’s a drought and their 180 Unit 9 Window on the past 86510_U9_ptg01_169-188.indd 180 3/1/18 4:21 PM Unit 9 Window on the past crops are failing. But then it goes on to describe more recent experiments with artificial weather-changing technology and actually, it becomes quite scary. b : What kind of experiments? a : I’ll give you an example. In the 1950s the government conducted a secret cloud-seeding experiment. b : Sorry, what’s that? a : Cloud seeding? It means putting chemicals into clouds to make it rain. Silver iodide is one that’s commonly used. But the point is that when people did these experiments they didn’t see it as interfering with nature – they seemed to have no idea that it might have unwanted consequences. So, what happened – though it’s not actually proven, but it’s very likely – their experiment caused the terrible floods that took place that year in the south-west of England. Vocabulary notes Point out how the expressions are used in a sentence. Some go at the start of a sentence or clause and are followed by a comma (that’s to say, in other words). I’ll give you an example is followed by a colon. Some are followed by that and a clause (The point is that, Am I right in thinking that). 5 Hang on, in this context, means ‘wait because I don’t understand or accept what you are saying’. 8 Jump into things, in this context, means ‘to do things without thinking’. Pronunciation silent letters 5a [70] b : Hang on, let me get this straight. Are you saying that • Ask students to look at the words from the conversation and decide which letters are not pronounced. Tell them to underline these letters and then compare their answers in pairs. a : Pretty much, yes, though I doubt they meant to … • Play the recording. Students listen and check their answers. the government experimented with making rain and it caused a natural disaster? b : That’s terrible. But actually, am I right in thinking that it could be quite useful technology now, you know, with climate change and all that? a : Yes, and I guess that’s the author’s point: that we need to be looking at solutions like cloud-seeding, but that we should also be aware of the history of such techniques. In other words, we shouldn’t just jump into things. 3 • Tell students to read the expressions for checking, confirming and clarifying in the language box. You may wish to check go over (= explain); get (something) straight (= understand it correctly without any confusion). • Ask students to work in pairs to choose an appropriate phrase to complete each sentence (1–8). Do not check answers at this stage as students will check their answers by listening in the next exercise. ANSWERS See answers to Exercise 4. 4 [69] ★ CPT extra! Vocabulary activity [after Ex.4] • Play the recording again. Students listen and check their answers to Exercise 3. Let students compare their answers in pairs before checking with the class. • Optional step Pause the recording if necessary to give students time to write. ANSWERS 1 What do you mean by 2 that’s to say 3 I’ll give you an example 4 the point is that 5 let me get this straight 6 Are you saying that 7 am I right in thinking 8 In other words Audioscript [70] (and answers) fascinating chemicals straight doubt wrong technology know guess Pronunciation notes Silent letters are a feature of English; English spelling is not phonetic. Typical features of silent letters featured in this exercise include the redundant w before r, and silent k before n sometimes used at the start of English words (other examples: write, wrestle, wrist and knife, knee, kneel, knit). Note that g has a similar effect before n (e.g. gnome, gnat), and there is a silent b at the end of some words, often when it comes after the letter m (e.g. lamb, climb, crumb, thumb, bomb, debt). Sc is always pronounced /s/ (science, descend, etc.), but ch is usually pronounced /tʃ/. It’s less common that the h is silent (ache, chiropractor). The use of gh in words is an odd anomaly in English. The combination is often silent (ought, although, delight), but not always (cough, rough, enough), and words with gh are notoriously hard to know how to pronounce because different words have such different pronunciations. As a sample of the range, you could get your students to research the different pronunciations of the following using learner dictionaries: though, thought, thorough, plough, bough, trough. 9d 86510_U9_ptg01_169-188.indd 181 I’ll give you an example 181 3/1/18 4:21 PM Unit 9 Window on the past 5b [71] • Optional step Play recording 70 again and ask students to listen and repeat each word before they practise on their own. • Ask students to work in pairs to practise saying the words in Exercise 5a. Then ask them to try to pronounce the words in the box, paying attention to omitting the silent letters, which have been underlined. • Play the recording. Students listen and note the correct pronunciation. You could ask students to listen and repeat the words. Audioscript [71] asthma castle chaos disguise environment kneel muscle plumber psychology receipt sandwich sign subtle 6 • Organize the class into pairs. Ask students to decide who is A, and who is B, and to find their account of a historical event on page 155 of the Student’s Book. • Tell students to read the summaries carefully and to make their own notes in preparation to tell the story. • Ask students to share stories. They should tell their stories using only their memories and/or notes. Ask students to use expressions from the lesson to check they understand their partner’s story as they are listening to it. Extra activity Ask students to say how they are personally affected by the weather (see Teacher development below). Ask how they respond and how they feel in these situations: You open the curtains – it’s a warm, sunny day. It’s the first day of your holiday and it’s raining. Snow has fallen thickly through the night for the first time this winter. It’s the middle of the night and there’s a powerful storm with thunder and lightning outside. Teacher development Sharing personal experiences A key part of being able to use a foreign language competently is to be able to relate personal experiences and stories to other people. Take the opportunity in class to get students to prepare and share stories from their own experiences in pairs or groups or mingles, at both the lead-in and follow-up stages of lessons. This builds rapport in the class, since students get to know about each other. It’s also motivating because students feel empowered when they can immediately use new language in an authentic context. It also creates interest and personal involvement in the theme of the lesson and its texts. In order to support this process: 1 Provide some preparation time with support so students can get ready to tell stories as accurately as they can. 2 Vary interaction in the class so students share stories with different students, and get to know everybody in the class. 3 Provide some feedback on the content of their storytelling so that students feel acknowledged. Find out about the best or most interesting stories, for example, ask individuals to share a ‘highlight’ from their story with the class, or simply comment on how interesting or surprising a story is. • As students speak, monitor their performance. Note down errors students make. In feedback, write errors on the board and ask students to correct them. 182 Unit 9 Window on the past 86510_U9_ptg01_169-188.indd 182 5/31/2019 12:46:06 PM Unit 9 Window on the past 9e Krakatoa Lesson at a glance • writing: describing a past event • writing skill: sequencing events Writing describing a past event 1 Extra activity Ask students to find and underline phrases connected with volcanoes in the text. Check their meaning in feedback: erupt = a verb (noun = eruption) used to describe when a volcano suddenly blows up (note collocations: erupt with force, violently, suddenly) explode = (noun = explosion) a synonym for erupt, we can use this word in more contexts (e.g. a bomb exploded) discharge ash = (noun = discharge) to produce and throw up ash (= the black remains of burned organic material) • Ask students to look at the photo and discuss the questions in open class or in pairs. In feedback, briefly elicit ideas. Other vocabulary items to check: • Optional step Use this opportunity to elicit and check words and phrases connected to volcanoes: erupt, eruption, ash, lava, etc. (see Extra activity after Exercise 2 below). Note that you could elicit and pre-teach these words before students read (see Optional step in Exercise 1 above). EXAMPLE ANSWERS It’s a picture of a volcanic island, and it seems to be erupting. There are spumes of smoke and dust above the island. Background information There are thousands of volcanic islands in the world. Some of the best known are the Hawaiian Islands in the Pacific (Mauna Loa, one of the volcanic islands that make up Hawaii, is the biggest mountain in the world – most of it is below sea level), the Volcano Islands south of Japan, the Aeolian Islands (notably Stromboli and Vulcano) off the Italian coast, Pico in the Azores, and Bora-Bora in Indonesia. Today, Krakatoa is the name of a group of volcanic islands, which lie as remnants of the larger island of Krakatoa, which was obliterated by the 1883 eruption. Krakatoa is in Indonesia, which has over 130 active volcanoes, the most of any nation. lava = hot, volcanic molten rock a spume = or cloud of dust or smoke Writing skill sequencing events 3a • Ask students to read the description and work in pairs to order the three events. Let them compare answers in pairs before checking with the class. ANSWERS 1 c 2 b 3 a 3b • Ask students to read the account again and find time phrases about the past which correspond to each of the present time phrases (a–d). Let them compare answers in pairs before checking with the class. • Optional step Ask students if they can think of alternative ways of phrasing the time references (see notes in brackets in answers below). ANSWERS 2 • Ask students to read the historical account and answer the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 an explosion that could be heard 160 kilometres away and that sent ash up six kilometres into the upper atmosphere; the deaths of thousands of people; the destruction of two thirds of the island of Krakatoa 2 Because ash reached the upper atmosphere and was blown around the world on the trade winds, there was a drop in global temperatures of 1.2 degrees Centigrade for several years. There were unusual global weather patterns for several years, e.g. temperatures in Nebraska, USA, dropped 18 degrees in three minutes and 125 cm of snow fell in 36 hours. This was unusual as 60 cm was the average for a whole year. 1 until then (up to then / up to that time) 2 in the preceding months (in the months prior / in the months immediately prior to) 3 the following year (the year after / a year later) 4 in those days (back then) 3c • Ask students to work individually to complete the sentences with the correct time phrases. Let them compare answers in pairs before checking with the class. ANSWERS 1 a few days earlier 2 the following day 3 at that time 4 the previous day 5 from then on 9e 86510_U9_ptg01_169-188.indd 183 Krakatoa 183 3/1/18 4:21 PM Unit 9 Window on the past 4 • Tell students that they are going to write a description of a past event that happened in their town or region. Start by asking students in open class for ideas for specific events they could describe – use the bullet points as a starting point for this discussion. Ensure all students have decided on an appropriate topic to write about. • Ask students to work individually to follow the instructions in the Student’s Book and prepare notes for the three time periods. Then tell students to work with a partner to discuss their notes and comment on each other’s ideas. • Now ask students to work individually to write their essay. Tell them to use their notes and to incorporate some of the phrases from Exercise 3 to sequence events. This stage could be done for homework. 5 ★ CPT extra! Writing activity [after Ex.5] • Ask students to work in pairs and exchange and compare their essays using the questions. Encourage students to give each other constructive feedback on their written work. • Optional step Ask students to rewrite or revise their work based on the feedback from their partner before handing it to you for marking. Extra activity Ask students to research and write about famous volcanic events in recent history (or ask them to find information and tell the class in the next lesson). Two possibilities are: The eruption of Eyjafjallajökull in Iceland in May 2010, which resulted in the grounding of thousands of flights all over Europe due to the amount of ash in the air. The eruption of the Soufriere Hills volcano on the Caribbean island of Montserrat in 1995, which forced 8,000 people to leave their homes forever. 9f Collecting the past Before you watch 1 ★ CPT extra! Lead-in activity [before Ex.1] • Ask students to look at the photo and discuss the questions. You could do this activity open class or in pairs. In feedback, elicit ideas. EXAMPLE ANSWERS 1 This is a print showing a Chinese Emperor. It’s important because it’s probably extremely old, may be very rare, may be the only likeness of the Chinese emperor, and may tell us something important or unique about the emperor and Chinese history. It may have belonged to important people or be part of an important collection today. 2 / 3 Students’ own answers Background information Qin Shi Huan (or Huang, 259–210 BC) was the founder of the Qin dynasty and was the first emperor of China as we know it. He unified the different provinces in a series of wars, greatly expanded the size of China, and joined various state walls together to make the Great Wall of China. The famous life-sized Terracotta Army was made to guard the tomb where he is buried. Key vocabulary 2a • Ask students to read sentences 1–5 and guess the meaning of the words in bold. Encourage students to use the context to help them. • Optional step It’s a good idea to show the pronunciation of these key words – students have to hear them in continuous speech on the video (see Pronunciation notes below). 2b • Tell students to match the words in bold in Exercise 2a with the definitions (a–e). Let students compare answers in pairs. • Optional step Check the words in the glossary at this stage. ANSWERS 1 e 184 2 c 3 a 4 d 5 b Unit 9 Window on the past 86510_U9_ptg01_169-188.indd 184 3/1/18 4:21 PM Unit 9 Window on the past Vocabulary notes Check that students are familiar with an auction by acting out selling the print of the emperor. Point to the image of the print and say: How much will you bid for this print? Will anyone offer $1 million? $1.2 million? $1.3 million? Going, going gone! Sold to the student in the corner for $1.2 million. People as well as objects can be repatriated. It’s usually used in the passive. Pronunciation notes Point out the strong stress: auction, dynasty, calligraphy, repatriated. Note that dynasty is pronounced /ˈdɪnəsti/ in British English but /ˈdaɪnəsti/ in American English. While you watch 3 [9.1] • Tell students they are going to watch a video about historical objects. Play the whole video. Students note answers to the question. ANSWER Chinese collectors are collecting these objects; they think it’s important that these items are brought back to China. Videoscript 9.1 Part 1 0.00–0.26 Narrator Finely embroidered robes once used by an emperor of the Qing dynasty, the last dynasty to rule imperial China. They’re part of one man’s collection of stately Chinese artefacts, mostly snapped up in auctions abroad, on display in a shopping mall in Hong Kong. It’s an unusual setting for such regal finery, but this collector is just happy his treasures are back on home soil. 0.27–0.41 Mr Chan These antiques originally belonged to China and it would be a real shame for them to be kept overseas. That’s why I want to bring back as many pieces as I can. 0.42–1.06 Narrator An emperor’s own calligraphy and imperial edicts written onto scrolls – a very small part of a total hoard Mr Chan spent 25 years and over 100 million dollars collecting. He’s part of a growing breed of wealthy buyers who scan the catalogues of auction houses around the world looking to repatriate pieces from China’s imperial past. Part 2 1.07–1.20 Auctioneer Any kind of Chinese antiquity, they’ll go after it and it will often be Chinese versus Chinese versus Chinese with all the European or American collectors being left behind, sometimes not even being able to raise their hand at the auction. 1.21–1.46 Narrator Fierce bidding is making prices soar. Last year, Christie’s most expensive Chinese lot was this pair of crane statues which sold for 16.7 million dollars. As well as dozens of dollar billionaires, China now counts almost one million millionaires, potential buyers with cash to spend who are emerging as a powerful force in the global art market. Some dealers say they’ve seen this all before. 1.47–2.06 Dealer The late 70s and 80s were the Japanese. Originally they bought very important works of art which they had lost from their country – bought them back from the West, bought them back into Japan. But then soon after that, they still had an interest and a desire to buy, and the wealth, and they bought more affordable decorative pieces. 2.07–2.26 Narrator But for now it’s the big money that speaks loudest. Each year, record sales keep smashing the old. As auction houses prepare for their spring sales, they’ll be looking to meet the demands of clients who have one eye on a good investment and another on bringing a piece of their heritage home. 4 [9.1] • Tell students they are going to watch the first part of the video again and choose the correct options to complete the table. Give students a few moments to read the table and check the meaning of any words they are unsure of. • Play the first part of the video (0.00 to 1.06) again. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 Qing dynasty 2 private collector 3 foreign auctions 4 a shopping mall 5 US$ 100 million Background information The Ming dynasty spanned the period of time from 1368– 1644 and the Qing dynasty was from 1644–1912. 5 [9.1] • Ask students to watch the second part of the video (1.07 to the end) again and note answers to the questions. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 (wealthy) Chinese collectors 2 Prices are soaring (rising very high). 3 in Japan, in the late 70s and 80s 4 more affordable decorative pieces 5 They are a good investment; investors/collectors want to bring a piece of their heritage home. 6 • Ask students to work individually to complete the summary. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 repatriate 2 auction 3 bidding 4 affordable 5 investment 6 heritage 9f Collecting the past 86510_U9_ptg01_169-188.indd 185 185 5/31/2019 12:47:14 PM Unit 9 Window on the past 3 ‘… they’ll go after it and it will often be Chinese versus Vocabulary notes Chinese …’ What does go after mean? affordable = not too expensive, within your budget investment = something you buy or put money into because it will rise in price in the future a target b watch c buy heritage = a part of the history or culture of a country or people 4 ‘Fierce bidding is making prices soar.’ What does soar mean? After you watch Vocabulary in context 7a a remain stable b fall fast c go very high [9.2] • Explain that students are going to watch some clips from the video which contain some new words and phrases. They need to choose the correct meaning of the words. • Play the clips. When each multiple-choice question appears, pause the clip so that students can choose the correct definition. You could let students compare answers in pairs before discussing as a class. 5 ‘… potential buyers with cash to spend …’ What does potential mean? a rich b possible c willing 6 ‘Each year, record sales keep smashing the old.’ What does smashing mean? a replacing b breaking c repeating ANSWERS 1 c 2 a 3 a 4 c 5 b 6 b Vocabulary notes 7b snap up = to buy quickly because it’s a bargain or in very high demand • Ask students to work individually to complete the sentences in their own words then share them with a partner. Encourage students to ask follow-up questions and make it a short, personalized discussion in pairs. breed = usually, this is used to describe types of animals (e.g. A Merino is a breed of sheep.), however, here it is used slightly pejoratively to talk about a specific type or group of people go after = to try and get in a forceful or committed way soar = rockets soar into the sky, so, used in this context, it means ‘go up in rocket-like fashion’ potential buyer = somebody who realistically might buy something smash a record = to exceed by a large amount a target or limit that someone has previously established, e.g. The 100 metres runner smashed the record by a second! Other words from the recording that you may wish to check: robes = long, lose pieces of clothing, worn by an important person regal = typical of or suitable for a king or queen finery = beautiful clothes and jewellery Videoscript 9.2 1‘They’re … mostly snapped up in auctions abroad …’ What does snapped up mean? a sold cheap b broken into pieces c bought immediately 2 ‘He’s part of a growing breed of wealthy buyers …’ What does breed mean? a type b country c generation 186 EXAMPLE ANSWERS 1 The price of petrol/electricty has soared in the last few years. 2 The professional hacker is one of a new breed of techsavvy young people who understand how the internet works. 3 Usain Bolt smashed the record for the 100 metres. 8 • Organize the class into pairs. Explain that they are going to watch the video again with the sound turned off and try to supply the narration. Encourage students to remember what was originally said and to be as close to that narration as possible. • Optional step Having done this activity in pairs, repeat it as a whole-class activity, playing the video with the sound off and nominating different students to supply one or two sentences of narration at a time. Then watch the video again with the sound on and see how close their narration was to the original. 9 ★ CPT extra! Project work [after Ex.9] • Ask students to work individually to prepare a presentation on objects that best reflect their country’s heritage. You could start by eliciting ideas from the class (especially if they all come from the same country). Alternatively, you could set this activity up by describing an object that reflects your country’s heritage. Unit 9 Window on the past 86510_U9_ptg01_169-188.indd 186 3/1/18 4:21 PM Unit 9 Window on the past • Once students have prepared, organize the class into groups of three to five students. Each student describes their three objects to their group. UNIT 9 Review and memory booster ★ CPT extra! Language games • In feedback, ask different students to present their ideas to the class, or ask each group to vote on the best idea and to tell the class why they think it’s good. Memory Booster activities EXAMPLE ANSWERS Students’ own ideas The Alfred Jewel in the Ashmolean Museum in Oxford is a small jewel with an enamel pattern showing the head of a ninth-century English king, Alfred. It was used as part of a page marker when reading the bible, and was made to encourage priests across England to read in English. Consequently, it’s important not only as a relic of a great English king, but also as a reminder of how the English language and the instruction of people in English was important even a thousand years ago. Exercises 3, 6 and 8 are Memory Booster activities. For more information about these activities and how they benefit students, see page 10. I can … check boxes As an alternative to asking students to simply tick the I can … boxes, you could ask them to give themselves a score from 1 to 4 (1 = not very confident; 4 = very confident) for each language area. If students score 1 or 2 for a language area, refer them to additional practice activities in the Workbook and Grammar summary exercises. Grammar Extra activity 1 Ask students to bring in a personal object that is important to their past. It could be a photo, a souvenir, a toy, a book or an ornament. Ask students to present their object to the class and say why it is important to them. • Optional step Tell students to read the article quickly first and ask a gist question: Where did this historical discovery take place? (River Thames in London). • Ask students to work individually to read the article and choose the correct options. Let them compare answers in pairs before checking with the class. ANSWERS 1 compared 7 painting 2 What’s more 8 Using 3 Referring 4 and 5 since 6 However, 9 after having put 10 Assuming 11 in spite of 12 as well as 2 • Ask students to read the article again and answer the questions. ANSWERS 1 Due to the adult-like representation of children in painting of the time, and the fact that life expectancy was much shorter, historians assumed that children were sent out to work at a young age. 2 They found and dug up children’s toys in an archaeological dig by using metal detectors. 3 ❯❯ MB • Ask students to work individually to find linking words or phrases in the article for the functions 1–4. ANSWERS 1 compared to (+ noun); However, (+ clause); even though (+ clause); although (+ clause); in spite of (+ noun or -ing) 2 What’s more, (+ clause); and (+ noun or clause); in addition (+ clause); as well as (+ noun or -ing) 3 Referring to (+ noun); Assuming that (+ clause); since (+ clause); because of (+ noun) 4 after (+ -ing) UNIT 9 Review and memory booster 86510_U9_ptg01_169-188.indd 187 187 5/31/2019 12:48:29 PM Unit 9 Window on the past Vocabulary Real life 4 7 • Ask students to complete the conversation with verbs used to describe the criminal justice process. • Ask students to complete the comments with one word in each space. ANSWERS ANSWERS 1 took 4 found 1 correctly 4 straight 2 committed 5 appealed 2 missing 5 by 3 in 6 over 3 accused 5 8 ❯❯ MB • Ask students to categorize the five verbs according to their dependent preposition. • Ask students to complete the sentences in Exercise 7 with ideas of their own. Then ask them to work in pairs and act out the conversations. ANSWERS of: accuse, approve to: adjust, aim, belong, relate in: believe, participate, specialize from: benefit, suffer on: reflect, rely ANSWERS Students’ own answers 6 ❯❯ MB • Ask students to write personalized sentences using the verb + preposition combinations from Exercise 5. • Optional step Tell students to work in pairs to read their sentence out, but omit the preposition so that their partner can complete the sentence. EXAMPLE ANSWERS Students’ own answers When I started my new job, I found it took me a long time to adjust to the working hours. I aim to do exercise four times a week. I belong to a cycling club. My brother finds it difficult to relate to people who don’t like computer games. I really benefit from revising little and often if I want to learn new vocabulary. I suffer from hayfever in the summer. My brother is always being accused of losing things because he’s so untidy. I don’t approve of people who use their mobile phones while driving. I believe in giving people a second chance. My friend always participates in every class, whereas I only answer questions when I’m asked. There’s a shop in my town which specializes in doll’s house furniture – it’s incredible! It’s better not to reflect on your past mistakes too much. I have to rely on my sister for lifts because I don’t drive. 188 Unit 9 Window on the past 86510_U9_ptg01_169-188.indd 188 3/1/18 4:21 PM Unit 10 Social living Opener a : My grandparents came here from Mexico forty years ago as migrant workers, but I’m an American citizen and I participate fully in American life. I’m also Mexican-Hispanic and with that comes certain values, whether you are first or fourth generation. The most important thing for us is not the individual, it’s the family. We grow up surrounded by our extended family: our brothers, our sisters, our cousins, our aunts and uncles. They’re also our friends and without them, we’re nothing. I think more than anything else, these deep-rooted values make us a very close-knit community. When we Hispanics come together at social gatherings, we celebrate this part of our heritage and treat each other as family. You can see this spirit of harmony at the Cinco de Mayo festivities, which is a wonderful celebration of our rich heritage. 1 ★ CPT extra! Lead-in activity [after Ex.1] • Optional step Ask students to describe the photo in detail. Ask: What exactly can you see? What colours and materials are used? How has the photographer achieved this effect? How does it make you feel? In feedback, elicit ideas. Remind students of the word embroidered, which they came across in the video in Lesson 9f. • Ask students to discuss the questions in pairs. In feedback, elicit ideas from students. EXAMPLE ANSWERS Students’ own ideas Optional step: I can see a number of women who are dressed in very similar dresses and have their hair styled in the same way. The dresses appear to be black and are made of a material such as cotton. They are covered in very colourful, detailed floral embroidery work. Colours that can be seen include bright pink, purple, turquoise, orange, blue, yellow, green, red and gold. The women are also wearing chunky gold jewellery and each have a different coloured scarf around their shoulders. They are taking part in an organized dance or procession as part of the Cinco de Mayo festival. 2 [72] • Tell students they are going to listen to an extract from a radio programme talking about ethnic communities. Ask them to read the questions. • Play the recording. Students listen and note answers to the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 Melbourne, Australia: Greek London, UK: French Denver, USA: Mexican/Hispanic 2 They mainly consist of second to fifth generation immigrants. 3 Family is more important than the individual. Audioscript [72] p = Presenter; a = Alejandra Sanchez p : Did you know that Melbourne, Australia has the third biggest Greek population of any city after Athens and Thessaloniki? Or that London, England is now France’s sixth biggest city? In Denver, Colorado, over a third of the population are Hispanic, mostly from Mexico. The majority of these ethnic groups – with the possible exception of the French in London – aren’t made up of first-generation migrants, but second, third, fourth, even fifth generation. So what’s it like to belong to a long-standing immigrant community? What are the implications for the individual and the community as a whole? I put this question to a resident of Denver, Alejandra Sanchez. Background information Cinco de Mayo (pronounced /ˈsiŋko ðe ˈmaʝo/ in Spanish) means ‘fifth of May’ and is an annual celebration held on that date. It commemorates the Mexican Army’s victory over French forces at the Battle of Puebla, on 5 May, 1862. The holiday is more significant among the Mexican diaspora in the USA than it is in Mexico. The date has become associated with the celebration of MexicanAmerican culture in the USA. Hispanic is a term that is used in the US to refer loosely to the people, nations, and cultures that have a historical link to Spain. The similar term Latino refers to people from Latin America. So, a Mexican in the USA may identify as both Hispanic and Latino, but a Spaniard is just Hispanic, and a Portuguese-speaking Brazilian is Latino. Denver is the capital of the state of Colorado in the northwest of the USA near the Rocky Mountains. 3 [72] • Ask students to read the words in the box. Play the recording again. Students note which adjectives are used with the words to talk about communities. Let students compare answers in pairs. ANSWERS ethnic groups first-generation migrants long-standing immigrant community extended family traditional/deep-rooted values close-knit community social gatherings rich heritage 189 86510_U10_ptg01_189-206.indd 189 5/31/2019 12:51:36 PM Unit 10 Social living Vocabulary notes ethnic groups = groups of people who are from different parts of the world (or are descended from people from different parts of the world) first-generation migrants = people who left their country of birth earlier in their lives to live in their present country (second-generation, therefore, refers to their children, born in the new country) long-standing = it has existed for a long time deep-rooted values = values that are strong, important and have lasted a long time extended family = aunts, uncles, cousins (compare ­immediate family: mum, dad, sister) close-knit = used to describe a group of people who do a lot of activities together and look after one another (e.g. a close-knit family live near each other and share their lives together) 4 • Ask students to work in pairs to discuss the questions. In feedback, elicit students’ ideas and experiences. You could extend this to a class discussion. ANSWERS Students’ own answers Extra activity Ask students to write down the names of two people in their extended family. Organize the class into new pairs. Tell students to ask their partner questions to find out how they are related to each person, how well they know him/ her, how often they see this person and what they have in common. 10a A co-operative society Lesson at a glance • reading: ant society • grammar: adverbs and adverbial phrases • vocabulary and speaking: being a good member of society Reading 1 ★ CPT extra! Vocabulary activity [after Ex.1] • Ask students to look at the picture and humorous quotes from the animated film Antz. Tell them to work in pairs to discuss the questions. You could ask whether students have seen the film and if they learned anything from the film about the life of ants. • In feedback, you could brainstorm facts and opinions about ants onto the board. After completing the reading tasks, you could go back to the ideas on the board and check the accuracy of your students’ knowledge. EXAMPLE ANSWERS 1 Humorously, the quotes reveal that ants are numerous and faceless, and that the individual is not important; the second quote reveals that ants are remarkably strong in relation to their size and weight. 2 Students’ own answers – typical answers: ants are small black or red six-legged insects; live in societies with a queen that lays eggs; most ants are ‘workers’ who follow trails to collect food; behave like a well-ordered society; often live in underground networks; seem to eat almost anything; predators include anteaters and ant-eating birds Background information Antz is a computer-animated comedy film made in 1998 by DreamWorks in the USA. In a Central Park ant colony, ant Z-4195, also known as Z, is a neurotic and pessimistic worker ant who longs to express himself. The ant is voiced by comedian Woody Allen and the quotes are typical of his dry, neurotic humour (though they were not written by him). 2 [73] • Ask students to look at the adjectives in the box and say which of them in their opinion best describe ant society before they read the text. • Tell students to read the article and say which two adjectives best describe ant society according to the text. Ask them to justify answers in feedback. • Check that students note and understand the high-level words in the glossary. You could also ask students to find all the adjectives used in the text to describe ants (see Vocabulary notes). • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWERS efficient, co-operative 190 Unit 10 Social living 86510_U10_ptg01_189-206.indd 190 3/1/18 4:21 PM Unit 10 Social living Vocabulary notes Extra activity co-operative = good at working together (it can also be spelled cooperative, without the hyphen) Have a class discussion/debate on the following: The writer implies we should be more like ants. Would this be a good thing? Why? Why not? efficient = good at achieving things successfully in the best way possible Other words in the text that you may wish to check: ubiquitous = defined in the glossary, this is a rarely used high level word – it can be used in a straightforward way to mean ‘very common’ – sheep are ubiquitous in New Zealand – but is often used humorously or sarcastically, e.g. We strolled past the ubiquitous coffee machines of the multinational’s headquarters. beaver away = (informal) to work hard over a long period without giving up – it derives from the noun beaver – the name of the hard-working, dam-building animal Other adjectives used to describe ants in the text: successful, (socially) sophisticated (= living in complex societies), fertile, sterile, unrivalled (in war) (= nobody is better at war), (completely) fearless, ­committed (to the common good) (= they will do anything for the benefit of their society), unselfish, community-minded 3 • Ask students to work individually to note answers to the questions. • Tell students to read the article again to check their answers. ANSWERS 1 mountain peaks and the polar regions 2 because they are socially sophisticated creatures (unselfish, community minded, they think as one) 3 workers and soldiers Grammar adverbs and adverbial phrases 5 • Ask students to read the information in the grammar box and answer the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 a entirely, regularly, readily, fast, in an organized manner b incredibly, probably c socially, unfortunately 2 1 degree; 2 frequency; 3 manner; 4 degree; 5 viewpoint; 6 probability; 7 comment; 8 manner; 9 manner 3 1 end position; 2 end position; 3 before main verb; 4 none; 5 end position or before sophisticated; 6 none; 7 end position or after this is if between two commas; 8 none; 9 none 4 Fast is an adverb but is formed without -ly. Organized needs a phrase to make it an adverb because you can’t add -ly to it. Refer students to page 174 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 1 4 1) an ant leaving a pheromone trail leading to food 2) alarm pheromone alerting the colony to danger 1 He rarely buys a present for my birthday. 5 They work as a group to overwhelm their attacker. 3 Luckily, I was offered the job. 6 If people were more like ants and acted in a communityminded way all the time, the achievements of the human race would be greater / more positive. The writer is implying that people tend to act in selfish ways. 4 In my opinion we should postpone the meeting. 2 She absolutely loves listening to podcasts. 5 He was slightly annoyed by what I said. 6 She probably won’t respond to my email. 7 My driving test didn’t go very well. 4 ★ CPT extra! Reading activity [after Ex.4] • Ask students to discuss ideas in pairs or small groups. Elicit ideas from the class in feedback. If you have internet access in class, you could make this a research task: students could research one example (e.g. termites) and present their ideas to the class. EXAMPLE ANSWERS There are many examples of social animals. Termites, bees and wasps also live in large colonies around a ‘queen’ and help each other in similar ways to the ants. Many fish live in huge shoals to help protect themselves from predators. Many hunting animals work together in groups (dolphins, wolves, lions), which can make hunting more effective, and help to protect them from attacks from other animals. Bats live in large cave colonies and many birds colonize cliff faces. Grouping together in large numbers can help to keep warm and protect from predators. Prey animals (buffalo, deer, antelope, etc.) tend to live in large herds in order to protect themselves from predators. 2 1 very well 4 rarely 2 probably 5 In my opinion 3 absolutely, slightly 6 Luckily 3 1 Always he drinks – He always drinks 2 friendly – in a friendly way 3 lately – late 4 if I certainly can – I will certainly help you if I can. 5 very well going – going very well 6 fast drove – drove fast 4 1 really 4 always 2 fortunately 5 late 3 probably 6 quickly 10a A co-operative society 86510_U10_ptg01_189-206.indd 191 191 3/1/18 4:21 PM Unit 10 Social living Grammar notes ANSWERS Note how adverbs of manner, probability, degree, frequency, viewpoint or comment follow different form and use rules. So adverbs of frequency usually go before verbs, adverbs of degree usually go before adjectives, and adverbs of manner usually go after verbs. 1 slowly 2 in a lively manner/way 3 Technically 4 straight 5 generally 6 colourfully Comment and viewpoint adverbs qualify the whole sentence or clause. They can go at the start, before the main verb or (less commonly) at the end. Here are examples with the adverb clearly: Clearly, he doesn’t know what he is doing. He clearly doesn’t know what he is doing. He doesn’t know what he is doing, clearly. Point out adjectives which can’t be formed into an adverb by adding -ly (fast, hard, late, early, adverbs of frequency and degree) and irregular adverbs (well). Also point out adjectives that can’t be turned into adverbs. These include adjectives that already end -ly (friendly, lovely, likely, daily) and many adjectives that have a past participle form. We need to use a phrase to make these words adverbial: in a complicated way, in an organized fashion, in a friendly way, on a daily basis, etc. 6 • Ask students to find and underline further examples of adverbs and adverbials in the text (there are actually eight – so decide whether to tell students to just find four, or to find all eight). Elicit the first example to get students started. Let them compare answers in pairs before checking with the class. • In feedback, ask students to refer to rules to explain type, form and position. ANSWERS Paragraph 1: approximately: degree, -ly ending, after the verb largely: degree, -ly ending, before the adjective Paragraph 2: clearly: manner, -ly ending, before the adjective shortly (after): degree, -ly ending, after the verb / before after Paragraph 3: primarily: degree, -ly ending, after the verb straight: manner, irregular adverb, after the object Paragraph 4: completely: degree, -ly ending, before the adjective Paragraph 5: in this unselfish and community-minded way: manner, adverbial phrase, after the verb 192 8 • Ask students to change the adjectives in brackets into adverbs or adverbial phrases and put them in the correct place in the sentences. Elicit the first example to get students started. Let them compare answers in pairs before checking with the class. ANSWERS 1 Ants have a highly developed social system. 2 An ant can easily lift objects as much as twenty times its own body weight (or its own body weight easily). 3 A worker ant doesn’t live long – on average fifty days. 4 Many brown ants don’t work hard at all, with 72 per cent being inactive half the time. 5 Physically, different species of ant vary enormously (or Different species of ant vary enormously physically). 6 Ants do not necessarily act in a friendly way/manner towards each other (or act towards each other in a friendly way/manner). 7 Surprisingly, some species of ants attack other ant colonies aggressively (or aggressively attack). 9 • Ask students to write three sentences about their own social group using the adverbs/adverbial phrases in the box. Give students preparation time to think of their own sentences. You could provide one or two examples of your own to get them started. • Once students have prepared sentences, ask them to share their sentences in pairs or small groups. EXAMPLE ANSWERS A lot of my friends are incredibly health-conscious: they do a lot of exercise, eat healthily, and so on. Personally, I’m a bit more relaxed about those things. Generally, I’d say that people in my social circle are financially secure. Many of them are highly motivated and work incredibly hard. On the downside, they often stay in the office late and tend not to eat very healthily. Vocabulary 7 10 • Ask students to work individually to transform the adjectives into adverbs or adverbial phrases and then complete the sentences. Elicit the first example to get students started. Let them compare answers in pairs before checking with the class. • Ask students to choose the correct options and think of an action as an example of each collocation. Let them compare answers in pairs before checking with the class. Unit 10 Social living 86510_U10_ptg01_189-206.indd 192 3/1/18 4:21 PM Unit 10 Social living ANSWERS 1 play (using local shops and facilities, chatting to local people) 2 do (volunteer to collect litter or clean road signs) 3 lend (knock on an elderly neighbour’s door and ask if they need some shopping or need their lawn mown) 4 take (use the recycling bin correctly, try not to use plastic bags) 5 show (give money to local charities, help at a shelter for the homeless) 6 have (vote in local elections, be a committee member for a local group) Speaking my life 11 ★ CPT extra! Vocabulary activity [after Ex.11] • Ask students to work in pairs. Ask them to prepare and add their own statements to those from an international citizenship survey. You could elicit ideas in feedback after students have prepared ideas. • Ask students to rank their list of statements in order of importance. You could ask each pair to compare their ranking with another pair before discussing as a class. • In feedback, find out what makes a good citizen in your students’ opinion. • At the end, write up any errors involving adverbs you noted. Ask students in pairs to correct the errors. 10b The power of play Lesson at a glance • • • • • listening: importance of play vocabulary: having fun grammar: negative adverbials and inversion pronunciation: sentence stress speaking: social games Listening 1 ★ CPT extra! Revision activity [before Ex.1] • Optional step As a lead-in, ask students to work in pairs to think of as many games as they can in one minute. Find out who has the longest list. • Ask students in pairs to match the games in list A with the categories in list B and think of other examples for each category. ANSWERS 1 f space invaders, Super Mario, Grand Theft Auto 2 e crossword, jigsaw, wordsearch 3 c football, rugby, hockey, volleyball 4 a ring toss, capture the flag, sack race, tag 5 b Monopoly, Cluedo, draughts, solitaire 6 d follow my leader, musical chairs, pass the parcel EXAMPLE ANSWERS Students’ own ideas and ranking Possible statements: … should volunteer to help neighbours. … should give time and money to local causes. … should watch out for and report on crime. Extra activity Use the statements as a basis for an open-class discussion. Ask: Are these expectations realistic? How many people do you know who do these things? How many of them do you do yourself? What might encourage you to do more of them? Background information Sudoku is a numbers game from Japan – you have to work out the missing numbers on a grid. A frisbee is a plastic disc you can throw – people throw and catch them and learn how to do tricks with them. Charades /ʃəˈrɑːdz/ is a party game in which one person mimes the name of a book, play, film, song, etc. and others have to guess what they are miming. 2 ★ CPT extra! Lead-in activity [after Ex.1] • Ask students to work in pairs. Tell them to look at the photo and, in sixty seconds, list all the benefits of this kind of play that they can think of. Ask students to compare lists with another pair before eliciting ideas in feedback. EXAMPLE ANSWERS keeps you fit, develops co-ordination, improves strength/ balance/mobility, enhances concentration, encourages teamwork, teaches kids how to take turns, helps you to make friends, is entertaining, encourages collaboration rather than competition 3 [74] • Tell students that they are going to listen to a podcast about the importance of play. Play the recording. Students listen and note the four main benefits of play that the speakers mentions. Let them compare answers in pairs before checking with the class. 10b The power of play 86510_U10_ptg01_189-206.indd 193 193 3/1/18 4:21 PM Unit 10 Social living 4 ANSWERS 1 Play is a brain stimulant and helps us think in more creative ways. 2 It’s good for our health because it relieves tension, and laughter improves circulation and increases our resistance to disease. 3 Play connects us socially with other people and encourages communication and improves empathy. 4 Play keeps us immersed in the present moment, which is where true happiness lies. Audioscript ANSWERS 1 luxury 2 box 3 resistance 4 go 5 barriers 6 wander 7 lose 8 state [74] Among all the serious business of life – the daily news, the work responsibilities, the forward planning, the everyday to-do list – we often forget to play. In fact, we seldom think of play as something necessary – it seems more like a luxury to indulge in when we have spare time. But actually play is an essential part of our well-being and our social interactions. I’ll try to explain why. When we take a break and participate in some lighthearted act of fun, we relieve feelings of tension and we begin to relax. And no sooner have we started to relax than our minds also begin to think differently – more creatively, more experimentally, more laterally, if you like. So, first of all, play is a brain stimulant: it increases our ability to solve problems and to think outside the box. Lots of tech companies like Google recognize this, providing play spaces for their workers to use at work. Secondly, play is good for our health. Not only does it relieve tension, studies have also shown that laughter, which is a natural product of play, improves blood circulation and increases the body’s resistance to disease. Thirdly, play connects us. It’s a way of socializing without pressure, because the focus is not the social relationship itself but the game. In most play – I’m not talking about organized, competitive sport here – there aren’t high expectations on the players socially and there’s hardly any formality either; just a shared feeling of enjoyment and of letting go. So play has the power to break down barriers between people, to encourage empathy and to improve communication. Lastly, and this is particularly important, it keeps us in the present moment. The present is actually the only place where we can feel real happiness. But we don’t spend enough time in the present. A lot of the time, our minds wander and we find ourselves thinking about things in the past, from which feelings of anger or regret can arise, or things in the future, from which feelings of anxiety can arise. But when we’re engaged in play, we are usually so immersed in that activity that we lose ourselves in the present, which is the place where, as several psychologists have noted, true pleasure is found. But what is the nature of this ‘play’ I’ve been talking about? Well, in many ways, it scarcely matters what kind of play it is. It could be an organized game – like football or a board game; it could be playing Frisbee casually in the park. But equally it could just be a playful conversation. Play doesn’t have to be a specific activity; it’s also a state of mind: sharing a joke, making a play on words, pointing out something absurd – generally just seeing the funny side of things. 194 [74] ★ CPT extra! Pronunciation activity [after Ex.4] • Tell students to read the expressions that the speaker uses in the podcast and try to complete them from memory before they listen again. Play the recording for them to check their answers. Vocabulary notes a luxury to indulge in = something we can only do when we have free time – it suggests that this is not an essential thing think outside the box = think in different ways to normal in order to solve problems resistance to disease = ability to not get a disease letting go = relaxing, feeling free and doing what you want to do break down barriers between people = get past the sort of things that divide people or stop them from communicating lose yourself = forget where you are or what your problems are a state of mind = a way of thinking Vocabulary having fun 5 • Ask students to work individually to complete the expressions with the prepositions in the box. Elicit the first answer to get them started. Let students compare their answers in pairs and discuss the meaning of each expression before checking with the class. ANSWERS 1 of 2 against 3 on 4 out of 5 on 6 about Vocabulary notes see the funny side = to look at the situation in a positive/ light-hearted way pit their wits against each other = compete against each other using their brains (e.g. when doing a quiz, solving a problem, or engaging in a debate) play a joke on someone = do something to trick or fool them in order to make someone laugh it takes the fun out of it = it makes it less enjoyable or interesting make a play on words = when you choose or change words in a sentence because of their sound or meaning in order to be funny have a laugh = to have an entertaining time Unit 10 Social living 86510_U10_ptg01_189-206.indd 194 3/1/18 4:21 PM Unit 10 Social living 6 7 • Tell students to work individually to prepare ideas first. You could model this activity by giving one or two examples from your own experience. 1 No way can we afford 2 Not until … will we 3 Little did she know 4 No sooner had she 5 Rarely have we • Ask students to work in pairs to share their stories. EXAMPLE ANSWERS Students’ own ideas Last week, I came back to my parked car and saw something tucked under my windscreen wiper. My heart sank – I thought it was a parking fine. But when I picked it up I realized that someone had played a joke on me – it was just a piece of paper and someone had used black and yellow pens to make it look like a parking ticket! Grammar negative adverbials and inversion 7 • Ask students to read the information in the grammar box and answer the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 after the subject, before the verb (but after the verb to be in sentence 3) 2 In many ways, it almost doesn’t matter what kind of play it is. / In casual play, there’s almost no formality. 3 The subject and verb have been inverted (as they are in a question). 4 As soon as we start to relax, our minds also begin to think differently. / Studies have shown that laughter not only relieves tension, it also improves blood circulation. 5 It makes the sentence more emphatic. Grammar notes Seldom, rarely and hardly ever are frequency adverbs – they express the idea of ‘almost never’. Barely, scarcely (pronounced /ˈskɛːsli/) and hardly are adverbs of degree – they express the idea of ‘almost not’. Inverted negative adverbials are often tested in the Use of English section of external exams, so they are worth practising with students who are aiming to pass such exams. It’s helpful to contrast inverted and non-inverted sentences (e.g. As soon as we had left … and No sooner had we left … and It doesn’t only help with … . and Not only does it help with …). Ask students to note the way the negative adverbial moves to the start of the sentence (thus emphasizing it) and label the way the form after the adverbial uses auxiliaries and looks like the question form. Pronunciation sentence stress 8a [75] • Ask students to listen to the sentences in the grammar box and note which of the words in bold are stressed. Let students compare answers in pairs. • Ask students to work in pairs to practise saying the sentences. Audioscript [75] (and answers) 1 In fact, we seldom think of play as something necessary. Refer students to page 174 for further information and practice. 2 In many ways, it scarcely matters what kind of play it ANSWERS TO GRAMMAR SUMMARY EXERCISES 5 3 In casual play, there’s hardly any formality. 4 No sooner have we started to relax than our minds is. 1 he plays 2 do the buses arrive 3 it stops; can we 4 were the passengers 5 we had complained; did our neighbours switch off 6 have I won; I have 7 have they 6 1 not only 2 Only by 3 Rarely 4 Only after 5 Under no circumstances 6 No doubt also begin to think differently. 5 Not only does it relieve tension, studies have also shown that laughter improves blood circulation. 8b [76] • Ask students to underline the words they expect to be stressed. Let students compare answers in pairs. • Play the recording for students to listen and check. Audioscript [76] (and answers) 1 In no way was I surprised. 2 But I hardly know her! 3 We rarely see each other now. 4 Not only is it cheap, it’s also delicious. 10b The power of play 86510_U10_ptg01_189-206.indd 195 195 5/31/2019 12:53:07 PM Unit 10 Social living 9 • Ask students to work individually to rewrite the sentences using the negative adverbials in brackets. Elicit the first answer to get them started. Let them compare answers in pairs before checking with the class. ANSWERS 1 No sooner had we set out on our walk than it started to rain. 2 Sorry, I’ve barely had a minute to think about it. 3 Only by using a special card reader is it possible to access the bank’s website. 4 Under no circumstances must you mention this to her. 5 Only very rarely did/would we go out in the evenings, because it was so expensive. 6 Not only does he look like George Clooney, he sounds like him too. 7 We hardly ever go out dancing anymore. 8 Nowhere else in America could you find such a spectacular view. 10 • Optional step Ask students to read the text for comprehension first. Ask: What advice does the text give adults? (to set aside some time to play without feeling under pressure). • Ask students to complete the text using the words in the box. Let students compare answers in pairs or small groups before checking with the class. ANSWERS 1 seldom 2 when 3 do 4 hardly (also possible: never) 5 never Speaking 6 should 7 Only 8 will 9 not 10 you my life 11 • Optional step If you are short of time, just choose one of these two speaking activities (Exercises 11 and 12) to do in class. • Organize the class into groups of eight to ten. Naturally the size of your class will dictate how you do this. If you have smaller groups of five or six, the activity will still work. • Ask students to follow the steps to play the game. They will need to choose one person to start. You could start the game yourself by whispering the first sentence (e.g. I hardly ever get to go to the cinema these days.). • Ask students to discuss the game in feedback. 12 • Organize the class into groups of three to five students. You could brainstorm some games in open class for students to discuss. 196 • Ask students to follow the steps to describe and discuss games. • Invite groups to present the most (or least) social game that they discussed to the class. You could then have the class vote on the best/worst example. Extra activity Ask students to research a board game on the internet and to describe how to play it in a future lesson. Alternatively, ask students to bring in a game from home and to show students in class how to play it. Teacher development Varying pair/group/open-class work With many speaking activities, it is ultimately up to you, the teacher, whether you choose to ask students to speak in pairs, small groups, larger groups, in class mingles or as individuals in open class. There are advantages and disadvantages to each approach and your decision is likely to take into account many factors: your teaching style, how big your class is, the ability range of your students, their predominant culture, individual personalities, the particular task/topic in question, etc. Here are some thoughts to bear in mind: 1 Pairwork is the most effective and efficient way to enable students to maximize speaking practice time while minimizing movement and disruption in the class. It also tends to make shyer students feel less self-conscious and may encourage students to talk more freely about personal topics or opinions. It can be a good idea to consciously make sure you mix pairs and ask students to work with a variety of partners. Note that one disadvantage of pairwork is that it’s more challenging for you as the teacher to monitor each individual. 2 Working in small groups is great for variety. Students can experience others interacting in English and can also develop their turn-taking skills. Different roles can be assigned to vary interactions further (e.g. chairperson, scribe, representative who reports back to the class, etc.). 3 Working in larger groups and taking part in mingles is an excellent way to add a dynamic element to the class. It gives students the opportunity to work with a range of other classmates, some of whom they may not usually work with. It also helps to energize students and break up the monotony of always sitting in the same place and working with the same students. However, in larger groups, shy or less confident students can easily be dominated by other students. Be aware of this, and vary the mix of groups and give specific roles to help address any obvious imbalances. 4 Variety is key. Try to offer a range of working styles in any one lesson. This helps to keep students engaged, brings a welcome change of pace during the lesson and provides a range of different communicative environments. 5 Be responsive and flexible. If students appear to be struggling with a particular approach, don’t be afraid to restructure and change to another format. For example, if you notice that one pair of students is struggling to come up with ideas, suggest that they join with another pair whose discussion is flowing. Or if an open-class discussion is becoming too argumentative, consider splitting the class into groups that share a similar point of view. Unit 10 Social living 86510_U10_ptg01_189-206.indd 196 3/1/18 4:21 PM Unit 10 Social living 10c Living free? Lesson at a glance • • • • reading: the Hadza of Tanzania critical thinking: reading between the lines word focus: free speaking: feeling free Reading 1 ★ CPT extra! Revision activity [before Ex.1] • Optional step Ask students to look at the photo on page 123 and describe it. Ask: What does the photo reveal about this person and his lifestyle? Elicit ideas, but don’t comment as students will find out more by reading the text. • Ask students to discuss the questions. You could do this open class or in pairs. ANSWERS A hunter-gatherer is a person who survives by hunting animals for meat and collecting (gathering) plants, fruits, etc. to eat. Their life is different to farmers because they don’t own animals or land, so they move from place to place to find food and they don’t plant crops. They are often nomadic. 2 • Ask students to work in pairs to discuss and interpret the map. ANSWERS The map shows that most people were hunter-gatherers in prehistory. By 1,500 BC, many had become farmers. The map shows that only sparsely inhabited areas in the north and south of the world (where deserts or cold restricted farming) continued to be home to hunter-gatherers by AD 2,000. In this millennium, hunter-gatherers have all but disappeared. Only certain tribal people in remote, undeveloped areas continue to live in this way. 3 [77] • Ask students to read the article and say which statement best summarizes what the author thinks about the Hadza way of life. Let them compare answers in pairs before checking with the class. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWER a (they do not engage in warfare … too few and spread out to be threatened by infectious disease; no history of famine; they enjoy an extraordinary amount of leisure time; There are many things to envy … free spirits but … it’s too late for us to go back to a Hadza lifestyle.) 4 • Ask students to read the article again quickly and note which things the Hadza have, and which things they do not have. Let them compare answers in pairs before checking with the class. ANSWERS Things they have: sufficient food, basic tools (cooking pot, water container, axe, blanket), a lot of free time, a difficult environment Don’t have: working animals, enemies, a government, their own strict routines Background information The Hadza, or Hadzabe, are an indigenous ethnic group in north-central Tanzania, living around Lake Eyasi in the central Rift Valley and in the neighbouring Serengeti Plateau. The Hadza number just under 1,000. Some 300– 400 Hadza live as hunter-gatherers, in much the same way as their ancestors have for tens of thousands of years. They are among the last hunter-gatherers in the world. 5 • Ask students to work in pairs to work out the meaning of the phrases from the article. Encourage them to underline the phrases in the article and use the surrounding context to help them (see Teacher development below). ANSWERS 1 also had (significant) disadvantages 2 people who are well off (the ‘haves’) and those that are poor (the ‘have nots’) 3 left behind signs of their presence, or any pollution or damage to the land 4 careful and thoughtful caretakers 5 only theirs; no one else was there 6 unbelievably absorbed and involved, their way of life seems very extreme to us, always living in simple, temporary accommodation, that would seem to us like a camping trip that never ends Vocabulary notes If something comes at a price, you can have it, but you have to ‘pay’ heavily for it, either in terms of a literally high price, or disadvantages that come with it. We also talk about leaving a carbon footprint (i.e. damaging the environment by our use). A steward is somebody who looks after something, e.g. an air steward looks after passengers on a plane. If you commit to something, you do it with all your heart and strength – here, in using the word insanely, the writer is amusingly emphasizing how challenging the life of these nomadic people is – it is beyond our understanding. 10c 86510_U10_ptg01_189-206.indd 197 Living free? 197 3/1/18 4:21 PM Unit 10 Social living Teacher development Using context to work out meaning At this level, students need to be able to employ a variety of techniques to work out the meaning of words. It’s a good idea to focus on some of the techniques students can apply: 1 Context: how a word is used in a sentence can reveal its meaning. Ask students to note how words used in the text around unknown words often define it or at least give a clue about its meaning. For example, in item 1 in Exercise 5 above, the word however suggests that came at a price has a negative meaning (contrasting with rise). And in item 2, social divisions tells us that have and have nots is a phrase used when talking about social divisions. 2 Previous knowledge: sometimes, we can apply our previous cultural knowledge, or general knowledge, or recollections of having seen similar phrases to help with working out meaning. 3 Literal to non-literal: sometimes we know what individual words in a phrase mean, but not its combined metaphorical, figurative meaning. For example, in item 3, the literal meaning of the phrase left a footprint is clear, but students need to think through what it might mean as an idiom in order to understand the meaning in this context. 4 Derivation: sometimes looking for the root of the word can help. For example, in item 5, if we know that exclude means ‘separate from’, then that can help us work out what exclusive means in this context. 5 First language: sometimes we get clues about the meaning of words from our L1 or our knowledge of other languages, for example many simple English words have a Germanic root, much of the vocabulary is influenced by early French, and high-level words in English often have a Latin root. It is important to recognize cognates and false friends, and recognize how English words may have equivalent or similar meanings to words in the students’ L1. Critical thinking reading between the lines 7 • Ask students to work in small groups to compare their answers from Exercise 6. Encourage them to refer to specific phrases in the text (see bracketed, italicized text in the Answers to Exercise 6) to justify their answers. In feedback, find out whether students had any disagreements about what was being inferred. Point out that, where inference is concerned, there is an element of interpretation. Word focus free 8 • Ask students to look at the quote and use its surrounding context in the article to work out the meaning of the expression using free. Let them compare answers in pairs before checking with the class. ANSWER It means that the Hadza are free from the restrictions and limitations most of us have to live with. to be a free spirit = to be free from social conventions and do more or less what you want 9 • Ask students to work in pairs to discuss the meaning of each expression with free. Elicit ideas in feedback. 6 ★ CPT extra! Critical thinking activity [after Ex.6] ANSWERS • Explain that an author’s views are not always explicitly stated in an article and therefore need to be inferred. Ask students to read the article carefully and underline sentences in the article that help infer the answers to questions 1 and 2. You may need to explain infer and read between the lines (= deduce from evidence in the text and reasoning rather than from explicit statements). 1 There’s no need to ask if you want to do something. 2 You can’t ever get something for nothing. 3 an uncontrolled discussion with everyone talking at once 4 the freedom to do what we wanted 5 came out of the situation without receiving any punishment • Note that in Exercise 7 students will be asked to compare and justify their answers by referring to the text. ANSWERS 1 Yes. The author talks in a positive tone about the positive aspects of their lifestyle. (They do not engage in warfare. They are too few and too spread out to be threatened by infectious disease. And they have no history of famine … They enjoy an extraordinary amount of leisure time.) They have not harmed the environment (they have scarcely left a footprint on the land; the Hadza are such gentle stewards of the land) and they are a peaceful people (are by nature peaceful). The writer says: There are many things to envy about the Hadza – principally, what free spirits they appear to be. Free from schedules, jobs, bosses, bills, traffic, taxes, laws, social duties and money. 198 2 Yes. The author seems to support being respectful of the land (the Hadza are gentle stewards of the land), and seems to agree with the view that agriculture was an evolutionary error (a mistake … from which we have never recovered). The author is critical of encroachment on Hadza land (they are being forced to share what was once their exclusive territory), and infers that we should be concerned about protecting their way of life (Of greater concern is that soon it may be impossible for them to remain in it.). Vocabulary notes 1 Feel free to … is a way of giving permission (e.g. Feel free to borrow any of the books / make as much noise as you like.). It’s an informal phrase. 2 There’s no such thing as a free lunch is a jokey expression often used as a warning or criticism when someone appears to be overly optimistic about what they are going to gain. 3 A free-for-all is when order breaks down – it could be a fight in which everybody gets involved, or an argument when everybody is speaking and nobody is listening. 4 If you are given a free hand, someone has allowed you the freedom to choose what to do and how to do it. Unit 10 Social living 86510_U10_ptg01_189-206.indd 198 3/1/18 4:21 PM Unit 10 Social living 5 If you get off scot-free, you escape without having to ‘pay’ in any way for what you may have done (it derives from the Scandinavian word for tax – so, ‘tax-free’ – and has nothing to do with Scotland). 10 • Organize the class into groups to prepare and talk about two of the listed experiences. You could model the activity first by talking about one or two of your own experiences. Extra activity Organize the class into pairs. Ask students to find two or three other common uses of free in a learner’s dictionary and to write personalized sentences showing their meaning. Ask pairs to share sentences with another pair. Possibilities: set free = release from prison; work freelance = work without being employed by anyone; free of charge = no price to pay; a freebie = something you are given for free. Speaking my life 11 10d Showing interest Lesson at a glance • real life: making conversation • speaking skill: showing interest • pronunciation: intonation and elision Real life making conversation 1 • Optional step Ask students to work in pairs, ideally with students they don’t often sit near and work with. Tell them to talk for one minute and to find three things that they both have in common. Elicit things in common in feedback, and then ask students whether they thought their partner was a good listener or not, and why. • Ask students to work in pairs to discuss which of the listed points are characteristic of a good listener. Encourage them to discuss each point, giving examples and exploring different scenarios. • Organize the class into pairs or small groups to discuss the questions. Elicit ideas and personal experiences in feedback. EXAMPLE ANSWERS Extra activity 2 Ask students to research and make presentations on other hunter-gatherer societies in the world. Possible peoples to research: San (Namibia), Aborigines (Australia), Batek (Malaysian rainforest), Pirahã (Amazon rainforest). • Invite students to relate the points to themselves. You could do this open class or in pairs. Note that some people who are poor listeners may not be aware of how they come across, even after reflecting on the listed points in Exercise 1. It’s important to handle this sensitively – simply allow people to express their ideas without passing comment. Students’ own ideas Suggested answers: b, c, e, f ANSWERS Students’ own ideas 3 [78] • Tell students that they are going to listen to two conversations between university students. Play the recording. Students listen and note answers to the questions. Let them compare answers in pairs before checking with the class. ANSWERS Conversation A: 1 She wants Reka to play tennis with her that afternoon. 2 She says she can’t – she has to write an essay. Conversation B: 1 She wants help clearing up after a party. 2 He says he can’t help – he has to wait at home for a delivery to arrive. 10d Showing interest 86510_U10_ptg01_189-206.indd 199 199 3/1/18 4:21 PM Unit 10 Social living Audioscript [78] Conversation 1 a : Hi, Reka! Fancy a game of tennis this afternoon? b : Love to, but I can’t, I’m afraid. 6 (Yeah,) I’m afraid so. 7 I expect so. 8 (Oh,) have you? 9 (Yeah,) me too. 10 Yeah, please do. a : Why? What are you doing? b : Working. I need to get an essay in by tomorrow afternoon. a : Oh, that’s a shame. What are you writing about? b : Social change in the first half of the twentieth century. I’m really enjoying it, actually. a : Are you? b : Yeah, I am, because the changes in that period were so huge, particularly for women. You can read it if you like when it’s finished. a : Yeah, I’d like to. Conversation 2 c : Great party last night. d : It was, wasn’t it? Trouble is, there’s loads to clear up after it. The room we used is a real mess. Pronunciation intonation and elision 5a [79] • Draw students’ attention to the first six short responses in the language box. Play the recording. Students listen and note whether the intonation rises or falls, and decide which pattern shows interest (I), which surprise (S) and which agreement (A). Let students compare answers in pairs. ANSWERS 1 rising intonation – interest 2 rising intonation – interest 3 rising intonation – interest 4 falling intonation – agreement 5 falling intonation – agreement 6 rising intonation – surprise c : That’s not your job, is it? d : Yeah, I’m afraid so. Hey, you couldn’t lend me a hand Audioscript c : Mmm, I expect so. Oh, actually, no, sorry I can’t. I just 1 Really? 2 Are you? 3 Have you? Why’s that? 4 Yes, it was, wasn’t it? 5 No, it doesn’t, does it? 6 He hasn’t, has he? with it later, could you? remembered that I’ve got to wait in this afternoon for a delivery. d : Oh, have you? What kind of delivery? c : Oh, I ordered one of those digital voice recorders online. It’s to record lectures with, so I can listen back to them to check I haven’t missed anything. I’m always missing things in lectures. d : Yeah, me too. Sounds like a good idea. Was it expensive? c : No, not expensive at all. I think I got it for around $18. I’ll send you the link. d : Yeah, please do. That’d be handy. Speaking skill showing interest 4 [78] • Ask students to read the expressions for showing interest in the language box. Check meanings of any words your students are unsure of, e.g. fancy + noun/ -ing (= an informal way of saying Would you like to …?), lend me a hand (= help me). • Ask students to work in pairs to discuss which phrases they heard in the conversations and how the other speaker responded to each of the statements 1–10. • Play the recording. Students listen and check. ANSWERS 1 Love to, but … 2 Working. 3 Oh, that’s a shame. 4 Are you? 5 It was, wasn’t it? 200 [79] Pronunciation notes 1, 2 and 3 show interest: in English, an intonation pattern that starts relatively low then rises at the end shows that you are interested. Note that English has a wider intonation range than many other languages. For many learners, their L1 doesn’t require the speaker to use such varied intonation to convey interest in what the other speaker has said. In English, the more exaggerated the intonation range, the stronger the interest – so, to show concern, amazement or shock, the rising intonation becomes more pronounced. 4 and 5 show agreement: tag questions with a falling intonation are used to elicit agreement – they are used conversationally just to show you are listening or to encourage the listener to show they are following by agreeing with you. 6 shows surprise: when a tag question has a rising intonation, it’s because it is being used to show surprise or concern or to check that was has just been said previously has been understood correctly. 5b • Optional step You may wish to play recording 79 again and ask students to listen and repeat the phrases before they practise on their own. • Ask students to work in pairs to practise saying the responses. Encourage students to use a wide range of intonation and exaggerate the rising or falling pattern (see Pronunciation note above). Unit 10 Social living 86510_U10_ptg01_189-206.indd 200 5/31/2019 12:55:35 PM Unit 10 Social living 5c [80] ★ CPT extra! Pronunciation activity [after Ex.5c] • Tell students that they are going to hear how phrases 1–6 are pronounced. Play the recording. Students listen and note which sounds are elided (lost or not pronounced). Check answers with the class. • Ask students to work in pairs to practise saying the phrases. Lesson at a glance • writing: a discursive essay • writing skill: referring to evidence Writing a discursive essay ANSWERS The phrases are effectively pronounced as follows: 1 ’fraid not 2 s’pose so 3 espec so 4 hope so 5 doubt it 6 (’d) love to Audioscript 10e A good start in life [80] 1 I’m afraid not. 2 I suppose so. 3 I expect so. 4 I hope so. 5 I doubt it. 6 I’d love to. Pronunciation notes When native speakers express themselves in English, their aim is to convey meaning and deliver words and phrases with maximum ease and efficiency. As part of the process of making phrases and sentences easier to say, sometimes a sound or even an entire small word may disappear altogether. This is known as elision. 6 • Organize the class into pairs and ask each pair to decide who is Student A and who Student B. Give students a minute or two to look back at the expressions and decide which ones to use before speaking. Remind students to focus on their intonation range and whether the intonation falls to show agreement, or rises to show interest or surprise. • As students speak, monitor their performance. Note down errors that are made and any good uses of the expressions. In feedback, point out some examples of good use, and write a few errors on the board and ask students to correct them. • Optional step Extend the activity by asking students to change roles, practise multiple conversations, and/or mingle in order to talk to lots of other students. EXAMPLE ANSWERS Model conversation: A: Hi, Maria. Fancy a cup of coffee? B: I’d love to, but I have to meet Jo in a minute. A: Jo? Really? You haven’t told me about her before, have you? 1 • Ask students to discuss the list (a–h) and decide on the four items that they think most help people to achieve professional success in life. You could do this open class or in pairs. In feedback, briefly elicit ideas. EXAMPLE ANSWERS Students’ own ideas Answers will depend on your students’ culture and personal views. In many western societies, a strong work ethic and good education are considered to be prerequisites for professional success. 2 • Ask students to work in small groups to discuss their ideas from Exercise 1 and answer the question. Elicit ideas in feedback. ANSWERS Students’ own ideas 3 ★ CPT extra! Writing activity [after Ex.3] • Ask students to work individually to read the essay and answer the questions. Let them compare answers in pairs before checking with the class. • Optional step Point out or elicit the basic structure of this discursive essay (the title poses a question; the writer begins by making a statement about the situation; the writer then states his/her own opinion; evidence is given to support the opinion, including examples; conclusions are drawn from the information given; the writer’s position is summarized). ANSWERS 1 That your prospects are determined by your own opinion of what you can achieve. 2 a recent study in Baltimore, USA 3 Students’ own opinions Writing skill referring to evidence 4a • Ask students to work in pairs to discuss how the meaning of the sentence would be affected if they replaced the phrase in bold with each of the phrases 1–8. Let them compare answers in pairs before checking with the class. 10e A good start in life 86510_U10_ptg01_189-206.indd 201 201 3/1/18 4:21 PM Unit 10 Social living and to decide how to include two or three of the phrases in the essay. ANSWERS Note that in all these sentences, the demonstrative pronoun this refers back to what has been said before. 1, 7 and 8 are used when ‘what was said before’ is clear evidence that the statement (children’s prospects are connected to their expectations) is true. 2 is used when ‘what was said before’ is an example showing that the statement (children’s prospects are connected to their expectations) is true. 3, 4 and 5 are used when we can deduce from ‘what was said before’ that the statement (children’s prospects are connected to their expectations) may be true. 6 carries a similar meaning to 3, 4 and 5. However, note the change of form: This points to children’s prospects being connected to … or This points to the fact that …. 4b • Ask students to work individually to complete the sentences in their own words. This is an opportunity to really make sure students can be accurate when writing these sentences. Monitor closely and correct and prompt as students work. • Tell students to share their sentences with a partner. In feedback, invite different pairs to share one or two sentences. EXAMPLE ANSWERS 1 Their excellent exam results prove that everybody worked hard / the teaching had been of a high standard. 2 The fact that no one passed the exam points to the exam being too hard. 3 From the age of the paper we can infer that the documents are from the eighteenth century / are genuine. 4 His popularity with the students illustrates the fact that teachers don’t have to be distant. 5 The high quality of her writing indicates that she may have studied language at university. 5 • Tell students that they are going to write a discursive essay of 200–250 words in answer to the question. Refer them to the evidence on 190 of the Student’s Book, which they can use if they wish to. The writing task could be done for homework. Alternatively, follow the steps below. • Students work individually to write their essay based on their plan, the evidence in note form on page 190 and their own ideas. Teacher development Assessing ideas for inclusion in essays Brainstorming is an effective way to create a bank of ideas for students to work with. However, students then need to assess the relevance and practicality of the ideas produced. One way of helping students to do this is by encouraging them to select and extend their ideas into a spidergram or visual ‘mind map’ of information. Typically a topic is written in the centre of a page and boxes or circles containing text radiate off it in an organized, hierarchical way. Colours, drawings, lines showing relationships between the elements and highlighting key words can all be used to aid organization. Here are some benefits of using spidergrams: 1 The very process of creating a spidergram requires students to judge the quality and usefulness of the ideas and also how they relate to one another. 2 A spidergram is an organized display of information, which may appeal to, and be very useful for, visual learners. 3 The format is a very versatile and flexible way of planning – things can easily be added, moved, highlighted or ‘demoted’ in importance. In addition, new ‘layers’ of category can easily be added, e.g. in the case above where students are advised to add notes on how to include the target language in their essay. 4 Mind maps and spidergrams make the (hierarchical) relationship of ideas more easily obvious, which will help students with the structure of their texts. 6 • Ask students to work in pairs and exchange and compare their essays. Encourage students to give each other constructive feedback on what they have written by using the questions in the Student’s Book. • Optional step Ask students to rewrite or revise their work based on their partner’s feedback before handing it to you for marking. • Optional step Organize the class into pairs to brainstorm their ideas in response to the question. In feedback, elicit ideas and write them on the board to form a bank of possibilities that students can choose from. • Ask students to work individually to read the evidence on page 190, select which ideas to use and plan how to organize the information (see Teacher development on the right). Tell students to exchange or discuss their notes with their partner. Once students have shared notes, tell them to look back at the phrases in Exercise 4a 202 Unit 10 Social living 86510_U10_ptg01_189-206.indd 202 3/1/18 4:21 PM Unit 10 Social living 10f Initiation with ants Vocabulary notes Before you watch Carnivore comes from carnem (Latin for meat) – ­compare herbivore (eats plants), omnivore (eats meat and plants), insectivore (eats insects). 1 • Read the dictionary entry with your class. Ask students to work in pairs to think of an example for each of the occasions (a–f). In feedback, elicit ideas. Accept less formal ways of marking a rite of passage, such as rituals or traditions that are specific to a certain family. In North America or Europe, some of the following apply: a christening, baby shower, registering the birth b confirmation, bar mitzvah, family party, having your first alcoholic drink c wedding, honeymoon, stag and hen party, buying a ring d buying a uniform, doing a test, having to perform a dare or forfeit e have to do a dare or commit a crime, get a tattoo, have a particular hair cut or wear particular clothes f pay a fee to join, formally introduce yourself to existing members, do a test, do a dare on the first day – sing a song 2 • Ask students to describe what they can see in the photo and to predict what part ants play in the ceremony. Elicit a few ideas in feedback. EXAMPLE ANSWERS The boy has black paint covering half of his face and some of his chest – there also seems to be some red paint on his chest. He’s holding and wearing items made from grass, bamboo or a similar plant. He’s also wearing a necklace that seems to be made of small black beads. He looks quite serious and possibly worried. Perhaps he has to find, kill, eat, or endure the ants (perhaps by letting them crawl on him or bite him). Key vocabulary 3a • Ask students to read sentences 1–6 and guess the meaning of the words in bold. Encourage students to use the context to help them. • Optional step It’s a good idea to show the pronunciation of these key words – students have to hear them in continuous speech on the video (see the strong stresses marked in Vocabulary notes below). 3b ★ CPT extra! Vocabulary activity [after Ex.3b] • Tell students to match the words in bold in Exercise 3a with the definitions (a–f). Let students compare answers in pairs. ANSWERS 2 a 3 f 4 d Agony (= great pain) and gruelling (= very difficult and involving a lot of continuous effort) are extreme words. While you watch 4 EXAMPLE ANSWERS 1 c Venom is only used to describe the poison produced by some animals, especially snakes and insects. 5 b 6 e [10.1] • Ask students to watch the video and check whether their predictions in Exercise 2 were correct. • Play the whole video. Let students compare their answers in pairs. ANSWERS Students’ own answers Videoscript 10.1 Part 1 0.00–0.44 Narrator In the remote Amazonian village of Inhube, the moan of the horns means a gruelling initiation is about to begin. Several times a year, the Sateré-Mawé Indians hold a painful eleven-hour ritual in which boys as young as twelve must stick their hands into a pair of specially-made gloves, each one infested with a swarm of angry, stinging jungle carnivores – giant tropical bullet ants. No initiate can be considered a true Indian, a warrior, until he has worn the gloves not just once, but twenty times. 0.46–0.51 Ted People say that I don’t have the courage to do it. I have and I will do it. Part 2 0.52–1.07 The men face the prospect of getting stung even before the ritual starts, when they head off to capture the ants. A stab from this predator’s abdominal spear is thirty times worse than a bee sting. 1.08–1.32 The tribe’s medicine man drugs the ants by soaking them in an herbal solution. But their stupor will only last long enough for them to be thrust, one by one, stinger first, into the gloves. According to the Sateré-Mawé legend, these menaces provide the perfect test of one’s worthiness to take on adult roles. 1.33–2.38 In less than an hour, the ants are awake. Trapped in the woven mitt, they writhe in angry desperation. They’re ready to be inserted into the ceremonial gloves. One by one, each young man steps up to the sacred pole and submits his hands to the swarm. Their agony is unmistakable. To help distract them, the medicine man leads them in a dance around the pole. To be seen as a true tribal warrior, each must endure the ants’ punishment for more than ten minutes. With each sting, the bullet ants’ neurotoxic venom attacks the nerves, causing paralysis and terrible pain, and this is only the beginning. Once the gloves are off, the stinging and burning will only grow more excruciating. 2.39–3.07 Now, after watching the others suffer, Ted’s moment of truth has arrived. Unfazed, he keeps dancing while all around him the others succumb to the poison. Slowly, the neurotoxic venom is turning their hands into swollen, simmering, paralysed stumps. Finally, the gloves come off and Ted remains standing. 10f Initiation with ants 86510_U10_ptg01_189-206.indd 203 203 3/1/18 4:21 PM Unit 10 Social living 3.08–3.15 Ted My body feels like a motor that’s heating up. If you throw water here, a lot of smoke will come out. 3.16–3.30 It takes 24 hours for the toxins to dissipate completely. As the chief sees it, the ritual not only marks the initiate’s entrance into adulthood, it makes them better men. 3.31–3.37 Chief If you live your life without suffering anything, or without any kind of effort, it won’t be worth anything to you. 3.38–3.48 Despite his long hours of agony, Ted has promised the chief he will wear the gloves nineteen more times, until he becomes a true adult. 5 [10.1] The chief says that the ritual marks the initiate’s entrance into adulthood and makes them better men; you have to suffer and make some kind of effort to really appreciate your life. Students’ own views as to whether they agree with the chief. After you watch Vocabulary in context • Ask students to watch the first part of the video (0.00 to 0.51) again and complete the table. Let students compare their answers in pairs before discussing as a class. 8a ANSWERS • Play the clips. When each multiple-choice question appears, pause the clip so that students can choose the correct definition. You could let students compare answers in pairs before discussing as a class. 1 sound of the horn 2 eleven hours 3 twelve years and upwards/older 4 giant tropical bullet ants 5 initiation into adulthood / to become a ‘true Indian, a warrior’ 6 twenty Background information Sateré-Mawé Indians are a tribe of Brazilian Indians who live on the Amazon River on the border of Amazonas and Para. This group of people speak the Sateré-Mawé language, which is a language that belongs to the Tupian family. The Sateré-Mawé Indians are most famously known for the introduction of Guarana (a plant similar to coffee) to the rest of the world. 6 [10.1] • Ask students to watch the second part of the video (0.52 to the end) again and answer the questions. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 thirty times worse than a bee sting 2 They are drugged with a herbal solution which lasts long enough for the medicine man to put them into the glove. 3 Because they are trapped in the woven parts of the inner glove. 4 to distract the young men from the pain 5 The pain gets worse. 6 He’s brave: although it hurts a lot he continues to dance and says he’s prepared to go through it again. 7 • Ask students to discuss the chief’s comments in small groups or in open class. 204 ANSWERS [10.2] • Explain that students are going to watch some clips from the video which contain some new words and phrases. They need to choose the correct meaning of the words. ANSWERS 1 c 2 c 3 a 4 c 5 b 6 b Vocabulary notes face the prospect of = come to terms with the possibility or likelihood of some future event occurring If you are worthy of being or having something, then you show the qualities that deserve the specified action or regard. If a person is unfazed, he shows no concern or worry or fear even though he or she is in a difficult situation. Videoscript 10.2 1 ‘The men face the prospect of getting stung even before the ritual starts …’ What does prospect mean? a risk b opportunity c possibility 2 ‘The tribe’s medicine man drugs the ants by soaking them in an herbal solution.’ What does soaking mean? a putting something to swim in a liquid b covering lightly with a liquid c completely covering in liquid (often for a long time) 3 ‘… provide the perfect test of one’s worthiness to take on adult roles.’ What does worthiness mean? a being deserving b being physically able c being happy and willing Unit 10 Social living 86510_U10_ptg01_189-206.indd 204 3/1/18 4:21 PM Unit 10 Social living 4 ‘… each must endure the ants’ punishment for more than ten minutes.’ What does endure mean? a welcome b fight c suffer 5 ‘… Ted’s moment of truth has arrived.’ What does moment of truth mean? a time of crisis b very important time c time to speak 6 ‘Unfazed, he keeps dancing …’ What does unfazed mean? a not embarrassed b not troubled c not thinking UNIT 10 Review and memory booster ★ CPT extra! Language games Memory Booster activities Exercises 3, 5, 6 and 8 are Memory Booster activities. For more information about these activities and how they benefit students, see page 10. I can … check boxes As an alternative to asking students to simply tick the I can … boxes, you could ask them to give themselves a score from 1 to 4 (1 = not very confident; 4 = very confident) for each language area. If students score 1 or 2 for a language area, refer them to additional practice activities in the Workbook and Grammar summary exercises. Grammar 8b 1 • Ask students to work in pairs. Tell them to complete the sentences in their own words then share them with their partner. Encourage students to ask follow-up questions and make it a short, personalized discussion in pairs. • Ask students to read the interview and answer the gist question. ANSWERS 1 I think my prospects of getting a job in advertising aren’t very good. 2 My brother was completely unfazed by doing a bungee jump. 3 I didn’t enjoy the walk because I had to endure some awful weather. 9 ★ CPT extra! Video activity [after Ex.9] • Ask students to work individually to choose one of the initiation ceremonies (a–f) from Exercise 1 and prepare notes on the rituals that take place during the ceremonies. If you have internet access in class, tell students to research the ritual online to get ideas. 10 • Organize the class into small groups. Ask students to take turns to describe the ceremonies they worked on in Exercise 9. • When each student has described a ceremony, encourage them to discuss as a group what the ceremonies symbolize and what are the most difficult things to do in front of peers (peers = people who are from the same social, professional or age group as you). ANSWERS ANSWER The key was creating a conservation area and banning fishing so that the stocks of fish, which are an important part of the ecosystem, increased. 2 • Ask students to work individually to transform the adjectives (1–8) in the interview into adverbs or adverbial phrases and put them in the correct position in the sentences. Let them compare answers in pairs before checking with the class. ANSWERS 1 acting in a concerted way/manner 2 deteriorating fast 3 campaigning hard 4 hardly any fish were left 5 incredibly successful 6 Sadly, there’s a new … 7 Currently, we’re negotiating … 8 conducted in a friendly way/manner 3 ❯❯ MB • Ask students to work individually to rewrite the sentences. Let them compare answers in pairs and discuss the meaning of the new sentences before checking with the class. Students’ own ideas ANSWERS Extra activity Ask students to work in groups to devise an appropriate ritual for anybody wishing to join their English language course. Find out which group has the best idea. 1 can we relax (more emphatic and broader) 2 had we finished one campaign than we had to begin another (more emphatic, greater sense of immediacy of the second campaign beginning) UNIT 10 Review and memory booster 86510_U10_ptg01_189-206.indd 205 205 5/31/2019 12:56:37 PM Unit 10 Social living Vocabulary 4 • Ask students to work individually to complete the descriptions with missing words. Let them compare answers in pairs before checking with the class. ANSWERS 1 rich; ethnic; generation; part; show; lend 2 extended; gatherings; knit; laugh 5 ❯❯ MB • Ask students to work in pairs or small groups and take turns to describe their own community and family. You could model the speaking activity by first giving a brief description of your own community and/or family. 8 ❯❯ MB • Ask students to work in pairs to act out the conversations in Exercise 7. Tell them to add one or two more lines to continue each conversation. The additional lines could be improvised as students are speaking, or could be written beforehand if you feel students need more support. • Optional step Ask students to work with a new partner and repeat two or three of the conversations. ANSWERS Students’ own answers ANSWERS Students’ own answers 6 ❯❯ MB • Ask students to look at the idioms in bold. Ask them to work in pairs to discuss which of them express positive ideas, which negative, and which could be either. Encourage them to give reasons and explain the meaning of each idiom, or give a further example sentence. • In feedback, invite different pairs to summarize their discussion of each of the idioms. ANSWERS Positive: 3 and 5 Negative: 1 and 2 Both: 4 and 6 Real life 7 • Ask students to work individually to match the responses in the box with the statements and questions (1–6). Let them compare answers in pairs before checking with the class. ANSWERS 1 That’s a shame. / Me neither. (also possible: Really?) 2 Definitely. / I hope so. 3 Working, mostly. / Not much. 4 Yes, it was, wasn’t it? / You enjoyed it, did you? 5 Yes, please do. / Thanks, I’d appreciate it. 6 Really? / Have you? (also possible: What about?) 206 Unit 10 Social living 86510_U10_ptg01_189-206.indd 206 3/1/18 4:21 PM Unit 11 Reason and emotion Opener ANSWERS 1 • Optional step Write Happy on the board. Divide the class into two halves. Ask one half to think of as many synonyms as they can in one minute. Ask the other half to think of antonyms. Find out which half has the longest list. Possible synonyms: cheerful, content(ed), delighted, glad, joyful, merry, overjoyed, elated, ecstatic Possible antonyms: unhappy, sad, miserable, depressed, despondent, down, low, melancholy, upset, troubled, cheerless • Ask students to describe the photo and the boy’s feelings in pairs. In feedback, elicit ideas from students. • Tell students they are going to listen to a photographer who specializes in photographing people. Play the recording. Students listen and compare their description to what the photographer says. EXAMPLE ANSWERS Students’ own ideas Possibilities: delight, happiness, feeling proud/pride, pleased with himself, satisfied The photographer says: This little boy looks so proud and pleased with himself … He’s obviously delighted to have brought lunch home for his family. Audioscript [81] What makes a good photo? The composition and the colour are very important, but actually, it’s the emotions it expresses or evokes that are key. Elijah Walker, a photo editor at National Geographic, calls it ‘emotional gravity’ – when a picture packs an emotional punch. Most often emotionally powerful photos are ones of people, when they reveal at one glance a moment of genuine joy or anger, sadness or surprise. It doesn’t have to be an extreme emotion – like looking utterly miserable or ecstatically happy. More nuanced emotions can almost be more effective in a way: a shy smile or a look of calm pride. Kids are great to photograph, because they tend not to hide their emotions in the way that adults sometimes do. I love this one. This little boy looks so proud and pleased with himself as he brings his catch back from a fishing trip. He’s obviously delighted to have brought lunch home for his family. The appeal of the photo is that it reflects a simpler kind of life with simpler pleasures. That was certainly in the mind of the photographer who took it – he’s nostalgic for this old India and concerned about increasing urbanization. 2 [81] 1 composition, colour, the emotions it expresses / emotional gravity 2 emotions that are revealed in one glance; they can be extreme or more subtle 3 Children are good to photograph because they tend not to hide their emotions as adults sometimes do. Vocabulary notes the composition (of a photograph) = the way the different elements or shapes are arranged to create a good effect It packed an emotional punch = it was very powerful emotionally – it really hit your feelings hard (e.g. made you cry or upset you) nuanced emotions = emotions that aren’t black or white but subtle 3 ★ CPT extra! Vocabulary activity [after Ex.3] • Tell students to look at the adjectives for describing emotions in the box. Ask them to work individually to put two adjectives under each category heading. Let them compare answers in pairs and discuss which adjective is the stronger one in each pair. • In feedback, provide or elicit examples to show the stronger adjective. You could also ask students to repeat any words which may cause pronunciation problems (see Vocabulary and pronunciation notes below). ANSWERS The adjective with the stronger meaning is shown in brackets: Anger: cross, livid (livid) Fear: petrified, scared (petrified) Surprise: astonished, taken aback (astonished) Happiness: content, ecstatic (ecstatic) Sadness: low, miserable (miserable) Vocabulary and pronunciation notes One way of checking these words is to ask students to think of (or look up) other words for each category and to place them in a scale. Here is a possible scale of adjectives for each (with word stress of marked): irritated ➞ cross ➞ angry ➞ furious concerned ➞ frightened/scared ➞ terrified ➞ petrified surprised ➞ taken aback / startled ➞ astonished content ➞ glad ➞ delighted ➞ overjoyed ➞ ecstatic low ➞ sad/down ➞ miserable ➞ depressed ➞ despondent 4 • Ask students to read and discuss the answers to the questions in pairs from what they remember from the recording. • Ask students to work individually to choose two of the adjectives in Exercise 3 and think of the last time they experienced those feelings. • Play the recording again. Students listen and see if they remembered the answers correctly. Let them compare answers in pairs before checking with the class. • Organize the class into small groups and tell students to take turns to share their experiences of the feelings. • Optional step Tell one or two personal stories of your own first to provide a model for this activity. 207 86510_U11_ptg01_207-224.indd 207 5/31/2019 1:01:01 PM Unit 11 Reason and emotion • Monitor as students speak and gently correct any students who misuse the adjectives. In feedback, elicit one or two examples from each group. EXAMPLE ANSWERS I was cross when the bus arrived ten minutes late this morning. I was livid when my flatmate went away for the weekend, taking my key and leaving me unable to get into the house. It rained all day on Sunday and I felt pretty miserable. The only time I’ve really felt despondent was when I was rejected by the university I’d applied to and I thought I would never have the career I wanted. Teacher development 11a Emotional intelligence Lesson at a glance • • • • reading: understanding emotions vocabulary: feelings grammar: unreal past forms speaking: modern life Reading 1 ★ CPT extra! Lead-in activity [after Ex.1] • Ask students to discus and define the term emotional intelligence. You could do this in pairs or in open class. Elicit ideas in feedback. Checking stress and pronunciation in new words Asking Advanced-level students to match, categorize or rank lexical sets of new words in terms of form, meaning and use is an effective way of learning and checking meaning. However, it is equally important to help students explore how to pronounce these new words correctly. Here are some suggestions to support this: 1 Invite students to say which words they don’t know how to pronounce. Then ask them to have a try saying the words. Correct any errors by getting them to listen and repeat the words after you (or the recording, if there is one). 2 Ask students to mark the strong stresses in new words. Then read them out. Students listen, check and amend their notes as necessary. 3 Ask students to match new words to stress patterns. For example: Oo (livid); oO (content); Ooo (miserable, petrified); oOo (astonished, ecstatic). 4 Ask students to identify specific pronunciation features, e.g. silent letters (the first ‘e’ in miserable), weak schwa sounds (the ‘e’ in taken and first ‘a’ in aback) or particularly challenging sounds (the /ɪʃt/ sound at the end of astonished). ANSWERS Emotional intelligence, or EI in its abbreviated form, is the ability to recognize, judge and deal with one’s own emotions and those of others. How it might be helpful: in tasks that involve problem-solving; in building relationships with others; in roles where you have to manage people or work as a team; when you are helping people who are in distress or experiencing problems; when you want to come across well, for example at an interview; in stressful situations, etc. 2 [82] ★ CPT extra! Reading activity [after Ex.2] • Ask students to read sentences 1–6 carefully. Check any difficult words (micro-expressions = the small movements of our face that reveal how we feel). • Ask students to read the article and decide whether the sentences are true (T), false (F) or the information is not given (NG). Let them compare answers in pairs before checking with the class. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWERS 1 F (if you are someone who often feels anxious and on edge in the modern world … and wish you were more in control of things, perhaps it’s time you looked into EI training.) 2 T (EI training is about learning to … distinguish constructive emotions from harmful ones … you get to know when to follow you head and when to follow your gut feeling.) 3 NG 4 T (… excitement might be influencing an important decision.) 5 NG 6 T (Understanding these micro-expressions is very useful for managing relationships … supposing you were … trying to decide whether to trust the other person; an ability to read such signals could be invaluable.) 208 Unit 11 Reason and emotion 86510_U11_ptg01_207-224.indd 208 3/1/18 4:22 PM Unit 11 Reason and emotion Extra activity Ask students to work in pairs or small groups to discuss the following: Do you agree that life is becoming more stressful and difficult to deal with emotionally? Do you think EI training is a good way to help with this? Why? / Why not? Vocabulary feelings 3 ★ CPT extra! Vocabulary activity [after Ex.3] • Ask students to match the expressions in bold in sentences 1–6 with the feelings they describe. Let them compare answers in pairs before checking with the class. ANSWERS 1 sad 2 confused and disorganized 3 optimistic 4 exhausted 5 very surprised 6 very happy 4 • Tell students they are going to work in pairs to talk about a time when they last had each of the feelings in bold in Exercise 3. You could provide a few examples from your own experience to model the activity. • Ask them to work individually first to prepare ideas before sharing their experiences with a partner. Grammar unreal past forms 5 • Ask students to read the information in the grammar box and match each sentence with the definitions (a–f). Let them compare answers in pairs before checking with the class. ANSWERS a 3 b 4 c 2 d 6 e 5 f 1 Refer students to page 176 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 1 1 didn’t 2 had 3 not go 4 had been 5 would stop 6 moved 7 could 8 watch 2 1 ’s time you went home 2 wishes he earned/earnt more money 3 ’d just as soon she asked 4 only I’d stayed in touch 5 ’d rather cook the meal 6 wish my colleagues would knock EXAMPLE ANSWERS 3 I felt a bit down after losing the match. My brother’s having a tough time at university at the moment – the pressure of exams is too much for him and he’s all over the place. I feel upbeat about the interview. I think I’m a strong candidate and I’ve done lots of preparation for it. On Friday evening, after a hard week at work, I always feel done in. My friends organized a surprise birthday party for me – when I walked in I was speechless! I was thrilled to bits when we won first prize! 1 wish I hadn’t decided 2 would rather they didn’t make / wish they didn’t make 3 ’d rather live 4 it’s time I spoke 5 what if it doesn’t help 6 wish we lived 7 If only we’d decided Extra activity Ask students how they would feel in the following situations: You’ve won the lottery. Your football team lost 5–0. Your friends invite you on a trip to Paris. You’ve just completed your first marathon. You’re driving to the beach and it’s starting to rain. Ten friends are coming for dinner at your place in an hour. Grammar notes would rather / would just as soon Note that would is often abbreviated to ‘d and both forms are followed by a clause with the verb in the past form (the past form is used, but it’s referring to a present or future hypothetical time). We can also use would rather / sooner / prefer to + infinitive when we say that we prefer one thing to another thing (e.g. I’d rather go out than stay in.). wish / if only These forms also apply the ‘one tense back’ rule because they are hypothetical – so, the past refers to a present or future hypothesis, and the past perfect refers to a hypothetical situation in the past (here, a regret that something happened or didn’t happen). 11a Emotional intelligence 86510_U11_ptg01_207-224.indd 209 209 3/1/18 4:22 PM Unit 11 Reason and emotion supposing Strictly speaking, supposing should be followed by a past form to express hypothesis. However, in common usage, native speakers often revert to present forms to convey a sense of immediacy (especially when they see the hypothesis as possible): Supposing you lose your job, what will you do? (compare with: Supposing you lost your job, what would you do?). 6 • Ask students to work individually to write the sentences in full, using unreal past forms. Elicit the first answer to get students started. Let them compare answers in pairs before checking with the class. • In feedback, ask students to refer to rules to explain their choice of forms. ANSWERS 1 It’s high time he sorted out his life. 2 I wish I didn’t have to commute to work every day. 3 If only I’d listened to his advice, none of this would have happened. 4 I’d rather you had shown me the letter before you had sent it. 5 Modern life is too hectic. I wish people would just slow down a bit. 6 It’s time we left. In fact, I wish we had left a while ago. 7 • Optional step Ask students to read the story for comprehension first. Ask: What’s the joke? (The manager is narrow-minded and is so used to managing that he even delegates the process of making a wish. Then, when his chance comes again, rather than having the vision and imagination to make a fabulous wish for himself, he continues to manage his staff and wastes his wish on simply ensuring that they return to work when they were due to.) • Ask students to complete the story with the correct forms. Let them compare answers in pairs before checking with the class. ANSWERS 1 rubbed 2 would come out 3 did 4 were lying / was lying 5 would take 6 made Grammar notes Note (in item 4, above) that were is the subjunctive past form used after I, he, she and it in hypothetical sentences. Many consider it the most correct form. However, in modern usage, If I was … or I wish he was … is now common and acceptable. 210 8 • Ask students to work individually to complete the statements with the correct forms of the verbs in the box. Let them compare answers in pairs before checking with the class. ANSWERS 1 didn’t talk 2 didn’t get 3 could show 4 were/was, would find 5 would teach 9 • Ask students to work in pairs to discuss the statements in Exercise 8. Encourage students to give examples and ask follow-up questions. In feedback, elicit views from the class. ANSWERS Students’ own ideas Speaking my life 10 • Tell students that they are going to discuss the list of things that irritate people about modern life. • Optional step Ask students to prepare ideas individually first. Set a four-minute time limit for students to read the list, add their own ideas, and think of how to use phrases from the lesson to talk about them. • Organize the class into groups of three or four. Tell students to take turns to share ideas. • As students speak, monitor closely and note any errors students make with unreal past forms. • In feedback, find out if groups managed to agree on which two things are the most irritating and ask them to share their conclusions with the class. • At the end, write up five or six errors you heard in short sentences or extracts on the board. Ask students in pairs to correct the errors. EXAMPLE ANSWERS Students’ own ideas Here is a top ten list of hates adapted from a national British newspaper: 1 People driving close behind you 2 People who smell of body odour 3 People who eat with their mouth open 4 Rude shop assistants 5 Slow internet connections 6 Dog owners that don’t clean up after their dog 7 Noisy eaters 8 Spam email 9 Adverts in between TV programmes 10 People reading over your shoulder Unit 11 Reason and emotion 86510_U11_ptg01_207-224.indd 210 3/1/18 4:22 PM Unit 11 Reason and emotion 11b Thinking fast and slow Lesson at a glance • • • • listening: irrational thinking wordbuilding and pronunciation: heteronyms grammar: conditionals and inversion speaking: mind games Listening 1 ★ CPT extra! Revision activity [before Ex.1] • Ask students to work in pairs to discuss situations 1–5. You may need to pre-teach follow your instinct (= do something spontaneously depending on how you feel and not how you think). ANSWERS Students’ own ideas 2 [83] • Tell students they are going to listen to the first part of a lecture about psychologist Daniel Kahneman. Ask them to read questions 1–3 carefully. You could get them to predict what the listening will be about from the image, and from the content of the questions (see Teacher development below). • Play the recording. Ask students to listen and note answers to the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 how we make certain judgments and decisions 2 Nobel Prize in Economics 3 asking people questions Audioscript [83] Part 1 Psychologist Daniel Kahneman’s study of how we make certain judgments and decisions won him the Nobel Prize in Economics in 2002. What Kahneman found was that what seemed like rational decisions were often based on irrational thought processes. His research, which was based on asking people certain questions, is key to understanding how emotions can affect what should be otherwise logical decisions. If you just look at the screen, you’ll see three examples of the type of questions that he asked. These were taken from his book Thinking fast and slow. I’d like you now to answer each one, but without thinking too hard about it. Should you get them wrong, you won’t be alone: most people do, so please don’t worry. Teacher development Pre-listening activities: prediction In real life, it is unusual for people to listen to something without having some idea of what they are going to hear. If we listen to a news programme, we may already have heard something of the topic that is covered and may be familiar with the people, places or situations described. When listening to a TV programme, we may have read the TV guide description, or even seen the previous episode and we have the visual context to help us. A shop assistant knows the items for sale in the shop and has some idea of the questions that customers are likely to ask. In a second language, listening is a challenging skill to develop because students need to deal with unfamiliar accents, sounds, words and structures at speed. This is made more difficult if we do not know the topic under discussion, the context, or who the speakers are. As a result, it can be invaluable to include a prediction stage before students listen to a recording. Here are some suggestions: 1 Ask students to predict what content they are going to hear from any related photos or illustrations on the page. These images are likely to reveal information about the topic or speaker or both. Here, the image shows a coloured MRI scan of brain pathways. Encourage students to speculate what ‘MRI’ stands for (Magnetic Resonance Imaging), what the different colours may represent and how a psychologist might interpret an image like this, or what type of research might involve an MRI scan. 2 Get students to predict from the rubric and the questions provided. The rubric tells students they are going to hear a ‘lecture’ about a ‘psychologist’. From this, student might predict that the listening will be a monologue, is likely to be either in neutral or formal register, and may include some scientific vocabulary and statistics, for example. The questions themselves give substantial clues as to the type of information the lecture will include. 3 Get students to predict from any other clues they see or information they have. Find out, for example, what students already know about Kahneman, or about thinking instinctively (fast) or not instinctively (slow). 3 • Ask students to read the three questions that the lecturer puts on the screen during the lecture. Tell students they have one minute to answer the questions. After a minute, let them compare answers in pairs but don’t provide answers. ANSWERS Students’ own answers 4 [84] • Play the recording of the second part of the lecture. Students listen and note answers. Let them compare answers in pairs before checking with the class. 11b Thinking fast and slow 86510_U11_ptg01_207-224.indd 211 211 3/1/18 4:22 PM Unit 11 Reason and emotion 5 ANSWERS 1 1 53 2 Neither statement is statistically more probable. 3a/3b Logically, you should answer both these questions the same way – either choosing certainty, or choosing risk. 2 Our intuition can be unreliable and irrational and affects our ability to use more conscious, deliberate thought to make good decisions. Audioscript [84] Part 2 So, what did you get? The answer to the first question is 53, but actually that’s not what’s interesting here. Kahneman says that what’s psychologically interesting is that if for some reason you already had a high number in your mind, you would give a higher number as an answer. So, for example, if someone had just been talking with you about the weather and had said the temperature today was 82 degrees Fahrenheit, your answer to the Africa question would have been a higher number than if you had been told it was 28 degrees Celsius today. The answer to the second question is of course that neither is statistically more probable. However, the majority of people give the answer as ‘b’. Were the same question presented as a logical formula, few would make this mistake. But we are influenced by the plausible details, preferring the human story to the hard logic. What about the last one? Well, if we look at both questions together, logically, you should choose the same option in both 3a and 3b – that is to say, you should either choose certainty or to take a risk. But it seems that most of us take fewer risks when there’s a chance of winning something, so we choose the £500 for certain. However, if we are offered a chance to get out of a losing situation, most of us will take the gamble, i.e. we’ll go for the 50% chance of losing £1,000. What Kahneman is trying to demonstrate is that our intuition can be unreliable and irrational. He describes our brain as having two systems: System One, where we form intuitive responses, and System Two, where more conscious, deliberate thought occurs. 212 [84] • Ask students to work individually to match the questions (1–3) in Exercise 3 with what they tell us about the way we think (a–c). Let students compare answers in pairs. • Play the recording of the second part of the lecture again. Students listen and check answers. ANSWERS a 2 (We assume Linda is a feminist because of our preconceptions and the influence of the plausible details of the human story.) b 3 (Probabilities are the same in 3a and 3b – it’s illogical to choose different answers.) c 1 (The number we choose here is influenced by high or low numbers we have recently heard or thought about – the temperature we have just heard is irrelevant to the question asked.) 6 • Ask students to discuss their own experiences open class or in pairs. Encourage students to give details and ask each other follow-up questions. Elicit interesting ideas or stories in feedback. Extra activity Ask students to say why they bought any of the following: an item of clothing they are wearing, their current mobile phone, their current car, their last holiday. Ask whether it shows clear thinking or not. Wordbuilding heteronyms Pronunciation heteronyms 7a [85] • Ask students to read the information in the language box. Say the word deliberate out loud several times as a verb – /dɪˈlɪbəreɪt/ – and as an adjective – /dɪˈlɪb(ə)rət/. You could ask students to listen and repeat the word chorally, then individually. Note that there are two recorded examples of deliberate in item 1 of Exercise 7a. The problem is that on many occasions, System One is always trying to help System Two, often with imperfect information. And so the result can be imperfect. Were it not for System One, in other words, if we were more aware of this influence, we would make better decisions, particularly financial decisions. Indeed, some people say that had the financial regulators been more aware of irrational thinking, the banking crisis of 2008 probably wouldn’t have happened. • Ask students to work in pairs to decide which words in bold are verbs and which are adjectives, and where the stress falls in each word. Background information ANSWERS Daniel Kahneman /ˈkɑːnəmən/ (born 1934) is a psychologist who is known for his work on the psychology of judgment and decision-making, as well as behavioural economics. His findings challenge the assumption that human rationality has the strongest influence in modern economic theory. 1 a adjective; b verb 2 a verb; b adjective 3 a verb; b adjective 4 a adjective; b verb 5 a verb; b adjective • Play the recording. Students listen and check. You could ask students to repeat the sentences after the recording, paying careful attention to the words in bold. Alternatively, ask students to work in pairs to practise saying them. Refer students to Workbook page 91 for further practice. Unit 11 Reason and emotion 86510_U11_ptg01_207-224.indd 212 3/1/18 4:22 PM Unit 11 Reason and emotion Pronunciation notes ANSWERS Heteronym /ˈhɛtərə(ʊ)nɪm/ may be defined as each of two or more words which are spelled identically but have different sounds and meanings, such as tear /tɛ:/ meaning ‘rip’ and tear /tɪə/ meaning ‘a drop of liquid from the eye’. a i) sentences 1 and 5 ii) sentences 2–4 and 6–9 b The subject and verb have been inverted as in a question; the word if has been left out. c It means ‘if this thing or situation did not exist’; it’s followed by a noun. d more formal Regardless of whether they are verbs or adjectives, the strong stress in these words is on the same syllable. However, when the words are verbs, there is a secondary stress on the suffix -ate, meaning that it is pronounced fully /eɪt/, not reduced to a weak /ət/ sound. Verbs: deliberate /dɪ’lɪbəreɪt/; separate /ˈsɛpəreɪt/; articulate /ɑːˈtɪkjʊleɪt/; duplicate /ˈdjuːplɪkeɪt/; elaborate /ɪˈlabəreɪt/ Adjectives: deliberate /dɪ’lɪb(ə)rət/; separate /ˈsɛp(ə)rət/; articulate /ɑːˈtɪkjʊlət/; duplicate /ˈdjuːplɪkət/; elaborate /ɪˈlab(ə)rət/ 7b ★ CPT extra! Pronunciation activity [after Ex.7b] • Ask students to work individually to prepare two sentences using words from Exercise 7a. • Tell students to work in pairs and exchange sentences with their partner. Students should try to say the sentences with the correct pronunciation. Alternatively, you could ask them to work together in pairs to prepare the sentences before passing them to another pair to practise. EXAMPLE ANSWERS Students’ own ideas The politicians are deliberating the issue. That was a deliberate attempt to cheat. This will separate the men from the boys. There’s a separate changing area for families. Extra activity Here are some quotes. Ask students to say how they would pronounce the words ending with -ate and to discuss the quotes: If you can clearly articulate the dream or the goal, start. You can’t separate peace from freedom. The more we elaborate our means of communication, the less we communicate. We’re all just animals. That’s all we are, and everything else is just an elaborate justification of our instincts. Grammar conditionals and inversion 8 • Tell students to read the example sentences in the grammar box. Check the form rules for conditionals by pointing out the tense of the words in bold and asking students to identify the tense used (see Grammar notes below). • Ask students to discuss the answers to the questions in pairs. Refer students to page 176 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 4 1 if I have time – if I had time 2 they’ll continue – they continue 3 she’ll be able – she’d be able 4 won’t – wouldn’t 5 would be – was 6 you remembered – you’d remembered 5 1 put 2 change 3 wouldn’t have 4 hadn’t been 5 lose/lost 6 ’ll/’d 7 don’t need 8 were 9 wouldn’t have bought 10 hadn’t spent 11 would have been able to / would be able to 6 1 Should … be 2 Had … known 3 Had … treated 4 Were 5 Had … not arrived 6 Should … sell Grammar notes Form First conditional: if + present, will/might/may + infinitive without to Second conditional: if + past, would/could + infinitive without to Third (past) conditional: if + past perfect, would/could/might + have + past participle Inverted conditionals: auxiliary + subject + main verb, would or should + subject + present, will + infinitive without to Meaning First conditionals are used to refer to ‘real’ situations – that is, situations the speaker thinks may actually happen in the present or future. 11b Thinking fast and slow 86510_U11_ptg01_207-224.indd 213 213 3/1/18 4:22 PM Unit 11 Reason and emotion Second conditionals refer to ‘unreal’ hypothetical situations, that is, situations the speaker thinks can’t happen because they are impossible or very unlikely. Third conditionals refer to a hypothetical situation in the past – these are often regrets or criticism of things that did or didn’t happen. In second and third conditionals, we can use a more formal structure (if it wasn’t / weren’t / hadn’t been for + noun) to mean ‘if this thing or situation didn’t exist or hadn’t existed’. 9 • Ask students to work individually to rewrite the conditional sentences using an appropriate inverted conditional form. Elicit the first answer and write it on the board to get students started. Let them compare answers in pairs before checking with the class. ANSWERS 1 Should anyone ask, please don’t tell them it was me who told you. 2 Had I thought about it longer, I think I would have got the answer right. 3 Had they taken my advice, they wouldn’t be in this situation now. 4 Were you to take the job, I am sure you wouldn’t regret it. (or Should you take the job …) 5 Were I to analyse the part my emotions played, I’d probably make fewer bad decisions. 6 Should you need any help, I hope you will feel able to call me. Grammar notes Inverting conditional forms involves locating the correct auxiliary verb then inverting it with the subject. You may need to help students locate the auxiliary. We use Had with third conditionals – identifying the had is straightforward as it’s used in the original sentence (e.g. If I had known ➞ Had I known …). We use Were … to … with second conditionals (e.g. If I lived … ➞ Were I to live …). With first conditionals, use should, particularly when a modal is already used (e.g. If I should win … ➞ Should I win …). Note that this kind of transformation exercise is regularly featured in external exams – it may be useful to practise such transformations if your students plan to sit exams. 10 • Optional step Tell students to read the two short texts for gist first. Ask: Can you tell or guess anything about person A or person B from what is written in each text? (We don’t have any real information about person A, but we can deduce that person B is relatively fit and agile as the person reacted quickly and jumped out of the way of the cyclist. We also know that he/she travels by bus.) • Tell students to work in pairs to discuss what they would do in each situation described. Elicit ideas in feedback. ANSWERS 7 ‘d 8 have/‘ve 9 Had 10 would/could/might 11 been 12 were 1 would/’d 2 were 3 found 4 take 5 were 6 to 11 • Ask students to work individually to write about decisions they have made in their lives using the sentence stems. Complete the first example from your own experience, or elicit one or two examples from the class to get them started. Monitor and help with vocabulary, ideas and corrections as students prepare. EXAMPLE ANSWERS Students’ own answers 1 Were it not for my parents, I would have left school early. / I would have given up learning English. 2 Had it not been so expensive, I would have bought a new car. / gone on last weekend’s trip to London. 3 Were I not such a lazy person, I think I would have learned the guitar. / have run a marathon by now. 4 I would have become a vet, had I been any good at biology at school! 5 Had I not been so young at the time, I might have learned some Swedish before my family left Stockholm and moved to America. 12 • Organize the class into new pairs. Tell students to take turns to share sentences and ask follow-up questions. In feedback, ask what students found out about their partners. • Optional step Follow up by telling the class about decisions you have made and getting your class to ask you questions. ANSWERS Students’ own ideas Speaking my life 13 ★ CPT extra! Speaking activity [after Ex.13] • Organize the class into new pairs. Ask students to discuss the puzzles for no more than 30 seconds each, and decide on answers. Tell students to check the answers on page 155 of the Student’s Book. • Discuss the point of each puzzle as a class. • Ask students to work individually to complete the text with one word or contraction in each space. Let students compare answers in pairs. 214 Unit 11 Reason and emotion 86510_U11_ptg01_207-224.indd 214 3/1/18 4:22 PM Unit 11 Reason and emotion ANSWERS 1 The bat costs $1.05 – $1 dollar more than the ball costs, which is 5 cents. If you got the puzzle wrong (most people say $1.00), don’t be discouraged – so did more than 50 per cent of students at Harvard, MIT and Princeton. $1.00 is the intuitive, but incorrect answer. 2 Most answer yes, but according to probability it should be an equal number of yes and no. The point of the first puzzle is to show how important it is to stop and think before giving a quick answer. The point of the second puzzle is that we are influenced by more than just simple logic. We already have the disappointment of losing $30, but we don’t want the added disappointment of not seeing the show. 14 • Give students time to prepare ideas individually. You could set up the activity by describing a dilemma of your own or by having a class brainstorming session on dilemmas that could be talked about. • Organize the class into pairs to take turns to describe a dilemma. Encourage students to elaborate by using the listed points in the Student’s Book, ask follow-up questions and discuss the dilemmas fully. In feedback, ask individuals to summarize what their partner told them. Find out which students faced the most difficult decisions. EXAMPLE ANSWERS Ideas include: which university to go to, what to study, which career to follow, who to marry, what to call your children, whether to take a job or not, how to spend a large sum of money you have been given, where to live, whether to buy or rent a property, whether or not to report a crime, etc. 11c Who’s working for who? Lesson at a glance • • • • Reading 1 ★ CPT extra! Revision activity [before Ex.1] • Ask students to look at the photo on page 135 of the Student’s Book and discuss the questions. You could do this open class or in pairs. • Optional step Brainstorm words and phrases students would use to describe the photo: robot, artificial intelligence, machines, high tech, futuristic, experimental, exciting, fascinating, worrying, creepy, etc. EXAMPLE ANSWERS 1 Students’ own answers 2 Machines like cars are largely put together by machines nowadays – the cars are designed on computers; the parts are moved by machines (conveyors, forklift trucks); the parts are connected and painted by machines with robotic arms. Newspapers are now designed exclusively on computers, and printed on large automated printing presses. 3 Possible jobs include: performing surgery, providing services (robots as waiters, shop assistants, hotel receptionists), doing dangerous jobs (mining, bomb disposal, space exploration). 2 Extra activity Ask students to discuss the following moral dilemma – The Prisoner’s Dilemma: Imagine that you are a member of a gang and you have been arrested with another gang member. Both of you are being kept in separate prison cells that are far away from each other and you have no way of communicating with each other. The police do not have enough evidence to convict both of you with major charges and instead offer you and the other member a bargain. You have two choices: A You can remain silent. B You can betray the other member and testify that he has committed the crime. Then there are three outcomes: 1 If you betray the other member and he remains silent, you will be set free and he will serve three years in prison. (But this also works vice versa. If you remain silent and he betrays you, you will serve three years in prison.) reading: artificial intelligence critical thinking: analysing structure word focus: beyond speaking: technology and occupations [86] ★ CPT extra! Speaking activity [after Ex.1] • Ask students to read the article and make notes on the listed points. Let them compare answers in pairs before checking with the class. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. EXAMPLE ANSWERS Sarah’s story: Financial Times journalist – competed with computer to write report for the newspaper – computer was quicker but Sarah’s report was better – Sarah could distinguish facts that readers would find interesting What Sarah’s story tell us: AI is intelligent but not intelligent enough to make humans obsolete just yet … but more parts of our work can and will be done by machines in future. Other jobs currently done by machines: manufacturing, stock market trading Other jobs currently done by people: boring, monotonous jobs, e.g. checking the work machines do 2 If you betray the other member, and he betrays you too, you will both serve two years in prison. 3 If you and the other member both remain silent, you will both serve only one year in prison. What would you do, and why? Note that there is no ‘correct’ answer – it is down to each person’s personal view and moral code. 11c Who’s working for who? 86510_U11_ptg01_207-224.indd 215 215 3/1/18 4:22 PM Unit 11 Reason and emotion Background information Vocabulary notes The Financial Times (FT) is an English-language international daily newspaper with a special emphasis on business and economic news. If you feel under threat, you feel that someone or something may cause you harm (here, take away your job). Sarah O’Connor is the employment correspondent for the Financial Times. She created a Twitter storm in 2015 when she reported a story with the headline A robot has killed a worker in a VW plant in Germany. Many thought that the similarity of her name to a character in the film Terminator (Sarah Connor) made the story a bit concerning. Sci-fi loving students in your class may notice the coincidence. 3 • Tell students to read questions 1–6 carefully. Then ask them to read the article and choose the best options. Here, subtlety refers to the finer points of detail or perspective that you need to make a report interesting. Monotonous is used to describe anything that is boring because it’s repetitive or always the same (e.g. a job, routine, voice). Bizarre is often used critically or dismissively – if it is bizarre, it’s strange in a way you can’t or don’t want to understand. • Let students compare their answers in pairs before discussing as a class. In feedback, ask students to justify answers by referring to the text. Critical thinking analysing structure ANSWERS • Ask students to read the article again carefully and answer questions 1–4. 1 She wasn’t worried that her job was under threat from AI. (line 3 onwards: Sarah O’Connor did not really think she was one … was fairly sure that her artificial intelligence (AI) rival would be quicker than her, but at the same time felt confident that she would be able to produce a better-crafted report …) 2 making a distinction between that was significant and of interest, and what was not (lines 20–22: the program was unable to make a distinction between significant facts and facts that readers would find interesting.) 3 They don’t think they will any time soon. (lines 25–26: AI is intelligent but not intelligent enough to make humans obsolete just yet.) 4 It occurs when technology replaces jobs, which has already happened in manufacturing but hasn’t yet in the services sector. (lines 40–41: Technology has already largely replaced people in manufacturing. If it does the same in the services sector – banks, restaurants, shops …) 5 It is when machines learn to do tasks that they weren’t specifically programmed for. (lines 43–45: ‘machine learning’, the idea that machines can learn to do tasks for which they have not been specifically programmed.) 6 because they involve tasks that computers are not good at (lines 51–52: ‘crowdwork’, boring tasks that machines are not good at but can be done by an army of independent human workers from their home computers.) 4 • Ask students to work individually to find words or expressions in the article that match the definitions 1–6. Let students compare their answers in pairs before discussing as a class. 216 The phrase fall short comes from the idea of throwing something which doesn’t go far enough and lands a distance away from the target. If you fall short, you are not good enough to achieve your target. 5 ANSWERS Answers are provided in Exercise 6. 6 • Ask students to work in pairs to compare answers, and to describe the structure. Encourage them to justify their answers by referring to specific sections of the text. • In feedback, ask students to describe the structure of the discursive article in their own words and say whether they think it was effective. ANSWERS Answers to Exercise 5: 1 that an increasing number of people are worried that their jobs are threatened by machines (paragraph 1) 2 that machines could take over the boring parts of work, leaving (people) more time to be creative (paragraph 4) 3 There are three fundamental problems: ‘technological unemployment’, ‘machine learning’ and ‘crowdwork’. (paragraphs 4 and 5) 4 with a different problem: people are doing work you would expect a machine to do – will you be one of those lucky enough to have machines working for you, or will you be working for them? (paragraph 5) Students’ own ideas about how effective they think the structure is. It is one of several possible structures for a discursive article. ANSWERS Notes 1 under threat (line 2) 2 fell short (line 18) 3 subtlety (line 22) 4 obsolete (line 26) 5 monotonous (line 54) 6 bizarre (line 59) The structure of this article could be expressed thus: describe the problem ➞ give a possible solution ➞ explain why this is not the whole solution ➞ describe the real problem Unit 11 Reason and emotion 86510_U11_ptg01_207-224.indd 216 3/1/18 4:22 PM Unit 11 Reason and emotion Word focus beyond Speaking 7 • Ask students to use the context of the article and the sentence given to work out the meaning of the expressions using beyond. Elicit ideas from the class. ANSWERS was beyond it = it was too difficult or complicated for it to do 1 recognition 2 doubt 3 me 4 means 5 a joke 6 the call of duty Vocabulary notes Beyond basically means ‘after’ or ‘past’ and can be used with time, place or amounts (e.g. beyond midnight, beyond the horizon, beyond ten per cent). This basic meaning informs the idiomatic uses in this lesson. 1 beyond recognition = so different it was past being recognized (impossible to recognize it) 2 beyond doubt = it’s past being doubted (impossible to have any doubts) 3 beyond me = too difficult for me to understand or deal with 4 live beyond your means = to spend more money than you have or earn 5 beyond a joke = too serious to be funny any longer 6 beyond the call of duty = used to say that it’s unfair to have to work so much or do such demanding or stressful things 8 • Ask students to work in pairs or small groups. Students think of a personal example for each situation using the expressions from Exercise 7. Tell them to take turns to share their ideas. Encourage students to give details and ask follow-up questions to develop the conversation. EXAMPLE ANSWERS 1 My old school / the city centre where I live has changed beyond recognition. 2 A new house / A new car / Private school for the kids is beyond my/our means at the moment. 3 Having to work weekends / travel around the world / pay for my own coffee seems beyond the call of duty. 4 This bad weather / The rising cost of inflation is beyond a joke. Extra activity Organize the class into pairs. Ask students to find other common uses of beyond in a learner’s dictionary and to write personalized sentences showing their meaning. Ask pairs to share sentences with another pair. Possibilities: beyond our control = when you are not in control of a situation; beyond belief = when you don’t believe something because it’s so bad; beyond dispute = nobody could disagree; beyond repair = it can’t be fixed. my life 9 • Ask students to work in pairs or small groups to discuss the questions and give reasons for their views. Remind students of the areas of ‘technological unemployment’, ‘machine learning’ and ‘crowdwork’ that are mentioned in the article. In feedback, elicit ideas and reasons and open up a class debate. EXAMPLE ANSWERS Students’ own ideas Police work: routine jobs such as paperwork, surveillance, etc. could be done by robots – but not subtle things like communicating with people in the community, making an arrest, using a weapon Healthcare: dispensing medicine, performing routine surgery, monitoring patients – but not talking to patients, diagnosing and decision-making Childcare: observing, feeding and doing routine tasks; but people are needed to deal with any problems, watch for safety, comfort and interact with children on an emotional level Public transport: already used on some tram and train networks – driverless cars, taxis and buses still sci-fi – need a person to make decisions in busy city centres and deal with unexpected situations Legal work: robots could interview and take notes and carry out routine tasks (e.g. drawing up contracts or wills); need person for decision-making, interpretation of complex and varied information, and for work in court Teaching: teaching grammatical rules, facts and figures could be done by a robot, as well as some marking and preparation, but anything involving subtle judgments, feedback, etc. is best done by a person 10 • Organize the class into pairs or groups of threes or fours. Ask students to discuss the question. If the majority of your class are students, you could allocate them job ‘roles’ and ask them to explore the question from that particular point of view. ANSWERS Students’ own ideas Extra activity Ask students to research one of the robots from the following films. Ask them to make a presentation describing the robot, describing its advantages and disadvantages, and saying how likely it is that such a robot could exist, either now or in the future: Terminator (1984), RoboCop (1987), WALL-E (2008), Star Wars – R2D2 (1977), Westworld – Gunslinger (1973), 2001: A Space Odyssey – HAL 9000 (1968). 11c Who’s working for who? 86510_U11_ptg01_207-224.indd 217 217 3/1/18 4:22 PM Unit 11 Reason and emotion 11d You look concerned Conversation 2 l = Lewis; o = Ohoud l: Hi, Ohoud, how are you doing? Mind if I join you? Lesson at a glance o: Hi, Lewis. No, of course not. • real life: recognizing feelings • pronunciation: adjectives ending -ed l: How are you? You look a bit troubled. o: o, I’m not troubled, really, I’m just a bit distracted. N I’m trying to make a card for my brother. It’s his thirtieth birthday. I can’t seem to get it right. l: Can I have a look? o: Sure. But it’s not finished yet. What do you think? Real life recognizing feelings 1 ★ CPT extra! Lead-in activity [before Ex.1] • Optional step Start by checking the meaning of any words in the statements that students are unsure of: guarded (= you don’t show your feelings or opinions because you don’t want people to know about you or get information from you); wear your heart on your sleeve (= show your feelings in a very open way). • Ask students to work in pairs to discuss which, if any, of the statements apply to them, and which they could apply to people they know. Encourage them to give reasons and examples. Er, what’s it supposed to be? o: I t’s a person skateboarding in a skateboard park – that’s his hobby. Oh dear, I think I’d better start again. It’s not very obvious, is it? l: h, sorry. I didn’t mean to offend you. I genuinely O couldn’t make out what it was. But that’s probably just me being stupid. I can see it now you say it. Perhaps it’ll be clearer when you add a bit of colour. Conversation 3 p = Paola; m = Megumi ANSWERS Students’ own answers 2 l: [87] • Tell students they are going to listen to three conversations. Ask them to read the two questions. • Play the recording. Students listen and note answers to the questions. Let them compare answers in pairs before checking with the class. p: i Megumi. I haven’t seen you for ages. How are H you? Jen said you’ve got a new job with an American company in Tokyo. m : Oh hi, Paola. Yes, that’s right. With Disney. I’m going to be in charge of merchandise for Disney book characters, like Winnie the Pooh and Alice in Wonderland and Pinocchio. I’m really excited. Why are you smiling? Did I say something funny? p: h, sorry. Don’t get me wrong – I wasn’t laughing O at you. I’m really happy for you. It was just the idea of being in charge of all those cartoon characters – it conjured up a funny mental image. But it sounds amazing and a lot of fun. When do you start? ANSWERS 1 Conversation 1: colleagues Conversation 2: friends Conversation 3: friends 2 Conversation 1: frustrations at work Conversation 2: making a birthday card Conversation 3: new job at Disney Audioscript [87] Conversation 1 j = Jennie; f = Felipe 218 3 [87] • Tell students to read the information in the table before they listen again. • Play the recording again. Students listen and complete the table. Let them compare answers in pairs before checking with the class. ANSWERS Speaker’s feeling Comment by other speaker Hi, Jennie. Yeah, I’m fine. You know … 1 Felipe: frustrated j: ou don’t seem that fine. Are you sure everything’s Y OK? Jennie: You don’t seem fine. Is there anything I can do? 2 Ohoud: distracted f: orry. I’m just a bit frustrated. Nothing seems to be S working out today. I came in early to get some work done and I couldn’t log into the system because they’re doing some maintenance work. Now Fran has just rung and said she needs me to go to a meeting that I really don’t want – or need – to go to. It’s all lost time. Lara: You look a bit troubled. I didn’t mean to offend you. 3 Megumi: excited Paola: Don’t get me wrong – I wasn’t laughing at you. I’m really happy for you. j: Is there anything I can do? f: No, don’t worry. I’ll get over it! Thanks, though. j: Hi, Felipe. How are you? f: Unit 11 Reason and emotion 86510_U11_ptg01_207-224.indd 218 3/1/18 4:22 PM Unit 11 Reason and emotion 4 • Ask students to read the ‘recognizing feelings’ expressions in the language box. Check any new words: troubled (= having problems, worried about the problems you have), distracted (= not able to concentrate, thinking of something else), sounded … abrupt (= sounded angry, rude or unfriendly). • Ask students to discuss questions 1–4 in pairs. In feedback, elicit the expressions from the box that students would use in each case. ANSWERS See the Pronunciation notes below. Pronunciation notes Generally speaking, the regular past participle -ed ending, used in many adjectives, is pronounced /d/ after voiced sounds (vowels and voiced consonants), /t/ after unvoiced sounds (unvoiced consonants such as /t/ and /p/), and /ɪd/ after the consonant sounds /t/ or /d/. EXAMPLE ANSWERS 5c 1 Is there anything I can do? 2 You seem a bit worried. or You look a little troubled. 3 I didn’t mean to sound ungrateful. or I didn’t mean to be rude. 4 Did I say something funny? • Ask students to work in pairs to predict how they think the words in the box are pronounced. [89] • Play the recording. Students listen and check. Check answers with the class. ANSWERS Pronunciation adjectives ending -ed 5a [88] • Ask students to work in pairs to predict how the adjectives in the box are pronounced. • Play the recording again. Students listen and check. Let students compare their answers in pairs before checking with you. • Optional step Play the recording again. Students listen and repeat. Note the strong stresses (shown underlined below). ANSWERS /d/: annoyed, confused, preoccupied, puzzled, troubled /t/: embarrassed, shocked /ɪd/: distracted, frustrated, offended Audioscript [88] annoyed confused embarrassed distracted frustrated offended preoccupied puzzled shocked troubled worried Extra activity Check the meaning of the words by asking students to put them into categories. Here are possibilities: Showing concern or worry: troubled, distracted, worried, preoccupied Showing anger or upset: annoyed, frustrated, offended, shocked busied /ˈbɪzi:d/ naked /ˈneɪkɪd/ readied /ˈrɛdi:d/ rugged /ˈrʌɡɪd/ sacred /ˈseɪkrɪd/ Audioscript [89] busied naked readied rugged sacred Pronunciation and vocabulary notes Note that the -ed in worried can be pronounced with /ɪd/ or /i:d/, but in busied and readied it must be pronounced /i:d/. In rugged, naked and sacred, it is pronounced /ɪd/, but you wouldn’t expect this because this ending usually only comes after a /t/ or a /d/ (e.g. wanted, handed). So, caked /keɪkt/ but naked, and bugged /bʌɡd/ but rugged. All are examples of the unpredictable relationship between spelling and pronunciation in English. rugged = used to describe a landscape that is wild and uneven sacred = having special religious significance 6 • Organize the class into pairs. Ask students to work individually first to prepare ideas (i.e. to think about things that are annoying, frustrating or distracting them right now or these days). Point out that we often use the prepositions by or about with these words (but note preoccupied by/with and offended by/with). 5b • Ask students to improvise conversations in pairs using as many of the adjectives as they can, and also the expressions for describing feelings and misunderstandings. • Ask students to work in pairs to establish rules about the pronunciation of adjectives ending in -ed by referring to their answers to Exercise 5a. Elicit their conclusions in open class. • As students speak, monitor their performance. Correct mispronunciations or note down errors students make. In feedback, write errors on the board and ask students to correct them. Showing confusion: confused, puzzled, embarrassed 11d You look concerned 86510_U11_ptg01_207-224.indd 219 219 3/1/18 4:22 PM Unit 11 Reason and emotion EXAMPLE ANSWERS Students’ own ideas A: Are you OK? You look a bit annoyed. B: Oh, sorry, I’m just a bit frustrated by this exercise. / I’m worried about today’s test. / I’m distracted by what’s happening outside the window. A: I’m sorry to hear that. Is there anything I can do? B: Not really, but thanks anyway. 11e Don’t get me wrong Lesson at a glance • writing: an email message • writing skill: avoiding misunderstandings Writing an email message 1 7 • Organize the class into new pairs. Depending on your class, you could approach this activity in a variety of ways. You could ask students to prepare and script dialogues before acting them out and trying to commit them to memory. You could ask students to improvise dialogues. You could ask students to prepare ideas in pairs before walking round the class in a mingle and improvising dialogues with different students. You could ask students to prepare just one of the conversations before acting it out for the class to watch. • Ask students to discuss the questions in pairs. In feedback, briefly elicit ideas. EXAMPLE ANSWERS 1 Because we can’t hear the tone of the person’s voice, or see their facial expression while they are communicating, it makes it easy to misinterpret an email. 2 Students’ own answers 2 • As students speak, listen to and monitor their performance. Note down errors students make. In feedback, write errors on the board and ask students to correct them. • Ask students to read the extract from a business communications forum and compare their ideas from Exercise 1. Let them compare answers in pairs before checking with the class. ANSWERS ANSWERS Students’ own ideas People generally treat an email like a face-to-face conversation, but we aren’t able to communicate feelings with gestures, facial expressions and tone of voice in an email – the reader must imagine the tone – that’s why it’s so easy to misinterpret the content. 3 ★ CPT extra! Writing activity [after Ex.3] • Ask students to read the extracts from emails (A–F) and match them with how they were interpreted by the reader (1–6). Let students compare their order in pairs before checking with the class. ANSWERS 1 b 2 d 3 e 4 a 5 c 6 f Writing skill avoiding misunderstandings 4 • Ask students to work individually to rewrite each email extract to make it clearer in tone and more polite. Point out that they may also want to change some of the wording in general, as well as using phrases from the box. • Elicit one or two ideas for the first email to get students started. Let them compare answers in pairs before checking with the class. EXAMPLE ANSWERS A Thanks. I got your report. I really appreciate your help with this. It took me slightly by surprise as I didn’t expect to see it until the end of the month. 220 Unit 11 Reason and emotion 86510_U11_ptg01_207-224.indd 220 5/31/2019 1:02:16 PM Unit 11 Reason and emotion B Thanks for letting me know about Jessica’s farewell party next Saturday. Please don’t take this the wrong way, but I hoped you were going to change the day of the party to one I could manage. I don’t want to pressure you, but it would be great if you could. C Thanks for your suggestions. Please don’t take this the wrong way, but in the end we’ve decided that we’re going to stick to the original plan. We do really appreciate your time and help, though. D As you might know, we’re going to the races next week and a couple of spaces have become free at short notice. Would you like to come? It would be great if you could. E Thanks for the email asking for my opinion. Without wanting to be rude, personally, I think the blue curtains look nicer. F Without wanting to be rude, I know you’re very busy, but could you reply to the email I sent two days ago? I don’t want to pressure you, but the deadline for a decision is today. 5 • Ask students to read the situation and prepare an email using the list of points. One way of doing this is to first ask students to write the email in simple, straightforward terms, without worrying about its tone or politeness, and then to work in pairs to revise and improve the email using phrases to avoid misunderstandings. • Monitor as students write and give help with vocabulary and ideas. 6 11f Madeleine the robot tamer Before you watch 1 ★ CPT extra! Vocabulary activity [before Ex.1] • Optional step Ask students to list all the intelligent machines they possess, e.g. smartphone, digital TV, games console, robot vacuum cleaner, dashboard computer in the car, GPS system, tablet, etc. Find out who has the longest list, and find out which intelligent machine is of most importance to your students. • Ask students in pairs to look at the list (a–d) of machines and programs that are ‘intelligent’ and discuss which they find useful and which they find annoying. In feedback, elicit some ideas. ANSWERS Students’ own ideas 2 • Ask students to look at the photo and caption and answer the questions. Encourage students to discuss the questions in pairs or small groups. Elicit a few ideas in feedback. EXAMPLE ANSWERS It looks industrial (large, heavy, functional). It seems to have moving parts – perhaps it can lift things, move things, attach things or build things. • Ask students to work in new pairs and exchange and compare their emails. Encourage students to give each other detailed feedback on what they have written. You could ask students to rewrite or revise their work based on this feedback before handing it to you for marking. Key vocabulary 3a • Optional step At the end, you could put students’ completed work on the walls of the classroom. Students walk round and read each other’s work. • Ask students to read sentences 1–5 and guess the meaning of the words in bold. Encourage students to use the context to help them. Teacher development 3b Giving real purpose to writing tasks Life Second Edition aims to give students the opportunity to practise writing tasks that reflect real-life reasons for writing (emails, stories, discursive essays, reports, etc.). In real life, we write for a particular audience, knowing that the piece of writing has a clear purpose and will be read with attention. As far as possible, we should aim to recreate this in the classroom. Here are some suggestions: 1 Ask students to exchange emails and to imagine they are its intended recipient. Tell them to write a brief response to the email. Note that this is a separate, final stage to do after you do the exchanging emails to check stage (Exercise 6 above). 2 Put the written work up on the classroom wall. Ask students to walk round and compare emails and to write a positive comment on any emails that they consider well written. 3 If you have the technology, get students to write and send similar emails to each other online. • Tell students to match the words in bold in Exercise 3a with the definitions (a–e). Let students compare answers in pairs. • Optional step Check the words in the glossary at this stage. ANSWERS 1 d 2 a 3 e 4 b 5 c Vocabulary and pronunciation notes Open-source is a recently coined term from the world of computing – it can only really be used in a technology context. If using something is intuitive, then it’s easy to use because it works in the way that we naturally expect it to – the opposite is counter-intuitive. A tweak is an informal term for a minor adjustment – it’s used to say that something can be easily fixed. Give examples of hand gestures – e.g. waving or thumbs up. Note the phrase on the premise/belief/assumption that … . 11f Madeleine the robot tamer 86510_U11_ptg01_207-224.indd 221 221 5/31/2019 1:03:20 PM Unit 11 Reason and emotion While you watch 4 [11.1] • Tell students to watch the video and note the answer to the question. Play the whole video. Let students compare their answers in pairs before discussing the questions. ANSWERS To react to people’s movements, coming closer to them when they walk near. To help people to see an opportunity for interacting with robots and to think about what other kinds of interactions we might have with them. Videoscript 11.1 Part 1 0.00–1.14 Madeline Humans and robots are companion species on this planet. We need each other. But it’s also a scary thing. It replaces the need for some of what we do, of our own labour. In my mind, we need to change these systems, from replacing human labour to augmenting and expanding and incorporating humans into the process. The ideal scenario is to find the win-win: that what I do with a robot is exponentially better than what a person can do, or what a robot can do. What we see now are a global community of researchers and designers and artists really challenging the basic premise of what these machines should be doing and can do. They can be basically reconfigured to put the human at the centre of that experience and interaction. 1.15–2.19 We are in the Boston dry docks at Autodesk’s brand new build space. So this is the robot I’ve been working with for the past ten weeks. This is a ABB IRB-6700 and it’s a machine that can move up to seven metres per second; it can hold 300 kilograms, over 600 pounds. What we did here is we just gave this robot the ability to see us as we moved around the space around it. So we hooked up a bunch of cameras onto the ceiling and we created some software that lets the robot see basically the entire environment around it. And what we’re trying to show here is that we can actually, with really simple tweaks to this existing technology, we can make it responsive to people and make it easy to use by people. So just through your natural gesture, the way you might communicate with another person, you can tell the robot to come a little closer, or to come over here, to come pick something up. Part 2 2.20–3.12 So a lot of what we’re doing here is really pushing the boundaries of what natural gesture can communicate to this machine. The goal is to make this experience with the robot as intuitive as possible and the fact that you’re getting constant feedback between what you’re doing and how the robot is responding – it lets you discover how to control and interact with it. Someone who’s never even seen this robot before can begin interacting with it and controlling it. For people who have used and seen industrial robots, they probably have never seen it without it doing something or having something on the end of it, a tool for spot-welding or a gripper. So I’m hoping that it’s a new experience for them too, to be able to see maybe more potentials for it because they’ve never seen a robot that’s moved quite like this, never seen it so open-ended. 3.13–3.43 There are really two sides of making this project and bringing this project to life. One half of it is the engineering and the logistics side of this, where you’re on the computer ten, twelve hours a day. And then, when everything comes together 222 and you’re in a space with the robot and you just have a very raw experience with this animal-like machine responding to your every move, all the technical aspects sort of melt away into the background. 3.44–4.24 It’s incredibly important to have opportunities and spaces to come in and experiment and misuse these existing technologies, because that’s how you find innovations around our current problems. By doing this, by open-sourcing these tools, and by making it available and by sharing the knowledge behind this, then together as a community we keep on lowering those barriers and making it more accessible. And making it more exciting for people who don’t see themselves as traditional roboticists or computer scientists – people who just want to nerd out about robots. You don’t need to be an expert to do that; everyone has permission to do that. 5 [11.1] • Ask students to watch the first part of the video (2.20 to 2.19) again and complete the summary. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 need 2 replace 3 expand 4 artists 5 people 6 seven 7 cameras 8 gestures Vocabulary notes a win-win situation = a situation which is positive for both humans and robots 6 [11.1] • Ask students to watch the second part of the video (2.20 to the end) again and note answers to questions 1–5. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 a more interactive one – a bit more like a humanhuman interaction 2 because the robot isn’t doing a specific industrial job and does not have a special tool attached to it 3 the ‘raw experience’ of just interacting with the robot 4 it’s the way you innovate 5 anyone and everyone After you watch Vocabulary in context 7a [11.2] • Explain that students are going to watch some clips from the video which contain some new words and phrases. They need to complete the collocations. Point out that two of the words, in each case, collocate with the words in each clip, but only one collocation has the correct meaning in the context. • Play the clips. When each multiple-choice question appears, pause the clip so that students can choose the correct collocations. You could let students compare answers in pairs before discussing as a class. Unit 11 Reason and emotion 86510_U11_ptg01_207-224.indd 222 5/31/2019 1:04:24 PM Unit 11 Reason and emotion 7b ANSWERS 1b 2a 3c Videoscript 4c 5b 6c 7a 8b 11.2 1 ‘The scenario is to find the win-win …’ a worst-case b ideal c good 2 ‘… a global community of researchers and designers premise of and artists really challenging the what these machines should be doing and can do.’ a basic b plain c simple • Ask students to work in pairs. Tell them to complete the sentences in their own words then share them with their partner. Encourage students to ask follow-up questions and make it a short, personalized discussion in pairs. EXAMPLE ANSWERS 1 I don’t know what’s going to happen with my job. The ideal scenario would be a pay rise. / a promotion. / a fresh start. 2 Sony / Samsung / Microsoft is a company/organization that’s always trying to push the boundaries of technology. 3 An example of when everything came together for me was when I met the woman who is now my wife. 8 3 ‘We are in the Boston dry docks at Autodesk’s new build space.’ a nearly b crystal c brand • Ask students to work in pairs or small groups to choose and discuss which adjectives best describe their reaction to Mimus and what they saw in the video. • In feedback, ask different pairs to say which adjectives they chose and why. 4 ‘So a lot of what we’re doing here is really the boundaries of what natural gesture can communicate …’ a establishing b spreading c pushing Students’ own ideas 9 ★ CPT extra! Speaking activity [after Ex.9] • Ask students to work in pairs to discuss the questions about robots. 5 ‘There are really two sides of making this project and bringing this project to ANSWERS .’ a an end b life c reality • In feedback, ask different students to present their ideas to the class. ANSWERS Students’ own ideas 6 ‘And then, when everything together and you’re in a space with the robot and you just have a very raw experience …’ a falls b sticks c comes 7 ‘… all the technical aspects sort of melt away into the .’ Background information In the extra activity at the end of Lesson 11c, a list of films featuring robots was given. Here is the list repeated: Terminator (1984), RoboCop (1987), WALL-E (2008), Star Wars – R2D2 (1977), Westworld – Gunslinger (1973), 2001: A Space Odyssey – HAL 9000 (1968). Other possibilities: I, Robot – Sonny (2004), Alien – Ash (1979), and Ex Machina – Ava (2015) a background b distance c picture 8 ‘… by making it available and by sharing the knowledge behind this, then together as a community those barriers …’ we keep on a mending b lowering c breaking 11f Madeleine the robot tamer 86510_U11_ptg01_207-224.indd 223 223 3/1/18 4:22 PM Unit 11 Reason and emotion UNIT 11 Review and memory booster ★ CPT extra! Language games Memory Booster activities Exercises 3, 5 and 7 are Memory Booster activities. For more information about these activities and how they benefit students, see page 10. I can … check boxes As an alternative to asking students to simply tick the I can … boxes, you could ask them to give themselves a score from 1 to 4 (1 = not very confident; 4 = very confident) for each language area. If students score 1 or 2 for a language area, refer them to additional practice activities in the Workbook and Grammar summary exercises. Grammar 4 • Ask students to work individually to choose the correct option to complete the sentences about feelings. Let them compare answers in pairs before checking with the class. ANSWERS 1 a bit on edge 2 livid 3 taken aback 4 thrilled to bits 5 down 6 petrified 5 ❯❯ MB • Ask students to make their own sentences. You could do this as a pairwork speaking activity, or you could ask students to prepare their sentences individually in writing first, and then share ideas in pairs. 1 EXAMPLE ANSWERS • Ask students to work individually to complete the article by putting the verbs in the correct form. Let them compare answers in pairs before checking with the class. Students’ own answers 1 I’m not depressed, I’m just a bit down because I got a bad test result. 2 I’m a bit all over the place at the moment because I’ve just heard the news that my mum is seriously ill. 3 I’m absolutely done in. Remind me never to work the whole weekend again! 4 You seem surprisingly upbeat for someone who’s just lost their job. Is there something I don’t know? 5 I simply can’t believe Mark’s been arrested. I’m speechless. 6 I don’t like being scared, so I’d rather watch a thriller than a horror film, to be honest. ANSWERS 1 give 2 told 3 could 4 wouldn’t ask 5 had 6 praises 7 Were I to be asked 8 Had you been instructed 9 didn’t know 2 • Ask students to read the article again and answer the questions. You could do this in pairs or in open class. ANSWERS 1 The problem with measuring emotional intelligence is that it relies on the respondent knowing their own feelings, and being truthful in their responses. 2 Most of us are inclined / tend to give untruthful responses about our weaknesses. 3 ❯❯ MB • Ask students to work in pairs to recall and discuss the three different forms that follow the word wish and to identify which of them are used in the article. Encourage them to underline the uses in the text. • Optional step Ask students to say what we use each of the three forms to express (see notes in answers). ANSWERS 1 wish + past = to talk about a present situation that we would like to be different (used in statement 3: I wish I could control my bad habits … ) 2 wish + someone + would = to express the fact that we would like someone to do or stop doing something, often used to complain (used in statement 4: I wish people wouldn’t ask me personal questions.) 3 wish + past perfect = to talk about a past situation that we would like to be different (not used in the article) 224 Vocabulary Real life 6 • Ask students to work individually to complete the phrases that recognize other people’s feelings. Let them compare answers in pairs before checking with the class. ANSWERS 1 You look/seem a bit 2 say something funny/wrong 3 seemed/sounded; rude/abrupt (also possible: was; direct) 4 be rude / sound ungrateful 5 didn’t upset you / offend you / say something wrong 6 out wrong / out the wrong way 7 ❯❯ MB • Ask students to work in pairs to prepare and act out conversations where there has been a misunderstanding. ANSWERS Students’ own answers Unit 11 Reason and emotion 86510_U11_ptg01_207-224.indd 224 5/31/2019 1:08:57 PM Unit 12 Mother nature Opener 1 • Optional step Ask students to describe the photo in detail. Ask: What exactly can you see? What angle is the photograph taken from? How do you think the person feels? How does it make you feel? • Ask students to discuss the questions in pairs. In feedback, elicit ideas from students. EXAMPLE ANSWERS Students’ own ideas The photo shows a mountainous landscape with snowcapped peaks and large boulders and crags – there is a blue lake in the valley. The sky is clear and it’s a sunny day. There is a person – possibly a woman – who is wearing a rucksack and is standing and looking at the view. 2 [90] tongue’ and it’s a piece of rock which juts out high over a lake. I love the contrasts in the landscape here: glassy smooth lakes, wooded hillsides, snow-capped mountains. It’s all on such a huge scale: as a person, it makes you feel kind of small, but it has a very calming effect too. Speaker 3 People associate Wales with rich farmland and lush green valleys, but where I live in Blaenavon it’s rugged, hilly terrain. Blaenavon is a UNESCO World Heritage Site, recognized for its importance in producing coal and iron in the nineteenth century, which is strange in a way, because in their time these industrial sites were considered a blot on the landscape. The industry’s gone now and modern Blaenavon is nothing special, really. But what is special, at least for those of us brought up here, is that shared social history and sense of community. Those things are deeply connected to the land, because it was the coal and iron that gave people their livelihood. • Tell students they are going to listen to three people describing the landscape where they live. Ask them to read questions 1–3 before they listen. Background information • Play the recording. Students listen and note answers to the questions. Let them compare answers in pairs before checking with the class. Norway is famous for fjords – long, narrow, deep inlets of the sea between high cliffs. A troll is a mythical creature from Scandinavian mythology – they typically appear to cause mischief. ANSWERS 1 Speaker 1: Azraq, east of Amman in Jordan; desert Speaker 2: the village of Tyssedal in Norway; dramatic scenery – a valley between a fjord and a mountain Speaker 3: Blaenavon in Wales; rugged, hilly, industrial landscape 2 Speaker 1: it’s beautiful – nature untouched by man Speaker 2: loves the contrasts in the landscape, it’s all on a huge scale, but still calming Speaker 3: the shared social history and sense of community connected to the industrial landscape 3 Speaker 2 Audioscript [90] Speaker 1 I live in Azraq, east of Amman in Jordan. Officially the area is a desert, but not the desert of sand dunes and a blue, cloudless sky that most people think of. It’s flat, rocky land with sparse vegetation. Some people think it’s a bleak, monotonous landscape, but for me it’s very beautiful. It is nature untouched by man. Azraq itself is the site of an oasis. So all around the water are tall grasses with some palm trees here and there and it attracts many birds. Speaker 2 My village, Tyssedal, is in a valley between a fjord and the mountains. This part of Norway is famous for its dramatic scenery and we get a lot of hikers and tourists in the summer, particularly to Trolltunga. It means ‘troll’s Azraq means ‘blue place’. Amman is the capital of Jordan, a country in the Middle East, south of Syria. Blaenavon (or Blaenafon) is a town that grew up around an ironworks, which opened in 1788. The site of the old ironworks is now a museum. South Wales (Wales is a principality and part of the UK) was once one of the world’s largest coal and steel producing centres. 3 [90] ★ CPT extra! Vocabulary activity [after Ex.3] • Ask students to read the features of landscapes in the boxes, which are mentioned by speakers 1, 2 and 3. • Play the recording a second time. Students listen and write the adjectives that are used to describe the features of the landscapes. Let students compare answers in pairs. ANSWERS Speaker 1: a blue, cloudless sky; sparse vegetation; a bleak, monotonous landscape Speaker 2: dramatic scenery; wooded hillsides; snow-capped mountains Speaker 3: rich farmland; lush green valleys; rugged, hilly terrain Vocabulary notes sparse vegetation = very few plants (because of dry or poor land) bleak = used to describe places that are bare, unfriendly and unattractive monotonous = here, used to describe places that are uninteresting because everything looks the same (e.g. a flat plain or desert) 225 86510_U12_ptg01_225-242.indd 225 3/1/18 4:22 PM Unit 12 Mother nature wooded hillsides = the hills are covered with trees rich farmland = good for growing things lush = used to describe natural places that are full of plants and are wet and green rugged = wild and rough hilly terrain = land that is covered with hills a blot on the landscape = a building or structure that is so unattractive or out-of-place that it ruins the view 12a The why of where Lesson at a glance • • • • reading: geo-literacy wordbuilding: adverb + adjective collocations grammar: approximation and vague language speaking: natural and man-made features 4 Reading • Ask students to work individually to read the bullet points and prepare ideas first. Elicit an example or two to get them started. 1 ★ CPT extra! Lead-in activity [after Ex.1] • When students are ready, organize the class into small groups. Students take turns to describe the places they have chosen. In feedback, find out if any students described the same places. Did they have the same experience and opinions of that place? EXAMPLE ANSWERS Students’ own ideas I love the sandy beaches and rugged coast line of Cornwall in the UK. I grew up there and it really reminds me of happy days on the beach. The most dramatic scenery I have ever seen has to be the volcanoes of Indonesia. There’s nothing like Indonesia for lush green vegetation and incredible sweeping valleys with dramatic volcanoes rising up through the early morning mists. There used to a beautiful view near where I live, with rolling hills and wooded mountainsides. But last year they built a new shopping complex there. It’s such a blot on the landscape – I don’t know why they allowed it. Extra activity Show two or three pictures of internationally famous natural places (e.g. the Grand Canyon, the Amazon rainforest, the Sahara desert, the snow-covered Himalayan mountains, the Austrian mountains in the summer months, etc.) and ask students to describe them and compare them using words from this lesson. Alternatively, if your students are in or from the same country, choose photos of natural places in that country that students are likely to know. • Ask students to work in pairs to do the quiz. Set a five-minute time limit. When they have finished, let students check answers on page 190 of the Student’s Book. Find out which pairs got the most answers correct. ANSWERS Note that these answers are also given on page 190 of the Students’ Book. 1 a 2 a Monaco: Number 1 in the world (3 billionaires, population 37,800) USA: Number 13 in the world (536 billionaires, population 321 million) Kuwait: Number 14 in the world (5 billionaires, population 3.2 million) 3 b Japan (110 active) Indonesia (76 active) Nicaragua (8 active) 4 b 1 nitrogen (N2) 78.084% 2 oxygen (O2) 20.9476% 3 argon (Ar) 0.934% 4 carbon dioxide (CO2) 0.0314% 5 a Aleppo (at least 6000 BC) Varanasi (1800 BC) Beijing (1045 BC) 6 a grassland (around 50%) desert (25%) rainforest (less than 12%) 2 • Ask students to work in pairs to make a list of reasons why geography is important. Ask pairs to compare their lists with other pairs. ANSWERS Accept students’ own ideas. See the expert’s reasons (Exercise 3 answers) for a possible list. 226 Unit 12 Mother nature 86510_U12_ptg01_225-242.indd 226 3/1/18 4:22 PM Unit 12 Mother nature 3 [91] • Ask students to read the extract from an interview about geo-literacy and note the interviewee’s reasons why an understanding of geography (geo-literacy) is important. Let them compare answers in pairs before checking with the class. In feedback, compare the interviewee’s list with those made by students. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. ANSWERS 1 without a mental map of the Earth’s surface and the distribution of people across it, the world is confusing 2 Geo-literacy gives people the ability to use geographic knowledge to make connections between things and to understand how changes in nature and how our own actions affect us all. 3 It can help us to understand how actions in one place (e.g. pollution) can affect outcomes elsewhere (e.g. drought). 4 It can help us understand how the organization of a city affects quality of life. 5 Geo-literacy helps to develop cultural understanding. 4 • Ask students to read the interview again and note answers to the questions. Let them compare answers in pairs before checking with the class. ANSWERS EXAMPLE ANSWERS 1 Understanding geography (and geology) helps us find mineral resources, plan best where to build new towns, predict the weather and other natural events, avoid natural disasters; understanding geography (and geopolitics) helps us understand why there are conflicts in the world, and helps us understand people better. 2 Students’ own ideas Extra activity Organize the class into groups. Ask each group to discuss what they know about the following: the climate in Algeria the terrain in Argentina the capital cities of south-east Asia the languages spoken in Africa Ask groups to research one of these areas and to present findings to the class. Wordbuilding adverb + adjective collocations 6 • Tell students to read the information in the wordbuilding box. Ask them to cross out the adverb that does not collocate well in each group (1–8). Let them compare answers in pairs before checking with the class. Refer students to Workbook page 99 for further practice. 1 to make connections between things and to understand how changes in nature and how our own actions affect us all 2 The pollution in the northern hemisphere contributed to a drought by changing the climate – by cooling air over Europe and the Atlantic, it forced the rain further south in Africa. 3 They felt helpless and not responsible for the situation. 4 It could help us make decisions about where we live and what transport we use. 5 that it is one homogenous country ANSWERS Vocabulary notes Vocabulary notes dozens = many (a dozen is a set of twelve things, e.g. a box of a dozen eggs) Collocations need to be noted and memorized as there are usually no logical reasons why one combination of words should be an acceptable collocation while another isn’t. It is just a matter of usage. However, point out how sometimes the collocation is wrong because it’s illogical (e.g. industrially remote – you can’t be far away in an industrial sense), but sometimes it’s wrong simply because it isn’t used. appalling = awful homogenous = here, all having the same culture, language and ethnicity Background information The Sahel /səˈhɛl/ region is a biogeographic zone across Africa between the Sahara desert to the north and a region of savannah or grassland to the south. It’s hot and dry but more fertile than the Sahara. 5 ★ CPT extra! Speaking activity [after Ex.5] • Ask students to discuss the questions in pairs or small groups. In feedback, elicit answers and ideas in open class. The following should be crossed out: 1 ethnically 2 internationally 3 geographically 4 socially 5 visually 6 culturally 7 industrially 8 politically 7 ★ CPT extra! Wordbuilding activity [after Ex.7] • Ask students to work in pairs to think of as many people, communities or places as they can that fit the collocations in Exercise 6. Set a time limit of five minutes. You could elicit ideas from the class in feedback or ask pairs to compare with another pair. 12a The why of where 86510_U12_ptg01_225-242.indd 227 227 3/1/18 4:22 PM Unit 12 Mother nature 9 EXAMPLE ANSWERS Older people are more physically active these days – they go to the gym. Since the last election, 18 to 25 year olds have become more politically active. Japan is an economically/industrially advanced country. It’s politically correct to use ‘Ms’ when writing business correspondence to women. George Clooney is an internationally famous actor. Wind power is environmentally friendly. Mozart was musically gifted. Some islands in the Pacific are geographically remote. Grammar approximation and vague language 8 • Ask students to read the information in the grammar box and answer the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 Less precise words in themselves are: hundreds of, dozens of, stuff. All the others make another word imprecise. 2 -odd, (or so), (dozens of), -ish, kind of, more or less, stuff, things, or something Refer students to page 178 for further information and practice. ANSWERS TO GRAMMAR SUMMARY EXERCISES 1 1 up to 3,000 people 2 under ten hours 3 as many as five years 4 hundreds of dollars 5 under fifty cars 2 1 -ish 2 Up to 3 stuff 4 or something 5 sort of 6 and so on 3 1 up to ten people 2 sort of boring 3 or something 4 and that sort of thing 5 two hours or so 6 he has forty-odd Grammar notes Note the way these words and phrases are used in a sentence. For example, note how over, about, around, etc. go before the number (about a million) but or so goes after (a million or so). Note any other words or phrases students may know that can be used. For example, we can use sort of instead of kind of or we can use things instead of stuff. 228 [92] • Optional step Ask students to read the text for comprehension first. Ask: What did the photographer find out about Madagascar? (The landscape is incredibly varied and it’s home to 200,000 different species of plants and animals.) • Ask students to read the text and work in pairs to discuss what expressions of approximation could go in each space. Elicit the first answer to get students started. • Play the recording. Ask students to listen and write what they hear. Let them compare answers in pairs before checking with the class. In feedback, discuss which alternative suggestions from students could be used instead. ANSWERS Other possible answers are given in brackets. 1 Around (Over, Roughly) 2 or something 3 or so (-odd) 4 about (around) 5 kind of (sort of) 6 stuff (things) 7 as many as (over, around, about, roughly) 8 -ish 9 more or less (sort of, kind of) 10 over (as many as, around, about, roughly) Audioscript [92] Around five years ago, I took a trip to Madagascar to photograph the landscape. A guy I met at a party (he was a journalist or something) had told me that it had the most wonderful scenery. Normally I spend six months or so researching a place before I go there, but in this case I only spent about a week reading about it. Not long after, feeling kind of unprepared, I threw my stuff into a bag and left for Madagascar. During the trip I must have taken as many as 2,000 pictures, some of them a bit amateurish but a lot of high quality ones too. The landscape is incredibly varied. It’s more or less like a different country in each region – desert, marshes, rainforest, sandy beaches. Incredible! And all of this is home to over 200,000 different species of plants and animal. 10 • Ask students to work individually to complete the statements using their own ideas. Let them compare answers in pairs before checking with the class. EXAMPLE ANSWERS 1 greenish 2 as many as / about / around / over / roughly ten 3 kind of bleak and monotonous / sort of hilly 4 more or less / as many as / about / around / over / roughly ten 5 fast/slow; more or less / as many as / about / around / over / roughly fifty thousand 6 dozens of different things; seeing friends, playing tennis, going for a walk and so on Unit 12 Mother nature 86510_U12_ptg01_225-242.indd 228 5/31/2019 1:11:03 PM Unit 12 Mother nature Speaking my life 11 12b Nature close up • Optional step Ask students to prepare ideas individually first. Set a four-minute time limit for them to read the instructions and questions and think of and note down ideas. • Ask students to work in groups of three to five students. Tell them to take turns to describe the place they have chosen. Encourage students to ask follow-up questions to find out more. • As students speak, monitor closely and note any errors students make. • In feedback, find out what students learned about their partners’ places. At the end, write up five or six errors you heard in short sentences or extracts on the board. Ask students in pairs to correct the errors. Lesson at a glance • • • • Listening 1 ★ CPT extra! Revision activity [before Ex.1] • Explain that the Japanese poet Basho is famous for his haiku poems about nature. Ask students to read Basho’s haiku and say what the form of a haiku is. Elicit answers in feedback. ANSWERS EXAMPLE ANSWERS Students’ own ideas Near where I live there is a river and at one point there’s a wide part which is particularly beautiful. It’s a special place because not only is it very pretty, but it’s the perfect spot for families to visit in the summer. Some people fish there, but there are usually dozens of young children paddling and playing in the water. In the town near me is the biggest free multi-storey car park in Europe. It has around four or five floors and over five hundred cars can park there. It’s very popular because it’s free, and also because it’s right next to shops, restaurants, cafés and so on. three lines; five syllables in the first line, seven syllables in the second line, five syllables in the third line; seventeen syllables in total 2 • Play the recording. Students listen and note answers to questions 1–4. Let them compare answers in pairs before checking with the class. ANSWERS 1 travel guides 2 seventeenth century 3 because he wanted to escape his fame and lead a simpler life 4 that even though she was writing about places she visited, she was missing lots of the beautiful details in nature around her Read the following list, pausing after each. Tell students to write a personal example for each. Write down: 1 a touristy place ten kilometres or so from where you live 2 a newish building in your city 4 a place to visit with dozens of things to do 5 a city that’s around about the same size as the city you live in Then ask students to work in pairs or small groups to compare their ideas. Were any of them the same? [93] • Tell students they are going to listen to an extract from a radio interview with a biographer of Basho. Extra activity 3 a place near you that’s kind of cool listening: Basho’s journey idioms: adjective collocations grammar: would speaking and writing: events in nature Audioscript [93] i = Interviewer; b = Biographer i: ophie Huxter, I think you’re probably best known for S writing travel guides, but I understand you’ve been writing recently about something rather different – a Japanese poet called Matsuo Basho. Could you tell us a bit more? b : I’d love to, yes. Basically, I was on a trip to Japan, researching holidays there, and I came across this eight-day walk – the ‘Basho Tour’ – on the eastern side of the main island, Honshu. Basho was a poet who lived in seventeenth-century Japan. He was actually quite well known in his lifetime, but he wouldn’t allow his celebrity to distract him from his real interests and so, quite late in life, he decided that he would escape in search of a simpler and more peaceful existence. And at the age of 46, he set off on a journey across the island of Honshu. That journey – which is what this tour is based on – was the background to his great collection of poems, Narrow Road to a Far Province. 12b Nature close up 86510_U12_ptg01_225-242.indd 229 229 3/1/18 4:22 PM Unit 12 Mother nature i: ut why didn’t you just write about the tour? I’d B imagine that’s the sort of thing you normally write about. What was it about Basho that made you want to write about him and his poems? In Japanese, haiku are traditionally printed in a single vertical line while haiku in English often appear in three lines to parallel the three phrases of Japanese haiku. Historically, haikus were always about nature. b : Yes, that’s a good question. The thing is, as a poet, one of Basho’s preoccupations was observing nature. So, as he travelled on foot through this part of Honshu – about 1,100 miles in all he travelled – he kept a kind of diary of the things he saw. He would stop and observe what one writer called ‘nature’s modest dramas’, in other words little details or events in nature that pleased him: like the brilliant colour of a particular flower, or the way sunlight catches the spray from a waterfall and makes a rainbow, or the reflection of a floating leaf in a crystal-clear stream, the splash of a frog as it jumps into the water … And then it struck me. There I was writing about holidays and tours and hotels and so on, and I wasn’t paying attention to all these beautiful little details around me – around all of us. i: Nature’s modest dramas. b : Exactly. It wouldn’t really have worked if I had made that the focus of a travel guide, so I decided to write about Basho and his poetry instead. i: nd would you give us an example of one of the A poems? b : Yes, of course. They’re haikus – three-line poems of seventeen syllables, written in plain and simple language, but at the same time profound. Each haiku is like a polished stone. He wrote this one when he came across an old military fort, in ruins and overgrown with grass and it upset him rather. He wrote: ‘Mound of summer grass / Are soldiers’ heroic deeds / Only dreams that pass?’ 3 [93] ★ CPT extra! Listening activity [after Ex.3] • Ask students to work in pairs to discuss what the biographer said about the four things listed. You may need to check meanings (the spray from a waterfall is the water you feel lightly as small drops of water come out from the powerful waterfall). • Play the recording again. Students listen and check their answers. Let them compare answers in pairs before checking with the class. Idioms adjective collocations 4 • Ask students to tell you the correct meaning of the expression. What clues gave them the answer? (The context? The meaning of the word crystal?) ANSWER extremely clear – a crystal is a mineral rock which looks pure and transparent, like glass 5 • Ask students to read the expressions in the box and find and underline the two expressions where the second word intensifies. ANSWERS scared stiff, worried sick 6 • Ask students to match the expressions in Exercise 5 with the things they commonly describe. Elicit the first to get students started. Let them compare answers in pairs before checking with the class. ANSWERS bone dry: ground/earth brand new: a car fast asleep: a baby freezing cold: a winter’s day lightning quick: reactions pitch black: a cave rock hard: old bread scared stiff: a child sopping wet: a towel stone cold: dinner wide open: eyes worried sick: a parent ANSWERS 1 the brilliant colour 2 the way sunlight catches the spray and makes a rainbow 3 the reflection of the leaf in the crystal-clear water of a stream 4 the splash it makes when it jumps into the water 5 was in ruins and overgrown with grass and seemed forgotten Background information Matsuo Basho (1644–1694) was the most famous poet of the Edo period in Japan. Today, he is recognized as the greatest master of haiku. 230 Vocabulary notes Note that some of these collocations are regularly used in front of a noun (a brand new car, a sopping wet towel, a freezing cold winter’s day, lightning quick reactions). Others can’t be used in this way (e.g. the baby was fast asleep but not a fast asleep baby). Some of the expressions derive from similes in which the adjective is compared to the word qualifying it (so, bone dry = as dry as a bone; rock hard = as hard as a rock; pitch black = as black as pitch, a black tar-like material used in construction; lightning quick = as quick as lightning, which is quick and sudden when it appears). Unit 12 Mother nature 86510_U12_ptg01_225-242.indd 230 3/1/18 4:22 PM Unit 12 Mother nature Other expressions use intensifiers that exaggerate the adjective – if something is sopping, water is dripping from it, if something is freezing, it’s below 0 degrees centigrade. ANSWERS TO GRAMMAR SUMMARY EXERCISES Note that fast here (in fast asleep) doesn’t mean ‘quick’ – it derives from a more old-fashioned use of the word, meaning ‘locked’ or ‘closed’. Sentences 1, 3 and 4 have an incorrect use of would. 1 If you studied harder … 3 It was always very cold … or It always used to be very cold … 4 I think it will be … or I think it’s going to be … The phrase brand new has nothing to do with marketing brands; it literally means new from the fire (as in just made) – brand is a corruption of an old Germanic word meaning burned (note that today a brand can mean a mark burned into the skin of an animal). If you are scared stiff, you are so scared you are rigid and tense – you can’t move; if you are worried sick, you are so worried you feel sick. 7 • Ask students to work individually to make their own sentences and stories using three of the collocations from Exercise 5. Allow students a few minutes’ preparation time and monitor to help with ideas and vocabulary. You could model this task by telling a short story of your own using three or four of the expressions. • When students are ready, ask them to compare ideas in pairs or small groups. EXAMPLE ANSWERS Students’ own ideas One freezing cold winter’s evening, we went out to see some friends in our brand new car. Dad drove, the baby was fast asleep in the back, and I sat in the front. It was pitch black out there, so when a deer ran out of the bushes, we didn’t see it until the very last moment. Thankfully Dad managed to swerve out of the way. But for Dad’s lightning quick reactions, it could have been serious. I was scared stiff … Extra activity Divide the class into groups. Ask each group to pick three expressions from Exercise 5 at random. Ask each group to tell the group next door what three expressions they chose. Groups must write a short story of exactly fifty words using the three expressions given to them by another group. The groups then take turns to read out their stories to the class. Can the other groups (except the one that selected the expressions) say what the three expression were after only hearing the story once? 8 • Ask students to read the sentences in the grammar box and match them with the uses of would (a–g). Let students compare their answers in pairs before checking with the class. 1 c c 1 d 4 2a 3b 4d 5f 6e 6 Example answers: A: Would you like some help? B: Yes, please. I’d like some information about the park. A: What type of information would you like? B: Oh, I’d like to know more about the wildlife and the plants and trees. It’s such a beautiful park. A: Well, would you like to look at these brochures? B: I’d like something more detailed. A: OK, would you like to look at one of these books? B: This one looks interesting. How much does it cost? A: It’s 30 euros. B: Oh, I expected it to be a little cheaper … A: Well, I could give you a discount. B: That would be great, thanks. A: OK, that’s 28 euros. B: Oh, er … I’ll take the brochures, thanks. Grammar and pronunciation notes Would is a modal verb and usually followed by the infinitive without to. In informal written English, would is usually reduced to ‘d when used with a pronoun, and in spoken English, it’s reduced to a /d/ sound: I’d = /aɪd/, for example. The example of the use of would in sentence 4 in the box (He decided that he would escape …) is an example of future in the past. It expresses the idea that in the past you thought something would happen in the future. The use of would can be categorized thus: would for unreal or imagined situations; would as a past tense to talk about habitual actions; would in conditional sentences; would as the past of will in reported speech; would not meaning ‘to refuse’. In phrases like I’d love to, I’d like …, I’d imagine …, I’d hope so, the speaker uses the hypothetical would to distance, to be tentative and to be polite. • Ask students to work in pairs to discuss why would is used in each sentence (1–7). Tell students to refer to the uses listed in Exercise 8 and to match them to the examples. Elicit the answers in open class. ANSWERS 1 e ANSWERS b 6 5 9 Grammar would a 7 4 e 5 f 3 2f 3d 4c 5g 6b 7a g 2 Refer students to page 178 for further information and practice. 12b Nature close up 86510_U12_ptg01_225-242.indd 231 231 3/1/18 4:22 PM Unit 12 Mother nature Grammar notes Speaking and writing 1 A habitual action in the past. Note that here would has a comparable meaning to used to (to talk about actions that happened repeatedly or routinely in the past but happen no longer) except that we can only use would with actions. 12 ★ CPT extra! Speaking activity [after Ex.12] 2 A refusal – things ‘refuse’ to work, function or fit – it’s a way of saying that they fail to operate correctly, e.g. The car wouldn’t start. 3 The past form of will in reported speech: I won’t say a word was what was originally said. 4 That’d be difficult is a polite way to refuse – note how the use of would is distancing – it makes the statement more polite and tentative than the very direct That’s difficult. 5 Again, the distancing effect of would makes the opinion less direct here. 6 I would have come (but I didn’t) – this operates functionally as an apology or excuse. 7 The hypothetical would is used in requests to be polite or tentative. 10 • Ask students to work individually to complete the conversations using expressions with would and the words in brackets. Elicit the first answer to get them started. Let them compare answers in pairs before checking with the class. ANSWERS 1 that would be great 2 wouldn’t have thought 3 wouldn’t start; would have given 4 (that) you’d be 5 would go 11 • Ask students to work individually to write sentences with would about each of the given topics. Elicit one or two sentences to get them started. Let them compare answers in pairs before checking with the class. • Optional step Either as a model to set the activity up, or as a live listening after the activity, talk about one of the topics from your own experience. EXAMPLE ANSWERS Long walks: When I was younger, I’d go on really long walks with my dad / we’d often get lost / we’d take a picnic for the journey. If I had more time, I’d go on more long walks. I promised myself I’d take up long-distance walking / I’d join a walking club one day. Reading poetry: When I was younger, I’d spend days reading poetry books. If I had more time, I’d study poetry at college. I promised myself I’d join a poetry reading course. Nature: When I was younger, we would go on nature walks. If I had more time, I’d spend more time in the countryside. I promised myself I’d take up gardening. 232 my life • Organize the class into new pairs. Ask students to choose one of the tasks. Note that the second idea requires preparation so if you don’t want to set the preparation for homework and return to it in the next lesson, guide students to choose the first task. • Ask students to work in their pairs to take turns to give examples or describe their photo. Encourage them to give further details or examples and to ask follow-up questions. EXAMPLE ANSWERS Students’ own ideas Examples of ‘nature’s modest dramas’ could be leaves falling into ponds, ants carrying food, a bird feeding its chicks, a mouse running into a burrow. 13 • Revise the three-line, 17-syllable, 5–7–5 format of a haiku with students. Ask students to write their own haiku. If you do this in class, monitor and help, and encourage students to share ideas and feedback with their partner. Encourage them to read the haiku out loud as they are developing it, tapping out and counting the rhythm and syllables to check the form. You may wish, however, to set this for homework, so students have more time to think and write. • Optional step Ask students to write their haikus neatly on a piece of paper. That way you could display them on classroom walls and put them in a classroom poem anthology. Alternatively, if you have a school website, the haikus could be displayed there to a wider audience. Extra activity Ask students to respond to the modern English-language haikus below: This grey Apple Mac; Is it true that I use it Or does it use me? He cried liberty. Give me that or give me death: He died in the streets. Whitecaps on the bay: A broken signboard banging In the April wind. Just good friends again: He watches my maroon dress Blowing on the line … Unit 12 Mother nature 86510_U12_ptg01_225-242.indd 232 3/1/18 4:22 PM Unit 12 Mother nature 12c Rise of the urban animal Lesson at a glance • • • • reading: wildlife in our cities critical thinking: different perspectives word focus: move speaking: the animal and human worlds Reading 1 ★ CPT extra! Revision activity [before Ex.1] • Optional step Brainstorm wild and domesticated animals (see Teacher development below). • Ask students to discuss the questions. You could do this open class or in pairs. ANSWERS 1/2 Students’ own answers. It depends, of course, on where they live. On a typical day, in the UK, people might see common domesticated pets (cats, dogs, hamsters, rabbits, gerbils, goldfish, tropical fish, etc.), farm animals (cows, sheep, pigs, chickens, goats, etc.), wild birds (pigeons, sparrows, crows, blackbirds, robins, finches, kites, gulls, etc.) and occasionally wild animals (squirrels, rabbits, deer, urban foxes). 3 In the UK, pigeons, cats, dogs, urban foxes, rats and mice. Teacher development Brainstorming games Brainstorming words and phrases is a useful and fun activity with high-level students. Brainstorming activates their passive or half-remembered vocabulary, allows them to guess at words, encourages the peer teaching of words, builds lexical sets and gives students confidence by showing them (and you) how much they already know. Here are some possible brainstorming activities: 1 Category wars. Write prey and predator (or carnivore/ herbivore, farm animals/pets, tame/wild) on the board. Divide the class into two groups and allocate one of the two categories to each group. Ask the ‘prey’ group for the name of an animal in that category, then ask the ‘predator’ group for a word. Keep the pace up, asking each group in turn, until one group can’t think of any more valid examples. Alternatively, assign a scribe for each group, who writes words for their group/category on the board as people call them out. Give a time limit of two minutes. How many words can each group list on the board? 2 Alphabetical brainstorming. Divide the class into groups of four. The first student in each group must name an animal beginning with A. The next names one beginning with B. Continue round the group until one person can’t think of an animal. They are out. Continue until there is a winner. Variations include going round naming animals beginning with the same letter (e.g. bear, bison, bird, beaver, buffalo, etc.) or naming prey animals, or carnivores, or animals that live in the wild in the students’ country. 3 Personalized brainstorming. For example, students must name all the animals they have ever seen in the wild in their country, or brainstorm every pet that individuals in your class have ever owned. 2 • Tell students they are going to read an article about the rising number of animals living in cities. Ask students to work in pairs or small groups to talk and come up with three possible reasons for this trend. • Then tell students to match the urban animal names in the box with the pictures. Encourage them to practise the pronunciation of each animal name. You may need to model the pronunciation for students to repeat (see Pronunciation notes below). • In feedback, check the answers with the class and ensure that students are pronouncing the animal names correctly. ANSWERS a Students’ own ideas. For reasons why the number of animals in cities is rising, see the answers in Exercise 3. b From left to right (top row): fox, falcon, boar From left to right (bottom row): pigeon, coyote (a wolf-like wild dog native to North America) Pronunciation notes fox /fɒks/, falcon /ˈfɒlk(ə)n/, boar /bɔː/, pigeon /ˈpɪdʒɪn/ or /ˈpɪdʒ(ə)n/, coyote /kɔɪˈəʊti/ (sometimes pronounced /ˈkɔɪəʊt/ in the USA) 3 [94] • Ask students to read the article and compare the reasons they gave in Exercise 2 with the ones given in the article. Let them compare answers in pairs before checking with the class. • Optional step The reading text is recorded. You could play the recording and ask students to read and listen. • Check the words in the glossary and any other words in the article that students are unsure of (see Vocabulary notes below). ANSWERS Reasons: abundance of food in cities (discarded food, land-fills, rubbish bins); increased number of prey animals (e.g. pigeons) has attracted predators; native habitats are disappearing (urban sprawl and climate change); less animal hunting now According to the text, it’s a trend we can’t stop. Vocabulary notes There are two interesting vocabulary areas in the text: 1 the movements of animals: roam (= move far and wide), hang around (= stay in one place, waiting for something to happen), forage (= move around looking for food), tiptoe (= walk silently), scavenge (= move around looking for dead animals or waste food to eat), swoop on (= dive down on) 2 groups of animal types: carnivores (= meat eaters), insects (= small animals that have six legs and often have wings, e.g. flies and ants), rodents (= rats and mice); prey (= animals that are hunted); predators (= animals that hunt). 12c Rise of the urban animal 86510_U12_ptg01_225-242.indd 233 233 3/1/18 4:22 PM Unit 12 Mother nature 4 ★ CPT extra! Vocabulary activity [after Ex.4] 6 • Ask students to read the article again and note facts that they learned about each animal (1–6). Let students compare their answers in pairs before discussing as a class. In feedback, ask students to justify answers by referring to the text. • Ask students to work in pairs to discuss the questions. Elicit ideas in feedback. ANSWERS 1 Peregrine falcons are more concentrated in New York City than anywhere else; they have started to attack pigeons in cities. 2 There are 2,000 wild coyotes in Suburban Chicago. These animals have begun to take on some aspects of human behaviour (e.g. waiting at traffic lights). 3 Foxes are very common now in city streets, especially at night, and now feed from rubbish bins. 4 Ants’ behaviour hasn’t changed – have been living and feeding in cities for a long time. 5 Mountain lions usually need a lot of space and usually roam an area of about 1,000 square kilometres, but have adapted to living in smaller spaces, e.g. 65 square kilometres in Hollywood. As a result, they are becoming less wary of humans. 6 Some bears have stopped hibernating through winter because there is so much discarded food for them to feed on all year. Background information It is thought that there are nearly 150,000 urban foxes in England, or about one for every 300 urban people. Mountain lions are also called pumas or cougars – they live only in the Americas. A relatively small bird of prey, the peregrine falcon is the world’s fastest animal – it reaches speeds of over 320 kilometres per hour during its characteristic hunting stoop (its high-speed dive in which it plummets down on its prey). Critical thinking different perspectives ANSWERS Historical perspective: neither – it’s just a fact Environmental perspective: negative in the sense that traditional animal habitats are shrinking and some animals ‘will never adjust to it’, but positive in the sense that some animals have adapted well Safety perspective: negative – people are at risk because city-dwelling animals are more likely to attack them; people’s pets are also at risk Perspective of animal welfare: generally positive – animals are finding more food in cities so urban living is good for them in that respect 7 • Discuss what conclusion the author comes to in open class. Elicit ideas. ANSWERS The author concludes that the growth of cities has meant animals have had to adapt and that we humans also need to adapt and learn to live with animals in cities – we should also think about making our cities more animal friendly. Word focus move 8 • Ask students to use the context of the article and the sentence to work out the meaning of the expression using move. Check its meaning with the class. ANSWER come into a new place and start living in it (can be applied equally to people) 5 9 • Starting by explaining perspectives: the word means ‘points of view’. Explain that a perspective may be factual, critical, positive, negative, etc. • Optional step Start by checking the literal meaning of the prepositions in the box. You could ask students to give you example sentences for each of the prepositions. • Ask students to read the article carefully and summarize what it says about animals living in cities from the four different perspectives. Let them compare answers in pairs before checking with the class. • Tell students to complete the sentences. Ask them to compare answers in pairs and discuss meanings (see Vocabulary notes below) before checking with the class. ANSWERS ANSWERS a Rodents and insects, such as ants, have long been city dwellers; animals feel less wary of their human neighbours than in the past because animal hunting is far less popular. b Urban sprawl and climate change have meant that animals’ native habitats have shrunk or have begun to disappear. c There are more dangerous animals in urban areas and when predators lose their instinctive fear of humans, they actually become more likely to attack us. d Some animals are thriving successfully in cities and there is plenty of food for them – they are here to stay; animals that are naturally cautious or timid do better in cities; How do we turn cities into something good, something positive for wildlife? 234 1 around 2 to 3 out 4 on 5 over 6 on 7 in 8 off Vocabulary notes 1 move around = to move from one place to another 2 move to tears = to make someone feel sad, upset or emotional 3 move out = to leave a place where you were living Unit 12 Mother nature 86510_U12_ptg01_225-242.indd 234 3/1/18 4:22 PM Unit 12 Mother nature 4 move on = if you move on from a negative experience (break-up, loss, failure, etc.), you put it behind you and start feeling positive again 12d A blot on the landscape 5 move over = here, move from one place in order to get out of the way or let other people in Lesson at a glance 6 get a move on = to hurry up, to go more quickly 7 move in = to come into a new house and start living in it (opposite of move out) 8 the car moved off = the car started going Real life a debate 1 ★ CPT extra! Lead-in activity [before Ex.1] 10 • Ask students to choose two expressions from Exercise 9 and make sentences about their own experience. Tell them to compare sentences in pairs before eliciting some examples from the class. EXAMPLE ANSWERS I’m going to move in to my new flat in June. I found it hard to move on when my first girlfriend left me. I ran to catch the bus yesterday, but it moved off just as I got there! Speaking • real life: a debate • speaking skill: interrupting • pronunciation: intonation in interruptions my life 11 • Read the four descriptions of problems to the class. Tell them they are going to discuss each of them and try and think of solutions. • Organize the class into groups of three to five students. Ask students to share their views on each of the problems. In feedback, ask different groups if they have any interesting or innovative solutions. ANSWERS Students’ own ideas 12 • Discuss the question in open class. Ask any individuals with particular views or experiences to share them. If they don’t have any of the listed problems, are there any that they do have which are similar? Extra activity Ask students to work in groups to suggest ways of adapting their city in order to make it a better environment for urban wildlife. • Ask students to work in pairs to look at the facts about five of the world’s most congested cities and guess which cities they are. Ask them to turn to page 190 of the Student’s Book. Find out which pair got the most correct answers. ANSWERS Note that these answers are also given on page 190 of the Student’s Book. 1 Buenos Aires 2 Beijing 3 Bucharest 4 Jakarta 5 Mexico City 2 • Ask students to work in pairs to think of ways of reducing traffic congestion. In feedback, you could elicit ideas from pairs and open it up to a class discussion. EXAMPLE ANSWERS banning cars on certain days or at certain times; congestion charging; only allowing zero-emission cars; providing park and ride services or trams or underground rail; providing free rental bicycles; encouraging people to lift share; having improved traffic light systems; using computerization to organize traffic flow; widening roads or building new roads; building a ring road Speaking skill interrupting 3a [95] • Tell students they are going to listen to an extract from a local meeting about traffic congestion in a city. Ask them to read the questions before they listen. • Play the recording. Students listen and note answers to the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 a congestion charging scheme; banning all private cars from the centre and providing a park and ride bus service from various points on the outskirts of the city into the centre 2 a scope b cost c charged/exempt 12d A blot on the landscape 86510_U12_ptg01_225-242.indd 235 235 3/1/18 4:22 PM Unit 12 Mother nature Audioscript [95] a: OK, so we’d like to hear your views about two possible ways of relieving traffic congestion in the city centre. Craig is just going to summarize the two main proposals before we open up the discussion. Craig … b : Thank you. The first proposal is a congestion charging scheme, that is to say creating a zone in the centre of the city which vehicles have to pay a fixed charge to enter. The exact limits of the zone haven’t been defined yet, nor has the exact amount of the charge. The second proposal involves simply banning all private cars from the centre and providing a park and ride bus service from various points on the outskirts of the city into the centre. a : Thanks, Craig. So now we’ll open the discussion to the floor. Please try and keep your comments reasonably short so that everyone gets a chance to have their say. c: Well, I don’t see how we can really comment on the first proposal without knowing what the scope of the zone is and how much it’s going to cost: those are really key issues. I mean if it’s going to mean that local residents have to pay to get into the centre, then that’s not really fair, is it? I live in Charles Street which is … d : Sorry, can I just say something in answer to that? We had a similar scheme where I used to live and people who lived within the zone were exempted from paying the charge. b : Yes, I think that’s absolutely right and you can also give a discount to people who need to come into the centre for their work so that it doesn’t discriminate against them either. Otherwise you find that a lot of people who really need their cars … Pronunciation intonation in interruptions 4a [96] • Explain to students that it is important when interrupting or preventing interruptions not to sound too aggressive. Tone and delivery become key. • Play the recording. Students listen and note how the phrases in the box are pronounced with a firm but gentle tone. Audioscript [96] Sorry, can I just interrupt you there? Can I just say something in answer to that? No, hang on a minute … No, I’m sorry. I have to stop you there … Yes, but … Sorry, can I just finish what I was saying? Just a moment, please … OK, you can make your point in a moment. You’ve had a chance to speak. Can I just have my say? 4b • Organize the class into pairs to practise saying the phrases. Monitor and comment on whether students are achieving a firm but gentle tone. Pronunciation note Note how the intonation goes down (firmly) at the end of each statement. 5 c : No, hang on, hang on a minute. If you keep making • Organize the class into groups of four or five and tell them they are going to prepare to participate in a debate (see Teacher development below). Tell each group to decide who will take the role of Chair and who will be the participants at the meeting. d : Yes, but how much is the charge going to be? No one’s • Ask students to prepare ideas. They can look back at their ideas from Exercise 2 and can refer to the language box for phrases to use. exceptions for different groups of people, you’re going to end up with a system that costs a lot of money and doesn’t bring much benefit. I think you have to be strict about this … given us any … c : Sorry, can I just finish what I was saying? The point is that unless you’re strict about it, the scheme won’t bring in enough revenue to pay for itself, and so those who do pay will question the whole scheme. 3b [95] • Tell students to read the expressions for interrupting that are in the language box. Explain that they’re going to listen to the extract from the meeting again and identify the phrases the speakers use to interrupt and prevent interruptions. • Play the recording. Students listen and underline the phrases they hear. Let them compare answers in pairs before checking with the class. ANSWERS • When students are ready, ask them to roleplay the debate. As students speak, monitor their performance. Note down errors students make. In feedback, write errors on the board and ask students to correct them. Teacher development Group debates Debates can be dynamic and fun. They can involve all of the four central skills – speaking, listening, reading and writing – and include a positive element of competition, as well as encouraging critical thinking and personal confidence. Here are some ideas for organizing a debate: 1 Ensure that everybody knows what the debate is about. Here, you could write up a question: How can we reduce traffic congestion? Sorry, can I just say something in answer to that? No, hang on, hang on a minute. Yes, but … Sorry, can I just finish what I was saying? 236 Unit 12 Mother nature 86510_U12_ptg01_225-242.indd 236 3/1/18 4:22 PM Unit 12 Mother nature 2 Establish roles. Check what the role of Chair involves. You could ask students what the Chair should do: pose the question for the debate, introduce speakers, stop people who are talking too much, nominate who should speak, draw conclusions at the end. 3 Provide preparation time. Ensure that each student prepares a point of view and points to share before you start. Include time for student to select and plan how to use target language. 4 Provide a clear aim. Here, it is to get participants’ views across, and, for the Chair, to draw conclusions. 5 Set a time limit and give a clear signal as to when the debate starts and ends. 12e To the editor Lesson at a glance • writing: a letter to a newspaper • writing skill: persuasive language Writing a letter to a newspaper 1 • Optional step Bring in or show a copy of a letters page from an English language local or national newspaper. Ask students to scan read it and say what each person is writing about, and which letter is the most strongly worded. • Discuss the questions open class or in pairs. In feedback, briefly elicit ideas. EXAMPLE ANSWERS Students’ own answers People write to newspapers to complain about something in the newspaper (e.g. an opinion they disagree with), to voice a complaint about something which is directly affecting them (e.g. complaining about poor rubbish collection in their area) or a cause that they are passionate about (e.g. saving wild animals, protecting the environment). 2 • Ask students to work individually to read the letter and note answers to the questions. Let them compare answers in pairs before checking with the class. ANSWERS 1 a news item about people in the city dying from air pollution 2 there’s no political will 3 increase awareness of air pollution through public displays 3 • Read the tips to your class. Ask students to read the letter again and decide which tips are followed. Let them compare answers in pairs before checking with the class. ANSWERS Yes, it responds the same day. It refers to the article (but does not give the title or author). So-so (the letter could be shorter). Yes (points are stated boldly). It’s not angry, but not that funny either. Vocabulary notes You may want to check these words from the letter: a wake-up call = used figuratively to describe a situation when something bad happens which prompts people or governments to act prioritize = to make something the most important thing to be considered or dealt with 12e To the editor 86510_U12_ptg01_225-242.indd 237 237 3/1/18 4:22 PM Unit 12 Mother nature sealed apartments = here, used emotively to describe apartments in which doors and windows are closed, locked and blocked off to prevent anyone or anything from coming in, even air SUV (sport/suburban utility vehicle) = a large family vehicle with four-wheel drive and high ground clearance – notoriously, they use up a lot of petrol Writing skill persuasive language 4a • Ask students to work individually to match the persuasive techniques (1–6) with the extracts from the letter (a–f). Elicit the first match to get students started. Let them compare answers in pairs before checking with the class. • Optional step Ask students to note what grammatical or lexical language is used to achieve the persuasive techniques in these sentences (see Grammar notes below). ANSWERS 1 d 2 f 3 a 4 b 5 c 6 e Grammar notes Point out the following things to students: The use of conditional forms – and the inclusive ‘we’ – in sentences a and c which both appeal to shared experiences. The use of fronting to emphasize points: The problem is …. The use of emotive adverbs: desperately. EXAMPLE ANSWERS Pros: clean energy, safe, inexpensive to maintain once you have built the turbines, often placed in areas far from where most people live Cons: unattractive, a blot on the landscape, expensive to build, dangerous for birds, spoils nature experiences for tourists, can be noisy if you live nearby 6 • Ask your class whether they would choose to write a letter supporting the article’s criticism of wind farms, or disagreeing with it. Once you have established an opinion gap, divide the class into pairs – ensuring if possible that each student is with a partner who shares the same view. • Ask students to work in their pairs to write a letter expressing their views. Tell them to refer to the tips and to the model letter on the page as a guide. You could ask them to do this in class or for homework. • If students write in class, ask them to write notes first, listing the points they wish to make in their letter. Tell students to exchange or discuss their notes with their partner. Once students have shared notes, tell them to write their letters. 7 • Ask students to work in pairs and exchange and compare their letters. Encourage them to give each other useful detail on what they have written. You could ask students to rewrite or revise their work based on this feedback before handing it to you for marking. 4b ★ CPT extra! Writing skill activity [after Ex.4b] Extra activity • Tell students to work individually to choose two different persuasive techniques from Exercise 4a (1–6). Ask them to use the techniques to write two sentences on one of the subjects they discussed in Exercise 1. Divide the class into two groups. Ask the students in Group A to give their letters to Group B, and vice versa. Tell each group they are newspaper editorial panels and must read the letters to decide which one to publish in their newspaper. • As students work, monitor and help with ideas and vocabulary. Let students compare their sentences in pairs before eliciting a few examples from the class. EXAMPLE ANSWERS (for the topic of littering) The issue is one of personal responsibility. (2) At any time of day, you’ll find a sea of paper washing around our streets. (1) It has a disastrous effect on our health and well-being. (6) 5 • Start by asking students how they react to the photograph on the page – do they find wind farms acceptable and necessary or a blot on the landscape? Then tell students to imagine that a newspaper has published an article criticizing a company for building a wind farm in an area of natural beauty. • Organize the class into pairs to brainstorm pros and cons of wind farms. In feedback, elicit ideas from the class. You could build up lists of pros and cons on the board. If you prefer interaction between students without teacher involvement, get pairs to compare their lists of pros and cons with other pairs. 238 Unit 12 Mother nature 86510_U12_ptg01_225-242.indd 238 5/31/2019 1:12:15 PM Unit 12 Mother nature 12f Three years and 6,000 miles on a horse Before you watch 1 ★ CPT extra! Photo activity [before Ex.1] • Ask students to work in pairs to discuss the questions and make estimations. Encourage students to reference their previous experience and give reasons for their answers. Use the feedback to elicit ideas. EXAMPLE ANSWERS a I once did a charity walk to raise money for homeless people and I walked twenty kilometres. I think I could push it and walk at least twenty-five in a day. b I think riding a bike is much easier and more efficient than walking. I reckon I could easily cover 60 kilometres in a day, maybe more. I’ve never ridden a horse, so maybe I’d only manage fewer than ten kilometres! c 4.7 miles a day Key vocabulary 2a • Ask students to read sentences 1–6 and guess the meaning of the words in bold. Encourage students to use the context to help them. • Optional step It’s a good idea to show the pronunciation of these key words – students have to hear them in continuous speech on the video (see Vocabulary and pronunciation notes below). 2b • Tell students to match the words in bold in Exercise 2a with the definitions (a–f). Let students compare answers in pairs. ANSWERS 1 d 2 b 3 f 4 e 5 a 6 c Vocabulary and pronunciation notes The word nomadic can be used to describe traditional people living a travelling life, or, as is the case here, it can be used to describe individuals who choose not to settle down. A curse is a negative spell put on you by a witch or evil spirit – it tends to be used more light-heartedly to just mean ‘always having bad luck’. Note the strong stress: saying, miraculously, nomadic. The verb dictate can be pronounced /dɪkˈteɪt/ or /ˈdɪk teɪt/; the former is more common in British English. Yacht has an unusual pronunciation: /jɒt/; cursed: /kɜːst/. While you watch 3 [12.1] • Ask students to watch the video with the sound turned off and note what they see in relation to each of the four topics. Play the whole video. Let students compare their answers in pairs. ANSWERS The landscape: snow-capped mountain peaks, desert, bleak, dry, rugged, grasslands, lush green valleys and hills The weather: mostly cloudy and wet, foggy, with some clear skies and some snow The people: there is a western adventurer and his team and there are also local people who seem to work with horses and live in simple, remote huts or gers, they probably live in family groups The animals: there are horses which are ridden and herded, there is a domesticated dog with the adventurer 4 [12.1] • Ask students to read the questions before watching again with the sound on. Play the whole video. Students listen and note answers to the questions. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 meeting nomadic people in the Gobi Desert 2 to ride from Mongolia to Hungary 3 he couldn’t ride a horse 4 They were tied up badly; he found them unexpectedly. 5 He realized that he shouldn’t rush or make too many plans. 6 eighteen months Background information The Gobi Desert covers parts of northern China and southern Mongolia. It is important in history as part of the great Mongol Empire, and as the location of several important cities along the Silk Road (the ancient trade route across Asia). Steppe is a word used to describe treeless grassland plains (particularly in large parts of Russia – steppe is a Russian word). The Danube /ˈdænjuːb/ is Europe’s second-longest river (after the River Volga). It flows through Central Europe (including Germany, Austria and Hungary). Videoscript 12.1 0.00–0.45 Tim Cope, Adventurer When I was 21 years old I found myself in the Gobi Desert and that’s when I first came across these amazing nomadic people. So I came up with this idea that I too could get up on a horse and ride all the way from Mongolia to the edge of the Steppe in Hungary. And to ride through Kazakhstan, southern Russia, Crimea, Ukraine, learning to look at the world through a nomad’s eyes. The only problem was I couldn’t ride a horse. I set off and within five days my world had come crashing down. The horses were stolen. Life on the Steppe without a horse is like being on the ocean without a yacht. You’re really in trouble. 0.46–1.25 I kind of miraculously found them. And the guys who had my horses, they said, ‘Well, you must have tied them really badly. They came to me themselves.’ But they taught me a very valuable lesson. And there’s this Mongol saying that ‘If you ever have to rush in life, rush slowly.’ Why are you rushing? Why are you trying to leave this place? You’re just cursing 12f Three years and 6,000 miles on a horse 86510_U12_ptg01_225-242.indd 239 239 3/1/18 4:22 PM Unit 12 Mother nature yourself. And that was the turning point for me on this trip. Just to let go of my plans; to accept that humans don’t get to dictate. It’s the environment that decides when you can leave, when you can go and time’s more measured by the rise and fall of the sun, the seasons, by the availability of grass. 1.26–1.40 I’d planned the journey to take eighteen months and it was three and a half years by the time I’d arrived on the Danube. By that stage I couldn’t live without horses. And there’s no turning back after a journey like that. 5 2 ‘So I a gave b came c thought 3 ‘I off and within five days my world had come crashing down.’ a began b struck c set [12.1] • Ask students to work individually to complete the phrases. Tell them to use the context of the sentences as well as trying to remember exactly what they heard in the video. • Play the video again and tell students to complete the phrases. You may need to play and pause so that students have time to write missing words. Let students compare their answers in pairs before discussing as a class. ANSWERS 4 rush slowly 5 turning 6 rise; fall 1 through; eyes 2 down 3 ocean; yacht 4 ‘Just to a leave b lose c let 6 ‘And there’s no [12.2] ANSWERS 2 b 3 c 4 c 5 a 6 c come across = to meet by accident come up with an idea = to think of an idea set off = to start (on a journey) let go = to release; often used in the sense of allowing something to fall or go away don’t get to (do something) = aren’t able to (or aren’t allowed to) do something no turning back = you can’t turn round and go back (because you have gone too far) 12.2 1 ‘… that’s when I first back after a journey like that.’ 6b • Ask students to work individually to complete the sentences in their own words. Then ask them to work in pairs to share them with their partner. ANSWERS 1 Did you get to the beach when you were on holiday? 2 Once you have started on this journey/course/ programme, there’s no turning back. 3 You need to let go of your fear of travelling. Otherwise, you’ll never go anywhere! 7 Vocabulary notes Videoscript to dictate.’ a becoming b getting c turning • Explain that students are going to watch some clips from the video which contain some new words and phrases. They need to choose the correct collocations. • Play the clips. When each multiple-choice question appears, pause the clip so that students can choose the correct collocation. You could let students compare answers in pairs before discussing the meanings of the collocations as a class. 1 b go of my plans …’ 5 ‘… to accept that humans don’t a get b find c come After you watch Vocabulary in context 6a up with this idea that I too could get up on a horse …’ across these amazing • Ask students to work in pairs to discuss the question. • In feedback, ask different pairs to say what they think. You could follow up by asking students to say whether they have had or would like to have comparable experiences. EXAMPLE ANSWERS Students’ own ideas It sounds like he became much more patient and relaxed. He may well have returned to home and decided to live a much simpler, slower life. He also seemed to get very used to being with horses and said he couldn’t imagine life without them. Maybe he carried on riding when he got home, or perhaps he even decided to stay there. nomadic people.’ a happened b came c found 240 Unit 12 Mother nature 86510_U12_ptg01_225-242.indd 240 3/1/18 4:22 PM Unit 12 Mother nature 8 ★ CPT extra! Speaking activity [after Ex.8] • Ask students to plan a life-changing journey in pairs. You could start by eliciting ideas from the class. Alternatively, you could set this activity up by describing a journey you would like to take yourself. UNIT 12 Review and memory booster ★ CPT extra! Language games Memory Booster activities • Tell pairs to refer to the question prompts to help them in their planning. They should also discuss and plan how to present their ideas to the class. Exercises 3, 5 and 7 are Memory Booster activities. For more information about these activities and how they benefit students, see page 10. • In feedback, ask different students to present their ideas to the class, or organize students into groups of four or five to make presentations to their group (this works better in a big class). I can … check boxes ANSWERS Students’ own ideas Extra activity Ask students to say which of the following journeys appeal most and why: a trek across the Sahara on a camel a hike into the heart of the Amazon rainforest a helicopter ride over the Grand Canyon a cycling holiday from the northern coast of Spain to the southern coast crossing the Atlantic in a rowing boat As an alternative to asking students to simply tick the I can … boxes, you could ask them to give themselves a score from 1 to 4 (1 = not very confident; 4 = very confident) for each language area. If students score 1 or 2 for a language area, refer them to additional practice activities in the Workbook and Grammar summary exercises. Grammar 1 • Tell students to look at the photo and say where it might be and what the man is doing. Ask them to read the article and check their answers. ANSWERS It’s Iceland and he’s hunting/catching puffins. 2 • Ask students to work individually to use the listed words to approximate the expressions in italics in the article. Let them check their answers in pairs before checking with the class. ANSWERS 1 roughly ten kilometres / ten kilometres or so 2 fifty years or so 3 smallish 4 a bit like 5 Dozens of puffins 6 kind of fishy / a bit fishy 3 ❯❯ MB • Ask students to work individually to underline the uses of would in the article. Then ask them to work in pairs to explain the use in each case. ANSWERS Line 2: You’d think (to express an opinion or hope less forcefully) Line 3: You’d be mistaken (hypothetical situation) Line 19: The hunters would stalk (habitual action in the past) Line 21: They’d sweep them up (habitual action in the past) Line 23: I would have asked (hypothetical situation) Line 26: none … would admit to (refusal) UNIT 12 Review and memory booster 86510_U12_ptg01_225-242.indd 241 241 3/1/18 4:22 PM Unit 12 Mother nature Vocabulary 4 • Ask students to work individually to complete the description of a landscape using the words in the box. ANSWERS 1 monotonous 2 sparse 3 hilly 4 lush 5 rich 5 ❯❯ MB • Ask students to work in pairs to complete the adjective collocations and think of things each phrase could describe. ANSWERS 1 bone dry and sopping wet (a desert; a towel) 2 completely fearless and scared stiff (a warrior; a nervous child) 3 wide awake and fast asleep (a marathon runner; a baby) 4 boiling hot and freezing cold (a desert; an ice cap) 5 dazzlingly bright and pitch black (a greenhouse; a cellar) 6 utterly unconcerned and worried sick (a teenager; a parent) Real life 6 • Ask students to put the words in brackets in the correct place in the sentences to make polite but firm phrases for interruption and preventing interruptions. ANSWERS 1 Could I just interrupt you there? 2 Can I just say something in answer to that? 3 I’m sorry. I need to stop you there. 4 Can I just finish what I was saying? 5 OK. You can make your point in a moment. 6 Just a moment, please. 7 ❯❯ MB • Ask students to work in pairs to act out conversations where they explain to each other what is most important when learning English. It can be helpful to give them time to prepare a list of points to make. Encourage them to try to interrupt politely when the other person is speaking and prevent interruptions when they are speaking themselves. ANSWERS Students’ own answers 242 Unit 12 Mother nature 86510_U12_ptg01_225-242.indd 242 3/1/18 4:22 PM Photocopiable tests Unit 1 Test Vocabulary 1 For questions 1–10, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (0). then , I remember my late father. He was a larger than (1) figure who managed Now and (0) of life. On social occasions, he was always first to (3) to get on with people from all (2) of any party. I remember he would invariably the ice. Without exception, he would be the life and (4) of making sure that he spoke to everybody. He was, (6) and large, the most make a (5) approachable of men. down through the generations in I have my father’s open nature. It is something that has been (7) and wide in my job. Wherever I go, first and (9) , I try to our family, I think. I travel (8) to living a happy life is to be open and friendly – just be approachable and generous. I think the (10) as my dear old dad was. ___ / 10 2 Write one word in each gap to complete the sentences. Here is an example (0). thumb is to listen to what people have to say before making a decision. 0 One good rule of 1 Tony’s a bit of a control . He’s always telling other people what to do. 2 Accept your own limitations – that’s become a principle for me. 3 Seeking sound advice, then on it quickly and decisively – that’s the secret of being a good manager. all day was exhausting. 4 Travelling to and 5 The weather was awful up in the mountains, but, fortunately, everybody is back safe and . 6 I need a bit of peace and to get my essay finished. 7 I can go to almost any university I like. The world is my ! 8 I feel as though my life has come circle. I am back living in the same small village I was born in. conclusion. He’s the boss’ favourite. 9 Roberts will get the job. It’s a 10 I’m getting old. I suffer from all sorts of aches and . ___ / 10 PHOTOCOPIABLE © National Geographic Learning 86510_EM01_ptg01_243-311.indd 243 243 3/1/18 4:23 PM Grammar 3 Read the text below and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning (0). A History of the English-Speaking Peoples While I (0) in my local second-hand bookshop the other day, I (1) across an old set of books. They were four volumes of A History of the English-Speaking Peoples, a series of history books published , and written, surprisingly, by Winston Churchill, one of the most important figures in British (2) he had retired from public life, and history. Churchill completed writing the series at a time (3) over eighty years old. (5) , between 1940 and 1945, Churchill had led Britain during (4) , of course, it is for his wartime leadership that we (7) the Second World War. (6) I bought the book, I (9) it. It’s taking a while! (10) , I’m working remember him. (8) my way through Chapter Three. I don’t think I will be finishing it any time soon, but, despite its length and complexity, I am really enjoying it! 0 A browsed 1 A came 2 A over the 1950s 3 A while 4 A was 5 A Since then 6 A At the moment 7 A for some time 8 A Ever since 9 A am reading 10 A Those days B was browsing B was coming B in the 1950s B later B has been B At the time B Nowadays B ever B Yet B was reading B Currently C have browsed C have come C since over fifty years ago C when C had been C Up to then C Recently C generally C After that C have been reading C Recently D have been browsing D had come D before fifty years D already D was being D Before that D At the time D every time D While D had been reading D Since ___ / 10 4 Complete the sentences with the correct form of the verbs in brackets. Use a continuous form whenever possible. Here is an example (0). 0 I have been living (live) here since June. 1 Prior to the 1980s, the nation’s economy (boom), but that soon changed. 2 While Penny (know) exactly what had to be done, she didn’t act decisively. 3 James’ behaviour (cause) everybody concern for a while, and we feel somebody should talk to him. (not seem) to be such a foolish decision. 4 Clearly, it was a mistake, but, at the time, it 5 How long (you / feel) like this? You really should have said something sooner. 6 Selwyn became coach in June. Two of his assistants (share) the job up to then. 7 There’s a transport strike next weekend, so it looks like we (not go) to Edinburgh on Saturday after all. (not have) a big enough 8 Corbyn would like to start his own company, but, currently, he budget. (choose) to rent rather than to buy. 9 Over the last decade, more and more people 10 Jo (not leave) yet. There’s still time to catch her if you’re quick. ___ / 10 244 Photocopiable tests: Unit 1 86510_EM01_ptg01_243-311.indd 244 PHOTOCOPIABLE © National Geographic Learning 3/1/18 4:23 PM Reading 5 You are going to read an article about how learning an instrument affects the brain. For questions 1–10, choose from the sections (A–G). The sections may be chosen more than once. There is an example at the beginning (0). Your ageing brain will be in better shape if you’re taking music lessons began musical training at the age of five, holds a doctorate in A music, and is currently earning her Ph.D. in gerontology (with Are music lessons the way to get smarter? That’s what a lot a special focus on the impact of music on health throughout of parents (and experts) believe: studying an instrument the life span) at the University of Southern California. ‘Playing gives children an advantage in the development of their music may be an efficient way to stimulate the brain,’ she says. intellect and their ability to understand and recognize things. This may, however, turn out not to be the case at all. Two new randomized trials have found no evidence for the belief. The IQs of pre-schoolers who had attended several weeks of music classes as part of these studies did not differ significantly from the IQs of those who had not. B But that does not mean that the advantages of learning to play music are limited to expressing yourself, impressing friends, or just having fun. A growing number of studies show that music lessons in childhood can do something perhaps more valuable for the brain than childhood gains: they could provide benefits in the long run, as we age, in the form of an added defence against memory loss and the diminished ability to distinguish consonants and spoken words. Not only that, you may well get those benefits even if you haven’t tickled the ivories, strummed the guitar, or unpacked your instrument from its case in years. There may even be advantages if you decide to pick up an instrument for the very first time in mid­life or beyond. C The reason is that musical training can have a profound and lasting impact on the brain, creating additional neural connections in childhood that can last a lifetime and thus help compensate for our failing powers of memory and thinking later in life. Those many hours spent learning and practising specific types of coordination (each finger on each hand doing something different, and for wind and brass instruments, also using your mouth and breathing), along with the music-reading and listening skills that go into playing an instrument in youth, are all factors contributing to the brain boost that shows up later in life. D Remarkably, scientists can even map the impact of musical training on the brain. In a 2003 study, Harvard neurologist Gottfried Schlaug found that the brains of adult professional musicians had a larger volume of grey matter (the regions of the brain involved in mental processes such as seeing and hearing, memory, emotions, speech, decision making, and selfcontrol) than those of non­musicians. Schlaug and colleagues also found that after fifteen months of musical training in early childhood, structural brain changes associated with improvements in our movement and hearing begin to appear. Such findings speak to the brain’s plasticity – its ability to change or adapt in response to experience, environment, or behaviour. It also shows the power of musical training to enhance and build connections within the brain. E ‘What’s unique about playing an instrument is that it requires a wide array of brain regions and cognitive functions to work together simultaneously, in both right and left hemispheres of the brain,’ says Alison Balbag, a professional harpist who PHOTOCOPIABLE © National Geographic Learning 86510_EM01_ptg01_243-311.indd 245 F More research is showing that the longer somebody has played an instrument, the better it might be. In a study on the subject, published in 2011, 70 healthy adults between the ages of 60 and 83 were divided into three groups: musicians who had been studying an instrument for at least ten years, those who had been playing for between one and nine years, and a control group who had never learned an instrument or how to read music. The group who had studied for at least ten years scored the highest in such areas as memory, naming objects, and taking in and adapting new information. By contrast, those with no musical training performed least well, and those who had played between one and nine years were in the middle. In other words, the more they had trained and played, the more benefit the participants had gained. But, interestingly, they didn’t lose all of the benefits even when they hadn’t played music in decades. G It’s not too late to gain benefits even if you didn’t take up an instrument until later in life. Jennifer Bugos, an assistant professor of music education at the University of South Florida, Tampa, studied the impact of individual piano instruction on adults between the ages of 60 and 85. After six months, those who had received piano lessons showed greater gains in memory, verbal fluency and other cognitive functions, compared with those who had not received lessons. In which section does the writer 0 describe the qualifications of one person she quotes from? E 1 express some surprise at what research into music learning has discovered? 2 describe how experiments or tests of some kind have dismissed a common expectation? 3 quote the view that music training affects different parts of the brain? 4 mention how the brains of elderly people responded to learning an instrument for the first time? 5 say that learning an instrument is good whether or not you give up, and whether or not you do it in youth or old age? 6 provide examples of what people actually learn to do physically when they learn music? 7 mention that the hearing of young people soon ­improves if they play an instrument? 8 compare how one set of adults did better in specific controlled tests of their responses than another? 9 say that a skill we develop when young helps us more in old age than in youth? 10 say that children’s performance at school is not ­necessarily aided by learning an instrument? ___ / 10 Photocopiable tests: Unit 1 245 3/1/18 4:23 PM Listening Two friends are talking about their personalities. 9 How would the man describe himself? A someone who’ll do almost anything to get on B someone who works harder than most people C someone who is, for the most part, ambitious 10 What does the man advise the woman to do at work? A put in more effort B be more selfish C have more new ideas 6 [97] You will hear people talking in five different situations. For questions 1–10, choose the best answer (A, B or C). There is an example at the beginning (0). Amanda and Joe are talking about a play they’ve seen. 0 How did Amanda first react to the play? A She thought it was disappointing at first. B She thought it was exciting throughout. C She thought it was different to what she had anticipated. 1 What does Joe say about Sally Mercer’s take on Shakespeare’s play? A It was similar to previous plays she had directed. B It was better than previous plays of hers he’d seen. C He found it more difficult to follow than usual. Writing 7 Rewrite the text below in note form. Coming to study in a new country can be challenging and we want to help you settle in and start enjoying your time at Goring College as quickly as possible. Each year, we run International Students’ Orientation Programmes to provide additional support when our international students arrive – this includes lectures and seminars especially designed for our international students. As part of this, on Wednesday 25 January 2018 we are running an International Orientation Day for international students who start in January 2018. All activities will take place on Talbot Campus. Excitingly, the day will end with an International Welcome Reception! This is a fabulous evening event, starting at 17.45, to formally welcome new international students. You will enjoy dinner with staff from your faculty and other departments. Senior university staff will welcome you and you will meet other new international students. Food and non-alcoholic drinks will be served and there will be welcome speeches. This is free of charge, but you must register for a ticket in advance. 2 What do Amanda and Joe agree on? A They are both long-term fans of Sally Mercer. B They are both glad they saw the play. C They were moved by aspects of Mercer’s adaptation. Two friends are talking about the Olympic Games. 3 What do they agree about? A The Olympic Games were more interesting to watch in the past. B It is worth watching at least some of the Olympic Games on TV. C The Olympic Games provide a real sense of global unity. 4 According to the man, what is the best thing about this year’s Olympic Games? A They take place in a similar time zone. B His nation is expected to do well. C He has time off work to watch them. Wesley is talking to a friend about his job as a tour guide. 5 Why did Wesley become a tour guide? A He’d always wanted to travel to the Middle East. B He was seeking useful experience for his chosen career. C Someone from a travel company asked him to work for him. 6 What is the main reason Wesley gives for not enjoying life as a tour guide? A He didn’t like the workload he had to take on. B He didn’t like the day-to-day predictability of the job. C He didn’t like the attitudes of the tourists. Susie is talking to a friend about a creative writing course she attended. Make sure you: • include relevant points. • leave out unnecessary information. • use abbreviations correctly. 8 Read the task below and give your presentation in class. Decide which of the following ‘types’ are closest to describing you. Prepare a four-minute description of your character and personality. a control freak a free spirit Photocopiable tests: Unit 1 86510_EM01_ptg01_243-311.indd 246 a driven person a joker a family person the life and soul of the party In your presentation, include: • a description of what kind of person you are and why you think that. • a description of how you think other people see you. 246 ___ / 10 Speaking 7 What does Susie say she has got out of doing the course? A It has helped her start writing a novel for the first time. B It has encouraged her to think more creatively. C It has improved her ability to be self-critical. 8 What does Susie say new writers should do to improve their ability to write? A Avoid writing only from personal experience. B Be sure to review their work. C Be self-critical in their approach to their writing. ___ / 10 ___ / 10 PHOTOCOPIABLE © National Geographic Learning 3/1/18 4:23 PM Unit 2 Test Vocabulary 1 Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given.You must use between three and six words, including the word given. Here is an example (0). 0 Just keep doing the work you have. GET get on with the work you have. Just 1 It wasn’t easy to understand what I was supposed to do in my new job. FEET It wasn’t easy to in my new job. 2 I really damaged my opportunities when I criticized the boss in an email. SHOT I really when I criticized the boss in an email. 3 I’m always saying the wrong thing – yesterday I told my girlfriend’s mum she looked good considering how old she was! PUTTING – yesterday I told my girlfriend’s mum she looked good considering how old she was! I’m always 4 I’m busy now, but I’ll find time to write the essay later. ROUND I’m busy now, but I’ll the essay later. 5 My dad was a professional pianist – I intend to have a similar career. I’m going to be a musician too. FOOTSTEPS My dad was a professional pianist – I intend to . I’m going to be a musician too. 6 Don’t ask me to dance! I’m hopeless at dancing! TWO Don’t ask me to dance! I’ve . 7 How did you avoid punishment when you kicked the football through the principal’s window? AWAY How did you kicking the football through the principal’s window? 8 I know learning to skydive is crazy, but I want to do it because if I don’t, I’ll keep thinking that I want to do it! SYSTEM I know learning to skydive is crazy, but I want to get it . 9 I don’t have much work to do – just little jobs. ENDS I don’t have much work to do – just . 10 Jenny always does things correctly. BOOK Jenny always does things . ___ / 10 2 Use the word given in CAPITAL LETTERS at the end of each sentence to form a word that fits in the gap in the same sentence. Here is an example (0). OCCUPY 0 Being a nurse is an important occupation . 1 At work, Susie is very – she works through each part of the project step by step. METHOD 2 What’s your job? What do you do for a ? LIVE 3 My was to photograph the explorers as they climbed the mountain – it wasn’t an easy task. ASSIGN 4 You should always follow the correct when dealing with dangerous substances. PROCEED 5 Dan is an student – he loves learning about new things and does lots of research. ENTHUSE PHOTOCOPIABLE © National Geographic Learning 86510_EM01_ptg01_243-311.indd 247 Photocopiable tests: Unit 2 247 3/1/18 4:23 PM and improvise with what you have. 6 If you don’t have all the tools, be 7 It’s a machine. It never breaks down. 8 Erring on the side of is better than cutting corners. 9 Being on her work, Kim managed to finish the project before the deadline. 10 All our staff are hard-working and . They value your custom. RESOURCE RELY CAUTIOUS FOCUS CONSCIENCE ___ / 10 Grammar 3 Complete the text using the correct perfect or passive form of the verbs in brackets. There is an example at the beginning (0). The thatcher Paul Stewart (0) has been working (work) as a thatcher for the last five years. He is happy in the job. He used to (employ) by a major accountancy firm in the city. That job seems a long time ago now. Back (1) (earn) a lot of money, but he (3) (not feel) any job satisfaction. then, he (2) (give) the He doesn’t regret giving up the high salary to learn a new skill. He is thankful for (4) (love) thatching ever since he climbed up opportunity to find an occupation he enjoys. He (5) on his first roof. (carry) out in small villages In case you don’t know, thatching is a traditional craft which (6) across England since ancient times. Reeds from rivers are used as a roofing material to create beautiful and well(select) carefully and insulated roofs. However, it isn’t an easy thing to do. The reeds need (7) (dry) out. can’t be used until they (8) The skill of the thatcher is something you don’t master overnight. Paul (9) (learn) his craft for over two years before he thatched his first roof and says it was one of his biggest accomplishments! By the end of the (complete) his hundredth thatched roof. ‘We’re planning a little celebration to mark year, he (10) the occasion,’ he says. ___ / 10 4 Complete the sentences with the correct form of the verbs in brackets. Use a passive form whenever possible. Here is an example (0). being told (tell) the news, Stephen refused to believe it. 0 Despite 1 Although he (fail) the previous course, Eddie was determined to enrol on the next one. 2 Over the last decade, students at the institute (know) to cheat in exams on a systematic basis. This must stop. (ask) to leave. 3 If they continue to behave in this way, they might 4 You can’t (blame) the weather for your failure to complete the course. It was sunny all day. 5 Not ____________ (invite) to the wedding really upset Samantha. 6 I ____________ (not accept) on the course until I had paid the fee. 7 The national stadium ____________ (rebuild) right now, so international matches will take place elsewhere. 8 Anyone who ____________ (not give) a form yet should contact Emily at the admissions desk. 9 All sections need ____________ (fill) in before you can leave. 10 It’s not easy ____________ (tell) you aren’t good enough. ___ / 10 248 Photocopiable tests: Unit 2 86510_EM01_ptg01_243-311.indd 248 PHOTOCOPIABLE © National Geographic Learning 3/1/18 4:23 PM Reading 5 You are going to read an article about how robotics will affect employment and the economy. For questions 1–10, choose from the sections (A–D). The sections may be chosen more than once. There is an example at the beginning (0). Will the rise of the robots destroy the world economy? C A An Oxford University survey recently suggested that 47 per cent of the world’s jobs will be taken by robots in the coming decades. This is a big issue that is not science fiction and is happening already. It involves what we call narrow artificial intelligence, which can do relatively routine, predictable things. By predictable, I mean you can predict what a person doing a job is going to be doing based on what they’ve done in the past. It could be flipping burgers or stocking shelves. One of the most dramatic impacts isn’t going to involve actual robots. It’s going to involve software. Some of the people most threatened are what we might call office drones: people who sit in front of computers doing relatively routine, formulaic things. If your job is to produce the same kinds of reports again and again, software is getting smarter and better at doing that. We already have lots of examples, even in journalism. There’s smart software capable of writing very basic news stories. In the future, when machines get better at this, lots of white-collar jobs held by college graduates are going to be threatened. B In the long run, robotics could have a dramatic impact on the world economy and we are already beginning to see that. As workers are eliminated, and people become unemployed or their wages fall, consumers will have less purchasing power to buy the products and services produced by the economy. As a result, there will be less and less demand. Economists all over the world are talking about this issue. In Europe, for example, there is unease about inflation because there is not enough demand for products and services. If you project this forward, there are going to be a lot of people who are either unemployed, underemployed, or struggling financially who simply won’t have any extra income to spend after paying for basics. We are now at a tipping point where robotics, if not handled right, may trigger mass unemployment and economic collapse. Off-shoring jobs to China and other places has been going on for decades. How will it potentially connect with artificial intelligence? Off-shoring is the intersection of globalization and technology. What we’re seeing now is that as automation gets better, a lot of jobs that were once off-shored to low wage countries, especially in areas of repetitive customer service, are being replaced by things like digital voice systems. As a result, a lot of those jobs may evaporate in the Third World. Countries like India will also try to climb up the skills ladder and go after much higher value type professional jobs. You could take a young, relatively inexperienced, but very smart worker in India or China and combine them with these very powerful artificial intelligence-enabled tools and together they would be able to compete with a much more experienced worker in the US. Qualities like judgment and experience, which we associate with people, are more and more being encapsulated into artificial intelligence and algorithmic approaches. In many cases, they’ve surpassed the ability of humans to do this type of work. D Today, we are all dramatically better off than we were a hundred years ago and that’s largely because of technology. The problem is that things are becoming less simple than they were. Technology has reached what you might call ‘an inflection point’. On the one hand, technology is giving us all amazing inventions and discoveries, like new medicines or new ways of communicating. At the same time, technology is threatening to take away access to the basics, like housing and food. The extreme example of this is the homeless person who has a smartphone and can go to Starbucks and access all the digital abundance that is out there but has nowhere to live. If we can address these issues, so everyone has access to a reasonable standard of living while enjoying the fruits of technology, we could have a very optimistic, almost utopian, future. If we don’t, for lots of people who are not economically at the top, it’s going to be pretty dystopian. Many people may lose their anchor to the middle class and get into trouble in terms of the necessities of life. 6 admit that technology has been beneficial in the past? 7 say which socio-economic group of employees are at greatest risk of losing their job to robots? 8 say that the future could be positive or negative ­depending on our actions? 9 talk about how robotics will affect developing ­countries? 10 explain why failing economies worldwide may be the result of robots taking people’s jobs? In which section does the writer 0 say that robots may actually already do some jobs better than humans? C 1 list the social gains as well as the social downside of advancing technology? 2 include statistical information to back up an ­argument? 3 say that the effect of robotics on the economy is a concern for experts in that field? 4 closely define the terms he uses? 5 say that using robots may mean that we will no longer value employees who have done a job for a long time? PHOTOCOPIABLE © National Geographic Learning 86510_EM01_ptg01_243-311.indd 249 ___ / 10 Photocopiable tests: Unit 2 249 3/1/18 4:23 PM Listening Writing 6 [98] You will hear an interview with a woman called 7 Read the task below. Kelly Bishop who’s talking about her job as a radio reporter. For questions 1−10, complete the sentences with a word or short phrase. There is an example at the beginning (0). radio station . 0 Kelly Bishop works for a local 1 Kelly says that, like TV reporters, she isn’t well paid . and has to 2 Getting is essential to making stories interesting on radio. 3 According to Kelly, the type of stories local radio those covered reporters cover by local TV reporters. 4 Kelly feels like she’s having with individual listeners when she’s on the radio. 5 Kelly says it’s important to avoid and making unnecessary ‘um’ noises when you’re on air. 6 A good news reporter should speak with confidence . and 7 To get the general public to speak well on air, . a reporter needs to 8 Writing for a newspaper is different from broadcasting on the radio because you can report . stories in 9 Kelly worked when she had her first job on a radio station at university. 10 Kelly says she enjoyed her first job, but she found it . You recently saw this job advertisement: TRIP MANAGER We are looking for a motivated and experienced individual to successfully develop and sell National Geographic Expeditions Custom Trips to all seven continents. This person will: – respond to enquiries from potential travellers. – develop itineraries. – secure costs from preferred operators and create trip budgets. – write proposals. – report to the Senior Manager of Trip Development for Custom Trips. Write your letter of application (220–260 words). Make sure you: • include key elements. • use appropriate fixed expressions. • make it convincing and have a personal touch. Speaking 8 Read the task below and give your presentation in class. ___ / 10 ___ / 10 Prepare a four-minute description of yourself for a potential employer. In your presentation, include: • a description of your education, career so far, and your ambitions. • a description of your personal qualities and your strengths and weaknesses. 250 Photocopiable tests: Unit 2 86510_EM01_ptg01_243-311.indd 250 ___ / 10 PHOTOCOPIABLE © National Geographic Learning 3/1/18 4:23 PM Unit 3 Test Vocabulary 1 For questions 1–10, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (0). flat in a (1) fifteen, (2) highbuilding in the My brother lives in a (0) two- bedroom area, as you would expect, and very busy and crowded. At one time, the city centre. It’s in a (3) built, with a lot of poverty and crime, but today it has been gentrified. The city is area was very (4) runtown – there is rising employment, rising standards of living, and more and more something of a (5) people are moving to live there. avenue. The road is (7) one, My sister lives in an attractive suburb at the end of a (6) tree. Everybody mows their so there isn’t a lot of traffic. All the gardens in her avenue are very (8) welllawn at least once a week. It’s all a bit sleepy and, during the week, when everybody is at work in the city, it feels like town. It’s completely empty. My sister says the suburb is completely (10) self. It has a (9) a supermarket and shops, a library and a small theatre, so there really is no need to go into the city to buy things or find entertainment. ___ / 10 2 Decide which answer (A, B, C or D) best fits the gap in each sentence. Here is an example (0). 0 I was ___ disappointed to hear that our application had been refused. A bitterly B wildly C deadly D painfully 1 I know you have done well, but ___ your feet on the ground. Don’t get too excited. A make B set C keep D bring 2 Mrs Harrison lives in a ___ village, full of small cottages with tidy gardens. A lively B quaint C sprawling 3 Your name is ___ familiar. Have we met before? D scruffy A patently B vaguely C perfectly D mildly 4 The company wanted Harry to resign, but he ___ his ground and refused. A stopped B set C sat 5 The ___ reason I have come to the tournament is to watch Tom play. D stood A sole B mainly C close D broadly 6 I like watching cricket, but it is ___ slow. Some matches can take five days! A hopelessly B painfully 7 It’s a ___ reasonable position to take. C closely A wildly B closely C perfectly 8 Dr Anderson and his team have ___ new ground in cancer research. D ideally D vaguely A taken B broken C shown D given 9 Planning permission was refused on the ___ that the building would spoil the view. A case B grounds C cases D ground 10 I think Louise was deadly ___ when she threatened to resign over the matter. A upset B obvious PHOTOCOPIABLE © National Geographic Learning 86510_EM01_ptg01_243-311.indd 251 C clear D serious ___ / 10 Photocopiable tests: Unit 3 251 3/1/18 4:23 PM Grammar 3 Complete the text with the words in the box. There is an example at the beginning (0). bit fairly particularly pretty quite slightly St Ives fairly St Ives is a pretty seaside town in Cornwall in south-west England. It has a (0) busy port and a lively town centre. It isn’t (2) large, but there are a lot of things to do in the town. There (1) vibrant art scene, and water sports are popular with younger visitors. The town has changed is a (3) since I lived there, and prices in the cafés and restaurants have risen a (5) , but it still (4) retains its charm and beauty. fairly particularly rather slightly very Berwick-upon-Tweed Berwick-upon-Tweed isn’t (6) large and has (7) an ordinary, provincial feel in its town interesting, centre. However, it is a handsome, historical town with a medieval wall. The wall is (8) like the little shops in High Street. though not nearly as striking as those in other English towns. I (9) It is the northernmost town in England, and just across the border from Scotland. Its suburbs have been developed in recent years, but the town has maintained its character. (10) ___ / 10 4 Complete the sentences with an adjective from the box with a similar meaning to the underlined word in each sentence and an appropriate intensifier (use very or absolutely). There is an example at the beginning (0). bad clever fantastic freezing hot important pleased small stunning surprising unique 0 The support act was good and Beyoncé was absolutely fantastic . 1 It was cold here yesterday, but now it’s ! 2 This house is in condition and the others look really awful too. 3 Many of the coins are original. This one here is . 4 Although , the animal is nowhere near as tiny as some species of mice. 5 My wife always looks attractive – on her wedding day, she was . 6 Passing this exam is to me. It’s essential for my career. 7 We were to hear you have decided to get married, and delighted to be invited to the wedding. . I’ve never known anyone as brilliant and that’s why she’s been offered a 8 Jo is university place. . Let’s turn the heating down.’ 9 ‘It’s boiling in here!’ ‘You’re right. It’s 10 It was to hear that John had left the company. Amazing, in fact! No one could believe it. ___ / 10 252 Photocopiable tests: Unit 3 86510_EM01_ptg01_243-311.indd 252 PHOTOCOPIABLE © National Geographic Learning 03-06-2019 17:53:36 Reading 5 You are going to read an article about New York. For questions 1–10, choose the answer (A, B, C or D) which you think fits best according to the text. There is an example at the beginning (0). A New York writer’s take on how his city has changed languages. Signs with indecipherable, hand-painted Long ago, as an eight-year-old boy standing on the roof of words. Huge buildings scraped the skies over Manhattan, a three-storey tenement in Brooklyn, I first experienced a so different from the low horizontal ridges of Brooklyn. sense of wonder. We had moved to our unheated, top-floor On that foggy day in July 1945 when a B-25 bomber flat a few weeks earlier in 1943, leaving a damp, groundcrashed into the Empire State Building, Tom and I rode floor apartment beside a clamorous factory. I had never the subway to 34th Street to see it. climbed to the new roof alone. It was too dangerous, my mother said, a man-made cliff. At dusk, my friends gone In the years ahead, when I was in my teens, I fell in love home to eat, my mother out shopping, I ventured up with walking, comics, drawing, the Dodgers, reading, and the last flight of stairs in a tentative, now-or-never way. I stickball, along with the music of Billie Holiday, Edith opened the hook on the tar-papered door and stepped into Piaf, and above all, Frank Sinatra. Like everybody else in a world of planks, pebbles, chimneys, pigeons gurgling in a that time and place, I had no money. But from the kitchen coop, and clotheslines. In that instant I felt my life change. radio, I had the songs, humming their music as I walked To the west, far off across the harbour, the sun was descending. Clouds were slowly tumbling, dark in the foreground, edged orange in the distance. Freighters moved slowly, like toy boats, cutting fragile white lines in the black water. In Manhattan, the tall buildings were merging with the gathering darkness, no lights burning in that time of war. Above the distant, jagged mass, a few stars glimmered, tiny holes punched through the curtain of streaked, dark blue sky. Below me were the rooftops of half a hundred houses. All of it was a dazzling display of form and mysterious shadow, rising past the limits of what we called ‘the neighbourhood’. I tried to say something, but no words came. I didn’t yet know how to describe what I felt. Surely the word was ‘wonder’. Below our living room windows lay Seventh Avenue. A subway entrance beckoned at Ninth Street. The trains were fiercely, metallically noisy, hurtling into black tunnels, emerging from the darkness to stop at Fourth Avenue, the doors opening, the sky visible, people leaving or boarding, the doors closing. The trains would start pounding forward again, heading for the wonders of Manhattan. My kid brother Tom and I loved the first car of the train, where we could stand at the windowed door and watch stations emerge in the distance, form themselves, then fill with light. There would be occasional subway trips to Chinatown and Little Italy. The sound of strange 0 How does the writer start his article about how his city has changed? A with a description of the city before he lived there B with a story from his own early experience of the city C with examples of how the city has changed D with a description of how he had come to live in the city 1 What does the writer reveal about the apartment he first moved into as a child in 1943? A It was damp and noisy. B It was the only apartment he could remember. C It was on the third floor. D It was not far from a factory. PHOTOCOPIABLE © National Geographic Learning 86510_EM01_ptg01_243-311.indd 253 the streets to school or the library or the park. Sometimes on weekends, I would take the subway and get off at a stop where I had never been and just start to walk. I’d look at the houses, the tenements, the playgrounds, the schools, the shops. I’d try to imagine the lives of these people I didn’t know. Each new neighbourhood was at once familiar and obscure. Without yet knowing it, of course, I was training to become a writer, finding stories about this immense city and its people. All of them were living in neighbourhoods too. I’m no longer eight, or eighteen. I’m eighty. And if that sense of New York wonder now seems more elusive than ever in the city that gave me my life, this is not because of nostalgia. We New Yorkers know that we live in a dynamic city, always changing, evolving, building. Sometimes for the better, sometimes not. The city’s enduring slogan could be: ‘Get on with it, my friend.’ A few years ago I read some words by the Nobel Prizewinning Irish poet Seamus Heaney that clarified for me something about my own nature and others like me: ‘If you have a strong first world and a strong set of relationships,’ he said, ‘then in some part of you, you are always free; you can walk the world because you know where you belong, you have some place to come back to.’ My place to come back to is still obviously New York. 2 How does the writer describe the experience of going up onto the roof? A It was something he did as a challenge with his friends. B It was something he dared himself to do despite feeling unsure about it. C It was something his mother allowed him to do although she felt worried. D It was something he found physically demanding. 3 In his description of the view from the roof, which of the following does he not mention? A the appearance of shipping out on the water B the way people and vehicles moved in the streets C the way the weather moved across the sky D the shape of buildings on the skyline Photocopiable tests: Unit 3 253 3/1/18 4:23 PM 4 On the roof, which of the following does the writer see or hear? A loud noises B shadowy shapes C dazzling colours D frantic movement 5 In his description of subway trains, which of the following does the writer evoke? A speed and power B shape and size C form and function D smoothness and precision 6 What does the writer reveal when he describes the train journeys he made with his brother Tom? A how often they went to Manhattan B where they usually went to in Manhattan C why they went to Manhattan on one particular occasion D what they most liked doing in Manhattan 7 In the fifth paragraph, what does the writer confess about his teenage self? A He had less money than most kids his age. B He had quite unusual tastes in music. C He enjoyed wandering round new places. D He spent most of his time in the library or the park. 8 In what way did the writer learn to be a writer when he was young in New York? A He travelled into the city daily to do a training course. B He consciously walked through the city to find things to write about. C He spoke to people in the city to find their stories. D He took in the flavour of the city through observations. 9 What’s the best interpretation of the quote from Seamus Heaney? A People with good friends and family rarely feel the need to leave. B It is inevitable that you will return to the place you were born. C Having a strong sense of belonging allows us the freedom to travel. D People often travel the world to escape from the place they began their life. 10 The overall tone of the article is one of A regret at how New York has evolved over the years. B pride in being able to call oneself a New Yorker. C fascination for New York and its people. D annoyance at not being able to capture the true New York. ___ / 10 Listening 6 [99] You will hear an interview with a female architect called Monica Rossi. Listen to the recording. For questions 1–10, indicate whether the statements are true or false (X) in the box provided, according to what you hear. There is an example at the beginning (0). TRUE 0 The interviewer says that Monica Rossi often speaks to journalists about her career. 1 Monica says that the Primo Centre has been designed to look similar to the buildings nearby. 2 Features of the Primo Centre include large windows and high ceilings. 3 The Primo Centre has been designed for use by the general public. 4 Monica says that the next enterprise she will be involved in will be in London. 5 There is less money to spend on the London project than there was on the Primo Centre. 6 Monica believes that there is a shift in the architects’ way of thinking. 7 Monica wishes more women would try to become architects. 8 Monica admits that when working with other colleagues she’d like to have a more prominent role. 9 Any architect could have an effect on Monica, as long as their main aim isn’t just to please other people. 10 Monica says that the architect she most admires is a female architect. X ___ / 10 254 FALSE Photocopiable tests: Unit 3 86510_EM01_ptg01_243-311.indd 254 PHOTOCOPIABLE © National Geographic Learning 3/1/18 4:23 PM Writing 7 Read the task below. 1 How important is it to protect old or historic buildings? Should history stand in the way of progress? 2 Ordinary residents are being priced out of living in the centre of major cities like London and Paris. What are the reasons for this? What should be done to help ordinary people afford to live in such cities? Write an opinion essay (200–250 words) on one of the topics. Make sure you: • analyse the question and set out your starting point. • give your opinion and present the arguments supporting it. • deal with opposing arguments. • make your conclusion. ___ / 10 Speaking 8 Read the task below and give your presentation in class. Prepare a four-minute description of one of the following in the city you live in or a city you know well: a public work of art a recently-built building a historic building a place you often visit In your presentation, include: • a description of what this structure/place looks like. • what effect it has on your feelings, thoughts, etc. • any other interesting information. PHOTOCOPIABLE © National Geographic Learning 86510_EM01_ptg01_243-311.indd 255 ___ / 10 Photocopiable tests: Unit 3 255 3/1/18 4:23 PM Unit 4 Test Vocabulary 1 Decide which answer (A, B, C or D) best fits the gap in each sentence. Here is an example (0). 0 I really don’t know how the decision to have a reunion . Nobody intended it to happen. A came across B came over C came about D came for . In fact, it was an utter failure and we were all very disappointed. 1 The plan didn’t A come on B come up C come off D come at , and then it’ll be too small to wear. 2 Don’t put that pullover in the washing machine. It’ll A bend B dispose C fold D shrink yourself? 3 It’s not a difficult sport. Why don’t you give it a A go B take C play D throw to rely on Josephine’s help. We’ll miss her now she’s leaving. 4 We’ve A given B come C gone D taken so many good ideas? I struggle to even think of one! 5 How do you always come A up with B over with C up to D over to across a tennis racket that belonged to my great-grandmother. 6 While I was clearing out the attic, I A went B came C got D pulled it some thought and let us know your decision on Monday. 7 We don’t expect you to decide right away. A Do B Have C Take D Give Tom a break. He tried his best and didn’t make a mess of things on purpose. 8 I think you should A take B give C get D make his weight. 9 Ben looks so much plumper these days; he should really A watch B see C look D stare . 10 Although we lost, I’m not disappointed because we gave it our A biggest B most C best D strongest ___ / 10 2 Use the word given in CAPITAL LETTERS at the end of each sentence to form a word that fits in the gap in the same sentence. Here is an example (0). 0 On the picnic, we used disposable plates and cups. 1 The windscreen of the armoured car is and bullet-proof. 2 We kept ticket prices low – we wanted them to be for ordinary people. 3 What the critic wrote about me was . It was ill-informed and rude. 4 The suffering of warfare is to most of us. Let’s hope we never experience it. 5 A number of high street have had to close down in recent months. 6 is a major problem facing the Amazon region. 7 There was a hint of in her voice. 8 May I offer you a word of ? 9 Have you written the yet? 10 A lot of city workers use a bike to get to work. ___ / 10 256 DISPOSE BREAK AFFORD EXCUSE IMAGINE RETAIL FOREST DISAPPOINT ADVISE PROPOSE FOLD Photocopiable tests: Unit 4 86510_EM01_ptg01_243-311.indd 256 PHOTOCOPIABLE © National Geographic Learning 3/1/18 4:23 PM Grammar 3 For questions 1–10, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (0). certain is that what we think will Predicting the future is a hazardous business. All we can say for (0) won’t. Technology is progressing at such a pace that it is highly (2) that happen, (1) obsolete before the end of the decade. Similarly, the machines we now use on a daily basis will (3) are that machines we haven’t yet heard of will be commonplace. We may (5) be on (4) certainly transform the way we interact the verge of another great technological leap, which will (6) with technology. Of course, this isn’t the first time mankind has felt the winds of change. At the end of the nineteenth century, a time have felt as though everything was about to when new inventions were patented daily, people (7) to hold back scientific progress. change. Many were concerned and felt that that they (8) they had a point. The industrial revolution culminated in all-out industrial warfare. Hopefully, (9) that new innovations our technological revolution will have a peaceful ending. There’s a good (10) will lead to better lives for everyone. Let’s make sure that’s the case. ___ / 10 4 Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and six words, including the word given. Here is an example (0). 0 A rise in living standards doesn’t seem probable. UNLIKELY seems unlikely to happen. A rise in living standards 1 I’m sure that Joe has got home by now. MUST Joe home by now. 2 We’ll probably have driverless cars in our city centres very soon. CHANCE we’ll have driverless cars in our city centres very soon. 3 Perhaps the government will now take action to stop internet fraud. POSSIBLE the government will now take action to stop internet fraud. 4 It wasn’t necessary to clear everything away. NEED We clear everything away. 5 Frank would have been well advised to keep his opinions to himself. OUGHT Frank his opinions to himself. 6 There was no need to speak up on my behalf, but thanks anyway. HAVE You up on my behalf, but thanks anyway. 7 Paul’s probably signed the contract already, so there’s no point explaining the terms to him. WELL Paul the contract, so there’s no point explaining the terms to him. 8 It’s very likely that the workers will go on strike. ALMOST A strike by the workers . 9 We might go to London for the weekend. PERHAPS go to London for the weekend. 10 I don’t think it’s likely that she fell. She’s such a good climber. HAVE She . She’s such a good climber. PHOTOCOPIABLE © National Geographic Learning 86510_EM01_ptg01_243-311.indd 257 ___ / 10 Photocopiable tests: Unit 4 257 3/1/18 4:23 PM Reading 5 You are going to read an article about an organization called Future of Fish. Six paragraphs have been removed from the article. Choose from the paragraphs A–G the one which fits each gap (1–5). There is one extra paragraph which you do not need to use. There is an example at the beginning (0). Future of Fish Future of Fish is a non-profit organization that is helping entrepreneurs who hope to reinvent the seafood industry by attacking problems throughout the long-supply chains used by today’s industrialized fisheries. (0) C ‘We hope to change incentives for behaviour in the industry so it’s no longer profitable to overfish and to fish non-sustainably,’ founder Cheryl Dahle explained. ‘And we’re looking to reward sustainable behaviour with a better price.’ ‘Estimates vary, but some 30% to 70% of the (1) fish sold in the United States is mislabelled,’ Dahle said. ‘If fish is mislabelled, you don’t have a real choice to eat the right kind of fish. Until the marketplace becomes transparent, you can’t value fish for where it came from or how it was caught – and those are two of the main pillars of sustainability.’ In recent years, many popular fish species like orange roughy and bluefin tuna have collapsed under fishing pressure. Indeed, some studies suggest that today’s populations of large ocean fish are at just 10% of their preindustrial levels. This is truly alarming. Some scientists warn that all fisheries could be in collapse by 2050. Tough regulations is one way, but they often (2) encounter pushback from the fishing industry. That’s why Future of Fish takes the view that forcing the industry to comply with restrictive rules can be counter-productive. The organization hopes to drive the adoption of more regulations by making them better for business. ‘The truth is that fresh is not a regulated term,’ (3) Dahle added. ‘It’s defined as not frozen or smoked, but fresh is in the nose of the salesman. Often what you are buying as fresh fish may be thirty days old. If people knew more about fish distribution, they would understand the value of buying fish that was landed just days before they eat it ‘Once you can track fish as opposed to weeks.’ (4) you have a perfect traceability chain,’ Dahle added. ‘Was this tuna part of a catch using fish aggregating devices? Was it caught legally? You can start to track some of these things that really matter for sustainability.’ Dahle believes that adopting such techniques can be good for the producer and the consumer as well as for the ocean environment and the sustainability of fish species. It is Dahle’s confident belief that many consumers are concerned enough about the health of our oceans to pay a premium for sustainably caught product. But she also stresses that, once they are being rewarded, such practices can spread throughout the larger seafood market as well. At the same time, however, Dahle believes that (5) this sector has plenty of room for growth. She sees no reason why it shouldn’t end up being more dominant. If that were to be the case, it would mean less pressure on ailing fish stocks. ‘There is no reason why you can’t take sustainably caught Alaskan salmon, and portion it properly and sell it at a price point that can be served in a fish taco,’ Dahle said. ‘It’s absolutely possible to do sustainable, affordable fish.’ A Most of the fish is processed in major processing plants before being sent for distribution across the country. This is a time-consuming process and changes in the industry are long overdue. B ‘Our approach is not a substitute for policy changes,’ Dahle said. ‘But we’re trying to re-engineer incentives through the ways fish are traded every day.’ Improving supply chains is a key component of the strategy Future of Fish has adopted. One area of concern is the industry’s confusing interpretation of how recently a fish has been taken from the sea. C On its website, the organization claims to create business solutions to ocean challenges, and envisions a global seafood supply chain that rewards responsible fishing. It is a bold claim and one worthy of investigation. D One company Dahle works with is using tag technology to keep tabs on the temperature of fish as it moves through the supply chain, to better monitor quality – this is especially important when it comes to sushi-grade products. E The effort begins with making information more available, properly identifying fish, and tracking it all the way from sea to plate. Today’s consumers have little idea where, when, or how most of their fish was caught. In fact, genetic studies show they often don’t even know what kind of fish they are really buying. F ‘The advent of Fair Trade has changed and improved the practices of a much larger portion of the supply chain, including large buyers,’ said Dahle. ‘This shows that the premium, sustainable market doesn’t have to be the largest percentage of the market to have a big influence.’ G Despite such foreboding, however, there are some reasons to be optimistic, so long as action is taken sooner rather than later. Many fish populations have shown an ability to rebound if they are managed properly. The question is how best to achieve this. ___ / 10 258 Photocopiable tests: Unit 4 86510_EM01_ptg01_243-311.indd 258 PHOTOCOPIABLE © National Geographic Learning 3/1/18 4:23 PM Listening 6 [100] Listen to a radio phone-in programme about cycling called Wheels. For questions 1–10, choose the best answer (A, B, C or D). There is an example at the beginning (0). 0 How regular is the radio programme? A It’s broadcast on a daily basis. B You can listen to it each week. C It’s on once every two weeks. D It’s a monthly programme. 1 What does Jerry do for a living? A He rides bikes professionally. B He helps make new bikes. C He has a job in bike sales. D He is a presenter on a well-known cycling show. 2 What does Jerry believe will be the next big thing in cycling? A He imagines that 3D printed bikes will be a huge success. B He thinks electric bikes will soon be popular with buyers. C He considers a return to traditional bikes likely to happen. D He says he doesn’t think any new innovations will catch on. 3 How does Jerry compare older bikes with newer, more innovative ones? A He says older bikes are simpler. B He says newer bikes are more expensive. C He says older bikes are more reliable. D He says newer bikes go faster. 4 Which of Martha’s ideas does Jerry like? A speedometers B lights on the cycling helmet C rear view mirrors D brake lights 5 How does Jerry respond to Martha’s innovative suggestion for improving safety on a bike? A He embraces aspects of her idea and suggests developing them. B He feels her idea has both positive and negative aspects. C He can see why it may help cyclists but not motorists. D He doesn’t understand her idea and questions her about it. 6 What problem does Jerry see with Martha’s suggestion? A It may cost far too much to manufacture. B It may be hard to control when used on the road. C Some road-users might be confused by it. D The technology behind it may be complex. 7 Why does Mick suggest a new type of bicycle tyre? A He’s tired of doing a tedious task again and again. B He likes technological advances. C He’s afraid of accidents involving flat tyres. D He has found himself many times without a good pump. 8 What does Jerry say about Mick’s suggested innovation? A What Mick wants to buy is currently available for purchase. B Mick will be able to buy what he wants soon, but it may cost a lot. C Mick won’t be able to buy what he wants for a while yet. D Manufacturing setbacks mean the product Mick wants isn’t currently for sale. 9 What does Emma say about her cycling habits? A She prefers using a mountain bike to a road bike. B She uses a different bike every day. C She spends more time on one bike than on others. D She uses different bikes for very different purposes. 10 Which type of bike does Emma think may go better if it had egg-shaped wheels? A her racing bike B her mountain bike C her road bike D her midweek bike PHOTOCOPIABLE © National Geographic Learning 86510_EM01_ptg01_243-311.indd 259 ___ / 10 Photocopiable tests: Unit 4 259 3/1/18 4:23 PM Writing 7 Read the task below. The city council you’re a member of is considering the idea of providing free bikes for the use of commuters and visitors in the city centre. You have been asked to write a proposal explaining why introducing this scheme would benefit both the commuters or visitors and your city. You should also suggest how a free-bike scheme could operate in your city and what possible difficulties there may be. Write your proposal (220–260 words). Make sure you: • organize your proposal into separate sections. • use sub-headings and bullet points correctly. • use language for making recommendations. ___ / 10 Speaking 8 Read the task below. Make an elevator pitch on the subject below: Persuade a school principal to change something about your classroom to aid learning. In your pitch, include: • a description of what needs changing and what problem it solves. • a reason why it will aid learning in the classroom. • rhetorical questions and sentence adverbs to engage your listener. ___ / 10 260 Photocopiable tests: Unit 4 86510_EM01_ptg01_243-311.indd 260 PHOTOCOPIABLE © National Geographic Learning 3/1/18 4:23 PM Unit 5 Test Vocabulary 1 For questions 1–10, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (0). truth be told, I’ve never really been into travel. No (1) which way you look at it, it is, If (0) of a weird thing to do. Why leave the comforts of home for the horrors of long-haul quite frankly, (2) before flights, seedy hotels and over-priced resorts? Let’s face it, on any trip, it’s only a matter of (3) matter. Travelling something goes horribly wrong, and you wish you were back on the sofa. It’s no (4) and (6) about the places is a nightmare. And people who travel are so boring. They go (5) to they have been to, about how they’ve met and spoken to real-life San people or Arctic Inuits (7) , about how they have discovered themselves. Give me a break. I can learn more by watching the (8) to (10) . That’s just as Discovery Channel. I guess ‘travellers’ and I will never see (9) well. Right. Let’s see what’s on TV tonight. ___ / 10 2 Decide which answer (A, B, C or D) best fits the gap in each sentence. Here is an example (0). 0 Our company has gone from to strength since we began advertising online. A strong B stronger C strength D strengthen of carrying money with me when I’m out in a strange city at night. 1 I’m very A wary B caring C worry D concerned early nineteenth-century buildings in the square. They have such style and beauty. 2 There are some large, A lazy B cosy C elegant D officious . That way I can always prove my identity. 3 I carry my passport with me as a matter of A way B course C mind D opinion .We’re going to the beach. 4 Bring your swimming A dress B suit C costume D shirt across continental Europe and Asia to China opened up trade between Venice and the East. 5 Marco Polo’s A trip B travel C journey D voyage process. We’re just taking one day at a time. 6 It was a serious injury, so his recuperation is a A hand in hand B step by step C neck and neck D eye to eye – impossible to believe, in fact – and yet it is based on a true story! 7 The story seems unbelievably A far-fetched B thought-provoking C fast-moving D heavy-going it any more. I resign! 8 There’s too much stress in my job. I just can’t A hold B make C carry D take over matter. If you refuse to 9 I know it’s difficult to keep climbing when you’re exhausted, but it’s a case of give in, you’ll make it. A brain B mind C heart D soul day. 10 Things are getting better day A by B on C over D from ___ / 10 PHOTOCOPIABLE © National Geographic Learning 86510_EM01_ptg01_243-311.indd 261 Photocopiable tests: Unit 5 261 3/1/18 4:23 PM Grammar 3 For questions 1–10, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (0). Hi Paul, Hope you’re well. it We’ve just come back from Estonia, so I thought I’d tell you all about (0) . The country’s not all that ? I guess you big, and it’s on the Baltic Sea with lovely forests and beaches. Did you already know (1) . You’re so knowledgeable. Anyway, we flew to a small island off the coast called probably (2) . It’s not particularly well known Hiumaa. Ever heard of Hiumaa before? I wouldn’t have thought (3) outside Estonia. The place was lovely, with wild beaches and thick, ancient forests. We cycled around the island, and . One day, we visited an old lighthouse stopped at museums and galleries and other interesting (4) with a wooden frame, and another (5) ___________ with a steep staircase. The staircase was very old. We had , but we decided not (7) because the weather was a bit wet and planned to climb up (6) either. On the last day, we ate a traditional very windy. Besides, Mary doesn’t like heights, and I (8) too. Then Estonian meal of sausages and potato and beetroot salad. I ate a lot, and I know Mary (9) we stayed a couple of nights in the capital, Tallinn, before coming home. It was an unusual holiday, but definitely I’d go on again. (10) All the best, Matt ___ / 10 4 Rewrite the sentences using an emphatic structure. Use three to five words. Here is an example (0). 0 Jerry loves coming here every summer. does love coming Jerry here every summer. 1 I would like to go away for a few days. What I go away for a few days. 2 I need a pay rise. Then I can afford to go on holiday. It I need. Then I can afford to go on holiday. 3 James took some great photos, but I don’t know what happened to them. James great photos, but I don’t know what happened to them. 4 We are asking for a refund. It we are asking for. 5 We expect good service. The good service. 6 I didn’t mind the noise. It was the bright lights. It I minded. It was the bright lights. 7 I get very annoyed when they don’t tell you what’s going on. What really they don’t tell you what’s going on. 8 I hate seeing litter. The litter. 9 I was struck by how polite everybody was. What how polite everybody was. 10 I knew it was late. That’s why I called. I was late. That’s why I called. ___ / 10 262 Photocopiable tests: Unit 5 86510_EM01_ptg01_243-311.indd 262 PHOTOCOPIABLE © National Geographic Learning 3/1/18 4:23 PM Reading 5 You’re going to read a magazine story about one of mountaineering’s most dangerous journeys. Choose T (true), F (false) or DS (doesn’t say). There is an example at the beginning (0). How a remote peak in Myanmar nearly broke an elite team of climbers The wind slams into me, and I desperately grip my ice axes to keep from being ripped off the mountain face. I push my head against the snow, calm myself, and look down. Beneath my crampons is a 1,500-metre drop. It’s like looking down from the open door of an airplane. I am roped to my two companions, with nothing attaching us to the mountain. A fall here would send all three of us plummeting to our death. When the wind subsides for a few minutes, I pound an aluminum stake into the snow and clip the rope to it. It wouldn’t hold if I were to fall but gives me enough psychological comfort to continue. I concentrate, methodically swinging my ice tools and kicking my crampons. At a rock rampart I place an anchor and belay my partners, Cory Richards and Renan Ozturk, across the chasm. ‘Nice lead, dude!’ Cory shouts above the roar of the wind when he arrives. He climbs onward, slanting left, searching for a passage up through the granite and snow. When Renan reaches me, there is no room on my ledge, so he traverses out to his own perch. Cory carefully tiptoes the teeth of his crampons along a thin ledge above us and disappears from sight. Renan and I wait, hunched against the wind. We stomp our feet and painfully slap our gloved hands. We are too far apart to talk. We just stand there, together but alone, on the side of the snow-plastered cliff more than 4,800 metres in the sky. After half an hour, we begin to freeze. After an hour, we can no longer feel our fingers or toes. ‘I can’t take it anymore,’ Renan yells through his frozen beard. ‘My feet are gone. I have to start moving.’ We don’t know what Cory is doing above us, but we’re so cold it doesn’t matter. Renan starts climbing, then I follow. We’re all still roped together, so it’s crucial that none of us fall. The rope is supposed to be secured to the mountain to catch a fall, but mortal predicaments like this happen often in mountaineering. When there are no good anchors, your partners become your anchors, physically and emotionally. You must trust your life to their judgment and ability, and they entrust their lives to yours. This is the code of the mountains. Renan and I halt in a small rock recess overlooking the north face of the mountain. Through blowing spindrift we can see Cory traversing another expanse of snow. It is too dangerous for Renan and me to keep moving. Again, we must wait. We huddle close, but we’re still freezing. The wind has dropped again now, but the temp
