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© Pearson Education Limited 2014
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First published 2014
ISBN 978-1-4479-4832-2
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Illustrations by: Kathy Baxendale; Beehive Illustration (Roger Wade-Walker)
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New Language LEADER
INTERMEDIATE
TEACHER’S NOTES INTRODUCTION
Teacher’s notes: Louis Rogers and David Albery
Course authors: David Cotton, David Falvey and Simon Kent
INTRODUCTION
FROM THE AUTHORS
Welcome to New Language Leader. In this introduction we
outline some of our ideas about the course and introduce
you to the features of the new edition. We have done our
best to create course materials that teachers and students
will enjoy using, and to enhance the new edition with
improvements and exciting new features. We very much
hope that we share with you – as teachers – a common
set of beliefs and practices, and a common sense of
purpose.
Our approach
New Language Leader is an international course with a
global focus, and is aimed at citizens of the 21st century
world – people who cross (and communicate across)
national borders. We believe that students are curious
about the modern world, and that this course engages
with it. New Language Leader enables students to be better
informed and helps them understand and express their
ideas and feelings about the world. Whilst the course
is designed for anyone who appreciates a content-rich,
intelligent approach to learning, it is particularly suited
for students in universities, other higher education
institutions, and students preparing for university
study (for example, on foundation or other ‘university
pathway’ courses). New Language Leader is not a course
in English for Academic Purposes: however, it contains
‘general English with an academic flavour’ and can
help students cross the ‘bridge’ from General English to
being able to use English in a more specialised academic
context.
We believe it is important to offer students stimulating
topics that engage their interest and increase their
motivation for learning. As authors, we have made use
of our diverse backgrounds, personalities and interests
to provide students with a rich variety of different
topics. Each unit contains an ‘umbrella topic’ with a
different subtopic in each lesson, allowing us to explore
a range of issues within a single topic and also to recycle
vocabulary. The intelligent approach to the topics in the
course is intended to challenge students and allow them
to develop their powers of expression and analysis – and
in particular, their critical thinking skills. New Language
Leader reflects our belief that language learning is not
merely a form of training, but should be situated in a
broader educational context. We hope that students who
use the series will not only learn English, but – through
English – will also learn interesting things about the
world and about themselves. These insights should
be transferable to the world of academic studies and
employment.
New Language Leader is based on a broadly
communicative approach, with language contextualised
in texts and a task-based approach to practice and
language exploration. Pair and group work is an
important part of the learning process. The Common
European Framework and the Global Scale of English
has informed many of the speaking activities.
How language is developed
Throughout the units, there is careful development and
logical staging of new language, as well as substantial
recycling of previous language, enabling students to move
forward rapidly. The Language Reference and Extra Practice
sections consolidate and extend students’ learning, as do
the activities available on the MyEnglishLab.
The texts in New Language Leader not only provide
context for grammar and vocabulary, but also
systematically develop students’ reading and listening
skills. The reading texts are authentic or semi-authentic,
or at lower levels based on real sources, and are taken
from a variety of genres (for example, newspapers,
magazines, literature and publicity materials). Listening
skills are also developed throughout the course. Each
unit has a number of listening activities and there is a
wide variety of different listening texts (for example,
radio programmes, conversations, interviews, talks and
lectures), as well as a varied range of activity types.
There is considerable variety in the length of these reading
and listening texts: some are relatively short, but New
Language Leader also offers students an opportunity to deal
– in a supported way – with some longer texts. Students
who suddenly find themselves in an English-speaking
environment – whether in their home country or abroad
– often have difficulty with the large quantities of spoken
and written English that they are exposed to. This course
helps them to build up their confidence in handling
extended amounts of English. In addition, many of the
reading and listening exercises are based on exam-type
questions, including task types from IELTS (International
English Language Testing System) and PTE-A (Pearson
Test of English – Academic), major global tests of English
used in university entrance contexts.
There are constant opportunities throughout the
course for students to improve their speaking skills,
with speaking activities in every lesson. Students can
comment on the topics and discuss the issues that
arise, as well as talk about more personal experiences
and knowledge, through a variety of activities, such as
information gaps, personalised question and answer
activities, role plays and debates.
The Scenario lessons are an important communicative
feature of New Language Leader. Every unit includes a
Scenario lesson, devoted to extended speaking practice in
a real-life situation. Information has to be processed – and
decisions made – leading to a specific outcome. Students
are given support to carry out the task, including a pretask listening activity and a focus on key language.
The course contains comprehensive coverage of the
key English grammar. Grammar is contextualised and
students are encouraged to analyse and understand
grammar through an inductive approach with reference
to examples in reading and listening texts. The grammar
is practised in motivating and interesting activities. The
Language reference and Extra practice section at the back of
the book extends students’ knowledge of grammar and
provides further practice. These sections can be used in
class or for independent study at home.
Lack of vocabulary is one of the main problems many
students face. Consequently, students struggle to make
sense of texts and express themselves. Put simply, they
2
need more words, and this need is especially acute in
a university context, with the additional demands of
subject study. New Language Leader has a wide range of
vocabulary, contextualised in texts and recycled through
the course. The Language Reference section now identifies
not only words taught in vocabulary activities, but other
vocabulary occurring in the course which is intended to
become part of the students’ active vocabulary.
Critical thinking, critical reading, and critical
listening
In the new edition, the skills work has been enhanced
with additional activities which focus on important
academic and career skills such as critical thinking,
critical reading, and critical listening. These are flagged
up in the Coursebook with a sub-heading in the task
instructions, in orange, identifying the skill that students
are developing: whether that is reacting authentically to
the text, identifying its genre, exploring the assumptions
made by the author, paraphrasing key ideas, offering
an alternative point of view, and so on. These activities
aim to make the students more aware as learners of the
skills they bring to texts, and also to help learn to read
and listen – even in a foreign language – in a more
personally engaged, purposeful, and questioning way. A
high value is placed on the ability to handle texts in this
way in many academic and university contexts. Indeed,
it is sometimes the case that learners finish a university
foundation course with excellent English, but remain
unable to participate meaningfully in academic life,
because they have not developed the ability to engage
with texts in this more critical fashion. In addition to this
continual focus throughout the course, one of the Study
Skills sections (Lesson 5.5) explores the concept of critical
thinking further.
Writing skills and Study skills
Writing in English is often a student’s weakest skill. Even
with very able students, it often drags down their scores
in examinations in which they would otherwise perform
well. It is, however, an essential skill for university
students, as well as in many employment contexts. We
consider that writing is a skill in which – with a little
help – students can make significant progress. New
Language Leader has a page in every unit that is devoted
to the development of writing skills, and there are also
further writing activities throughout the course. Because
of the systematic approach to the development of writing
skills in the course, students should be able to make real
progress in their writing, and derive great satisfaction
from this. Again, there is a wide variety in the length and
type of tasks. We place considerable emphasis, even at the
lower levels, on discourse features of written English, with
frequent analysis of text models and plenty of writing
practice at both paragraph and text level. In addition, we
have included activities designed to encourage students to
be rigorous in checking their own writing.
Each unit also includes a Study Skills page, which
encourages students to be independent learners with a
high level of self-awareness. The skills that we cover in this
section are not just for students who are on educational
courses in universities, colleges and schools; they are also
transferable skills which will be useful to students in many
different contexts, including their careers and personal
lives. Study Skills are not just about the written language,
and in the new edition, three of the Study Skills sections at
each level are based on video clips (see below).
Flexibility
Of course, we hope that your teaching context allows you
to use every page in the book! But the New Language Leader
format can lend itself to different teaching situations and
can be adapted easily depending on the length and type of
course you are teaching. Teachers are best placed to decide
on these adaptations for their own context, but for shorter
courses, you might consider setting longer reading work,
Meet the Expert video viewings, and Writing Skills work as
homework, and use classroom time to focus more on the
development of speaking skills, including the motivating,
extended Scenarios.
To conclude, we trust that you and your students will
find New Language Leader interesting, motivating and
enjoyable. We also hope that it will meet your students’
needs as well as providing something new. We welcome
your comments on the course and hope to have the
pleasure of meeting you in the future.
David Cotton, David Falvey, Simon Kent (Intermediate,
Upper Intermediate, and Advanced)
Gareth Rees, Ian Lebeau (Elementary, Pre-intermediate,
and Advanced)
COURSE DESCRIPTION
New Language Leader is a general English series for adults
and young adults. The course has a topic-based multi-strand
syllabus which includes comprehensive work on grammar,
vocabulary, pronunciation and the four skills. A significant
emphasis is placed on reading, writing and study skills
(suitable for learners in a university or university ‘pathway’
context) as well as speaking and listening.
New Language Leader has five levels and takes learners
from Elementary to Advanced. Each level offers 90 – 120
hours of work in the Coursebook, including the Meet the
Expert video materials.
COMPONENTS OF NEW LANGUAGE
LEADER
Coursebook
The twelve Coursebook units are divided into doublepage lessons, each with clear aims, which are designed to
make the course flexible and easy-to-use.
• Introduction lesson: in New Language Leader
Intermediate the first spread is where the unit topic
is presented with core vocabulary and lexis through
reading and listening texts, and where students
discuss some of the themes of the unit and activate
any previous knowledge and vocabulary.
• Input lessons: there are two further input lessons
in each unit (Lessons 2 & 3 in each unit). Here,
new language is presented through informative
texts with a balanced mix of grammar, vocabulary,
pronunciation and skills work.
3
• Scenario: in the fourth lesson, learners integrate
and practise the language presented in the previous
lessons through a more extended communicative
task. This major speaking activity is carefully staged;
the Key language section gives extra support by
developing functional exponents. The final Task is
where students are really challenged to use English at
the limits of their competence and – through careful
preparation and post-task reflection – to become more
proficient and confident users of the language
• Study and Writing Skills: the fifth lesson consists of
a Study skills section, followed by Writing skills, which
helps students to write a text in a particular genre
(frequently based on a familiar academic text genre,
of the kind required in exams such as IELTS).
At the back of the Coursebook, you will find:
• Language reference/ Extra practice: this section
consists of one cross-referenced spread for each unit.
The left-hand page includes a grammar summary
for the unit, plus reference lists for Key language
and Vocabulary. The right-hand page provides extra
practice for consolidation.
• Communication activities: supporting material for
the information-gap, role-play and similar tasks used
throughout the course.
• Meet the Expert: material accompanying video clips
(see below).
• Audio scripts: transcripts of all the audio used in the
course.
Video materials
New Language Leader is enhanced with two entirely new
strands of video-based content which bring topics to life
and develop important learner skills. The video clips
for the course are available on the teacher and student
resource sites, as well as on the Teacher’s eText for IWB
and the Students’ eText Coursebook.
Activities for using the video in class are in the
Coursebook, and there are additional video activities on
the MyEnglishLab. The materials in the Coursebook focus
on the engaging content of the video, while the activities
on the MyEnglishLab explore the language further.
Every unit of the course contains a video clip, and there
are two distinct strands of video material.
Freestanding classroom activities (approximately 45
minutes of additional classroom material per clip)
are provided in the back of the Coursebook. These are
signposted prominently at the end of the main lesson
the clip accompanies. This is the recommended point at
which classes could use the clips, although teachers may
vary this, for example using the clip at the beginning of
the relevant lesson as a lead-in.
As with all truly unscripted, authentic material,
the language level of the interviews will be found
challenging by some classes, but we feel that the
authenticity of the interview is a powerful motivator
to understanding, and the judicious use of transcripts,
and splitting the material into shorter chunks, will
help students who are in difficulty. The importance
of exposure to real English speech is clear: many users
of New Language Leader will have a pressing need to
understand authentic speech on academic topics, and
many others will already be familiar with authentic
English-language video online.
In Intermediate the Meet the Expert clips are:
Unit and lesson
Description
1 Personality
Michael Gould, a professional
actor with the royal Shakespeare
Company (UK) talks about
method acting and how he
prepares for a role.
1.2 Exploring personality
3 Work
3.3 Work placements
4 Language
4.2 The future of English
5 Advertising
5.3 Advertising and children
6 Education
6.2 Montessori
Meet the Expert
In nine units, there is an authentic video interview with
an expert from a field of work related to the unit topic.
The purpose of these interviews is to bring the topic
to life, provide fresh angles, realistic spoken models of
language use, and allow students to relate the topics
they have been studying to their possible future fields
of academic study or careers. Many of the interviewees
are leading academics in their fields giving insights into
their research and others are major authors or figures in
their professions. They have all been selected first and
foremost for the fresh angles they can provide on the
topics and because they have something to say which
will be new to the learners.
7 Design
7.2 Design through the ages
8 Business
8.1 In business
Caroline Matthews, a graduate
trainee at Lloyds Insurance,
talks about her experience of a
competitive internship.
Henry Hitchings, author of
the book Language Wars, talks
about World English, the future
of English as an international
language, and the status of
other global languages such as
Mandarin Chinese and Arabic.
Vena Raffle, Head of Investigations
at the Advertising Standards
Authority, talks about her work
ensuring that advertisements in the
UK are “legal, decent, honest and
truthful”.
Rob Gueterbock, a Montessori
teacher or ‘guide’ talks about the
philosophy behind Montessori
education and the techniques
used in this approach to
educating children.
Freyja Sewell, a furniture and
product designer, talks about her
design heroes, her work creating
the Hush Pod Chair, and her
plans for making furniture from
recycled wool.
Teresa Le talks about how she
started a Vietnamese cookery
teaching business which grew into
a London restaurant. She describes
her plans to expand into a chain and
create a Vietnamese food brand.
4
10 Trends
10.1 It’s the new thing
12 Crime
12.1 Real crimes
Cate Trotter, a trends consultant
talks about how she takes clients
on ‘trend tours’ and how global
businesses can benefit from
planning for big social trends.
Stephanie Bierwerth, a publisher,
talks about the appeal of crime
fiction, who reads it, and the
ingredients of a global crime
bestseller.
Study Skills video
In three of the units (Units 2, 9 and 11) the video clip
accompanies the Study Skills section, and focuses on
key skills students need for English studies, academic
life and careers (listening to lectures and talks; making
presentations; taking part in discussions in a group).
Each of these clips provides a model for the students
to view and analyse, and the accompanying material
focuses attention on the language used and the
communication skills on display (including non-verbal
communication, such as gesture and body language). In
these units, the video material is integrated into the core
lesson, rather than being in the back of the Coursebook.
In Intermediate, the Study Skills clips are:
Unit and lesson
Description
2 Travel
Students watch a short talk about
the Norwegian explorer Thor
Heyerdahl,practise taking notes,
and reflect on different notetaking methods.
2.5 Taking notes while
listening
9 Engineering
9.5 Participate in a group
discussion
11 Arts and Media
11.5 Delivering a
presentation
Learners watch a group of
engineering students discussing
whether or not engineers need
management skills to do their
jobs effectively. They learn key
phrases for participating in and
managing a group discussion,
and also look at some of the
body language the speakers are
using to take turns and signal
agreement and disagreement.
Students watch two presentations
about an arts festival: a bad
one and a good one. Students
assess what the bad presenter
does wrong, and what the good
presenter does right. They learn
some expressions for organising
a presentation and then practise
creating their own.
Audio
The audio material which accompanies the Coursebook
can be streamed or downloaded from the teacher and
student resource sites.
The class audio is also available to purchase as audio
CDs.
MYENGLISHLAB
MyEnglishLab is Pearson’s easy to use Learning
Management System, now on a new, improved software
platform. The New Language Leader Intermediate
MyEnglishLab provides over 300 interactive activities,
focusing on grammar, vocabulary, pronunciation and the
four skills, in a media-rich environment, with plenty of
audio and video support. MyEnglishLab gives students
instant, targeted feedback, including answer-specific
hints and tips to help them work out language points for
themselves. Students and teachers alike can easily track
their progress through the grade book.
Teachers can assign tasks easily, monitor task completion
and performance across their classes, and create
Common Error reports enabling them to focus on class
and individual weaknesses and strengths. In addition
to the practice activities, teachers can also assign all the
course tests and assessments through the MyEnglishLab.
TEACHER’S ONLINE RESOURCES
The teacher’s resource site contains all the support
teachers need: detailed teaching notes which accompany
the course; extra photocopiable activities; class audio and
video; a comprehensive testing and assessment package.
Teacher’s Notes
There are warning points to alert teachers about
possible problem areas as well as teaching tips to help
them. Taking into account teachers’ busy schedules,
the Teacher’s Notes are designed as lesson plans,
with ideas for extension and adjustment, which are
especially useful for mixed ability groups. There are also
suggestions for adapting material to focus on academic
English, or on exams skills.
warning points
extension
teaching tips
adjustment
academic English focus
exams skills focus
Testing and Assessment package
New Language Leader contains a comprehensive testing
and assessment package. Printable, photocopiable tests
are contained on the teacher’s resource site with full
instructions for their use.
There is a short Achievement Test for each unit, which
has grammar, vocabulary and integrated skills sections.
For a more developed assessment of students there is a
Mid-course Assessment, to be carried out after the students
have completed units 1-6 of the course, and an End-ofcourse Assessment, to be carried out after units 7–12. The
two major Assessments are based on descriptors from the
Global Scale of English, and they test Reading, Listening,
Language Use, Writing and Speaking separately. The
sections of these Assessments can be split out and used
over several lessons if preferred.
5
For teachers using the MyEnglishLab with their classes,
the full testing and assessment package is also available
on the MyEnglishLab. This takes a significant marking
chore away from the teacher, as it is scored automatically
within the MyEnglishLab – apart from the mid-course
and end of course Writing and Speaking tests, which are
submitted to the teacher for moderation.
SYLLABUS AREAS
Topics: the units are based on up-to-date topics of
international interest or new angles on familiar subjects
and many of the texts have been substantially revised
for the new edition. Themes have been carefully chosen
to engage the learners and to provide a springboard for
their own ideas and communicative needs. The video
material is completely new for the new edition.
Grammar: New Language Leader follows an established
syllabus progression and learners are actively involved
in developing their knowledge of grammar. The
Grammar sections in the input lessons focus on the main
language points presented through the texts and learners
are encouraged to work out the rules for themselves.
They are supported by the Grammar tip boxes and
cross-referred to the corresponding Language reference
and Extra practice pages at the back of the book for
reinforcement.
Vocabulary: vocabulary input is derived from the unit
topics and texts, allowing the teacher to build on words
and phrases the students already know to create lexical
sets. Additional attention is paid to word building and
lexical patterns. The vocabulary is recycled through
the speaking activities in each unit, revised in the Extra
practice and practised further in the MyEnglishLab.
Pronunciation: regular pronunciation sections are
integrated with the presentation of new language
or included on the Scenario spread as part of the
communicative task. The pronunciation syllabus covers
word and sentence stress, difficult sounds, contractions
and intonation.
Reading: there is a wide range of reading material in
New Language Leader and a variety of exercise types
developing the reading skills. The informative texts have
been chosen for their interest and to provide a context for
the grammar and vocabulary items being studied. The
texts are based on real-life sources (magazines, websites,
etc) and related activities include comprehension,
vocabulary and reading sub-skills work, as well as a
strong focus on critical reading (see above).
Speaking: opportunities for oral practice of language
and freer discussion appear regularly in every lesson.
There is at least one speaking activity per lesson (and
more opportunities for speaking embedded in other
activities), and a major communicative task in the
Scenario lesson. Many of the speaking and discussion
activities are designed to engage students’ critical
thinking skills.
Writing: the writing syllabus introduces students to
different genres and develops students’ writing through
analysis of models and practice in producing different
text styles.
Study skills: a systematic approach to developing
study skills fosters independent dictionary use, gives
students help in approaching exams, learning outside
the classroom, taking part in discussions, taking notes in
lectures, giving presentations, and so on.
ALIGNED WITH GLOBAL LANGUAGE
SCALES AND EXAMINATIONS
Common European Framework of Reference: the ethos
of the CEFR is reflected throughout New Language Leader
in a variety of ways. For example, the outcomes of the
Scenario lessons reflect the ‘Can do’ descriptors and help
students use the language they have learnt effectively.
Also, great emphasis is placed on the development of
independent learning across the course including the
extensive work on study skills, good study habits and
self-assessment.
The Global Scale of English: New Language Leader
is informed by the descriptors of the Global Scale of
English, which sets out detailed descriptions of language
skills and competence on a scale, aligned to the CEFR,
from 10 to 90.
Link to examinations: New Language Leader can be used
to help prepare students for a range of common exams,
especially those used internationally for university
entrance. Activities in the Coursebook, the MyEnglishLab
and the Testing and Assessment package reflect task
types used in IELTS (International English Language
Testing System) and PTE-A (Pearson Test of English –
Academic). The Teacher’s Notes also contain regular
suggestions for lightly adapting course material for
exams-focused classes.
Listening: students are given many opportunities to
develop a wide range of listening skills in New Language
Leader, both in terms of text types and activity types
(e.g. checking predictions, table and note-completion).
Students have access to class audio for additional
practice, and there is more listening practice on the
MyEnglishLab to further build the learners’ confidence.
6
HOW A UNIT WORKS (Intermediate)
Introduction & input lesson
1 Personality
The contents of
each unit are
clearly labelled
at the top of the
opening page.
6a Divide these adjectives into two
groups according to personality types.
IN THIS UNIT
GRAMMAR
• question forms
• present simple and present
continuous
adventurous
cautious
enthusiastic
quiet
reserved
self-confident
talkative
thoughtful
VOCABULARY
• personality adjectives
• prefixes
6b Now divide these jobs into two
artist salesperson
teacher
inventor
7b Read the text again. Are these
‘My one regret in life is that I am not someone else.’ Woody Allen 1935–, US film-maker, writer and actor
PERSONALITY ADJECTIVES
Vocabulary
exercises
present and
practise topicspecific lexis.
1b Choose three adjectives which you
think describe your own personality.
2 Look at these adjectives connected
with personality. Which ones are positive,
which are negative and which are neutral?
adventurous ambitious assertive
bossy cautious
creative
energetic
likeable
moody
organised quiet
reliable
sensible
sensitive
serious
sociable
talkative
thoughtful
3 Match words 1–8 with words a–h to
make compound adjectives connected
with character.
1 easya working
2 openb confident
3 evenc going
4 hardd hearted
5 selfe tempered
6 strongf willed
7 warmg headed
8 levelh minded
engineer
writer
and check your ideas in Exercise 6.
WRITING SKILLS
• a for and against essay
VOCABULARY
politician
manager
7a Read the encyclopedia entry quickly
STUDY SKILLS
• taking notes while reading
1a Work with a partner to think of as
many personality adjectives as you can,
e.g. friendly, generous.
Extroverts and introverts
groups according to personality types.
Which adjectives from Exercise 6a do
you think go with which jobs? Work with
a partner and explain your choices.
SCENARIO
• giving opinions, agreeing
and disagreeing, making
suggestions
• choosing a new team
member
Stimulating topicrelated quotation
to engage
learners.
1.1
PERSONALITY TYPES
READING
1.1 PERSONALITY TYPES
PRONUNCIATION
4a
1.1 Word stress On which part of the compound adjective in
Exercise 3 does the stress fall? Listen and check, then repeat the words.
4b Match the meanings below with an adjective from Exercise 3.
A person who …
1 does not easily become angry: even-tempered
2 is determined to do what they want:
3 is not easily upset or annoyed:
4 accepts other ideas and opinions:
5 makes a lot of effort:
6 believes in their own success:
7 behaves in a calm way even in a difficult situation:
8 is friendly, kind and generous:
8 Making connections Work with a
partner and choose five jobs. Discuss
what personality types the jobs would
attract and why. Then discuss your
choices with another pair.
4c Think of people you know and one or two adjectives to describe
each person. Explain why you describe them like this. Give examples.
LISTENING
5a Look at the people in the photos and discuss. What kind of
personality do you think each person has?
5b
1.2 Listen to the three people talking. Was your description of
them accurate? A speaks first.
A
B
statements true or false according to
the text?
1 Jung thought of the terms extrovert and
introvert.
2 The terms describe a person’s way of
looking at life.
3 Extroverts prefer to be surrounded by
people rather than be on their own.
4 Introverts don’t think carefully before
they do things.
5 Scientists agree that extroverts are this
personality type when they are born.
6 Introverts tend to be happier than
extroverts.
C
computer programmer musician
tax inspector
fashion model
librarian film director police officer
researcher songwriter journalist
SPEAKING
9 Work with a partner to discuss the
following.
1 In your opinion, how useful do you
think the two personality types are for
describing personality?
2 What tells you more about a person’s
personality: their clothes, their body
language, their voice, their attitude,
their tastes or something else? Which
is best in your opinion?
Everyone has a different
personality. It is what makes
people individuals and unique.
However, there are some shared
personality qualities which let
us talk about personality ‘types’.
One of the most basic personality
differences is between extroverts
and introverts. These terms
are used in many theories of
personality types. They were made
popular by the important Swiss
psychiatrist Carl Jung (1875–1961),
although he did not invent them.
Extroversion and introversion
are ways of describing a person’s
attitude to the world: do they
move towards it or away from it?
Extroverts are people who look
outwards. They are friendly,
sociable, talkative, enthusiastic and
self-confident. They are interested
in a range of experiences and enjoy
spending time with other people.
They tend to act first, then think
later. When extroverts feel bad,
unmotivated or without energy,
they look outside themselves. This
means they might go shopping,
call friends or have a party. Typical
extrovert jobs are in politics, sales,
teaching and management.
Introverts, on the other hand,
look inwards. They feel more
comfortable alone and enjoy ideas
and thinking. They are reserved,
Pronunciation
exercises cover
problem areas
related to the
vocabulary being
studied.
quiet, thoughtful and may be shy.
They like to think and consider
before taking action, and will often
analyse before speaking. In contrast
to extroverts they value fewer, but
deeper experiences. When feeling
bad or stressed, introverts look
inside themselves for energy and
motivation. Introverts often work
as artists, writers, engineers and
inventors.
Although the types are different,
most people have both extrovert
and introvert characteristics in their
personality, but often they are more
one type than the other. There has
been some interesting research into
why people are basically extroverts
or introverts. Some people say that
extroverts and introverts are born
not made. Others believe that
environment is more important in
shaping someone’s personality.
Attitudes towards introverts
and extroverts vary in different
cultures. For example, Americans
value extrovert qualities. However,
cultures such as those in central
Europe and south east Asia regard
introvert characteristics more
highly. Interestingly, research
shows that people who live on
islands tend to be more introverted.
Studies have also found that
extroverts have higher happiness
levels than introverts.
6
Speaking
exercises get
students talking
about the topic.
7
Input lesson (1)
The informative
reading text
provides a
context for the
language and
vocabulary being
studied.
Listening
exercises guide
students through
audio texts
and encourage
different styles of
listening.
1.2
EXPLORING PERSONALITY
LISTENING AND SPEAKING
1 How useful do you think the following are for judging a
person’s character?
METHOD
personality tests handwriting analysis star signs/horoscopes interviews
2 Have you ever done a personality test? If so, why?
3a 1.3 Listen to an interview with Dr Frank Partridge, an expert
in psychometrics (the measurement of intelligence and personal
qualities). Tick () the topics covered in the interview.
1 things that psychometric tests measure
2 the first tests
3 problems with personality tests
4 the Myers–Briggs test
5 the future of personality tests
3b Complete the questions that the interviewer asks.
1
2
3
4
5
6
7
Clear
presentation
of grammar
followed by
useful practice.
Cross reference
directs students
to the Language
reference and
Extra practice
spread at the
back of the book.
What exactly
psychometrics
?
How
psychometric testing
?
useful
the tests?
they reliable?
What
personality tests
you about a person?
you
any of these tests yourself?
What
you
on at the moment?
3c Listen again and check your answers to Exercise 3b.
GRAMMAR
QUESTION FORMS
4 Look at the questions you completed in Exercise 3b. Which tense
is used in each question?
5 Are these statements about question formation true or false?
Correct the ones that are false.
1 In questions with the verb be, we put the verb before the subject.
2 In present simple questions (except with be), we use the auxiliary
verb do/does.
3 In past simple questions, we use the auxiliary verb has/have.
4 In present continuous questions, we put do/does before the subject.
5 In present perfect questions, we put has/have before the subject.
6 Look at a and b below, then answer questions 1–3.
a
b
1
2
3
Who designed the Stanford–Binet test?
– Alfred Binet designed it.
What did Alfred Binet design?
– Alfred Binet designed the first usable intelligence test.
In which question (a or b) is the wh- word the subject? (This is a
subject question.)
In which question (a or b) is the wh- word the object? (This is an
object question.)
In which type of question do we form the question with an
auxiliary verb, e.g. do/does, did?
 Language reference and extra practice pages 126–127
8
S
ome actors believe that they
have to ‘become’ the people they
play in order to give a convincing
performance. Actors who think and
behave in character to prepare for their
roles are known as ‘method actors’. Two
classic examples today of method actors
are Daniel Day-Lewis and Johnny Depp.
Daniel Day-Lewis is undoubtedly the
greatest method actor of our time. He
has won three Oscars for best male actor
– more than any other male actor. He
works only when it suits him. He does
not act for the money. He chooses roles
in films that are difficult to play and tries
to understand totally the thoughts and
emotions of the personalities he portrays.
He prepares thoroughly for roles and finds
ways in which he can ‘live’ in a character.
He becomes completely involved in the
character. For the film The Boxer, he
devised a training schedule: twice a day
in the gym, seven days a week for three
years. He became so fit that he could
have entered the ring professionally.
His method acting also appeared when
he played the role of Christy Brown, the
Irish artist with cerebral palsy, in the
film My Left Foot. Day-Lewis stayed in
a wheelchair while on set, spoke like a
person with cerebral palsy, and asked crew
members to spoon-feed him and wheel
him about. At this time, he taught himself
to paint, like Brown, using his toes.
EXPLORING PERSONALITY
ACTING
One of his most difficult roles was
when he played the 16th President of
the United States, Abraham Lincoln,
in Steven Spielberg’s film Lincoln.
According to one critic, he ‘eases into a
role of epic difficulty as if it were a coat
he had been wearing for years’. He stayed
in character during the production,
speaking at all times in Lincoln’s
Kentucky accent.
Another famous method actor is Johnny
Depp. He often stays in character during a
film. He likes to paint a portrait of a new
character to help him find the person’s
face and personality. For example, he
painted the Mad Hatter, for the film Alice
in Wonderland, with tangerine hair. One
of his best known roles is as Edward
Scissorhands. Edward Scissorhands is a
film about an artificial man named Edward
who has scissors for hands. Depp was so
committed to the role that he passed out
from heat exhaustion in one scene.
Johnny Depp has described his feelings
after finishing the film: ‘I can remember
when I finished Edward Scissorhands
looking in the mirror as the girl was
doing my make-up for the last time and
thinking, “Wow, this is it. I’m saying
goodbye to Edward Scissorhands.” You
know it was kind of sad. But in fact, I
think they’re all still somehow in there …
With any part you play, there is a certain
amount of yourself in it. There has to be,
otherwise, it’s just not acting. It’s lying.’
1.2
7a Put the words in the right order to make questions from a
personality test.
1 do / ever / you / get / worried / ?
2 you / are / a / confident / person / ?
3 you / do / make / easily / friends / ?
4 makes / happy / what / you / ?
5 who / you / phone / do / when / you / worried / are / ?
6 in your life / influence / who / the / biggest / is / ?
7 test / you / a / ever / have / personality / taken / ?
8 worry / about / do / what / you / the / most / ?
9 influenced / you / at / school / most / who / the / ?
10 best / advice / gives / you / who / the / ?
Reading
exercises aid
comprehension
of the text and
develop skills.
7b Work with a partner to ask and answer the questions.
8 Work with a partner to complete a text about Sigmund Freud.
Take turns to ask and answer questions. Prepare your questions first.
Student A: turn to page 163.
Student B: turn to page 157.
A: Who was born on 6th May 1856?
B: Sigmund Freud.
READING
9 Look at the photos of two actors. What do you know about them
and their style of acting?
10a Read the first paragraph of the article. What is ‘method acting’?
10b You are going to read an article about two method actors and
how they prepare for a character. Scan the article and name three films
that Daniel Day-Lewis appeared in and two films that Johnny Depp
appeared in.
10c Read the article again. Find examples of how the two actors were
committed to the roles they played in each of the films mentioned.
Writing exercises
practise short
contextualised
text construction.
10d Reacting to the text Read the final paragraph again. Work with
a partner and talk about the film character you have found most
difficult to say goodbye to, and why.
11 Discuss these questions in groups.
1
2
3
Which actor would you most like to meet, and why?
Do you know any other films that these actors appeared in?
What did you think of those films?
Do you know of any other method actors?
WRITING
12 Imagine you are going to meet a famous person, dead or alive
(e.g. a famous leader in history, a film star, a pop star, a character in a
book). Write down five questions you would like to ask this person.
Then compare your questions with a partner.
MEET THE EXPERT
Watch an interview with Michael Gould, a professional
actor, about method acting.
Turn to page 150 for video activities.
9
Authentic video
interviews
provide
additional input
and discussion
material,
extending the
topic.
7
Input lesson (2)
1.2
1.3
EXPLORING PERSONALITY
CHARISMA
A
Critical thinking
tasks encourage
students to
analyse and
react to the text.
C
B
D
2c Answer these questions about the article.
GRAMMAR
1 Look at the photos of famous people. Work with a
partner to discuss the following.
1 What do you know about the people in the photos
on this page?
2 Think of three qualities which you associate with
each person.
1
2
3
4
5
6
6a Look at the highlighted phrases in the article and
Exercise 2b. Mark them PS for present simple and PC for
present continuous.
2a Scan the article quickly and answer the questions.
VOCABULARY
1
2
PREFIXES
Which people are mentioned in the article?
What do (or did) they do to earn a living?
2b Identifying topic sentences Read the article again and
put the first sentence of each paragraph in the correct gap.
a Unfortunately, we can also find examples of people
who have abused their charisma.
b Is charisma dangerous?
c Most people will recognise the woman in this photo.
d Most of us expect our leaders to have charisma.
e Nowadays, psychologists are taking a greater interest
in charisma and want to redefine its meaning.
Charisma:
A KIND OF MAGIC?
2
They point out that people
often misunderstand what charisma is and
think of it as a kind of fame, but it is not the
same as the celebrity of overrated pop stars.
Charisma is a kind of magic and is relatively
rare. Charismatic personalities are able to
draw people to them, and they succeed in
getting others to see them as a leader.
3
We want them to inspire us
and offer us a vision of a better future. But
is charisma a good or bad thing? There are
Why is Michelle Obama so good at giving talks?
What mistake do people make about charisma?
What special ability do charismatic people have?
What was Martin Luther King trying to achieve?
Why does the writer mention Conrad Black?
What is the writer’s opinion about charisma?
1
2
3
4
describe something again, and in a better way (para 2)
not understand correctly (para 2)
not as good as some people think or say (para 2)
used something in the wrong way or for a wrong
purpose (para 4)
a person who used to be very successful and
powerful in business (para 4)
Some, like the Canadian ex-tycoon
Conrad Black, have served prison
sentences. Far more seriously, we
can all think of famous military
and political leaders who have
destroyed their countries and
caused great harm to their people.
5
It certainly is
when it causes us to lose our
critical judgement, and this is
frequently the case. When we
choose our leaders, it is vital
to consider whether they have
the knowledge, wisdom and
experience to do a good job.
That is what really matters.
6b Look at the uses a–d of the present simple and present
b
c
d
a regular or habitual action:
a fact or general truth:
a trend or a changing situation:
We often use these verbs to talk about trends: grow,
increase, decrease, change, rise, fall
The number of people researching the power of
charisma is increasing.
incorrect
 Language reference and extra practice pages 126–127
Match each prefix with one of these meanings.
former
again
too much
as the underlined words in these sentences.
1 He was always too confident.
2 His team played much better than the other team.
3 She asked her former boss for advice.
4 His mother’s French and his father’s Italian, so he’s
able to speak two languages fluently.
5 He told me to write the essay again.
6 His ability was not as great as people believed.
7 She did not correctly understand the lecturer.
8 I don’t like people who don’t listen when I’m talking.
SPEAKING
5 Work with a partner to discuss the following.
1
2
3
4
If you were choosing photographs of people for
an article about charismatic people, who would
you choose?
Is charisma the most important quality to possess
if you want to be successful in your career? If not,
what other qualities are important?
Are charismatic people dangerous?
Can charisma be taught?
Concept-check
questions
encourage
students to work
out the grammar
rules themselves.
GRAMMAR TIP
3b Underline the prefixes in the words you found.
5
4b Think of a word with a prefix that means the same
many examples of people who use
charisma in a positive way.
Martin Luther King was one of
the leaders of the Civil Rights
movement in the United States.
He was a charismatic speaker
who used non-violent methods
to bring about equality between
black and white people. Nelson
Mandela and Aung San Suu
Kyi are two other examples of
charismatic political leaders who
share the qualities of self-sacrifice
and personal courage.
4
In the business
world, many top business
executives have misused their
charisma and acted in a way that
greatly damaged their companies.
PRESENT SIMPLE AND PRESENT CONTINUOUS
continuous. Match each use to one of the phrases in the
article. Then write the correct tense in the gaps.
a an action happening around now (often temporary):
3a Find words in the article that mean the following.
4a Look at the words below. What do the underlined
prefixes mean?
1 bicycle
2 antisocial
3 monorail
4 outperform
5 semicircle
6 discomfort
IN FOCUS | CHARISMA
1
She is Michelle Obama,
the wife of Barack Obama. In the photo,
she is greeting children of her employees
who have come to the White House for a
‘Bring your children to work day’. Michelle
Obama regularly gives talks all over the
world to young people. She tells them that
anything can happen if they work hard
and never give up on their dream. She
is currently working on a project which
encourages young people to eat more
healthily. She inspires young people
because she has a special quality – charisma.
1.2
1.3
EXPLORING PERSONALITY
CHARISMA
READING
The regular
Grammar tip box
focuses on key
points.
7a Look at these sentences and choose the correct answer.
1 Dr Partridge regularly gives / is regularly giving talks
about personality.
2 The professor interviews / is interviewing a candidate
at the moment and can’t come to the phone.
3 The number of companies using personality tests
grows / is growing.
4 I do lots of different research, but today I carry out / I’m
carrying out research into the personalities of twins.
5 He drives / is driving to work every day.
6 People become / are becoming very interested in
how personalities develop over time.
7 A psychologist studies / is studying the way people’s
minds work.
8 The doctor’s practice is / is being in Harley Street.
9 I read / am reading an interesting book on
psychology at the moment.
10 The survey found that most people feel that modern
life becomes / is becoming more difficult.
Speaking
exercises
personalise
the language
and encourage
communication.
7b Match the sentences in Exercise 7a with the uses in
Exercise 6b.
8a Use the following prompts to write questions in
the present simple or present continuous.
1 make friends / easily?
2 what / usually / do / weekend?
3 what / read / at the moment?
4 enjoy / art and music?
5 prefer / extroverts or introverts?
6 work / on any new projects now?
7 do / anything interesting / at the moment?
8 lose temper / easily?
8b With a partner, add two more questions and then
take turns to ask and answer the questions. Tell the
class one interesting fact about your partner.
10
11
Scenario
Scenario lessons
practise Key
language from
the unit through
a meaningful
final task.
SCENARIO
1.4
1.4
PERSONALITY CLASH
Students are
given preparation
for the task
through different
activities.
PERSONALITY CLASH
SITUATION
KEY LANGUAGE
1 Read the situation below. What problems might the
new assistant have working for two bosses?
GIVING OPINIONS, AGREEING AND DISAGREEING,
MAKING SUGGESTIONS
Sydney GKNX, an Australian company, has a small
office in Sydney which sells television and radio
programmes. The office staff consist of Chris Morton
(television), Jodie Walker (radio) and two secretaries
Georgia and Debbie. The office needs a new
assistant who will work for both Chris and Jodie.
1
CHRIS:
JODIE:
2
CHRIS:
3
CHRIS:
2a 1.4 Listen to Chris and Jodie talking. What is the
main problem they must solve? Did you think of it in
Exercise 1?
2b Listen again and note the good and bad points
about Chris and Jodie’s personalities. Compare your
answers with a partner.
Chris
+
ambitious
Jodie
–
+
sociable
–
3a Listen again and complete the extracts.
JODIE:
4
5
6
JODIE:
CHRIS:
JODIE:
CHRIS:
CHRIS:
JODIE:
It’s not our fault, is it?
. I suppose we are difficult
at times.
Mmm,
, I do have a bad temper
at times.
That’s the kind of person I want to
employ here.
Sorry, I
with you about Barbara.
, she was a really hard worker.
Louise was jealous of my relationship
with Georgia.
I
.
Why don’t we go for a man this time?
No, that’s
.
We want someone, male or female, who’ll
fit in here. I
we contact the agency
again. …
OK,
you phoning them this
time? I’m really busy, …
3b Look at the words and phrases you put in the gaps
The Key
language of
the lesson is
presented and
practised.
in Exercise 3a. In each case was the speaker:
a giving an opinion?
c disagreeing?
b agreeing?
d suggesting?
4 Chris and Jodie send an email to Recruitment
Associates, an employment agency in Sydney. Read
this extract from the email and answer the questions.
1 Discuss the qualities that Chris and Jodie are looking
for. Are some of the qualities more important than
others? If so, what are they?
2 What other qualities, not mentioned in the email, do
you think the assistant needs?
From
To
Chris.Smith.@my:emails.au
enquiry@Recruitment.Associates.au
We are looking for someone who is:
• lively and sociable; able to get on with men
and women.
• mature, open-minded, not over-sensitive.
• self-confident, with a strong personality.
• hard-working; able to work under pressure.
• flexible and with a good sense of humour.
• very smartly dressed.
• man or woman, any nationality.
You know us both well and you have the job description.
Please note what we say above, but also use your own
judgement to find a suitable candidate for us.
Best wishes
Chris and Jodie
TASK
CHOOSING A NEW TEAM MEMBER
5a Work with a partner. You work for Recruitment Associates.
You are going to choose a suitable candidate for the job.
Student A: read the profiles of Elayne and Daniela below.
Student B: read the profiles of Rashid and Mitsuo on page 159.
Underline the good points of your candidates and put a
cross against the bad points.
5b Share information about the personalities of the
candidates you studied. Discuss the good and bad points
of each one.
5c Rank the candidates in order of suitability
(1 = most suitable, 4 = least suitable).
6 As a class, choose the best candidate to be Chris and
Jodie’s new assistant.
Recruitment Associates
The situation
sets up the
background
information.
3c Look at Audio script 1.4 on page 164. Work with
The clear,
well-structured
communicative
Task enables
students
to practise
language in
a meaningful
context.
Elayne: Australian, aged 22
Comes from a large family (two older
brothers, three sisters). Smiles a lot,
has a sunny personality. Speaks in a
loud voice. Very self-confident. Maybe
over-confident?
Your three best qualities? ‘extrovert, energetic,
cooperative – willing to do any task, even if it’s boring’
Your worst quality? ‘I am strong-willed and don’t like to be
criticised.’
Your ideal boss? ‘Someone who gives clear instructions, so
I know what to do.’
Why choose her? ‘I’m popular wherever I work because I’m
a partner to find other examples of the language
functions in Exercise 3b.
even-tempered and reliable.’
Doesn’t smoke. Thinks smoking should not be allowed in any
place of entertainment, e.g. a café, bar or sports ground.
Interests: basketball, hiking and dancing (rock and jive).
Recruitment Associates
Interested in fashion.
Dressed in a smart business suit for the interview.
12
Daniela: Italian, aged 30
An only child. Confident and sensible.
A good sense of humour. Laughs a
lot. Speaks English with a strong
Italian accent.
Your three best qualities? ‘responsible, open-minded, flexible’
Your worst quality? ‘I can be moody at times.’
Your ideal boss? ‘Someone who lets you do your duties
your own way and doesn’t interfere too much.’
Why choose her? ‘I don’t need a boss to tell me what to do
all the time. I can work independently and under pressure.’
Smokes a lot. Life-long vegetarian. Has strong views about
people who eat meat.
Interests: reading, cinema, going to restaurants with friends.
Dressed casually in a white jumper and black skirt.
13
8
Study and writing skills
The Study skills
section develops
students’ ability
to work on their
own and in
the classroom
environment.
1.5
STUDY AND WRITING SKILLS
STUDY SKILLS
STUDY AND WRITING SKILLS
MAKING NOTES WHILE READING
PARAGRAPH 3 NOTES
Women drivers
1 Work with a partner to discuss the following.
indecisive
1
2
3
When do you need to make notes?
What techniques do you use when you make notes?
Which sources do you trust more when reading –
books or online sources?
2a Read the essay below. Which statements in the
essay do you disagree with?
react 12
Accidents
distracted
14
lack
13
map
16
for example by 15
2b Note-taking Read the essay again and complete
the notes. Use one or two words in each gap.
PARAGRAPH 2 NOTES
more difficult
17
WOMEN DRIVERS
• patient and 1
road like 2
• stay 4
Students are
given real life
tasks.
• road
in 5
6
incidents fewer
more 19
• take fewer 7
when 8
, less likely to 10
or after drinking
3a Symbols and abbreviations Have you thought
about using symbols and abbreviations? Match the
common symbols and abbreviations below with their
meaning. Can you add any others?
1 &
a this leads to / causes
2 +
b male / man
3 >
c greater / more than / better than
4 <
d female / woman
5 e.g.
e smaller / less than
6
f is not equal to / the opposite
7
g that is / this means
8 
h and
9 =
i is the same as / equals
10 .·.
j for example
11 i.e.
k plus / in addition to
12 ≠
l therefore
5a Linkers Look at the highlighted phrases in the text.
Decide which of them are used to do the following.
1 list/add points
3 show contrast
2 introduce examples
4 introduce a conclusion
3b Look again at the notes in Exercise 2b and change
1
2
3
4
them using some of the above symbols and abbreviations.
situations
WRITING SKILLS
accidents
poor spatial 20
• cautious
• more 9
when 11
with left
and 18
Research
to others on the
and 3
2c Which style of note-taking in Exercise 2b –
bulleted notes or word webs – do you prefer? Which
do you think is most effective for understanding and
processing a text?
1.5
5b Look at the structures that are used with the
linkers for contrast. Which linkers need a new
sentence? Which linkers always need two clauses?
6b Complete the sentences in an appropriate way.
A FOR AND AGAINST ESSAY
4 Look again at the essay Are women better drivers
than men? Match ideas a–d with each paragraph.
a conclusion
b arguments for
c introduce the topic / state the proposition
d arguments against
Writing Skills
focus on a
different genre
of writing in each
unit.
6a Combine these two sentences using the five
phrases for showing contrast in Exercise 5a.
He is patient and careful at work. He is impatient and
aggressive when he drives.
He is patient and careful at work. However, he is
impatient and aggressive when he drives.
He was slow and often late for work. However, …
Although the twins looked the same, …
Despite the fact that he was shy, …
Children find learning languages easy. Adults, on the
other hand, …
7a Work in groups. Choose an essay title from the
following.
Are men/women better
than women/men?
managers
politicians
teachers
doctors
lawyers
Students are
given model texts
to follow and
analyse.
7b In your groups, brainstorm the qualities you think
Are women better drivers
than men?
1 Some people believe that women are better
drivers than men. However, others think that
women make worse drivers. In one survey
of 3,000 male drivers in the UK, most felt
they were better drivers than the women in
their lives. The idea that women make worse
drivers is a stereotype. It comes from a time
when women drove less than men, and driving
was seen as a man’s responsibility. There are
certainly different views on this controversial
question, although there are a number of
reasons why a woman’s personality makes her
a more competent driver.
2 Firstly, women are more patient and polite
towards other road users, such as pedestrians
and cyclists. In stressful situations they are
more likely to stay calm, and less likely to be
involved in ‘road rage’ incidents. Secondly,
female drivers are more cautious and
therefore take fewer risks, for instance when
overtaking. Thirdly, they are more responsible
so they tend not to drive when tired or after
drinking alcohol.
you need to do the jobs.
7c Look at the statements 1–13 below and do the
following tasks.
a Decide which of the statements below apply more to
men and which to women.
b Add two more statements of your own.
c Select some to include in your essay. Remember to
have some to show the other side of the argument.
d Think of examples to support the statements you
have included.
1
are good at listening.
2
find it easier to deal with people.
3
have more authority.
4
are more sympathetic to others.
5
are better organisers.
6
pay more attention to detail.
7
stay calm in stressful situations.
8
are good at getting the best out of people.
9
are energetic and enthusiastic.
10
work better in a single-sex team.
11
are better at public speaking.
12
are more inspiring.
13
take decisions quickly.
3 On the other hand, many
people argue that
women cause accidents
because they can
be indecisive or react slowly
because they
lack confidence. In addition
, they are easily
distracted, for example,
by children in the car,
scenery or other drivers.
Research also shows
that women find map reading
more difficult
than men, and can have
problems with the
difference between left and
right. Despite
the fact that women have
more accidents,
insurance is often cheaper
for them because
the accidents tend to be
minor. In particular,
women have more accident
s when parking.
This is because women often
have poor
spatial awareness. In contrast
, men tend to
have more serious accident
s.
4 To sum up, it can be seen
that women make
safer drivers than men because
of their
personality. This is supporte
d by the fact that
women have fewer serious
accidents and pay
lower insurance premium
s than men. Overall,
it is clear that women are
less competitive
and aggressive than men
behind the wheel
and therefore better drivers.
Students are
given a guided
writing task.
8 Write your essay. Use the structure of the essay on
the left as a model. You can have a neutral conclusion.
9a Read your partner’s essay and take notes.
9b Tell another student about your partner’s essay.
14
15
OTHER SECTIONS
Meet the Expert
Authentic video
interviews provide
motivating,
real-life input.
Carefullyscaffolded
tasks make
the authentic
language
accessible.
1 PERSONALITY
3 WORK
1 Discuss these questions with a partner.
1 Work in small
groups. In your
opinion, which
of these three
industries offers
the best career
opportunities?
Why?
• oil and gas
• banking and finance
• insurance
1
2
What technique do actors Daniel Day-Lewis and
Johnny Depp both use?
How do they prepare for roles?
2a Michael Gould is a British actor. Read these six
topics he discusses in an interview. In what order do
you think he will discuss them?
a A technique Michael always uses
b A technique people misunderstand
c Companies he has worked for
d How another actor prepares
e How he prepared for a particular role
f A director he has worked with
3 Caroline Matthews now
3 Watch the interview again and decide if these
works in one of the industries in Exercise 1
following an internship. Watch the interview with
Caroline and answer these questions.
1 Which of the three industries from Exercise 1 does
she work for?
2 What is the main purpose of Caroline’s video?
a To say how she feels about her job
b To give careers advice to young people
c To explain how she got her job
4 Work with a partner. How can acting techniques
help you become a more successful language learner?
Think about the various techniques that Michael talked
about in the interview. How might they help you
improve your English?
3a Work in two groups.
Group A: Watch the video again and make notes on
these questions.
1 Which industry did she originally want to work in?
2 Where can students find internships?
3 How does she feel about her internship?
4 Why are some internships difficult?
Group B: Watch the video again and make notes on
these questions.
1 How did she hear about her internship?
2 How does she feel about the ‘assessment day’?
3 Why does she recommend internships?
4 What should you do in an interview?
1 Watch the interview with Michael. Put the
2b
topics in the correct order.
Students are
encouraged to
discuss, react
and take the
topic in new
directions.
2
statements are true (T) or false (F).
1 Method actors lose their own personalities in a role.
2 Michael thinks Daniel Day-Lewis is a good actor.
3 Daniel Day-Lewis told Michael an interesting story
about acting.
4 Michael uses some method-acting techniques.
5 Psychiatrists helped Michael to understand a
particular character.
Michael Gould in the 2009
Royal Shakespeare Company’s
production of Othello.
3b Compare your notes with other students in your
group.
3c Now work in pairs (A and B) and share
information with a student from the other group.
4 Work in small groups and discuss these
questions.
1 Have you ever had advice on your education
or career? Who gave you the advice?
How good was the advice?
2 What careers advice would
you give to a university
student?
4 LANGUAGE
1 Discuss these questions with a partner.
1
2
3
Does your first (or main) language have many
different accents or dialects? If yes, how do people
in your country feel about them?
Is your first language spoken in any other countries?
Which ones?
Is there a standard form of your first language? If yes,
how do you know it is the standard form?
4 Henry Hitchings is an author and expert
2
on the English language. Watch the interview with
Henry. Does he believe that British English is the best
language for global communication?
3a Read these six opinions from different people
about the English language. Do you think Henry
Hitchings would agree (A) or disagree (D)?
1 ‘A language belongs to every person who can
speak it.’
2 ‘Globish is a good word for the international English
that business people use.’
3 ‘In the future, people will learn to speak two forms
of English.’
4 ‘Native speakers of English should simplify their
language in international communication.’
5 ‘English will not be the only language of global
communication in the future.’
6 ‘In the future, the most important changes in the
English language will come from the USA.’
3b Watch again and check your answers to
Exercise 3a. What differences are there between the
sentences in Exercise 3a and Henry’s opinions? What
additional information does he give?
4 Work in small groups and discuss. People today
speak one or more of the world’s 6,000–7,000
languages. However, around 500 languages may soon
become extinct.
• Is it important to have a variety of different languages in
the world? Why?/Why not?
• Should governments spend money on protecting
traditional languages? Why?/Why not?
• Would you learn a foreign language even if you didn’t
have to? Why?/Why not?
5 ADVERTISING
1 You are going to watch an interview with Vena
Raffle, Head of Investigations at the Advertising
Standards Authority (ASA) in the UK. Look again
at the text on page 158. Why did the ASA ban an
advertisement with American actress Julia Roberts?
2a Before you watch, what do you think Vena Raffle
might talk about? Choose four topics from this list.
a What the ASA is, and why it exists
b What kind of people make complaints
c What happens to a complaint at the ASA
d Examples of bad adverts
e The name of a specific company (e.g. Lancôme)
f Advice on how to make a good advert
g The future of the ASA
5 Watch the interview. Which four topics
2b
above did Vena discuss? What can you remember
about each one?
3a Match these key words from the interview with
their meanings 1–5.
claim
1
2
3
4
5
council
department
evidence
ruling
a group of people that are chosen to make rules,
laws or decisions, or to give advice
acts or signs that show clearly that something exists
or is true
a statement that something is true
an official decision
one of the groups of people who work together in
a particular part of a large organisation such as a
university or company
3b Watch again and make notes to help you complete
these sentences.
1 If the complaint is quite simple, the
Department will deal with it.
2 If the council agrees with a report from Vena’s
department,
will be made.
3 If an advert is misleading, it will be
to make
a decision.
4 If an advertiser does not
, the ASA will put a
ruling on their website.
4 Work in small groups. In your opinion, why might
a company choose to make an advert that they know
will offend some people?
150
151
Interviewees
are leading
professionals
and academics,
providing fresh
angles on the
course topics.
9
Language reference / Extra practice
There is one
Language
reference and
Extra practice
spread for each
unit at the back
of the book.
1 Language reference
GRAMMAR
G1
QuEsTion foRMs
PRESENT SIMPlE quESTIONS
use present simple questions to ask about regular
or habitual actions and general truths or states. in
questions with the verb to be and with modal verbs,
put the verb before the subject.
Am I a suitable person for the job?
Can they take the test today?
Grammar is
cross-referenced
to separate
grammar points
in each unit.
With other questions in the present simple, use the
auxiliary verb do/does.
Do you feel happier about college now?
How often do they travel to work together?
PAST SIMPlE quESTIONS
use past simple questions to ask about a past action.
form this question in the same way as the present
simple, but put the auxiliary verbs in their past form.
Was she very intelligent when you knew her?
Did you feel embarrassed when it happened?
PRESENT CONTINuOuS quESTIONS
use present continuous questions to ask about an
action happening at the moment or around the time
of speaking or about a changing situation. form this
question by putting the verb to be before the subject.
Is he interviewing students at the moment?
Are they considering what to study at university?
PRESENT PERFECT quESTIONS
use this question to ask about the recent past or an
event at an unknown time. form this question by
putting the verb has/have before the subject.
Has Martin found out his score?
Have they ever measured their intelligence?
! Don’t use the auxiliary do/does with questions in
the present continuous and present perfect.
Do you working at the moment? 
Do you have finished your work? 
G2
suBjECT And oBjECT QuEsTions
Subject questions ask about the subject of a
sentence.
subject

Who designed the IQ tests?
Philip Carter designed the IQ tests.
Object questions ask about the object of a sentence.
object

What did Philip Carter design?
He designed the IQ tests.
for subject questions, don’t add an auxiliary verb.
Who gave you that present? 
Who did give you that present? 
extra Practice
We usually only use who, what and which to ask
subject questions.
Who wrote the test?
What happened last night?
G3
PREsEnT siMPLE And PREsEnT
ConTinuous
use the present simple to describe:
• a regular or habitual action.
She usually takes the train to work.
We often use adverbs or time expressions of
frequency with this use of the present simple: often,
usually, sometimes, once a week, twice a month.
• a fact or general truth.
Many people don’t believe in horoscopes.
Bill Clinton spends most of his time in the USA.
use the present continuous to describe:
• an action happening around now (often temporary).
Sorry, she’s speaking to someone at the moment.
We’re currently looking for new people.
• a trend or changing situation.
Prices are rising steadily at present.
More and more people are learning English.
• a photograph or a scene.
In the photograph, the two people are talking.
G4
sTATE VERBs
State verbs describe something passive or a state
(for example, the verbs be, like, believe, understand,
know, prefer, depend). We rarely use state verbs in
the continuous.
I know lots of ambitious people. 
I’m knowing lots of ambitious people. 
KEY lANGuAGE
KL
GiVinG oPinions, AGREEinG And
disAGREEinG, MAKinG suGGEsTions
in my opinion, … i suggest … i suppose …
i don’t know. Why don’t we … ?
OK, how about … ? i accept that. (Well,) it’s true.
i can’t agree, … no, that’s out of the question.
VOCABulARY
V1 PERsonALiTy AdjECTiVEs
adventurous, ambitious, assertive, bossy, cautious,
creative, easy-going, energetic, enthusiastic,
even-tempered, generous, hard-working,
level-headed, likeable, moody, open-minded,
organised, quiet, reliable, reserved, self-confident,
sensible, sensitive, serious, shy, sociable,
strong-willed, talkative, thoughtful, warm-hearted
V2 PREfixEs
antisocial, bicycle, bilingual, discomfort, dislike,
ex-baseball player, ex-boss, ex-president, ex-tycoon,
misbehave, misunderstand, misuse, monorail,
outperform, outrun, overconfident, overshadowed,
redefine, redo, rewrite, semicircle, underrated,
underuse
126
G1
1 Write the missing words in sentences 1–10.
1 A:
he the right person for the job?
Yes, I’d say so.
you feel better about taking the test?
Yes, I’m less nervous now I know what it is.
he work well in a team?
Yes, he’s good with other people.
What exactly
your horoscope say?
The same as usual. That I’ll be lucky this week.
they
all their homework?
Yes, they have.
What
you working on at the moment?
I’m working on a proposal for a film.
we ask you a few questions?
Yes, of course.
When
Carl Jung born?
In 1875.
What
he study at university?
Medicine, from 1894 to 1900.
he
his final exam?
Yes, he took it last week.
B:
2 A:
3
4
5
6
7
8
9
10
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
G2 2 Read the sentences and complete the
questions. The underlined word(s) should be the
answer.
1 Bill Clinton is an ex-President.
Who is Bill Clinton
2 Myers Briggs designed the test.
Who
3 Oprah Winfrey owns several houses.
What
4 Marilyn Monroe married Joe DiMaggio.
Who
5 He can speak three languages.
How many
6 Spring is my favourite time of the year.
What
7 My boss is the reason I’m leaving.
What
KL
There is one extra phrase.
a I can’t agree
d I don’t know
b I suggest
e it’s true
c I accept that
f In my opinion
A: 1
we employ Sandra. She’s the most cheerful.
B: Well, 2
that she was the happiest of everyone,
– she has absolutely no previous
but 3
experience.
A: But you don’t need experience to answer the phone.
B: 4
. How you answer the phone can make the
difference in business.
A: Do you think we could train her?
B: I’m not sure. 5
, that will take too much time
and money.
V1
1
2
3
4
?
?
?
?
5
6
7
8
5 Write the missing vowels in the adjectives.
You need to be an _ d v _ nt _ r_ _ s sort of person to
go climbing in the mountains.
Don’t be too c _ _ t _ _ _ s about saying what you
think in meetings.
Running at 6 a.m. looks a bit too _ n_ r g _ t _ c for me.
I prefer sleeping.
Don’t talk to him. He’s always m _ _ d y on a
Monday morning.
Gill is one of our most r _ l _ _ b l _ employees. She’s
always on time.
You look rather t h _ _ g h t f _ l. What are you
considering?
People who are _ p _ n - m _ n d _ d are often good
listeners.
This job needs someone who is s _ l f - c _ n f _ d _ n t .
V2
the box.
?
out
bi
anti
mono
ex-
?
1
2
3
4
5
Extra practice
exercises for
the Grammar,
Key language
and Vocabulary
studied in the
unit.
6 Complete the words with the prefixes in
?
3 A university lecturer is interviewing a new
student. Write the verbs in the present simple or
present continuous.
A: How 1
you
(study)? What’s your
approach?
B: Well I 2
(work) really well early in the
mornings. Most of my friends stay up late, but I
3
(prefer) to go to bed early.
A: So do you find it difficult to work with others?
B: Not necessarily. It 4
(depend) what the task is.
(work) with
For example, at the moment I 5
a group of people. We 6
(set up) a club for
young kids in the town centre.
A: Really? That’s good. Now, 7
you
(know) about the exam at the end of every term?
B: Yes, I read about that.
A: How do you find exams?
B: Well! I 8
(get) worried before exams, but I
think I 9
(get) better at staying calm.
G3, 4
1
4 Complete the dialogue with phrases a–f.
over
social
cycle
comfort
understand
rail
re
6
7
8
9
10
under
dis
mis
shadowed
define
perform
president
rated
7 Complete the sentences with words from Exercise 6.
1
2
3
4
5
Can I borrow your
? It’s too far to walk.
Every time I ask you to do something, you seem to
what I say.
This new film is
. The critics said it was
boring, but I thought it was great.
My brother was always better than me at school and
completely
me.
At the airport, take the
from one terminal to
the other. It’s faster than the bus.
8 Make five more sentences with the other words.
127
The students are
given a summary
of the Key
language and
Vocabulary they
have studied in
the unit.
10
MyEnglishLab
A blended and
personalised
learning
environment
with materials
that can be
assigned at
the click of a
mouse.
Rich media
activities using
audio, video,
and ‘record
yourself’
functionality.
Interactive
practice
exercises
with instant
feedback and
automatic
gradebook.
Tips and
feedback that
direct learners
to reference
materials and
encourage
them to work
out answers for
themselves.
•
Achievement tests for each unit, and mid-course and end of course assessments.
•
Common error report that report that highlights mistakes that learners are making.
11
1
Personality
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study Skills:
Writing Skills:
question forms; present simple and present continuous
personality adjectives; prefixes
opinions, agreeing and disagreeing, suggestions; choosing a new team member
taking notes while reading
a for and against essay
1.1 PERSONALITY
TYPES
IN THIS LESSON
Lesson topic and staging
Students focus on adjectives to describe different
personalities (e.g. creative, energetic). This vocabulary
is contextualised in a listening comparing
appearance and personality. Next, students read
about extroverts and introverts and practise making
connections with ideas outside the text. The lesson
ends with a discussion of personality types.
Objectives
By the end of the lesson, students will have:
• learnt vocabulary to describe personality types
• extracted specific information from a listening and
reading text
• expressed their opinions and listened to others’
opinions on aspects of personality
Timings
If short of time, omit Exercise 9 and use it as a
warmer for the next lesson .
Possible lesson break: after Exercise 5b.
WARM-UP
On the board, write A good teacher/doctor/taxi driver
is … . Elicit a personality adjective to finish the first
sentence, e.g. A good teacher is patient.
Put students into pairs and give them two minutes to
finish the sentences with as many personality
adjectives as possible.
Woody Allen quote: Ask students to discuss these
questions: What would your one regret in life be? Who
else would you like to be and why?
New Language Leader Intermediate Personality
VOCABULARY:
personality adjectives
1a Use the warm-up as a lead-in. Put students into
pairs to think of as many other personality
adjectives as they can in three minutes.
1bGive students a minute to choose three adjectives.
Then put them into pairs or small groups to
exchange information and explain their choices.
2 Check students understand neutral (neither
positive nor negative).
• For feedback, draw three columns on the board
and write positive, negative and neutral at the top.
Elicit the answers, write them in the correct
column and correct pronunciation problems.
Ask if students want to use these adjectives
instead of the answers they gave in Exercise 1b.
Sensitive and sensible are confused by speakers of
romance languages (Spanish, French, etc.).
Students’ answers may vary in different cultures.
The answers below reflect the most common use
of the adjectives. Bossy and moody are rarely used
with a positive meaning.
Possible answers:
Positive: adventurous, ambitious, creative,
energetic, likeable, organised, reliable, sensible,
sensitive, sociable, thoughtful
Negative: bossy, moody
Neutral: assertive, cautious, quiet, serious,
talkative
3 Do the example with the whole class before
students do the activity on their own.
• Ask students not to use dictionaries at this stage
because they will discover meaning in Exercise 4b.
• Students compare with a partner before you check
answers with the whole class.
2h
3e
4a
5b
6f
7d
8g
12
PRONUNCIATION
4a Say one of the compound adjectives from Exercise
3 and ask students where the main stress is. Write
this adjective on the board and mark the stress
with a box above the stressed syllable.
• Put students into pairs to mark where the stress is
on the other adjectives.
• Play the recording and pause after each adjective
so that students can check their answers.
• If necessary, play the recording again to check or
say the adjectives yourself.
Audio script 1.2
Christina, Helen, George
C:
H:
Audio script 1.1 and answer key
1 easy-going 2 open-minded 3 even-tempered
4 hard-working 5 self-confident 6 strong-willed
7 warm-hearted 8 level-headed
4b Students read the first example before doing the
activity. Put them in pairs/small groups to
compare answers before checking with the class.
2 strong-willed 3 easy-going 4 open-minded
5 hard-working 6 self-confident
7 level-headed 8 warm-hearted
4c Give students a short time to think of adjectives to
describe people they know. Encourage them to use
adjectives from Exercises 2 and 3.
• Put students into pairs to exchange ideas and give
reasons for their choice of adjectives.
• Finally, ask students if any of the people they
talked about have similar personalities.
LISTENING
5a Put students into pairs or small groups to look at
the photos and discuss their ideas.
5b Check that students understand accurate (correct).
Then play the recording without pausing.
• Give students a few minutes to discuss whether
their ideas from Exercise 5a were accurate.
• If necessary, play the recording again and give
students another minute to discuss their answers.
• Finally, ask students which photo is probably
Helen and which is Christina.
G:
H:
G:
H:
G:
H:
G:
C:
H:
C:
H:
G:
Personality
Oh, Helen, come on! You can tell a lot from a
person’s appearance. I mean, when people meet
me for the first time, they can see I’m quite a
sociable person – I love parties, going out,
enjoying myself, that sort of thing. I always try
to have a good time and not take life too
seriously.
I don’t know, Christina. It’s certainly not the
same for me. Look, I’ve got quite a lot of friends,
but most of them say they thought I was really
quiet and serious when they first met me.
Maybe it’s the way I dress. But you know me, I
think I’m quite energetic. And I’m interested in
everything.
Mmm.
Maybe people think I’m strange because of my
sense of humour, I don’t know, or because I
don’t care what people think. I like to do things
my way. Anyway, you always laugh at my
jokes, George.
Yes, I think you’re really funny.
What about you, George? You’re very different
from how you look.
How do you mean?
Well ... you’ve got a really good job, running
your internet company. You’re hard-working,
very focused on your career. You seem to know
exactly what your aims are. People would never
guess just looking at you – they’d probably
think you’re an out-of-work actor or something.
Yeah, you’re right, Helen. I suppose I do look a
bit strange. The way I dress, I mean. I’m really a
serious person, as you know, and people don’t
always realise that when they first meet me. I
like to be in control, I plan everything very
carefully, and I don’t like too much change in
my life. That’s the way I am.
I suppose you are very different from your
appearance, George, and you are a bit strange.
Christina!
But you’re a good friend, that’s the important
thing.
She’s right. You’re very reliable and you have
high standards, I like that. I think you’re a
person with real principles, and there aren’t too
many people like that these days.
Thanks, Helen, I think that’s a good description
of me. You know me well, don’t you?
13
READING
6a This task is left open for students to create their
own ways of grouping the words into two
categories. To help, you can write extrovert and
introvert on the board and elicit the meaning of the
words. If students are not sure, write shy, loud,
assertive and cautious under each heading. Then
ask students to add the words from the box to
each personality type. The answer keys to the next
two tasks are based on students grouping the
words using the concepts of ‘extrovert’ and
‘introvert’. However, if they have different
groupings, accept other reasonable answers.
Possible answers:
Group 1: adventurous, enthusiastic,
self-confident, talkative
Group 2: cautious, quiet, reserved, thoughtful
6bGive students a few minutes to divide the jobs into
two groups based on personality type. Students
then match the jobs with an adjective from 6a.
• Students compare their ideas in pairs before you
check answers with the whole class.
Possible answers:
Group 1: politician, salesperson, teacher,
manager
Group 2: artist, engineer, inventor, writer
7a Give students a few minutes to read the text and
check their ideas in Exercise 6.
• Students compare their ideas in pairs before you
check answers with the whole class.
7bPut students in pairs to discuss which statements
might be true or false before reading the text.
• Check answers with the whole class.
True/False/Not given is one of the common
question types in the IELTS Reading section. The
addition of the Not given category significantly
raises the challenge for students. If your students
are preparing for IELTS, you could add some ‘Not
given’ options to this task.
1F
2T
3T
4F
5F
As an extension to this task, ask students to think
about the challenges someone might face if their
personality is not a good match with their
profession.
Possible answer (accept all reasonable ideas)
Extrovert: fashion model, film director, police
officer, songwriter, musician, journalist
Introvert: computer programmer, tax
inspector, librarian, researcher
SPEAKING
9 If time is short, choose one or two questions only.
• Give students a few minutes to think about their
answers individually.
• Put them into pairs to discuss. For Question 2, ask
quick finishers to rank the features in order of
importance and to give reasons.
• Encourage students to give as much detail as
possible and to ask each other questions.
• Extend Exercise 9 by asking pairs of students to
discuss their ideas with other pairs.
HOMEWORK OPTIONS
Students do the vocabulary and pronunciation
exercises for this lesson in MyEnglishLab.
Students write a personality description of someone
they know. They must give examples to support the
qualities they describe.
6F
8 Critical thinking: Making connections. This task
encourages students to make connections between
personality types and jobs. This is similar to the
type of critical thinking a student might have to
apply when connecting a theory to a real-world
situation via a case study.
Personality
14
1.2 EXPLORING
PERSONALITY
IN THIS LESSON
Audio script 1.3
Anchor, Presenter, Frank Partridge
A:
P:
Lesson topic and staging
This lesson looks at personality tests and method
acting. Students listen to an interview on
psychometric testing before focusing on question
forms in different tenses. They then read about
method acting and respond to the text. Finally,
students write questions to ask a famous person.
Meet the expert video
Watch the video to hear about one actor’s experience
of method acting.
F:
P:
F:
Objectives
By the end of the lesson students will have:
• revised the structure and use of question forms
• listened for gist and for specific information
• extracted specific information from a reading text
P:
Timings
F:
If short of time, omit Exercise 8, or use Exercise 12 as
a warmer in the next lesson.
Possible lesson break: after Exercise 8.
WARM-UP
If you cut Exercise 9 from lesson 1.1, you could use it
here. Alternatively, use the procedure below.
P:
F:
• Write two or three famous names on the board.
• In groups, give students three minutes to list
adjectives to describe these people’s personalities.
LISTENING AND SPEAKING
1 Read through the question with the class.
• Check students understand the verb judge (to
decide something based on evidence), star
signs/horoscopes (use an example from a magazine)
and handwriting analysis (studying someone’s
handwriting to assess their character).
• When students have finished the discussion, ask
which ‘test’ they think is the most/least useful.
2 Put students into pairs or small groups to discuss.
3a Read the topics and play the recording. Students
compare in pairs before you repeat the recording.
topics 1, 2 and 4
Personality
P:
F:
P:
F:
And now at 11 o’clock it’s over to Jenny
Mason and today’s edition of Changing World.
Good evening, everyone. Our guest tonight is
Dr Frank Partridge, an expert in
psychometrics and on personality. Dr
Partridge – our listeners are very interested in
personality tests, so can I ask a few questions
about those before we talk about your current
research?
Yes, certainly, and good evening, everyone.
OK, my first question: what exactly does
psychometrics mean?
Well, psychometrics is really related to the
measurement of intelligence and personal
qualities. It measures four things: the
measurement of knowledge, the
measurement of abilities, the measurement of
attitudes and personality traits. It’s really
about the differences between individuals.
I see. How did psychometric testing start? I
mean, who designed the early tests?
Well, the first psychometric tests were
designed to measure intelligence. I think the
first usable intelligence test was the Stanford–
Binet test. The test was developed originally
by a French psychologist called Alfred Binet.
Mmm, interesting. So, how useful are the
tests? Are they reliable? That’s what most
people want to know.
Well, that’s a good question. All tests must
have reliability and validity. Let me explain
what I mean. When you use a reliable test,
you get the same results each time. If the test
is valid, it measures what it’s supposed to
measure ... and not something else.
Mmm. I wonder if you could give us an
example of what exactly you mean by
validity?
An example? Well, if you test a teacher on
how many books they can carry, that’s not a
valid measure of their ability as a teacher.
Right, I see. Well, what can personality tests
tell you about a person?
Well, there’s one test, called the Myers–Briggs
test, which is widely used all over the world.
It’s based on a study of more than 20,000
people. Organisations think it’s useful when
you want to work out people’s roles in a
team. Some people say it’s useful to decide
15
P:
F:
P:
F:
your personality type. You can, for example,
find out how organised, reliable and sociable
you are. I think the questions are quite
interesting and people seem to enjoy doing
them. There are questions like: ‘Can you stay
calm under pressure?’ ‘Are you a good team
player?’ ‘How motivated are you?’ And so on.
Have you taken any of these tests yourself?
Yes, I have. The results were very interesting.
OK, thanks for that. Now, let’s get on to your
research. What are you working on at the
moment, Dr Partridge?
I’m currently carrying out research into the
validity and reliability of lie detector tests and
how far people can beat those tests. I am
particularly interested in whether actors, such
as method actors who thoroughly immerse
themselves in a role ... well, whether they
could beat the tests.
3bStudents try to do this individually.
• Put them into pairs to compare answers and then
play the recording. If they found the listening
difficult the first time, pause after each question.
1 does, mean 2 did, start 3 How, are 4 Are
5 can, tell 6 Have, taken 7 are, working
GRAMMAR: question forms
4 Students work individually before comparing
answers in pairs.
• Get answers from the class, but don’t elicit or give
information on the structure of these questions.
Students will focus on structure in Exercise 5.
1 present simple; 2 past simple; 3 present
simple (verb be); 4 present simple (verb be);
5 present simple (modal auxiliary can);
6 present perfect; 7 present continuous
5 Do the first question as a class and tell students
they can use the questions in 3b to help them.
• Make sure students explain their answers.
1 True (Ex. 3b Q3 and 4) 2 False. We use
do/does, but we can also use modal auxiliary
verbs. (Ex. 3b Q1 and 5) 3 False. We use the
auxiliary verb did, i.e. do in the past simple. (Ex.
3b Q2) 4 False. We put is/are before the
subject (Ex. 3b Q7) 5 True (Ex.3b Q6)
Personality
6 Give students time to answer the questions before
comparing with a partner.
1a
2 b 3 object questions
For a full explanation and further practice, look at
the Language reference on pages 126–127.
7a Students can do this activity individually before
comparing with a partner.
• Go through the answers. Check students
understand influenced (had an important effect on).
1 Do you ever get worried?
2 Are you a confident person?
3 Do you make friends easily? (Note the
position of the adverb easily in this question.)
4 What makes you happy?
5 Who do you phone when you are worried?
6 Who is the biggest influence in your life?
7 Have you ever taken a personality test?
8 What do you worry about the most?
9 Who influenced you the most at school?
10 Who gives you the best advice?
7bCheck students’ pronunciation of worried and
influenced, the contracted pronunciations of do you
and did you, and the weak forms of were and are.
• Some questions are quite personal. Teach the
phrase I’d rather not say and tell students to only
answer the questions they’re comfortable with.
• Encourage them to ask follow-up questions (e.g.
What makes you worried? What do you worry about?).
• For feedback, ask two or three students to tell the
class something interesting they found out.
8 This is an information gap activity where students
exchange information to complete a text.
• Explain the activity using the example (or ask a
stronger pair to demonstrate). Give students time
to plan the questions they need to ask.
• Students work in A/B pairs and take turns to ask
and answer the questions.
• Monitor and note errors. At the end of the activity,
correct some of the more common mistakes.
With a weaker class, divide the students into two
groups (A and B). Ask the students in each group
to help each other decide which questions they
need to ask. Then put them into A/B pairs.
Student B question 4 is in the passive voice.
Monitor to check that students are able to use this
form before they ask/answer the questions.
16
Student A
1 Who was born on 6th May 1856?
2 Where did he study medicine? Or Which
university did he study medicine at?
3 When did he graduate?
4 Who was the first president of the
International Psychoanalytical Association?
5 Who lost all his property when he left
Vienna?
6 When did he (Freud) die?
Student B
1 Where was Sigmund Freud born?
2 What did he study at the University of
Vienna?
3 How long did he live in Vienna? Or How
many years did he live in Vienna?
4 Who was introduced to Freud in 1907?
5 Who emigrated to London?
6 Where was the house Freud lived in? Or
Where did Freud live?
STUDENT A
1 Sigmund Freud
2 Vienna
3 1881
4 Jung
5 his brother
6 1939
STUDENT B
1 Freiburg, Moravia
2 medicine
3 47
4 Carl Jung
5 most of Freud’s family
6 Hampstead, London
READING
Daniel Day-Lewis: an actor with British and Irish
citizenship; has won three Best Actor Oscars.
Johnny Depp: an American actor and producer.
9 Write Johnny Depp and Daniel Day-Lewis on the
board and ask students if they know anything
about them. Then write the words method acting
on the board and ask if anyone knows what it is.
10a If students had an idea, ask them to check their
prediction. If not, ask them to read the first
paragraph and then ask one student to explain.
when actors think and behave in character to
prepare for their roles
10b
In the PTE-A and IELTS, candidates quickly
look for specific details to answer a question. If
you have an exam class, set a 20-second time limit.
10c As an extension, ask students to discuss what the
challenges of method acting might be.
Daniel Day-Lewis
The Boxer: devised a training schedule in the
gym: twice a day, 7 days a week for 3 years.
My Left Foot: stayed in wheelchair on set, spoke
like someone with cerebral palsy, was spoonfed and taught himself to paint using his toes.
Lincoln: stayed in character during the
production, speaking like Lincoln did.
Johnny Depp:
Alice in Wonderland: painted the Mad Hatter to
help him find the person’s face and
personality.
Edward Scissorhands: passed out from heat
exhaustion because he was so committed.
10d Critical thinking: Reacting to the text. Students
discuss in pairs. You could also ask whether they
think acting is more than just lying.
11 Students should justify their choice for Question 1
as this is an important part of critical thinking.
WRITING
12 Give students a minute to think of a famous
person before they write.
• Monitor question forms and help with vocabulary.
• After students have compared in pairs, ask a few
students for the best questions they heard.
MEET THE EXPERT
1 Students discuss the questions in pairs.
2a Students put the topics in order and compare
ideas with a partner, explaining their choices.
2bAs you play the video, pause it at 31 seconds on
the Globe Theatre. Ask students what they know
about the theatre and Shakespeare in general.
a5
b2
c1
d3
e6
f4
The Globe is a reconstruction of the theatre where
many of Shakespeare’s plays were performed.
3 Students read through the statements. Ask if they
can answer any before they watch again.
1F
2T
3F
4T
5T
Day-Lewis: The Boxer, My Left Foot, Lincoln
Depp: Alice in Wonderland, Edward Scissorhands
Personality
17
4 Give students a few minutes to discuss.
Possible answers: Michael talks about ‘the basic
techniques of acting, like voice and movement’ –
a focus on pronunciation, tone and body
language are all important skills that improve
performance. He researches the ‘time’ and
‘place’ that a character exists in. Understanding
English-speaking cultures can help learners
understand and use language more effectively.
He says that for Othello, he talked to experts to
find out more (‘I also talked with psychiatrists
who helped me get an insight’). Students can
learn useful techniques by talking to people who
have already successfully learnt English.
Meet the Expert: Michael Gould, Actor
My name is Michael Gould. I work as an actor in
theatre, television and film. I recently played
Polonius in Hamlet and I often work at the
National Theatre, the Royal Shakespeare
Company and I also teach at the Globe Theatre in
London.
As a young man I watched the great method
actors like Al Pacino and Robert De Niro. Then I
went on to train as an actor at the Academy of
Live and Recorded Arts, where they taught me
the basic techniques of acting, like voice and
movement.
I then watched some actors at the Royal
Shakespeare Company and what impressed me
most about them was their ability to transform
themselves completely from one role to another,
and then some years later I was lucky enough to
work there myself.
The popular perception is that a method actor
immerses himself so completely in a role that he
loses all sense of himself. The reality in my view is
that method acting is more of a process by which
an actor can use his own life experiences in order
to create a character in a situation.
I really admire Daniel Day Lewis. I remember
seeing him in a film called My Beautiful Laundrette
when I was a younger man and I found his
performance completely compelling.
I totally believed in the character he was playing.
He’s done it again recently in a film called There
will be Blood and I gather that he has to take rest
breaks between each project because he commits
himself so fully to the parts.
I remember reading about him recently saying, ‘I
have no problem in believing I’m somebody else,’
which is quite an interesting thing for any actor
to say.
I have not been trained in the Method, but I have
found over the years that I’ve used the techniques
of the method school of acting. I don’t think I’m a
method actor because I don’t transform myself
into the character, but I want the audience to
believe that I have.
Katie Mitchell is a director that I’ve worked with
for many years now and one of the techniques she
uses which is borrowed from the method school
of acting is improvisation.
Now she uses it in two ways. One is to help us
build the character prior to the events of the play.
And the second way she uses it is between the
scenes that the audience will eventually watch, so
that we know what has happened between each
scene and we can bring that on to the stage when
the audience are watching it.
One piece of preparation I always do is establish a
time line for the character. So for example, if the
play is set in 1950 and I am playing a character
who is 50 years old, set in London, I would
research that time and that place in order to
establish what the character has been through.
I once played a very famous character called
Iago, in Shakespeare’s play Othello. And I noticed
that his very first line suggested that he had killed
as part of a war. And that inspired me to look at
post traumatic stress syndrome, the experiences
of war veterans and I also talked with
psychiatrists who helped me get an insight into
that kind of experience.
I’d love to work with the British film director
Mike Leigh who works very closely with actors
building stories through the actors’ imagination,
through improvisation. And everything I’ve seen
of his I’ve found completely compelling.
HOMEWORK OPTIONS
Students do the reading, listening and grammar
exercises for this lesson in MyEnglishLab. They can
also do the MyEnglishLab video activities.
Students write a brief profile of the famous person
they wrote questions for in Exercise 12.
Personality
18
1.3 CHARISMA
IN THIS LESSON
Lesson topic and staging
The lesson begins with a reading about charisma and
students are introduced to topic sentences. Next,
students use examples from the text to extend their
knowledge of prefixes. Students discuss the impact
of charisma before revising the uses of the present
simple and present continuous.
Objectives
By the end of the lesson, students will have:
• extracted specific information from a reading text
• extended their knowledge of prefixes
• compared different uses of the present simple and
present continuous
Timings
If short of time, omit Exercise 5 and/or set Exercise 8a
for homework. In the next lesson, check the answers
and then follow the procedure on for Exercise 8b.
Possible lesson break: after Exercise 5.
WARM-UP
• Write charisma on the board and ask students what
it means (a quality that makes people attracted to
you – it is not physical attractiveness). As an
example, ask students to give you the names of
charismatic people or give examples yourself.
• Write on the board: friendly, assertive, serious,
intelligent, funny, sensitive, self-confident, likeable.
• Elicit other adjectives onto the board that students
believe describe a charismatic person.
• Put student into pairs and tell them they have to
agree on three of the adjectives on the board that
best describe a charismatic person.
• When they have finished, ask the pairs for their
ideas and encourage other students to agree/
disagree.
READING
1 If your students don’t know the people in the
photos, read them the information in the key.
If students can’t answer Question 2, ask them
to list three qualities they associate with a
great leader.
1 A: Kemal Atatürk (1881–1938): Turkish
nationalist leader, and founder and first
president of the Republic of Turkey;
B: Nelson Mandela: former president of South
Africa and one of the main campaigners against
apartheid; C: Aung San Suu Kyi: Burmese
political leader held prisoner for many years
under house arrest; D: Martin Luther King:
famous American activist for black rights; Photo
in text: Michelle Obama: the wife of Barack
Obama the American president.
2a Give students a few minutes for this task and then
check the answers together.
1–2 Michelle Obama: gives talks all over the
world, works on projects (e.g. healthy eating);
Martin Luther King, Nelson Mandela, Aung
San Suu Kyi: political leaders; Conrad Black:
ex-tycoon
2bCritical thinking: Identifying topic sentences.
Ask students what they understand by topic
sentence and where they expect to find it in a text
(usually at the start of a paragraph).
• Students match the topic sentences with the
paragraphs.
1c
3d
4a
5b
Recognising topic sentences can also help
structure students’ own writing in academic
essays. Ask students why they should try to
include a topic sentence in their own writing.
The IELTS reading task of matching headings to
paragraphs is a similar skill to matching topic
sentences to paragraphs. Ask students how topic
sentences are similar to paragraph headings.
2c After answering the questions, ask students to
define charisma and how each person
demonstrated it.
1
2
3
4
5
6
Personality
2e
Because she has charisma and inspires
people.
They think it is a kind of fame.
They are able to draw people to them and
get others to see them as leaders.
Equality between black and white people
(in the USA).
He misused his charisma and damaged
his company.
That it can be dangerous.
19
VOCABULARY: prefixes
3a Use number 4 as an example as it was mentioned
in Exercise 2c above.
• Students find and underline the other words in the
article, and then compare in pairs.
Students will need to look at the gapped topic
sentences as well.
1 redefine 2 misunderstand
4 misused 5 ex-tycoon
3 overrated
• Then put two pairs together and tell them to agree
on three charismatic people.
• They should give reasons for their choice and
agree/disagree with one another.
• If you have enough students, put the students into
groups of eight and repeat the procedure.
• If you have time, continue the discussion with
Questions 2–4.
GRAMMAR: present simple and
present continuous
3bWrite overrated on the board and underline over.
Elicit that over- is a prefix. Ask students to
underline the prefixes in the other words and
match them with the meanings.
At this level, the grammar should not be a problem
and you can probably treat these exercises as
revision. However, the idea of present continuous for
changing situations may be new to students.
re = again; mis = incorrect; over = too much;
ex = former
6a After students have identified the tenses, you
could ask them to find other examples in the text.
6bCheck students understand trend in sentence d.
• Students do this activity individually and then
compare their answers with a partner to
encourage student–student teaching.
4a Set this as pairwork to encourage discussion of the
different possibilities. If necessary, tell students to
use their dictionaries to find the words and then
decide what the prefix means.
1 bi-: two (two wheels on a bicycle) 2 anti-:
against, opposite to, not (against society, not
sociable, opposite to the accepted ideas of
society) 3 mono-: single, one (one rail for a
train to run along) 4 out-: more than, better
than, exceed (perform better than someone else
or better than expected) 5 semi-: half (half a
circle) 6 dis-: not (not comfortable)
4bDo the first sentence with the whole class. Tell
them they should be able to work out the answers
by looking again at Exercises 3a, 3b and 4a above.
1 overconfident 2 outplayed 3 ex-boss
4 bilingual (note: students may have written
bilanguage; lingual is the adjective of language)
5 rewrite 6 overrated 7 misunderstood
8 dislike
For further practice, ask students to look at the
Language reference on pages 126 – 127.
SPEAKING
5 Encourage students to give reasons for their
answers. If you are short of time, tell students to
discuss one or two questions only.
Set the first question and tell pairs to choose three
charismatic people for the article.
Personality
6a–6b
a She is currently working on a project ... PC
b Michelle Obama regularly gives talks all over
the world ... PS
c She inspires young people ... PS
d Nowadays, psychologists are taking a greater
interest in charisma ... PC
While these structures might be familiar to
students, the present simple is extremely
important as it has a very high frequency in
academic texts. If your students are in an academic
context, ask them which use of the present simple
they think is most common and why? It’s c as
much academic writing deals with facts or general
truths rather than habitual actions.
• Students read the grammar tip. For a full
explanation and further practice, ask students to
look at the Language reference on pages 126–127.
7a Check students understand carry out (do) in
Sentence 4.
• Students do this activity individually and compare
in pairs before you check answers with the class.
1 regularly gives 2 is interviewing
3 is growing 4 I’m carrying out 5 drives
6 are becoming 7 studies 8 is 9 am reading
10 is becoming
20
7bGo through the answers to Exercise 7a before
students do this activity.
1 b 2 a 3 d 4 a 5 b 6 d 7 c 8 c 9 a 10 d
Harley Street is in London (UK) and is famous for
having a large number of private medical clinics.
8a Encourage students to self-correct by referring to
the Language reference on pages 126–127.
1
2
3
4
5
6
7
8
Do you make friends easily?
What do you usually do at the weekend?
What are you reading at the moment?
Do you enjoy art and music?
Do you prefer extroverts or introverts?
Are you working on any new projects
now?
Are you doing anything interesting at the
moment? (Note: at the moment does not
refer here to at this precise moment, it means
around the present time.)
Do you lose your temper easily?
8bGive students a few minutes to think of personal
answers to the questions before working in pairs.
• Tell students to ask follow-up questions to get as
much information as possible.
Students write the numbers of the questions down
the left-hand side of a large piece of paper and
then draw three further columns.
• Students move around the room asking three
different students the questions and noting the
answers in the columns.
• Put students into pairs to compare their notes and
decide on the most interesting information.
HOMEWORK OPTIONS
Students do the vocabulary, grammar, reading and
listening exercises for this lesson in MyEnglishLab.
Students use some of the information they gathered
in Exercise 8b to write a short paragraph about
another student in the class. Remind them to pay
attention to the grammar they use.
Students choose one of the charismatic people from
the reading to research online. They then write a
paragraph about this person. If possible, it should be
a living person, so that students can practise the
present simple and present continuous.
Personality
1.4 SCENARIO:
PERSONALITY
CLASH
IN THIS LESSON
Lesson topic and staging
This lesson focuses on language for giving opinions,
agreeing, disagreeing and making suggestions.
Students read the scenario about recruiting a new
employee to work for two bosses. They listen to two
people discussing the problem and then focus on the
Key language. Finally, the main task asks students to
choose a suitable candidate for the job.
Objectives
By the end of the lesson, students will have:
 extracted specific information from a listening and
a reading text
 learnt useful phrases for giving opinions,
agreeing, disagreeing and making suggestions
 used this language in a ‘real-life’ situation to solve
a problem
 participated in extended speaking practice
Timings
If short of time, cut the number of candidates
discussed in Exercises 5 and 6. Student A reads about
Elayne and Student B reads about Daniela.
Possible lesson break: after Exercise 4.
SITUATION
1 Elicit the city in the photo (Sydney, Australia).
 Give students 30 seconds to read the situation.
 Put students into pairs or small groups to discuss
and write down the possible problems.
Students may say one problem is people not
liking each other. If so, teach get on with somebody
in preparation for the listening.
2a Play the recording without pausing and tell
students to listen for the general (not individual)
problem.
Chris and Jodie have different personalities and
the assistants preferred one boss to the other.
There were personality clashes between the
assistants and the two bosses.
21
Audio script 1.4
Chris, Jodie
C:
C:
J:
J:
C:
J:
C:
J:
C:
J:
C:
J:
Honestly Jodie, I don’t understand it. Two
assistants leaving us in the last three months.
It’s not about us surely, it’s not our fault, is it?
I don’t know. I suppose we are difficult at
times.
Difficult? How do you mean?
Well, you expect quite a lot from staff, I’d say.
You’re ambitious and hard-working, and if the
staff don’t do things right, you often lose your
temper. You speak your mind instead of being
diplomatic. Maybe that’s why Barbara’s left us.
I think you upset her quite often. Perhaps you
didn’t realise it.
Mmm, it’s true, I do have a bad temper at
times. But that wasn’t the reason she was
unhappy with me. She wanted to go shopping
during office hours, to buy a birthday present
for her mother. But we were really busy at that
time so I said ‘no’. She didn’t say anything, but
I could tell she wasn’t happy with my decision.
Yes, but that wasn’t the only reason. I don’t
think she really liked you. She just couldn’t get
on with you. [PAUSE]
Yeah, but she didn’t like me mainly because
I’m a smoker. She always gave me funny looks
when I went out of the office to have a
cigarette. I tell you, Jodie, I’m really pleased
she’s left. I like open-minded people, you
know, people who live and let others live.
That’s the kind of person I want to employ
here.
Sorry, I can’t agree with you about Barbara. In
my opinion, she was a really hard worker, she
did a good job for us. I’ve missed her a lot.
[PAUSE]
Well, she’s gone and that’s that. It’s not my
fault. What about the other one who left,
Louise? Now, I got on really well with her, but
you couldn’t stand her.
That’s not true at all, you’re exaggerating, as
usual. OK, she wasn’t my kind of person. She
was too quiet and it really got on my nerves.
I’m sociable, noisy at times, maybe too noisy.
And it’s true, I do have a very loud voice and a
loud laugh, but I like to have a bit of fun with
people. That’s why I get on so well with
Georgia – we’re always joking with each other.
Louise was jealous of my relationship with
Georgia.
Personality
C:
J:
C:
J:
C:
I accept that. But don’t forget Georgia used to
make fun of her a lot and she didn’t like it. She
was a sensitive person, Louise.
Yeah, without any sense of humour at all. I’m
so glad she’s gone. I haven’t missed her at all.
Well, I liked her. And I have missed her – a lot.
She was a great worker, she always did exactly
what I asked her to do. You know, she was
afraid of you, Jodie, you have such a strong
personality. [PAUSE]
Nonsense. Anyway, let’s look ahead. The
problem is, we need to find someone who’ll be
a good match for both of us. Why don’t we go
for a man this time, instead of a woman?
No, that’s out of the question. We’re not
allowed to say we prefer a man – it’s against
the law to do that. We want someone, male or
female, who’ll fit in here. I suggest we contact
the agency again. Let’s see who they can offer
us. I think we should tell them exactly the kind
of person we’re looking for.
OK, how about you phoning them this time?
I’m really busy; I’ve got a big order to deal
with.
All right, leave it to me.
2bIf your class found the listening difficult in 2a,
pause the track as indicated in the audio script.
 Draw the table on the board and elicit the answers.
 To follow up, ask students if they would like to
work for these two bosses or not, giving reasons.
There are a lot of personality adjectives in the text,
but many of them are about the two assistants.
Tell your students to focus only on the adjectives
to describe Chris and Jodie.
Chris
Jodie
(+): ambitious, hard-working
(-): often loses his temper, not
diplomatic
(+): sociable, strong personality
(-) noisy, people can be afraid of her
KEY LANGUAGE: giving opinions,
agreeing and disagreeing, making
suggestions
3a Students try to complete the gaps before they
listen again.
• Then play the recording, pausing after each
answer to give students time to write.
22
1 I don’t know. 2 it’s true 3 can’t agree, In
my opinion 4 accept that 5 out of the
question 6 suggest, how about
3b
For classes in universities, and university
preparation courses, highlight the transferability
of these phrases to an academic situation such as a
seminar.
1 disagreeing (politely) 2 agreeing;
3 disagreeing, giving an opinion 4 agreeing
5 disagreeing (strongly) 6 suggesting,
suggesting
3c If you have time, students could act out the
dialogues as they look for the phrases.
Giving an opinion: I think you upset her quite
often. / She was a sensitive person, Louise. /
The problem is, we need to find someone
who’ll be a good match for us. / We want
someone, male or female, who’ll fit in here. / I
think we should tell them exactly the kind of
person we’re looking for.
Agreeing: It’s true, I do have a very loud voice.
It’s true, I do have a bad temper at times.
Disagreeing: Yes, but that wasn’t the only
reason. / That’s not true at all. / But don’t forget
Georgia used to make fun of her a lot. /
Nonsense.
Suggesting: Why don’t we go for a man this
time, instead of a woman? / Let’s see who they
can offer us.
4 With books closed, elicit what students think Chris
and Jodie do next.
 Ask students to read the situation and the
questions before they read the email.
 Help students by asking them to look at the audio
script to identify the important qualities.
 Put students into pairs to discuss their answers,
then ask one or two pairs for their ideas.
Possible answers:
1
able to get on with men and women, openminded, not over-sensitive, a strong
personality, a good sense of humour
Personality
TASK:
choosing a new team member
5a Lead in by asking students what happens next in
this situation and then read through the rubric.
• Emphasise that students are noting good and bad
points in relation to the job and they will need to
say why they think each quality is good or bad.
• Monitor to help students with vocabulary or ask
them to use their dictionaries.
• When they have finished, put all As into one
group and Bs into another to compare answers.
• Monitor to check students found all the relevant
points, but don’t do open feedback at this stage.
Some qualities are obviously good or bad, but
some depend on the students’ opinions about
the candidate’s suitability for the job.
5b Put students into A/B pairs to discuss.
 Monitor and note important or common mistakes
when using the Key language.
 When they have finished, elicit or give corrections
to some of the mistakes you noted.
5c Keep students in their pairs and give them a few
minutes to rank the candidates.
 Encourage them to use the Key language and pay
attention to the mistakes you corrected above.
 Don’t elicit students’ answers at this stage because
this will happen automatically in Exercise 6.
6 If you have a large class, divide the students into
two groups making sure that the A/B pairs from
Exercise 5 stay together.
 Give students time for their discussion and
encourage them to use the Key language.
 Finally, ask one student in the class (or group)
which candidate they chose and why.
HOMEWORK OPTIONS
Students do the Key language and pronunciation
exercises for this lesson in MyEnglishLab.
As a follow-up to Exercises 5 and 6, students write
short notes on two of the candidates to send to Chris
and Jodie. These should summarise the good and
bad points of each candidate. They need to state
clearly why this person was/wasn’t chosen for the job
interview and make recommendations for questions
that should be asked during the interview itself.
23
1.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on note-taking and writing a for
and against essay. Students use a text about women
and men drivers to experiment with two different
ways of taking notes and then look at symbols and
abbreviations used in note-taking. In the writing
section, students focus on paragraph structure,
linking phrases and the process of planning before
writing their own for and against essay.
Objectives
By the end of the lesson, students will have:
• experimented with different methods of notetaking and decided which works best for them
• used symbols and abbreviations to make notes
• learnt about essay structure and useful linking
phrases for writing an essay
• written a for and against essay
Timings
If short of time, omit Exercise 6a or 6b.
Possible lesson break: after Exercise 3b.
WARM-UP
This activity introduces the topic of differences
between the sexes and the skill of note-taking.
 On the board, write: At school, girls/boys are better
because ... .
 Put students into small groups and tell each group
to make notes on either girls or boys. They can
write about studies, behaviour, socialising or any
other topics they want.
 Emphasise that all students must make notes and
should not write full sentences.
 Next, mix the groups up so that there are equal
numbers of ‘girls’ and ‘boys’ in each new group.
 Students compare using their notes and try to
persuade each other that their opinions are correct.
• Finally, lead in to Exercise 1 by asking students
why they needed to take notes and what
techniques they used (e.g. abbreviations, symbols).
STUDY SKILLS:
making notes while reading
1 Students discuss the three questions. Elicit ideas
from two or three pairs and ask the rest of the
class if their ideas were similar.
This whole lesson has much that is relevant for
academic learners, and Question 3 in this task can
particularly be picked up on and expanded. Many
students initially struggle to identify reliable
internet sources and require help in doing so.
Students’ own answers.
2a Focus students on the title of the text and elicit
whether they think men or women are better
drivers. Make sure they give reasons.
 Give students two minutes to read the text and say
if it agrees or disagrees with their own opinion.
 Check students understand road rage (become
extremely angry/violent with other drivers), risk (a
possibly dangerous action), overtake (drive past
another car) tend not to (don’t usually), spatial
(adjective of space, relating to the position and size
of things), minor (not serious).
2b Ask students to compare their answers with a
partner before you elicit answers from the class.
1 polite 2 pedestrians 3 cyclists 4 calm
5 stressful 6 rage 7 risks 8 overtaking
9 responsible 10 drive 11 tired 12 slowly
13 confidence 14 easily 15 children in the
car 16 reading 17 problems 18 right
19 minor 20 awareness
2c Students discuss the question in pairs. Ask a few
students for their ideas in open class.
3a Lead in by asking students what the benefit is of
using symbols and abbreviations in note-taking.
 Students do the activity individually and then
compare answers in pairs.
2 k 3 c 4 e 5 j 6 b 7 d 8 a 9 i 10 l 11 g 12 f
3bGive an example by writing the following on the
board: patient and polite to others on the road. Then
elicit the following change from the class: & (and).
 Students then work individually to change the
remaining sentences before comparing in pairs.
 Elicit ideas and accept any reasonable answers.
Students’ own answers.
Personality
24
To give students more practice in using the
symbols and abbreviations, ask them to change
the notes they made in the warm-up using the
ideas in Exercise 3a. Ask them to compare with a
partner before getting a few ideas from the class.
WRITING SKILLS:
a for and against essay
4 Students should not need to reread the text in
order to do this activity. Set a short time limit.
a4
b2
c1
d3
5a Tell students to read through the options (1–4)
before they look at the phrases in the text.
 Go through the answers with the class. If students
are unsure, refer them to the sentences with the
highlighted examples to demonstrate their use.
1 Firstly, Secondly, Thirdly, In addition; 2 such
as, for instance, for example, In particular;
3 However, although, On the other hand,
Despite the fact that, In contrast; 4 To sum up,
Overall
5bAsk students to discuss the questions with a
partner. Go through answers with the class.
However, in contrast and on the other hand need a
new sentence. Although and despite the fact that
need two clauses.
6a Read through the example with the class and
point out the comma after However. Tell students
to use the examples in the text on page 14 to check
the punctuation of the other sentences they write.
 Students work individually and then compare
answers with a partner.
 Elicit the answers and write the correct sentences
and punctuation on the board.
He is patient and careful at work. On the other
hand/In contrast, he is impatient and aggressive
when he drives.
Although/Despite the fact that he is patient and
careful at work, he is impatient and aggressive
when he drives.
He is patient and careful at work, although/
despite the fact that he is impatient and aggressive
when he drives.
6bStudents work individually while you monitor to
prompt and correct if necessary.
• Students compare answers in pairs. Then ask one
or two stronger students for examples.
• The answers to this activity will vary. Monitor to
make sure students are writing accurate sentences.
Possible answers: 1 However, he worked very
hard when he got there. 2 ..., their personalities
were very different. 3 ..., he always went to
parties when he was invited. 4 ..., find them
very difficult to learn.
7a–b Groups should have a maximum of four
students. You may need to prompt with a few
ideas of your own.
 When brainstorming, all students should make
notes, but not write full sentences at this stage.
7c Give students time to work individually and then
put them back into groups to compare ideas.
• Monitor to check task b statements are accurate.
Students’ own answers.
8 Before students start writing, remind them of the
structure of the essay discussed in Exercise 4 and
the linking phrases in Exercises 5a and b.
 Monitor to prompt and correct if necessary.
9a Make sure students are not in a pair with a
student from the groupings in Exercises 7a–c. Ask
them to look again at the two systems of notetaking on page 14 and the abbreviations in
Exercise 3a. Give them time to make notes.
9bStudents return the full version of the essay to the
original writer (so that they can’t refer to it).
 Put students into new pairs to tell their partner
about the essay they read. Tell them to ask each
other questions about the essay if necessary.
 Finally, ask the class which was the most
interesting essay they read or heard about.
It’s a good idea to read and mark the full versions
of the essays yourself. This gives students further
motivation. Pay attention to structure, use of
linking phrases and range of ideas expressed.
HOMEWORK OPTIONS
Students do the study skills, writing and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
Students write a second essay using the notes they
took in Exercise 9a.
Personality
25
2
Travel
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study Skills:
Writing Skills:
past simple; present perfect and past simple
travel expressions; phrasal verbs (1)
discussing advantages and disadvantages, making suggestions; organising a study trip
making notes while listening
a biographical profile
2.1 TOURISM AND
TRAVELLING
IN THIS LESSON
LISTENING AND VOCABULARY:
travel expressions
1a Students do the activity individually and compare
answers in pairs before you check with the class.
Lesson topic and staging
Students focus on vocabulary connected to travel
which is contextualised in a listening text and discuss
different reasons for travelling. Next, they read about
the difference between travel and tourism. Finally,
students talk about and write a list of travel tips for
someone visiting their country.
Objectives
By the end of the lesson students will have:
• extended their travel and tourism vocabulary
• extracted specific information from a listening and
reading text
• focused on fluency and accuracy in speaking
Timings
If short of time, set Exercise 8 as homework.
Possible lesson break: after Exercise 3c or 5b.
WARM-UP
This activity introduces the topic of travel and why
people travel.
 Write on the board: package holiday, all-inclusive,
beach resort, ski resort, city break.
• Ask students if their favourite type of holiday is
on the board and if not, elicit other ideas.
• Students then work in pairs to describe their ideal
or typical holiday.
Thomas Fuller quote: This quote argues that not
everyone benefits from travel and although it is
hundreds of years old, the sense is still probably
applicable today. Ask students whether they agree
with the quote, and in what ways travel might be
good for some people and bad for others.
New Language Leader Intermediate Travel
2 abroad 3 trip 4 package
6 destinations 7 travel
5 journey
1b Put students into pairs or small groups to
ask/answer the questions. Encourage them to ask
each other follow-up questions.
• For feedback, ask students what was the most
interesting piece of information they heard.
Make this into a class survey by telling students to
talk to as many different people as possible.
• Then put students into pairs to compare the
information they collected and prepare to report to
the class on the following:
- the student who has travelled the furthest
- the number of students who have been abroad
- the reasons people don’t like package holidays
- the most popular destinations for people from
two different countries (If all your students are
from the same country, leave this out.)
• Finally, ask each pair to report back to the class.
2a Tell students there are four people asking Nadia
questions, including some of the questions from
1a. Play the recording without pausing.
1, 5, 6, 7
2bBefore listening again, students discuss what they
remember about Nadia’s answers.
 Tell students to write notes, not full sentences.
 Put students back into pairs to compare their
answers before getting some ideas from the class.
Audio script 2.1 and answer key to Exercise 2b
Nadia, Lisa, Armando, Jacques, Tom
L:
N:
Hi, Nadia, my name’s Lisa.
Hi, Lisa.
26
L:
N:
L:
N:
L:
N:
A:
N:
A:
N:
A:
N:
J:
N:
T:
N:
Nadia, what’s the furthest you’ve travelled
from home?
Mmm, let me think ... Well, I suppose the
answer is Indonesia.
Indonesia? Did you enjoy it?
Yeah, it was fascinating! I went with a friend
and we got on really well. And she’s still a
good friend, I’m pleased to tell you. The
country’s got thousands of islands and we
visited quite a few of them. I must say, I’ll
never forget Komodo – they have the largest
lizards in the world there, Komodo Dragons,
and one of them chased us across the beach. It
was absolutely terrifying, I can tell you!
Wow! What an experience!
Mmm, not to be forgotten. Who’s next?
Hi, I’m Armando.
Hi, Armando.
What’s the longest journey you’ve been on?
You mean, in time?
Yeah, in time.
Well, I’ve travelled for four months, three
times. During those trips, I visited, erm ...
Mexico, Indonesia, India and many other
south-eastern Asian countries like Thailand
and Vietnam. I loved Vietnam – the people
were so friendly and the food was wonderful.
But it was a bit noisy in the streets – you
know, a lot of people travel on motorbikes
and you hear them everywhere.
Hi, I’m Jacques. Erm ... what are the most
popular destinations for people from your
country?
Depends a lot on the group, Jacques, but I’d
say older people, say the over-fifties, they like
to go to the Canary Islands, and young
people prefer Thailand, to really get away
from it all. Next question?
Hello Nadia, I’m Tom. People say that people
travel to broaden their minds. Is that right?
Do you think that travel broadens the mind?
What are the reasons why people travel, in
your opinion?
Hmm, interesting question, Tom. I suppose
there are lots of reasons. Some want to see
new sights and explore new places, erm ...
meet new people and experience different
cultures. I certainly wanted to do all those
things. But I also wanted to learn new skills,
especially social skills, and to do some
voluntary work. I wanted to become more
self-confident. Oh, yes, and I was also
Travel
interested in learning a new language or at
least getting some knowledge of an Asian
language. Now, my friend, Joanne, she just
wanted to earn some money while she was
abroad, to finance her studies. But there are
lots of other reasons why people travel.
T: How do you mean, exactly?
N: Well, how can I put it, erm ... some people
travel to, erm ... find themselves, I mean, to
learn more about themselves, perhaps
become more independent, or maybe just
generally broaden their horizons. Other
people may choose to do that by travelling
abroad to study for a qualification. Sadly,
some people may be forced to travel to look
for work, to escape poverty, which is not a
good reason for travel, but perhaps becoming
common. One thing’s for sure, Tom: if you
travel a long way from home, for a long time,
you’re a different person when you return. It
makes you into a ...
3a Give students three minutes to complete the gaps
before they read the audioscript to check.
 At the end, check they understand find themselves
(discover more about your personality), get away
from it all (relax away from the problems of
modern life), and broaden their horizons (get more
understanding of life and different cultures).
3b
Critical thinking: inferring attitude can be an
important critical thinking skill, including in
academic contexts. Often, it is shown by word
choice, e.g. positive/negative adjectives/adverbs
and with intonation. Highlight some of these
features in the script.
3a/b (Possible answers for 3b)
1 get away from it all +/- 2 see new sights +
3 explore new places + 4 meet new people +
5 experience different cultures + 6 learn new
skills + 7 do voluntary work + 8 become
more self-confident + 9 learn a new language +
10 earn money +/- 11 find themselves –
12 become more independent + 13 broaden
their horizons + 14 study for qualifications
abroad +/- 15 escape poverty 3c Tell students to explain their reasons and to
agree/disagree with each other if necessary.
27
2.2 EXPLORERS
READING
4 Question 3 means: ‘Can you experience different
countries and cultures when you stay at home?’
5a Give students time to read and match. Tell them
not to worry about unknown vocabulary.
1b
2d
3a
5bCheck students understand holiday resort (a place
specially designed for holidays), tourist trap (a
place with a lot of tourists), go off the beaten track
(go to places most other people don’t go).
1 A traveller doesn’t stay in holiday resorts or
go to tourist traps; a traveller goes for the
experience, longer and more challenging
journeys, goes off the beaten track, discovers
new places. A tourist goes on holiday to relax
for a short time. 2 Thomas Cook arranged the
first package tour in 1841: a 19-km trip for 500
people. 3 Many may have visited only a small
part of their own country. 4 Someone who
visits other countries by watching TV and
using the internet. 5 People visit different
places by watching documentaries, so some
argue there is no need to travel. 6 People may
use interactive computer programmes for
virtual travel. 7 Students’ own answers.
SPEAKING AND WRITING
6 Give students a few minutes to think about the
questions. Then put them into pairs to discuss.
7 Students do the activity individually before
comparing answers in pairs.
1 Read 2 Be 3 insurance 4 vaccinations
5 documents 6 Take 7 Find out 8 customs
9 Respect 10 accommodation
8 If your students are from different countries, let
them work with someone from the same country.
Alternatively, tell them to write their travel tips
individually and then compare with a partner.
HOMEWORK OPTIONS
Students do the vocabulary and reading exercises for
this lesson in MyEnglishLab.
Students write their travel tips after the lesson and
compare their ideas at the start of the next lesson.
Travel
IN THIS LESSON
Lesson topic and staging
Students begin by reading a text on one of three
famous explorers and share their information with
other students. Next, they look at phrasal verbs
connected to travel and revise the past simple before
practising the pronunciation of -ed endings. Finally,
students ask and answer questions about important
events in their lives.
Objectives
By the end of the lesson students will have:
• learnt a set of phrasal verbs connected to travel
• revised the form and use of the past simple
• practised the pronunciation of -ed endings
• extracted specific information from a reading text
Timings
If short of time, set Exercise 7 for homework.
Possible lesson break: after Exercise 3c.
WARM-UP
This activity gives you the opportunity to assess
students’ knowledge/use of the past simple.
 Tell students they are going to find out about
other students’ last holiday.
 Ask them to draw two columns in their notebooks.
 Write the following on the board for students to
copy the list into the left-hand column:
stayed in this country
went to a different country
travelled by plane
travelled by car
stayed in a hotel
went sightseeing
lay by the pool
had a bad time
 Elicit the questions they need to ask (e.g. Did you
stay in this country? Did you travel by plane?) and
check they understand went sightseeing (visited
famous or interesting places).
 Students move around the room talking to as
many people as possible. If the answer is ‘yes’,
they write that student’s name in the right-hand
column and ask follow-up questions (e.g. Why did
you stay in this country? Was the hotel nice?).
 Finally, ask students for the name of someone who
did each of the things in the list.
28
READING
1 If students don’t know or can’t guess what these
people did, explain they are all explorers and ask
them to predict from the pictures and titles if they
explored similar places or very different ones.
2a Make sure students only read their chosen text
and not the texts of the others in their group.
 Give students five minutes to read their text and
complete their section of the chart.
2bMake sure students summarise and don’t simply
read the text aloud to the others in their group.
• As follow-up, ask students to discuss who they
think is the most interesting or important explorer.
There is a PTE-A writing task which requires
students to summarise a text in one sentence. If
your students are preparing for the PTE-A, set this
as a follow-up task with a time limit of 10 minutes.
Ibn Battuta
Cousteau
Tereshkova
Nationality
Moroccan
French
Russian
When born
1304
1910
1937
Job/work
Islamic scholar, undersea
explorer
explorer,
environmentalist
inventor, filmmaker
textile plant
worker,
cosmonaut
Where
travelled to
through most
the world’s
of the Islamic
oceans
world, Spain,
Russia, Turkey,
India, China
space
Length of
journey
30 years
3 to 4 days
Greatest
achievement
considered one invented the
of the greatest aqualung
travellers of all
time
first woman
in space
What they
were called
the traveller of
the age
not given
Chaika
(seagull)
When died
1369
1997
not given
not given
2d Critical thinking: Evaluating and justifying.
Always encouraging students to give reasons and
justification is a good habit to establish. Many
academic and exam tasks require students to do
this and it pushes them to use more language in
class.
VOCABULARY: phrasal verbs (1)
3a Ask or tell students what a phrasal verb is (verb +
preposition with a meaning not obvious from its
form) and give examples. Give students time to
find and underline the verbs in the texts.
set out, stop off, carry on, get back, look
around, lift off
3b Before students do this, see if they can explain the
meaning of the phrasal verbs using the context of
the texts.
1 set out 2 stop off 3 get back 4 look around
5 carry on 6 lift off 7 check in 8 break down
3c Students do this individually and then compare
with a partner.
Students have to decide if get back is in the
infinitive or past simple. Tell them to look at the
grammar around the verb (i.e. didn’t + infinitive).
1 set out 2 stopped off 3 carried on
4 looked around 5 get back
GRAMMAR: past simple
2c Students read the questions first to identify which
are connected to the text they read. They can
probably answer these without rereading the text.
• Give students time to read the other texts.
Travel
1 Cousteau 2 Ibn Battuta 3 Tereshkova
4 Ibn Battuta 5 Cousteau 6 Tereshkova (here
have a relationship means married/boyfriend/
girlfriend) 7 Ibn Battuta and Cousteau
8 Cousteau
The past simple is one of the most common tenses
in academic texts. It can be used in many ways,
but it is often used to discuss theories and research
with a past context.
4 Give students a few minutes to find the past forms
in the texts and identify if they are regular or
irregular. Then ask students to put the verbs into
their infinitive form.
Some of the -ed endings are actually adjectives not
past simple verbs.
• Using the infinitive form, ask students to work out
some spelling rules for the past simple regular.
29
 For a full explanation, ask students to look at the
Language reference on pages 128–129.
Ibn Battuta: Regular: travelled, visited,
stopped, carried, dictated, called, died;
Irregular: was, set, got, came
Cousteau: Regular: worked, allowed, invented,
produced, introduced, started, received, died;
Irregular: was, became, began, gave
Tereshkova: Regular: parachuted, jumped,
worked, called, lifted, re-entered, married;
Irregular: led, was, took up, became, had, went
5 Students think about the statements individually
and then compare with a partner.
Statement 2 is not true (see Warning! below).
Statement 6 is also not true.
Statement 2: all my life isn’t generally used with
the past simple. Never and ever are commonly used
with the past simple (e.g. ‘Did you ever get to Paris?’
‘No, I never got there.’). Yet can be used with the
past simple, but this is more common in American
and Australian English.
• With students at intermediate level, it may be
better to restrict the information you give and
simply tell them that statement 2 is not true.
• For a full explanation and further practice, ask
students to look at the Language reference on
pages 128–129.
PRONUNCIATION
6a Before you play the recording, ask students if they
know how the -ed endings are pronounced.
 Play the recording and pause after each sentence
so that students can compare with a partner.
 If necessary, play the recording again.
Audio script 2.2 and answer key
1 Ibn Battuta travelled /d/ through most of the
Islamic world.
2 He visited /ɪd/ all the Arab lands.
3 He stopped /t/ off in Spain, Russia and
Turkey.
4 In 1943, Cousteau and an engineer invented
/ɪd/ the aqualung.
5 Cousteau produced /t/ many films and books.
6 As a teenager she worked /t/ in a textile plant.
7 Tereshkova’s spacecraft lifted /ɪd/ off on 16
June 1963.
Travel
Notes
 In verbs ending in -ted or -ded, the final -ed is
pronounced /ɪd/.
 In verbs ending in a voiced consonant, the final
-d or -ed is pronounced /d/, which is also voiced,
e.g. travelled.
 In verbs ending in an unvoiced consonant, the
final -d or -ed is pronounced /t/, which is also
unvoiced, e.g. worked.
To demonstrate voiced/unvoiced to students, ask
them to put their hands to their throats and make
the sound /s/ and then the sound /b/. With /b/
they should feel vibration, with /s/ they should
feel no vibration. Students can use this rule to
decide how the -ed or -d ending should be
pronounced.
6bPlay the recording again, pausing after each
sentence for students to repeat the verb only.
 Listen carefully to what students produce and
correct if necessary.
Other words in these sentences will distract
students, so only ask them to repeat the verb.
7 Students have seen most of these verbs, so set a
short time limit. Check that students understand
pilot (fly) before they begin.
1 explored, photographed, flew 2 led, sailed
3 brought 4 did, find/discover 5 died, found/
discovered (Note: refer students to the
preposition in to explain why the answer is died.)
6 piloted, flew, hit 7 did not return 8 studied
SPEAKING
8 Before students do this activity, ask them how to
form past simple questions (this has not been
covered in the lesson previously). If students have
problems, write the form on the board, i.e. did +
you + infinitive (without to).
 As an example, write the year you started teaching
at your school on the board and get students to
ask questions (Did you start university in ...?).
 Give students a few minutes to think of six dates
or years. If they have problems, prompt with
examples (e.g. when you started school/got your
first job/left school/got your degree).
 Elicit the pronunciation of did you /dɪd juː/ and
ask students to repeat.
 Then put students into pairs to ask/answer
questions. Encourage them to ask follow-up
questions.
 Monitor and note any common errors with the use
of the past simple.
30
 Then ask two or three students to tell the class
something interesting they found out.
 Finally, correct the important errors you noted
earlier.
HOMEWORK OPTIONS
Students do the reading, vocabulary, grammar and
pronunciation exercises for this lesson in
MyEnglishLab.
Students review the past simple in the Language
reference on page 128 and do Exercise G1–1 on
page 129.
Students write sentences to explain the dates and
years they wrote in Exercise 8.
Students imagine they have a chance to interview
one of the three explorers in the Reading exercises.
Ask them to write the questions they would like to
ask, using the past simple and some of the phrasal
verbs they learnt in this lesson.
2.3 THE EMPTY
QUARTER
IN THIS LESSON
Lesson topic and staging
Students read about an explorer and travel writer
called Wilfred Thesiger, before discussing the topic
of travel writing. Next, students listen to a student
describing his travel experiences and then focus on
the pronunciation of contractions. They go on to
compare the present perfect and past simple and the
adverbs we use with them. Finally, students discuss
whether they are suitable for four travel-related jobs.
Objectives
By the end of the lesson students will have:
 extracted specific information from reading and
listening texts
 extended their knowledge of the form and use of
the present perfect and past simple
 practised the pronunciation of contractions in the
present perfect and past simple
Timings
If short of time, set Exercise 10b for homework.
Possible lesson break: after Exercise 5.
WARM-UP
 Write the following words on the board: a compass,
water, salt tablets, a good book, warm clothes, cool
clothes, food, a satellite navigator, sunglasses, boots, a
friend, a radio, a camel, a sun hat. Check students
understand compass, satellite navigator and camel.
 Ask students to look at the photo on page 20. Tell
them they have been left in the middle of a desert
and have to escape to safety. They can only have
three of the items from the list and they need to
choose which ones would be the most important
to keep. They need to think of reasons to justify
their choices.
 Put students into pairs to compare their choices
and agree on three items. The pairs then form
groups of four and repeat the procedure.
 Repeat the procedure until the whole class has
agreed on three items.
Travel
31
READING
1 Focus students’ attention on the name, title and
photo in the article. Ask why they think the phrase
Empty Quarter has been used (it refers to a desert).
 Put students into pairs to discuss the two
questions, then share their ideas with the class.
Students’ own answers.
2a Give students a maximum of one minute to read
the text. Tell them not to worry about unknown
vocabulary at this stage (e.g. urge and fierce), as
they will cover this later, in Exercise 4.
He wanted to go somewhere other people had
not been. He enjoyed the ‘sense of space, the
silence, and the crisp clearness of the sand’. He
loved the Bedu.
5 Critical thinking: Reacting to the topic. Put
students into pairs or small groups to discuss the
questions. Ask them to give reasons, especially for
Question 3. Whey they have finished, ask each
group for feedback on any interesting points.
LISTENING
6a This listening contextualises the present perfect
and past simple.
 Read through the introduction and check students
can match places 1–4 with the photos.
 Ask students to tell you any information they
know about each place.
1D
3 To lead in, ask students the name of Thesiger’s
best known book (they read this information in
Exercises 2a and b).
 Pre-teach sunset (when the sun goes down), over
(finished) and ahead (in front of/in the future).
 Give students time to answer the questions and
then compare with a partner.
 Finally, ask students if the Uruq al Shaiba are
somewhere they’d like to visit.
1 F (‘we would go on again at sunset’) 2 T (‘the
worst should be over now’) 3 T (‘the worst of
the journey ... was still ahead’) 4 F (When they
stopped the second time, they were near the Uruq
al Shaiba.) 5 F (Thesiger dreamt they were
bigger than the Himalayas.)
4 If students struggle to find the words, give them
an extra hint by telling them which line each word
is in.
1 praised 2 vast 3 fierce
6 bordered 7 dune
Travel
4 respect
5 urge
3A
4C
6bPlay the recording for students to check answers.
Amazon – Brazil (also Guyana, Ecuador,
Venezuela, Bolivia, Colombia and Peru)
South Island – New Zealand
Himalayas – Nepal
Hoi Anh – Vietnam
2bGive students a maximum of three minutes to do
this activity.
1 one of the greatest 2 have won many
literary prizes; his best known book 3 a vast,
waterless desert 4 the Bedu, the fierce
tribespeople living in the area 5 he learnt to
love the Bedu and they learnt to respect him
2B
Audio script 2.3
Interviewer, Martin
I:
Martin, thanks for coming in today.
It's a pleasure to be here and to be able to tell
people about the Universities Explorers
programme.
I:
So, Martin, could you tell us a bit about your
last year?
M: Well, I've just returned from the forests of the
Amazon River Basin in Brazil and I’ve had
the most amazing year. Last year in January, I
won a scholarship on the Universities
Explorers programme. Then I raised a large
sum of money, with the help of some very
generous friends. And then I started
travelling. This year I’ve explored the ice-cut
fjords of the South Island in New Zealand,
I’ve climbed the Himalayas in Nepal and I’ve
met Inuit people in Nunavut in Canada. I’ve
also helped with environmental projects near
Hoi Anh in Vietnam and I have to say it must
be one of the most beautiful ancient cities in
the world. I’ve never done so much in one
year before.
M:
32
7a Before you play this section, put students in pairs
to think about the type of information they might
hear. For example, with ‘The Salween River’,
students should expect to hear things like where it
is, how long it is or where it starts and finishes.
Audio script 2.4
I:
That's incredible, Martin. What has been your
greatest travel experience?
M: Well, in September, we travelled to the start
of the Salween River. We wanted to do the
same trip that Wong How Man, China’s
greatest living explorer, did. The river runs
for almost 3,000 kilometres and it starts in
Tibet. When we got near it, I had to use a
walking stick so as not to fall over. We
climbed the last hill and saw the ice caves. At
that moment it was the most beautiful sight
in the world. On our return journey the
weather was very bad. We survived because
we found a hut to shelter in. I’ve learnt a lot
about exploring since September.
I:
This programme sounds amazing. Would
you recommend it to other young adults?
M: Absolutely. I’m quite young and I’ve already
done six expeditions. The programme has
given me and others a chance to experience
nature and discover its beauty. We’ve learnt
about the cultures and traditions of all the
places we’ve visited. I’ve had the best time of
my life. But the most difficult bit is having to
raise a lot of money at the start; and I haven’t
covered all my costs yet.
I:
Thanks, Martin. I’m sure our readers will be
fascinated by your experience.
The Salween River: it runs for almost 3,000
km; it starts in Tibet; journey done by China’s
greatest living explorer, Wong How Man
Difficulties and dangers of the journey:
needed to use a walking stick so as not to fall
over; very bad weather; found hut to shelter in
What Martin learnt from the travel
experience: experienced nature, discovered its
beauty; learnt about the cultures and traditions
of the places he visited
7b When students compare their notes, encourage
them to analyse the information they have noted
down. Weaker listeners rely on information such
as numbers as they are easier to hear.
Travel
PRONUNCIATION
8a The aim of this activity is to show the difference in
pronunciation between full forms and contracted
forms.
Practising contractions can help in both the PTE-A
and IELTS exams. In the PTE-A students have to
repeat sentences and some of these may contain
contractions. In IELTS it will help students sound
more natural and fluent.
 Play the recording without pausing. Students
compare answers before checking with the class.
Audio script 2.5 and answer key
1
2
3
4
5
6
I’ve just returned from the forests.
I’ve had the most amazing year.
Last year in January, I won a scholarship.
Then I raised a large sum of money.
And then I started travelling.
I’ve climbed the Himalayas in Nepal.
8bPause the recording after each sentence and ask
students to repeat.
GRAMMAR :
present perfect and past simple
9a Elicit when students might use the past simple
and when they might use the present perfect.
 Students do the activity individually before
checking answers with a partner
1 I’ve never driven before.
2 I left school when I was 16.
3 I have already visited a foreign country.
4 I haven’t finished my university studies yet.
5 I’ve known my best friend for the last ten
years.
6 I’ve never been on a plane.
9bTell students to look at their answers in Exercise
9a to help them with this activity.
 When you elicit the answers, ask students to give
examples from Exercise 9a.
1 present perfect
perfect
2 past simple
3 present
Ask students to look again at the example
sentences in Exercise 9a and then elicit the form of
the present perfect to the board as follows:
have/ has + past participle; questions: have/has +
subject + past participle.
33
10a At the end of this activity, refer students to pages
128–129 for further practice.
1 yet 2 before 3 at the end
10b After doing this task, ask students to write one
sentence about themselves using each adverb and
time expression.
 Students show their sentences to a partner and ask
and answer questions about each statement.
1 already 2 this week 3 never 4 yet 5 before
SPEAKING
11aCheck students understand field trip (a scientific
expedition to get information and examples) and
volunteer (someone who is not paid for this work).
 Give students five minutes to make notes. Monitor
to check ideas and to help with vocabulary.
 In feedback, write the jobs on the board and list
some of the students’ ideas under each one.
Students’ own answers.
11b Give students two minutes to read about their
jobs and check they understand enthusiastic (very
willing and happy to do things) and that voluntary
is the adjective of volunteer.
 Put students into A/B pairs and ask them to
summarise the jobs for each other.
 Students read the example questions and think
about the questions they want to ask.
 Monitor to help with vocabulary and correct the
use of the past simple and present perfect.
 Put them back into A/B pairs to ask/answer the
questions. Monitor to note errors with form and
the pronunciation of weak I and I’ve.
 Ask students which job they think they (or their
partner) are suitable for.
 Finally, correct the errors you noted earlier.
HOMEWORK OPTIONS
Students do the grammar, pronunciation, reading
and listening exercises for this lesson in
MyEnglishLab.
Students do exercises G2–3 and G3–4 on page 129.
Students write a summary of why they think their
partner in Exercise 11 would/wouldn’t be suitable for
the job(s). They need to use the third person singular
and both the past simple and present perfect.
Travel
2.4 SCENARIO:
A STUDY TRIP
IN THIS LESSON
Lesson topic and staging
This lesson focuses on language for discussing
advantages and disadvantages and making
suggestions. Students are introduced to the scenario
of an overseas university study trip. They read about
the problems on a previous trip, then listen to two
organisers discussing some of the problems and
focus on the Key language. This leads to the main
task in which students discuss the advantages and
disadvantages of suggestions for the next trip.
Objectives
By the end of the lesson, students will have:
 extracted specific information from listening and
reading texts
 learnt useful phrases for discussing advantages
and disadvantages and making suggestions
 used this language in a real-life situation to
discuss different suggestions
 participated in extended speaking practice
Timings
If short of time, omit Exercise 3 or 4b.
Possible lesson break: after Exercise 4b.
WARM-UP
 Ask students to look at the photos and ask if
anyone has been to Prague.
 Then ask students to think about trips they went
on when they were at university or school (either
with the university/school or with their
family/friends), where they went and why.
 Put students into pairs to tell each other about one
of these trips and any amusing incidents, or
something that went wrong.
 Finally, ask students to tell the class the most
amusing or interesting thing they heard about.
SITUATION
1 Give students 30 seconds to read the situation and
then put them into pairs to discuss the question.
Students’ own answers.
34
2a Give students two minutes to read the text and
compare the problems with the ones they
discussed in Exercise 1.
2bCheck students understand theft (stealing
something). Give them three minutes to reread
the text and then ask them to compare answers
with a partner.
1 information 2 organisation 3 climate
4 communication and organisation 5 information
and organisation 6 information and organisation
7 misbehaviour 8 money 9 theft 10 organisation
3 Encourage students to give reasons for their
ranking. Put two groups together to explain and
justify their choices and try to agree on a ranking.
Students’ own answers.
4a Introduce the context and play the recording
without pausing.
problems 4, 7, 10 (6 and 1 also mentioned)
Audio script 2.6 and answer key to Exercise 5
Douglas, Karen
D: Let’s talk about the problems we had on the
last trip. What went wrong, Karen?
K: Well, to start with, there was no team spirit in
the group, was there? They didn’t get on well
with each other, and some of them ended up
hating each other, there’s no other word for it.
D: Mmm, that was a big problem, I agree. It took
up a lot of our time to sort things out. The
students were continually asking to change
rooms and when I said ‘no’, they got really
upset. You know, we’re going to have to
review rooming arrangements for this trip.
K: Well, how about this? I suggest we ask
students if they want to share a room or not.
And if they don’t, they’ll simply have to pay
more.
D: Mmm, yes, that’s worth considering. What
about hotels? I think we chose the right ones,
don’t you?
K: Yes, definitely, no one complained about them.
But, you know, the hotel manager wasn’t
happy with the students, the way they
behaved. Seems there were too many
late-night, noisy parties in their rooms. Some
of the other guests were upset about it.
Travel
D: Yeah, it’s true. That was a problem for us. But
you know, what upset me the most was when
we talked to them after the trip.
K: Oh?
D: Well, they said we tried to do too much during
the trip. They complained they didn’t have
enough free time. What do you think?
K: I think we talked about this before the trip.
There are arguments for and arguments
against, aren’t there? On the one hand, it’s
good to give them free time, they get a chance
to explore places. On the other hand, if you
give them too much free time, they say we
haven’t organised enough trips for them. You
just can’t win.
D: True, and don’t forget, Karen, another
drawback of giving them a lot of free time is
that they get into trouble. Remember what
happened with the fire escape.
K: How could I forget that! Actually, I’ve got a
few suggestions for this next trip.
D: Me too.
K: Good. Well, I think we should have more
meetings with students before they leave. The
good thing about this is that they’d get to
know each other better.
D: Yeah, that’s true. Also, it’d be a good idea to
give students maps of the cities we visit. I
suggest contacting the tourist boards and
asking them to send us some.
K: And how about showing the students some
restaurant menus before they leave? That’d be
a big bonus for them. They won’t get any
surprises about the food then, will they?
4bPlay the recording again and ask students to make
notes on the other problems the organisers talk
about, comparing their notes with a partner.
Student relations: no team spirit in the group;
didn’t get on well with each other; continually
asking to change rooms; have more meetings
with students before they leave, will help them
get to know each other better Hotels: OK
Student behaviour: late-night parties and
general noise upset other guests Free time:
students said they didn’t get enough free time –
but it’s a difficult balance between too much and
too little free time
35
KEY LANGUAGE: discussing
advantages and disadvantages,
making suggestions
2.5 STUDY AND
WRITING SKILLS
This language is useful for university students,
e.g. for teamwork and seminars. In a university
context, ask students about the type of tasks they
do and how they could use this language.
5 Play the recording again. If necessary, pause after
each section to give students time to write.
• Check answers (bold in audio script 2.6 above)
and refer students to the list of Key language on
page 128.
6 Students discuss their ideas in pairs.
IN THIS LESSON
TASK: organising a study trip
Lesson topic and staging
This lesson focuses on making notes while listening
and writing a biographical profile. Students discuss
strategies for note-taking and then make notes while
watching a talk about explorer Thor Heyerdahl.
Next, they read a biography of aviator Amelia
Earhart and focus on text structure and time linkers
(before, while, etc.). Finally, students write a profile of
Thor Heyerdahl using the notes they made earlier.
Study Skills video
7a Read through the situation. Give students three
minutes to think about their ideas individually.
Then put them into groups for the discussion.
 Monitor and note common or important mistakes,.
 Go through the mistakes and tell students they
will practise the Key language in Exercises 7b
and 7c.
7bStudents work in the same groups. Monitor use of
the Key language, prompt with ideas and ensure
that all students write the suggestions down.
7c Put the groups together to form larger groups.
 For each suggestion, the group should discuss the
advantages and disadvantages.
 Note common mistakes with Key language.
• In feedback, compare the suggestions each group
agreed on and correct the mistakes you noted.
Watch the video to see a talk about the famous
explorer Thor Heyerdahl.
HOMEWORK OPTIONS
• Ask students if they find taking notes while
listening difficult (the answer will be ‘yes’!).
• In pairs, students list and discuss their reasons.
Students do the Key language exercises for this
lesson in MyEnglishLab.
Students write an email to the organisers of the
Westlake University study trip summarising the five
best suggestions from Exercise 7 and using some of
the Key language from page 23.
Objectives
By the end of the lesson, students will have:
 experimented with different ways of note-taking
while listening and decided which works for them
 learnt about the use of time linkers
 written a short biographical profile
Timings
If short of time, set Exercise 8 or Exercise 11 for
homework.
Possible lesson break: after Exercise 6.
WARM-UP
STUDY SKILLS: making notes
while listening to a talk
1a Explain that students are going to discuss different
ways of making notes while listening.
 Students read through the bullet points
individually before discussing in pairs.
 Monitor and help with vocabulary (e.g. structuring
language, word webs).
Students will probably agree with points 1, 2, 3,
5, 7, 8, 10, but accept all reasonable answers.
1bStudents discuss in pairs. Then put pairs together
in groups of four to share their ideas.
Travel
36
2 Set this as pairwork. Ask students to think of six
words or phrases to describe Thor Heyerdahl.
Taking notes alongside a PowerPoint handout is a
common task at university. Ask students what
they typically add next to each slide. Often, they
are examples or explanations of the bullet points.
3 Focus students on the notes under the slide and
elicit predictions. Play the video for them to check.
Career and travels
Study skills video 2.1
Good morning. The subject of today’s talk is the
explorer Thor Heyerdahl. First of all, I’ll give you
some background information, before going on to
look at his career, achievements and, finally, his
main publications and awards.
Heyerdahl was born in Larvik in South Norway
in 1914. He studied Zoology and Geography at
the University of Oslo. Following his studies, he
made his first expedition to Polynesia from 1937
to 1938. While he was staying in Polynesia,
Heyerdahl became interested in how the islands
were first inhabited. He had the idea that humans
came with the ocean currents from the west. He
spent most of his life away from Norway before
he died at the age of 87 at his home in Italy, in
2002.
With a strong group, you could make this stage
and Exercise 4 less scaffolded, by playing the
video for students to take notes with books closed.
 Once they have watched and taken notes ask them
to compare their notes with those in the book.
4 Play the video without pausing. After students
have compared answers, play the video again.
1 1947 2 101 3 sailors 4 oceans
5 organised 6 1952 7 Island 8 sailed
9 Atlantic 10 America
Study skills video 2.2
Now I’d like to look at his career. After giving up
his study of Geography, he set out to prove his
theories. How did he attempt to test his theories?
Well, to begin with, in 1947, he built a raft named
the Kon-Tiki. And then, with five companions,
crossed from Peru to Polynesia in 101 days. The
main idea he wanted to prove was that the
cultures of the ancient world were linked by
sailors who could cross the oceans. After the
Travel
success of the Kon-Tiki expedition, Heyerdahl
continued to travel. He organised the Norwegian
archaeological expedition to the Galapagos
Islands in 1952, before leading an expedition to
Easter Island from 1955 to 1956. In addition to
this, during 1969 and 1970 he sailed two more
rafts, Ra 1 and Ra 2, across the Atlantic to try to
show that ancient Egyptians had contact with
South America.
5 When students compare, encourage them to look
in detail at the notes: analyse the style of notetaking, the information recorded and the
grammatical form of the words. Students could
also compare their spelling with the transcript.
Possible answers
Slide 4: most people believe Kon-Tiki was most
important work; all expeditions and ideas had
great influence on anthropology & archaeology
Slide 5: most famous publications: Kon-Tiki
Expedition (1948), The Ra Expeditions (1970), The
Tigris Expedition (1980); many awards: elected to
Norwegian Academy of Sciences in 1958 &
American Academy of Science in 1960; Kon-Tiki
expedition film won documentary feature Oscar
Study skills video 2.3
What will Heyerdahl be remembered for? Well,
most people believe his greatest achievement was
the Kon-Tiki Expedition. However, all his
expeditions and ideas had a great influence on
anthropology and archaeology.
Moving on to his publications, the most famous
were The Kon-Tiki Expedition in 1948, The Ra
Expeditions in 1970 and The Tigris Expedition in
1980.
Finally, I’d like to turn to his awards. He received
many awards during his lifetime – two of the
most important were his election to the
Norwegian Academy of Sciences in 1958 and then
the American Academy of Science in 1960.
Furthermore, his film of the Kon-Tiki expedition
won an Oscar in 1951 for best documentary
feature.
6 Students work alone and then compare in pairs.
3 Travels in Polynesia 4 Greatest achievement
5 Publications and awards
37
WRITING SKILLS:
a biographical profile
7 Focus students on the photo and title on page 25
and elicit or tell them that Amelia Earhart is a
famous aviator/pilot (who died in the 1930s).
 Give students three minutes to do the activity and
tell them not to worry about vocabulary because
they will look at this in Exercise 8.
10 This is a challenging activity, so ask students to
work in pairs.
• Monitor and help students as necessary.
1
2
3
a4
b1
c2
d5
e3
8 Students have seen some of this vocabulary
before, so give them two minutes to suggest any
verbs they can before reading the text.
• The verbs in the text are in the past simple, but the
definitions in Exercise 8 use infinitives. Accept
either form as answers. Number 8 (be awarded) is in
the passive voice in the text.
1 fired 2 graduating 3 trained 4 attended
5 gave up 6 moved 7 published 8 was
awarded
9 Students work individually and then compare
their answers with a partner.
when (para 1 line 2) , after (para 1 line 3),
during (para 2 line 6), while (para 4 line 5),
before (para 5 line 3)
To challenge stronger students or groups, you
could ask them to analyse the structure that comes
after each of the time linkers.
when + noun + past simple, e.g. when her father
was fired (past simple passive voice)
after + -ing verb, e.g. after graduating, after
stopping; after + time phrase (noun), e.g. after a
year
during + time phrase (noun) + past simple,
e.g. during that time, she also wrote
while + past continuous e.g. while she was
crossing
before + noun + past simple, e.g. before her third
book was published (past simple passive voice)
(Note: the nouns following after and during are
time phrases (a year, that time) in these
examples. Other nouns can also be used, e.g.
after dinner, during summer.)
4
b Heyerdahl received a number of awards
during his lifetime.
a Heyerdahl went to the Galapagos
Islands before leading an expedition to
Easter Island.
c Heyerdahl became curious about how
the islands were inhabited while he was
staying in Polynesia.
d He set out to prove his theories after
giving up his study of Geography.
11 Give students plenty of time to write their
biographical profiles.
• Tell students to ask if they need help with
vocabulary and walk round the room to spot
mistakes with time linkers.
• Ask students to read each other’s profiles and try
to correct mistakes.
• Take the profiles in for marking, paying particular
attention to how well they have used the notes in
Exercises 3, 4 and 5 and their use of time linkers.
HOMEWORK OPTIONS
Students do the study skills, writing and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
Students listen to a text in English after the lesson
(e.g. a podcast, a radio report, a television report)
and practise taking notes. In the next lesson, students
use their notes to tell a partner what they heard.
Tell students that before + -ing verb is a possible
structure as they will need this in Exercise 10.
Travel
38
3
Work
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
present perfect continuous; present perfect simple and present perfect continuous
work adjectives; dependent prepositions; expressions connected with time and work
asking questions, giving answers; taking part in an interview
organising ideas
covering letter and curriculum vitae (CV)
3.1 JOBS
IN THIS LESSON
Lesson topic and staging
Students discuss the value of different jobs. They
listen to people talking about their jobs and learn
some adjectives to describe them (e.g. stressful). Next,
students read job advertisements and focus on
dependent prepositions (e.g. responsible for), before
writing their own job advertisement. Finally, they
discuss what factors are important in a job.
Objectives
By the end of the lesson, students will have:
• discussed the pros and cons of different jobs
• extended their range of vocabulary and dependent
prepositions in the context of jobs
• extracted specific information from a listening and
reading text
• written a job advertisement
Timings
If short of time, set Exercise 8 for homework.
Possible lesson break: after Exercise 7.
WARM-UP
• Tell students to think of a job (e.g. teacher, doctor),
but not to tell anyone what it is.
• Put students into groups of three or four and tell
them to ask questions to find out what the job is.
• They can only ask yes/no questions (e.g. Do you
work with people?).
Pablo Picasso quote: This quote plays on the idea
that most people like to relax from work. However,
workaholics or people who love their job may find
the opposite to be true. Ask students if they find
work relaxing or tiring.
New Language Leader Intermediate Work
SPEAKING
1 Check students understand status in Question 2.
Then put them in pairs or small groups to discuss.
• Tell them to use dictionaries for new vocabulary.
• Finally, ask a few students to tell the class about
two jobs they talked about.
If time is short, students can discuss only five jobs.
LISTENING AND VOCABULARY:
work adjectives
2a Pause the recording after each speaker. Students
compare in pairs before you check answers with
the class.
1 nurse 2 lawyer
5 journalist
3 model
4 shop assistant
• Put students into pairs to list the key words they
can remember. Check answers with the class.
• Finally, check students understand the key words
by asking for examples (e.g. shifts – working
12.00–08.00 or 04.00–12.00) or giving definitions.
1 shifts, patients 2 (routine) paperwork, cases
(i.e. legal cases), clients (a more formal word
for customers), court 3 glamorous,
photographers, stylists 4 filling shelves,
window displays, customers, refunds, big
chain, branch 5 interviewing people, article,
published, monthly magazine, (tight) deadlines
2bTell students the speakers don’t always say they
dislike something, but it is implied. Play the
recording and pause after each speaker.
• Students compare answers in pairs before you
check with the class.
1 likes: colleagues, variety of the work, contact
with patients, helping people; dislikes: long
hours, working shifts, the pay 2 likes: meeting
clients, going to court, good opportunities for
39
promotion, travel; dislikes: paperwork, a lot of
meetings 3 likes: the pay, the travel; dislikes:
not much job security, doesn’t always work,
waiting around for photographers and stylists
4 likes: dealing with people, boss is a lovely
person; dislikes: some parts of the job not very
interesting, e.g. filling shelves, changing
window displays, disorganised boss, problem
customers 5 likes: very flexible, work from
home sometimes, meeting and interviewing
different people, finishing a long article which
is then published; dislikes: tight deadlines
Audio script 3.1
1
2
3
4
Work
Well, the hours are very long and I have to
work shifts, but I like my colleagues and I
enjoy the variety of the work. You know,
every day’s different. I suppose the main
reason I like the job is the contact with
patients. I like to feel that I’m helping people
and my colleagues are great, so that makes
the job very rewarding. It’s certainly not the
pay – that’s terrible!
I really enjoy my job, although there can be a
lot of routine paperwork and I have to attend
a lot of meetings. Preparing cases takes up a
lot of my time and can be very challenging.
The best parts of the job are meeting clients
and going to court. I work for a big
prestigious international firm, so there are
good opportunities for promotion and I get to
travel quite a lot, which is nice.
Some people would say it’s a glamorous job,
and I suppose it is sometimes, but actually,
it’s very hard work as well. There’s also not
much job security. The pay’s good, but
sometimes I don’t work for a few weeks, so
that can be a worry. I suppose I enjoy the
travel – there’s a lot of that – but sometimes
there’s a lot of waiting around for
photographers and stylists, which can be
really tedious.
Some parts of the job are not very interesting,
like filling shelves, you know, very
monotonous. Also, changing the window
displays gets a bit repetitive. Really, it’s
dealing with people I like, on the phone and
face to face. My boss is a lovely person, but
he’s so badly organised. He usually gets me
to deal with problem customers who want
refunds, that kind of thing. Some people
think I’m a workaholic and it’s true I do a lot
5
of overtime, but I like to do a job well and I’m
proud of my work. It’s a big chain, so I hope
I’ll become assistant manager next year if I
move to another branch.
What I particularly like is that it’s a very
flexible job. I can work from home some of
the time. I find it stimulating, meeting and
interviewing different people. It’s also
satisfying when you finish a long article and
it’s published. I’ve got a book coming out
next year as well. One thing about working
on a monthly magazine is that I have a lot of
tight deadlines. That makes the job very
stressful.
3a Do number 9 with the class as an example (flexible
was included in Exercise 2 above).
• Give students time to complete the other words.
• Check answers with the class. Then put students
into pairs or groups to answer the question.
• Elicit a few answers with reasons.
1 rewarding 2 challenging 3 glamorous
4 stressful 5 tedious 6 repetitive 7 satisfying
8 stimulating 9 flexible 10 monotonous
Use students’ answers to check understanding of
the adjectives. If they don’t think a firefighter’s job
is stressful, it might mean they don’t understand
the adjective!
3bGive students a few minutes to tick the jobs they
would like to do and cross the ones they wouldn’t.
• Students compare in pairs or small groups. Tell
them to give reasons and ask follow-up questions.
• Finally, choose a few of the jobs and ask students
why they would/wouldn’t like to do them.
Students do a class survey to find the most/least
popular jobs.
READING AND VOCABULARY:
dependent prepositions
4 Ask where you might see each job advertisement.
• Students read the statements. Check they
understand in charge of.
• Set the activity and tell students not to worry
about unknown vocabulary at this stage.
• Go through answers and ask students to highlight
where in each advert they found the answer.
1A
2D
3A
4C
5B
6C
7B
8D
40
5 Check students understand fluency (number 10).
• Give them time to match the prepositions with the
words without reading the advertisements again.
• Students then underline the answers in the texts.
Go through the answers with the class.
1 looking for 2 experience of 3 depend on
4 responsible for 5 expected to 6 knowledge
of 7 motivated by 8 report to 9 prospects for
10 fluency in 11 ability to 12 suitable for
6 Give students time to think about their answer.
Then put them into pairs to discuss.
• Ask for a show of hands for each job and decide
which is the most popular and why.
7 Critical thinking: Ranking and justifying
choices. Extend this discussion by asking students
to consider the perspective of different age groups.
WRITING
8 Give pairs time to decide what job to advertise
and if they can’t decide, provide a few examples.
• Monitor to make sure they use the adjectives and
prepositions from Exercise 5.
• Pairs swap advertisements with another pair and
decide if they want to apply for this job and why.
SPEAKING
9a Read through the list with the class and check
students understand pension (money paid after
you stop work at 60–65, for example), prestigious
(high status), and competitive salary (a salary that is
at least as good as those offered by similar jobs).
• Give students time to think about their answers
individually before discussing with a partner.
• Encourage them to add their own ideas.
9bKeep students in the same pairs as Exercise 8.
• If your students don’t have the experience to think
of their own ‘dream jobs’, make a few suggestions.
HOMEWORK OPTIONS
Students do the vocabulary and pronunciation
exercises for this lesson in MyEnglishLab.
Students look at job advertisements and choose one
they would like to do. In the next lesson, ask them to
tell each other about the job they chose and why they
chose it.
3.2 HOMEWORKING
IN THIS LESSON
Lesson topic and staging
Students read about working from home, focus on
expressions connected with time and work and
discuss the pros and cons of homeworking. Next,
they study the present perfect continuous and listen
to people talking about homeworking. They practise
sentence stress to correct politely and finish by
talking about their own working patterns.
Objectives
By the end of the lesson, students will have:
• discussed the pros and cons of homeworking
• extracted specific information from a reading and
listening text
• learnt collocations related to time and work
• extended their knowledge and use of the present
perfect continuous
Timings
If short of time, set Exercise 9 for homework.
Possible lesson break: After Exercise 5b or 7.
WARM-UP
This activity introduces/tests the present perfect
continuous with how long.
• Write on the board: How long?, house and either
city, country or town (depending on your class).
• Students ask as many other students as possible
How long have you been living in your house/city/
country?
• Ask who has been living there the longest.
READING
1 Focus on the photo. Ask what the man is doing
and where he is. Elicit/give the word homeworking.
• Set the questions and elicit answers from the class.
• Write students’ answers on the board.
2a Remind students their ideas are on the board.
• Give them time to read the article and tell them
not to worry about vocabulary at this stage.
• Students compare with a partner before you check
answers with the class.
technology (can now work at home); lowers
costs for companies; homeworkers are more
productive and take fewer days off
Work
41
2bSet a longer time limit than in Exercise 2a.
• Students compare with a partner before you check
answers with the class.
Don’t follow up by asking if students would like
to work from home as this is done in Exercise 4.
1 since he was five 2 three years
3 British Telecom
3 Before students read, elicit how they can identify
advantages and disadvantages in a text (often by
looking for adjectives and adverbs that describe a
positive or negative feature).
• Give students a few minutes to read the text. Ask
them to underline words that helped them decide.
Advantages: office space is costly; avoids
stressful and time-consuming commuting;
homeworkers can plan own work schedule and
develop good time management skills
Disadvantages: office provides break from
family, people to talk to and a creative
environment; some jobs need close teamwork
and brainstorming; not suitable for people with
young families and not enough space
4a Set this activity as pairwork.
Ask students if their ideas could be both an
advantage and a disadvantage, depending on the
context. For example, work-life balance improves if
someone stops commuting, but becomes worse if
the boundary between work and private life is lost.
4bCritical thinking: Evaluating advantages and
disadvantages. Start by writing the Key language
from page 23 on the board. Ask students to divide
the expressions into groups: making suggestions,
advantages and disadvantages.
• Once students have discussed their ideas, open it
up for a class discussion.
VOCABULARY: expressions
connected with time and work
5a Tell students the expressions come from the text.
 Give them one minute for the matching.
1b
2a
3e
4c
5d
5bStudents work individually and compare answers
in pairs before you check with the class.
1 time management 2 spend, time 3 timeconsuming 4 workstations 5 work-life balance
Work
GRAMMAR: present perfect
continuous
Intermediate students will probably recognise the
present perfect continuous, but can be unsure
about using it.
6a Students answer individually and then compare
with a partner. Check answers with the class.
Explain that for the last three years means a period
beginning three years ago and continuing now.
Statements 1, 3, 4 and 5 are true.
6bStudents work alone. Then check with the class.
• Read through the Grammar tip and give a full
example (e.g. We can’t use: I’ve been knowing him
since I was at school.). Elicit/Tell students that we
have to use the present perfect simple instead.
We use since + a point in time (when the
activity started) and for + a period of time.
For a timeline to demonstrate for/since, see page
130 of the Language reference.
Revise the question form: how long + have/has +
subject + been + -ing verb before doing Exercise 6c.
6c Read the instructions and example with the class.
• Give students time to complete the sentences.
Encourage them to self-correct using the Language
reference and the Grammar tip.
• Students compare answers in pairs before you
check with the class.
To make feedback as clear as possible, write the
sentences on the board as you elicit them.
2 I’ve known Yukiyo for six months. 3 How
long has Mohammed been studying engineering
at university? 4 Fuat has been living in
Istanbul since he got a job there. 5 Marianna
has been working at home for two years.
6 I haven’t been living here for very long.
7 Ji Hyun has felt sick since yesterday morning.
8 Have Mark and Julie been teaching at the
same college for a year?
6d Write I have been working on it since a few days on
the board and elicit the correction (since for).
• Then set the task in the book.
for: just a few days, hours, two weeks
since: Monday, we moved, 2011, 8 o’clock
42
7 Read through the example and give students time
to prepare, but tell them not to write anything.
• In the pairwork, tell students to ask questions to
get as much information as possible.
• Monitor and note mistakes with the present
perfect continuous.
• Ask a few students for the most interesting things
they heard and correct the mistakes you noted.
LISTENING
8a Elicit some of the reasons Sunjit Patel gave for
working from home (Exercise 2).
 Then set the activity and play the recording.
1 translator 2 writer 3 contract work in
design 4 running a small business from home
for a lock manufacturer
8bSee if students can remember any answers before
you play the recording again. Pause after each
speaker.
• Students compare answers in pairs before you
check with the class.
1 two years, likes it, work-life balance easier to
manage 2 18 months, doesn’t like it, paying
more for heating, misses office gossip, lonely
3 since January, likes it, doesn’t have to
commute on crowded trains, has more time
4 six years, basically loves it, flexibility, spends
more time with family, saves money not
commuting, internet and social networking
makes homeworking more rewarding, can
have meetings from home with iPad and
Skype; disadvantages: misses office friends,
working in a team and not enough space
Ask students if the reasons given above would
encourage/discourage them to work from home.
Students discuss in pairs and ask for more
information, e.g. Why do you want more time?
9 Students complete the extracts individually and
compare answers in pairs before you check with
the class.
1 ’ve been translating 2 ’ve been living
3 have, been working 4 ’ve been paying
5 ’ve, been 6 ’ve been learning 7 ’ve been
taking 8 hasn’t been working
Work
Audio script 3.2
1
I’m a language graduate and I’ve been translating
from Italian to English for most of my career.
We’ve been living in Milan for nearly five years
and I’ve been working from home for two years,
since our first child was born. I’ve found that my
work–life balance has been easier to manage since
I started working from home – and it needs to be
easy to manage when you’ve got children!
2
A: How long have you been working from
home for?
B: I’m a writer and I’ve been working from
home for the last 18 months, since I lost my
job. It’s been pretty tough. For one thing, I’ve
been paying a lot more for heating. To be
honest, it’s quite lonely ... and I’ve missed
things like the office gossip. I wish I could go
back to my old job. The only good thing is I
can get up late. I’ve never been a morning
person.
3
It’s not for everybody, but I like working from
home. I do contract work in design. The best thing
is that I don’t have to commute to work on
crowded trains. I’ve had lots more time and I’ve
been learning a new language since I started
working at home in January. I’ve always wanted
to learn Spanish. I’ve also bought myself a new
guitar and I’ve been taking lessons for the last
six months.
4
A: So, you’ve been working from home for
eight years?
B: No, actually I’ve been working from home for
six years. I’ve been running a small business
from home for a lock manufacturer. It’s a
Basque company based near Bilbao.
A: And I see your husband is at home. Does he
work from home as well?
B: Yeah, about three days a week. He hasn’t
been working at home much recently as he’s
often needed in head office.
A: Do you like working from home?
B: Well, there are some disadvantages. I miss all
my office friends and working in a team, and
there’s not enough space in the house. You
also need to be good at time management.
43
But basically, I love it. You have flexibility
and you get to spend more time with the
family. Also you save loads of money not
commuting to the office. And the internet
and social networking makes homeworking
a more rewarding experience. And with my
iPad and Skype I can now have meetings
from the comfort of my home.
PRONUNCIATION
10a Read through the instructions.
• Play the recording and then ask students to
compare their answers with a partner.
• Elicit answers from the class and reinforce this by
playing the recording again and repeating the
dialogue yourself.
The main stress is on the word six.
10b Pause the recording after sentence A and ask
students to repeat. Play sentence B and ask them
to repeat and correct the stress if necessary.
Exercises like this where students repeat sentences
are good practice for the PTE-A Speaking section.
In the exam, students are required to listen to and
repeat a sentence exactly as they hear it using the
correct pronunciation.
• Put students into pairs and ask them to repeat the
dialogue taking it in turns to be A and B.
• Then label students A and B and ask them to turn
to the correct page in the Coursebook.
• Ask a pair to demonstrate the first dialogue.
• While students are practising the dialogues,
monitor to correct mistakes with stress.
SPEAKING
11 Tell students that they can include anything they
wish in terms of when and where they work. Their
partner should try to find the negatives with their
proposed pattern of work.
HOMEWORK OPTIONS
Students do the reading, listening, grammar and
pronunciation exercises for this lesson in
MyEnglishLab.
Students do Exercises G1–1 and 2 on page 131 in the
Language reference.
3.3 WORK
PLACEMENTS
IN THIS LESSON
Lesson topic and staging
Students read and listen to different experiences of
work placements before comparing uses of the
present perfect simple and continuous. They build
arguments for and against work placements and
discuss what makes a good placement.
Meet the expert video
Watch the video to hear about a personal experience
of an internship in the insurance industry.
Objectives
By the end of the lesson, students will have:
• inferred opinions based on people’s writing
• practised taking notes while listening
• compared uses of the present perfect simple and
present perfect continuous
• discussed the good and bad points of work
placements.
Timings
If short of time, set Exercise 7 for homework.
Possible lesson break: after Exercise 4c.
WARM-UP
Write on the board: The most important thing about
work for students is to get paid/to gain experience/to
make contacts. Students rank the statements in order
of importance. Then work in pairs to discuss and
give reasons.
READING
1 Put students into pairs to talk about the questions.
• Elicit answers from a few students.
• If students come from countries where this is an
unusual concept, ask if they think it is a good idea.
2a Before you look at the questions, focus students on
the post by Sachiko Suzuki. Discuss the statement
with the whole class and elicit opinions. Write the
students’ reasons on the board for later.
• Ask students to read the four comments. Did any
of them mention similar reasons?
• Finally, ask students to answer the questions.
1 Sabrina and Charlotte
Work
2 Azra
3 Tom
44
2b Critical thinking: Inferring opinion
This task is good practice for students in both
an academic sense and from an exam perspective
as it requires students to infer opinions. This skill
is required in the IELTS reading task with Yes/No/
Not given questions and for some of the multiplechoice questions in the PTE-A Reading section.
• Ask students to read the text again and decide
who is most likely to make each statement.
• Tell students to underline the sections of the text
that helped them to decide.
1T
2S
3A
4C
5S
6A
7T
8C
3 Students could choose just one or you could allow
them to choose three or four of the statements.
Students use the ideas from Exercise 2b and their
own thoughts to create their own extended
statement that best summarises their opinion.
Z:
J:
Z:
J:
Z:
J:
Z:
LISTENING
A:
4a
S:
You could create a form for this task so that it
mimics the IELTS Listening Part 1 style question.
Focus on simple facts such as places and names.
• Play the recording. When checking answers, focus
on spelling as well as the information. This is
essential in many exams.
Jan: Poland, International Hospitality
Management, Marbella
Zhang Li: China, International Hospitality
Management, London
Sylvie: France, International Hospitality
Management, London
Audio script 3.4 and answer key to Exercise 6
Anna, Jan, Zhang Li, Sylvie
A:
J:
Z:
S:
A:
Z:
S:
A:
Work
Welcome back. This is Anna from 103.8
Oxford Lite FM and we’ve asked three
students who are at Oxford Brookes
University to join us. Welcome, guys. Can
you introduce yourselves?
Hi. I’m Jan and I’m Polish.
Hello, I’m Zhang Li from Beijing, China.
And I’m Sylvie from Lille ... erm ... which is
in France.
So what are you all studying?
International Hospitality Management.
Yes. International Hospitality Management.
And what’ve you been doing recently?
J:
A:
J:
S:
A:
J:
Well, we’ve all been doing our work
placements.
Yeah, I’ve been working as a trainee
concierge at the Marriott Beach Resort in
Marbella in Spain.
I’ve been doing that as well, but I’ve been at
the Savoy in London.
Being a trainee concierge is great because you
have to know about all the parts of the hotel.
And it’s really great training if you want to be
a hotel manager.
I agree, and I’ve done so much. I’ve been on
three trips. I’ve been to Seville, to Tangiers
and Gibraltar.
I haven’t done any tours yet, but I’ve
worked in four different parts of the hotel.
I’ve booked trips, I’ve arranged transport
and I’ve answered lots of questions about
the local restaurants.
Sounds great. And Sylvie, let’s bring you in
here. What have you been doing?
Well, for the last three months, I’ve been
working as a trainee chef at the Ritz Hotel in
London. I haven’t been on any trips yet, but
I’ve been working really hard learning all
the skills I need to be an assistant chef. I’ve
been in the kitchen or the restaurant every
day. Also, my tutor at university has given
me lots of advice and encouragement and
support. I can phone her when I want.
My concierge at the Marriott is fantastic. She
speaks lots of languages and is Polish like me.
She has treated me like a colleague from the
start. She really makes me feel my input is
valuable and has given me lots of
confidence. She talks to me and doesn’t talk
down to me. I see her as my mentor.
Would you recommend your work placement
to others?
Absolutely. The Marriott is famous for its
work placements and its training. And I get
paid, which is really good.
Yeah, we all get paid. All the placements
organised through the university are paid
placements. And the Ritz and the Savoy both
have good training programmes.
And finally, who’s the one who speaks all the
languages?
That’s me ... I speak Spanish, English,
German and, of course, Polish. And I’ve been
learning Italian since January. I was
motivated by our concierge.
45
4bMake sure students focus on one student. Explain
that the task is to listen in detail and to get as
much information as possible.
• Once students have completed the task, ask them
to choose three verbs from this exercise to write
sentences about themselves.
Jan has been working as a trainee concierge at
the Marriott Beach Resort in Marbella, Spain.
He has been on three trips, to Seville, Tangiers
and Gibraltar. He has been learning Italian
since January.
1 have been looking 2 have been learning
3 has been 4 has been helping 5 has been
working 6 have worked 7 has worked/ has
been working 8 has not been enjoying
9 have you been doing 10 have interviewed
Zhang Li has been working as a trainee
concierge at the Savoy in London. She has
worked in four different parts of the hotel and
has booked trips, arranged transport and
answered lots of questions about local
restaurants.
For further practice, set activity G2–3 on page 131
of the Coursebook.
Sylvie has been working as a trainee chef at the
Ritz in London for the last three months. She
has been in the kitchen or the restaurant every
day and has been working hard learning all the
skills she needs to be an assistant chef.
4c Before working in their group of three, get
students to compare notes with another
student/students who took notes on the same
person, and to add extra detail where possible.
• Students go back to their original group of three
and take turns to summarise the information.
GRAMMAR: present perfect simple
and present perfect continuous
5 Remind students they studied the present perfect
continuous in lesson 3.2 and elicit an example.
• Students decide whether examples 1–4 are present
perfect simple or present perfect continuous.
• Students complete the rules and compare with a
partner before you check answers with the class.
In feedback, ask students which sentences (1–4)
gave them the answers.
a
b
present perfect simple
present perfect continuous
For a full explanation, students read G2 on pages
130 and 131 of the Language reference.
6 Look at the audio script with the students and find
the first example. Students then continue in pairs.
• Answers are in audio script 3.4 above.
7 Do the first example with the class and then give
students time to complete the activity.
Work
8 When students are listening to their partner’s
answers, tell them to focus on the use of the tense.
Do they think their partner has used the structure
correctly? If in doubt, they should check with you.
Next, ask students to write three more present
perfect continuous questions.
• Students then circulate and ask other students
their questions
SPEAKING
9a Put the students into pairs and ask them to devise
three arguments against each statement.
• Elicit ideas from the class.
9b
Ask students to create guidelines for a good
placement to present to the class.
MEET THE EXPERT
1 Give students a few minutes to discuss the
questions. Also ask them if they have any
knowledge or experience in these fields.
2 Play the video once and ask students to answer
the questions.
• Pause the video at the first image of Lloyds and
ask students what they know about the
organisation. Pause again at the shot of the
graduate recruitment fair. Ask students if they
have ever been to such an event.
Lloyds is one of the oldest insurance organisations
in the world. It specialises in re-insurance.
1 insurance
2b
3a Divide the class into two groups. Tell each group
to take notes on their questions only.
46
3b/c Students compare answers in their groups.
Monitor and help with any missing answers. Then
put students in A/B pairs to exchange information.
Group A
1 banking 2 internet, graduate fairs, flyers,
Facebook 3 positive – well-structured,
personal development training, a buddy
4 they are unpaid and living is expensive
Group B
1 a friend 2 it was competitive and nervewracking 3 it looks good on your CV, shows
you are motivated and it is hard to find a job
today 4 ask questions
4 Give students a few minutes to discuss the
questions and then discuss them as a whole class.
Meet the expert: Caroline Matthews, Internships
My name is Caroline Mathews. I am a current
graduate working for Lloyds, and a previous
intern. I work in the Class of Business
Underwriting and Performance team at Lloyds.
To be honest, I can’t say I’ve always dreamt of
working in the insurance industry. At the time I
was applying for internships the reputation of the
banks had been damaged quite badly, which
made me look elsewhere.
And the opportunity to work in the insurance
industry came up so I applied to Lloyds.
I actually found out about the Lloyds internship
through a friend. She had been looking on the
internet and thought it was something that I
would like to pursue. Erm ... however, you can
hear about internships through various different
methods. The internet is one. Also, Graduate
Careers Fairs at Universities and schools, flyers
and also Facebook.
I applied for the internship during my second
year at university. It consisted of an internet
submission, psychometric tests, which are your
verbal reasoning and your numerical tests. And a
telephone interview and an assessment centre
day.
The assessment day consisted of a presentation, a
group task and a written task. Erm ... 14 people
attended and they hired four. So I do believe it
was quite competitive and it was a very nervewracking experience.
Work
I do believe that the Lloyds internship was well
structured. The first three days of the internship
consisted of training and it taught you about
Lloyds and what Lloyds does and its strategy.
Also, during the eight weeks, I had one day of
personal development training, which consisted
of presentation and influencing skills.
In addition to that, I had a buddy, who was a
current Lloyds Graduate who had also been
through the same process and was there to
support you through your placement.
The internship actually gave me a placement on
the Graduate Scheme, which was my goal. It also
allowed me to enter the Graduate Scheme more
knowledgeable than others, which I thought was
a very privileged position to be in.
In addition to that, I was more motivated and
confident during my final year at university.
I would always recommend you to do
internships. Getting jobs these days is very tough,
erm ... and even if you don’t get a job at the end of
it, then it will always look good on your CV and
show potential employers that you’re motivated
and you’ve gone out of your way to develop.
I understand also that unpaid internships are very
difficult and living is expensive, but any
experience is good experience.
I have three tips for students applying for
internships. Jobs are competitive these days, so I
recommend you apply to as many as possible. So
hopefully at the end you have a choice.
Secondly, tailor your CV and your application
form to the role and the industry you are
applying to. This includes highlighting the
relevant skills that are needed for that role.
And thirdly, during an interview, always ask
questions. It shows the interviewer that you’ve
thought about the role and that you’re interested.
HOMEWORK OPTIONS
Students do the reading, vocabulary, grammar and
pronunciation exercises for this lesson in
MyEnglishLab. They can also do the MyEnglishLab
video activities after this point.
Students do exercise G2–3 on page 131 of the
Language reference.
47
3.4 SCENARIO:
SITUATION VACANT
3bRefer students to the ideas on the board. Ask them
if they think any of their ideas should be added to
those in the listening.
IN THIS LESSON
Audio script 3.5
Harry, Marta
Lesson topic and staging
This lesson focuses on framing questions and
answers. Students read the scenario about a health
club looking for interns. They listen to managers
discussing the necessary qualities and skills, then
focus on the Key language. Finally, in the main task,
students take part in a job interview.
H:
M:
Objectives
By the end of the lesson, students will have:
• extracted specific information from a listening text
• learnt useful phrases for framing questions and
answers
• used this language in a real-life situation to take
part in a job interview
Timings
If short of time, omit Exercise 5.
Possible lesson break: after Exercise 4c or Exercise 6.
WARM-UP
H:
Brainstorm the arguments for and against work
placements that students discussed in Lesson 3.3.
SITUATION
1 Say that a company wants to recruit new interns.
Look at the photos and elicit the type of company.
 Check students understand branch.
 Read through the question before students read.
2 Check understanding of skills and personal qualities.
• Students work individually and then compare
ideas in pairs. Write their ideas on the board.
3a Read through the introduction with the class.
• Play the recording twice if necessary.
• Students compare answers in pairs before you
check with the class.
• In feedback, help students with the meaning of
unknown vocabulary (e.g. dynamic, enthusiastic).
Skills: able to work with people from different
cultures, good communication skills, people
skills, language skills, computer skills
Qualities: flexible, motivated, enthusiastic, lots
of energy, determined, desire to succeed,
outgoing, extroverted, adaptable
Work
M:
H:
M:
I think you’re right, Marta, educational
qualifications and experience are not really so
important as these are work placements –
we’ve got to find young people with the right
skills and personal qualities.
Exactly. The people we choose will get some
initial training in New York, so that’ll prepare
them well for the placements. As you say, it’s
the personal qualities which are so important.
It’ll be pretty stressful, building up the club
here. They’ll have to work long hours and be
very flexible. OK, we’re not offering a
competitive salary, but there are other
benefits, and a nice working environment –
that should attract some good candidates.
There are great opportunities but there will
be some less glamorous parts of the work.
We’ll need someone who’s very motivated,
erm ... enthusiastic, and has lots of energy.
Absolutely. And I think the best candidates
will be very determined, people who have a
real desire to succeed, because it won’t be
easy. We need outgoing people, I’d say, who
can work with people from different cultures.
Don’t forget – a lot of our customers won’t be
English. All the candidates must also have an
interest in health and fitness, don’t you think?
Oh, definitely. And I agree – we need a fairly
extroverted person, with really good
communication skills. People skills are also
very important to the company, so we want
people who can adapt to different situations.
If possible, they’ll be fluent in another
language – French, German, Japanese,
whatever. Also, pretty good computer skills
are important.
Yeah, I like the sound of those ideas. But most
of all, we want people who are looking for a
long-term career with us, and who’ll stay
with us afterwards.
OK, I’ve made a note of the points we
mentioned. Now let’s write the advert.
48
KEY LANGUAGE:
asking questions, giving answers
Read the introduction with the class and elicit or give
an example: I was wondering what you ... .
4a Students listen for the interviewer’s questions.
• Read through the sentences. Then play the track.
• Ask them to compare with a partner, but don’t
give the answers.
4bStudents listen for the candidate’s answers.
• Read through the sentences. Then play the track.
• Ask them to compare with a partner but don’t
give the answers.
4c Students check their answers in the audio script.
• Then read through the list of Key language on
page 130 of the Language reference.
4a: 1 ’d like to know 2 interested in knowing
3 a question we like to ask 4 question now
about 5 could you tell me 6 Just one final
4b: 1 glad you asked 2 very good question
3 too much detail 4 ask me something about
5 I’m not an expert 6 think about
Audio script 3.6
Interviewer, Candidate
1
I:
C:
2
I:
C:
3
I:
C:
4
I:
C:
Work
Now, looking at your CV. I’d like to know
what you feel you learnt in your last
placement?
I’m glad you asked me that because I feel I
developed some important skills while I was
there.
I’m also interested in knowing your reasons
for applying to our company.
That’s a very good question. Basically,
because it is such a respected and famous
organisation.
Now, a question we like to ask all our
candidates: what are your strong points?
Well, without going into too much detail, I
have very good people skills.
OK. Thank you. A question now about your
computer skills: what software are you
familiar with?
I thought you might ask me something about
that. Well, what I can say is, I have a good
5
I:
C:
6
I:
C:
knowledge of Excel and Word, and can
prepare excellent PowerPoint presentations.
Right, thank you. Moving on, could you tell
me what you think the growth areas in the
leisure industry are?
Well, I’m not an expert, but I think the boom
in fitness centres will continue in the next few
years.
OK. Just one final question: where do you
think you’ll be in five years’ time?
Let me just think about that for a moment.
Well, I hope to be working for your company
in a senior position.
5 Monitor to correct pronunciation if necessary.
6 Give students time to write their questions.
Monitor and give ideas if necessary.
• Put students into pairs to ask and answer.
• Note mistakes with the use of Key language.
• Ask a few pairs to demonstrate their questions
and answers for the class.
• Correct some of the mistakes you noted earlier.
TASK: taking part in a job interview
7a Read through the introduction with the class.
• Put students into groups A and B to prepare for
the interview and write their questions.
7bPut students into A/B pairs and give them ten
minutes to ask and answer the questions.
• Monitor, to note mistakes with the Key language
(for correction in Exercise 8).
8 Students complete the evaluation sheets
individually and then discuss in pairs.
• Ask students what their greatest strengths were
and what they need to work on.
• Correct the mistakes you noted in Exercise 7b.
9 Tell students they need to give reasons for the
success or failure of their interview.
HOMEWORK OPTIONS
Students do the vocabulary, Key language and
listening exercises for this lesson in MyEnglishLab.
Students do exercises KL–4 and KL–5 on page 131.
Students write a paragraph explaining why they
would(n’t) offer the job to the candidate in exercise
7b, or why they would(n’t) accept it.
49
3.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on organising ideas and writing a
covering letter and curriculum vitae (CV). Students
practise organising information into paragraphs,
then write two paragraphs for a job application
letter. In the Writing section, students listen to
people talking about covering letters and CVs, and
read examples of each. Finally, students write their
own covering letter and CV.
Objectives
By the end of the lesson, students will have:
• practised organising information in paragraphs
• learnt about the organisation, style and content of
a typical covering letter and CV
• extracted specific information from texts
• written a covering letter and CV
Timings
If short of time, set Exercise 11 for homework.
Possible lesson break: after Exercise 4b or Exercise 7.
WARM-UP
• Write the following headings on the board:
areas of responsibility; skills; personal qualities.
• Put students into pairs to write as many words as
they can under each heading.
• Students then check their answers by looking at
Exercises 2, 3 and 4 in lesson 3.4 on page 32.
• The pair with the most correct items wins.
STUDY SKILLS: organising ideas
1a Lead in by asking students to tell you what a
paragraph is and some features of paragraphs.
• Give students 15 seconds to read the text and
compare their ideas from above.
• Then give students time to complete the gaps.
• Go through the answers with the class.
This section is useful in an academic context. To
increase the challenge and make the task more
academic, ask students to think about what
evidence they could use from secondary sources
and where they would put it in the paragraph.
1bElicit answers to this question from the class.
Paragraphs give structure to a piece of writing.
They help the reader to see how the text is
organised. Paragraphs separate ideas in a text
so that there is a clear flow of ideas. They
ensure that the main ideas of a text are clearly
separated, logically organised and connected to
the main argument in a text. Effective
paragraphing aims to make a text clear,
readable and understandable.
2 Elicit or remind students of the Jade Gyms
situation in Lesson 3.4.
• Read through the introduction with the class and
give students five minutes to read the paragraph
and discuss the questions in pairs.
• Check answers with the class.
1 I have been interested in healthy living and
fitness for many years. 2 This is why I chose
to study for a degree in Sports Management at
my local university. I have had excellent grades
throughout my studies and expect to graduate
in a few weeks’ time. After this, I am thinking
of going on to do a part-time Master’s degree
in Business Administration. 3 Because it isn’t
directly related to sports, fitness or
management.
3 Tell students to write 1–4 next to the appropriate
sentence (a–d) to show the order.
• Ask students to compare with a partner before
you check answers with the class.
b (the topic sentence), d, a, c
4a Give students time to look back at the adverts.
• Elicit which ones students would choose and why.
4bStudents complete the paragraph with their
chosen job before writing their own paragraphs.
• Tell students to look at Exercises 2 and 3 on page
34 for ideas on organisation.
• Give students time to write the two paragraphs.
• Monitor to help with vocabulary and organisation.
• When the students have finished writing, ask
them to swap with a partner and comment on the
organisation of each other’s paragraphs.
• Then ask the class if they would invite their
partner for an interview for the job.
1 link 2 main 3 information 4 texts 5 logically
Work
50
WRITING SKILLS: covering letter
and curriculum vitae (CV)
5 Set the activity as a pair discussion.
• Go through answers with the class.
• The main differences between a resumé and CV
are the length, content and purpose.
A resumé is generally shorter than a CV. It is a
one- or two-page summary of your skills,
experience and education. It is a brief, concise
document which enables the reader to review
an applicant’s qualifications fairly quickly.
A curriculum vitae, known as a CV, is a longer
document (usually two or more pages) giving
more details about the applicant. It summarises
the applicant’s educational and academic
background, but will include other information
such as teaching and research experience,
publications, awards, membership of
professional organisations, etc.
A covering letter usually accompanies a CV.
The main purpose of a covering letter is to
show that the candidate’s qualities match the
employer’s requirements. The letter outlines
why the applicant is attracted to the position
and highlights his or her main strengths.
6aCheck that students understand the purpose and
role of a careers counsellor.
• Then play the recording and ask students to note
down the three things the student asks about.
1
2
3
S:
C:
S:
C:
S:
C:
S:
C:
S:
C:
S:
C:
What is it [a covering letter] exactly?
How long should it be?
Could you give me a little more detail
about what to put in each paragraph?
6bEmphasise that students should only write notes
and not whole sentences.
• Play the recording again and, if necessary, pause
at the points shown in the audio script opposite to
give students time to write.
• Ask students to compare with a partner and then
read the audio script on page 167 to check.
• Ask students to underline any advice they think is
useful (they will need this when they write a
covering letter in Exercise 11).
Work
Audio script 3.7 and answer key to Exercise 6b
Student, Counsellor
S:
I know you usually send a covering letter
with a CV. But ...what is it exactly?
Well, really it’s a letter telling an employer
why you’re interested in their company or
organisation. You can tell them about your
special skills and qualities and why you
want to work with them. It gives you an
opportunity to sell yourself to the employer.
[PAUSE]
I see. Erm ... how long should it be?
It depends. But generally, I’d say a covering
letter should be short, say four to five
paragraphs. And the tone should be
enthusiastic and professional.
Right. Could you give me a little more detail
about what to put in each paragraph?
OK, I’ll suggest a structure, a way to organise
the paragraphs, if you like. [PAUSE]
Thank you.
Right. The first paragraph is your
introduction. You say who you are, why
you’re writing and where you saw the
position advertised.
OK, I’ve got that.
In paragraph two, tell the employer why you
want the job – in other words, say what
attracted you to the organisation. Show that
you’re enthusiastic and motivated.
Right. [PAUSE]
The third paragraph is really important.
This is where you sell yourself. Here you
mention your qualities, erm ... skills and
experience that match what they are
probably looking for. You tell them what
you can contribute to their organisation.
OK? Now we come to the final paragraph.
Say when you’re available for interview.
And end on a positive note. For example, say
you look forward to hearing from them soon
or something like that. OK, that’s about it.
Thanks, that’s really helpful.
7 First, ask students to read the letter quickly and
tell you if Denise Martin has followed the advice
in exercise 6b above (yes, she has).
• Ask students what they remember about Jade
Gyms from the scenario. Then ask what
information they might expect to find in a
covering letter for a job as a gym instructor.
51
• Students then complete the task.
1 position 2 degree 3 delighted 4 skills
5 work placement 6 available for interview
7 look forward
8 Focus students on the CV and ask them if the
structure is similar in their own country.
 Put students into groups to discuss the questions.
9a If necessary, pause the recording after each
speaker to give students time to write.
9bGive students time to discuss their notes.
• Ask a few pairs to tell the class which speakers
they agreed/disagreed with and why.
Audio script 3.8
1
2
3
4
5
Work
I think you should put as much as possible in
a CV so the employer gets a complete picture
of your qualities and skills and qualifications.
If you don’t do that, they may not call you for
an interview.
It’s essential to write a personal profile at the
beginning of your CV. Everyone’s doing it
these days. It helps to focus your reader’s
attention on what you really have to offer
their organisation. It’s where you can sell
yourself as a candidate.
If you’re sending out CVs to lots of
companies at one time, I mean, if you’re just
seeing if there’s any interest, not replying to
an ad for a job, then I think your CV should
be really short, just one side of an A4 sheet.
I try to write as much as possible in the Work
Experience section. I start with my first job,
then put my most recent job last – that’s the
order I prefer. I had a period of six months
when I was unemployed, but I never show
that on my CV.
I only apply for jobs online. I use the Job
Boards for my industry and if I see an
interesting position, I fill in an online
application. Sometimes I have to send a
covering letter by email as well. Online
adverts are the best way to find a new job.
You get a quick reply from employers when
you apply online. I always keep my CV up to
date and I use a spellcheck to make sure there
are no spelling mistakes.
6
To be honest, I think the covering letter’s
much more important than your CV. If they
like what they read in your letter, they’ll look
at your CV. But if your letter’s no good,
they’ll throw your CV in the bin right away.
10 Give students three minutes to complete the gaps.
 Check answers with the class.
1d
2h
3f
4b
5e
6i
7c
8a
11 Give students time to decide which vacancy to
apply for.
• Allow about one hour for students to write their
CVs and covering letters.
• Suggest that students write the CV first because
the covering letter will use some of this.
• Tell them to make notes about the information to
include in their CVs/covering letters.
• Then, students write a draft CV/covering letter
while you monitor to help.
• Put students in pairs to compare their CVs/
covering letters and give each other corrections
and advice.
• Students then write final versions.
• Take the work in for marking, paying particular
attention to organisation.
Post the CVs and letters around the classroom
walls. Ask students to read all the texts and decide
who should be given an interview.
HOMEWORK OPTIONS
Students do the study skills, writing and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
Students choose another job from a newspaper or
website and write a covering letter.
52
4
Language
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
future forms; first conditional
language learning; phrasal verbs (2); British and American money idioms; language style
accepting and rejecting ideas, consequences; selecting an English language programme
describing tables and charts
a report
4.1 LEARNING
LANGUAGES
IN THIS LESSON
Lesson topic and staging
Students are introduced to vocabulary related to
language learning and then read about one way of
learning a foreign language. This contextualises the
next vocabulary focus: phrasal verbs. Finally,
students discuss issues related to language learning.
Objectives
By the end of the lesson, students will have:
• learnt vocabulary related to language learning
• extracted specific information from a reading text
• learnt and used a set of phrasal verbs
• practised accuracy and fluency in speaking
Timings
If short of time, omit Exercise 1.
Possible lesson break: after Exercise 5.
WARM-UP
• Copy the following onto the board for students to
match (some countries have two languages).
1 English
a Singapore
2 French
b Argentina
3 Arabic
c Algeria
4 Chinese
d Brazil
5 Spanish
e Saudi Arabia
6 Portuguese
f Jamaica
• Check answers (1 a/f, 2 c, 3 c/e, 4 a, 5 b, 6 d).
Federico Fellini quote: This means that the language
of a country or region is linked with its culture. It’s
not possible to learn to speak a different language
without also learning about/absorbing the culture.
New Language Leader Intermediate Language
VOCABULARY:
language learning
1 Ask students if they think language learning is
easy. Then focus their attention on the example.
• Check students understand tango (a difficult
Argentinian dance for two people).
• Encourage students to give reasons for their
answers and to disagree if necessary.
• Monitor and help with vocabulary.
Students’ own answers.
2 Keep students in the same pairs to discuss.
• Ask a few pairs to share their ideas with the class.
Students’ own answers.
3 This activity introduces the meaning of the words
in the box.
• When students have completed the statements,
they compare in pairs and discuss the question.
• When you check students’ answers, check
pronunciation (e.g. bilingual) and the meaning of
slang (very informal, sometimes offensive).
1 grammar 2 pronunciation, accent 3 native,
second 4 dialects 5 bilingual 6 slang
7 false friends
READING
4a Check students understand purpose (Why is it
written? What is it trying to do?).
• Then focus students on the photos and headings,
but tell them not to read the text yet.
The text is probably from a magazine or leaflet.
It is advertising Learn Fast.
53
4bWhen students have read the text, ask them to
compare their answers in pairs before you check.
b
4c
Check students understand not given (the
information is not in the text). If you have students
preparing for IELTS, set a time limit as this is
similar to a task in the reading paper. It is also
similar in that it tests understanding of facts rather
than opinion, with Yes/No/Not given questions.
• Students read the sentences before reading the
text.
• To follow up, ask students if they have ever used a
course like this one and what it was like.
1 Not given 2 True 3 False (The course is for
native English speakers. The languages listed
do not include English.) 4 False (‘... within six
weeks you will pick up the basics ...’) 5 True
5
Critical thinking: Evaluating the success of a
text. This task is useful for students in an academic
context as it is similar to evaluating and selecting
sources for essays. Students now are faced with a
wealth of information on the internet and don’t
always have the skills to select and evaluate the
text. Here, although they are evaluating the success
of the text rather than the purpose, these skills are
transferable when selecting academic sources.
• Ask students to underline the successful parts of
the text and circle the parts they think are weak.
• In pairs, students try to improve the weaker parts,
before you check ideas with the class.
VOCABULARY: phrasal verbs (2)
6a First, ask or remind students what a phrasal verb
is (verb + preposition with a meaning not obvious
from its form) and give a few examples.
• Encourage students to work out the meaning of
the phrasal verbs in the context of the text before
they do the exercise.
• Go through the answers and notes below.
1 keep up with 2 pick up 3 catch on 4 fall
behind 5 get by 6 let down 7 take up
8 take off 9 pay off
Note: In keep up with, catch on, fall behind and get
by, the verb and preposition(s) cannot be
separated – we cannot say catch something on. In
pick up and take up, you can put a noun or
pronoun between the verb and preposition, e.g.
Language
I picked French/it up quickly, but you can only
put a noun after the preposition, e.g. I picked up
French NOT I picked up it. Fall behind is followed
by the preposition in (see the text for an
example). Get by is followed by the preposition
in, e.g. I can get by in French. Let someone down
always has a subject between the verb and the
preposition.
For further practice of these verbs, refer students
to the Language reference on pages 132–133.
6bStudents complete the gaps individually and
compare answers in pairs. Tell them to ask
follow-up questions to get as much information
as possible.
• In feedback, ask students the most interesting/
surprising thing they heard.
While students are completing the gaps, walk
round the room to check their answers make
sense. This will let you know if they understand
the meaning of the phrasal verbs.
Students’ own answers. Accept any reasonable
ideas.
SPEAKING
7 Put students into groups to discuss.
• Encourage them to give reasons and examples,
and to agree/disagree with each other if necessary.
• In feedback, ask a few groups which statements
they agreed/disagreed with and why.
If you are short of time, choose only the two or
three statements that are most relevant to your
students.
HOMEWORK OPTIONS
Students do the vocabulary and pronunciation
exercises for this lesson in MyEnglishLab.
Students write a list of tips for learning English. First,
in class, ask students to brainstorm a list of ideas, but
not to write their tips yet. At home, students expand
their ideas into a list of tips using some of the
vocabulary from this lesson. In the next lesson, post
the tips around the room and ask students to read
them all. Finally, ask students which they think are
best. To follow up, write the best tips on a large sheet
of paper, post it on the wall and ask students to refer
to it in all their lessons.
54
4.2 THE FUTURE OF
ENGLISH
IN THIS LESSON
Lesson topic and staging
This lesson discusses English around the world.
Students do a listening activity which introduces the
grammar focus of future forms. Students compare
the future meanings of will, going to and the present
continuous. They read three texts about language to
identify genre, before focusing on British and
American money idioms. Finally, students debate
whether to adopt British or American English.
Meet the expert video
LISTENING
1 This follows directly on from the warm-up.
• Tell students to discuss the questions in pairs and
then discuss their responses as a whole class.
2a Introduce the situation and then play the
recording without pausing.
• Check answers with the class.
Fabio calls Henri to invite him to the cinema.
2bSee if students can complete any of the sentences
before you play the recording again.
• Play the recording for students to check/complete
the sentences.
• Students compare answers in pairs before you
check with the class.
Watch the video to hear an expert talking about the
future of global English.
1 tonight 2 by tomorrow’s class 3 James
4 Thursday evening 5 Friday 6 tomorrow
Objectives
By the end of the lesson, students will have:
• extracted specific information from listening and
reading texts
• learnt (more) about different varieties of English
• compared the future meanings of will, going to and
the present continuous
• learnt a set of British and American money idioms
• practised debating in a semi-formal context
Timings
If short of time, set Exercise 4 as homework.
Possible lesson break: after Exercise 5c.
Audio script 4.1 and answer key to Exercise 3a
Henri, Fabio
H:
F:
H:
F:
H:
WARM-UP
Write on the board: Varieties of English. Also write
British English and American English as examples.
• Ask students to tell you other varieties of English
they know and add them to the board.
• Ask the students to choose two varieties they
know have some differences and brainstorm the
differences they know. It might be easier to tell
students to compare British and American English
as this will lead into the rest of the lesson.
• Write any differences students come up with onto
the board.
F:
H:
F:
H:
F:
Language
Hello.
Oh hi, Henri. It’s Fabio here.
Fabio, hi. Have you finished the essay on the
differences between British and American
English yet?
No, not yet. I’m going to finish it tonight.
What about you?
I’m finding it quite tough, especially when it
comes to idioms. In Bill Bryson’s book – it’s
quite funny, actually – he says it can take
years for an American to master British
idioms and the other way round; but I’m
definitely going to finish it by tomorrow’s
class. I want it out of the way!
Henri, I’m just phoning to ask – James and I
are going to the cinema on Thursday evening.
Do you want to come?
No, I can’t. I’m giving my presentation to the
language seminar group on Friday.
Oh, of course.
So I have to prepare that. I’m doing it on the
growth of Arabic. I read something recently
that said that Arabic is the fastest-growing of
the world languages.
Yeah, I saw something that said international
agencies like Al Jazeera will provide a
standard model – almost like the BBC. I saw
an article about it in the paper the other day.
I’ll find it for you.
55
H:
Thanks, that’d be great. When’s your
presentation?
F:
It isn’t till the end of next week.
H: Do you know what you’re doing?
F:
Yeah, I’m probably doing mine on spelling
and how important it is.
H: That’s interesting. I saw a film a while ago on
spelling competitions in America. They’re
really popular there. Anyway, I’d better get
on with the essay. I’ll see you at the lecture
tomorrow.
F:
Great, and I’ll text you when I find that
paper.
H: Thanks. Bye.
F:
Bye.
GRAMMAR: future forms
3a Students do this activity individually and then
compare with a partner to make sure they have
found all the examples.
Students may not realise that the present
continuous is being used as a future form in the
audio script. Tell them to decide what time is
being referred to, e.g. tomorrow, Friday and then
underline the future form.
If possible, reproduce the audio script so that the
class can see it (using an interactive whiteboard or
an overhead projector). As you go through the
answers, underline the examples in the text.
See answers in audio script 4.1 above. Note: Do
you know what you’re doing? and I’m doing mine
on spelling could refer to the future or to the
present in this context.
3b Tell students to write 1–4 next to the underlined
examples in the text so that they have a clear
record for exercise 3c below.
1 Al Jazeera will provide a standard model.
2 I’ll find it for you. / I’ll text you when I find
the paper.
3 I’m going to finish it tonight. / I’m definitely
going to finish it by tomorrow’s class.
4 James and I are going to the cinema on
Thursday evening. / I’m giving my
presentation … on Friday.
(Note: see note in answer key for Exercise 3a.)
3c Tell students to look at their answers in 3b and the
audio script to help them complete the rules.
1 will
3 going to
Going to and the present continuous are very
similar in their use. Native English speakers
sometimes use them interchangeably. To avoid
confusion, focus on the meanings in Exercise 3c
and the examples in the audio script. It is better
not to introduce examples from other sources.
• Ask students to look at the examples again and tell
you the structure of each. Write the structures on
the board so that all students are clear.
1 will + infinitive (without to) 2 be + verb -ing
3 be + going to + infinitive (without to)
Remind students of the contractions I’ll, I won’t,
I’m before they see them in Exercise 4.
For a full explanation, ask students to read the
Language reference on pages 132–133.
4 Tell students to use Exercise 3 and audio script 4.1
on page 167 to help them choose the best answers.
• In feedback, ask students to justify their choices.
1 I’m going to take 2 will challenge 3 I’ll take
4 I won’t know 5 I’ll probably decide
6 We’re meeting 7 I’m playing 8 I’ll go
READING
5a
Critical thinking: Identifying genres. This is
good practice for students in an academic context.
Sometimes students find it difficult to identify the
genre of a text when doing their own research and
often quote sources like these. In an academic
context, ask students which one(s) would be good
for an essay entitled The English-speaking world
should adopt American English. Arguably, none of
them should as they are not academic sources.
• When students do the task, ask them to underline
the parts of each text that helped them decide.
a text 2
b text 3
c text 1
5b Give students a few minutes to read the texts
again and do the matching.
• Check answers with the whole class.
a text 3
Language
2 present continuous
b text 2
c text 1
56
5c
Before students read again, ask them to read
the questions and predict which text will contain
each answer. This technique can help in many
teaching contexts but is especially good for exams.
 Check the answers as a class.
1 English is the native language of 400m
people; English is spoken with some fluency by
another 600m people; 2bn people are learning
English; Mandarin Chinese is spoken by over
one billion people; 19th century 2 diplomacy,
trade and shipping, the entertainment
industry, youth culture, computing,
technology, science, medicine, international
business and academia 3 longest culture,
largest economy in the world soon, largest
nation, Mandarin spoken by more than 1bn
people, spoken in several Asian countries
4 communication easier if just American
English 5 BBC English sounds lovely. Likes
British authors and Shakespeare
VOCABULARY: British and
American money idioms
Although these idioms are quite high for the level,
students are often intrigued by idioms. Many have a
very similar equivalent lexically or in terms of
meaning in other languages.
6a Give students a few minutes to complete the
idioms. You may need to help or allow students to
use a dictionary.
• Students compare answers with a partner but do
not give the answers yet as they are given in 6b.
6b Play the recording for students to check answers.
1 pass 2 broke 3 million 4 cheapskate
5 spending 6 splash 7 tighten 8 rip
Ask students if they have similar idioms in their
own language. If the meaning is similar but the
wording different, encourage students to try to
translate the idiom.
7 Students ask and answers in pairs.
For classes preparing for IELTS, extend this
activity to practise giving a full answer. Tell
students that in the IELTS speaking test students
have to give full and developed answers. In Part 3,
they should aim to speak for around a minute on
each question. Set the challenge of each student
speaking for at least one minute for each question.
Language
SPEAKING
8a Read through the introduction and give each
group ten minutes to prepare their arguments.
• Next, tell each group to think of the arguments the
other group might propose and how they could
best counter the arguments.
The skills of countering arguments and evaluating
them are useful for many academic contexts, not
just formal debates.
8b Allow the debate to last for 10–15 minutes.
The selection of the spokesperson for each group
is key to the success of this activity. Don’t choose
the best two speakers, but the two most confident.
8c Ask students for a show of hands and elicit
reasons.
MEET THE EXPERT
1 Let students listen to different varieties of English
before you set this task. For example, the British
Library website has many varieties of British
English. Play a few examples and ask if students
can identify any differences.
• Then set the questions in the book for discussion.
2 Read through the introduction and questions.
Then play the video without pausing.
No. He thinks there should be a language for
global communication, but it doesn’t have to be
British English.
3a Before you play the video again, ask students to
predict the answers in pairs.
3bPlay the video again for students to check their
predictions. As they watch, ask them which other
languages they can spot in the images.
1A
2D
3A
4A
5A
6D
4 Ask students how they would feel if their own
language was about to become extinct. Would
they want to protect it or would they just learn a
dominant language? Give students a few minutes
to discuss the questions and then discuss as a
whole class.
57
Meet the expert: Henry Hitchings, Global English
My name is Henry Hitchings and I’m the author of
several books about the English language, most
recently a book called The Language Wars which is
about arguments over the correct use of English.
As a first language there are about 400 million
speakers of English. Mainly in Britain and America,
but also in countries such as Australia and Canada.
And then as a second language it’s a little harder to
say. I think we’re now certainly talking about a
billion people. It may be that as many as two billion
people globally are actually trying to learn English.
I think native users of English tend to think of the
language as belonging to them. I think that’s a bit
strange. I think of language as universal property.
There are so many other people using the language.
I think it’s sensible now for British English speakers
to think of themselves as looking after the language
rather than owning it.
Globish is a word that was made up by a French
businessman called Jean-Paul Nerrière. It refers to a
form of English which is used essentially for
business purposes.
It has a vocabulary of 1,500 words and it’s for
communication between people who don’t have
English as their native language. I don’t really like
the word Globish very much. I prefer World English,
which is an idea that’s rather older and rather
easier to understand.
I think that, in the future, most people who use
English will carry around two versions of the
language with them and they will exist side by
side. There will be an international form, which
they use when they travel, for purposes of business
and perhaps in education.
And then there will be a local form which expresses
their local identity and their social ties.
very predictable ways. Expressions like to get on
with, to get across, to get down, to get off don’t do
what you would expect them to do and it’s
something that can cause confusion for people who
are learning the language.
Native speakers need to have a greater awareness
of that than they perhaps tend to at the moment.
I think it’s very useful for there to be a global
language which enables people to communicate
across cultures. And English has some very
positive associations; traditionally for instance, it’s
associated with democracy.
Having said that, for some people, English has less
positive associations with capitalism, with cultural
imperialism and with globalisation.
A lot of people assume that English will just
continue to spread and spread, but it faces
challenges from some other languages which have
a global reach: Mandarin Chinese, Spanish and
Arabic.
I think the future of English is fascinating. The key
point really is that the centre of gravity is moving.
In the past, all the really important things that have
happened to the English language have happened
in Britain and America.
In the future, that’s not going to be the case. The
most important things will happen in China and
India and other emerging world economies.
HOMEWORK OPTIONS
Students do the grammar, pronunciation, vocabulary
and listening exercises for this lesson in
MyEnglishLab. They can also do the MyEnglishLab
video activities after this point.
Students write up the debate, summarising the main
arguments for and against the motion.
There is still an advantage in being a native speaker
of English, in terms of confidence and fluency.
Also, the range of vocabulary and the complexity
that is available to you as a native speaker is
important in creative activities and also in
academic life.
Nevertheless, native speakers need to be sensitive
to the fact that some of the things that they do don’t
travel very well and cause problems for non-native
speakers. For example, there are phrasal verbs. The
verb to get can be used in some surprising and not
Language
58
4.3 AVOIDING
ONLINE MISTAKES
IN THIS LESSON
Lesson topic and staging
This lesson focuses on using language for online
communication and how to avoid mistakes. Students
listen to someone who works for the British Council
discussing correct and appropriate language, before
learning a set of vocabulary related to language style.
Next, students read a text on avoiding online
mistakes and use this to revise the first conditional.
Finally, students create a list of dos and don’ts for
online communication.
Objectives
By the end of the lesson, students will have:
• extracted specific information from listening and
reading texts
• learnt about judging how to communicate in
different online communities
• revised the meaning and form of the first
conditional
• practised their accuracy and fluency in speaking
using the first conditional
Timings
If short of time, omit Exercise 2 or Exercise 6.
Possible lesson break: after Exercise 3b or Exercise 6.
WARM-UP
This warm-up gets students to think about online
communication and how they feel about making
mistakes with English in this context.
• Students work with a partner to discuss which
online social media they use. Tell them to think
about which ones they prefer and why, how often
they communicate on them, what they talk about
and with whom.
• Discuss students’ responses as a whole class. Ask
students if they do any of these activities in
English. If they do, find out how they feel about
making mistakes in English in these situations.
LISTENING
1a Ask the class if they have heard of the British
Council. Write anything they know about the
British Council on the board.
• Read the introduction and questions and then play
the recording.
• Check answers with the class and compare what
the students knew already with the audio.
1 an international charity that develops cultural
relations between Britain and the rest of the
world 2 businesses, governments 3 effective
communication, appropriate language
Audio script 4.3
Interviewer, Richard
I:
R:
What kind of work do you do, and is using
correct and appropriate language important
in your work?
I work for the British Council, an
international charity that develops cultural
relations between Britain and the rest of the
world through our work in the Arts,
Education and Society, and English. My focus
is developing partnerships with other
charities and NGOs, or ‘non-governmental
organisations’, educational institutions,
businesses and governments in order to help
students, young people and professionals and
develop relationships with people from other
countries and backgrounds.
So we’re building trusting relations at all
levels across different societies and key to
building trust are effective communication
and appropriate language – especially as
most of our work is carried out in English.
Having said that, few of the people we
collaborate with have English as their first
language. If you get your language wrong,
you create confusion, and you can lose the
trust you have been working to build up.
1bAsk students to read the questions and try to
predict the answers.
• Play the audio for students to complete the gaps.
1 audience 2 know 3 topic 4 effect, message
Language
59
then the person you’re sending the message
to, who already has some context, will also
understand it.
To avoid losing trust, think about your
audience and make sure that you are
‘reading’ the message through their eyes.
And don’t post late at night, when you are in
a rush or feeling emotional and might use
inappropriate language.
To get the register right – and let me begin by
defining register: by register, I mean a way of
speaking or writing which you use when
you’re in a particular situation. That way of
speaking or writing could, for example, be
formal or informal or humorous or polite or
familiar. So, to get the register right, use the
right medium for the message. For example,
you might text or use instant messaging to a
tutor or business partner that you are friendly
with, using abbreviations and text speak to
say thanks for a meeting. But in a business
situation with someone you’re not close to, or
when submitting an assignment or asking for
feedback, use email or a forum and use more
formal language.
So for students, what I’m basically saying is
don’t transfer the language you use with your
close friends on Facebook and other social
media sites to the language you use when
you email your lecturers.
Audio script 4.4
I:
What advice would you have for young
people using social media?
R: Most of the principles are the same as face-toface conversation – your language has to be
appropriate to the context. We need to look at
four things. Firstly, who’s your audience?
Secondly, how well do you know them?
Thirdly, how much do they know about the
topic? And finally, what is the effect you
want? What do you want them to do as a
result of your message?
With social media you also need to remember
that you can’t see how people are reacting as
you’re speaking, so if you’re not being
understood or you’re beginning to offend
people, you can’t see their face or body
language. Also, think about the medium –
text, email, Facebook, Twitter, YouTube, etc.,
and what effect this has. For example, who
will see the message or picture, and will it be
a permanent record?
1c Before students listen, tell them to discuss the
points in pairs and think of a tip for each one.
• Play the recording and tell students to give at least
one example for each point.
• Check answers with the class. Ask students if they
would add any of the tips they suggested earlier to
the ones given in the interview.
1 keep your language simple
2 think about your audience
3 use the right medium for the right message
Audio script 4.5
I:
Can you be a bit more specific? Can you give
some tips?
R: OK, so thinking about those points I just
mentioned, and the ones specific to social
media, it’s a question of finding the right
balance. For example, between being formal
and informal and giving enough but not too
much detail.
So, let’s look at three areas: how to avoid
confusion, how to avoid losing trust and how
to get the register right.
To avoid confusion, keep your language
simple, use short sentences. Show the
message to a ‘non-knower’, that is, somebody
who does not already know what the
message is about. If they can understand it,
Language
2
If you have an example for either of these from
your own language learning experience, you could
share it with the students as an example.
• Students discuss the questions in pairs. Ask a few
pairs to share their experiences with the class.
VOCABULARY: language style
3a Ask students how they deal with new vocabulary.
One of their suggestions will probably be to use
the context around the word they hear or read.
• Students find the words in the audio script and
then match the words to their definitions.
1h
3b
2g
3i
4e
5f 6d
7b
8a
9c
To add a competitive element, write the words
from Exercise 3a on cards and copy a set for each
pair. When a student uses any of the vocabulary
from the cards, they keep the card. The winner is
the one to collect the most cards.
60
READING
4 Critical thinking: Identifying main ideas. Set the
task and check as a whole class.
If you have students preparing for IELTS, say that
this type of question is similar to the paragraph
heading matching exercise in the Reading paper.
To make this more like the IELTS paper, add two
more distractor paragraph titles
1f
2c
3e
4d
5b
6a
5 Before students do the task, elicit how this type of
question is different from Question 4. What skill
are they practising? They are reading in more
detail and will need to read more carefully.
a–
b3
c–
d1
e4
f6
g5
h2
6
Most of these questions should be quite simple
for students to discuss. If your students struggle
with the present perfect, ask them to identify
which question needs them to answer using this
structure and then revise the rules and form.
• Give students five minutes to discuss the
questions and monitor to listen for mistakes.
• Go over any common errors with the class.
GRAMMAR: first conditional
7 Give students five minutes to decide their answers
and then discuss with a partner.
1 real 2 present simple
imperative
3 will, could, might,
To reinforce the meaning of the first conditional,
ask students if they think the examples in the
reading text are really possible.
• For a full explanation and extra practice, look at
the Language reference on pages 132–133.
8 Before students do this activity, check they
understand crash in this context (stop working)
and pass (get the mark needed).
• Monitor to help if necessary and refer students to
Exercise 7 and the Language reference.
• There are many possibilities so allow any that
make sense and are grammatically correct.
9a Give students a few minutes to look at the tips
from the lesson again. Tell students to choose the
three best tips from the lesson and to write them
out using the first conditional.
Example answers
If you make up a password, don’t choose your
birthday.
If you send a job application, check for spelling
mistakes.
9bStudents compare with a partner and agree on the
three best tips from both lists.
SPEAKING
10a Students should choose an area they have not
discussed much or take a new angle on the topic.
For example, if they want to discuss social
network sites again then they could consider them
from a professional context, e.g. LinkedIn.
• Give students ten minutes to write down as many
dos and don’ts as possible.
10b Try to pair students with another pair who have
discussed the same topic. After pairs have
evaluated the different tips, create a class list on
the board with the best tips.
• Finish by writing on the board: It’s not what you
said. It’s the way you said it. Ask students what they
think it means and when it might be used.
HOMEWORK OPTIONS
Students do the grammar, listening, vocabulary,
reading and pronunciation exercises for this lesson in
MyEnglishLab.
Students use the internet to research and write a
paragraph about tips for a means of communication
they use regularly, e.g. social media, presentations,
telephone, emails, etc. In the next lesson, students
swap paragraphs and ask follow-up questions.
Example answers:
1 I’ll buy myself a bike 2 will you help me
with my coursework 3 will happen 4 I’ll play
tennis 5 I’ll finish my homework 6 I’ll go to
Harrods 7 If we’re late 8 will you fix it?
Language
61
4.4 SCENARIO:
LANGUAGE
TRAINING
IN THIS LESSON
2bCheck students understand crash course (short,
intensive course) in Proposal 4.
Students will need to use their notes in exercise
5a. To help make their notes clear, draw the table
below on the board and ask students to copy it.
Proposal
Advantages/
Disadvantages: staff
Advantages/
Disadvantages: agency
This lesson focuses on language for accepting and
rejecting ideas, and considering consequences.
Students read the scenario about a charity planning
English language training for its employees. They
read different proposals for the language programme
and listen to people discussing them. Next, they
focus on the Key language and finally, in the task,
hold a discussion to select the best proposal.
1
+ near to the office
– 20 hours a week
for 4 weeks is a lot?
+ can train 150 staff for
€150,000
– need to give staff
time off?
Objectives
5
Lesson topic and staging
By the end of the lesson, students will have:
• learnt useful phrases for accepting and rejecting
ideas, and considering consequences
• used this language in a real-life situation to
discuss different proposals
• extracted specific information from a listening text
Timings
Possible lesson break: after Exercise 4b.
SITUATION
Lead in to the situation by asking students if they
have ever worked for a charity, what charities they
know about and what these particular charities do.
1 Tell students to read the two questions before they
read the situation.
1 because English will be the working language
of the organisation 2 200 staff at head office
2a Give students a maximum of two minutes to read
the extract and answer the question.
• When you elicit the answers, check students
understand proposal (a plan or suggestion which is
made formally to a person or group).
The budget is only €150,000 for the first year.
Staff in the Human Resources department do
not agree on the best programme.
Language
2
3
4
• If necessary, do Proposal 1 with the class and
write the ideas on the board. An example is given
in the table above.
• In feedback, write a selection of students’ ideas in
the table on the board.
Students’ own answers.
To save time, divide the class into five groups and
give one proposal to each. Elicit the advantages
and disadvantages from the groups and write
them in the table on the board. Ask the other
students to copy the notes.
3a Read through the introduction with the class and
then play the recording without pausing.
training for directors and senior staff; whether
to focus on British or American English; classes
for admin staff
3b Before you play the recording, ask students to
make predictions for each question.
• Play the recording for students to compare their
predictions with the answers.
1 carry out further research in both cases
2 to create good staff relations
62
KEY LANGUAGE : accepting and
rejecting ideas, considering
consequences
4a Tell students that they heard some of these
phrases in the audio and ask them to match the
phrases to their functions.
Group 1: Considering consequences Group 2:
Accepting ideas Group 3: Rejecting ideas
4bStudents listen and tick the expressions they hear.
They then read the audio script on page 168 of the
Coursebook to check their answers and find other
examples.
Tick the following:
Let’s think this through.; If we do that, what will
happen?; I think you’re right.; That’s a great
idea.; Mmm, I don’t know about that.
Other expressions:
Accepting ideas: Mmm, maybe you’re right.;
OK, good idea.; I think you’re right.; That’s a
good point.
Rejecting ideas: I’m not sure about that.
Considering consequences: OK? What’s the
problem?; Maybe, but think about the
consequences if we leave them out.
Audio script 4.6
Claire, Frank, Sophia
C:
OK, let’s talk about the directors and senior
staff first. After that, we’ve got to discuss
whether we want the training to focus on
British English or American English. And if
we have time, we’ll consider the needs of our
biggest group, the admin staff. OK?
F/S: Fine./Yeah.
C: OK, the directors and senior staff. They’re our
top priority. How about sending some of
them, the weaker ones, on a crash course to
England or the US? It’d be a quick way to
improve their English. What do you think,
Frank?
F:
Mmm, I don’t know about that. Let’s think
this through.
C: OK? What’s the problem?
F:
If we do that, what will happen? In my
opinion, it’ll have a bad effect on our work.
We don’t want to lose a lot of our top staff
just like that. Who’d run the charity?
Language
S:
You know, Frank, I think you’re right. It’d
create a lot of problems for us. Why don’t we
send just one or two directors to Britain or the
US and a few senior staff? We can offer the
others one-to-one classes at head office. What
do you think, Claire?
C: Mmm, one-to-one classes in company time?
Some companies do it, but I’m told the classes
are quite difficult to organise. Teachers
always seem to want to give the lessons at the
wrong time. You know, when staff are really
busy, and at the moment we’re all up to our
ears in work.
S:
Mmm, maybe you’re right, Claire. Let’s do
some research. Find out a bit more about oneto-one classes. I have some good contacts I
can ask.
C: OK, good idea. Let’s move on. What about
British English or American English? Some of
our staff will probably prefer American
English, the ones working closely with our
US partners. Frank, what do you think?
F:
I think you’re right, Claire. Some staff will
want to learn American English. But, you
know, there’s an easy solution – we could
hire two teachers to teach classes at head
office, one English and one American.
S:
That’s a great idea. What do you think,
Claire?
C: Mmm, well, yes, if we do decide to have
English classes here, at head office, because
it’s a cheap option, then it’s certainly worth
considering. But I think most staff will want
British English. We need to get more
information about this. Do some more
research. I hope it won’t be a big problem for
us. OK, we need to think now about the
admin staff. There are a lot of them and
they’ll want to improve their English. They’ll
have to improve to do their job properly.
We’ll need to set up classes for them pretty
soon as well.
F:
I’m not sure about that, Claire. They’re not a
priority ...
C: Maybe, but think of the consequences if we
leave them out. It won’t help to create good
staff relations.
F:
That’s a good point. We’ll need to provide
some English classes for them, but keep the
cost down.
C/S: Right.
63
TASK: selecting an English
language programme
5a Put students into groups of four (A, B, C, D). Give
students five minutes to read their information
and the notes they made in exercise 2b, and decide
on their arguments.
• Read through the procedure with the class and
then give students 20 minutes for their discussion.
• Tell students to say why they want to accept or
reject others’ suggestions.
• While they are speaking, walk round the room
and note any common or important mistakes with
the first conditional, and phrases for accepting and
rejecting ideas and considering consequences.
5bTell students to decide on a spokesperson for their
group. Tell the spokesperson to present only the
suggestions their whole group has accepted and to
give reasons for the choice.
• At the end of this activity, correct a selection of the
mistakes you noted in Exercise 5a above.
HOMEWORK OPTIONS
Students do the Key language exercises for this
lesson in MyEnglishLab.
Students write an email to the Director of the IMA
head office giving the suggestions their group
decided on in Exercise 5a.
4.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on the skills of describing tables
and charts, and writing a report. Students are
introduced to language for describing data in a table
and a bar chart. In the writing section, they analyse a
bar chart showing the number of English language
speakers in different countries and use it to write
their own report.
Objectives
By the end of the lesson, students will have:
• learnt a set of vocabulary to describe fractions,
percentages, changes in numbers and trends
• practised interpreting charts based on models
provided
• written a short report to interpret information in a
bar chart
Timings
If time is short, set Exercise 11 for homework.
Possible lesson break: after Exercise 6 or Exercise 7.
WARM - UP
This activity introduces the topic of surveys and tests
students’ knowledge of phrases to express numbers.
• Tell students they are going to do a survey to find
out how many and which languages people in
their class speak.
• Students move around the room asking all the
other students How many languages do you speak?
and noting their answers.
• When they have finished, ask students to use their
notes to count the number of students who speak
one, two, three, etc. languages.
• Write the total number of students in the class on
the board.
• Then put students into pairs to decide how to
express the numbers they counted above, e.g. if
there are ten students in the class and four
students speak three languages, they could use the
phrases almost half, four out of ten, 40 percent, etc.
• If students have only a limited range of phrases,
tell them they will be studying more in this lesson.
Language
64
STUDY SKILLS:
describing charts and tables
1
This section is useful for students preparing for
the IELTS exam. In the first section of the writing
students may have to describe the key features of
a graph.
Some students may not be comfortable with
numbers. Tell them that these exercises look at
language and they won’t need to do any maths.
• Students discuss the questions in pairs. Write
some of their ideas on the board.
2 Before students do this activity, tell them that 1–8
are percentages and a–h are fractions.
• When you check answers, focus on the
pronunciation of percent, quarter, and approximately
(five syllables, not six).
To check understanding of the phrases in a–h,
elicit synonyms for just under (a little less than),
just over (a little more than) and slightly (a little).
1b
2c
3e
4a
5d
6h
7f
8g
3 Students often have problems using these
expressions. Write the following on the board and
ask students which ones are wrong (underlined):
most people, the majority of people, majority people,
most of the people, the most of the people.
1c
2a
4 Read through the introduction with the class and
stress that there were 100 people questioned (this
will make percentages easy to work out).
• Focus students on the table and check they
understand satisfied (happy, content).
• Ask students if they have ever completed a
questionnaire to find this kind of information. If
so, for which organisation? Do they think these
questionnaires are useful?
• Set the True/False task and make sure students
only look at the results for last year (first column).
• Monitor to help students who have little
confidence in maths.
• Ask students to compare their answers with a
partner before you check with the class.
• Go through the notes below as you check
students’ answers.
1 True 2 False – 20% 3 False – just under a
third 4 False – 38% 5 True 6 True 7 False
– 12% teaching, 8% facilities
Language
You can’t mathematically add the two numbers
(12% and 8%) together to get a percentage
including both teaching and facilities.
5 Give pairs ten minutes to write their sentences.
• Monitor while students are working. Point out
mistakes, but ask students to help each other
rather than correct them yourself.
It’s a good idea to tell students how many
sentences you want them to write, depending on
how much time you have or how much practice
you think students need. The most they should
write is six sentences.
• Pairs swap statements with another pair, decide if
they’re true/false and correct them if false.
6 Do this task quickly. If you have IELTS students in
the class, point out that these types of statements
are good opening sentences for Writing Task 1.
c
7 Focus students on the chart and explain that the
numbers on the vertical line are in millions. 1
billion = 1,000 million.
To make students feel more comfortable
interpreting the chart, elicit or give the following
example: 50 years ago there were approximately 100
million Spanish speakers; today there are approximately
400 million. Ask students or show them how this is
demonstrated in the chart.
• Check students understand significant (large),
figures (numbers) and over (during).
Over has a different meaning here from Exercise 2.
• When they have finished the activity, ask students
to compare answers with a partner before you
check with the class.
1a
2g
3b
4c
5f
6d
7e
WRITING SKILLS : a report
8a Lead in by asking students if they’ve ever written
a report, what it was about and who it was for.
• Focus students on the chart and show them the
colour key to the bars in the bar chart.
• Read through the introduction and the questions.
Check they understand highest (biggest).
• Put students into pairs or groups to discuss.
• Go through the answers with the class and ask if
they found any of the information surprising.
1 approximately or just under 80% 2 Nigeria
3 UK/Barbados/New Zealand all add up to 100%
65
8bGive students a few minutes individually to think
about their statements before putting them into
pairs or small groups to discuss.
Students’ own answers.
For a more competitive activity:
• Ask students to individually write four true or
false statements about the countries in the chart.
Encourage them to use the language they studied
in Exercises 2–7.
• Put students into groups of three or four and tell
one student to read out his or her first statement.
• The other students look at the chart and say if the
statement is true or false. The first one to answer
correctly wins the statement.
• Students then take turns to read out a statement
while the others guess.
• The overall winner is the student with the most
statements.
9a Tell students not to worry at this stage about the
boxes at the beginning of each sentence.
• If necessary, do the first example with the whole
class before asking students to do the rest.
• Monitor to point out mistakes in language use, but
encourage students to self-correct.
• Go through the answers with the class. There may
be alternative answers. Accept any reasonable and
accurate ideas from students. (Note: the grammar
varies depending on whether students use people
or the population.)
10 Give students two minutes to underline the linkers
before asking them to compare with a partner.
• Ask students to discuss what the linkers are used
to introduce.
• Go through the answers and notes below.
In addition (adds information)
Similarly (introduces similar information)
In contrast (introduces opposite or different
information)
However (introduces surprising or different
information)
11 Give students plenty of time to write their reports.
• Tell students to ask if they need help with
vocabulary and walk round the room to spot
mistakes in using the phrases from Exercises 2–7,
linkers and logical ordering of ideas.
• Encourage students to self-correct by looking
again at Exercises 2–7.
• Ask students to read each other’s reports and try
to correct mistakes.
• Take the profiles in for marking, paying particular
attention to logical ordering of ideas, use of
phrases to describe charts and linkers.
HOMEWORK OPTIONS
Students do the study skills, writing and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
a uses/speaks English as a second language.
b the number of speakers of English as a first
language in Nigeria.
c speakers of English as a first language.
d speak English as a first or second language.
e is Malaysia.
f the population uses/speaks English as a
second language.
g 100% of the population uses/speaks English
as a first or second language.
h is just over three quarters of the population.
i the number of speakers of English as a first
language in South Africa.
9b
There are several possible ways of putting
these in order, so tell students to make sure they
can explain the logic of their choices.
Accept any answers that are logical.
1d 2c 3h 4e 5a 6f 7i 8g
Language
9b
66
5
Advertising
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
second conditional; comparison
adjectives; advertising; words with a similar meaning; word combinations
the language of presentations; giving a presentation
critical thinking
an opinion-led essay
5.1 WHAT MAKES A
GOOD ADVERT?
IN THIS LESSON
Lesson topic and staging
Students read different opinions on what makes a
good advert and then learn vocabulary connected
with advertising. Next, students listen to people
describing adverts and focus on the adjectives they
use. Finally, students discuss how four photos could
be used in advertisements.
Objectives
By the end of the lesson, students will have:
• expanded their range of vocabulary in the context
of adverts and advertising
• practised extracting specific information from
reading and listening texts
• focused on accuracy and fluency in speaking
Timings
If short of time, omit Exercise 1, but use the photo to
prompt a brief discussion before doing Exercise 2.
Possible lesson break: after Exercise 2c or Exercise 4.
WARM-UP
This activity introduces the topic of advertising by
focusing on famous logos.
• Reproduce five famous logos and remove the
name of the company.
• Place the logos around the room for students to
guess the companies.
• The first student to guess all five correctly wins.
Norman Douglas quote: This quote means that
advertising reflects the values of a society. We can
see what is important simply from analysing what is
advertised and how.
New Language Leader Intermediate Advertising
SPEAKING
1 Focus students on the photo on page 46 and ask if
they have billboard advertising like this in their
countries. Then focus students on the Norman
Douglas quote. Ask them if they think this is true
and to give examples.
• Tell students the advert they describe can be on
television, in a magazine, on the radio, etc.
• Give students a minute to think about their
answers before discussing with a partner.
• When they have finished, ask two or three
students for their ideas.
This is a good opportunity to teach the
pronunciation of advert. Tell students the stress is
on the first syllable.
READING
2a Focus students on the jobs of the people in the
texts and check they understand advertising
executive (responsible for advertising contracts and
new business), head of (director, most senior
manager), and illustrator (draws pictures/logos).
• Tell students to read the statements before they
read the opinions and not to worry about
vocabulary because they will study this in
Exercises 3 and 4. Explain slogan in statement 5 by
referring to ‘the real thing’ (Coca-Cola) in the text.
• Ask students to compare their answers with a
partner before you check with the whole class.
1 PT (doesn’t mention colourful) 2 T 3 T 4 F
(People don’t want to be reminded about how
dull life can be, they want something original
and creative.) 5 PT (slogans and logos only) 6 F
2b
Critical thinking: Inferring opinion is a useful
skill for students in an academic context. In
academic writing, opinions are often not stated
particularly strongly and can be hidden. If you
have time, find a text related to the subject areas
your students are studying/will study and analyse
it together to establish the writer’s opinion.
67
• Give students a few minutes to decide their
answers before discussing with a partner.
1 Miranda Hoyles 2 Christie Peterson
3 Michael Hamilton 4 Christie Peterson
2c This can be set up as part of a discussion
continuing on from the reasons given in 2b.
VOCABULARY:
adjectives, advertising
3 To help students with this activity, tell them to
first find the word/phrase they think is the answer,
then read the sentence around the word to help
them work out the meaning.
 When you go through the answers, focus on the
pronunciation of catchy, persuasive and exotic and
ask students to repeat the words. This will help
students recognise the words in Listening,
Exercise 5b below.
1 attention-grabbing 2 eye-catching 3 catchy
4 shocking 5 effective 6 persuasive 7 witty
8 dull 9 original 10 exotic
Some vocabulary from the texts on page 46 (but
not focused on in this activity) is useful for
students in Exercise 6b (recognisable, inspirational,
irritating and informative). You could take this
opportunity to elicit the meanings or ask students
to check in their dictionaries.
4 Check students understand say publicly (for all the
people to hear).
• When you go through the answers, focus on the
pronunciation of sponsorship, slogan and logo. This
will help students recognise the words in the
audio in Exercise 5b below.
1 commercial 2 sponsorship 3 slogan
4 endorse 5 misleading 6 logo 7 promote
8 jingle
To further help students understand the
meanings, elicit or give examples (e.g. a company
that gives sponsorship to a football team).
Ask students to discuss some of the following:
• their favourite TV commercial
• how many slogans they can remember
• famous people who endorse products
• an advert they think is misleading
Advertising
5a Give students 30 seconds to read the dialogue
quickly without choosing the answers.
• They then read again to choose the answers.
• Students can compare answers in pairs, but don’t
check with the class at this stage.
5bPlay the recording without pausing and then ask
students to compare with a partner again before
you check answers with the class.
• For further practice, set Extra practice exercise
V1–6 on page 135 of the Language reference.
1 promote 2 Sponsorship 3 commercial
4 eye-catching 5 exotic 6 effective 7 dull
8 catchy 9 original 10 persuasive
LISTENING
6a Introduce the context and teach students the
meaning of the word brand.
• Play the recording without pausing.
 When you go through the answers, ask students
for the name of a soft drink and what washing
powder is used for. This will check that they
understand the vocabulary.
1
2
3
a car b Ford c yes
a soft drink b no brand c yes
a washing powder b no brand
c no
6bPause the recording after each speaker.
• Ask students to compare their answers with a
partner before you check with the class.
Alternatively, ask students to read the audio script
on page 168 to check their answers.
• Some adjectives were in the texts on page 46, but
not focused on in the activities. When you go
through the answers, you could focus on
recognisable, inspirational, irritating and informative.
Elicit the meanings from students and/or ask them
to check in their dictionaries, unless they have
already done so earlier in the lesson – see Exercise
3 opposite.
Audio script 5.2 and answer key to Exercise 6b
1
I remember a really eye-catching advert for a
Ford car. It showed the car starting, then
being driven out of a car park and through
the city. And it started all the lights in the
surrounding buildings. In the country it
powered the overhead power lines and the
electricity seemed to follow the car along the
road. It really was an attention-grabbing ad.
68
2
3
It is difficult to be original with car adverts,
but I thought this was quite creative. It also
had a catchy slogan: Feel the power. Ford. We
have ignition. You could also see the
recognisable Ford ‘blue oval’ logo. It must
have been an effective ad because I’ve
actually remembered that it was a Ford car. It
was also quite persuasive as I would consider
buying a Ford next time.
I normally like humorous ads. But the ad that
sticks in my mind was really inspirational.
The music was really lively and it was set in
different exotic locations. Everyone was
drinking this soft drink, but I can’t remember
which one it was, and the camerawork was
really creative. It made you want to be there,
drinking that soft drink, having fun.
I saw this really dull advert for washing
powder on the television recently that I’d
really like to forget. But it had this really
catchy jingle that I can’t get out of my head.
It’s so irritating. It was informative – it
gave you lots of information about the
product – but I can’t even remember what the
brand was.
6c Put students into pairs or small groups to discuss
the question. Tell them to give reasons.
Probably the advert for the Ford car, but accept
other answers that students can justify.
SPEAKING
7a Put students into groups of four. The two As work
together and the two Bs work together to look at
their photos and discuss the questions.
• Monitor and help with vocabulary.
7bStudents do this in A/B pairs and then compare in
their group of four.
• Elicit good examples from the class.
HOMEWORK OPTIONS
Students do the vocabulary and pronunciation
exercises for this lesson in MyEnglishLab.
Students ask friends to name an advert they really
like or hate, and to say why. Students take notes. At
the beginning of the next lesson, put students into
pairs or small groups to tell each other what they
found out, using vocabulary from lesson 5.1.
Advertising
5.2 MANIPULATING
IMAGES
IN THIS LESSON
Lesson topic and staging
Students read texts about whether it is acceptable to
manipulate images in advertising and evaluate the
arguments. Next, they focus on words on this topic
with similar meanings. They then listen to two
photographers planning their website and focus on
the second conditional. Finally, students discuss
making cosmetic surgery illegal for young people.
Objectives
By the end of the lesson, students will have:
• practised reading a text to take notes and
summarise arguments
• learnt a set of vocabulary with similar meanings
• revised/been introduced to the second conditional
for unreal situations in the present or future
Timings
If short of time, set Exercise 5 or 8c for homework.
Possible lesson break: after Exercise 6b or 7c.
WARM-UP
To introduce the topic, choose some images before
the lesson from online or magazine adverts. Show
students the images and ask them if/how they think
they have been changed. Don’t ask for opinions on
the changes as this is done in Exercise 1.
READING
1 Students discuss in pairs or you could do this with
the whole class as a follow-on from the warmer.
2 Before students read, elicit what they know about
the different people (1–7).
• Ask students to underline information related to
each person. Then share it with a partner.
1 New York Times fashion writer, defends
photoshopping 2 actress used in Lancome
advert 3 celebrity (actress), complained when
her image was altered 4 celebrity (singer),
agreed to show ‘before’ and ‘after’ images of
herself 5 editor of French Marie Claire
6 celebrity (actor), requested no retouching of
his image 7 photographer who shows skin
flaws
69
3a
Taking notes whilst reading is a useful skill to
develop for students going into an academic
context. Before setting this task, ask students how
they can identify key points and main ideas. For
example, by identifying topic sentences.
3bStudents try this exercise using only their notes.
• Once students have given their summaries, ask
them to refer back to their partner’s text to see if
they picked out the main ideas.
• Get feedback from the class to check all students
have got the main ideas before doing Exercise 4.
4 Critical thinking: Evaluating arguments. In pairs,
give students a few minutes to discuss their ideas
and make a decision. Bring the class back together
to compare their decisions and reasons.
In the IELTS Essay writing (Part 2) students are
often required to look at both sides of an argument
or to write an agree/disagree essay. If you have
students preparing for IELTS, ask them to add the
for and against arguments from the texts to their
own from Exercise 1, and write their own essay.
5 Do the first two with the whole class to highlight
who they refer to.
• Ask students why pronouns are used. It is usually
to add cohesion and to avoid repetition.
• Give students a few minutes to complete the task
and then check answers together.
1 she – Amanda Fortini 2 her – Amanda
Fortini 3 they – readers 4 they – young
people 5 them – airbrushed images 6 some –
manipulated images 7 others – manipulated
images 8 many – manipulated images
9 they – advertisers 10 their – advertisers
11 it – the problem
VOCABULARY:
words with a similar meaning
6a Students have already seen this vocabulary in the
reading texts. Give them a few minutes to find the
words in the texts and to see if the context helps
them to understand the word.
Once students have matched the words to a
definition, write sentences onto the board to check
their understanding. For example: People use
Photoshop to make their photos look better. = People use
Photoshop to enhance their photos.
1 enhance 2 manipulate
5 exaggerate
Advertising
3 alter
4 distort
6b Give students a few minutes to complete the gaps.
Then ask them to write three sentences using some
of the words. Write good examples on the board.
1 altered 2 manipulate 3 distort
4 exaggerating 5 enhances
LISTENING
7a Read the context and questions with the class.
 Play the recording and then elicit the answers.
1 wedding
2 North Queensland
3 no
7bSee if students can complete the gaps before they
listen again.
• Play the recording without pausing and then go
through the answers.
Audio script 5.3 and answer key to Exercise 7b
Leon, Dita, Simone
L:
D:
S:
L:
S:
D:
L:
D:
L:
OK. So you are based in Cairns, and where do
you cover?
Well, Leon, we cover all of North Queensland
so we can get stunning wedding shots of the
bride and groom standing in front of vibrant,
green rainforests and white sandy beaches.
We’ve got the luscious rainforests of North
Queensland with all their waterfalls and
rivers.
And then we’ve got the amazing Great
Barrier Reef.
As a web designer, can I just say that you’ve
got some excellent photos in some stunning
locations. In fact, we’re spoilt for choice.
Makes my job so much easier.
I think we’ve got all the shots we need now,
haven’t we, Dita? Although, if we get an
invitation to a ceremony in Papua New
Guinea, we’ll go there right away for a great
shoot.
Too right.
OK, and why do you want a website now?
Well, to be honest, we’d design the website
ourselves if we had enough time. But we
don’t and we think we are losing out to our
competitors who have websites.
Don’t worry. If we act quickly, we’ll limit
the damage and catch up with your
competitors. And your photos are stunning.
This is such a great shot. The bride is
beautiful and we won’t need to do any
70
S:
L:
airbrushing. And I love all the colours. If we
make the sea bluer, the picture will look
even better. If I were you, I’d use this photo
as your main image.
Yes, we’re very proud of that shot. Actually,
if I had the couple’s number on me, I could
give them a call now to ask for permission to
use it, but I’ve left all my contact details at
home.
OK. We can get it tomorrow. Let’s look at
what you would ideally like and then look at
all the different options. So, what would you
do if you had an unlimited budget?
7c Before setting this task, ask students if any of them
have a website or contribute to a website. If so, ask
them about things they think are important in the
website’s design. If not, ask them which sites they
use and what design features they like.
• Give students time to discuss their ideas and then
elicit feedback from a few groups.
GRAMMAR:
second conditional
8a Explain that the sentences in Exercise 7b are all
examples of conditional sentences – some first
conditional and some second conditional.
• Look at the example sentences together and elicit
which is likely and which is unlikely given the
context of the listening.
• Students then complete the statements
individually and compare answers in pairs before
you check with the class.
1 likely 2 unlikely 3 present simple, will
4 past simple, would
• For a full explanation, ask students to look at
pages 134–135 of the Language reference.
8bAfter students have done this task, ask them
when/why the phrase if I were you is used. If they
are not sure, refer them to the Language reference.
• As you check answers, ask students to explain the
reason for their choice.
• Read the grammar tip. For extra practice, set
exercises G1–1 and G1–2 on page 135 of the
Language reference.
1 likely 2 don’t have 3 likely 4 likely
5 used 6 does not have 7 does not have
9 Monitor and note correct and incorrect examples
of students using the second conditional.
• Write the examples on the board. Ask students to
correct any they think are grammatically incorrect.
SPEAKING
10 Give students a minute to read the question and
think of their own opinion and the reasons for it.
• Put students into groups. Ask them to think of five
arguments for and five arguments against the idea
and then reach a decision.
• Allow ten minutes for the discussion and remind
students when they have five minutes remaining.
• Monitor and note mistakes with the second
conditional.
• In feedback, compare the groups’ decisions and
reasons. Then correct the mistakes you noted.
To make sure all students get a chance to speak,
the groups should not be bigger than three or four.
HOMEWORK OPTIONS
Students do the vocabulary, reading and grammar
exercises for this lesson in MyEnglishLab.
Students do Exercises G1–1 and G1–2 on page 135 of
the Language reference. They can prepare their
answers for Exercise 2 at home and then practise
their sentences in pairs at the start of the next lesson.
1 If I had the couple’s number on me, I could
give them a call now.
2 If I were you, I’d use this photo as your
main image.
8c Students use Exercise 7b to choose the correct
answers. Statement 1 in this exercise refers to
Statement 1 in 7b, Statement 2 refers to Statement
2, etc.
Advertising
71
5.3 ADVERTISING
AND CHILDREN
IN THIS LESSON
Lesson topic and staging
Students read about trends in advertising that targets
children. Next, they look at adjective + noun or noun
+ noun collocations and then focus on comparative
and superlative forms. Finally, students use this
language in a speaking activity to compare and select
different products.
Meet the expert video
Watch the video to hear an expert talking about
advertising standards and complaints.
Objectives
By the end of the lesson, students will have:
• extracted specific information from a reading text
• learnt about the arguments for and against
advertising to children
• learnt a set of adjective/noun + noun collocations
• extended their knowledge of comparative and
superlative structures
Timings
If short of time, set Exercise 5 or 7 for homework.
Possible lesson break: after Exercise 5.
WARM-UP
This activity introduces products and ways of
advertising aimed at children.
 Write the following on the board:
watched a lot of TV
went to fast food restaurants
had a mobile phone
ate a lot of chocolate
• Explain that students have to find someone who
did these things when they were a child.
• Give or elicit the questions they need to ask (past
simple, e.g. Did you watch a lot of TV?).
• Ask students to move round the room and when
someone says ‘yes’, to write their name and ask
follow-up questions (e.g. How many hours of TV did
you watch a week?).
• For feedback, ask students to tell you the most
surprising thing they found out.
Advertising
READING
1 Focus students on the title of the article and give
or elicit the meaning (advertisers are directing
their adverts specifically at young people).
• Students discuss the questions in pairs before you
get a few ideas from the class.
2a Tell students to read the topics (1–5) before they
read the article.
• Go through the answers with the class.
• Finally, ask if any of the students’ ideas from
Exercise 1 were mentioned in the article.
Topic 1 is not mentioned in the article.
2bBefore students do this activity, check they
understand impose (force).
• Give students a longer time to read the article than
in Exercise 2a and tell them to note their answers.
• Students compare answers in pairs before you
check with the class.
• In feedback, check understanding of gimmicky
packaging (with a superficial or deceptive design
used to catch attention) and ban (not allow).
• To follow up, ask students if they liked adverts as
children. Were they persuaded by them? Did they
ask their parents to buy what they saw in adverts?
1 show an ad many times during holidays;
make commercials louder than programmes;
sponsor programmes and show commercials
before the programme starts (para 2);
children’s advert are short, imaginative and
often cartoons (para 3); offers of free toys,
models of cartoon characters, gimmicky
packaging and interactive websites (para 5)
2 children love adverts and watch them like
entertainment programmes (para 3); children
are less critical than adults and don’t realise
the advert has a persuasive message (para 4);
many adverts promote unhealthy food (para 5)
3 Sweden; Greece; Denmark; the Netherlands
(para 6)
4 France; the UK; Germany (para 7)
5 Three of the following: Sweden bans
advertising to children under 12; Greece bans
TV adverts for children’s toys between 7 a.m.
and 10 p.m.; France has banned ads of mobile
phones to under 12s; the UK has banned junk
food ads in shows aimed at under 15s;
Germany has banned ads making direct offers
to children
72
3
Critical thinking: Responding to the topic of a
reading text is a common teaching technique in
many seminars. Students will not only have to
discuss ideas in texts but relate them to a body of
knowledge in an academic field. If you have time,
find other articles discussing this topic and set
them for homework. You could then hold an
extended seminar activity in the next class.
• Students discuss the questions in pairs or groups.
Then open the task up to a class debate.
VOCABULARY:
word combinations
4 Go through the instructions and do the first
example with the whole class.
• Tell students only to look for words immediately
before the nouns, e.g. advertising + managers.
• Students can use their dictionaries for vocabulary
in combinations they don’t know.
• When you go through the answers, tell students to
underline the combinations in the article.
1
2
3
4
5
6
7
8
9
advertising managers: noun + noun
attractive target: adjective + noun
TV commercials: noun + noun
animated cartoons: adjective + noun
persuasive message: adjective + noun
vast sums: adjective + noun
junk food: noun + noun
food products: noun + noun
interactive websites: adjective + noun
5 Do the first sentence with the class, for example:
I think advertising managers should be more careful
when advertising to children.
• Monitor to help with vocabulary and point out
mistakes.
• When students have written their sentences, ask
them to compare with a partner. Encourage
students to give reasons for their opinions and to
agree/disagree if necessary.
• Finally, elicit a few examples from the class.
Students’ own answers.
Advertising
GRAMMAR: comparison
6 First, tell students to find the highlighted
adjectives and check they understand strict (when
an order or rule that must be obeyed). Then give
students five minutes to complete the rules.
1 -er, more 2 -est, most 3 a lot, much more
4 a little 5 as, as 6 not as, as 7 less 8 least
If this activity is revision for your students, ask
them to complete the rules and then find
highlighted examples in the text.
7 Students work individually. If they need help,
encourage them to use Exercise 6 and the
Language reference on page 134.
• In feedback, ask students to give reasons for their
answers and go through the notes below.
Sentences 2 and 4 use the irregular adjectives bad
and good. Either tell students before they begin or
refer them to the Language reference on page 134.
1 most biggest 2 a much more bad worse (bad
is irregular; one syllable, so doesn’t use more);
3 so as expensive as (so is used in negative
sentences, e.g. not so expensive as that one)
4 much more better (better is the irregular
comparative of good; it doesn’t use more.) 5 a
lot faster than 6 as tastier tasty as (as ... as uses
the base form adjective, not the comparative);
7 the more most (the clause in the world shows
this is a superlative sentence) 8 the less least
healthy 9 wasn’t as good as I expected
Ask students to do Extra practice exercise G2–3 on
page 135 of the Language reference.
SPEAKING
8a Read the situation and check students know that a
motorbike has an engine (unlike a pedal bike).
• Ask students what a young person would want
and what parents would not want in a quad bike
(e.g. speed, size).
• Put students into groups of three and assign the
roles. Tell them to read their information.
If you have a lot of male students in your class
and they don’t want a female role, change the
mother to uncle. If you can’t form groups of three,
make a group of four with two children.
73
8bGive students time to read the table on page 159
and check they understand that a bigger engine
(e.g. 300cc) makes the motorbike more powerful.
• Give groups 20 minutes to discuss and tell
students to remember their role when deciding.
• While students are speaking, monitor and note
common mistakes with comparisons.
• When they have finished, ask each group which
bike they chose and why.
• Correct the mistakes you noted earlier.
MEET THE EXPERT
1 Give students a few minutes to look back at the
text and then discuss with the whole class why the
advert was banned.
They said that actress Julia Roberts’s perfect
skin was not believable.
2a Give students a couple of minutes to make their
own choices before they compare in pairs.
2b Play the video once without pausing. Tell
students to take notes. Once the video has
finished, ask them to compare in pairs.
a, c, d, g
3a Once students have matched words to their
meaning ask them to write sentences using three
of the words. Write one example sentence for each
word on the board.
1 council 2 evidence
5 department
3 claim
4 ruling
3b Give students a chance to complete the sentences
before playing the video again. Play the video and
then check answers with the whole class.
1 Complaints 2 a ruling 3 (much) easier/
easy 4 have/show (any) evidence
4 Put students in groups, or you could discuss this
with the whole class.
Meet the expert: Vena Raffle, UK Advertising
Standards Authority
I’m Vena Raffle, Head of Investigations at the
Advertising Standards Authority. The ASA
investigates complaints about adverts.
The Advertising Standards Authority is here to
make sure that advertising is legal, decent, honest
and truthful, and we do that by making sure that
advertisers stick to our rules. We have two sets of
rules: one for Broadcast, which is television and
radio, and one for Non-Broadcast, which is
newspapers, leaflets and posters.
If we agree with somebody, when they write to us
and they make a complaint, then we uphold the
complaint – which means that we agree with
what they’ve said and we will write a ruling, and
our ruling will go on our website. And the
difficulty for the advertiser, having a ruling on
our website, is that it can be very damaging to
their business.
The Investigations Department receives about 25
percent of all the work that comes into the ASA.
So, the Complaints Department, which is like the
front door, deals with most of it. They deal with
the simple complaints that can be sorted out quite
quickly. When we receive a complaint, we look at
the advertisement, we look at what the person
that contacted us has said, we contact the
advertiser and ask them to tell us their side and
then we write a report for our council.
The council are the ones who make the decision. If
the council agrees with us, then our report
becomes a ruling, and it gets published on our
website, and the advertiser can’t make the claims
in the advertisement anymore.
The issues around taste and decency can be quite
difficult for us, because what one person finds
funny another might not. But, where somebody
has complained that an advertisement is
misleading, it’s much easier because the decisions
are based on the facts.
When we look at complaints that an
advertisement is misleading, the advertiser has to
have evidence first, before they put their
advertisement out to consumers. So, we had a
complaint that a frozen yoghurt product could
help grow stronger bones and could help
digestion. So, we contacted the advertiser, and
asked them for the evidence. The advertiser did
Advertising
74
two things wrong: the first was that they didn’t
reply to us, and the second was that they didn’t
have the evidence before they made the claims.
So, we wrote a ruling saying that the
advertisement shouldn’t appear again.
Another interesting complaint that we received
was about the size of a burger in an ad. Somebody
had bought a burger and they complained to us
that the burger wasn’t the same size as the one in
the ad. So we went out and we bought some
burgers ourselves, and we found that the person
who’d contacted us was right. The burgers did
seem to be smaller. When we asked the
advertiser, he explained that perhaps the model
had very small hands, so we upheld the
complaint.
The challenges facing the ASA in the years ahead
are keeping our rules relevant to all the new
media and the different ways that advertisers
choose to get people to buy their products and
services.
HOMEWORK OPTIONS
Students do the vocabulary, grammar, pronunciation
and listening exercises for this lesson in
MyEnglishLab. They can also do the MyEnglishLab
video activities after this point.
Students think of two places to take a friend or a
family member on holiday. They then write a
paragraph describing and comparing the places and
saying why they would choose one over the other for
their friend/family member.
5.4 SCENARIO:
B-KOOL SOFT
DRINKS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on the language of presentations.
Students read the scenario about a company
choosing an advertising agency to promote their new
soft drink. They listen to the marketing director
briefing one of the agencies, before listening to the
agency’s presentation and focusing on the Key
language. In the main task, students present their
own ideas for the advertising campaign.
Objectives
By the end of the lesson, students will have:
• learnt useful phrases for giving presentations
• used this language in a real-life situation to give a
presentation on advertising a new soft drink
• extracted specific information from listening texts
• participated in extended speaking practice
Timings
Possible lesson break: after Exercise 2b or 3d.
SITUATION
1 Focus students on the title of the lesson. Ask what
they think B-Kool is and how the photo and title
might be connected.
• Give students 30 seconds to read the situation text
to see if their ideas were correct.
• Finally, ask students if they liked this kind of
drink when they were children (or now).
The name B-Kool sounds the same as be cool
(fashionable, interesting, attractive). Children of
8–14 really want to be cool.
• In pairs, students read and rank the statements.
• Combine pairs to compare their choices.
2a Go through the introduction with the class and
then play the recording without pausing.
• Tell students to compare with a partner before you
check answers with the class.
new ideas for names, a good slogan, ideas for
the design of the packaging, kind of
advertising to use, (interesting) ideas for
special promotions
Advertising
75
2bTell students to read before you play the recording.
• If necessary, to give students time to write, pause
the recording as shown in the audio script below.
• Ask students to compare with a partner before
you go through the answers with the class.
1 colour 2 shape 3 TV commercial
4 internet 5 different commercials 6 Radio
7 sponsor 8 free cans 9 cheap T-shirts
Audio script 5.4
Amy Chen, Larissa Klein
A:
L:
A:
L:
A:
L:
A:
L:
A:
L:
A:
There are several points I’d like your team to
cover in their presentation.
OK.
Well, for a start, we can’t agree on a name for
the drink. We’ve had lots of suggestions but
none of them have been very exciting, so
could you come up with some new ideas for
names, please?
Certainly, no problem.
We need a good slogan too, something that’s
easy to remember and original. One of our
staff wanted to call the drink ‘Krakkle’, she
came up with the slogan Kool kids drink
Krakkle, but no one really liked that one. We’d
also like your ideas for the design of the
packaging. Should it be a can or bottle, or
something different? Nothing too detailed,
just ... oh, I don’t know, design, colour,
shape – that sort of thing. [PAUSE]
OK, what else do you want us to look at?
Well, we’ve talked quite a lot about the kind
of advertising we should use. Should we have
a TV commercial during children’s television
in the afternoon? Or maybe early in the
evening? How about advertising in children’s
magazines? Should we use the internet as
well? Another question is, do we want just
one TV commercial, with different languages
for the various markets, or should we have a
different one for each country?
Interesting. What about radio spots?
Ah yes, I forgot to mention that. Do you think
we should advertise on radio? If we do, what
time of the day should we choose for a radio
spot, and what sort of programme could we
sponsor? [PAUSE]
Is that everything?
I think so. Oh yes, one other thing, if your
team have any interesting ideas for special
Advertising
L:
A:
L:
promotions, let us have them. I mean, would
it be a good idea to give out free cans in
schools? Or offer cheap T-shirts with the logo
on them. That sort of thing.
Fine. I’m sure we can come up with some
good ideas for you. We’d certainly like to be
your agency for the campaign.
Well, if we like your presentation, you’ll have
a good chance of winning the contract.
That’s good enough for me.
KEY LANGUAGE:
the language of presentations
3a Remind students that Larissa Klein is the head of
the advertising agency they heard in Exercise 2
and then go through the introduction together.
• Tell students to read Sentences 1–4 and try to
guess what goes in each gap.
• Play the recording without pausing and then ask
students to compare their answers with a partner.
• If necessary, play the recording again.
• In feedback, check students understand purpose
and model its pronunciation.
When you go through the answers for Exercises
3a, b and c, write the phrases on the board so that
students can refer to them when they give their
presentations in Exercise 4b.
Audio script 5.5 and answer key to Exercise 3a
Good morning, I’m Larissa Klein, head of Klein
Benson Advertising. I’d like to introduce my
colleagues, Emilio Sanchez on my left, and next
to him, Karl Reiner.
Our purpose today is to present some ideas for
your new product. We’ll also suggest how to
advertise and promote it.
Our presentation is divided into three parts. First,
I’ll talk to you about our ideas for the name of the
soft drink and a suitable slogan. After that, Emilio
will give you our ideas about the can – he’s an
expert on packaging – and finally, Karl will tell
you our ideas about how to advertise and
promote the drink. If you have any questions,
we’ll be pleased to answer them at the end of
our presentation.
3bAsk students who Emilio is (one of Larissa’s
colleagues) and tell them to read Sentences 1–2.
• Check students understand refer to an illustration
(to give a visual example).
76
• Play the recording without pausing. Students
compare answers in pairs. If necessary, play the
recording again.
• In feedback, check understanding of screen (the
white area for showing computer images/slides).
Audio script 5.6 and answer key to Exercise 3b
Moving on now to the design of the can. We
asked a group of young people about this. We
showed them ten different designs. Please look at
the screen. As you see, we’ve numbered the
designs one to ten. If we now look at the table of
results, it’s very clear. Over 80 percent of the
group preferred design six, the blue can with the
yellow stripe ...
3c Ask students who they think ends the
presentation (probably Karl – another colleague),
and tell them to read sentences 1–3.
• Play the recording without pausing. Students
compare answers in pairs. If necessary, play the
recording again.
Audio script 5.7 and answer key to Exercise 3c
Karl Reiner, Larissa Klein
K:
L:
Well I’ve given you our ideas for advertising
and promoting the drink. I hope you’ve
found them interesting. Now, let me
summarise our main points. Larissa gave you
three possible names and mentioned the one
we prefer. She told you what slogan we liked,
with her reasons. Emilio showed you the
design for the can that we recommend.
Finally, I talked about ways of advertising the
drink and told you about our ideas for special
promotions.
Thank you very much, everyone, for your
attention. Are there any questions?
3d Give students a few minutes to decide on their
answer and then compare them as a whole class.
Beginning a presentation: 2, 3, 7
Talking about a different subject: 4, 5, 6
Ending a presentation: 1, 8
Advertising
TASK: giving a formal presentation
4a Read through the instructions. Also look ahead at
4b, so that students understand they will present
their ideas and need to follow a structure.
• Give the groups time to discuss their ideas,
prepare their presentations and decide who will
present each section.
• Tell students to look at their notes in Exercise 2
and the structure of the presentation in Exercise 3.
• While students are working, move round the class
helping with vocabulary if necessary.
4bBefore students give their presentation, tell them
to look at the answers to Exercises 3a–d for
examples of phrases they can use.
• Tell students to give their presentations and ask
the students listening to make notes on how
interesting/creative/persuasive they are.
• While students are talking, make notes on
common mistakes when using the key language.
If you have more than four groups, divide the
class in two so that two groups are giving
presentations to different audiences at the same
time. This will save time and prevent students
becoming bored when listening.
5 Give students a few minutes to discuss the
presentations they heard. Then vote on the
presentation they thought was most interesting/
creative/persuasive.
• Finally, correct the mistakes you noted earlier.
Rather than have the whole class discussing this
question, put students back into their groups to
discuss the presentations. This will save time and
allow more students to give their opinion.
HOMEWORK OPTIONS
Students do the Key language exercises for this
lesson in MyEnglishLab.
Students write up the presentation (either all of it, or
just their section). When you mark these, pay
particular attention to the language for giving a
formal presentation and advertising vocabulary.
77
5.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on critical thinking and writing
an opinion-led essay. Students listen to an expert
talking about critical thinking and apply what they
learn by critically reading a student’s essay. In the
writing section, students look at what to include in
an opinion-led essay and learn useful phrases for
different sections of the essay. Finally, they plan and
write their own opinion-led essay about advertising.
Objectives
By the end of the lesson, students will have:
• discussed and defined critical thinking
• applied critical thinking skills to an essay
• learnt useful phrases for an opinion-led essay
• written an opinion-led essay
Timings
If short of time, set Exercise 9b for homework.
Possible lesson break: after Exercise 5b.
WARM-UP
• Write the following on the board and check
students understand sugary drinks with additives
(substances added to make drinks taste better):
Fast food restaurants, Political parties,
Credit cards, Sugary drinks with additives.
• Tell students all these items are advertised on TV,
but many people think they shouldn't be.
• Put students into pairs or small groups and give
them five minutes to decide which three items
should not be advertised on TV and why.
• Finally, ask a few groups for their three items and
the reasons for their choices. Ask the rest of the
class if they agree and why/why not.
• To introduce critical thinking, ask students what
facts they would want to support their arguments,
whose opinion they would need and why.
STUDY SKILLS: critical thinking
1a Students discuss the questions with a partner.
• Then play the recording for students to make
notes. If necessary, pause after each question has
been discussed to give students time to write.
Advertising
Audio script 5.8
OK, what is critical thinking? Very simply, it’s a
way of thinking about a subject or problem. It’s a
skill you use to decide whether a statement or
opinion is always true. So, critical thinkers make
judgments based on evidence and clear thinking.
They look at problems in a thoughtful way and
try to solve them.
It’s an important skill for academic studies.
Teachers and lecturers expect students to think
critically when they do essays and reports, and
carry out research. Students need to show the
ability to analyse information, question
statements and opinions, and identify key points
in a text.
But most of all, critical thinking is an important
skill for everyone. It encourages you to ask
questions about what you see, hear and read, and
not accept ideas and opinions uncritically. So,
critical thinkers are curious about life and they
form their own values and beliefs.
1b As students summarise with a partner, ask them
to compare what they heard with their own ideas
from the discussion at the start of Exercise 1a.
• a way of thinking about a subject/problem;
a skill used to decide whether an opinion is
always true
• They make judgments based on evidence.
• Teachers and lecturers expect students to
think critically when doing essays, reports
and research.
• It encourages people to ask questions and
use judgment when considering ideas/
opinions.
2 Ask students to read the points and circle any that
they have already mentioned.
• Give students 10 minutes to divide the statements.
Do: 1, 3, 5, 6, 9, 10
Don’t: 2, 4, 7, 8, 11, 12
If you have students in an academic setting, ask
them how these skills can be applied at university.
Tell them to think about the reading and writing
they have to do in particular.
3 Give students a few minutes to discuss the essay
topic. Ask also when they might get such a
question. These can be quite common in schools
and in exams like IELTS.
78
4 To help students, ask them to underline what they
agree with and circle what they disagree with.
• In feedback, ensure students justify their choices.
5a Tell students they are going to practise the
elements of critical thinking that they discussed at
the start of the lesson.
• Do the first question with the whole class. Then
give students time to complete Questions 2–6
individually (they will compare answers in
Exercise 5b). Make sure they are identifying
specific points in the essay.
• Set Questions 7 and 8 as a pair discussion task.
5b This task will be particularly useful for students
who are new to the concept of critical thinking.
• Give students five to ten minutes to discuss. Then
discuss any differences of opinion with the class.
1 This is undoubtedly the right way forward
for governments. The benefits of doing this
greatly outweigh the disadvantages.
2 In many countries, there are already laws
which do not allow advertising for tobacco
products. The rate of obesity has increased
significantly in western countries. Obesity is
second only to smoking as a cause of death
in the USA where the food industry spends
over $33 billion per year on advertising
junk food. Drinking alcohol is also very
unhealthy. It results in a wide range of
diseases.
3 If children see fewer adverts on TV ... they
are much less likely to try to imitate their
behaviour. (opinion, not fact)
4 In a free society, people must be able to
choose whether to buy a product. If a
product is legal, businesses should be able
to sell and advertise it. Manufacturing the
products creates jobs and brings in large
amounts of tax.
The writer mentions these in order to
challenge them and present counterarguments which support the writer’s point
of view.
5 persuasive and critical (arguably, it isn’t
biased as both sides of the argument are
presented, but it isn’t really objective either as
the writer argues quite strongly for one side)
6 There are strong arguments for ...; The
benefits ... outweigh the disadvantages; It
is clearly desirable/the duty of ...; Surely this
is a false argument.
7/8 Students’ own answers.
Advertising
WRITING SKILLS:
an opinion-led essay
6 Brainstorm what features/information students
think they might find in an opinion-led essay.
• Set the task and give students a few minutes to
complete it before checking together.
1 opinion 2 disadvantages 3 correct
4 persuasive 5 weaknesses
7 Give students a few minutes to complete the task.
Statements 2 and 4 are not good practice.
Although number 4 is generally not good
practice, the context does vary. In an academic
context, encourage students to think about who
and what they are quoting. Ask them how they
would judge the quality of a source in an essay. In
most academic contexts students are expected to
provide evidence for their ideas, although this is
not the case in exams like IELTS.
8 Put students into pairs to think of any other
expressions they know for each category.
• Students then find expressions in the essay.
1 There are strong arguments for; 2 It is widely
known that; 3 Therefore; 3&4 However;
4 Surely; 4 Furthermore; 5 To conclude
9a Put students into pairs to briefly discuss their
opinion on each topic. Individually, students then
choose their essay topic and think of arguments.
• Students are unlikely to know any evidence. So
either: book a class with computers for students to
do research; provide one or two source texts, or set
the research task and Exercise 9b for homework.
9b If you want students to include evidence, follow
one of the options suggested in Exercise 9a.
If you have students preparing for IELTS, set a
limit of 40 minutes and 240 words.
HOMEWORK OPTIONS
Students do the study skills, writing and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
Give students a list of words they had trouble with in
this unit. Ask them to find out about the words using
their dictionaries. In the next lesson, students
compare what they found out.
79
6
Education
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
defining relative clauses; non-defining relative clauses
education and studying
discussing options; problem-solving
reading strategies
a formal letter
6.1 EDUCATION
ISSUES
IN THIS LESSON
Lesson topic and staging
Students learn a set of vocabulary and dependent
prepositions related to education and then listen to
people describing their education experiences. Next,
they read about single and mixed-sex schools before
discussing some educational issues. Finally, students
write an online comment giving their own opinion.
Objectives
By the end of the lesson, students will have:
• expanded their range of vocabulary and
dependent prepositions related to education
• extracted specific information from listening and
reading texts
• discussed a variety of current issues in education
• written an online comment giving their opinion
VOCABULARY:
education and studying
1 To lead in, focus students on the photo and ask if
it reminds them of their time at school.
• Tell students to read the questions and use their
dictionaries to find the words in italics.
• Go through the meanings with the class.
• Put students into pairs and give them a maximum
of ten minutes to discuss the questions.
• Finally, ask a few pairs to give you their answers.
Students’ own answers.
2 Go through the example with the class.
• Give students time to correct the other phrases
and tell them to use their dictionaries for help.
• Check answers with the class.
• In feedback, check students understand good grade
(ask them to give an example), hand in (give to the
teacher), seminar (small group of students
discussing with a tutor) and do your best (try very
hard and do something as well as you can).
Timings
If short of time, set Exercise 7 for homework.
Possible lesson break: after Exercise 3c or 5.
WARM-UP
• Write on the board: loved school, was good at Maths,
hated school, was good at sport.
• Students have to find someone for whom the
statements are true by asking questions (e.g. Did
you like school?). Encourage them to ask follow-up
questions (e.g. Why did you hate school?).
• Get feedback from the class.
Malcolm Forbes quote: This means that education is
more than knowledge and facts. It is understanding
different things outside our normal environment.
Malcolm Forbes 1919–1990: A publisher of the
American magazine Forbes.
New Language Leader Intermediate Education
2 a subject (revise a subject) 3 primary school
(leave primary school) 4 an exam (take/sit an
exam) 5 homework (do homework) 6 a
good result (get a good result) 7 a seminar (go
to a seminar) 8 progress (make progress)
9 homework (do homework) 10 an exam
(study for/do/sit/take an exam)
3a Critical thinking: Inferring attitude. Elicit how
we can infer someone’s attitude from the language
they use and how they speak. You could refer
students back to Lesson 2.1, where they first came
across this skill.
• Play the audio for students to identify each
speaker’s attitude.
• Ask them to highlight the parts of the script that
helped them.
1 neutral
2 negative
3 positive
80
3b Pause after each speaker to give students a chance
to compare answers.
1 get a degree, get a place, study a subject, get a
good result, fail a course, revise for exams, sit
exams, go to seminars, get good grades,
graduate from university 2 hand in essays, do
homework, study for exams, do exams, fail
exams, make mistakes, revise subjects, (re)take
exams 3 hand in assignments, get good grades,
do coursework, go to college, do your best,
pass exams, make progress
Audio script 6.1
1
2
3
Well, I’m not sure, really. I think it’s important
to go to university and get a degree, but it isn’t
an easy experience. It was hard to get a place,
and I wasn’t sure what to do. I worried about
going just to study any subject, maybe not the
right one. It can be hard to get a good result in
a lot of subjects. You can fail a course, like I
did. I seem to be revising for, or sitting exams
all the time! There are a lot of lectures and we
have to go to and speak in seminars every
week. If I can get good grades, I will finish
next year. To be honest, it has been a good
experience, although I can’t wait to graduate
from university and get away from exams!
School was a waste of time for me. Handing in
essays, doing homework and all that stuff. It
just wasn’t useful. I only wanted to do sports. I
couldn’t study for exams, so when I did any
exams, I failed them. I just made too many
mistakes. Maybe I didn’t have the right system
for revising subjects. When I retook the exams,
I failed again. My friends did a lot better. I just
wasn’t interested. It was a great day for me
when I could leave secondary school!
I always tried to do well at school, you know,
handing in assignments on time, trying to get
good grades and doing my coursework so I
could go to college. I liked school a lot. I think
it is about doing your best, but this is more
than just passing exams and studying for tests.
I think it’s about making progress generally.
It’s also a social experience, how to get on with
other people. I still have many friends from
my school days. Yes, I had a great time at
school.
Education
3c Students write four or five questions individually.
• Monitor to point out mistakes with the vocabulary
from Exercises 1 and 2.
• Put students into groups of three or four and give
them time to ask/answer their questions.
• Tell them to ask follow-up questions to get as
much information as possible.
• Monitor and note common mistakes.
• In feedback, ask students the most interesting/
surprising thing they heard.
• Finally, correct the mistakes you noted earlier.
READING
4a Focus students on the title of the text and the
photo and ask them where the text comes from.
• Elicit online and chatroom and check students
understand mixed-sex (girls and boys).
• Give them a maximum of three minutes to read
the messages and answer the question.
• Tell them not to worry about unknown vocabulary
because they will study this in Exercise 4b.
• Ask students to compare with a partner before
you check answers with the class. (Note: some
messages say they are ‘for’ single-sex schools –
this makes them ‘against’ mixed-sex schools.)
1 for 2 against
against 5 For
3 against
4 neither for nor
4bTell students to read the context carefully to try to
guess the nouns.
• If necessary, students should check in their
dictionaries.
• In feedback, check students’ pronunciation of the
four nouns.
• Check students understand ‘dog eat dog’ situation in
Comment 5 (very competitive, the strongest wins).
1 statistics
4 bullying
2 curriculum
3 truancy
4c Read through the questions as a class and check
students understand proof (evidence) and cater for
(provide something for someone).
• Give students three to four minutes to read the
messages again and answer the questions.
• Ask students to compare with a partner before
you check answers with the class.
1 Emily
2 Hans
3 Jane
4 Martin
5 Bill
81
5 Give students time to think about their answers
and reread the comments if necessary.
• Put them into pairs or groups to discuss their
opinions. Tell them to say why they agree or
disagree and to ask follow-up questions.
• For feedback, ask a few pairs/groups which
opinions they agreed with and why.
There are more opinions in the comments than
those included in Exercise 4c. Students could
quickly read the messages again to find additional
opinions to discuss in their pairs/small groups.
SPEAKING AND WRITING
6 Ask students to read Statements 1–8 and to ask
you for help with any unknown vocabulary, for
example they may need help with according to in
Statement 7 (if students get good exam results,
their teacher will be paid more).
• Give students time to think about their opinions.
• Then put them into groups of three or four to
discuss the statements.
• Emphasise that students should try to agree on
each statement and to convince others that their
opinion is right. (Students do not need to agree
with each statement, but they must all share the
same opinion by the end of the discussion. This
may mean that they all disagree with a statement.)
• Monitor to note mistakes students make with the
vocabulary from Exercises 1 and 2.
• When they have finished, ask a few groups to tell
you the statements they agreed or disagreed with.
• Finally, correct the most common mistakes.
7 Give students time to write their comment.
• Monitor and help with vocabulary.
• Take the messages in for marking, paying
particular attention to the use of vocabulary from
this lesson.
HOMEWORK OPTIONS
Students do the vocabulary and reading exercises for
this lesson in MyEnglishLab.
If you have access to a blog programme, Wiki or
discussion forum, ask students to post their
comments electronically. Then ask them to read each
other’s comments and respond. In this way, students
will get to practise writing online comments.
6.2 MONTESSORI
IN THIS LESSON
Lesson topic and staging
This lesson looks at different teaching methods.
Students listen to a student talking about his teacher,
focus on vocabulary from the listening and then
write about their own favourite/worst teacher. Next,
they read a text on Maria Montessori and her
approaches to teaching, before focusing on defining
relative clauses. Finally, students lead and take part
in timed discussions on topics related to education.
Meet the expert video
Watch the video to hear a teacher talking about his
experience of the Montessori method of education.
Objectives
By the end of the lesson, students will have:
• extracted specific information from reading and
listening texts
• extended their knowledge of defining relative
clauses
• participated in extended speaking practice on
topics related to education
Timings
If short of time, omit Exercise 4c.
Possible lesson break: after Exercise 5.
WARM-UP
• Write the following on the board: pictures,
whiteboard/blackboard/interactive whiteboard,
coursebook, dictionary, grammar reference, other
students, teacher.
• In pairs or small groups, students rank the items
in the list depending on how important they are in
learning English (1 = most important).
• Tell them to give reasons and to agree/disagree
with each other if necessary.
• Ask a few groups for their rankings and reasons.
LISTENING AND WRITING
1a Set the activity and play the recording.
• Check answers with the class.
He says the teacher was good (but they
actually didn’t like him).
1bRead through the adjectives with the class and
check they understand easy-going (relaxed,
Education
82
friendly), strict (expecting people to obey rules)
and punctual (arriving at the correct time, not late).
• Give students time to tick any adjectives they can
remember from their first listening in Exercise 1a.
• Then play the recording again without pausing.
• Ask students to compare with a partner before
you check answers with the class.
strict, punctual, formal, well-prepared,
interesting (also mentioned but don’t apply to
the teacher: friendly, easy-going, late)
2 Read through the instructions and set the task.
• Students compare answers in pairs before you
check with the class.
• Ask students to repeat each word so you can
check their pronunciation.
Audio script 6.2 and answer key to Exercise 2
We had a teacher called Mr Rojas and he taught us
Chemistry. He was an excellent teacher, but we
couldn’t say that we actually liked him. He wasn’t
friendly or easy-going – the opposite, in fact. He
was different from the teachers we normally liked.
In fact, he often criticised us. He treated us all
equally – well, criticised all of us equally. He
didn’t treat us like unique individuals, so it was
funny that we all respected him. He was very strict
and always punctual – I don’t think he was ever
late, and neither were we! He gave us lots of tests
and lots of homework, and his formal approach to
teaching seemed to work. He explained things
very clearly and was very good at answering all
our questions. He was always very well-prepared
and his lessons were always interesting. He always
varied things, changed the pace of the lesson and
used different methods to teach us. The chemistry
laboratory was a strange environment to be in, but
we all enjoyed the classes. In the end, we all
passed the Chemistry exam and Chemistry became
my favourite subject on the curriculum.
3 Give students one minute to think about how they
could use the vocabulary in Exercises 1b and 2 to
describe their favourite/worst teacher.
• Then put them into pairs to give as much
information as possible and ask questions.
• Ask a few students if they would like the teacher
their partner described.
Education
• Next, focus students on audio script 6.2.
• Give them time to write their profile. Monitor to
point out mistakes and help with vocabulary.
• Take the profiles in for marking. Pay particular
attention to vocabulary from Exercises 1b and 2.
Post the profiles around the room and ask the
class to vote on the best/worst teacher described.
READING
4a Focus students on the photos. Ask what they
know or can guess about Maria Montessori.
Read the text before the lesson so you can confirm
the information that students give you.
a Maria Montessori was born. b She died.
c She graduated from medical school d She
wrote The Montessori Method. e She wrote The
Secret of Childhood.
4b Critical thinking: Evaluating a summary. Tell
students to read the summary before they re-read
the text. They can use their dictionaries to check
the meaning of pioneered and deprived.
• Ask them to compare their corrected summaries
with a partner before you check with the class.
If possible, reproduce the summary so the whole
class can see it (using an interactive whiteboard or
an overhead projector). As you go through the
answers, correct the summary.
nurse – doctor competitive – cooperative
depend on the teacher – become independent
lead children – guide children
4c Students read the questions first.
• Check understanding of cabinets (cupboards).
• Students compare answers in pairs before you
check with the class.
1 They control the pace, topic and lessons
(instead of the teacher or the rest of the class).
2 So that they would learn by self-teaching and
self-correction.
3 The furniture is light, so the children can
move it around. The cabinets are low, so the
children can reach them.
4 Children develop a social life based on
cooperation rather than competition. They
like to work together because the
environment offers a range of activities.
83
5 Lead in by asking students if they would like to
learn using the Montessori Method or if they
would send their children to a Montessori school.
• Then put students into pairs or small groups to
discuss the questions.
• Tell students to give reasons for their answers and
to agree/disagree if necessary.
In pairs or small groups, students compare the
teacher they talked about in Exercise 3 with the
methods described in the text on Maria
Montessori. In feedback, ask students how their
school was different from a Montessori school.
Students’ own answers.
GRAMMAR:
defining relative clauses
Focus students on the example. Explain that a
defining relative clause identifies or defines
something. Say that which is a relative pronoun and
that different relative pronouns are used, depending
on what is being defined.
6a Ask students to identify the relative pronouns and
relative adverbs (relative pronouns: who, that,
which, whose; relative adverbs: where, when).
• Give students one minute to find and underline
the pronouns and adverbs in the text.
• When you go through the answers, tell students to
underline the whole sentence for each pronoun/
adverb. This will help in Exercise 6b.
If possible, reproduce the Maria Montessori text,
so that the whole class can see it (using an
interactive whiteboard or an overhead projector).
As you go through the answers, underline the
pronouns, the adverbs and their clauses.
6bTell students to use the sentences they underlined
in Exercise 6a to help them here.
• Students compare answers in pairs before you
check answers with the class.
people: who, that things or ideas: that, which
places: where time: when people +
possessions/ideas: whose
For a full explanation, ask students to look at
pages 136–137 of the Language reference.
7 Students match the sentence halves before they
join them using the relative pronouns/adverbs.
• Go through the answers with the class.
Education
1 b A professor in a British university is
someone who/that has the highest rank of
the teachers in a department.
2 d A university is an institution where/in
which students study for degrees and
academic research is done.
3 c A thesis is a long piece of writing which/
that you do as part of a university degree.
4 f A seminar is a class at university/college
where/in which the teacher and students
discuss a particular topic.
5 e An academic is someone who/that teaches
and does research in a college or university.
6 a A vacation is a period of the year when
universities or colleges are officially closed.
8 Go through the grammar tip as an example.
Sentences 3 and 4 are more difficult than the
others. In feedback, rewrite the sentences on the
board as shown below.
3 You can phone (some) university tutors if you have
a problem.
4 I go to a very good university.
• Draw a circle around the subjects (you and I) and
the objects (university tutors and university). This
will help students see that the pronouns refer to
the object and can be omitted.
1
2
3
4
5
Students who enter university …
(who cannot be omitted.)
Is your degree worth the paper that it is
written on?
There are university tutors who you can
phone if you have a problem.
The university which I go to is very good.
People who have degrees have a better
chance at interviews.
(who cannot be omitted)
For extra practice, students do Exercises G1–1 and
G1–2 on page 137 of the Language reference.
9 Read the first sentence with the class and ask
students to complete it. Ask a few students to read
out their answer and write them on the board.
• Check that students are using relative clauses
correctly and re-explain any rules as necessary.
• Set the rest of the sentences for individual work.
Then ask students to exchange their sentences
with a partner. Tell students to ask questions
about each statement their partner has made to
find out more information.
• Elicit interesting answers from the class.
84
SPEAKING
Meet the expert: Rob Gueterbock, Teacher
10 Put students into groups of three so that each
student will lead two discussions. This will allow
students to fall mainly on one side or the other in
each case.
In an academic context, find academic texts related
to one or more of the topics. Set the reading for
homework and ask students to identify how they
could use it in the debate. In the next lesson hold a
debate and encourage students to refer to the text.
My name is Rob Gueterbock and I’m a Montessori
guide. I spend my days working with young
children and I’ve been doing that now for seven
years, and then last year some colleagues and I set
up a Montessori school, called The Montessori
Place, down by the sea in Brighton.
MEET THE EXPERT
1 If you are doing this video in the same lesson as
the main book materials, ask these questions to the
class. If you are doing it in a subsequent lesson,
give pairs a few minutes to discuss the questions.
2a Play the video once. Ask students to think about
what is similar to/different from their own school.
• Then play the video again for students to answer
the questions. You will probably need to pause it
two or three times for students to write.
1 c, d, g
2 a, b, c, e, f, h
2b Play the video again and ask students to take
notes. Check answers as a whole class.
1 fascinated by how we develop into adults; it’s
a beautiful way to spend a day 2 children
learning by following their own interests,
learning by doing, experiencing at their own
pace, individual and small group learning,
mixed-age classes 3 Like a guide on holiday,
the Montessori guide will sometimes suggest,
sometimes be beside you and sometimes
follow behind. 4 Pre-school and primary in the
UK. Also used in secondary schools in other
countries; 5 Too much technology can mean
fewer ‘real experiences’ and ‘active toys’ can
lead to more ‘passive children’.
3a Divide the class into groups A, B and C. Give
them a few minutes to brainstorm the advantages
and disadvantages of each system.
• Monitor and prompt with ideas if necessary.
3b Ask each group to elect a spokesperson to report
back. Afterwards decide as a whole class which
approach is best and why.
Education
I chose to become a Montessori teacher for two
reasons. Firstly, because I’m fascinated by the
journey that each of us has made, from a small
cell to a complex, walking, talking, adult human
being. And, secondly, because it’s just a beautiful
way to spend a day – to see the children working
so independently and functioning as a
community of human beings working together.
Maria Montessori understood that children want
to learn, they want to explore the world around
them, and, in fact, they can’t help themselves to
do so. But she understood that they don’t always
want to learn what we want to tell them, when we
want to tell them things. So following on from
that, she realised that all of us learn best –
children included – when we’re following our
own interests. And so, a key part of Montessori
education is that children are able to follow their
own interests. And, thirdly, she understood that
we learn by doing, not by listening, not so much
by talking, but by doing. And learning by doing is
another key part of Montessori education.
The difference between Montessori education and
traditional education is quite big, but both of
them begin with a curriculum – and, in
Montessori, we have a broad curriculum and
comprehensive curriculum. But the difference is
that the child experiences it at their own pace and
on their own timetable. So, they’ll linger in some
areas that they’re profoundly interested in or
need to take some more time over, and other
areas they’ll go over more quickly.
A second key difference between Montessori
education and traditional education is that the
lessons that the child experiences in Montessori
tend to be individual or in small groups rather
than as the whole class.
And thirdly, and very significantly, in traditional
education children are banded by age. In
Montessori education, the children form mixed-age
communities, where the youngest child is normally
half the age of the oldest child, and that creates a
spirit of cooperation rather than competition.
85
In Montessori education we don’t use the word
teacher to describe the role of the adult; we use the
word guide. When you go on holiday, the guide
knows the terrain very well and they start trying
to find out what your interests are. And then they
will suggest places that you might like to see and,
sometimes, they might be beside you on the
journey, encouraging you to take the next few
steps, and other times they’ll be following you
behind, seeing what it is that you’re looking at.
And that’s very much the role of the adult in a
Montessori community.
There are some very creative people that have
come out of Montessori education. The founders
of Google and Amazon all had Montessori
educations and have put a lot of their success
down to the early experiences that they had.
Most people think of Montessori as being preschool but, in fact, the method begins at birth and
carries on all the way through to maturity. In the
UK most Montessori schools are pre-school –
there are some primary schools. But in America
and in other parts of the world there are
Montessori secondary schools that go all the way
through to 18.
Children today experience so much technology in
their lives and that’s only going to increase as the
years go on. What children need more than
anything else at the moment is real experiences
and that’s what Montessori offers children –
hands-on, real experiences, where they get good
at doing things. If we give children active toys,
then we end up with passive children. In
Montessori, we give children passive toys that
they have to make active and that leads to active
children – and that’s what we want for the future.
HOMEWORK OPTIONS
Students do the vocabulary, reading, grammar and
pronunciation exercises for this lesson in
MyEnglishLab. They can also do the MyEnglishLab
video activities after this point.
Students do exercises G1–1 and G1–2 on page 137 of
the Language reference.
Students write a profile like the one in Exercise 3. If
they wrote about a favourite teacher, they should
write about their worst teacher and vice versa.
Education
6.3 SHOULD
UNIVERSITY BE
FREE?
IN THIS LESSON
Lesson topic and staging
This lesson looks at the pros and cons of going to
university. Students read an article on paying
university fees and then focus on non-defining
relative clauses. They listen to four people giving
their opinions of university and finally do an
extended speaking activity comparing educational
systems in different countries.
Objectives
By the end of the lesson, students will have:
• extracted specific information from reading and
listening texts
• extended their knowledge of non-defining relative
clauses
• participated in extended speaking practice
Timings
If short of time, set Exercise 6 for homework.
Possible lesson break: after Exercise 4.
WARM-UP
• Write the following on the board: learning new
things, taking exams, making friends, not earning
money for three or four years, studying hard.
• Put students into pairs or small groups to rank the
items in the list from the best (number 1) to the
worst (number 5) aspect of going to university.
• Tell them to give reasons and to agree/disagree
with each other if necessary.
• When they have finished, ask a few pairs/groups
for their rankings and reasons.
READING
1a Focus students on the title of the article and ask if
they pay university fees in their country.
• Explain that university education was free in the
UK, but now students have to pay.
• Give pairs three minutes to discuss the questions
before feeding back to the whole class.
Students’ own answers.
86
2a Ask students to compare the reasons they find
with a partner before you check with the class.
greater equality, the benefits for society, the
economic argument
2b
This task is similar to the paragraph matching
exercise in IELTS. To increase the challenge, put
the summaries on pieces of paper and add two
more distractors.
a5
b3
c1
d4
e2
3 Critical thinking: Challenging opinions. When
students have found the opinions in the text, put
them into pairs to develop counter-arguments.
Then continue the discussion with the whole class.
This is a useful exercise in an academic context.
Not all age groups or cultures are used to
challenging opinions or authority, but this is
important in some subjects such as the social
sciences. To introduce the concept, ask students to
not only think about the counter-arguments, but
also who might have these opinions.
4 Groups should have a maximum of four students
to give everyone a chance to speak.
• Allow five to ten minutes for the discussion.
• In feedback, get a few ideas from each group.
Before class, find statistics for your own country
on the percentage of people who go to university.
GRAMMAR:
non-defining relative clauses
5a Elicit what students remember about defining
relative clauses (Lesson 6.2). Write the example
sentences on the board and ask the questions.
• Add two more relative clauses, one defining and
one non-defining, and ask the same questions.
• Elicit which relative clauses on the board are
defining and which are non-defining.
a first example
b second example
5bFocus students on the rules before they look at the
highlighted examples.
1 have
2 do not
• Read through the Grammar tip with the class. Tell
students that in speaking, we normally pause at
each comma. Give a model by reading one of the
examples in the Grammar tip.
Education
• For a full explanation, ask students to read G2 on
pages 136–137 of the Language reference.
6 Go through the example with the class. Students
then work individually before comparing in pairs.
• When you go through the answers, check students
understand set out (presented).
2 John F Kennedy went to Harvard University,
which is the oldest institution of higher
education in the United States.
3 Jean-Jacques Rousseau, who was born in
1712, set out his views on education in his
book Emile.
4 The Kumon method for teaching Maths was
developed by Toru Kumon, who graduated
from Osaka University.
5 Oxford’s Bodleian library, which is one of
the oldest libraries in Europe, was originally
founded in 1320.
6 Heidelberg University, which was founded
in 1386, has its own student prison.
Oxford University, UK, is the oldest university in
the English-speaking world.
John F Kennedy (1917–1963): 35th President of the
United States from 1961 until his assassination.
Jean-Jacques Rousseau (1712–1778): Swiss
philosopher; influenced the French Revolution.
Kumon method: students work individually at
their own pace through different levels of Maths.
Heidelberg University is in Germany.
7 Go through the example with the class before
students work individually.
• Monitor and encourage students to look at the
Language reference if they need help.
• In feedback, write correct sentences on the board.
2 Last month I went back to the Sorbonne,
where I (had) studied history.
3 The University of Manchester, which has
over 39,000 students, is the biggest university
in the UK./The biggest university in the UK is
the University of Manchester, where there are
over 39,000 students.
4 Aristotle, who studied under Plato, wrote
books on many subjects.
5 Hilary studied politics at Harvard, where she
has just been offered a professorship.
Aristotle (384–322 BC) and Plato (428/427–
348/347 BC): Greek philosophers who still
influence European thinking today.
87
8 Set this as an individual task and give students
five minutes to write the sentences.
• Monitor and check students’ use of non-defining
relative clauses. Students may use defining clauses
by mistake. If this happens, write the examples on
the board and ask the class why they are defining
rather than non-defining.
LISTENING AND SPEAKING
9 Tell students to read the questions before you play
the recording.
• Pause after each speaker to give students time to
choose the correct answer.
• Finally, ask students to compare with a partner
before you check answers with the class.
1 Speaker 2
4 Speaker 3
2 Speaker 1
3 Speaker 4
Audio script 6.3
1
2
3
I’m an American and I can tell you, a college
degree in the US puts you way ahead of
people who don’t have one. If you want to
work in cities like Boston, New York or San
Francisco, your starting salary will be much
higher than guys who don’t have a degree,
and you certainly need a good salary to
afford an apartment in those cities. I think I’ll
get about $50,000 as a starting salary once I
graduate and I’ll get a lot of fringe benefits
too, like life insurance and a retirement plan.
I love sports. I love playing sports and being
outside. Like most of my school friends, I
went to university. I did Sports Science, but it
wasn’t really for me. I liked the practical bits
and enjoyed playing for the university sports
teams, but I hated the academic side. I left
after a year and had to pay off some
university loans. I did work experience after
that and then got a job as a sports coach and
personal trainer. I think university was a
waste of time for me.
I did my degree at Cambridge University – it
was a three-year course. I don’t like the idea
that you study for a degree for what it gets
you later in life. You should go to university
because you’re really interested in the subject
you choose. I don’t think my degree helped
me to get a job. OK, it may have given me an
edge over non-graduates for getting
interviews, I suppose. But I really enjoyed
Education
4
studying French literature and don’t regret it
at all. When I left, I applied for lots of jobs
and I think employers liked the fact that I was
confident and had good people skills. I’m
now a computer programmer, nothing to do
with literature.
I graduated from university a few years ago. I
did enjoy my time at university, and maybe
that’s the problem. I did well at school, so it
was logical to go to university. I guess I just
enjoyed myself too much. Without the
discipline of school, I didn’t study as hard as I
should, so I only just got a degree. A lot of my
friends got jobs straight from school and are
now doing really well. There are a lot of
unemployed graduates around these days. I
don’t regret my time at university – I learnt
quite a lot about people and I did a lot of
sport. I’m not sure it really helped my career
though.
10a Read through the introduction. Put students in
groups of four and assign roles A–D.
• Make sure each student only looks at the
information provided for them.
• While students are taking notes, move round the
room to help with vocabulary.
10b Give each student two to four minutes to
summarise what they read.
• When all four students have spoken, tell them to
discuss the questions as a group.
• Compare ideas with the whole class.
HOMEWORK OPTIONS
Students do the reading, grammar, punctuation and
pronunciation exercises for this lesson in
MyEnglishLab.
Students write a paragraph comparing the
educational system in their country with the one they
read about in Exercise 10b.
88
6.4 SCENARIO:
TROUBLE AT
LAKESIDE
IN THIS LESSON
Lesson topic and staging
This lesson focuses on language for discussing
options. Students read the scenario about a private
university which is experiencing a fall in student
numbers. They read an email describing two
problems at the university and listen to a discussion
of one of them before focusing on the Key language.
Finally, the task asks students to find solutions to the
problems the college is having.
Objectives
By the end of the lesson, students will have:
• extracted specific information from a listening text
• learnt useful phrases for discussing options
• used this language in a real-life situation to solve a
problem
• participated in extended speaking practice
Timings
Possible lesson break: after Exercise 2 or Exercise 3b.
WARM-UP
• Put student into pairs and tell them they are going
to study at a private language school.
• Ask them to agree on the four most important
things they would look for when choosing a
school (e.g. experienced teaching staff).
• When they have finished, ask each pair to read
their list to the class.
• The class then discusses the different ideas and
agrees on the four most important factors.
SITUATION
1 Focus students on the photos and the prospectus
title. Ask where they think this college is.
• Tell students to read the questions before they
read the situation and the prospectus extract.
• Then put them into pairs to discuss their answers.
• In feedback, check students understand spacious (a
lot of space), well-equipped (modern equipment),
well-stocked (a lot of something, e.g. books) and
state-of-the-art (very modern).
• Finally, elicit the problems Lakeside College has
(falling student numbers, many complaints).
Education
2 Read through the introduction with the class.
• Tell students to read the questions before they
read the email.
• Then put them into pairs to discuss their answers.
• Get answers from a few pairs.
• In feedback, ask students if any of the issues the
representatives have would also be important to
them or if they have experienced these problems.
Students’ own answers.
Ask students what Marie Laforêt should do next
and try to elicit ‘have a meeting with the student
representatives’. This will lead into Exercise 3a.
KEY LANGUAGE:
discussing options
3a Introduce the context of the meeting and give
students 30 seconds to read the notes.
• Explain that Pablo (a man) and May Cheng (a
woman) are the student representatives.
• Play the recording without pausing and then give
students a few minutes to complete the gaps.
• Remind them to try and use only one or two
words in each gap.
• Students compare answers in pairs before you
check with the class.
1 late-night 2 annoy 3 allow 4 per
semester 5 main building 6 May Cheng
7 Management Committee
Don’t let students spend too long trying to use
only one or two words in each gap. It’s more
important that they understand the recording.
However, if you have students preparing for
IELTS, pay more attention to this as the number of
words can be key to some listening questions.
3bTell students to read the expressions before you
play the recording again.
• Students compare answers in pairs before you
check with the class.
1c
2f
3a
4g
5h
6b
7d
8e
Refer students to page 136 in the Language
reference for a full list of Key language. For extra
practice, set exercise KL–4 on page 137.
89
Audio script 6.4 and answer key to Exercise 3b
Marie, Pablo, May Cheng
OK, I’ve noted what you’ve told me about the
library. We can discuss the matter at our next
committee meeting. Now what about the
parties – you say some students in the hall of
residence have been complaining about the
noise?
P: Yes, it’s a real problem. There are lots more
parties at the moment in people’s rooms,
especially late-night parties. They’re really
noisy, music blasting out late at night,
everyone talking at the top of their voices.
They really annoy people who want to study.
M: Mmm, that’s not fair, is it? A lot of students
like to study in the evenings and even at
night in their rooms. They must have some
peace and quiet.
P:
Exactly.
MC : Right.
M: Let’s see. There are several ways to deal with
this. Let’s look at our options. Erm, we could
agree to ban parties in rooms or we could
only allow parties after the exams. What do
you think, May Cheng?
MC: Well, the good thing is that it’s fair to
everyone, but the bad thing is, it wouldn’t be
very popular. I mean, everyone likes parties,
don’t they? It’s part of our education.
P: Could I make a suggestion, Marie?
M: Sure, go ahead.
P: Supposing we let each floor of the hall have
one party per semester. That’d reduce the
number of parties a lot.
M: Maybe, but there would still be quite a lot of
noise when each floor had their party. No, I
don’t think that’s the right thing to do. Let’s
see ... What other options do we have?
MC: I’ve got an idea. How about letting the
students book a room in the main building
for parties? You could charge a small fee and
tell them that they have to book, say, four
weeks in advance. I think most people would
accept that.
M: Yes, good idea. That’s the best solution, I
think. OK, Pablo?
P: I don’t know. I’d like to discuss it with the
other reps first. They may come up with some
other ideas.
M:
M:
Education
P:
All right, I know there are other things you
want to talk about. The best way is to discuss
the matters at our Management Committee
meeting. Why don’t you send me notes on all
the problems and I’ll include them in the
agenda?
Right, we’ll do that.
TASK: problem-solving
4a Give students a few minutes for this activity.
• Tell them to ask if they need help with vocabulary.
4bAllow 20 minutes for this activity. Students should
describe each problem before they discuss how to
solve it.
• Tell one student in each group to note the
solutions the group comes up with.
• Remind students to use the Key language in their
discussion and monitor to note common mistakes
with this language.
4c Ask one student from each group to present all the
problems and solutions or get a different student
to present each solution.
• Write the solutions on the board for students to
discuss in Exercise 5.
• Tell the other groups to ask questions if necessary.
• Monitor to note mistakes with key language.
5 Remind the class of each problem before they
decide on the best solution from Exercise 4c.
• Finally, correct some of the mistakes you noted in
Exercises 4b and 4c above.
Combine Exercises 4c and 5. Ask one group to
present each problem and their solution. Elicit
other groups’ solutions for that problem. Then
immediately have a class vote. Work through each
problem in the same way.
HOMEWORK OPTIONS
Students do the vocabulary and Key language
exercises for this lesson in MyEnglishLab.
Students do exercise KL–4 on page 137 of the
Language reference.
Students take the role of a member of the
Management Committee from Exercise 4 and write
an email to the College Principal describing the
solutions they came up with for each problem.
90
6.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on different reading strategies
and writing a formal letter. Students practise the
skills of skimming and scanning using a text on
distance learning. In the writing section, they scan a
formal letter and then focus on the conventions of
letter writing. Finally, students write their own
formal letter.
Objectives
By the end of the lesson, students will have:
• practised using skimming and scanning reading
strategies
• practised predicting information and inferring
attitude
• extracted specific information from a reading text
• learnt about the conventions of letter writing
• written a formal letter
Timings
If short of time, set Exercise 7b for homework and do
Exercise 8 at the start of the next lesson.
Possible lesson break: after Exercise 4.
WARM-UP
• Elicit different things people read (including those
they just ‘dip into’ to find specific information)
and write them on the board. Include the
following: magazines, newspapers, telephone
directories, novels, coursebooks, emails.
• Tell students to find two other students who
read/use each of these things regularly by asking
Do you read x?
• Tell them to ask follow-up questions such as What
kind of novels do you like? What do you use instead of a
telephone directory?
• Ask the students how they read each of the genres
differently. Try to elicit things such as finding
specific information, finding information quickly.
STUDY SKILLS:
reading strategies
1 Lead in by asking students if they read all texts in
the same way and elicit some differences (e.g.
more quickly, slowly, etc.).
• Read through the introduction and then give
students three minutes to answer the questions.
• Put students into pairs to compare answers before
you check with the class.
1 skimming
4 skimming
2 skimming 3 scanning
5 scanning 6 scanning
2 Predicting: Read through the information with
students and ask them to discuss the questions
with a partner.
• Ask one or two pairs to share their ideas.
Students’ own answers.
3a Skimming: Tell students to read Question 1 and
emphasise that it isn’t necessary to read any detail
to answer it.
• Give them a maximum of 15 seconds to answer
Question 1.
• Elicit answers from the class. Then discuss
Question 2 as a whole class.
1 Distance learning is a valuable way of
teaching students.
2 Students’ own answers.
3bScanning: Tell students to read the questions and
ask them what clues they will look for when
scanning for the answers (e.g. the answer to 1 will
be related to solutions in paragraph 1).
• Give them one to two minutes to read the text and
answer the questions.
• Check answers with the class.
Tell students to underline the answers in the text
rather than make notes.
1 better teaching preparation, gaining the
essential technology skills
2 OER Commons
3 for further writing, discussion and debate
3c Inferring: Students may have used this skill in
other tasks in this book. If so, ask them to define
inferring before you read through the introduction
with the class.
Education
91
• Give students a few minutes to discuss the
questions before checking together.
Possible answers
1 To describe the way in which she uses
distance learning with her classes (and to
persuade the reader that distance learning is
a positive thing).
2 It is a valuable approach to teaching students
literature.
3 a She believes that it’s possible to learn
mainly by using digital resources.
b She thinks that it is a big advantage that
digital resources are often free of charge.
c She would like teachers to make greater
use of distance learning in their classes.
4 Give students time to discuss the questions in
pairs before you compare ideas as a class.
If you would like students to have further essay
writing practice, then Question 4 could be set as
an essay. If you do this, refer students back to
Lesson 5.5 to quickly revise the language and
structure of discursive essays.
WRITING SKILLS:
a formal letter
5a Tell students to read the questions first. Then give
them two minutes to read the letter and answer
the questions.
• Students compare with a partner before you check
answers with the class.
1 an invitation to a guest speaker to take part in
a panel discussion 2 the Students’ Union
building
5b Tell students to read the questions before looking
at the letter again. Ask them to predict the type of
information they are looking for.
• Give students a few minutes to answer the
questions individually.
• Students compare answers in pairs before you
check with the whole class.
1c
2b
Education
3c
4b
6 Tell students to look at the letter in Exercise 5a to
help them decide if the statements are true or
false. Make sure they correct the false statements.
1 T
2 F – You put the address of the person you
are writing to on the top left of the letter.
3 F – It is normally not correct to write, for
example, Dear Richard Kim. You should
write Dear Mr Kim.
4 T
5 T
6 F – It is generally not good style to use short
forms and idiomatic phrases in a formal letter.
7a Ask students who the letter in Exercise 5a was
sent to (the name is top left in the text).
• Read the introduction to Exercise 7a with the class.
• Ask students to predict a few things Richard Kim
might need to know.
7bBefore students begin, remind them of the letter
layout in Exercise 5a and the conventions in
exercise 6.
• Give students 20 minutes to write their letter and
tell them to use their dictionaries or ask you for
extra vocabulary.
• While they are working, monitor to point out
mistakes, but encourage students to self-correct.
8 Students swap letters. Give them time to read and
make notes on their partner’s letter before they
discuss in pairs.
• After students discuss, elicit some common
problems that they found.
HOMEWORK OPTIONS
Students do the study skills, writing and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
Students individually write a second draft of their
letter for you to take in for marking.
5c
92
7
Design
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
modals (necessity and obligation); modals (present deduction)
word building; design adjectives; materials, shapes and textures; abstract nouns
describing qualities; evaluating designs
proofreading
a product report
7.1 DESIGN IS
EVERYWHERE
IN THIS LESSON
Lesson topic and staging
This lesson looks at product designs. Students read
extracts from a design book and use vocabulary from
the texts to focus on word building and design
adjectives. Students use these adjectives to talk about
designs of cars and phones and finally write about
their favourite design.
Objectives
By the end of the lesson, students will have:
• extracted specific information from a reading text
• revised/learnt patterns in word building
(verb/noun/adjective)
• learnt a set of adjectives related to design
• used the topic vocabulary to describe designs
Timings
If short of time, omit Exercise 2b or 7a. Set Exercise 8
for homework.
Possible lesson break: After Exercise 3b.
WARM-UP
This activity introduces the idea of designs people
prefer and why.
• Focus students on the title of this lesson, Design is
everywhere, and write prompt words on the board
e.g. trainers, computers.
• Put students into pairs or small groups to discuss
what kind of design they prefer for the prompts
listed on the board.
• When they have finished, ask the class which were
the most popular kinds of design and why.
Terence Conran quote: This implies that design is
about both looking good and performing well.
New Language Leader Intermediate Design
READING
1 As a lead-in, ask students to read the quote on
page 66 and tell you what it means (see Terence
Conran quote above).
• Students could limit their discussion to their home
or they could broaden it out into other areas that
interest them (e.g. phones, cars, buildings).
2a Tell students to read the statements and check
they understand essential (very important) and
restrictions (rules that limit what people can do).
• Give students three minutes to read the extracts
and answer the questions.
• In feedback, check students understand
misconceptions (wrong idea/belief) in Extract 4.
a4
b3
c1
d5
e2
2bEmphasise these are not True/False statements, but
students need to correct them all.
• Do the first statement as a whole class before
students complete the exercise individually.
• Tell them to compare with a partner and then
check answers with the class.
• To follow up, ask students if their understanding
of design is now different.
1 Scientists can invent technologies ...
engineers can make them work ... only
designers can combine all these things.
2 Magazines make mistakes. They use design
when they mean style or fashion.
3 Design is also about how things work.
4 A design doesn’t have to be new and
different, but it must fulfil a need.
5 Designers don’t have freedom like artists do.
They can’t just follow their creative feelings.
2c Critical thinking: Reacting to a text. Give
students a few minutes to read the texts again and
decide on their answer to the questions.
• Put students into pairs to discuss their opinion
and to give their reasons.
93
VOCABULARY: word building,
design adjectives
3a Ask students what word building is (e.g. making
nouns from verbs) and elicit or give an example
(e.g. teach – teacher).
• Check students understand concept (idea) in the
third column of the table.
• Tell them to complete any boxes they can before
they look at the extracts to check. Point out that
there are four boxes they don’t need to complete.
• Encourage students to guess the meaning of
words they don’t know by looking at the context
(e.g. innovative is clear in Extract 3).
• Elicit the answers and listen to students’
pronunciation, but don’t correct problems with
stress at this stage.
verb
noun (person) noun (thing,
adjective
concept)
deˈsign
deˈsigner
deˈsign
well
ˈscientist
ˈscience
scienˈtific
deˈsigned
manuˈfacture manuˈfacturer manuˈfacturing
proˈduce
proˈducer
ˈproduct/
proˈduction
proˈductive
engiˈneer
engiˈneer
engiˈneering
use
ˈuser
use
ˈusable
deˈvelop
deˈveloper
deˈvelopment
deˈveloping
ˈinnovate
ˈinnovator
innoˈvation
ˈinnovative
inˈvent
inˈventor
inˈvention
inˈventive
ˈartist
art
arˈtistic
3b Tell students that many suffixes indicate the word
class. For example, -ly is very common as an
adverb ending. These are not rules, but can help
students to analyse a new word.
1 adjective 2 noun (person) 3 noun (thing)
4 noun (thing)/adjective 5 noun (person)
• Once students have matched the endings to a
word class, ask them to think of two or three more
examples for each ending.
• For extra practice, set Exercise V1,2–5 on page 139
of the Language reference.
Design
PRONUNCIATION
4 Tell students that in a dictionary stress is marked
by an apostrophe (') in the phonemic script.
(Check that their dictionaries have phonemic
script entries.)
• Give an example by asking students to find design
in their dictionaries. Write the phonemic script on
the board and ask students where the apostrophe
is. Say the word to demonstrate the stress.
• Tell students to mark the stress on all the words
they can without looking in the dictionary.
• They then find the stresses they don’t know using
their dictionaries (this will save time).
• Play the recording for students to check their
answers. (See answer key to Exercise 3a.)
• Play the recording again, pausing after each set of
words, and ask students to repeat.
• Correct their pronunciation. If necessary, play the
recording again for students to practise.
5a Students work alone to complete the gaps and
then check with a partner.
• Check the answers orally as a whole class.
1 inventor 2 manufacture/produce
3 inventions/products/innovations
4 development/innovation/invention/product
5 design 6 designers/inventors/manufacturers
5b Encourage students to ask follow-up questions.
• Monitor and note mistakes with the use/
pronunciation of words from the table.
• When they have finished, ask a few students to tell
you the most interesting thing they heard.
• Correct some of the mistakes you noted earlier.
If you are short of time, ask students to discuss
only three or four of the questions.
5c Tell students the number of questions you want
them to write (three or four should be enough).
This is another chance to use the vocabulary
correctly, so encourage them to write questions
with words from Exercise 3 they found difficult.
• Monitor to help with vocabulary if necessary.
• When they have written their questions, give
students ten minutes to speak to as many different
people as possible and to note the answers.
• Listen to note if students are making the same
mistakes as in Exercise 5b.
• When they have finished, ask a few students to tell
you the most interesting thing they heard.
• Finally, correct some of the mistakes you noted.
6a Individually, students circle the words they don’t
know. They then work in pairs to compare and
94
teach each other unknown words, and use a
dictionary to find the words neither of them know.
To save time, tell students to divide the unknown
words between them, find them in their
dictionaries and then tell each other the meaning.
• Don’t go through answers at this stage.
6b/6c The aim of these two activities is to check that
students understand the words in Exercise 6a.
• Go through the answers with the class and correct
pronunciation in preparation for Exercise 7.
Alternatively, ask students to check the word
stress by using their dictionaries.
If students are still confused by some words, give
or elicit examples of products that can be
described in this way.
6b
1 retro, traditional 2 handmade,
mass-produced 3 futuristic, innovative
6c
1 stylish 2 up-to-date 3 streamlined
4 elegant 5 simple 6 functional
SPEAKING AND WRITING
7a Give students two minutes to think about their
answers before forming groups for the discussion.
The groups should have three or four students so
that everyone gets a chance to speak.
• In feedback, ask students if their group agreed on
which qualities were important.
7b Monitor to note mistakes with vocabulary from
Exercise 6a. Tell students to ask you if they need
help with extra vocabulary.
• For feedback, ask each group which was the most
popular car/telephone and why.
• Correct the most common mistakes you noted.
8 Give students plenty of time for this activity. They
should explain why they think the product is well
designed, and how ‘it fulfils a need’. Students
could include a sketch of the product with notes.
• Tell them to ask you for help with extra
vocabulary or to use their dictionaries.
• Take the paragraphs in for marking, paying
attention to the use of vocabulary from this lesson.
HOMEWORK OPTIONS
Students do the vocabulary and pronunciation
exercises for this lesson in MyEnglishLab.
Students do Exercise V1,2–5 on page 139 of the
Language reference.
Design
7.2 DESIGN
THROUGH
THE AGES
IN THIS LESSON
Lesson topic and staging
Students read three texts about design in different
decades of the 20th century and focus on vocabulary
to talk about materials, shapes and textures. They
also learn a set of abstract nouns. This is followed by
a listening activity which contextualises the grammar
focus of modals for necessity and obligation. Finally,
students work in groups to design a new product.
Meet the expert video
Watch the video to hear a furniture and product
designer talking about her designs.
Objectives
By the end of the lesson, students will have:
• learnt to describe materials, shapes and textures
• extracted specific information from reading texts
• extended their range of abstract nouns
• extended/revised their knowledge of modal verbs
for necessity and obligation
• used modal verbs in an extended speaking activity
Timings
If short of time, omit Exercise 3b.
Possible lesson break: after Exercise 4b or 5c.
WARM-UP
• In groups, students look at the photos and decide
which design they like most and why. Encourage
them to use adjectives from Lesson 7.1.
• Get feedback from each group.
READING AND VOCABULARY:
materials, shapes and textures
1a Write material, shape and texture on the board.
Then write steel, curved and smooth under the
correct category. Ask students to tell you where
the other words from the box should go.
Material: steel, leather, aluminium, canvas,
wooden, plastic, paper, straw
Shape: curved, angular, square, circular
Texture: smooth, rough, polished, soft, hard
95
1b Students work individually and write the words
from 1a next to the chair they describe. They can
use words several times or add their own words.
• In pairs, students take turns to describe one of the
chairs and their partner guesses which chair they
are describing.
Possible answers
A straw, curved, rough/hard B wooden/plastic,
curved, smooth/hard, polished C leather/
plastic, circular/curved, smooth/soft
1c Set this as a pairwork task and give students a few
minutes for their discussion.
2 Read through the introduction with the class.
• Elicit the answers to question 1 before you put
students into small groups to discuss question 2.
• In question 2, encourage students to give reasons.
Check students understand recycling (using the
materials from products again, e.g. paper).
• Don’t give the answers for question 2 yet because
they will read the texts to check in Exercise 3a.
A 1990s
B 1930s
C 1960s
3a Put students into groups and give them three
minutes to read their text. Tell them not to worry
about unknown vocabulary.
• Students then share their information and
compare it with their ideas in Exercise 2.
• Go through the answers and ask if students
guessed correctly in Exercise 2. Tell them not to
worry if their answers are different from those
below because some items might fit into several
decades. Accept any reasonable answers from the
class, but encourage them to give reasons.
1930s: streamlining, ergonomic design
1960s: young consumers, short-lived products
1990s: advances in communication, recycling
3bGive students time to read and complete their
section of the chart before they summarise their
information for the rest of the group.
• Go though the answers with the class and check
students understand domestic appliances (e.g.
washing machine, fridge), throwaway products
(something you use for a short time, throw away
and then buy a new product), durability (strong,
can continue working a long time).
• To follow up, ask students if they like 1930s design
and 1960s furniture, and if they think recycled
materials are a good idea.
Design
Students may think that the Products box refers
only to the products of the named designers. Tell
them to list all the products mentioned in the texts.
Ideas: 1930s: streamlining, ergonomics
1960s: short-lived products, ‘throwaway’
society 1990s: recycling, energy-saving,
product durability
Designers: 1930s: Henry Dreyfuss
1960s: Verner Panton, Eero Aarnio, Courreges
1990s: Jane Atfield, Trevor Baylis
Products: 1930s: boats, aircraft, cars, domestic
appliances, telephone 1960s: furniture, plastic
chair, Ball Chair (see photo B), clothes, ‘silver
foil’ suits 1990s: solar/electric cars, shelving
unit, mobile telephones, wind-up radio
Materials: 1930s: Bakelite 1960s: plastic,
futuristic materials 1990s: recycled
4a Critical thinking: Justifying opinions. Explain
that the aim is to justify why they have chosen the
era they have. There is no right or wrong answer.
• Monitor to help with vocabulary.
4b Put students into groups. Give them time to
justify their choices and try to reach an agreement.
• Groups feed back to the class explaining why they
could/couldn’t agree.
VOCABULARY: abstract nouns
5a An abstract noun is often a concept, idea,
experience, quality or feeling that cannot be
experienced with the five senses.
• Ask students to compare their answers with a
partner before you check with the class.
• For extra practice, set Exercise V3,4–6 on page 139
of the Language reference.
1 advertising (1960–69) 2 consumerism /
consumer (1960–69) 3 industrialisation (1990–
99) 4 recycling (1990–99) 5 communication
(1990–1999) 6 streamlining (1930–1939)
5b Check students understand the meanings of the
words in 5a by asking different students to
provide definitions.
• Then ask students to complete the sentences.
1 recycling 2 streamlining 3 advertising
4 consumerism 5 industrialisation
6 communication
5c Give students time to discuss with a partner.
96
LISTENING
6 Read the questions before you play the recording.
• Students compare with a partner before you go
through the answers with the class. Check they
understand new vocabulary (e.g. folding, canvas).
1 folding chair 2 people going camping or
fishing or to outdoor concerts, anyone who sits
outside for a long time 3 steel, aluminium,
canvas 4 just before the summer
Audio script 7.2
A:
B:
A:
B:
A:
B:
A:
B:
Let’s brainstorm some ideas for our new
project, the folding chair. So first, who exactly
is our target consumer?
Well, we need to reach as many people as
possible. The chair could be useful for all
kinds of people – you know, people going
camping or fishing, or even going to outdoor
concerts. In fact, it could be suitable for
anyone who has to sit outside for a long time.
OK, what about the materials for making it?
Well, it must be light and easy to carry if we
want to gain market share. We can’t use
steel – that’s too heavy. We can use
aluminium for the frame and canvas for the
seat. And to keep costs down, maybe we
should make it in just three colours.
Yes, that’s important. Also, it must be cheap if
we want to be competitive. There are one or
two chairs on the market that sell at under 50
euros. We can produce something similar – it
doesn’t have to be very different for this
market. But we can have a second more
expensive model too, if that’s what people
want.
Mmm. Good point. OK, another thing. The
rules say it has to be strong enough to
support a heavy person.
Absolutely. OK, in terms of timing, we don’t
need to rush, but we could launch it just
before the summer – there’ll be a big demand
for it then. In fact, we really mustn’t miss this
opportunity.
You’re right, but we shouldn’t launch it until
we’re really ready. Look, I think we should
wait for the results of our market research
before making any decisions.
Design
GRAMMAR: modals
(necessity and obligation)
7 The aim of this activity is to find out if students
already know the meaning of these modals.
• To lead in, elicit a few examples of modal verbs.
• Monitor so you know how much time to spend
going through answers.
Most students will have seen modals before, but
the similarity in meanings makes them difficult to
use. Ask students to read the Language reference
on page 138 and note additional examples of use.
Remind students of the form of modals (modal +
infinitive without to). Tell students to underline
the forms in sentences 1–10 and tell them have to is
the verb (not have), doesn’t have to is the negative
(not haven’t to) and all the other modals form
negatives by adding not, often contracted (e.g.
mustn’t, can’t).
a have to, must, need to b don’t have to, don’t
need to c have to, must d mustn’t, can’t
e should f shouldn’t
For a full explanation and extra practice, refer to
the Language reference on pages 138-139.
8 Tell students to read each sentence because the
context will help them choose the answer.
1 mustn’t 2 can’t 3 shouldn’t, have to
4 have to 5 must 6 should
SPEAKING
9 Read through the instructions with the class and
check students understand sketch (make a quick,
not too detailed drawing).
• Explain that rules and regulations here means
‘things you need to know about using the product
safely’ (e.g. ‘Don’t use an electrical household
appliance outside’.).
• Put students into groups of three or four and
suggest only one person does the sketch.
• Monitor and note mistakes with modal verbs.
• Next, tell students to show their sketch to another
group and explain their decisions.
• Finally, correct some of the mistakes with modals
you noted earlier.
To make the sketches as clear as possible, advise
students to write information about colour, size,
materials and rules and regulations on the same
piece of paper.
97
When students have drawn their sketches, post
them around the room and tell one student from
each group to stand next to their sketch. The other
students look at all the sketches and ask questions
about the design. Then vote on the best design.
MEET THE EXPERT
1 Give students a few minutes to discuss the
questions in relation to the ‘hush pod chair’ by
Freyja Sewell.
2 As students watch the video and tick the
adjectives, also ask them to choose their favourite
design in the pictures they see.
• Check students understand the meaning of each
adjective by asking them to define the word and
give you an example of a product that it could
describe.
sustainable, innovative, renewable, careful,
rigid, natural, disposable
3a Read through the list of objects and materials and
then play the video. You might need to pause the
video or play it twice.
1f
2e
3c
4a
5d
6b
3b Discuss this question with the whole class.
Freyja’s use of adjectives suggests she thinks
carefully about the materials she uses and the
properties they have. She uses a lot of positive
adjectives to describe materials (soft, incredible,
sustainable, renewable, breathable, fantastic,
favourite, soft, rigid, natural, hard, unexpected,
excited, disposable, biodegradable). She uses
adjectives to describe materials accurately,
talking about emotions (incredible, fantastic,
excited), textures (hard, soft, rigid) and functions
(sustainable, renewable, breathable). She even
created a new material: (starch-bound wool).
4 Give students a few minutes to describe their
products. Afterwards, ask one or two people to
present their product to the class.
Meet the expert, Freyja Sewell, Designer
My name is Freyja Sewell and I am a product and
furniture designer working in London.
A good design is one that balances form, function
and beauty, um, one that is fit for purpose and
doesn’t have unnecessary features. For example,
the Plumen's bulb is a wonderful product which
is an electric light bulb, so it’s sustainable and
more energy-efficient, but instead of just being
boring, they’ve used the actual features to make a
beautiful innovative product.
One of my design heroes is certainly Thomas
Heatherwick. He is an incredible, um, designer
when it comes to balancing engineering and
technical knowledge with really beautiful and
exciting new ideas. Another thing that inspires
me as a designer is Japanese culture – not just the
way things look and appear on the surface, but
their philosophy, the way they approach objects
that surround them.
The hush pod chair, um, is a design that I came
up with several years ago. Er, I developed it in
Tokyo when I was surrounded by the chaos of the
city and I was thinking about how I could create a
private space within a public environment. So it’s
a seating chair that you can either close off so
you’re completely alone or open out to share the
space around you.
Hush is made from wool felt. I had in mind a
form and I did a lot of different models with
different materials, and wool felt was the material
that gave me the soft giving structure that I had in
mind. Er, wool is an incredible material, one that I
am now, because of this project, very much in
love with. It’s sustainable, renewable, it’s
breathable, it has incredible insulating properties
and it’s British and has a fantastic heritage
associated with it.
The London Design Museum project was in
response to the brief of Thrift, and I took that to
mean a really careful use of materials. So the
material that I selected was a by-product of the
wool carpet industry, er, loose wool fibres, so I
was able to use my favourite material, but there
was a very thrifty option.
I had these fibres which are produced as a byproduct of the British carpet industry, and I didn’t
really know what I was going to do with them at
the start, so I combined them with a lot of
Design
98
different materials, um, different sort of
chemicals, trying to see what could be achieved,
er, I was looking at soft materials and rigid
materials.
7.3 ALESSI’S
INNOVATIONS
Ah, one of the materials I ended up choosing was
starch because it’s also a natural resource, and I
use a sandwich toaster to apply heat and
pressure, so I could quickly produce a lot of
different test pieces. One of the best test pieces
was the, er, a lot of starch combined with the wool
in the sandwich toaster and I produced a rigid
hard material that I found very exciting and I
wanted to continue to explore it.
IN THIS LESSON
So now I had this test piece which was the starch
mixed with the wool, and I had a rigid material
which I was calling starch-bound wool or SBW.
And I took the material and made furniture from
it because it seemed an exciting thing to do to take
wool, which is often, well, it’s always soft and
giving, and make something unexpected like a
hard rigid piece of furniture from it.
So the table and the chair are really only intended
as a showcase of the new material which I’ve
invented.
I’m really hoping that someone sees the starchbound wool and is as excited about its potential
as a new sustainable material as I am. I think that
it would be great to replace things which are
currently treated as disposable, for example, a
little plastic stool, um, and make it out of a
material that when it’s thrown away it will
actually biodegrade rather than just clogging up
landfill for hundreds and hundreds of years.
HOMEWORK OPTIONS
Students do the vocabulary, pronunciation, listening
and grammar exercises for this lesson in
MyEnglishLab. They can also do the MyEnglishLab
video activities after this point.
Students write a paragraph to describe the product
they designed in Exercise 9.
Lesson topic and staging
This lesson looks at famous designers and things
they designed. Students read a text about a famous
Italian designer. Next, they listen to people in a
design museum discussing famous objects and their
designers. Students then focus on modals for present
deduction before describing a product they would
like to design or re-design.
Objectives
By the end of the lesson, students will have:
• extracted specific information from reading and
listening texts
• learnt more about modals for present deduction
(must, can’t, might, could)
• engaged in a group discussion
Timings
If short of time, omit Exercise 2c.
Possible lesson break: after Exercise 2c or 3b.
WARM-UP
In pairs, students describe a product with a design
they love, using vocabulary from Lesson 7.2. Their
partner has to guess the product.
READING
1 Elicit what students know about Alessi and
whether they own any of the products. Give
students time to think about the photos.
• Put them into pairs to discuss their ideas.
The photos show: the Girotondo kitchen timer,
Neapolitan coffee maker and Tigrito cat bowl.
2a Ask students to predict what they think the text is
about (the Alessi family, designs, products, etc.).
• Give them two minutes to read the text and tell
them not to worry about unknown vocabulary.
1 Salvador Dali 2 Alberto, Giovanni, Carlo
3 Starck’s ‘Juicy Salif’ citrus squeezer, the
‘Anna G.’ corkscrew, the ‘Mami’ stockpot
4 Richard Sapper, Aldo Rossi and Philippe
Starck
Design
99
2bCritical thinking: Identifying main ideas. Give
students two minutes to read the text again.
If you have students preparing for IELTS, write
the headings from the book on the board or cards
and add two more as distractors.
• Put students into pairs to compare their answers.
Then check with the whole class.
Audio script 7.3 and answer key to Exercises 3b
and 4a
1
A:
B:
A:
1 The importance of design 2 International
expansion 3 How designs are developed
4 Famous designers 5 The way forward
B:
2c Ask students to read the definitions and check
they understand admire (look up to).
• Students then try to find the words in the text.
• Put them into pairs to compare answers and then
check with the class.
B:
1 failure/flop (note: flop is colloquial)
2 transformed 3 innovation 4 pioneering
5 inspiration 6 icon
LISTENING
3a Elicit a few ideas about what students can see in
the pictures, but don’t give the answers at this
stage because they will find out when they listen.
• Set the question and play the three extracts
without pausing.
• Go through the answers with the class and then
ask if they correctly guessed what the pictures are.
1 A (da Vinci’s flying machine)
2 C (Alessi’s ‘Anna G.’ corkscrew)
3 B (Starck’s ‘Juicy Salif’ citrus squeezer)
3bTell students to read the sentences and try to
answer as many as they can from memory.
• Play the recording again, pausing after each
extract to give students time to think.
• Students compare with a partner before you check
answers with the class.
1 T 2 T 3 NG 4 T 5 F 6 NG (It is his best
known design, but how well it sells is not
mentioned.) 7 F
A:
A:
B:
A:
2
P:
I:
P:
I:
P:
3
G:
S:
G:
S:
G:
S:
G:
S:
G:
Design
Anna, Becs
Wow, look at that. What is it?
It’s a drawing. I think it’s a sort of flying
machine.
Yes, it could be that. Who do you think it’s by?
Mmm, it might be by da Vinci, I believe he did
that sort of thing. Have a look at the sign. What
does it say?
Erm … yes, you’re right, it is da Vinci.
Goodness! It’s in very good condition … it says
here he was born in 1452, so it must be over
500 years old.
Yes, and it’s an amazing drawing.
Yeah, I read somewhere he was fascinated by
birds and flying. Perhaps that’s where he got
his ideas for the drawing.
Yeah, you’re probably right.
Pablo, Irina
Oh look at that, Irina. That must be the famous
Anna G. corkscrew.
Yes, it can’t be anything else. Oh look, there’s a
full range with all the different colours. How
long have they been around for?
I think since the early 1990s.
No, they can’t be that old. What does it say
here? Oh, you’re right. It first appeared in
1994.
Mmm, it was a classic design. I think you can
still buy them in the Alessi shop.
George, Sally
What’s that?
I’ve no idea. What could it be?
It might be a spaceship. Well, a toy spaceship.
It’s the right shape.
No, I’m certain that it’s not that. It wouldn’t
really be in a museum of design.
Mmm, I see what you mean. And maybe it’s
too heavy to be a toy. What else could it be?
Mmm, I don’t know really. What does it say on
the notice?
It says it’s a lemon squeezer. Apparently, it’s
the designer Philippe Starck’s best-known
design.
Ok I see it now. Would you like something like
that?
No way! It just doesn’t look practical.
100
GRAMMAR: modals
(present deduction)
4a Lead in by asking students for a few examples of
modal verbs.
• Check students understand deduction by asking
them what made the speakers sure or less sure in
the listening extracts. (The information they could
read or the things they already knew.)
• Students then underline the modals individually.
See audio script above for underlined answers.
If possible, reproduce the audio script so that the
whole class can see it (maybe using an interactive
whiteboard or an overhead projector). As you go
through the answers, underline the modals.
4bGive students one minute to match the verbs and
meanings and encourage them to read the audio
script for the context.
• Go through answers with the class and emphasise
that all the verbs mean ‘I personally believe this
because of something I know or can see’.
1c
2a
3b
4c Elicit the answer from the class.
can’t
For a full explanation, refer students to the
Language reference on page 138.
Elicit or remind students of the form of modals
(modal + (not +) infinitive without to). Not is
contracted in can’t. We don’t usually contract
might not when we mean something is possibly not
true. We don’t use couldn’t to mean something is
possibly not true; couldn’t means the same as can’t
for deduction.
5 Go through the example and tell students they
will need to change the grammar of these
sentences when they rewrite them.
• While students are working, monitor to spot
mistakes and refer them to Exercise 4 and the
Language reference (G2) for help.
• Students compare with a partner before you go
through answers with the class.
Design
2 Alessi must be one of the most influential
design companies of all time.
3 This painting can’t be by da Vinci.
4 This painting might/could be by Picasso.
5 They can’t be promoting it very well.
6 This product might/could be dangerous.
7 People think it might/could be a Starck
design.
8 That designer must be working very hard.
For extra practice, set Exercise G2–2 on page 139 of
the Language reference.
Armani: Giorgio Armani, famous Italian fashion
designer (born 1934).
Picasso: Pablo Picasso, famous Spanish abstract
artist (1881–1973)
6 Remind students of the form of these modals
(must/might/could/can’t + infinitive without to) and
elicit or give one example (e.g. It might be a …).
• Elicit the form of the other phrases (e.g. I’m
sure/certain it’s a …).
• Then put students into pairs to discuss the photos.
• Encourage them to give reasons for their ideas.
• While they are speaking, note common mistakes
when using modals or the other phrases.
• Finally, get ideas from the class and correct some
of the mistakes you noted earlier.
A the Martin jetpack (an experimental aircraft)
B unusual bird nest box for swifts
C toaster
SPEAKING
7 Give students time to think about their answer
and to ask you for vocabulary if necessary.
• Put students into pairs or small groups and tell
them to give reasons and ask each other questions.
• Get ideas from three or four students and ask the
class if they agree with the ideas and why.
HOMEWORK OPTIONS
Students do the grammar, reading and vocabulary
exercises for this lesson in MyEnglishLab.
Students do practice Exercise G2–2 on page 139 of
the Language reference.
101
7.4 SCENARIO:
MARTELLI DESIGN
COMPETITION
IN THIS LESSON
Lesson topic and staging
This lesson focuses on describing and evaluating
qualities. Students read the scenario about a design
competition for young designers. They listen to one
of the judges talking about the design that won first
prize last year and then focus on the Key language.
Finally, in the task, students evaluate three designs
for this year’s competition and decide on a winning
product.
Objectives
By the end of the lesson, students will have:
• learnt useful phrases for describing and evaluating
qualities
• used this language in a real-life situation to
evaluate designs for a competition
• extracted specific information from reading and
listening texts
• participated in extended speaking practice
Timings
If short of time, set Exercise 1 for homework in
preparation for this lesson.
Possible lesson break: after Exercise 2c.
SITUATION
1 Tell students to read the questions before they
read the advertisement.
• Go through answers with the class.
1 young designers – studying now or
graduated in the last five years and have a
prototype of their design
2 from their design school, university
department or design studio
3 to recognise and reward outstanding design
KEY LANGUAGE:
describing qualities
2a Ask students to read the questions and to try to
predict possible answers with a partner.
• Play the recording without pausing.
• Go through the answers and check they
understand appeal to.
1 young people on the move, but also
students and commuters
2 it has a lot of pockets, all of them with zips
which have a lifetime guarantee; it’s made
from a new material which is strong,
waterproof and heat resistant; it has a
pocket with a lock; it has a logo on the
sleeve, a unique design by a street artist
3 The jacket is durable, functional, easy to use
and innovative.
WARM-UP
This activity focuses on describing things.
• Ask students to think of a building, a landmark
(e.g. a monument or a statue) or a place in the
town/city where you’re teaching, but not to tell
other students what it is.
• Put students into groups of three. Tell two
students to ask the third student ten questions to
guess the building, landmark or place.
• The third student can only answer ‘yes’ or ‘no’
(e.g. the first question should be Is it a building?
NOT Is it a building or a place?).
• After ten questions, they must try to guess.
• Change the student who answers the questions
and repeat the procedure.
Design
Audio script 7.4
I think this is by far the best entry. It’s a
lightweight travel jacket, designed by an Italian
student, Antonia Moretti. As you can see, it looks
very modern and stylish, in my opinion. It’s
aimed at young people. It will appeal to people
who are on the move. People who want to carry
lots of things on them when they make trips
abroad or go to sports events or music festivals.
They’re the kind of people who would love this
jacket. But it’s also suitable for students and for
people commuting to work. It has several special
features. There are three extra-large pockets for
carrying clothes, shoes and other items like that.
And four smaller pockets, all of them zip up for
extra security. One of the jacket’s best qualities,
102
I’d say, is that the zips have a lifetime guarantee.
So they must be very sturdy.
The jacket has two unique features. Firstly, it’s
made from a new material which is very strong,
waterproof and heat resistant. And secondly, it’s
got a pocket with a lock, so you can keep money
and valuables in it safely. Not even a pickpocket
could open it! Another strong point is the logo on
the sleeve – a unique, one-off design by the
famous street artist, Miki Panos. So it looks
really cool.
OK, this is the design that gets my vote. The
jacket’s durable, functional, easy to use and,
above all, innovative. I think we should give it
our first prize.
2b Ask students to try to complete any gaps they can
before you play the recording.
• Play the audio and check the answers as a class.
• Refer students to the Language reference section
and exercise KL–4 on pages 138 and 139.
1 looks 2 aimed at, appeal to 3 features
4 qualities 5 unique 6 made from, waterproof
7 point, logo 8 functional, innovative
evaluation form. When evaluating, 1 = very bad
and 10 = excellent.
• Allow time for the group to describe their
products and fill in the evaluation forms.
• Tell students to fill in the total at the bottom of the
column after each description.
• While students are speaking, note common
mistakes they make with the Key language.
3c Ask one student to add up the marks for each
product and tell you the winner in their group.
• Finally, go through a selection of the mistakes you
noted in Exercise 3b.
HOMEWORK OPTIONS
Students do the Key language, pronunciation and
vocabulary exercises for this lesson in MyEnglishLab.
Students complete Exercise KL–4 in the Language
reference on page 139.
Students write a short letter to the winner in their
group in Exercise 3c. They should say what they
liked about the design and why it won. When you
mark the letter, pay particular attention to students’
use of the Key language.
2c Give students a maximum of five minutes to think
about their product and to make notes on it.
• Ask students to use their notes to describe their
product to a partner.
• Students are likely to need extra vocabulary for
this, so provide support and allow students to use
their dictionaries.
TASK: evaluating designs
3a Tell students to work in groups of four and choose
one product each to read about from those on
page 73.
• Remind students to make notes on things such as
who it’s aimed at and what special features it has.
• Move around the room to help with vocabulary or
tell students to use their dictionaries.
3bGive students time to think about any extra
information they want to invent and add to the
description of the product designs in Exercise 3a.
• Remind students the Key language is on page 138
of the Language reference.
• Give students a few minutes to think about what
language they will use to describe their product.
• Tell students to write the number of the designs
they hear about at the top of each column in the
Design
103
7.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on proofreading and writing a
report. Students listen to a lecturer giving advice on
checking written work and then use the tips to
proofread a report on hybrid bicycles. Next, they
focus on linkers for introducing a contrast, additional
information or a result. Finally, students write their
own report using notes provided.
Objectives
By the end of the lesson, students will have:
• understood the main points to consider when
proofreading written work
• practised proofreading a report
• extracted specific information from listening and
reading texts
• extended their range of linking words and phrases
• written a report in the context of design
Timings
If time is short, set Exercise 8 for homework.
Possible lesson break: after Exercise 5.
WARM-UP
This activity introduces the topic of proofreading
and editing, and some of the mistakes students
might make when writing.
• Copy the following two incorrect sentences exactly
as they are onto the board.
I go to home early on Wensday evening because i was
tired.
when he come at university each day, he studys very
hardly.
• Tell students to find all the mistakes and correct
them. Point out that there are both spelling and
grammatical errors in the sentences.
• The first student to finish wins (but check that all
the mistakes are corrected).
I went to home early on Wednesday evening
because I was tired. When he comes at to
university each day, he studies very hardly.
Design
STUDY SKILLS: proofreading
1 Focus students on the title of this section and
ask them what proofreading means (reading to
find mistakes).
• Give students time to discuss the questions. You
could extend the task by asking them questions
such as Why is it difficult to edit your own work?
What problems are there with using a spell-checker?
• Ask one or two students to tell the class about
their answers to the questions.
Students’ own answers
2a Read through the introduction and give students
three minutes to predict what they will hear.
• Tell them to note their answers down. Elicit some
of their ideas onto the board for comparison in 2b.
Students’ own answers
2b Play the recording without pausing.
• When students compare the lecturer’s ideas with
their own, refer back to the notes on the board
from Exercise 2a.
Points the lecturer mentions: check your
spelling and punctuation; check for
grammatical errors (verb tenses, prepositions,
word order); ask yourself: Is my meaning clear?
Will someone reading my work understand what
I’m trying to say?
2c Ask students to read the questions and answer
any they can before you play the recording again.
• Play the recording. Then ask students to compare
with a partner before you check answers with
the class.
1 a accommodation, receive, writing (students
put two Ts.) b gone instead of went, catched
instead of caught c depend of instead of
depend on
2 clear; reading; understand
Take this opportunity to check students
understand punctuate and full stop (give them
examples).
104
Audio script 7.5
Lecturer, Erika
L:
E:
L:
E:
L:
E:
L:
E:
L:
E:
L:
E:
L:
So you’d like me to give you some advice on
editing your work, Erika?
Yes, if you could give me a few tips, it would
be very helpful. I know I need to check my
written work more carefully.
OK, I’ll try to keep it simple. What are the
most common mistakes students make when
they write? These are the sort of things you
should be looking for. And everyone should
think about them when they check their
written work.
Exactly.
OK. I’ll give you five or six points to think
about. First of all, check your spelling and
punctuation carefully. If you’ve typed your
work, don’t forget to use a spell-checker.
Oh, yes. Good idea.
Of course, you’ll make mistakes with difficult
words, like, oh, erm, accommodation or receive,
but students often make mistakes with simple
words, like spelling writing with two Ts! And,
of course, you need to punctuate your work
correctly. Many students seem to forget that
we use full stops when we write English!
I know what you mean. My teacher is always
telling me to use a full stop instead of a
comma!
Right. And don’t forget about capitals. Check
your written work to make sure that you
have used capital letters where they’re
appropriate.
OK. Got that.
My next tip is to check your work for
grammatical errors. In particular, check your
verb tenses and verb forms. Make sure you’ve
used the right tense or form. You have
problems using the present perfect tense.
Think carefully before you use that tense. It’s
easy to make a mistake with a verb form,
especially with the past tenses of irregular
verbs. Don’t use gone when you mean went
and don’t use catched when it should be
caught. OK?
Right, I often make mistakes with irregular
verbs – they’re very difficult to learn and then
I write the wrong form in an essay.
Yes, they’re difficult and so are prepositions.
Check that you’ve written the correct
preposition after an adjective or verb. For
Design
E:
L:
E:
L:
E:
example, don’t write depend of when it should
be depend on. So many students make that
error – you wouldn’t believe it.
OK, be careful with prepositions. I’ll check
them in a dictionary if I’m not sure.
Good. Word order is important too. Check
that you’ve used the right word order in your
sentences. That’s especially important for
you.
Yes, that’s true – I often make mistakes with
word order. It’s a real problem for me.
My final piece of advice is, after you’ve
written something, always ask yourself the
questions: Is my meaning clear? and Will
someone reading my work understand what I’m
trying to say? That’s it, really. I hope my tips
will help you.
I’m sure they will. I’ll put them into practice
when I write my next essay.
3 Give students three minutes to answer the
questions and tell them to make notes.
Ask students to compare notes to help them
remember other problems and mistakes they have.
4 To lead in, ask students to quickly read through
the report to decide which bike they would buy.
• Ask if they noticed any mistakes in the report and
to give two or three examples.
• Give students plenty of time to find mistakes.
• Go through the answers with the class and correct
the mistakes.
• Finally, ask students if these are similar to the
mistakes they make.
If possible, reproduce the text so that the whole
class can see it. As you go through the answers,
underline and correct the errors.
a difference (line 11), cheeaper (line 13), weight
(line 17), bicycles (line 42), accellerate (line 49)
b vice (line 3), eastern (line 4)
c after university (line 8)
d Groundbreaker’s stability (line 44), Its gear
change (line 56)
e but it is not good on bumpy surfaces (line 37)
f so that so that (line 23)
g both cycles perform well (line 48)
h similar in length (line 16), suitable for riders
(line 25)
5 Ask students to read the questions before they
read the report again.
• Ask them to compare with a partner before you go
through answers with the class.
105
1 a Trekker 101 b Trekker 101 c Trekker 101
d Groundbreaker e Groundbreaker
f Groundbreaker
2 Both bicycles corner well. They have the
same high and low gears.
3 The Groundbreaker is stronger and more
durable. It performs better on rough surfaces.
WRITING SKILLS: a product report
6a Lead in by asking students to give examples of
linkers they have studied in previous units.
• When you check answers, point out the commas
after the three linkers.
1 a result 2 additional information 3 contrast
6b Allow students a few minutes to categorise the
words and to add one more to each category.
• Then ask students to write three sentences
showing each function.
a result: as a result, consequently
a contrast: although, however, whereas
additional information: also, furthermore, in
addition
Tell students that moreover can be used in the
same way as in addition but is less common.
7 Tell students they can use all the linkers in
Exercises 6a and 6b and work through the first
pair of sentences with the class.
• Students then complete the exercise individually
while you monitor to point out any mistakes.
• Ask students to compare with a partner before
you check answers with the class.
Possible answers:
1 Groundbreaker’s seat can be adjusted easily.
However,/On the other hand,/, whereas …/
Although Groundbreaker’s seat can be
adjusted easily, you need …
2 Both bicycles climb well. However,/On the
other hand, …/Although both bicycles climb
well, …
3 Trekker 101 is cheaper than Groundbreaker.
Furthermore,/In addition,/Moreover, …/It is
also much lighter.
4 Both bicycles are suitable for riding in town.
Furthermore,/In addition,/Moreover, …/
They are also ideal …
Design
5 Groundbreaker is a heavier bicycle.
Consequently,/As a result,/Therefore, …
6 Trekker 101 is suitable for medium-sized
riders. However,/On the other hand,/
, whereas …/Although Trekker 101 is suitable
for medium-sized riders, …
8 Give students time to read the notes and ask you
for help with vocabulary or use their dictionaries.
• Tell students to look at the structure of the report
on page 74. Highlight that they will need an
introduction, a paragraph on each quality or
feature and a conclusion which should include
recommendations.
• Then give students plenty of time to write a first
draft and remind them to use linkers.
• When students have finished their draft, tell them
to look back at the notes they made on their main
problems and mistakes in Exercise 3, the lecturer’s
advice in Exercise 2 and the mistakes in Exercise 4.
• Then ask them to proofread their report and write
a second draft.
• Take the reports in for marking, paying particular
attention to the use of linkers and common
mistakes.
HOMEWORK OPTIONS
Students do the study skills, writing and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
Students write a paragraph on a product (or
comparing two products) they own in order to
recommend it (or one of them) to another student in
the class. It’s not necessary for them to have all the
technical information provided in Exercise 8. In the
next lesson, ask students to swap their paragraphs
with another student and decide if they would buy
the product described. Then take the paragraphs in
for marking, paying particular attention to the use of
linking words and phrases.
106
8
Business
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
past continuous; past perfect simple
business terms and roles; collocations (2)
the language of negotiation; negotiating
recognising formal and informal language
formal and informal correspondence
8.1 IN BUSINESS
IN THIS LESSON
Lesson topic and staging
Students learn a set of vocabulary for business terms
and roles. They then read a website about starting a
business and listen to an interview giving advice for
new businesses. Students summarise the dos and
don’ts before planning a new business in their town.
Meet the Expert video
Watch the video to hear a businesswoman talking
about the restaurant she set up.
Objectives
By the end of the lesson, students will have:
• expanded their range of business vocabulary
• extracted specific information from reading and
listening texts
• participated in an extended speaking activity to
plan a new business in their town
Timings
If short of time, omit Exercise 8.
Possible lesson break: after Exercise 5 on page 77.
WARM-UP
• Divide the class into an even number of groups:
half are employers and half are staff members.
• Write: To succeed in business, staff/employers should ... .
Staff groups complete the sentence about
employers in three different ways and vice versa.
• Put students into new groups with a mix of staff
members and employers to compare sentences.
They should persuade each other that their
perspective is correct.
• At the end, ask the class to vote on which
perspective they think is the right one.
Greek proverb: It is much better to do business with
people you don’t know well because personal
relationships distract from good business decisions.
New Language Leader Intermediate Business
VOCABULARY AND READING:
business terms and roles
1 Discuss the questions with the whole class.
2a Students do the activity individually. When you
go through the answers, check the pronunciation
of competitors (stress on the second syllable).
1 staff 2 profit 3 wages 4 prices
6 taxes 7 customer 8 community
9 competitors 10 loss
5 law
2b Discuss the first statement with the class before
students discuss the rest in pairs. Encourage them
to agree/disagree with each other if necessary.
If time is short, choose only five statements.
When pairs have finished their discussion, put
them into groups of four to compare ideas.
Encourage them to agree/disagree if necessary.
3 Check that students understand role (what
someone does in their job).
• Ask students to compare with a partner before
you go through answers with the class.
• Some definitions may seem very similar to
students. Monitor to spot mistakes and ask
students to think again. If necessary, tell them to
use their dictionaries.
1 retailer 2 manufacturer 3 entrepreneur
4 partner 5 wholesaler 6 customer
7 supplier
To prepare students for Exercise 4, elicit/give the
stress on the following words and ask students to
repeat: manufacturer (third syllable); retailer (first
syllable); supplier (second syllable); wholesaler (first
syllable). Elicit/Give the pronunciation of
entrepreneur (/ˌɒntrəprənɜːr/).
4a Focus students on the website, tell them to read
the title and ask them to discuss what kind of
advice they expect to find.
• Tell students to read the four extracts and think
about their answers. Students discuss their ideas
in pairs before you get ideas from the class.
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4b Give students a few minutes to find the words.
and clarify any usage questions.
5 For each question try to encourage students to
move beyond short answers. For example, in
question 6, ask students to tell you more about the
entrepreneur and in question 2, ask students to tell
you more about the companies.
LISTENING
6a Ask students to do this task in pairs. Give them a
few minutes to think of as many ideas as possible
as this will help in the listening.
6b Read through the introduction with the class and
check they understand tip (a piece of advice).
• Students have a lot to write in this activity. If they
need extra time, pause the recording where
indicated in the audio script below.
• The activity mentions promotion. In feedback,
make sure students know that promote is the verb
and promotion is the noun. The meaning of promote
should be clear from the context.
1 finance, tax, selling, marketing
2 price, costs, competitors , promotion
3 marketing (the product in a different way to
different people)
Audio script 8.1
Interviewer, Allan
I:
A:
I:
A:
I:
A:
Tonight we’re focusing on starting your own
business. I have with me Allan Smith, an
accountant and business adviser. Good
evening, Allan; thanks for joining us.
Good evening, John; it’s a pleasure.
Allan, could I start by asking you to give us
the most important tips for someone setting
up a business?
Certainly. First of all, I’d say you must
understand you’ll never know everything
there is to know about running a business –
it’s as simple as that. So, you’ll need help in
certain areas – maybe with finances and tax,
or perhaps with selling and marketing. Once
you know the areas where you need help,
you can train yourself, or bring in an
employee who has the skill you need.
Another way is to get advice from an expert
or a friend who has their own business. OK?
Right, very useful. Anything else?
Yes, my second tip is all about marketing.
You need to be sure that your product will
Business
I:
A:
sell in sufficient numbers, at a price that
covers your costs. In other words, it must
give you a return on your money; it’s got to
make a profit. To do this, you must be clear
about how you price your product – for
example, are you going to price it above, the
same as or below your competitors? Then you
must also think about how you’ll promote it.
I mean, how are you going to let people know
about the product, so that they become aware
of it? That’s important. And, you know, you
may have to market it in a different way to
different people. That could be the key to
success.
OK, so good marketing is essential when you
start your own business.
Exactly.
6c Tell students the text in the question is not exactly
the same as the listening because it is a summary.
• When you check answers with the class, help
students with vocabulary that is new.
If you have students preparing for IELTS, remind
them that this task is similar to one of the listening
tasks often found in Part 3.
Audio script 8.2 and answer key to Exercise 6c
Interviewer, Allan
I:
A:
You spent many years, Allan, working in
accountancy firms with businesses that
failed, that went bankrupt. Why did most of
them fail?
Erm, I think there were three reasons really.
Firstly, some failed because the market had
moved on, and the business was left behind.
It was using old equipment that just wasn’t
up to date, wasn’t efficient – the printing
trade is a good example of that. Another
reason was that some of them depended too
much on one main customer, and then if the
customer decides they don’t need you any
more ... And the third reason, well, it could be
a number of things, poor planning, cash flow
problems, bad debts, erm, not dealing with
tax properly, that sort of thing – just not
managing the business properly.
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6dRead the statements before you play the recording.
• Don’t pre-teach vital or straight away before
students listen. If necessary, elicit/give the
meanings when you go through the answers.
1T
2 NG
3F
4T
SPEAKING
8 Read the questions before you play the recording.
• Students compare their answers with a partner. If
necessary, play the recording again.
Some businesses try to make their name more fun
or catchy by using a K instead of a C.
Audio script 8.3 and answer key to Exercise 6d
Interviewer, Allan
I:
A:
I:
A final question – what do you think about
business plans?
Oh, they’re vital. You should think of them as
a map which’ll take you from today to how
the business will be in a few years’ time. The
business plan will set out your objectives,
how you are going to get there, to achieve
them and how you’re going to measure your
progress. Too many people say their plan is
in their head, but when that happens, they
often can’t deal with unexpected things, like,
erm, sales that are lower than they hoped, or
rising costs. You should get your forecasts
down in writing.
Check how you’re getting on and use your
plan to help you succeed in the business. Oh
yes, one other thing – don’t expect to get the
forecasts right straight away. You’ll improve
later when you have more experience.
Thanks very much, Allan. Some good advice
there for people starting up a business.
7 Critical thinking: Summarising. Give students a
few minutes to do this as an individual task before
they compare their lists with a partner.
If you have students preparing for the PTE-A, play
recordings 8.1–8.3 again. Then give students ten
minutes to write a 50–70-word summary of the
main points.
Possible answers
Do: get help e.g. financial, tax, sales and
marketing; be clear about pricing; think about
promotion; deal with tax properly; write a
business plan, evaluate your progress
Don’t: get outdated; rely on one customer; plan
poorly; develop finance problems; keep your
business plan in your head.
1 car washing, KarKlean 2 wouldn’t need
much equipment, wouldn’t cost much to set
up, could make quite a lot of money
Audio script 8.4
A:
B:
A:
B:
A:
I think a car washing business is a good idea.
We’ll need to research the market a bit first.
Maybe the supermarkets will allow us to
wash customers’ cars in the car park?
Yes, good idea.
Also, how about contacting a local taxi firm?
They have a lot of cars which always seem
to be dirty. There could be a cleaning service
for the inside of the cars as well. We wouldn’t
need much equipment, but we should have a
good name – how about something like
KarKlean, with a K – you know, K–A–R K–L–
E–A–N?
Yeah, good idea. We could give people a
discount to start with and print a few leaflets
to advertise the business.
Yes, I don’t think it’d cost much to set up
the business and we could make quite a lot
of money.
9 Explain that students are going to have a similar
discussion to the one they heard in exercise 8.
• Put students into pairs. While they are speaking,
monitor and note common mistakes when using
the vocabulary from this lesson.
• Ask a few pairs to present their ideas to the class.
• Correct some of the mistakes you noted earlier.
If your students all live in different towns, ask
them to decide on a business for the town where
your school is. If none of the business ideas in this
activity is appropriate to the local environment,
choose a list of ideas that are more suitable.
MEET THE EXPERT
1 Go through the introduction and discuss the first
extract and the first question as a whole class.
• Give students five minutes to read the extracts and
discuss the questions in pairs. Write students’
ideas on the board for comparison in 2c.
Business
109
2a Play the video and ask students to number the
extracts in the order they hear them.
• Note: the speaker is a non-native speaker so some
of the structures are not grammatically correct.
2, 4, 3, 5, 1
2b Don’t confirm any answers at this stage.
2c Play the video again, pausing after each section.
a cheap for the customer and the business
b cooking in the customer’s home c bigger,
more demanding, staff to manage d She
wanted a name with meaning for her and
related to the business/food. e He is a
businessman and has published several books.
f She lost her job, always wanted to do
something for herself, enjoyed cooking, weren’t
many good Vietnamese restaurants at the time.
3 Students discuss the question in pairs before
opening it up for a class discussion.
Meet the Expert, Teresa Le, Businesswoman
I am Teresa Le. I was born in Vietnam, grew up in
Australia, in Sydney, now I run my own business,
my own restaurant in London.
I wanted to start my own business because I’ve
always wanted to do something for myself. And in
my last job, I got made redundant, just before the
financial crisis. Um, during that time, it was
actually quite difficult to look for another project,
so instead of finding myself another new project to
work on, I created my own project.
I started the business because I’ve always enjoyed
cooking, em, and having friends over, and a lot of
my friends feel the same, so I thought, you know,
why don’t I just start a business doing, teaching
people how to cook?
I started the business because for me at the time
there wasn’t many good Vietnamese restaurants in
London, and I quite enjoy making, you know, nice
authentic Vietnamese food. So the idea came about,
you know, ‘Why don’t I just go about and teach
people how to make good Vietnamese food at
home, in their own kitchen?’ Um, I got a few
friends together. We started with the idea, just
cooking at home. And they really enjoyed the
whole experience, using their own equipment, in
their own kitchens, and then after we finished that,
a few days later they actually recreated the whole
Business
thing in their own kitchen. It’s cheap for them; it’s
also very affordable for me to start the business as
well.
The business is Ládudu. La in Vietnamese means
‘leaf’ and Dudu means ‘papaya’ so together it’s
‘Papaya Leaf’. I originally wanted the business to
have some meaning for me, something to do with
the business itself, which is relating to food.
Eh, the business actually developed from home
cooking lessons into a restaurant. Some of my
friends actually came to my cooking lessons and
they really enjoyed the whole experience and ideas.
They invested some of their own money to help me
open the restaurant and so the business actually
turned into more from a one person into a company
with shareholders. Running a restaurant is
actually very different to running a mobile home
cooking business, in the sense that it’s much
bigger, it’s a lot more demanding, eh, coming from
managing just myself and my time, I now have to
manage over twenty staff.
When we first opened the restaurant, I worked as a
head chef in the kitchen for over six months. So the
whole menu was actually designed around what I
like and what I think that people would appreciate.
Em, the restaurant has been running for a year and
a half now and I actually have a head chef coming
on board, but all the original idea, all the menu is
still mine.
I’d like to develop the business further, by creating
a few more restaurants, turning it into a chain,
creating, developing new products, so Ládudu ... I
want to see as a brand name and something that I
can grow and expand.
Um, in terms of business icons, in this particular
field that I am currently in, I do quite like Jamie
Oliver. I admire him for his passion. To me, he’s
more than a chef. He’s clearly shown he loves what
he’s doing, he likes the food and he’s also a real
businessman as well. He’s published quite a few
books. I’ve actually been working on a cook book
idea myself, so, hopefully, one day I can get that
published, too.
HOMEWORK OPTIONS
Students do the vocabulary and listening exercises
for this lesson in MyEnglishLab. They can also do the
MyEnglishLab video activities after this point.
Students do exercise V1–6 on page 141.
110
8.2 BUSINESS
DILEMMAS
IN THIS LESSON
Lesson topic and staging
Students read about three ethical dilemmas and look
at pronoun referencing (e.g. their, those, it), before
discussing how they would react in these situations.
Students then focus on the past continuous and use it
to talk about an important event. Finally, students
write a paragraph about the event.
Objectives
By the end of the lesson, students will have:
• extracted specific information from reading texts
• revised the use of pronoun referencing (e.g. their,
those, it)
• extended their knowledge of the past continuous
• used the past continuous in speaking and writing
Timings
If short of time, omit Exercise 4b or set Exercise 9 for
homework.
Possible lesson break: after Exercise 4b.
WARM-UP
To introduce ethical dilemmas, read the following
aloud:
What would you do if:
a a classmate cheated in an exam, got a higher grade than
you and won the school prize as a result?
b your colleague stole money from the office, told you
they’d done it and then offered to buy you dinner with
the money?
• Check students understand cheat (e.g. copy
another person’s work).
• Put them into pairs to discuss the questions
honestly and tell them to give reasons.
• Get a few ideas from two or three pairs.
READING
1 Check students understand dilemma (a difficult
choice), ethical (morally right or wrong) and job
centre (the government office where jobs are
advertised and you get money to help you).
• Give pairs time to discuss the dilemmas before
getting a few ideas from the class.
If you are short of time, tell students to discuss
only one question.
Business
2a Focus students on texts 1–3 and ask them to use
the pictures and titles to predict what the dilemma
is in each text.
• Then tell students to read the three options (a–c)
and to compare them with their ideas. Then give
them two minutes to read the texts.
• Check answers with the class.
Text 1: c
Text 2: a
Text 3: b
2b Students read the statements for text 1, then
reread the text and decide if they are true or false.
• Repeat this procedure for texts 2 and 3.
• Before students begin, check they understand
decent (good), rotten (bad), bonus (extra money
paid for good performance or because of good
profits), illegally (against the law), go bankrupt (be
without enough money to pay what you owe).
• To follow up, ask students which dilemma they
think presents the most difficult decision.
Text 1
1 F (He said you weren’t paying enough
attention to your work.) 2 T
Text 2
3 F (Waste is within legal limits.) 4 F (The
company could go bankrupt.)
Text 3
5 T 6 F (You were given a watch and an
antique clock.)
3 Explain that we use these pronouns to refer to
things already mentioned or things mentioned
later in texts. This is to avoid repeating the
previous noun or phrase.
• When you go through the answers, ask students if
the pronoun refers to something already
mentioned or mentioned later.
1 the shirts (already mentioned) 2 the
company (already mentioned) 3 the polluted
waste (already mentioned) 4 everyone,
including yourself (already mentioned)
5 overseas supplier (already mentioned)
6 another present (already mentioned)
7 the radios (already mentioned)
To provide extra practice, tell students to look at a
text they read in one of the earlier lessons in the
Coursebook. Choose a text they found interesting
and tell them to find similar reference pronouns
and note which nouns or phrases they refer to.
111
SPEAKING
PRONUNCIATION
4a Critical thinking: Reacting to the topic. Give
groups five minutes to discuss their answers and
look up gift, bribe and punishment in a dictionary.
• Check answers with the whole class.
7a Say the weak and strong forms for students a
couple of times before you play the recording.
• Pause the recording after each sentence.
• Check answers and, if necessary, play it again.
• Ask students why the was/were is strong (because
it is a contrast to the first weak use).
7bPause the recording after each sentence for
students to repeat and correct their pronunciation.
1–2 Students’ own answers 3 If you are given
a bribe, the giver expects a favour from you. A
bribe is often illegal in business and politics.
4bTell students to give as much information as
possible and to ask follow-up questions.
• Monitor to help with extra vocabulary.
• In feedback, ask a few students to tell the class the
most interesting or surprising thing they heard.
Audio script 8.5 and answer key to Exercise 7a
GRAMMAR: past continuous
3
5 To lead in, ask students if they can give you an
example of the past continuous.
• Then set the exercise. Tell students to compare
their answers with a partner before you check
with the class.
• In feedback, refer to the context(s) in the text.
• Write one of the examples in italics on the board,
elicit and underline was/were and verb + -ing.
• For a full explanation and extra practice, see pages
140–141 of the Language reference.
4
a Text 3
b Text 1
c Text 2
6 Make sure students have matched the sentences
correctly before they write them in full.
• In feedback, write the answers on the board so
students can see the form and the use of commas.
Note: all the sentences can be written with the
when/while clause first or second. If it is first, the
clause must be followed by a comma.
1 c I met my old boss while I was travelling to
Warsaw for a conference. 2 d IBM offered me
a job while I was studying at Harvard. 3 e The
company was having financial problems when
a fantastic new contract was agreed.
4 b I was working at my computer when the
power cut happened. 5 f She found the
missing file while she was looking for some
other documents. 6 a We were talking about
our future strategy in a meeting when the Chief
Executive suddenly announced her resignation.
Business
1
2
We were having a meeting when the alarm
went off.
When the phone rang, I was talking to a
customer.
‘Was he working for you then?’ ‘No, he
wasn’t.’
‘Were they planning to buy another shop?’
Well, they said they were.’
8a Give students time to choose an event and plan
their answers.
If you are short of time, focus only on the third
bullet. Elicit two examples known to everyone in
the class. Then put students into groups to discuss.
8b Monitor to note mistakes with the past continuous
and weak forms. Drill the weak forms if necessary.
WRITING
9 Tell students to pay particular attention to the past
continuous/past simple when writing.
• When they have finished, ask students to swap
with a partner and try to correct any mistakes.
• Take the paragraphs in for marking and focus on
the past continuous/past simple.
Encourage students to self-correct using Exercises
5 and 6 and the Language reference.
Before or after taking the paragraphs in for
marking, post them around the room. Ask
students to read the paragraphs and then vote on
the best/most interesting/funniest.
HOMEWORK OPTIONS
Students do the reading, grammar and
pronunciation exercises for this lesson in
MyEnglishLab.
Students write a short paragraph to describe the
situation and difficult ethical decision in Exercise 4b.
112
8.3 BUSINESS
ICONS
IN THIS LESSON
Lesson topic and staging
This lesson looks at famous business people.
Students read different texts about business people
and share the information with a partner. They then
learn a set of business collocations. Next, students
focus on the past perfect simple and, finally, they
discuss questions about business icons.
Objectives
By the end of the lesson, students will have:
• extracted specific information from reading texts
• extended their range of business collocations
• revised/learnt more about the past perfect simple
• engaged in a group discussion
Timings
If short of time, set Exercise 4b for homework.
Possible lesson break: after Exercise 4b.
WARM-UP
This is a quiz on famous business people and their
nationalities. Write the following on the board:
1Ratan Tata
aAmerican
i manufacturing,
communications
and services
2Richard Branson
bItalian
ii media
3Oprah Winfrey
c British
iiitransport and
music
4Donatella Versace
dIndian
iv fashion
• Explain that the names are of famous business
people and the other two columns are their
nationalities and main areas of business.
• Students match a person with a nationality and an
area of business as quickly as possible.
• The first to finish wins.
1 d, i
Business
2 c, iii
3 a, ii
4 b, iv
READING
1 Elicit the meaning of brand (a type of product
made by a particular company, that has a
particular name or design). Then lead in by asking
students if they associate the people from the
warm-up with any brands.
• Give students a few minutes to discuss the
questions in the book. When they have finished,
get ideas from one or two groups. Ask the class if
they’ve heard of these brands/people and if they
can add more information.
2 Check students understand obituaries (short
biographies written after a person’s death).
• Tell students that they won’t be able to answer all
the questions but will find out more information
from their partner later.
• Tell them to ask you or use their dictionary for
problem vocabulary.
• When they have answered as many questions as
possible, put As and Bs into pairs.
• Tell them to share information by speaking but not
to read each other’s texts.
• Finally, go through answers with the class.
For question 6, students need to compare the
information they have to find the correct answers.
1 EL = cosmetics, AM = electronics, MM =
sports marketing, CY = soft drinks
2 EL = Youth Dew perfume, AM = one of the
first truly global companies, MM = inventing
sports marketing, CY = Red Bull
3 a CY b MM c AM d EL
4 a AM b AM
5 a EL and CY b AM and MM c EL and CY
d AM and MM e EL and CY
6 a MM b EL c EL d CY
3 Critical thinking: Identifying similarities and
differences. Give students five minutes to discuss
the questions in groups.
• In feedback, ask who students think had the
(un)happiest/poorest/most interesting childhood.
In an academic context, research and critical
thinking often involve students relating one
theory to another and looking for similarities and
differences. If you have students preparing for
academic study, ask them to bring in two texts on
related theories from their area of study and ask
them to explain any similarities or differences.
113
VOCABULARY: collocations (2)
4a Students may confuse found with the past simple/
participle of find. Found here is a completely
separate regular verb.
• Point out that the task is not to find the answers in
the texts (only some of the collocations appear in
the texts).
• Do the first item with the class to show that the
same verb is used in both spaces. Students then
complete the matching task individually before
checking with a partner.
1 make 2 go 3 set up 4 launch
6 run 7 recruit 8 reduce
5 do
4b Give students a few minutes to put these into the
correct order and then check as a whole class.
before
make a business plan, do some market research
start
go into partnership, set up a company; do the
first year accounts
during
make money/a profit, recruit talented
employees, launch a new product range,
launch an advertising campaign, recruit a new
manager, set up an overseas branch, reduce
production costs, run a factory
end
reduce the number of staff, run the business
badly, go out of business
GRAMMAR: past perfect simple
5a Students underline the verbs. Elicit how the form
is different from the past simple/present perfect.
celebrated, had founded, launched, had
noticed
5bTell students to compare with a partner before you
check answers with the class.
• While students are working, write the two
sentences from Exercise 5a on the board.
• In feedback, underline and number the relevant
parts of the sentences on the board.
To encourage students to think about meaning
and form themselves, refer them to the sentences
in Exercise 5a and the Language reference.
Business
1 celebrated , launched 2 had founded his
own company, had noticed young people’s
love of music 3 celebrated his twenty-sixth
birthday, launched the Walkman 4 We use
the past perfect simple for the action that
happened first. We form the past perfect
simple with had + (not) + the past participle.
Take this opportunity to remind students of the
contractions of had (I’d, he’d) and had not (hadn’t).
5c In feedback, emphasise that by means ‘at some
time in the period up to’.
We use the past perfect simple to talk about
events that happened by a certain time.
• For a full explanation and extra practice see the
Language reference on pages 140 and 141.
6 Students do this activity individually and then
discuss difficult items with a partner.
• Monitor and encourage students to self-correct
using the Language reference and Exercises 5a–c.
1 was 2 had created 3 had risen 4 left
5 became 6 rejoined 7 had lost 8 had
brought 9 developed 10 died
7a/b The aim of these activities is to practise the past
perfect, not to test students’ general knowledge.
• While students are speaking in pairs, note
mistakes they make with the past perfect.
• In 7b, encourage them to use contracted forms.
• At the end of the activity, go through answers and
ask students if they found out any new
information. (Do not give students the answers
until they have finished Exercise 7b.)
• Finally, correct the mistakes you noted earlier.
Students may not know all of these people. To
help, you could do some or all of the following:
1 Tell students to guess and then check their
answers in Exercise 7b.
2 Teach them the phrase I think + past perfect, but
I’m not sure.
3 Tell them to check their answers with different
students until they find a definite answer.
4 Ask students to use the internet to find the correct
information for homework.
Mozart: 1756–1791, Austrian classical composer
Amy Johnson: 1903–1941, British aviator
Usain Bolt: Jamaican sprinter
Leonardo DiCaprio: American actor
Lionel Messi: Argentinian footballer
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1 d By his twenty-sixth birthday, Akio Morita
had founded his own company.
2 i By the time of his death, Chaleo Yoovidhya
had become one of Asia’s richest men.
3 a By the mid-1960s, Estee Lauder had
launched the Aramis range.
4 g By 1990, Mark McCormack had become the
most powerful person in sport.
5 f By the age of six, Mozart had composed his
first piece of music.
6 c By the age of twenty-two, Usain Bolt had
broken the 100m and 200m world records.
7 h By the age of five, Leonardo DiCaprio had
appeared on TV.
8 b By the age of twenty-two, Lionel Messi had
won the FIFA player of the year.
9 e By the age of twenty-seven, Amy Johnson
had flown to Australia.
8 Give students a few minutes to think about their
ideas before putting them into pairs or small
groups for the discussion.
• While they are speaking, move round the class
noting common or important mistakes.
• Correct the mistakes you noted earlier.
• Open the discussion up to the whole class for
feedback.
HOMEWORK OPTIONS
Students do the vocabulary, reading and grammar
exercises for this lesson in MyEnglishLab.
Students research one of the people they learnt about
in Exercise 7 or one of the people discussed in
Exercise 8 and write a short biography using the past
perfect and past simple.
Business
8.4 SCENARIO:
SUNGLASSES
AFTER DARK
IN THIS LESSON
Lesson topic and staging
This lesson focuses on the language of negotiation.
Students look at some tips for negotiating and then
read the scenario about an Italian wholesaler who
wants to import sunglasses from overseas. Students
listen to two people trying to negotiate a deal for
importing this product before focusing on the Key
language. Finally, the task asks students to role play
the negotiation themselves.
Objectives
By the end of the lesson, students will have:
• learnt useful phrases for negotiating
• used this language in a real-life situation to
negotiate a deal for the importation of sunglasses
• extracted specific information from a listening text
• participated in extended speaking practice
Timings
If short of time, omit Exercise 1, but explain that
negotiating is not only useful in the business world.
Possible lesson break: after Exercise 5b.
WARM-UP
• Tell students to look at the photos of sunglasses on
pages 82 and 83.
• Students choose a pair they like, but don’t tell the
other students which one it is.
• Put students into pairs and tell one to describe
their sunglasses to the other. The second student
tries to guess which pair.
• Repeat the procedure with the second student
describing their sunglasses.
115
SITUATION
1 The aim of this lead-in activity is to show students
that negotiation is not just important in the
business world.
• Check students understand negotiate (discuss
something in order to reach an agreement).
• Give students five minutes to discuss the
questions. Then get ideas from a few pairs.
Students’ own answers.
2 Give students five minutes to discuss the list and
give a time check after three minutes.
KEY LANGUAGE: the language of
negotiation
5a Ask students to try to complete as many gaps as
possible before you play the recording again.
• Play the recording without pausing and ask
students to compare with a partner.
• Check answers with the class and tell students
placing means the same as making here.
• Ask students if Vanessa and Bob sounded polite
or rude (impolite) and emphasise that it’s
important to use a fairly high tone to sound polite
in this context.
1 order 2 placing 3 afraid 4 pay, Will
5 understand 6 feel 7 fine
Students’ own answers.
Put pairs together to form groups of four. Tell the
new groups they have to agree on four tips and set
a time limit. Repeat the procedure until the whole
class agrees on four tips.
3 Tell students that Domino s.p.r.l is a wholesaler
involved in fashion (students learnt the word
wholesaler in Lesson 8.1).
• Then ask them to read the text individually.
• In feedback, check students understand peak season
(the time of year when the largest number of
people do the same thing).
• Follow up by asking students if they wear
sunglasses in winter and/or in the evening. Why?
People are wearing sunglasses all year round,
and also in the evening, as a fashion accessory.
4a Read the situation and the question with the class,
and then play the recording without pausing.
• When you check the answer, don’t elicit reasons
for the negotiation being unsuccessful because this
will give students the answers to Exercise 4b.
The negotiation is not successful.
4bTell students to read the questions before you play
the recording again without pausing.
• Tell students to compare with a partner before you
check answers with the class.
Audio script 8.6 and answer key to Exercise 5a
Vanessa, Bob
V:
B:
V:
B:
V:
B:
V:
B:
V:
B:
V:
B:
V:
B:
1 about 50,000 2 Vanessa wants them in
August, but Bob can’t deliver until maybe
September. Bob wants payment on delivery,
Vanessa says she’ll pay after 60 days. Bob asks
for payment after 30 days, but Vanessa isn’t
sure about this.
Business
V:
Could I speak to Bob, please?
Yes, speaking, how can I help you?
Hi, Bob. It’s Vanessa from Domino in Italy
here.
Hi, Vanessa. How are things?
Fine. Did you get my email?
Yes, I did, but I’ve been really busy – sorry I
haven’t replied. You want to order some
sunglasses from us.
Well yes, maybe. Thanks for the samples you
sent us, Bob – they certainly look good.
They sure are, Vanessa – they’re selling really
well. OK, how many would you like to order?
Mmm, well, we’re thinking of placing quite a
large order, about 50,000, at the price you
gave us in the email.
Great!
Yeah, but it’s really important that you can
deliver to us in August.
Oh, I’m afraid that would be a bit difficult,
Vanessa; we’ve already still got quite a few
summer orders to deal with. Maybe in
September – that should be OK.
What about if we pay earlier? Will you be
able to deliver in August?
Vanessa, let me check if I understand you: do
you mean payment on delivery, in August?
Well, that would be good ...
No, we couldn’t pay that soon. I was thinking
of paying after 60 days. How do you feel
about that?
116
B:
V:
B:
V:
B:
Sorry, Vanessa, I don’t think we can wait that
long. How about 30?
I’m not sure about that. OK, Bob, look: I’ll
think it over and maybe get back to you.
That sounds fine. Well, I hope to hear from
you soon.
Right, Bob, thanks a lot. Bye for now.
Bye.
When you go through the answers, refer students
to the Key Language on page 140 of the Language
reference. Also write the phrases below on the
board so that students can refer to them when they
negotiate in exercise 6b.
We’re thinking of + verb-ing.
I’m afraid that would be a bit difficult.
What about if we + infinitive?
Will you be able to + infinitive?
Let me check if I understand you.
How do you feel about that?
That sounds fine.
5bGive students time to do this activity individually.
• When you elicit the answers, check pronunciation.
a5
b2
c1
d7
e4
f6
g3
6bBefore students begin the negotiation, remind
them of the phrases from Exercises 5a and 5b, and
the tips in Exercise 2.
• If you have an odd number in your class, form a
group of three with two As or two Bs.
• Give a maximum of ten minutes for students to
finish their negotiation.
• While students are negotiating in pairs, monitor
and note common mistakes when using the Key
language from Exercises 5a and 5b.
• At the end of the activity, ask each pair if both A
and B students got a good deal. Why? Why not?
• Finally, correct some of the most common
mistakes you noted earlier.
7 This task gives students a chance to reflect on how
well they did. Give students five minutes to
discuss the questions before asking one member
from each group to feed back to the whole class.
HOMEWORK OPTIONS
Students do the Key language and pronunciation
exercises for this lesson in MyEnglishLab.
Students do exercise KL–5 on page 141 of the
Language reference.
You could add the phrases below to the board,
next to those from Exercise 5a.
Let’s see if I’ve got this right.
We’re considering + verb-ing.
What sort of + noun do you have in mind?
That seems OK.
If we + infinitive, can you ...
What do you think of the + noun?
I’m sorry. That could be a problem.
TASK: negotiating
6a Remind students that the negotiation in Exercise 4
wasn’t successful and ask them what they think
Domino s.p.r.l should do next. Then read through
the introduction and questions.
• Divide the class into two groups (As and Bs). If
you have a large class, have two of each.
• Give students time to read and think about their
answers individually before the group discussion.
• Give the groups ten minutes to discuss the
questions and take notes that they can use in the
negotiation later.
• Monitor and help with extra vocabulary.
• Give the class regular time checks so that all the
groups finish at the same time.
Business
117
8.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on recognising formal and
informal language and writing correspondence in
different registers. Students study the differences
between formal and informal language in written
texts. They then learn useful phrases for formal,
neutral and informal emails and use these to change
the register of example emails. Finally, students write
their own emails for different situations.
Objectives
By the end of the lesson, students will have:
• extended their understanding of the differences
between formal and informal registers in writing
• learnt a set of useful phrases for writing emails
• extracted specific information from different types
of correspondence
• written emails in both formal and informal
business contexts
Timings
If short of time, write one of the emails in Exercise 7
in class and set the other two for homework.
Possible lesson break: after Exercise 3.
WARM-UP
This activity introduces the topic of register. Write
the following phrases on the board (without the
answers in brackets).
Hi (I)
Could you help me with this, please? (F)
How’s it going? (I)
That really gets on my nerves. (I)
Nice meeting you. (I)
How do you do? (F)
It’s been a pleasure meeting you. (F)
Good afternoon. (F)
Give me a hand, will you? (I)
I’m afraid that makes me feel rather angry. (F)
• Individually, students put the phrases into two
groups, Formal and Informal, and then compare
their answers with a partner. Answers are in
brackets above.
• Finally, elicit situations in which you could use
each phrase.
Business
STUDY SKILLS: recognising formal
and informal language
1a Check students understand correspondence (pieces
of writing to communicate between people).
• Ask students to try to label the different types of
writing (1–6) before they look at the list given.
• Then tell them to look at the list to check their
answers and label the pieces they didn’t know.
• When you go through the answers, check students
understand minutes (a record of a formal meeting).
• To follow up, ask students which of these types of
correspondence they have written/write regularly
in English and in their own language.
1 report 2 note 3 email 4 email
5 minutes 6 SMS message
1bTell students to compare their answers with a
partner before you check with the class.
Students may just say that a piece is informal
because of the language used. Prompt them by
asking: But why does the writer want the piece to
sound more/less formal?’
1 Formal, because it’s for an unknown and/or
public audience. 2 Informal, because Dan and
Jane have a friendly relationship. Also, Dan is
possibly superior to Jane in the company.
3 Formal, because the two people don’t know
each other and have a business, not a personal
relationship. Note: this shows that emails can
now be formal (like a letter) as well as formal.
4 Informal, because the two people know each
other and have a friendly relationship.
5 Formal, because it’s the minutes from a
business meeting. 6 Informal – direct and
uses abbreviations like cu.
2a Recognising register. Give students a few minutes
to work alone on this.
• In feedback, tell students that the answers are
generally true but there are exceptions. For
example, informal writing will use full forms
instead of contractions to emphasise a point.
1 informal 2 formal 3 formal 4 informal
5 formal 6 informal 7 informal (and formal,
if the text is written in note form e.g. text 5)
8 informal and formal (depending on the type
of text) 9 informal
118
2bTo begin, elicit how to form the passive (be + past
participle), what a phrasal verb is (verb +
preposition with a meaning not obvious from the
words), and the imperative (no subject pronoun).
• Give students five to ten minutes to find examples.
Tell them to underline the examples and write the
text number next to the relevant feature in the list.
• Students compare with a partner before you check
answers with the class.
• In feedback, go through the notes provided in
brackets with the answers below.
Tell students that when they learn a new word
(e.g. the examples for feature 5), it is a good idea to
learn how formal/informal/neutral they are. They
can find this information in a dictionary.
1 Text 2: I’ll; Text 4: I’ll. 2 Text 1: it is; Text 3: I
will, I would; Text 5: Martin Schwartz will
prepare (Note: we don’t normally contract a
person’s name and will in either informal or
formal texts.) 3 Text 1: It is recommended, are
contacted, informed, should be arranged; Text
5: was approved 4 Text 2: get back (reply),
find out (discover); Text 4: firm up (make more
definite) 5 Text 1: therefore (so), option
(choice, idea), improve (make/get better),
morale (happiness), recommended (it’s a good
idea), informed (told), requirements (what we
need); Text 3: unfortunately (sorry, but), unable
(can’t), attend (come to), due to (because of),
prior (earlier), engagement (meeting, plan),
however (but), grateful (pleased) 6 Text 2: can
you find out what …? 7 Text 1: March/April
(March or April); Text 2: Also wants (He also
wants); Text 4: got (I/we got), Text 5: for next
meeting (for the next meeting), prepare detailed
budget (prepare a detailed budget). (The
formal texts are missing words because they
are written in note form – this does not make
them less formal.) 8 Texts 2 and 4: Let me
know 9 Text 2: tbc (to be confirmed), asap (as
soon as possible); Text 5: MS (Martin Schwarz);
Text 6: ETA (estimated time of arrival), pls
(please), cu l8r (see you later)
3 Beginning and ending correspondence. Give
students time to complete this task alone.
• In feedback, elicit a few other examples of formal
and informal endings (e.g. formal: Regards, Yours
faithfully; informal: Lots of love, All the best).
3 Dear ...; Yours sincerely
Business
4 Hi ...; Best wishes
WRITING SKILLS: formal and
informal correspondence
4 To lead in, ask students if they write emails or
other texts in English and if they make mistakes or
find this type of writing difficult.
• Tell them you are going to look at a procedure that
might help them when writing.
• Go through the instructions and list with students
and check they understand edit (correct spelling,
change the order, choose a different word, etc.),
brainstorm (think about all the possible content
without thinking about the order) and functions
(purpose of the email, e.g. to complain / advise).
• Emphasise it is the bold letters that will spell a
word if the order is correct.
• Ask students to compare with a partner before
you check answers with the class.
• To follow up, ask students if they think this is a
useful procedure and why.
1 Who 2 Register 3 Information 4 Type
5 Edit 6 Send (The word is WRITES.)
If you have students preparing for academic
study, this procedure is also useful. They will need
to change the focus of some points (e.g. Who is the
email to? becomes Who is going to read this essay?),
but the procedure stays the same.
5 Focus students on the table on page 85 and go
through the layout (register across the top,
functions on the left, language examples in the
main part).
• Give them a minute or two to read the examples in
the table and note where the gaps are.
• Then ask them to read all the phrases in Exercise 5
before they decide where they should go.
• Ask students to compare with a partner before
you check answers with the class and go through
the notes in brackets below.
Some of the notes in brackets will help students
with the grammar they need to use in Exercise 6a.
1 Got your message on ... (+ day) 2 I have
some good news (about ...) (+ noun/+ verb-ing)
3 I regret to inform you ... (regret = sorry) 4 I
would be grateful if you could ... (+ infinitive
verb) 5 I can’t make it as ... (make it = come to
the arranged meeting; as = because) 6 If I can
help in any way, please contact me again.
7 Please find attached ... 8 Speak to you/See
you soon.
119
6a Before students do this activity, ask them to
quickly read text 1 and tell you its function (to
give information about online shopping).
• Tell students to look at the words around the bold
phrases before they decide their answer.
• While they are working, monitor to point out
mistakes students make.
I am writing to advise you of = I am writing to
tell you about I am delighted to inform you
that = I have some good news about shopping
at Shoes 4U (or any reasonable and accurate
answer)
I would be grateful if you could = Could you
possibly
I look forward to hearing from you soon =
Looking forward to hearing from you soon
HOMEWORK OPTIONS
Students do the study skills, writing and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
If you have a work email address, ask students to
write you an email about their day/week/weekend
and send it to your address. You can mark the email
and then return it to them electronically.
6bBefore students do this activity, ask them to
quickly read text 2 and tell you its function (to
refuse an invitation and make a request).
• Tell students to look at the words around the bold
phrases before they decide their answer.
• While they are working, monitor to point out
mistakes students make.
Got your email on Friday = With reference to
your email of last Friday
Sorry, but I can’t make it = I would like to
apologise for not being able to attend
/Unfortunately I am unable to attend
Please let Mark know = I would be grateful if
you could let Mark know / Please inform Mark
Please feel free to call/mail me again if you
need any more help = If you need any further
help, please do not hesitate to contact me again
Speak to you soon = I look forward to hearing
from you in the near future
7 Before students begin to write, ask them to read
the procedure in Exercise 4 again.
• In the editing stage, tell them to ask you about
vocabulary or grammar they are unsure of.
• When they have finished each email, tell students
to swap with a partner to comment on each other's
content and language and point out any mistakes.
• Take the emails in for marking, paying particular
attention to features of formal/informal writing
and use of phrases from Exercise 5.
If you are short of time, choose one or two
situations to do in class and set the other for
homework.
Business
120
9
Engineering
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
the passive; articles
collocations (3); hazards and global threats
discussing options, making decisions; assessing a project
participating in a group discussion
describing a process
9.1 FROM ENGINES
TO ENGINEERS
IN THIS LESSON
READING
Lesson topic and staging
Students start by reading a text about engineering
and women in this field. They then listen to a woman
engineer talking about her experiences and focus on
topic-related collocations. Next, students discuss
some of the greatest achievements in engineering
and choose one to write about.
Objectives
By the end of the lesson, students will have:
• extracted specific information from reading and
listening texts
• learnt collocations in the context of engineering
• discussed and written about great engineering
achievements
Timings
If short of time, omit two categories in Exercise 6.
Possible lesson break: after Exercise 2c or 4.
WARM-UP
Write the following on the board:
1 the pyramids
a
2 Museo Guggenheim
b
3 the Golden Gate Bridge
c
4 Hermitage Museum
d
5 Machu Pichu
e
Gordon L. Clegg quote: This quote means that you
need engineers to do the practical work while others
do the ‘academic’ work. It implies that engineers are
superior to others because their work is more ‘real’.
Spain
Russia
Peru
the USA
Egypt
• Students match the buildings with countries. The
first to finish shouts ‘Stop!’ Give a point for each
correct answer and another if they can name the
city.
1 e Cairo 2 a Bilbao (also a Guggenheim
Museum in New York) 3 d San Francisco
4 b St Petersburg 5 c no city
New Language Leader Intermediate Engineering
1 To lead in, focus students on the main photo and
elicit what it is (part of an aeroplane). Ask them
who designs aeroplanes and elicit engineer.
• Discuss the quote with the class (see above).
• Students then discuss the questions with a partner.
2a Critical thinking: Identifying genre. Tell students
they don’t need to read details to answer these
questions. Give them 15 seconds to skim the text
and answer the questions.
• Go through answers with the class.
The text is probably a leaflet or an
informational ad in a magazine aimed at
women (the title and the photo tell you this).
Before students do this activity, you could remind
them of the skimming strategy from Lesson 6.5.
2bStudents read the headings before reading the text.
If you have students preparing for IELTS, add one
more heading to act as a distractor.
• Tell them to compare with a partner before you
check answers with the class.
• Ask if students now have more understanding of
what an engineer does and if the women in the
class would consider being an engineer.
1c
2a
3b
4d
5e
2c Students underline the types of engineering in
paragraph 5 and then do the matching.
• When you go through the answers, elicit/give the
meanings of problem words (e.g. pacemaker).
1 civil 2 aeronautical 3 mechanical
4 computer 5 biomedical
121
LISTENING
3a Read the introduction with the class and check
they understand high position (important job).
• Set the question and then play the recording.
• Go through the answer with the class. In feedback,
don’t teach difficult language because this will
give students the answers to Exercise 3b.
aeronautical engineering, but studied
mechanical engineering at university
3bRead through the statements and emphasise that
they are all incorrect. Play the recording again.
• Give students a few minutes to correct the
statements and compare with a partner.
• If necessary, play the recording again.
• Go through answers with the class and check any
difficult vocabulary (e.g. lab).
I:
L:
I:
L:
I:
L:
1 a test lab for aeroplanes 2 commercial planes
3 a lot of men 4 likes the challenge of finding
solutions to problems; engineering is fun,
exciting and satisfying
If students find this listening difficult, pause after
each answer and give them time to write.
4 Allow five to ten minutes for this activity.
• Encourage students to give reasons for their
opinions and to agree/disagree with each other.
• In feedback, ask two or three pairs for their ideas.
I:
L:
Audio script 9.1 and answer key to Exercise 5a
Interviewer, Lindsey
I:
I:
L:
L:
I:
L:
For our next guest on A Woman’s World, I’d
like to welcome to the programme Lindsey
Barone, head of engineering at Swift
Aerospace – a very good example of a woman
in a man’s world.
Good morning everyone.
Lindsey, you’re an engineer, but why did you
become one? What got you interested?
Well, from a young age I was always
interested in how things work. I chose
engineering as a career because I wanted to
make things better. Engineering isn’t just
about testing theories and building models.
It’s about designing new products and
finding new uses for old products. I suppose
at its most basic it’s about how to solve
problems. It’s great when you make a
Engineering
I:
breakthrough and improve the way the
world works!
Mmm, interesting. And could you tell me a
bit about your training?
Well, I studied engineering at university. I
was the only woman in the mechanical
engineering department!
So, how was that?
Well, at first I felt a bit uncomfortable, but
after a while it didn’t bother me. People got
used to me and I was treated like anyone else.
In fact, sometimes it was a bit of an advantage
because people liked to have me in their
team!
You’re head of engineering now. How did
you get to where you are today?
Well, I started in a test lab for aeroplanes. I
did stress and safety tests there. Basically, I
broke things! Doing that sort of research is
very important as it tells you what loads the
structures can carry. Then I went into
aeroplane design. I worked on all areas of
commercial planes before moving into project
management in the aircraft industry.
Now you’re head of department and I guess
in charge of a lot of men. How do you find
that?
Well, it wasn’t too easy at first. I had to prove
myself. It’s true, it’s a very male environment.
When they could see that I had good practical
experience and ability, and could meet my
deadlines, everything was fine.
I suppose that’s true of anyone who’s in
charge. OK, Lindsey, finally – what’s the best
thing about being an engineer?
Oh, that’s an easy one to answer. I love the
challenge of finding solutions to problems. I
hope that what I do improves people’s lives.
For me, engineering is fun, exciting and
satisfying. We really need more women
coming into the profession!
Thanks very much, Lindsey. Now, our next
guest is someone who ...
122
VOCABULARY: collocations (3)
5a Tell students these collocations are from the
listening in Exercise 3 and to use their dictionaries
to check meanings.
• Ask students to compare with a partner before
you check answers with the class.
1e
2g
3c
4b
5 a/f
6 f/a
7d
8h
5b Play the recording or refer students to the script
on page 171 to check their answers.
• Feed back onto the board any other combinations
students can think of using the words.
Possible answers
test a model/prototype, build a theory, make a
model/prototype, find a problem
5c Tell students they will need to change the tense of
some verbs to fit the gaps.
• Ask students to compare with a partner before
you check answers with the class.
1 do, safety tests 2 made, breakthrough
3 found, solution 4 build, model 5 test,
theory 6 do, research 7 solve, problem
8 meet, deadlines
• In feedback, get ideas and reasons from all groups.
• Correct some of the mistakes you noted earlier.
Panama Canal: a canal connecting the Pacific and
Atlantic Oceans through Panama, Central America
WRITING
7 If possible, get students to do some research on the
engineering achievement they choose.
• Give students time to make notes or research the
topic online.
• Then give them at least 15 minutes to write a first
draft of their paragraph and monitor to point out
mistakes they make.
• Finally, give students time to write the final draft,
including the mistakes you pointed out earlier.
• Take the paragraphs in for marking, paying
particular attention to vocabulary.
HOMEWORK OPTIONS
Students do the vocabulary and listening exercises
for this lesson in MyEnglishLab.
Students do exercise V1–5 on page 143 of the
Language reference.
Students write the first or final draft of their
paragraph in Exercise 7 at home.
For extra practice, ask students to do exercise V1–5
on page 143 of the Language reference.
5d Give students a few minutes to find these. As an
extension, ask students to write example sentences
using these combinations.
problem solver, find solutions to problems,
solve the problem
SPEAKING
6 Read through the list of achievements with the
class and check they understand thermometer (to
test someone’s temperature, mime putting a
thermometer in your mouth), laser surgery
(medical surgery and operations using an intense
beam of light, e.g. helping people with eye
problems) and Panama Canal (see background
information).
• Put students into small groups to add one more
achievement to each category.
• Elicit ideas from the class and then ask them to
discuss questions 2 and 3.
• While they are speaking, monitor to note common
mistakes with the vocabulary from this lesson.
Engineering
123
9.2 SURVIVAL
ENGINEERING
IN THIS LESSON
Lesson topic and staging
This lesson looks at how engineering can make
people safe. Students learn some space-related
vocabulary and then read an article about the
possibility of asteroids hitting the Earth. Next,
students focus on passive forms in different tenses.
Finally, students discuss and rank global threats.
Objectives
By the end of the lesson, students will have:
• extracted specific information from a reading text
• extended their range of vocabulary in the context
of hazards and global threats
• extended their knowledge of the passive forms
• participated in an extended speaking activity
Timings
If short of time, omit Exercise 3c or 5.
Possible lesson break: after Exercise 5.
WARM-UP
• On the board, write threats to Earth and check
students understand the phrase (dangers that
might destroy or harm the Earth).
• Put students into pairs and tell them to write as
many threats as they can think of in five minutes.
If necessary, give an example, e.g. poverty.
• When they have finished, write their ideas on the
board. Elicit or give asteroids from space (or
something similar) and use this as a lead-in to
exercise 1a.
VOCABULARY: hazards and
global threats
1a Focus students on the photo, ask them what is
happening and elicit/give asteroid and collide.
• Tell students the words in the box come from the
reading text they are going to look at later. Give
students a few minutes to do this activity and tell
them to use their dictionaries to help them.
1 meteor 2 meteorite 3 asteroid 4 probe
5 hazardous 6 deflect 7 collide 8 extinction
1b Give students a few minutes to complete this
individually.
Engineering
• Ask students to compare their answers with a
partner before checking as a whole class.
1 asteroid 2 collide 3 extinction
5 hazardous 6 probe
4 deflect
READING
2 To help students with this discussion, you might
want to write a few prompts on the board to guide
their discussion. For example, size, how often they
hit Earth, how close they come to Earth.
• Once students have discussed the topic in groups,
ask them to think about what they would like to
learn about asteroids from the text.
3a Focus students on the topics and ask if anyone
knows anything about them.
• Tell students to read the text and put them in
order. Give a short time limit to complete this task.
• Go through the answers with the class.
2 2005 YU55
1 Yucatan Peninsula
4 Methods to avoid collisions with asteroids.
3 99942 Apophis
3b Encourage students to write in their own words.
Possible answers
1 Yucatan Peninsula: When a large meteorite
hit the Earth 65 million years ago, it might
have caused the extinction of dinosaurs.
2 2005 YU55: came close to the Earth in
December 2005. It was followed by NASA as
it was thought to be dangerous, potentially
causing an earthquake or tsunami.
3 99942 Apophis might fly close to the earth in
20 years’ time. Russian scientists are
particularly worried about it.
4 Methods to avoid a collision: use spacecraft
to change its direction, hit it with a missile,
use a satellite to change the direction.
If you have students in an academic context, you
could ask them to use their notes to write out a
summary of the text or to paraphrase a part.
3c When students are doing this task, ask them to
discuss any differences in their notes. What details
have they both focused on and how detailed are
each person’s notes?
4 Critical thinking: Identifying facts. Before
students do this task, ask them how they can
identify facts and speculation.
124
• Give students five minutes to find examples. Note:
the key below gives suggested answers, but there
are arguably other examples of facts and
speculation in the text. Accept all reasonable
answers that students can justify.
Facts
The meteor weighed 10 tonnes and was
travelling at an estimated speed of 50,000–
60,000 kph before it disintegrated.
The Earth has been struck many times in the
past by large objects.
2005 YU55 was first seen in December 2005.
Speculation
Many scientists and historians believe that the
extinction of the dinosaurs and other animals
was a result of this collision.
However, if the asteroid had crashed into the
Earth, it could have caused a huge earthquake.
If it had fallen into the ocean, it could have
produced a 20-metre tsunami .
Facts tend to appear more commonly in scientific
subjects than in the social sciences. Ask students
what else is important in judging the quality of an
opinion in a text. For example; who wrote it, what
the publication is, when it was written, is there
any bias?
5 Give students a few minutes to discuss this with a
partner before opening it up for a class discussion.
GRAMMAR: the passive
6a Focus students’ attention on the highlighted
phrases in the text and the rules in the exercise.
Students then match each phrase to a rule.
• After checking answers, write one more example
of each use on the board.
• Read through the Grammar tip with the class.
1 Further research will be carried out in the
future. 2 The rock, 2005 YU55, as its name
suggests, was first seen in December 2005
3 The threat from Apophis is considered by
Russian scientists
6bIf students find this activity hard, refer them to the
Language reference on page 142 for help.
• Go through the answers and label the tense on
each example you wrote on the board in 6a.
a the threat is considered (note ‘scientists are
concerned’ and ‘researchers are worried’ are
Engineering
adjectives rather than passives) b the rock
was first seen c the Earth has been struck,
methods have been proposed d research will
be carried out e action should be taken
7 When setting up this task, make sure students
realise that they need to use different tenses.
• Do the first two together on the board and then
give students a few minutes to complete the gaps.
1 were killed 2 have been shocked 3 are called
4 live 5 cause 6 have been weakened 7 cause
8 will be found 9 could/ will be wiped out
8a Read through the instructions, then tell students to
look at the table and instructions on page 157.
• Do one example with the class
• Tell students to use their dictionaries to check the
meaning of verbs.
• Monitor to correct use of the passive, tenses and
prepositions, but don’t correct factual mistakes
because these will be discussed in Exercise 8b.
8bIf pairs have different answers, ask them to try to
decide which is correct.
• Go through the answers with the class.
If possible, reproduce the answers below so the
whole class can see them.
1 The ballpoint pen was invented by Laszlo
Biro. 2 Nokia mobile phones are made/
manufactured in Finland. 3 Diamonds are
mined in South Africa. 4 The World Wide
Web was invented by Tim Berners-Lee.
5 The telephone was invented/developed by
Alexander Bell. 6 Tea is grown in Sri Lanka.
7 Toyota cars are made/ manufactured in
Japan. 8 The first motor car was made by Carl
Benz in 1884. 9 The Republic of Turkey was
created by Ataturk. 10 Gravity was
discovered by Isaac Newton. 11 Algebra was
invented by the Muslim mathematician AlKhwarizmi. 12 The first mercury
thermometer was invented by Fahrenheit.
13 Facebook was created by Mark Zuckerberg.
14 Penicillin was discovered by Alexander
Fleming.
8c Tell students to choose one student in their group
to write the sentences they can remember.
• Ask each group to read out their sentences and
give one point for each correct answer.
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SPEAKING
9 Check that students know all of the vocabulary by
asking questions about each word (e.g. Which city
do you know that is overpopulated? Which areas of the
world are at risk from drought?).
• Once students show they know all of the words,
ask them to choose the three they think are the
most serious and to rank them from 1–3.
• While they are doing this, ask them to think of
reasons for their choices.
• Elicit rankings from the class and try to agree on
an order.
HOMEWORK OPTIONS
Students do the reading, vocabulary and grammar
exercises for this lesson in MyEnglishLab.
Students do exercises G1–1 and 2 on page 143 of the
Language reference.
Students research one of the items in the table on
page 157 and write a paragraph saying who invented
it, who developed it, where it was developed and
what it is used for.
9.3 SUPERSTRUCTURES
IN THIS LESSON
Lesson topic and staging
This lesson looks at large man-made structures.
Students read a short text about a transatlantic
tunnel and use it to focus on articles. They then read
two more texts about superstructures and compare
these with the text at the beginning of the lesson.
Finally, students debate whether spending money on
building superstructures can be justified.
Objectives
By the end of the lesson, students will have:
• extracted specific information from reading texts
• revised and practised using articles
• held a debate on spending priorities
Timings
If short of time, set Exercise 4 for homework.
Possible lesson break: after Exercise 4 or 5b.
WARM-UP
This activity uses superlatives and introduces the
topic of superstructures.
• Write the following on the board:
1 the tallest building
3 the highest mountain
2 the longest river
4 the busiest airport
• Put students into small groups and tell them to
answer as many questions as possible.
• Give students one point for each correct answer.
• The groups with the most correct answers wins.
1 the Burj Khalifa – 828m 2 The Nile –
6650km 3 Mount Everest – 8848m above sea
level 4 Hartsfield–Jackson Atlanta
International Airport, Atlanta, Georgia, USA –
95,462,867 in 2012
SPEAKING
1 Give students time to discuss the questions.
• Elicit ideas from two or three pairs.
If students can’t remember the name of a
structure, ask them where it is and what its
function is. If possible, get the name from other
students in the class or give it yourself.
Engineering
126
GRAMMAR: articles
2 Focus students on the photo and the title and
check they understand transatlantic (across the
Atlantic Ocean). At this stage students are only
looking at the text on page 90.
• Ask if they believe such a tunnel is possible.
• Give students 30 seconds to read the text and
compare answers with a partner.
• To follow up, ask students if they think it is
possible now they’ve read the article.
Students’ own answers.
In feedback, to prepare students for Exercise 3,
check they understand magnetically (demonstrate a
magnet attracting and repelling using your
hands); giant (enormous); anchors (draw one on the
board) and decade (ten years).
3 Ask students to tell you the articles (a, an, the and
no article).
• Tell them to read the rules and then find the
examples in the text.
• Ask students to compare with a partner before
you check answers with the class.
Take this opportunity to remind students of the
pronunciation of articles. A/An/The are generally
weak (\ə\, \ən\, \ðə\). The is pronounced \ðiː\
before a vowel sound (e.g. the anchors). Also,
remind students that we use a before a consonant
(e.g. a magnetically raised train) and an before a
vowel (e.g. an anchor).
Students may ask why the is pronounced \ðə\
before the United States. This is because u- in United
is pronounced as a consonant.
1 a train 2 the train, The tunnel, the anchors
3 the United States, the United Kingdom
4 the Atlantic Ocean, the Gulf Stream 5 the
largest, the most expensive 6 the world
7 the sea 8 engineers, giant anchors, decades
9 New York, London
For a full explanation, ask students to read G2 on
page 142 in the Language reference.
4 Tell students this text is about structures in China.
• Give them 15 seconds to read the text (without
filling the gaps) to see if any of the information
they gave you is mentioned.
• Students then work alone to complete the gaps,
then compare answers with a partner.
• Go through answers with the class and ask them
to give you a reason for the use of the article.
Engineering
1 an 2 no article 3 no article 4 the 5 no
article 6 the 7 no article 8 an 9 no article
10 no article 11 the 12 the 13 the 14 the
15 the 16 no article 17 the 18 the 19 the
PRONUNCIATION
5a Weak forms. If you have raised the issue of
pronunciation using the notes so far, then this will
be a quick revision activity. If not, you may want
to look back at the notes here to revise the use.
• Play the recording and ask students to identify the
weak forms.
Audio script 9.2 and answer key to Exercise 5a
1
2
3
4
5
He’s an engineer.
I work for a big bank.
She’s the Chief Executive.
Rachel’s the head of department.
She goes to the University of Oxford.
5b Set this task as individual work first.
• Once students have practised the sentences on
their own, select different students to say each
sentence aloud to the class.
• Drill any problem sentences with the whole class.
READING
6a Focus students on the photos and titles on page 91
and ask them what they think the superstructure
is and why it might be needed.
You could remind students of scanning and ask
what key words they will look for when they read.
• Give students one minute to read the two articles
on page 91 to check their predictions.
• Then ask students to scan all three texts (pages 90
and 91) to identify all the countries mentioned.
Tunnel: the United States: where the tunnel
starts; the United Kingdom: where it ends
Solar farm: Germany: leaders of the scheme;
Morocco: where the supergrid will start;
Tunisia and Algeria: the next countries to join
the grid; Libya, Egypt, Turkey, Syria, Saudi
Arabia: may join network from 2020; Egypt:
makes the metal cradles; Germany: makes the
glass troughs
Dam: Brazil: where the dam is built; China: has
the Three Gorges Dam; Paraguay and Brazil:
share the Itaipu Dam
127
6b Focus students on the table. Give them time to
read the three texts and complete the information.
• Ask students to compare their answers with a
partner.
• When you go through the answers with the class,
check students understand trillion.
To make exercises 6a and b more communicative,
put students into groups of three and ask each to
read one text and answer as many questions as
possible. Then tell students to exchange
information by asking each other questions.
Tunnel
Solar farm
height
90 metres
cost
about US
$12 trillion
length
nearly
5,000
kilometres
area
covered
Dam
€45 bn
US $18.5 bn
3,545 metres
12 square
kilometres
6c Ask students to compare with a partner before
you check answers with the class.
1 54 minutes 2 the magnetically-raised train
3 up to 8km deep 4 help solve climate change,
clean electricity 5 sunlight is more intense
there 6 on the Xingu river in the Amazon,
Brazil 7 to help Brazil depend less on fossil
fuels and to help the country’s economy
SPEAKING
8a Check students understand starve (to become
weak or die due to lack of food).
• Divide the class into two groups. Give students
ten minutes to read their information and prepare
for the debate.
• While they are working, move around the room to
help with extra vocabulary and prompt with ideas
if necessary.
8b Choose one spokesperson per group and allow
both groups to present all arguments before
allowing questions.
• Emphasise that students should try to respond to
each other’s opinions and not simply make the
points they were planning to make.
To extend this activity, you could set the same
topic as an essay question. If you have students
preparing for the PTE-A, limit the task time to
twenty minutes to simulate exam conditions.
HOMEWORK OPTIONS
Students do the grammar, listening, vocabulary and
pronunciation exercises for this lesson in
MyEnglishLab.
Students do practice activity G2–3 on page 143 in the
Language reference.
7 Critical thinking: Identifying problems. Put
students into pairs to try to answer question 1
without reading the texts again.
• Then ask them to read the texts to check their
answers and to find other problems to answer
questions 2 and 3. Students can use their
dictionaries if necessary.
1
Tunnel: some of Atlantic’s strongest currents
Solar: keeping panels clean in dusty
conditions; need to clean daily; need lots of
water
Dam: would destroy vast areas of land, flood
500 sq km; 16,000 people would need to find
new homes; bad for local tribes
If you used the task adjustment in 6b, ask
students to tell each other about the problems in
their text.
Engineering
128
9.4 SCENARIO: THE
MEGA PROJECT
IN THIS LESSON
Lesson topic and staging
This lesson focuses on discussing options and
making decisions. Students read the scenario about a
national project to inspire people and attract
foreigners. Students listen to a TV news extract about
the project and then to two city planners discussing
the benefits. This is followed by a third listening
which introduces the Key language. Finally, the Task
asks students to discuss various options for the
project and to make decisions.
Objectives
By the end of the lesson, students will have:
• extracted specific information from listening texts
• learnt useful phrases for discussing options and
making decisions
• used this language in a real-life situation to assess
a project
• participated in extended speaking practice
Timings
If short of time, omit Exercise 3b.
Possible lesson break: after Exercise 4.
WARM-UP
• Put students into small groups. Ask half to think
of the advantages and disadvantages of tourism.
Ask the other half to think of the advantages and
disadvantages of growing cities.
• Elicit ideas from each group. Encourage students
who discussed the other topic to add some ideas.
SITUATION
1 Give students one minute to read the situation and
then put them into pairs to discuss the question.
• Get a few ideas from the class.
2a Set the context and tell students to read the
questions before you play the recording.
• Go through answers with the class.
• To follow up, ask students if their first impressions
of the project are good or bad (and why.)
1 to build the tallest city in the world
2 It’s a big, challenging project.
Engineering
2bSee if students can remember any of the answers.
Then play the recording again.
Type: a vertical city Height: over 1,500
metres; Width: 500 metres at the base People
living in the city: 40,000 People working in
the city: 100,000 Facilities: apartments, a
hotel, a conference centre, offices, food outlets,
entertainment and leisure facilities Action: to
contact university engineering departments.
There is a lot to write for Facilities in the city. Write
the facilities on the board and add others (e.g.
cinema, airport, train station, school). Students
copy the words from the board and circle the ones
they hear when they listen to the recording.
Audio script 9.3 and answer key to Exercise 2b
Some exciting news now from the Minister of the
Environment, Susan Lau, which should please all
the engineers in our country.
The government has announced that it is
considering the possibility of building the tallest
city in the world – a vertical city located just on
the edge of our capital, which would bring new
life to the city, as well as boosting tourism. It will
be over 1,500 metres high – at least that’s the idea
– with a width of about 500 metres at its base.
The idea is that about 40,000 people will live
there and over 100,000 will work in the city
during the day. The vertical city, which is being
called at present ‘the Mega Project’, will have
apartments, a hotel, an international conference
centre, offices, food outlets and entertainment
and leisure facilities. And just like any other city,
there’ll be green spaces, fountains, parks and
gardens.
At the moment it’s just an idea, but an exciting
one – it would really put the country on the map,
no doubt about that. The minister plans to contact
engineering departments in universities and
invite new angles and discussion of the idea.
3a Students read and discuss in pairs.
• Ask two or three pairs to tell the class their ideas.
If students find the vocabulary in this exercise
difficult, refer back to Lesson 9.2 Exercise 9.
Suggested answers
a bullet points 1, 4, 5, 6, 7 b bullet points 2, 3, 8
129
3b Students discuss the question in pairs. Elicit ideas
onto the board for comparison in exercise 4.
4 Read through the introduction with the class and
play the recording.
• Students compare answers in pairs before you
check with the class and compare with their ideas
from Exercise 3b.
• Check new vocabulary (e.g. resources).
• Finally, ask students if their impressions of the
project are more positive or more negative than
they were after Exercise 2b.
publicity; attract foreign business people; help
solve housing and crime problems; create jobs;
boost the economy; fewer traffic jams; good use
of land and resources
Audio script 9.4
A:
B:
A:
B:
A:
B:
Hey, did you see the news on TV last night?
There was something about building a new,
vertical city?
Yeah, I saw the interview. Really interesting. I
think it’s a great project, building a new city.
It’d create a lot of publicity and attract foreign
business people. That’s just what we need,
isn’t it?
Yeah, I like the idea a lot. It’s really exciting, a
big project like that. It’d certainly help to
solve the housing problem – that’d be a big
advantage – and it’d probably reduce crime
in the area. Also, it’d create lots of jobs and
really boost the economy.
Yes, exactly. I suppose the people working
there would also live there. That’s probably
what they have in mind. People would
walk to work instead of driving, so there’d
be fewer traffic jams and a lot less stress
for people.
Mmm, I must say, a vertical city sounds like a
really good idea. I think it’d be a good way of
using the land in the area. A good use of
resources, I mean, putting a lot of people in a
small space. That makes sense to me. I just
hope the government approves the project.
Do you think they will?
I suppose it depends on a lot of things. Erm,
you know, will it be popular with the public?
Are there any strong arguments against it?
Can we actually do it? Where will the
money come from? Have you thought about
that one?
Engineering
KEY LANGUAGE: discussing
options, making decisions
5 Set the activity and tell students to read the
conversation before you play the recording.
• Play the recording, pausing after each speaker to
give students time to write.
• Ask students to compare their answers with a
partner and, if necessary, play the recording again.
• Tell students to look at the Key language on page
142 of the Language reference.
• Finally, go through answers with the class.
• For extra practice, ask students to do Exercise
KL–4 on page 143 of the Language reference.
Audio script 9.5 and answer key to Exercise 5
A:
What about calling it Mega City? It’s easy to
remember.
B: Mmm, it’s a possible solution, I suppose, but
there are other possibilities. How about
Hope City? It’s a really good name because
it’ll provide a lot of housing for poor people.
Give them hope for the future.
C: Yeah, Hope City. It sounds good to me, I
must say. But what other names can we
think of?
A: Well, one option would be to call it Tower
City. That’s exactly what it would be – a
towering city, one of the highest in the world.
B: I don’t know, I’m not too keen on that name.
We have one other option, you know. If we
called it Paradise City, I think most people
would like that name. It suggests the city
would be a wonderful place to live and work
in. That’s what we all want, don’t we?
C: Mmm, nice idea, I really like the name.
A: Me too. OK, we all seem to like it. Are we all
agreed then? Have we reached a decision?
It’ll be Paradise City.
B/C: Yeah. Agreed.
A: OK then. I’ll recommend the name to the
minister. We’re all agreed. It’s the best name.
6 Give students time to discuss their opinions.
• Ask the pairs to share their ideas with the class
and then have a class vote on the best name.
130
TASK: assessing a project
7a Read through the introduction with the class.
• Check students understand concrete, steel and
closed circuit TV (security cameras).
• Put students into small groups to choose their five
questions. For Exercise 7b, it will help to have an
even number of groups.
• Suggest students keep one book open at the Key
language on page 142 and encourage them to use
this language in their discussions.
• Ask students to take brief notes for use in 7b.
• While they are speaking, monitor to note common
mistakes when using the Key language, but don’t
correct these until after Exercise 7b below.
7b Try to put groups together who discussed a lot of
the same questions. Students use their notes from
7a to present their decisions and reasons.
• Encourage them to tell each other if they disagree
with the decisions and why.
• Finally, correct some of the mistakes you noted in
Exercise 7a.
There is a possibility that one or two students in
each original group (formed in 7a) will do all the
speaking in Exercise 7b. To avoid this, instead of
asking students to speak to each other as a group,
divide them into pairs (i.e. one student from each
of two different groups formed in 7a). Then follow
the procedure for Exercise 7b.
7c Check students understand feasible (realistic and
possible).
• Get as many different opinions as possible and
then ask students to vote.
If you have a large class, put students into two or
three groups and ask them to discuss the question
in 7c. When they finish, ask the class to vote.
HOMEWORK OPTIONS
Students do the listening and Key language exercises
for this lesson in MyEnglishLab.
Students do extra practice exercise KL–4 on page 143
of the Language reference.
Students write an email to Susan Lau describing the
decisions they made in Exercise 7a and giving their
reasons. When marking, pay particular attention to
use of the passive and articles.
Engineering
9.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
Students watch a video of engineering students
having a discussion and focus on useful language
and the impact of body language. They then listen to
advice for taking part in discussions before holding
their own discussion. In the writing section, students
read a description of a process and revise the
passive. They then order the stages of making and
launching a motorbike and finally write about it.
Study skills video
Watch the video to hear students taking part in a
group discussion.
Objectives
By the end of the lesson, students will have:
• learnt strategies and useful language for taking
part in a group discussion
• extracted specific information from reading and
listening texts
• revised one use of the passive
• written an article describing a process
Timings
If short of time, set Exercise 10 for homework.
Possible lesson break: after Exercise 6.
WARM UP
This activity introduces the topic of processes. Write
the following on the board:
Put it in the oven to bake.
Wait for it to bake.
Put the cake mixture in a baking tin.
Take it out of the oven.
Weigh the ingredients (eggs, butter, etc.).
Mix the ingredients.
Let it cool down.
Eat it.
Put the ingredients in a bowl.
• Tell students these are the stages in baking a cake
and check they understand bake (cook a cake).
• Tell students to put the process in order.
• The first student to finish says ‘Stop!’
• The winner is the student with the most stages in
the correct order.
131
STUDY SKILLS: participating in a
group discussion
1 Put students into pairs or groups and give them a
few minutes to discuss the questions.
• Ask individual students to answer each question
during the feedback stage.
2a Read through the introduction with the class and
draw their attention to the photos.
• Play the video and then check answers.
A Jake
B Valerie
C Sheeba
D Davide
2b Ask this question to the whole class.
Sheeba ×
Jake ×
Davide 
Valerie 
2c Ask the students to discuss with a partner.
• Find out the reasons from two or three students.
3a Read the phrases before you play the video again.
Put students into groups of three or four. Put the
functions and phrases onto cards and give one set
of cards to each group. With their books closed,
students should match each phrase to its function.
(Phrases are also in bold in the video script.)
Turn taking: Can I come in here, please?
Clarifying: Let me explain my point of view.
Interrupting politely: Can I make a quick
point, please?
Keeping your turn: Hang on, let me finish
what I want to say.
Bringing other speakers in: I think you agree
with me, don’t you, Valerie?
Asking questions: I’d like to ask Sheeba and
Jake a question, if I may.
3bGive students time to read through the script and
to add the phrases to each function.
Ask students to work with a partner to add one
more phrase of their own to each category.
(Phrases are also underlined in the video
script.)
Clarifying: I’m saying that ...; Let me clarify ...
let me explain.
Interrupting: Can I just say something here?
Bringing in other speakers: Davide, you want
to say something?
Asking questions: Are you saying ...
Engineering
Study skills video
Jake, Davide, Sheeba, Valerie
J:
... I think I agree, Sheeba. With an engineering
degree, OK, maybe you can get a position on a
team or become a project manager. But you
don’t have the skills to start your own
company or become head of a company, a
CEO. So, maybe management qualifications
are really important for engineers.
D: Can I come in here, please? Sheeba, are you
saying all engineers must do a management
course?
S:
No, that’s not what I think at all. Let me
explain my point of view. I’m saying that
technical ability isn’t enough if you want to
get to the top of your career, that’s all.
V: Can I make a quick point, please? It’s just not
true you can’t get to the top without
management training. There are lots of heads
of big companies who’ve never been to
university. They have leadership qualities ...
S:
OK, but the point is ...
V: Hang on, let me finish what I want to say.
S:
Yes, sorry.
V: And they have other abilities, really good
communication and interpersonal skills. Some
are very charismatic.
S:
OK, true, but most of these skills can be taught
on a management course – that’s my point.
Davide, you want to say something?
D: Yes, in my opinion, most engineers will make
good managers, even if they haven’t studied
management.
S:
Really, what makes you say that?
D: When you study engineering, you learn the
skills you need to be a good manager. Like,
erm, analysing things, evaluating risks, being
creative and innovative, dealing with figures,
working in teams, those kind of things. You
don’t need to do an MBA to learn those things,
you know them already. I think you agree
with me, don’t you, Valerie?
V: Yes, I agree completely. I’d like to ask Sheeba
and Jake a question, if I may.
S/J: Yeah./OK.
V: Do you think all engineers want to get to top
positions in industry?
S:
No, of course not. Let me clarify ... let me
explain. I’m saying most engineers will get
better jobs and earn more money if they have
132
J:
D:
J:
the management skills as well as the technical
ones.
Perhaps that’s true. But many engineers study
management for the wrong reasons. Let me
explain. They’ve been in the same job for a
long time and they just get bored. They
haven’t got a promotion, so they think, ‘Oh
well, I’d better do some management studies.’
You see, they don’t really have a career plan,
they just can’t think of anything better to do.
Can I just say something here? In my opinion,
it’s better for most engineers to work in a
technical field, in an area where they can use
the knowledge they’ve gained during their
engineering studies.
Absolutely, Davide. When I leave here, I want
to do research and use my engineering skills. I
didn’t come here to learn to be a manager.
When I leave here with a degree, I want to do
something fantastic – build a new bridge or a
dam or invent a new system of
communication – that’s what really motivates
me. For me, management studies is a total
waste of time – right now. Later, maybe ...
4a Explain that body language and gestures are not
universal and may cause offence or confusion.
• Elicit predictions before you play the video again.
1 b (Sheeba) 2 c (Valerie) 3 a (Davide) 4 d (all)
4b After students have discussed these questions in
pairs, broaden the discussion out to other gestures.
If students have lived in another country, find out
what differences they have noticed.
5a Before you play the audio, ask students to predict
with a partner what advice they will hear.
• As students take notes, they should also compare
them with their predictions.
Do: listen carefully; disagree politely; start with
something small; try to speak clearly; give
other people a chance to have their say; be
careful about your body language; look relaxed
and friendly; ask questions politely
Don’t: use strong language; speak while
someone else is speaking/talk over another
person; speak a lot more than everyone else;
interrupt speakers; use aggressive gestures or
language
Engineering
Audio script 9.6
Most people are effective in group discussion
when they’ve had a lot of practice. It’s normal to
be nervous, of course – if you’re taking part in a
group discussion, a tutorial or seminar, for
example, for the first time. There are, however, a
few dos and don’ts when it comes to group
discussions. I hope you’ll find my advice useful.
A golden rule, I’d say, is to listen carefully to the
opinion and advice of other speakers. That shows
that you respect their opinions, even if you don’t
agree with them. If you disagree, you can do so
politely. You can say things like, ‘That’s a good
point, but ...’ or ‘I see what you’re getting at, but
...’ or even ‘I’m afraid I don’t agree with you.’
Above all, don’t use strong language like, ‘That’s
nonsense, rubbish, really stupid.’ Other speakers
may have different opinions from you. They may
not be wrong, just different.
If you are nervous about making a contribution,
start with something small. For example, agree
with what someone says, ask for an example or
prepare a question you want to ask. Try to speak
clearly, even if you’re uncertain about your ideas
or language.
A very important point now. Don’t speak while
someone else is speaking; in other words, don’t
talk over another person. It’s very rude to do that.
Also, don’t speak a lot more than everyone else in
the discussion. Give other people a chance to have
their say. So, try not to interrupt speakers, let
them finish what they’re saying. If you feel you
have to interrupt a speaker because your point is
really important, how about saying, ‘Could I just
say something, please?’ and use a bit of body
language as well, like a small movement of the
hand to attract attention.
Finally, pay attention to your body language. Try
to look relaxed and friendly. Don’t make
aggressive gestures, like pointing your finger or
banging the table. And if you ask a question,
make sure you don’t sound aggressive. Use polite
language like ‘Could I ask a question, please? or
‘Could you expand on that, please?’
133
5b In pairs, students should try to add more tips to
their lists from 5a. After a few minutes, elicit some
ideas and add them to the board.
6 Put students into groups of three or four and give
them a few minutes to choose their topic.
• Then tell each student to work individually to
prepare arguments for and against the topic. Set a
minimum of two arguments for and two
arguments against for each student.
• Give students 10–15 minutes for their discussion.
• Monitor use of the language from Exercise 3 and
correct in feedback.
WRITING SKILLS:
describing a process
7 Focus students on the photo and title of the text.
• Ask them what they think the first and last stages
are in making an aircraft. Get a few ideas from the
class.
• Tell students to read the questions before they
read the text.
• Ask them to compare with a partner before you
check answers with the class.
• Finally, ask them if they guessed the first and last
stages correctly.
1 a to see the effect of air and how the model
acts in the tunnel b to find out how a real
aircraft of the same design will fly c to meet
all the requirements of the aviation agency
2 a certificate
8 First, ask students if they can remember the uses
of the passive they studied in Lesson 9.2 and elicit
examples of each use.
• Then read through the introduction and examples.
• Give them time to find two examples in the text.
• Get answers from the class.
These designs are used for the initial
simulations.
Then a model of the aircraft is put in a wind
tunnel.
The way the air moves around the model is
studied by engineers and scientists
9 Read through the introduction with the class.
• Before they read the notes, ask students what they
think would be the first and the last stages in
production.
• Then give them time to read the notes and put the
stages in order.
• Ask students to compare with a partner before
you check answers with the class.
• Finally, ask students if they guessed the first and
last stages correctly.
1 Plan the new motorbike and do the first
designs. (Design team) 2 Build the first
prototype, with the help of engineers. (R&D
department) 3 The prototype is tested on
special roads. Check if there are any problems
and if any changes are necessary. 4 Changes
are made to the prototype and the design is
modified. (R&D department) 5 Do further
tests, then make more modifications and
changes to the engine. 6 Contact journalists
and invite them to test drive the new
motorbike. 7 Results of the test drive are
recorded and the journalists prepare articles
about the new bike. 8 Show the new
motorbike at trade exhibitions all over the
world. 9 Mass-produce the new motorbike.
Launch an international marketing campaign.
10 Read through the instructions with the class. Then
allow 20–30 minutes for students to write.
One of the task types in the first section of the
IELTS Writing paper includes describing a
process. If you have students preparing for IELTS,
give a time limit of 20 minutes.
• While students are writing, monitor to point out
mistakes with the passive and linking words, and
help with extra vocabulary.
• Ask students to swap their articles with a partner
and comment on each other’s work.
• If necessary, students then write a second draft.
• Take the articles in for marking, paying particular
attention to passives and linkers.
HOMEWORK OPTIONS
Students do the study skills, writing and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
Students write the article in Exercise 10, if not done
in class time.
Engineering
134
10
Trends
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
expressions of quantity; infinitives and -ing forms
phrasal verbs (3); fashion
raising and responding to issues; participating in a meeting
recording and learning vocabulary
describing a trend
10.1 IT’S THE NEW
THING
IN THIS LESSON
Lesson topic and staging
Students start by discussing trends in their countries.
Next, they read a text about how trends develop and
learn a set of phrasal verbs. Finally, students write
about a recent trend in their country.
Meet the expert video
Watch the video to hear a trend consultant talking
about her job.
Objectives
By the end of the lesson, students will have:
• discussed trends in their countries
• extracted specific information from a reading text
• learnt phrasal verbs in the context of trends
• written about a recent trend in their country
Timings
If short of time, cut some topics in Exercise 1a or set
Exercise 6 for homework.
Possible lesson break: after Exercise 3.
WARM-UP
• Write the following on the board:
I like to follow trends and be fashionable.
I don’t care about following trends or fashion.
• Students decide which sentence is true for them
and then discuss the statements in small groups,
giving reasons for their answers.
Frank Capra quote: This means that you are a much
more fashionable person if you start trends yourself.
Frank Capra (1897–1991): Italian-American film
director. He made several popular films in the
1930s and 1940s, including It’s a Wonderful Life.
New Language Leader Intermediate Trends
SPEAKING
1a Focus students on the photo on page 96 and ask
them what it shows.
• Elicit/Give trend and explain that a trend can be
connected to fashion or it can be something that
most people do (e.g. a trend in a country for most
young people to go to university).
• Tell students to read the list of trends and use their
dictionaries for problem vocabulary.
• Put students into pairs to discuss the questions.
If you have a mono-national class, brainstorm
question 2 with the whole class.
If you have a multi-national class, tell students
not to discuss question 2 with their partner. When
they have finished discussing the other questions,
get students to move around the room asking
other students about trends in their countries.
1bGive students time to do this activity in groups
and then get ideas from two or three groups.
• To follow up, ask students which trends in
Exercises 1a and 1b they follow/have followed.
Divide the class into five groups and give one
topic to each group. Then get feedback from each
group and elicit ideas from other students.
READING
2a Give students one minute to do this activity.
• Check the answer. Explain tipping point (the
moment of change from one thing to another).
3
2bTell students to read the sentences before they
read the text. They compare answers in pairs
before you check with the class.
a3
b 1, 2
c5
d4
e2
f3
Malcolm Gladwell: Canadian author. The Tipping
Point (2000) was a bestseller about the idea that a
small change can have unpredicted effects. The
phrase has become part of the English language.
135
3 Critical thinking: Reflecting on the topic. Read
through the questions with the class and check
students understand trendsetter (someone who
starts a trend or is the first person to do something
that later becomes a trend).
• Give students five minutes for the discussion and
encourage them to give reasons for their answers.
• Finally, ask two or three groups for their ideas.
VOCABULARY: phrasal verbs (3)
4a Remind students what a phrasal verb is (verb +
preposition with a meaning not obvious from
its form).
• Then give students time to do the activity.
• Tell students to read the sentence around each
verb to help with the meaning.
• Go through answers with the class.
1 find out 2 take over 3 keep up with
4 slow down 5 pick up on 6 catch on 7 die
out 8 buy into
4bStudents will need to change the grammar of some
verbs to fit the sentences.
• Tell students to try to do this activity without
looking at Exercise 4a.
• They should then look at Exercise 4a to check and
to complete the ones they didn’t remember.
• Finally, check students understand revival in
number 4.
1 catch on 2 keep up with 3 slow down
4 died out 5 find out 6 taken over 7 pick
up on 8 buy into
5 Students should ask the questions with phrasal
verbs, not the original questions in Exercise 4b.
• While students are speaking, monitor to note
common mistakes with phrasal verbs.
• Encourage them to give reasons for their answers
and to ask follow-up questions.
• In feedback, ask students if they heard about any
surprising trends.
WRITING
6 Give students time to choose a trend and make
notes before they write their paragraph.
• While students write, monitor to help with
vocabulary and point out mistakes.
• Take the paragraphs in for marking, paying
particular attention to the use of phrasal verbs.
Trends
Post the paragraphs around the room. Students
read all the paragraphs and then discuss the
following questions:
1 Were any trends the same in your country/city?
2 Which trends were for young people?
3 Were any trends strange/boring?
4 Which trends have you followed?
MEET THE EXPERT
1 In pairs, students quickly look through the
situations and identify the types of business.
• Give students five minutes to discuss the
questions. Encourage them to think of as many
reasons as possible for question 1 and as much
advice as possible for question 2.
Students’ own answers.
2 Play the video through once and ask students to
answer the two questions.
• Pause the video on 3 min 35 seconds. Ask the class
if anyone has ever been to Tokyo and which other
cities in the world they think are trend-setting.
1 a Cate wouldn’t help this company because
she spots cultural trends, not fashion trends.
b Yes – she says: ‘businesses can actually
experience trends for themselves’ ‘... if
someone was running a hotel, they might
look at how they were lighting and heating
their building’ c Yes – she says: ‘There are
already more people over 65 in this country
than there are under 16 at this point. But
there are even more people about to retire ...’
2 Cate helps companies understand trends/
what is (going to be) important in future.
3 Students try to answer the questions in pairs
before you play the video again.
• Then play the video again. Students compare
answers in pairs before you check with the class.
1T
2F
3T
4F
5T
6T
4 Put students into groups and tell them to think of
a few ideas for each trend. Do the first example
with the whole class to give them the idea.
Tell each group to choose one trend and develop
their ideas into a short presentation to give to the
rest of the class.
136
Suggested answers
• academic publishing; businesses specialising
in scientific research and hi-tech design;
careers advice and job-finding work for
graduates; internships; graduate social
networking sites
• a wider range of vegetarian products and
meat-substitute products; using insects in
meat dishes; vegetarian restaurants
• organising social events; furniture and
housing designed for single people; ready
meals designed for single people
Meet the expert video
Cate Trotter, Trend Consultant
My name is Cate Trotter and I’m the founder and
Head of Trends at Insider Trends, which is a
London-based trend-spotting consultancy.
A trend can be anything. So, a lot of people think
that trend-spotting is to do with fashion – and
there are some fashion trend-spotters – but I spot
cultural trends, really, or help people understand
what different cultural trends will mean to them.
And the basic process of trend-spotting is to look
into the past, at the trend area that you’re looking
at, to see how it’s evolved from a point in the past
to now, and then to ask specific questions about
how we think it will evolve into the future.
My business specialises in trend tours, and a
trend tour is quite a unique thing in that
businesses come to us and ask us about retail
trends and, if we were a normal business, we
would give them a presentation or write them a
report about retail trends, whereas a trend tour
takes them into the stores or the spaces that
demonstrate trends coming to life. So, it means
that businesses can actually experience trends for
themselves – and this is really important because
if you’re designing a retail experience or a hotel
experience, it makes so much sense to actually
experience the trends rather than read or hear
about them.
Larger trends show themselves in lots of different
businesses in lots of different ways. So, as one
example: sustainability is affecting almost every
part of the world at this point. If someone was
running a food business and they wanted to tap
into the sustainability trend, they might look at
sourcing a lot more local food. Where if someone
Trends
was running a hotel, they might look at how they
were lighting and heating their building, rather
than how they were recycling their shampoo
bottles.
Almost anything can affect trends and my job as a
trend-spotter is to gather all these different things
and try and link them together and see how they
fit together. So, one example would be the ageing
population. Now, there are already more people
over sixty-five in this country than there are
under sixteen, but there are even more people
about to retire, and we can look at the data to see,
to understand, their spending power and there’s
an enormous opportunity there. So, what I do
with businesses is actually to help them identify
the opportunities – that’s really where the
intelligence, or the skill, lies.
Trends are really important to businesses because
it makes it really easy to stay one step ahead. If
you can ask intelligent questions about what’s
going to happen next and you can take action
relatively quickly, then you’re going to be one
step ahead of your competitors and that makes it
a lot easier to grab headlines and also gain sales
from customers.
Trends are very specific to countries and cultures.
So, as one example, we see Tokyo as being a
trend-setting city. And if you were to go to Tokyo
today and you were to travel around Asia, in five
years’ time you might see some of the ideas that
you’d seen in Tokyo appearing throughout Asia
and then, possibly, also throughout the rest of the
world.
Trends interest me on a personal level because I
love to learn, really, and with trends you never,
ever stop learning. So, you always have to look
out to the world, see what’s going on, and ask
questions.
HOMEWORK OPTIONS
Students do the reading, vocabulary and
pronunciation exercises for this lesson in
MyEnglishLab. They can also do the MyEnglishLab
video activities after this point.
Students research current trends in music, fashion,
movies, etc. In the next lesson, they report back
about the trend they found most interesting.
137
10.2 TRENDS IN
FASHION
IN THIS LESSON
Lesson topic and staging
Students read a text about cultural influences on
fashion trends and focus on phrases used to
introduce examples. Then they learn a set of
vocabulary to talk about fashion. Next, students
listen to a manager in a fashion store giving advice to
a new salesperson and, finally, they focus on
expressions of quantity.
Objectives
By the end of the lesson, students will have:
• extracted specific information from reading and
listening texts
• learnt phrases for introducing examples
• expanded their vocabulary to talk about fashion
• revised/extended their knowledge of expressions
of quantity (e.g. a couple of, a little)
Timings
If short of time, set Exercise 11 for homework.
Possible lesson break: after Exercise 6b.
WARM-UP
• Write the following on the board:
Buy a fashionable car.
Buy a house in a fashionable area.
Buy lots of designer clothes.
Go on holiday to a fashionable city.
• Tell students to choose the two things from the list
that are most important for them to do/buy.
• Then put them into pairs or small groups to
compare their decisions and give reasons.
• Finally, find out from the class which were the
most popular things to do/buy.
READING
1 Write the words culture and fashion on the board
and make a spider diagram from each word. Ask
students to tell you what they think of when they
hear each word.
• Put students into groups to discuss how they think
culture and fashion are connected.
• Read through the instructions together and give
groups a few minutes to discuss the question.
Trends
2 Before you set this task, check that students
understand all of the vocabulary. For example,
luxury (something expensive that you enjoy but
don’t need); cartoon personality (well-known
animated character); street movement (a fashion
that started with everyday people); blogger
(someone who writes their own webpages, often
on a particular topic area).
• Give students time to find the answers and check
them as a class.
1 Louis Vuitton 2 Spongebob Squarepants
3 Pablo Picasso, John Chamberlain, Andy
Warhol, Ed Ruscha, Richard Prince 4 Mad Men
5 graffiti, hip hop 6 high culture, pop(ular)
culture, subculture 7 painting, sculpture,
photography 8 Marc Jacobs 9 BryanBoy
3a Tell students to summarise each paragraph in one
or two sentences. If they write much more than
this, students are likely to simply copy large
chunks of information.
• Monitor and help students with any difficult
vocabulary or synonyms to paraphrase the text.
3b Ask students to compare their summaries with a
partner. If they have significant differences, they
should compare their work with another pair.
4a Critical thinking: Identifying examples. Give
students a few minutes to find the language. This
task will help students with Exercise 4b, when
they have to give examples.
for instance, for example, such as, a good
example is, this includes, like, a perfect
example is
4b Before students do this task, draw attention to
how the phrases such as and like are used. The
other phrases from 4a can sit in multiple places in
a sentence but such as and like need to come after
the thing that is being exemplified (Stylish
television shows such as Mad Men ...).
• Give students a few minutes to write their
sentences. Then elicit a sentence for each of the
phrases in Exercise 4a.
5 Give students time to discuss these questions.
• Encourage them to use the phrases from 4a and
monitor to check they use them correctly.
• Highlight any issues with the use of the
exemplification language on the board.
138
VOCABULARY: fashion
6a Give students time to match the words with
the definitions.
• Ask them to compare with a partner before you
check answers with the class.
1 fashionable 2 unfashionable 3 designer
fashion 4 fashion conscious 5 fashion victim
6 high street fashion 7 fashion show
8 fashion statement
6b Give students time to discuss the questions in
pairs. Elicit some ideas from students, including
examples of unfashionable outfits.
If some students are not personally interested in
fashion, they could discuss trends in another area
that interests them such as technology.
Audio script 10.1 and answer key to
Exercises 5 and 6
Manager, Chloe
M:
C:
M:
C:
M:
LISTENING
7 Briefly discuss these questions as a whole class.
8 Read through the introduction with the class and
check students understand upmarket (expensive).
• Tell students to read the advice and check they
understand pressurise (strongly encourage people
to do something). Then play the recording.
• Ask students to compare with a partner before
you check answers with the class.
• Finally, ask students if they would like a
salesperson who followed this advice.
C:
M:
2, 4 (see bold answers in audio script below)
GRAMMAR:
expressions of quantity
9a Elicit an expression of quantity from the class
(e.g. a lot of).
• Students read sentences 1–10 and predict the
quantifier for each gap before you play the
recording.
• Play the recording again.
• Ask students to compare with a partner before
you check answers with the class.
C:
M:
C:
M:
Answers are underlined in the script below.
If possible, reproduce the audio script so that all
the students can see it (maybe on an interactive
whiteboard or an overhead projector). When you
go through the answers underline them in the text.
Trends
C:
Hello, Chloe, good to see you. We’ve got a
little time before my next meeting, so ... how
are things going?
Very well, thanks. I’ve really enjoyed my first
week here. I’ve talked to a lot of the trainees
and served a few customers.
No problems, I hope?
Not really. There were just a couple of
customers who were a bit difficult, but they
were OK in the end.
Good. Let me give you one or two tips while I
have the time. First of all, many trainees think
they don’t need to know anything about the
rest of the store, but we’ve found the best
sales staff are not just fashion specialists, they
also find out about the rest of the store so
they can help customers when they’re
looking for other sections. So, don’t forget,
you’ll need to answer questions about other
departments, especially cosmetics and
jewellery.
Right, that’s good advice. By the way, I’ve
noticed no one wears any kind of uniform in
this department. Most of the assistants seem
to be wearing designer labels. Is that your
policy then?
Yes. We have no rules about uniforms. Staff
can wear some of our fashions. You see, you
and your colleagues are models for our
fashions as well as advisers. We picked up
this idea last year in Milan during their
fashion show. We visited a few of the top
stores in Milan and learnt a lot from them.
So you travel abroad?
Yes. I used to do all the trips on my own with
no help but last year I took some of the
assistants along with me. It’s good training
for them.
Wow! I didn’t realise you did that. No
wonder you keep your staff for years!
We believe in treating staff well – it’s very
important. Actually, we need to start thinking
about next year’s fashion shows – but we’ve
got plenty of ideas and we’ll get some
information from the organisers soon.
Do you have any other tips for me, like how
to approach customers? I don’t have a lot of
sales experience.
139
M:
I know, but you’ve got the right personality.
Look, the best piece of advice I can give you
is to give customers enough time to make up
their minds without any pressure. Give them
a lot of attention and plenty of advice, but
only when they need it. It’s your job to judge
the right moment. OK? Never oversell or put
too much pressure on a customer. We have
enough sales assistants to do the job properly.
C: Thanks very much. That’s very helpful.
M: Good. Well, Chloe, I must be off to my
meeting. I’ve enjoyed chatting to you. Well
done, you’ve had a very good first week.
9bElicit an example of a countable and an
uncountable noun (e.g. salesperson, advice).
Briefly check students know the meaning of all
the quantifiers. Ask which mean ‘a lot’ (plenty of, a
lot of, many), ‘nothing’ (no), ‘a small number of’ (a
couple of, a few, some), ‘the right amount’ (enough).
• Then give them a maximum of five minutes to
complete the table and suggest they use the audio
script on page 172 if they aren’t sure.
• Check answers with the class and read through
the Language reference on page 144.
used with countable nouns: a lot of, a few, a
couple of, many, no, some, plenty of, enough
used with uncountable nouns: a little, no,
some, enough, a lot of, plenty of
10 Give students a few minutes to complete the task.
Then check answers with the class.
1 a few 2 some 3 plenty of/a lot of
of 5 a couple of/a few
4 a lot
11 Focus students on the table. Read the example
below the table to show they need to finish the
sentences themselves.
• Give students ten minutes to write as many
sentences as possible.
• Monitor to point out mistakes with quantifiers but
encourage students to self-correct.
• Elicit sentences from the class.
HOMEWORK OPTIONS
Students do the reading, vocabulary, listening and
grammar exercises for this lesson in MyEnglishLab.
Students do exercises G1–1 and 2 on page 145 of the
Language reference.
Trends
10.3 DEATH OF THE
MUSIC INDUSTRY?
IN THIS LESSON
Lesson topic and staging
This lesson looks at recent changes to the music
industry. Students read an article about how people
buy and listen to their music and go on to practise
the pronunciation of numbers in the text. Next,
students focus on verbs that are followed by an
infinitive or -ing form and, finally, ask and answer
questions to practise these forms.
Objectives
By the end of the lesson, students will have:
• extracted specific information from a reading text
• practised the pronunciation of different numbers
• learnt which verbs take the infinitive or -ing form
• discussed the decline of the music industry
Timings
If short of time, omit Exercises 4a and b.
Possible lesson break: after Exercise 4b or 5b.
WARM-UP
• Focus students on the title of this lesson and the
title of the text: Should we pay for our music?
• In pairs, ask students to discuss what arguments
they think will be presented.
• Ask them to decide what their own opinion is and
to give reasons why.
SPEAKING AND READING
1 Elicit ways of buying and listening to music and
then ask students to discuss the questions in pairs.
2 Read through the rubric and then play the
recording once without stopping.
• Students compare answers in pairs before you
check with the class. Also ask students to discuss
which descriptions are most similar to themselves.
1 records; quality of sound better than digital
2 YouTube, Pandora + other streaming services;
free 3 iTunes; likes making playlists and can
carry anywhere 4 the internet; free 5 now
from iTunes; can carry iPhone around but vinyl
best for quality 6 buy CDs from Amazon;
likes packaging, artwork and being able to read
lyrics
140
Audio script 10.2
1 These days I only buy records. Why? The quality
of the sound is better than the sound of digital
music.
2 I haven’t bought any music in ages. I mainly
listen to music on YouTube, Pandora and other
streaming services. It’s free.
3 I get all my music from iTunes and download to
my iPod. I love making my own playlists of
songs for parties, jogging or driving. And I can
carry my iPod anywhere.
4 I get all my music free from the internet. I don’t
see why anyone would pay for it when you can
download it all for free.
5 Well, I’m forty and over my life I’ve bought
records, cassettes, CDs and now I buy my songs
from iTunes. I love being able to carry my
iPhone around but for sound quality I think
vinyl is best.
6 I buy my music from Amazon as a CD. I hardly
ever download free music off the internet. I love
playing CDs in my bedroom. I also like the CD
packaging with the artwork, and also reading
lyrics from the booklet.
3a Tell students to read the text quickly.
• Ask students to compare with a partner before
you check answers with the class.
music industry executive and artist
3b Ask students to predict the answers before they
read the text. They then compare their answers
with a partner before you check with the class.
1M
2M
3D
4A
5M
6M
7D
3c Students read the text again and answer the
questions. They then compare their answers in
pairs before you check with the class.
1 piracy and illegal downloading 2 CD sales
fell, digital downloads rose 3 more marketing,
the public paying for digital music and the
power of social media 4 They allowed people
to download their music for free and then pay
what they wanted. 5 Many now listen to
YouTube, Spotify, etc. 6 Sweden
• Tell them to consider the opinions in the reading
text when forming their own opinion. This is a key
element of critical thinking – using multiple
perspectives to form your own position.
• Give students a few minutes to discuss and justify
their scores in pairs.
Pronunciation
5a Put students into pairs to say the numbers and
discuss how they are pronounced.
• Ask a student to say each number to the class.
• Play the recording for students to compare their
pronunciation and pause after each number for
students to repeat.
• Correct their pronunciation. If necessary, play the
recording again to give more practice.
Audio script 10.3
one point four percent
fifty-eight point two million
twenty percent
one hundred and three point one million
twenty-first century
thirty-eight dollars and forty-nine cents
sixty-four percent
two million, one hundred and eighteen thousand,
two hundred
four out of five
eighty percent
5bRead the example with the class.
• Give students three minutes to note what each
number refers to by looking at the article.
• Put students into pairs to ask and answer
questions.
• While they are working, monitor and note
common mistakes when pronouncing the
numbers.
• Correct some of the mistakes you noted earlier.
To extend this activity and to give extra practice:
tell students to write five personally significant
numbers on a piece of paper (e.g. the year they
were born, the number of people in their
country/city). Put students into pairs and tell them
to ask each other: What does X refer to? and to give
the answers. Tell them to ask follow-up questions
(e.g. Is your country’s population growing?).
4a–b Critical thinking: Reacting to the text. Give
students a few minutes to read the statements on
their own and decide on their opinion.
Trends
141
GRAMMAR:
infinitives and -ing forms
6a Elicit an example of an infinitive with to (e.g. to go)
and an -ing form (going).
• Explain that when one verb follows another, the
second verb can use an infinitive with to, an -ing
form or both.
• Students complete the exercise. Then go through
the answers with the class.
a infinitive with to b infinitive with to
c both d -ing form
6bFocus students on the table and example answers.
• Allow a maximum of ten minutes for this activity.
• Ask students to compare with a partner before
you check answers with the class.
• Tell students to read the Grammar tip.
infinitive with to: expect, decide, allow, hope,
manage, promise, refuse, teach
-ing: suggest, deny
both: continue, advise, begin, hate, like, love,
start
(Note: like/love + infinitive with to is more
common in American English.)
For a full explanation, look at the Language
reference on page 144.
7 Students can use their dictionaries to check the
verbs not seen in Exercises 6a and 6b (e.g. gave up).
• Go through the answers with the class.
Students can add any new verbs to the table in
Exercise 6b as a record.
1 a, b 2 b, c 3 a, c 4 a, b 5 a, c 6 a, b 7 a, c
For extra practice, ask students to do Exercises
G2–3 and 4 on page 145 of the Language reference.
8 Allow time for students to discuss the questions.
• Encourage them to give reasons and ask each
other questions if necessary.
• Finally, ask the class to tell you anything
interesting their partner revealed.
HOMEWORK OPTIONS
Students do the listening, pronunciation and
grammar exercises for this lesson in MyEnglishLab.
Students do Exercises G2–3 and 4 on page 145 of the
Language reference.
Trends
10.4 SCENARIO:
BELLEVIEW
IN THIS LESSON
Lesson topic and staging
This lesson focuses on language for raising and
responding to issues. Students read the scenario
about problems in a seaside town that has changed
greatly over 25 years. They listen to the Mayor
answering questions on a radio programme and
focus on the Key language. In preparation for the
Task, students listen to two residents and summarise
their issues. Finally, in the Task, students roleplay a
meeting to discuss the town’s problems.
Objectives
By the end of the lesson, students will have:
• extracted specific information from reading and
listening texts
• learnt useful phrases for raising and responding
to issues
• used this language in a real-life meeting situation
• participated in extended speaking practice
Timings
If short of time, omit Exercise 3b.
Possible lesson break: after Exercise 3b.
WARM-UP
• Ask students to think about their town, city or
country and how it has changed in their lifetime.
• Put students into small groups to compare the
changes and say how they feel about them.
• For feedback, ask the class if their changes were
similar or different to the other students.
SITUATION
1 Focus on the photo and ask students if this looks a
nice place to live. Say this is a seaside town called
Belleview, and they are going to read about it.
• Tell students to read the first paragraph of the
situation only. Elicit ideas about how the town
might have changed in the last 25 years.
• They then read the rest of the situation to check.
• In pairs, students spend a few minutes discussing
which problem or trend is the most serious.
• In feedback, ask students if they would prefer to
live in Belleview today or 25 years ago, and why.
142
KEY LANGUAGE: raising and
responding to issues
2a Explain town council (the government of a town in
the UK) and mayor (the head councillor).
• Tell students to divide their paper so they can take
notes on the three problems and solutions.
• Play the recording and ask students to compare
with a partner. If necessary, play the recording
again.
• Check answers and make sure students have all
the information so they can refer to it in 2b.
Make sure students understand parking attendants,
parking ticket and parking fine. This vocabulary is
needed for Exercise 4a later.
1 parking, bad behaviour of young people,
pollution
2 parking: They’re looking at ways of dealing
with it. bad behaviour: They are thinking
about options for dealing with it and will
discuss solutions at the next Council
meeting. pollution: The environment officer
is preparing a report on reducing pollution.
Audio script 10.4
Claire, Michael, Brenda, Patrick, David
OK, our first caller is on the line: Brenda
Fisher.
M: Go ahead, Brenda. What would you like to
ask me?
B: Good evening, Mr Harvey. I want to talk
about the parking problem. I’m very
unhappy about it. I use my car a lot in the city
and I always take ages to find a space. I go
round and round searching – it’s a nightmare.
And if I do get a space and go just a little over
the time limit, some guy rushes up and sticks
a huge parking fine on my window. And, you
know, your parking attendants, they’re awful
people – so rude. They seem to enjoy giving
us fines.
M: Mmm, I understand how you feel, Brenda.
It’s true, a lot of motorists are unhappy about
the parking facilities. It’s a serious problem
and we’re looking at various ways of dealing
with it. Thanks very much for your comment.
C: Thanks, Brenda. Now a call from Patrick
Riley.
P: Evening, Mr Harvey. It’s about the noise and
awful behaviour of young people on Friday
M:
C:
D:
M:
D:
C:
Trends
M:
D:
M:
and Saturday nights. You see, I finish work
late at night. I have to walk through the
centre of town to get back home. I can tell
you, it’s not a nice experience. These
youngsters come out of the bars and clubs
after midnight. They make a tremendous
noise, singing, shouting, screaming, some of
them get into fights. I tell you, I wouldn’t
want to be a policeman in this town. What are
you going to do about it, Mr Harvey?
Mmm, I have to agree, our city is becoming a
bit like New York these days. Young people
just don’t want to go to bed at the weekends.
We’re very concerned about this problem.
We’re taking it seriously and thinking about
various options to deal with it. We’ll be
considering solutions at our next Council
meeting.
OK, time for one more call before we have the
news report. David Jenkins, you want to talk
to our mayor about air pollution in the town,
I believe?
Hello, Mr Harvey. Good evening. Perhaps I
should say ‘Goodbye’!
Oh?
I want to talk to you about pollution. I’m
moving away from here pretty soon. The air
is so polluted, it’s really bad for my health.
You know, I’ve been here over thirty years,
but recently I’ve been in very bad health; it’s
all because of the bad air – too many fumes
from the cars, I think. Anyway, I’m getting
out, I’ve had enough.
Well, I don’t know what to say to you, David.
I’m sorry that you’re thinking of leaving our
city because of your health. I can tell you, our
environment officer is preparing a report on
reducing pollution levels. I’ll make sure you
get a copy.
Thank you. I hope you publish it soon.
Could I just say, Claire, before our break?
We’re having a public meeting in the town
hall next week. Anyone is welcome to come
and raise any issue that’s bothering them. I’ll
be there and also a colleague from the
council. We want to have an open discussion
and decide what our priorities are. We
can’t change everything immediately; we
need to think about what the most important
issues are.
143
2bAsk students to read the sentences and try to
complete the gaps before you play the recording.
• Students compare answers with a partner before
you check with the class.
After checking answers, refer students to the full
list of Key Language on page 144 of the Language
reference.
1 unhappy 2 understand 3 serious problem,
looking at 4 comment 5 about 6 going to
do 7 concerned 8 seriously, options 9 to
talk to 10 sorry that, because of
3a Check students understand the word residents.
• Play the recording for students to take notes on
the two issues.
If you think taking notes on both issues is too
challenging, either pause the recording at the
appropriate point or divide the class into two
groups with each group focusing on one issue.
Audio script 10.5
Marilyn, Frieda
M:
So, what are you going to ask about at the
meeting, Frieda?
F:
Well, there are plenty of things I’m not happy
about, but it’s the beaches that really bother
me. I want to know what they’re gonna do to
clean them up and keep them clean.
M: Yeah, know what you mean. There’s always
loads of plastic rubbish on them, bags, cups,
empty bottles, it’s really disgusting.
F:
Exactly. Why do they allow dogs on the
beaches? And let people have barbecues on
them. I’ve seen families have picnics on the
beach and not clear anything away. I want to
get some answers from the mayor and the
council. Not just, ‘OK, I’ll look into it,’ that’s
what he usually says, and then does nothing.
How about you? What are you going to ask
about?
M: I’m really angry, well, that’s putting it mildly,
about the development they’re proposing at
Sandy Cove.
F:
Sandy Cove? That lovely little beach where
we used to go at lunchtime to have a quick
swim?
M: Yeah, but it won’t be lovely much longer.
They’re planning to develop the area there.
Didn’t you read about it in the paper?
F:
No, I missed that. Tell me about it.
Trends
M:
Well, they want to use most of the beach to
build a two-storey restaurant and a big
amusement arcade. And at the side, they
want to put a car park.
F:
Really?
M: Yeah, the development will ruin the area. No
one will want to go to the beach because there
won’t be much of it left. I’m so angry about it.
And I’m not the only one. But the mayor and
council think it’s a great idea. There are even
reports about it in the national press, I
believe. The mayor will be on national TV
next, with a big smile on his face, no doubt.
F:
Oh, another thing I’m unhappy about is
student accommodation. My son would like
to move out and live with some of his college
friends. But they can’t find any flats at the
right price. Everything’s just too expensive. I
don’t think the council is doing enough to
keep rents low for students.
M: I agree, it’s a really serious problem.
Something needs to be done for them.
But, you know, the council isn’t doing much
about it.
F:
Does it surprise you? I’d like to see a lot more
action to solve our problems, but I’m not
holding my breath.
M: Mmm, well, let’s see what happens at the
meeting. It’ll give us a chance to tell the
mayor how we feel.
3b Give students a few minutes to summarise each
issue in pairs. If you used the alternative approach
in Exercise 3a, then students will need to
summarise the same issue.
TASK: participating in a meeting
4a Ask students to read the introduction and then put
them into groups of five.
• Tell students to divide up their group so that each
person has a role.
• Make sure students only look at their information.
• Move around the room to make sure all students
understand their information.
4b Give students a few minutes to read through
questions 1 and 2.
• Remind them to use the Key language.
• Give students 10 minutes to discuss the problems
and decide on the solution to each, before asking
them to move on to question 2.
• While students are speaking, note mistakes they
make with the Key language.
144
• When they have finished, ask each group which
solution they decided on for each problem and
which problems they prioritised.
• Finally, correct some of the common mistakes you
noted earlier.
4c Depending on your class size, this might be better
done as a whole class activity.
• If students have quite different solutions in each
group, ask the class to try to agree on the best
solution for each one.
HOMEWORK OPTIONS
Students do the Key language and pronunciation
exercises for this lesson in MyEnglishLab.
Students do exercise KL–5 on page 145 of the
Language reference.
Students write a summary/the minutes of the
meeting in exercise 4b, recording what was agreed.
Students write a short entry in a travel brochure to
describe their own city/town/country, or the one they
are studying in.
Students write an email or a letter to their local paper
describing how their city/town has changed in the
last five to ten years and saying whether they think
this is a good or a bad thing.
If you have students preparing for an academic
course, especially business students, you could ask
them to research similar case studies to the
situation in Lesson 10.4. They are commonly used
in business courses so should be easy for students
to find. Students could then look at what
happened in a real-life situation.
10.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on how to learn vocabulary and
on describing trends in writing. Students try three
ways of recording new vocabulary and listen to
people talking about how they learn vocabulary. In
the writing section, students study language to
describe trends and practise using it by reading and
writing reports based on information in charts.
Objectives
By the end of the lesson, students will have:
• learnt about techniques for recording and learning
vocabulary
• extracted specific information from reading and
listening texts
• extended their range of vocabulary to describe
changes and trends
• analysed and written a short report on trends in
recorded music formats and revenue
Timings
If short of time, ask students to do Exercises 4a–c at
home and decide which method they prefer. Then
check answers in the following lesson. Alternatively,
students write the report in Exercise 12 at home.
Possible lesson break: after Exercise 6.
WARM-UP
This activity introduces the idea of recording
vocabulary clearly.
• Ask the class to look quickly at Lesson 10.1 and
tell you what area of vocabulary was covered.
• Tell them to close their Coursebooks and, in pairs,
try to remember as many verbs as possible.
• If students can’t remember them all, tell them to
look at their notes (if they have any).
• Ask the class if their notes help them (the answer
from many students will be ‘No’). Then ask
students if they have any particular method for
recording or helping them to remember
vocabulary, and elicit a few examples.
• Finally, tell students that the first part of this
lesson is about recording vocabulary clearly.
Trends
145
STUDY SKILLS: recording and
learning vocabulary
If you have students on an academic course such
as a foundation programme, you could focus this
section on vocabulary from one of their modules.
1–2 Students discuss these questions in pairs.
• Get a few ideas for vocabulary learning techniques
from the class and write them on the board.
3 Tell students that in order to learn exactly what
words mean and how they are used, you need to
record them clearly.
• Give students a maximum of three minutes to
record how often they use each technique.
• Then allow at least five minutes for students to
compare with a partner.
• Finally, ask which ideas they will try in future.
4a–c If you did the warm-up activity, ask students if
their notes were clear and why/why not.
• Then read through the introduction to Exercise 4
with the class.
• Depending on how strong your group is, you
could stop and check after each stage (a–c) or set
all three stages together.
• For 4a, tell students to look at Units 8, 9 and 10
(which cover the topics listed) or use a dictionary
to help with the meaning of words.
• Go through answers with the class. (Note: the
method in 4c is one of matching words to
pictures/symbols. The charts and tables are
examples of pictures you could use to help you
remember the words pie chart, bar chart and so on.
It is not suggesting that pie charts themselves are a
good way of recording vocabulary.)
• Finally, ask students what they liked or disliked
about each method. Suggest they try a different
method the next few times they record
vocabulary. This will help them decide which
method they find most useful.
4a
Business: launch a product, go into
partnership, value staff Engineering: solve a
problem, do safety tests, build a prototype
Trends go out of fashion, follow fashion, start
a trend
4c
1 pie chart 2 bar chart 3 line graph 4 table
5 flow chart
Trends
When you have checked answers with the class,
put students into pairs to discuss additional
methods they use. Get examples from the class
and ask students which of these methods they
might try in the future.
5 Lead in by asking students if they find it easy or
difficult to learn and remember vocabulary.
• Read through the introduction and items a–f.
• Play the recording and pause after each speaker to
give students time to answer.
• Finally, ask students if they already use any of
these methods.
1c
2a
3e
4f
5d
6b
6 When you get students’ answers to this question,
ask them: Why/Why not?
Audio script 10.6
1
2
3
4
5
6
I like to test myself by putting new
vocabulary I want to learn onto cards. I put
an example sentence with the word or phrase
missing on one side of the card. On the other
side I put the word or phrase. I often test
myself when I’m on the train.
I like to organise new vocabulary under topic
areas, for example, verbs, nouns and idioms
connected to a subject, like crime, so I can
concentrate on learning vocabulary on the
same theme.
I like to have word families in my vocabulary
book. I test myself by starting with a verb or
noun and then try to remember adverbs or
adjectives, and synonyms and opposites.
For difficult vocabulary, I try to make a link
with my own language, so I try to think of a
word that sounds the same, and I remember
the new word that way.
I have a great vocabulary app on my phone. It
lets me record and test my pronunciation,
and gives me random tests of vocabulary
meanings as well.
I try to note down five new words each day
and learn their meaning. What I do is write
them on post-it notes and stick them on a
board in my office.
146
WRITING SKILLS:
describing a trend
If you have students preparing for IELTS,
highlight that this section is useful for Part 1 of the
Writing paper, where students often describe
trends.
7a Explain that students are going to write a short
report on changes and trends, but will start by
looking at some useful vocabulary.
• Focus students on the symbols in the table and ask
them to guess what each one means.
• Then read through the instructions and do the first
example with the class.
• Give students time to complete the table.
• Check answers with the class.
Diagram 1: increase, rise, grow, go up
Diagram 2: drop
Diagram 3: decline, fall, decrease
Diagram 4: level off, stabilise, remain stable
Diagram 5: peak
7bLook at the example with the class.
• Give students time to complete the activity.
• Ask them to compare with a partner before you
check answers with the class.
Suggested answers
1 a slow/steady/gradual fall/decline
2 a significant fall/decline/decrease
3 a dramatic/sharp/sudden drop
4 a steady/slow/gradual/slight increase/rise
5 a dramatic/significant/sharp/sudden
increase/rise
6 a steady/significant increase/rise
Students may interpret these graphs in different
ways. Demonstrate each one using your hands,
e.g. a sudden fall = move your hand along flat and
suddenly let it drop. Alternatively, give examples,
e.g. a significant fall = from 100 to 25.
8 Tell students the text is a report about spending on
recorded music in different formats.
• Focus students on the line graph and orientate
them by asking a few questions (e.g. How did people
mainly buy music in the 70s?).
• Then give students time to do the activity.
• Go through answers with the class.
a2
Trends
b4
c3
d1
9 Ask students to make at least three predictions
with a partner.
• Elicit their ideas and write them on the board.
10 The aim of this activity is to focus students on
avoiding repetition, but also to introduce a further
set of phrases they can use in Exercise 12.
Explain that repeating the same vocabulary many
times in one text is not ‘good style’ in English.
• Tell students to try to do this activity without
looking in their dictionaries.
• Ask them to compare with a partner and then go
through answers with the class.
results – findings carried out –conducted
study – survey shows – finds sharp drop –
sudden decrease slight – small fairly
constant – relatively stable double – twice as
much as significant decline – a marked fall
greatest fall – largest decrease
11 When students do this task, make sure they realise
they are only focusing on verbs showing change.
• Write the verbs students find on the board and
discuss why these verb forms were used.
present perfect simple, present perfect
continuous, past simple
12 First, focus students on the chart and check they
understand what it shows.
• Give students three minutes to discuss the chart
with a partner. Then give them 20 minutes to write
their description.
• Monitor to point out mistakes students make, but
encourage them to self-correct.
• Finally, take the work in for marking, paying
particular attention to organisation, repetition and
the phrases from Exercises 7 and 10.
To encourage proofreading and editing, when
students have finished their descriptions, tell them
to swap with another student and comment on
organisation, repetition and use of phrases from
Exercises 7 and 10.
HOMEWORK OPTIONS
Students do the study skills, writing and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
Students do exercises KL–5, V1–3–6 and V3–7 on
page 145 of the Language reference. (Note: some of
the vocabulary comes from previous lessons.)
147
11
Arts and media
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
reported speech; reported questions
describing books and films; media genres; words connected with the arts
comparing and contrasting; choosing a film to produce
delivering a presentation
a short formal report
11.1 TYPES OF
MEDIA
IN THIS LESSON
Lesson topic and staging
Students think about how often they use different
types of media, then read and listen to some reviews.
Next, students focus on vocabulary to describe
books, films and media genres and try a method of
recording vocabulary from Lesson 10.5. They discuss
their favourite TV series, books and computer games,
before finally writing a review of one of these.
Objectives
By the end of the lesson, students will have:
• extracted specific information from reading and
listening texts
• expanded their range of vocabulary to describe
books, films and media genres
• discussed different types of media
• written a review
Timings
If short of time, set Exercise 7 for homework.
Possible lesson break: after Exercise 3b or 5b.
WARM-UP
• Tell students they are going to live on a desert
island. As well as food and water, they can take a
book, a TV series/film or a computer game.
• Give students three minutes to make their choices
individually and then put them into small groups
to explain and justify their choices. Encourage
them to ask each other follow-up questions.
Andy Warhol quote: this means that with more
access to the media, more people will become known
to the public, but only for a short time. This now
seems to be happening with reality TV.
New Language Leader Intermediate Arts and media
Andy Warhol (1928–1987): American artist
involved in the Pop Art movement of the 1960s.
He is famous for creating paintings of everyday
commercial products (e.g. a can of tomato soup)
and of celebrities such as Marilyn Monroe.
READING AND LISTENING
1a Students discuss the questions in pairs.
1bKeep students in the same pairs and give them a
maximum of five minutes to do this activity.
• Ask two or three pairs for their answers.
An important aim of Exercises 2a, 2b and 3a is to
introduce new vocabulary related to the media.
Tell students to keep a record of the new words
and expressions they learn because these will be
useful when they write a review in Exercise 7.
2a Give students one minute to do the matching.
• Ask students to compare with a partner before
you check answers with the class.
1 TV: documentary series, new filming
techniques
2 app: application, tablets, smartphones
3 computer game: graphics, instruction menus
Brian Cox: a professor from the University of
Manchester. He also presents TV documentaries.
2bCritical thinking: Inferring the writer’s opinion.
Ask what symbols reviewers give to show how
much they like something. Elicit/Give star ratings
and focus students on the ratings in the box.
• Students read the texts again and use their
dictionaries for unknown vocabulary.
• They compare answers in pairs before you check
with the class and help with any phrases they
didn’t find in their dictionaries.
1 *****: breathtaking, groundbreaking
2 *****: out-of-this-world, stunning
3 0/*: disappointed, just about adequate,
impossible to follow, nothing exciting, think
long and hard
148
3a/b Set the activity and play the recording without
pausing.
• Ask students to compare with a partner before
you check answers with the class.
• Students may find reviews 5 and 6 more difficult.
If necessary, tell students that a novel is a book
telling a story and that viewers are the people
watching a TV programme.
• Help students with any descriptive words or
phrases they don’t know as this will help them
give a star rating in Exercise 3b. Alternatively, ask
them to look at the audio script on page 174 and to
use their dictionaries.
Ask students to discuss, based on the reviews,
which ones they are interested in and why.
4 radio: **** VERY GOOD
5 book: * POOR
6 TV: ***** EXCELLENT
Audio script 11.1
4
5
6
Good morning, listeners. Last night I
attended the first live recording of a new
radio comedy series It’s a Laugh, which is
going out on Comedy FM. It’ll be on every
Monday evening for six weeks. I’m pleased to
report that the series lives up to its name. It’s
hilarious. Some of the jokes don’t always
work but, overall, I really recommend it.
You’ll enjoy yourselves.
Even though you’re probably fans of his, I’m
sorry to tell you all that there’s no real plot.
It’s meant to be a gripping thriller, but
nobody seems to have a reason for doing
anything. I couldn’t relate to any of the
characters. This is the worst novel I have read
recently. I found the first few chapters very
heavy going. I know his first novel was
excellent, but this was a huge
disappointment.
Good evening, viewers. The first of the old
films we’re discussing tonight is Dracula, the
1931 version. It’s a classic example of the
horror genre and I’m sure it’ll keep you on
the edge of your seats. It made Bela Lugosi an
international star and its dark atmosphere is
truly frightening.
Arts and media
VOCABULARY: describing books
and films; media genres
4a Lead in by asking students if they’ve read or seen
the films of the Hunger Games series, if they listen
to the radio, if they like horror movies and if they
have ever seen a film in black and white.
• Give students 30 seconds to read the four reviews
on page 107 and say if they are positive or
negative.
• Then give students time to complete the gaps,
using their dictionaries if necessary. If students
use their dictionaries, tell them to only find the
words in the box and not other words in the text.
Other vocabulary is studied in Exercise 4b.
• Go through answers with the class.
1 novel 2 chapter 3 plot 4 romantic
comedy 5 location 6 audiences 7 lead actor
8 cast 9 series 10 atmosphere
4bAsk students to compare with a partner before
you check answers with the class.
• To follow up, ask students if they’ve seen The
Artist and/or Psycho and if they agree with the
reviews.
1 gripping/entertaining (review 7)
2 stunning (review 2)
3 groundbreaking (review 1)
4 outstanding (review 9)
5 hilarious (review 9)
6 classic (review 10)
7 breathtaking (reviews 1 and 10)/magnificent
(review 1)
8 adequate (review 3)
5a Read through the instructions and do the first few
examples with the class.
• Give students a maximum of five minutes to
complete the mind map.
• Ask them to compare with a partner before you
check answers with the class.
radio/TV: soap, crime, documentary, thriller,
quiz show, current affairs programme, reality,
drama series, science fiction
music: R&B, reggae, rap, hip hop, opera,
garage
film/books: crime, thriller, horror, animation,
autobiography, science fiction
149
5bPut students into pairs to compare and teach each
other new words.
• Go through answers with the class and add them
to the mind map on the board.
• Check students understand the words added.
11.2 MEDIA
RECLUSES IN THE
ARTS
SPEAKING
IN THIS LESSON
6a Give students two minutes to think about their
answers before putting them into groups.
6b Encourage them to ask each other questions to get
as much information as possible.
• In feedback, ask students which was the most
popular genre in each category.
Groups should have a maximum of four students
so that everyone gets a chance to speak.
6c Ask students to justify their choice before the
nominated person speaks to the class.
Lesson topic and staging
WRITING
7 Give students two minutes to decide which genre
their review is.
• Point out to students that the language in the
reviews on pages 106–107 is relatively simple and
that reviews tend to use a lot of adjectives.
• Allow time for students to write their reviews.
• Monitor to help with extra vocabulary.
• Ask students to swap their reviews with a partner
and decide if, for example, they would like to read
this novel or play this computer game.
• Finally, take the reviews in for marking, paying
attention to the use of vocabulary from this lesson.
HOMEWORK OPTIONS
Students do the vocabulary and pronunciation
exercises for this lesson in MyEnglishLab.
Students do Exercises V1,2–6 and V1–4–7 on page
147 of the Language reference.
Arts and media
Students read about three recluses and swap
information with others. Next, students study
arts-related vocabulary from the texts and then
discuss their opinions on recluses and celebrities.
The texts contextualise the grammar focus for this
lesson: reported speech. Students look at the form
and practise using reported speech. Finally, they
use this grammar in a speaking activity.
Objectives
By the end of the lesson, students will have:
• extracted specific information from a reading text
• learnt a set of vocabulary connected with the arts
• discussed celebrities and the works they produce
• extended their knowledge of reported speech
Timings
If short of time, omit Exercise 4 or set Exercise 3
for homework.
Possible lesson break: after Exercise 4.
WARM-UP
This activity will help you find out if students can
use reported speech.
• Ask students to think of their favourite book, film,
piece of music or TV show. Then tell them to
summarise why they like it in one short sentence.
• Ask them to move around the room telling others
what they chose and why they like it.
• When they move on to the next student, they have
to report what the previous student said before
giving their own information (e.g. First: Maria said
she ...; Second: I like ... because ...’).
• While they are speaking, listen to find out if
students are using reported speech.
• Finally, ask students if anyone had the same or
similar tastes in books, films, etc.
150
READING
1 Focus students on the lesson title, article heading
and photo. Can they predict what the article is
about? Do they know who J.D. Salinger was?
• Set the activity and give students one minute to
read the introduction to check their answer.
• Elicit the answer from the class.
• To follow up, ask students if they can name any
famous recluses.
b (‘decided not to play the media game’)
2a Lead in using the follow up in Exercise 1.
• Ask students to read the questions before they
read their text.
• Tell them to use dictionaries to help them answer
question 1, but not to worry about other
vocabulary as they will study this in Exercise 3.
• Don’t check answers at this stage because students
will swap information in Exercise 2b.
2bGive students time to swap information.
• Quickly go through answers with the class.
1 Salinger: recluse, enjoyed being with people,
friendly; Barrett: eccentric genius, content,
polite; Kubrick: perfectionist genius,
eccentric, reclusive, rude and unfriendly
2 Salinger: The Catcher in the Rye; Barrett:
Piper at the Gates of Dawn; Kubrick: 2001: A
Space Odyssey
3 they were reclusive, didn’t want to talk to
the media, not a good relationship
4 Salinger: wrote, travelled all over the world;
Barrett: walked, painted, gardened, said he
wasted time; Kubrick: continued to make
films
2c Give students time to read the questions and
decide which ones they can answer.
• Put them back into groups to swap information
and complete the questions.
• Finally, go through answers with the class. (Don’t
ask follow-up questions at this stage because
Exercise 4 provides a follow-up discussion.)
1 Kubrick 2 Salinger 3 Kubrick and Barrett
4 Kubrick 5 Salinger 6 Barrett 7 Kubrick
8 Barrett 9 Kubrick 10 Salinger
John Lennon: one of the Beatles pop group in the
1960s and early 1970s. Shot by Mark Chapman.
Arts and media
VOCABULARY:
words connected with the arts
3 Keep students in the same groups as Exercise 2 for
this activity.
• Tell students to only find the words from their
own text (see brackets after each definition).
• When they have found the words, tell them to
swap information with the others in their group.
• Go through answers with the class.
As an alternative, students use all three texts to
find the words, but tell them to only look at the
paragraphs referred to in brackets.
1 bestseller 2 masterpiece 3 biography
4 hits 5 household name 6 royalties 7 epic
8 blockbuster 9 critics
SPEAKING
4 Critical thinking: Justifying opinions. Put
students in the same groups as in Exercise 2.
• Check they understand the right to a private life
(natural or legal permission to have privacy).
• Allow ten minutes for the discussion.
• Finally, ask each group to tell the class their
answer(s) to one of the questions.
GRAMMAR: reported speech
Reported speech is useful for students in an
academic context. For example, in seminars, they
may want to report something they read in a text.
If this is the case, adapt Exercise 8 to ask students
to report on the last academic text they read.
5a Lead in by asking students if they can give you an
example of reported speech. You could refer
students back to the warm-up for ideas.
• Give students one minute to read the example and
note their answer. (Note: students should focus on
the part of the sentence in italics.)
• Ask them to compare with a partner before
checking answers together. Tell students that told
is an example of a reporting verb.
While students are thinking, write the example on
the board. When you elicit answers, circle the
relevant part of the sentences and tell students to
do the same.
The subject changes (I → he) and the tense
changes (like → liked, write → wrote).
151
5bRead through the example with the class.
• Give students a maximum of five minutes to find
and underline the other examples, and then write
out the reported speech versions.
• Ask students to compare with a partner before
you check answers with the class. (Don’t highlight
the changes made in the examples at this stage.
Students will study this in Exercise 6a.)
2 One of his professors insisted he was the
worst English student in the history of the
college.
3 She added that he enjoyed being with people.
4 Syd told the reporter that he walked a lot.
5 A bald, fat man [answered the door and] said
that Syd couldn’t talk.
6 Syd asked him to leave.
7 He once told a friend that he travelled to
London four or five times a year.
6a Students do this activity individually and then
compare answers with a partner.
• Go through answers with the class.
1 The verbs change tense (from the tense used
in direct speech).
2 told, insisted, added, said, asked
3 After the reporting verb asked (asked him to
leave). (Note: we can also use the infinitive
with to after told but in this case told means
instructed, requested, ordered. There is no
example of this in the answers to Ex. 5b.)
4 Tell needs a personal object.
6bRead through the introduction with the class.
• Give students a maximum of one minute to
answer the question and compare with a partner.
• Elicit answers from the class.
Present simple becomes past simple (Ex. 5b, 1,
2, 3, 4 and 7). Can becomes could (Ex. 5b, 5).
7 Do the first example with students by writing the
direct speech on the board and eliciting changes.
• Give students time to complete this activity.
• Move round the room pointing out mistakes, but
refer students to Exercises 5b, 6a, 6b and the
Language reference if they need help.
• Ask students to compare with a partner before
you check answers with the class.
To make the answers clear, write the direct speech
on the board and elicit changes for each sentence.
2 He said he was writing a new article
today/then/that day.
3 She said (that) she had just finished writing a
new book for her publisher.
4 He said Val had refused to speak to the
reporters yesterday/the day before.
5 They said (that) they would finish the
recording tomorrow/the next day.
For extra practice, ask students to do Exercises
G1–1 and 2 on page 147 of the Language reference.
8 To lead in to this activity, tell students about the
last interview you saw with a famous person.
• Give students a few minutes to think of an
interview.
• After five minutes, ask students to tell a partner
everything they can remember.
HOMEWORK OPTIONS
Students do the reading, vocabulary and grammar
exercises for this lesson in MyEnglishLab.
Students do Exercises G1–1 and 2 on page 147 of the
Language reference.
Students note interesting/surprising/funny/sad
things that people say to them for the next few days.
They then write these in reported speech and tell
other students about them in the next lesson.
• Read through the grammar tip with the class and
give examples of pronoun changes from Exercise
5b. Alternatively, use the Grammar tip to ask a
question (What changes do we make to pronouns?)
and elicit the answer from the class. (Note: there
are no changes to adverbs in Exercise 5b.)
• For a full explanation, ask students to read G1 in
the Language reference on page 146.
Arts and media
152
11.3 THE LIFE
OF A FOREIGN
CORRESPONDENT
IN THIS LESSON
Lesson topic and staging
Students listen to a journalist talking about a job
interview and use this to focus on reported
questions. Next, students read about a British foreign
correspondent and focus on vocabulary in the text.
Finally, students use reported questions in a
speaking and writing activity.
Objectives
By the end of the lesson, students will have:
LISTENING
1 Focus students on the photo at the top of page 110
and ask them what job this person is doing
(journalist/foreign correspondent).
• Go through the introduction and emphasise that
Richard is talking about the interview (students are
not going to hear the interview itself).
• Put students into pairs or small groups to discuss
the questions.
2a Give students one minute to read the questions.
• Then play the recording without pausing.
• Ask students to compare with a partner before
you check answers with the class. (Note: audio
script follows Exercise 4a below.)
1, 2, 4, 5, 6, 7, 8, 10
• extracted specific information from listening and
reading texts
• revised/learnt about the form and use of reported
questions
• practised using reported questions in an extended
speaking and writing activity
2b Before you play the audio again, ask students to
read the statements and see if they can remember
any answers.
• Play the recording and check answers.
Timings
If short of time, set Exercises 7b and 8 for homework.
Possible lesson break: after Exercise 5.
3 Put students into pairs or small groups to discuss.
• In feedback, ask how many students would/
wouldn’t like the job.
WARM-UP
GRAMMAR: reported questions
This activity helps you find out if students can use
reported questions.
4a Ask students to underline the example reported
question in the audio script on page 174.
• Then give students three minutes to find and
underline the other examples.
• Check answers with the class.
If possible, reproduce the audio script so that the
whole class can see it (perhaps on an interactive
whiteboard or an overhead projector). Underline
the examples with the students.
• At the beginning of the lesson, ask the class a few
questions, e.g. Did you have a good weekend/evening/
morning? What are you doing after the lesson?
• Make sure the questions sound as normal as
possible and just part of the class routine.
• When you’ve listened to answers and asked
follow-up questions, ask students if they can
remember what you asked them.
• Put them into pairs to tell each other what they
can remember, beginning with He/She asked us ... .
• Get ideas from the class and listen for their use of
reported questions.
• Finally, tell students they will be studying
reported questions later in the lesson.
Arts and media
1c
2a
3b
4c
5c
The numbers before each answer refer to the
questions in Exercise 2a.
2 she wanted to know what parts of the world I
was interested in. 4 She asked if I spoke any
foreign languages. 5 She wanted to know
where I’d gone to university ... 6 ... and if I’d
taken any further qualifications. 7 She also
wanted to know what articles I’d written ...
8 ... she asked me what qualities a journalist
needed to be a foreign correspondent
10 ... she asked if I was physically fit.
(Answers are in bold in the audio script below.)
153
Audio script 11.2 and answer key to
Exercises 2a and 4a
Nura, Richard
N:
R:
N:
R:
N:
R:
N:
R:
N:
R:
N:
R:
N:
R:
N:
Hi, Richard. How did you get on in the
interview? Did it go well?
I don’t know, really. I think so.
So,.. what kind of questions did they ask you?
Well, the editor of the newspaper did most of
the talking. She asked me why I wanted to
be a foreign correspondent and, obviously, I
was expecting that. I said that I’d studied
journalism at university and that I’d been the
editor of the student newspaper. I also said I
had worked for the local newspaper for five
years and a national newspaper for three
years and now wanted a new challenge as a
foreign correspondent for a national
newspaper. Then she wanted to know what
parts of the world I was interested in.
Mmm, what did you say?
Well, all the Arab countries and South
America. I told her that I also knew Brazil
and Argentina well, so they would be
interesting to report on.
Oh, I see. What else did she ask you? Those
questions don’t sound too difficult.
No, they weren’t, really. Well, the subject of
languages came up. She asked if I spoke any
foreign languages.
Ha! That was an easy one for you!
Yeah, I told her I was bilingual in English and
Arabic and that I spoke Spanish and
Portuguese fluently. She seemed pretty
impressed.
I’m sure she was. Did she offer you the job on
the spot?
Not quite. She wanted to know where I’d
gone to university and if I’d taken any
further qualifications. I told her I’d taken
extra qualifications in IT and new digital
technologies and a Masters in Media. She
also wanted to know what articles I’d
written and so on. There was only one
difficult question, really.
Oh yeah?
Mmm, she asked me what qualities a
journalist needed to be a foreign
correspondent. I wasn’t sure how to answer
that one.
How did you handle it?
Arts and media
R:
Well, I said, obviously, I’d never done the job,
but I had thought about it. I said that foreign
correspondents had to be able to make
decisions without waiting for people to tell
you what to do. So, they needed to show
initiative when they were reporting in a
foreign country. They also needed to be
digitally literate and aware of all the new
digital technologies.
N: I think that’s a really good answer. Was she
pleased?
R: She seemed to be. Anyway, there were a few
more questions. Then at the end, she asked if
I was physically fit.
N: Funny question, but I suppose it’s important
if you travel a lot in your job.
R: Yes, true. Anyway, I said that I went to the
gym three times a week and go jogging twice
a week, so I should be.
N: Good answer. Do you think you’ll get the job?
R: I’ve got a good chance, I think, but I wasn’t
the only candidate. I’ll just keep my fingers
crossed and hope for the best.
4bTell students to look at the examples in the audio
script when answering these questions.
• Ask students to compare answers with a partner
before you check with the class.
1 yes/no
2 changes
3 statement
4 often
For a full explanation, ask students to read G2 on
page 146 of the Language reference.
5 Allow students ten minutes for this activity.
• If they need help, refer them to Exercises 4a, 4b
and the Language reference.
• Ask students to compare with a partner before
you check answers with the class.
To help students, tell them to first decide if the
question is a yes/no or a wh- question.
1 ... if I was able to/could write notes quickly.
2 ... what time I usually started work.
3 ... if I enjoyed working as a reporter.
4 ... what I did when people didn’t answer my
questions.
5 ... how much time I spent travelling abroad.
6 ... if I ever felt afraid in a crisis.
7 ... what problems I had when I was reporting.
For extra practice, ask students to do exercise
G2– 4 on page 147 of the Language reference.
154
READING
SPEAKING AND WRITING
6 Put students into pairs or small groups and give
them three minutes to discuss the questions.
• Get a few ideas from the class.
7a Critical thinking: Identifying topics. Ask
students if they have ever seen Rageh Omar on TV
(he used to report on BBC World and Al Jazeera
English, and now works for ITV).
• Tell students to read the questions (a–e) before
they read the extracts.
• Tell students not to worry about problem
vocabulary at this stage because they will study it
in Exercise 8.
• Go through answers with the class.
9 Read through the instructions and check students
understand witnessed (saw something happen).
• Give students one minute to decide their
important news event.
• Then give students ten minutes to write questions
and prepare notes. Tell them not to look at each
other’s questions/notes at this stage.
• Allow five to ten minutes for the interview.
• Then give students time to write the account in
pairs.
• Monitor to point out mistakes with reported
speech, but encourage students to self-correct.
• Finally, ask two or three pairs to read their
accounts to the class.
• Take the accounts in for marking, paying
particular attention to reported speech.
1e
2d
3a
4c
5b
This task is similar to the IELTS paragraph
matching task. If you have exam students, set a
time limit for this activity.
7bGive students five minutes to read the extracts
again and answer the questions.
• Ask them to compare with a partner before you
check answers with the class.
Follow up by asking students to compare qualities
the text says you need to be a foreign
correspondent with those the students thought of
in Exercise 6.
a5
b2
c1
d1
e2
f4
g3
8 When students think they have found the word,
tell them to look at the sentence around it to try to
guess the meanings.
• If necessary, students can use their dictionaries.
• Ask students to compare with a partner before
you check answers with the class.
• Check students’ pronunciation of these words.
• Finally, help students with any other words they
want to know the meaning of.
HOMEWORK OPTIONS
Students do the listening, grammar and reading
exercises for this lesson in MyEnglishLab.
Students do practice exercise G2–4 on page 147 of the
Language reference.
Students watch/listen to an interview on television/
radio, note the questions asked and then write an
account. For example: He/She asked if ..., and then
asked whether ... . (Note: it is not important if the
original interview is in English or the student’s
own language.)
1 wangled 2 traineeship 3 single out
4 brought home to me 5 daunted 6 integrity
Arts and media
155
11.4 SCENARIO: THE
SILVER SCREEN
IN THIS LESSON
Lesson topic and staging
This lesson focuses on the language of comparing
and contrasting. Students read the scenario about a
TV broadcaster deciding on a new film to produce.
They listen to two executives talking about filmmaking and then focus on the Key language. Next,
students read four proposals for new films. Finally,
students use this information to discuss which film
should be produced.
SITUATION
1 Focus students on the situation. Set the question
and ask students to discuss their ideas in pairs.
• Get a few ideas from the class and check students
understand broadcaster (a company that sends out
radio or television programmes) and raise its profile
(become better known).
2a Set the context and check students understand
direction they want to follow (the way they want to
do things).
• Play the recording and then elicit answers.
They disagree on the direction to follow. Bob is
happy to take risks (wants to do something
very different and spend a lot of money), but
Amy is more careful (wants a safe investment
and doesn’t want to spend too much).
Objectives
By the end of the lesson, students will have:
• extracted specific information from reading and
listening texts
• learnt useful phrases for comparing and
contrasting
• used this language in a real-life situation to choose
a film to produce
• participated effectively in extended speaking
practice
Timings
If short of time, cut the number of films students
discuss by omitting one or two of the proposals.
Possible lesson break: after Exercise 3b.
WARM-UP
This activity focuses on the topic and vocabulary of
film genres introduced earlier in this unit.
• Write the following film genres on the board:
horror
comedy
musical
science fiction
animation
• Tell students to order the film genres from their
most to least favourite.
• Put them into pairs to compare their lists and give
reasons. Monitor to see if students are using
comparative structures as this will help you
decide if students need to be reminded in
Exercises 5 and 6 on page 113.
2bAsk students to read the list (1–8) and tick the
items they can remember from the first listening.
• Then play the recording again and tell students to
tick the items they didn’t remember.
1, 2, 4, 5, 6, 8
KEY LANGUAGE:
comparing and contrasting
3a Give students a few minutes to try to complete the
sentences without listening again.
• Play the recording and, if necessary, pause after
each exchange to give students time to write.
• Ask students to compare with a partner before
you check answers with the class.
• Finally, refer students to the full list of Key
Language on page 146 of the Language reference.
1 different from 2 same as 3 quite similar to
4 much better than 5 Having said that 6 less
important than 7 the one hand 8 a lot worse
Audio script 11.3
Amy, Bob
A:
B:
Arts and media
Well, Bob, you know I think that this is a
great opportunity for the company, but it’s
very different from the kind of things we’ve
done in the past. We could make a lot of
money, but we could also lose a lot.
Amy, don’t worry too much. It’s the same as
TV, really – just everything’s bigger.
156
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
I hope you’re right. I just want a safe
investment, something which is quite similar
to the sort of stuff we usually make. I think
some kind of mystery is the sort of thing most
people really like.
Now, that’s where we disagree again. I think
this is a great opportunity to do something
very different – you know, a proper bigbudget film, something which will really sell
around the world and something much better
than what we’ve been doing recently. You
know, those rather sad mini-series about
unhappy housewives. Having said that, I
don’t think the genre is that important really.
It could be action, adventure or even a
musical. It just has to be different!
I see your point Bob, but we need to be sure
exactly what we want. What are our main
criteria for investing?
Well, for me it has to be down to the
originality of the idea. That’s what’ll get
people interested and help sell it.
Yes, I understand that, but I also think the
experience of the director is important. They
can make or break a film and they make a
difference to its sales.
True. Actually, I think the director is less
important than the location. I think we need
plenty of locations around the world so
people see places they’ve been to or would
like to visit. So the film becomes aspirational,
and means something to people.
Mmm, good point. They are both important
and a variety of locations will help to sell the
film in different places. On the one hand, it’ll
have more international appeal, but on the
other hand if we choose a film like that, it’ll
be much more expensive, don’t forget. We
have to think about cost.
Yes, we do, but if we want a big hit, we’ll
need to spend more.
Maybe I’m being too careful, but I don’t want
to spend millions and find we have
something a lot worse than our usual TV
series.
Yes, you are a careful person, Amy. Maybe
that’s why you’re successful. But film-making
is always a big risk, whether for TV or
cinema.
Arts and media
3b Tell students when they read the descriptions of
the films that they should try to think of one film
that is similar to each one. When they then
compare, it should be easier to think how the films
are similar and different.
TASK: choosing a film to produce
4 Read through the instructions with the class.
• Give students eight minutes to read the four
‘pitches’ and to add information to the chart.
• Monitor to check students are answering the
questions correctly and to clarify any vocabulary.
• As students give scores for each category, ask
them to think of the reasons why.
• When students have finished, ask them to tell a
partner which one they like the best and why.
5 Remind students of the Key language.
• Put them into groups of three or four and give
them 15 minutes for the discussion. Tell them to
use the criteria listed in Exercise 2b and the table
in Exercise 4 to help them make a decision.
• Monitor to note mistakes they make with the Key
language.
6a If possible, place groups together that have chosen
different films. If not, place groups together with
different scores and reasons.
6bAsk each group which film they chose and why.
• Encourage other groups to disagree if necessary.
• Vote on the final decision.
• Go through any mistakes you noted earlier.
HOMEWORK OPTIONS
Students do the Key language and extra vocabulary
exercises for this lesson in MyEnglishLab.
Students do exercise KL–5 on page 147 of the
Language reference.
Students write a letter to the director of the film they
chose to produce in Exercise 5 or 6. They should give
the reasons for their choice.
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11.5 STUDY AND
WRITING SKILLS
• Students will analyse some of the specific errors in
1b and 1c, so in feedback don’t go into too much
detail regarding the types of mistakes.
Question 1
1 the performers, the singers and dancers
2 the sponsors of the festival – the firms and
organisations
3 the advertising of the event
IN THIS LESSON
Lesson topic and staging
This lesson focuses on delivering a presentation and
writing a formal report. Students watch a video to
analyse the mistakes made by the presenter, before
watching a better version of the presentation and
learning useful expressions. Students then prepare
and deliver their own presentations. In the writing
section, students read a sample report and focus on
language for making generalisations. Finally, they
write a report based on the talk they gave earlier.
Study skills video, 11.1
Presenter, Man
P:
Good morning, everyone. I want to talk about
our plans for the music and dance festival in
September. It was a pity about the rain last
year, wasn’t it? It rained so much and people
got really fed up. Only a few people showed
up and the festival was a disaster. We were all
so disappointed – the sponsors weren’t at all
happy, I can tell you. OK, let me get back to
the subject. I suppose you want to hear about
the performers first – the singers and dancers.
Shall I start with that? OK, let me check my list
of names. I’ll read out the names of the groups
first. Here we go: In Your Face, Californian
Memories, Danger Last, Cosmic Moments,
Ever Together, Harry’s Guys, Heavenly
Dreams, Cisco Chicks, Gangland Spooks, 888
Now ...
P:
Now, what shall I talk about next? Oh yes, our
sponsors. We’ve got over twenty so far, you’ll
be pleased to hear, and I hope you’ll be joining
the group. You can see who they are on the
slide: Union Department Store, Midicare
Centre, Jones Engineering, Smarter-Phone,
Luigi Restaurant, Memories of China
Restaurant, Majestic Theatre, Cinema World,
Computer Magic, Empire Pharmacy, Rick’s
Café, Western Furniture, Food Fair ... Well, I
hope I’ve given you a good idea of the firms
and organisations who’ll be supporting the
festival. But we’re still looking for more
sponsors.
Study skills video
Watch the video to see a bad example and a good
example of a presentation.
Objectives
By the end of the lesson, students will have:
• learnt strategies and useful expressions for
delivering a presentation
• delivered their own presentation
• extracted specific information from a video and a
reading text
• learnt how to make generalisations in English
• written a formal report
Timings
If short of time, set Exercise 5 or 8 for homework.
Possible lesson break: after Exercise 5.
WARM-UP
This activity introduces the topic of festivals and
events.
• In groups, give students three minutes to name as
many famous festivals as they can.
• Elicit ideas and give one point for each festival.
Give another point to any student who can give
two pieces of information about a festival.
STUDY SKILLS:
delivering a presentation
1a Use the warm-up as a lead-in to this activity.
• Play the video without pausing and ask students
to answer the two questions.
• Put them into pairs to discuss their answers.
Arts and media
P:
What else must I mention? Oh yes,
advertising. That’s very important. We shall
place several advertisements in our local
newspapers like, erm, The Herald, The Informer,
The Evening Standard, The Weekend News, The
Advertiser.
M: Speak up, please – we can’t hear you!
158
P:
Sorry, I said The Weekend News and The
Advertiser. Also, we’ll be advertising on the
internet and sending lots of flyers out near the
time of the festival. Well, that’s it, really. I
don’t usually do this talk, but I hope you’ve
enjoyed it. Please let me know if any of you
are interested in sponsoring the event.
1b Give the students a few minutes to read through
the types of mistakes.
• Ask them to discuss which ones they remember
with a partner. Then play the video again.
• Students compare their answers with a partner
before checking together.
a3
b1
c1
d2
e2
f2
g3
h3
1c Give students a few minutes to discuss the other
mistakes they saw.
• Open it up to a class discussion. You could play
the video again and highlight the mistakes made
in each section.
Suggested answers
not enough eye contact during the talk; does
not try to get rapport with his audience; does
not ask the audience if they have any
questions; does not vary the pace of his
delivery or his intonation.
2a This is an improved version of the previous
presentation, which the students can analyse as a
better model.
• Play the introduction to the presentation and ask
students to put the phrases in the correct order.
a3
b5
c6
d2
e4
f1
Study skills video, 11.2
Good morning, everyone. Thank you for coming to
my talk. I’m going to tell you about our plans for
the festival in September. I’ve divided my talk into
three parts. I’ll start by telling you about the kind
of performers we want to attract and I’ll mention
some well-known singers and dancers who’ll
attend the festival. Next, I’ll talk about our
sponsors and finally, I’ll discuss our plans for
advertising the event. I hope to show you that this
will be an ideal festival for you to sponsor. I’ll be
pleased to answer any of your questions at the end
of my talk. Is that OK, everyone? Good. Can I ask
you, how many of you attended last year’s
Arts and media
festival? Can you give me a show of hands, please?
Mmm, quite a few of you. Good.
2b Now play the whole video and ask students to
tick the features they notice.
• Ask students to compare their answers with a
partner and then check as a whole class.
1, 2, 4, 6, 7, 9
Study skills video, 11.3
Good morning, everyone. Thank you for coming
to my talk. I’m going to tell you about our plans
for the festival in September. I’ve divided my talk
into three parts. I’ll start by telling you about the
kind of performers we want to attract and I’ll
mention some well-known singers and dancers
who’ll attend the festival. Next, I’ll talk about our
sponsors and finally, I’ll discuss our plans for
advertising the event. I hope to show you that this
will be an ideal festival for you to sponsor. I’ll be
pleased to answer any of your questions at the
end of my talk. Is that OK, everyone? Good. Can I
ask you, how many of you attended last year’s
festival? Can you give me a show of hands,
please? Mmm, quite a few of you. Good.
Right, let’s start with the performers. Who do we
plan to invite? Well, I’m pleased to say a number
of groups have already signed up for the festival.
Right, moving on now. I’m sure you want to
know who our sponsors are. Well, I’ll give you a
handout at the end of my talk with all the names
of our sponsors. There are twenty-five so far. But
for now, I’ll just mention five of our biggest
financial supporters. Please look at the screen.
OK, let me sum up. You know that a number of
well-known singers and dancers have already
agreed to appear at the festival. We have over
twenty-five sponsors already and I’ve told you
who the biggest sponsors are. You also have a
clear idea of how we will be advertising the event.
We’ll be using the local press, cinema, online ads
and flyers.
Well, thanks everyone for coming to my talk. I’m
confident the festival will be a fantastic success
and I hope you’ll all want to be part of that
success. OK, are there any questions you’d like to
ask me?
3 Tell students that they will have heard most of
these phrases in the video and that they will be
able to use them to deliver their own talk.
159
• Students do the matching.
• Allow students a few minutes to practise saying
the phrases aloud.
1f
2b
3h
4e
5g
6d
7c
8a
4a Read through the introduction with the students.
Also look ahead at the evaluation sheet so
students can see how they will be marked.
• Put students into pairs and give them time to read
the notes and prepare what they are going to say.
4b Keep students in the same pairs to deliver/listen
to the talks and ask each other questions.
• While they are speaking, monitor to note good
points and mistakes (mumbling, etc.).
• Finally, go through the good points you noted
earlier and then some of the mistakes.
5 Give students one minute to decide on their
festival. Refer them back to the warm-up for ideas.
• Then give time for students to prepare. Monitor
and help as necessary.
• Put students into groups to deliver their talks.
Monitor to note good points and mistakes
(rambling, mumbling, etc.)
• Finally, go through the good points you noted
earlier, and then some of the mistakes.
WRITING SKILLS: a report
6a Ask students to read the headings and then give
them two minutes to read and match.
• Go through answers with the class.
1f
2b
3c
4e
5a
6d
6bAllow a maximum of three minutes for this
activity. Get a few ideas from the class.
1 over 50,000 people attended, the weather was
(mostly) good, performers were excellent and
well received by the public, acts for children
were popular, performers started and
finished on time, music and dance routines of
Ethiopian group, on the whole people
satisfied with food and service, gave great
pleasure to many people, brought together
different cultural communities, generally
sponsors pleased with the organisation
2 reduce crowds at popular events, more signs,
greater variety of food, programmes of daily
events, special access for mothers with young
children, more security staff, advertise the
event earlier
7 Read through the introduction and examples with
the class.
• Give students two minutes to find other examples.
• Elicit answers and write them on the board.
People attending were mainly families, people
of all ages, a large number from, The majority
were singers, a wide variety of, almost all of,
perhaps the highlight of, There were many, On
the whole, some people, a large number of
people, in general, most of them
If you have students in an academic context, you
could explore this further. Ask students when it
might not be correct to over-generalise. An
example of this is when there is a small study and
the findings are used and applied to much wider
contexts than is possible based on the original
study.
8 Give students 20 minutes to plan and write their
reports.
• Monitor to help with vocabulary and to point
out mistakes.
When they have finished, ask them to swap with
another student they didn’t present with and ask if
they would like to go to the festival they read
about.
HOMEWORK OPTIONS
Students do the study skills, writing and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
Arts and media
160
12
Crime
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
third conditional; modals (past deduction)
crime; collocations (4)
reaching a decision; discussing court cases
summarising
a cause and effect essay
12.1 REAL CRIMES?
IN THIS LESSON
Lesson topic and staging
Students discuss different crimes and their level of
seriousness. They then read a text about crimes and
focus on vocabulary contained in the text. Then
students discuss issues arising from the text. Finally,
students speak about different types of crimes and
the seriousness of each one.
Meet the expert video
Watch the video to hear a publisher talking about the
appeal of crime fiction.
Objectives
By the end of the lesson, students will have:
• discussed the seriousness of different crimes
• extracted specific information from a reading text
• expanded their range of vocabulary in the context
of crime
Timings
If short of time, omit Exercises 4 and/or 6.
Possible lesson break: after Exercise 4.
WARM-UP
• This activity introduces the topic of anti-social
behaviour. Write the following on the board:
Someone stole your wallet.
A family member lied to you.
A close friend borrowed money and didn’t return it.
A friend read your diary.
• Tell students to think about how they would feel
in each situation. Then ask them to speak to other
students to find someone who feels the same.
• Get feedback from the class.
Honoré De Balzac quote: This quote suggests that all
fortunes are made by some sort of crime being
committed. Ask students whether they think there is
some truth in this statement.
New Language Leader Intermediate Crime
SPEAKING
1a Lead in by focusing students on the photo at the
top of page 116 and ask them what has happened.
Then ask if they think this is a serious crime.
• Set the activity and give students two minutes to
individually decide their opinions and check
vocabulary in their dictionaries.
• Put them into groups of three or four and allow
ten minutes for the discussion.
1bGive students three minutes to individually decide
their three additional activities.
• Monitor and help with vocabulary.
• Then put students into the groups from Exercise
1a and allow ten minutes for the discussion.
• Get a few ideas from each group and ask the class
if they agree.
Elicit five examples of ‘quite serious crimes’ from
Exercise 1a and write them on the board. In their
groups, ask students to order them from most to
least serious. Students should agree/disagree with
each other and give reasons.
READING AND VOCABULARY:
crime
2a Focus on the title and the first line. Check students
understand mastermind (very intelligent person).
• Put students into pairs to discuss the question and
then get ideas from two or three pairs.
Suggested answer
It tells you that these criminals are not
intelligent, and are not ‘masterminds’.
2bTell students to read the questions before they
read the text.
• Tell them not to worry about unknown vocabulary
because this will be studied in Exercise 5.
• Ask students to compare with a partner before
you check answers with the class.
1 1, 4, 6, 7
2 2, 3, 5
3 3, 5
4 2
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3 Do this as a class vote. If there are lots of different
choices, ask students to give reasons.
4 Critical thinking: Inferring emotions. Focus
students on the people highlighted in bold in the
text. Check they understand robber, thief and
cashier, as well as the adjectives in the box.
Possible answers
1 assistant: surprised, amused
2 Peter Addison: surprised, angry
3 the police: amused
4 armed robber: surprised, confused
5 car thieves: angry, confused
6 cashier: frightened, amused, surprised
7 the police: amused
5 Go through the word web with the class and ask
them to complete it with words in the text.
• Model the first few words with the class.
• Ask students to compare with a partner before
you check answers with the class.
To make feedback clear, draw the word web on
the board and fill in the words as you elicit them.
people connected to law and order: judge,
jury, police people who break the law:
criminal, robber, thieves places connected to
law and order: court, jail verbs connected to
crime: rob, steal, vandalise verbs connected
to law and order: charge, arrest, prove, convict
6 Depending on whether students follow the news
or whether there have been any high-profile crime
cases, you could do this as a whole class activity.
Bring in headlines from some recent crime cases to
help prompt the students’ memories.
7 Give students time to think about the questions.
• Put them into small groups for the discussion.
1 not good 2 dumb (in title), brainless, daft,
half-witted, useless, inept, foolish
SPEAKING
8a Ask different students in the room to explain each
crime and then allow them to double check any
they are not sure of in their dictionaries.
• When students categorise, there is no right and
wrong answer. They simply need to think about
what connects the crimes. If they can make a
connection and explain it, then it is likely that they
understand the meaning of the crime well.
Crime
8b Check that students’ connections are logical. If
students are in disagreement then open it up for a
whole class discussion
8c Give students a few minutes for this task.
• Go through each crime in the list and ask groups if
they chose it as the most serious. If they did not,
ask them to explain their reasons.
MEET THE EXPERT
1a Students first score these on their own and then
compare their rankings with a partner.
Ask students to discuss a recent book they have
read and to summarise the plot to their partner.
1b Find out who gave crime, thriller and mystery a
high rating. Ask these people to share their
thoughts on what makes a good crime story.
2 Students match the words individually first. Ask
them then to compare their answers with a partner
before checking together.
1 psychological 2 crucial 3 detective 4 solve
5 psyche
3a As a warm-up, play the interview through once
and pause it on 2 minutes 9 seconds. Ask students
who has read a series like Tom Clancy. Find out
which other crime series are favourites of the class.
1 People enjoy the puzzle of working it out and
the dark side of the human mind. 2 historical
crime, psychological thriller, cozy crime fiction,
adventurous/action-adventure thriller and
conspiracy 3 an atmospheric setting, gripping
characters and a unique plot
3b Tell students to read through the notes first.
For students preparing for exams such as IELTS,
listening tasks that limit the number of words are
common. Remind students that in such a test they
would lose marks for writing too many words.
• Play the video. Ask students to compare answers
with a partner before checking together.
1 science fiction/fantasy 2 darker side
3 types of 4 (cosy and) psychological
5 Crime series 6 around the world
4 This is a key point to highlight to students. Doing
extensive reading is an excellent way of building
knowledge of a language. In terms of vocabulary,
it is good for improving knowledge of higher
frequency words, collocations and register.
162
Meet the expert video
Stefanie Bierwerth, Publisher
My name is Stefanie Bierwerth and I am the
editorial director for crime and thriller publishing
here at Michel Joseph, Penguin. I got into crime
and thriller publishing from the very, very early
days. I’ve always loved crime and thriller reading
from my early teenage years and then I got very
lucky to be given a job as an editorial assistant
and ended up staying in publishing.
Crime is the biggest selling genre when you look
at all the different genres that are published.
Science fiction and fantasy, for example, is not as
popular as crime publishing. When you look at
recent developments in e-book and digital
publishing, it’s quite interesting to see that crime
is even more popular on e-readers than it is in
print.
The appeal of crime fiction reading is – at least for
me that’s the case, and I think for most readers –
the longing to solve a unique puzzle. And, on the
other side, it’s also always interesting to visit the
darker side of the human psyche.
The different types of crime fiction are probably
easiest divided into: historical crime writing, then
there’s psychological thriller writing, there is cosy
crime fiction, then there’s the more adventurous
thriller and conspiracy thriller writing, and –
yeah, you have a huge variety of crime fiction.
The different styles in crime fiction do definitely
attract different types of readers, I would say. So,
traditionally, you would have a much more malebased fan readership on the action-adventure
side. On the more cosy, psychological crime
writing side, you probably have more female
readers.
Crime series are particularly popular because you
revisit the characters again and again, as you do
with your most favourite TV series that you
watch every evening. And, in that respect, it
sometimes almost doesn’t matter so much about
the story itself – you just want to meet that
detective again, you want to find out about the
love affair they’ve had in their last book and if the
love story still lasts in the next episode. So, from
that point of view, crime series are very, very
popular with most readers and certainly also for
publishers because they sell really well.
Crime
Crime fiction from around the world is getting
more and more popular. Reasons for that are the
big successes like Stieg Larsson, for example,
which sold in millions and millions of copies all
around the world. At the same time, I think, it’s
also people are opening up much more to
different names, to different settings, to different
ideas, atmospheres – and those are coming from
different countries in Europe and the whole
world.
The winning formula for a great thriller, to me,
consists of different things. There is an
atmospheric setting – that is very important. Then
great and gripping characters that you want to
follow on their journey while they’re solving their
individual mysteries. And then there’s also the
unique plot idea that is crucial for most crime
readers – it certainly is for me – especially as there
are only so many plot ideas around and they have
been used again and again. To find that one
amazing, fresh, new idea is very, very special.
The next trends in crime fiction are always
difficult to predict. I wish I had the winning
formula but, at the same time, I think there is a
trend that we can all see from people moving
away from the very gritty, blood-thirsty, dark
thrillers to a more psychological thriller, where
it’s all happening in the mind.
HOMEWORK OPTIONS
Students do the vocabulary, pronunciation and
reading exercises for this lesson in MyEnglishLab.
They can also do the MyEnglishLab video activities
after this point.
Ask students to write a review of their favourite
book. In the following lesson, students can read each
other’s reviews and decide which book they would
like to read.
163
12.2 THE CAUSES
OF CRIME
IN THIS LESSON
Lesson topic and staging
Students listen to three criminals talking about their
crimes. They read a text about different theories on
the causes of crime and decide which theory might
explain the crimes they heard about earlier. Next,
students look at collocations from the text and
practise using them. Then students focus on the third
conditional from the earlier listening text. They do
activities focusing on the meaning, form and use of
the third conditional. Finally, students discuss issues
related to crime and criminals.
Objectives
By the end of the lesson, students will have:
• extracted specific information from listening and
reading texts
• learnt a set of collocations in the context of crime
• revised/extended their knowledge of the third
conditional and practised using this form
• discussed topical statements about crime in an
extended speaking practice.
LISTENING
1 Give students one minute to think about their
answers and then put them into pairs to compare.
• Get a few answers from the class and write the
reasons students give for the crimes on the board.
If your class all come from the same country, you
could elicit three recent and/or famous crimes and
write them on the board.
2a Ask students to copy the list of reasons you wrote
on the board.
• Play the recording without pausing and tell
students to tick the items from the list if they
are mentioned.
• Elicit answers from the class and tick the reasons
on the board.
Answers depend on items in the list.
2bGive students one or two minutes to start their
notes from memory.
• Then play the recording again, pausing after each
speaker to give students time to write.
• Ask students to compare with a partner before
you check answers with the class.
• To follow up, ask students if they sympathise with
any of the criminals and why.
Timings
Speaker 1: Crime: hit someone in a club,
attacked a police officer Age of criminal: not
given Reason for crime: lost his temper –
hadn’t learnt to control it as a child, like his
dad, a violent man Plans for the future: keep
out of trouble, settle down, lead a normal life
Speaker 2: Crime: organised a robbery at the
airport, gold worth over £10 million Age of
criminal: 51 Reason for crime: easy way to
make a living, enjoyed planning big robberies
Plans for the future: retire to a villa in Spain
Speaker 3: Crime: stealing from shops, houses
and cash machines Age of criminal: 21
Reason for crime: poor background, no money,
no job Plans for the future: move out of the
area and start a new life
If short of time, set Exercise 8 for homework.
Alternatively, reduce the number of items in
Exercise 9a.
Possible lesson break: after Exercise 5b.
WARM-UP
This activity revises the first and second conditionals
in preparation for the third conditional.
• Write the following on the board:
find a lot of money in the street; be famous; go out this
weekend; learn to speak English very well
• Tell students to make up complete sentences using
the phrases above, the words if or when and the
first or second conditional. If necessary, elicit the
use and structure of each form. (Note: students
choose the form depending on how likely they
think this event will be.)
• Then put students into small groups to compare
their sentences. Tell them to ask each other
questions to get more information.
• While students are discussing, monitor to point
out mistakes and provide vocabulary if necessary.
Crime
Audio script 12.1
1
It’s no surprise I’m in prison. I’m just like my
dad. He was a big man and he had a very
quick temper. He was violent at home,
always hitting me and my mum, and he was
violent outside the home, always picking
arguments and fighting with people. So he
164
2
3
was in and out of prison all the time. I’m the
same. That’s why I’m in jail at the moment.
Me and some mates, we went to a club,
someone said something I didn’t like and I hit
him – really hard, so he was badly injured.
The police came and took me off to the
station. In the corridor of the police station, I
did something really stupid. I lost my temper
with a police officer and attacked him. I’m
sorry now, of course. If I had learnt to control
my temper when I was a kid, I wouldn’t have
hit the police officer. You just can’t do that. In
prison, I attend a class on how to control your
anger. I’m learning a lot from the instructor
and the other people in the class. I think it’ll
be useful when I come out of prison – I’ll be
able to control my temper better. Actually, all
I want to do now is keep out of trouble, settle
down and lead a normal life.
The newspapers called me ‘Mr Big’. I liked
that, but I didn’t like the sentence I got –
twenty years in prison. I didn’t expect to be
caught. You see, I plan crimes, but I don’t
actually commit them. I get other people to
do that. I know I’m very intelligent –
everyone says so. If I had wanted to, I could
have become a top businessman or maybe a
lawyer. But early on, I decided to follow a life
of crime. It was an easy way to make money.
And later, I started planning really big
robberies. That’s what I really enjoyed. I
organised some big robberies and we made
lots of money. But then I planned a robbery at
the airport – gold bullion, worth over £10
million. Unfortunately, my team of robbers
made a mistake. They stayed at the airport
too long. If they had done the job more
quickly, they would have left in time and the
police wouldn’t have caught them. One of my
gang gave my name to the police and I was
arrested. I’m fifty-one now. When I get out of
prison, I’ll buy a villa in Spain and retire
there. Plenty of my friends are already over
there.
My parents didn’t have much money, but
they were good to me. We lived in a poor
area in Glasgow. A lot of people were
unemployed and the crime rate was high.
When I was about eight years old, I joined a
gang of girls and we used to go shoplifting –
you know, stealing things from shops and
stores. It was great fun until we got caught.
Crime
I’ll never forget my mum’s face when the
police officer came to our door.
Then, when I was a teenager, I started
stealing from houses and when they caught
me, I was sent to reform school. That’s where
they put young people who commit crimes.
When I came out, I couldn’t get a job and I
was unemployed for over a year. So what
choice did I have? If I hadn’t been
unemployed, I wouldn’t have started robbing
cash machines. I was sent to prison for two
years. I’m twenty-one now, and I don’t want
to go back to prison. I think I’ve been so
unlucky in my life. I might have tried harder
to lead an honest life if I hadn’t been
unemployed. Anyway, now I’m going to
move out of the area and make a new start
somewhere else.
3 Critical thinking: comparing and contrasting.
Give students a few minutes to discuss.
• Ask for feedback from one or two groups.
READING
4a Set the activity and give students two minutes to
read and match.
• Check answers with the class.
1 genetic
2 choice
3 environment
4bTell students to read the statements and check
they understand anti-social (bad behaviour in
society and with people) and tend (this usually
happens).
• Give students two minutes to read and match.
• Ask them to compare with a partner before you
check answers with the class.
If you have a fairly strong class, students can
match the statements without reading the text
again. To encourage them to read the text, ask
students for examples.
1 genetic
5 genetic
2 choice 3 environment
6 choice
4 genetic
4c Put students into pairs/small groups to discuss the
question. Then get a few ideas from the class.
To help students with this discussion, remind
them of the crimes they talked about in Exercise 1
and tell them to decide which cause (genetic,
environment, choice) was the reason for these
crimes.
165
VOCABULARY: collocations (4)
5a Students can use their dictionaries to check any
unknown words in this activity.
• Ask them to compare with a partner before you
check answers with the class. (Note: in question 1,
influence can also be combined with behaviour, but
the exercise is focusing on noun/adjective +
behaviour combinations. If students ask about
influence, tell them that you need to add an object,
e.g. influence their behaviour.)
• Check students can pronounce vicious.
The quote in the Environment text following a
vicious circle gives a good example of this phrase.
1 criminal, human, good, bad, anti-social
2 long 3 genetic 4 close 5 vicious 6 career
5bStudents do this activity individually and then
compare with a partner.
• Check answers with the class.
• To follow up, ask a few students who they have a
close relationship with, what there is a long
tradition of in their country and if they’ve made a
career decision yet.
The use of criminal and anti-social behaviour will
depend on the context, i.e. anti-social behaviour in
one society may be criminal in another.
1 criminal behaviour 2 close relationships
3 long tradition 4 anti-social behaviour
5 career decision
For extra practice, ask students to do exercise
V1,2–5 on page 149 of the Language reference.
(Note: The exercise includes vocabulary from
Lesson 12.1.)
GRAMMAR: third conditional
6a Explain that the examples all come from the
listening texts in Exercise 2 (underlined in the
audio script above).
• Give students three minutes to answer the
questions.
• Ask them to compare with a partner before you
check answers with the class.
• Finally, ask students to read the grammar tip.
To reinforce the context, ask students to underline
the examples in the audio script on page 174–175.
They can then look at the situation around the
examples to help them answer the questions.
Crime
1 a no b no 2 a no b no
4 a yes b no
3 a no b yes
6bGive students time to complete the rule.
• While they are working, write example 1 from
Exercise 6a on the board.
• Check answers with the class and underline the
relevant part of the example on the board.
• Finally, elicit the negative of had done (hadn’t done)
and the pronunciation of contracted would(n’t)
have, could(n’t) have and might have. Tell students
that we normally say might not have and do not
contract not have.
perfect, have, past, could
For a full explanation, ask students to read G1 on
page 148 of the Language reference.
7 Students do this activity individually.
• Monitor to point out mistakes, but refer students
to Exercise 6 and the Language reference for help.
• Ask students to compare with a partner before
you check answers with the class.
1 had planned, would/might/could have
succeeded 2 had acted, would/could/might
have prevented 3 hadn’t driven, wouldn’t
have/might not have had 4 wouldn’t/might
not have increased, had been 5 wouldn’t/
might not/couldn’t have caught, hadn’t left
8 Do the first sentence with the whole class.
• Monitor to point out mistakes with the third
conditional, but encourage students to self-correct
using Exercises 6, 7 and the Language reference.
• In feedback, allow might and could where possible.
1 If the negotiator had reacted to the hostage
crisis quickly, the hostage wouldn’t have
died.
2 If the police had acted decisively, the
criminal would not have escaped.
3 If the police had apologised, Mr Wesley
would have been satisfied.
4 If the robber had taken a map, he wouldn’t
have got lost.
5 If the thief had run faster, the police
wouldn’t have caught him.
6 If the court hadn’t released the prisoner
early, he wouldn’t have injured two police
officers.
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SPEAKING
9a Read through the statements with the class and
check they understand greedy (wanting a lot of
everything), crime doesn’t pay and petty (not
serious, unimportant).
• Give students a few minutes to think about their
opinions and make notes.
9b Put them into groups to discuss the statements.
• Encourage them to give reasons for their answers
and to agree/disagree as necessary.
• Finally, ask each group which statements they
agreed with and why.
• In feedback, encourage students to challenge other
groups’ ideas.
HOMEWORK OPTIONS
Students do the vocabulary, grammar and
pronunciation exercises for this lesson in
MyEnglishLab.
Students do exercise G1–1 and/or V1,2–5 on page 149
of the Language reference.
Students choose one of the statements from Exercise
9a and write a paragraph saying why they
agree/disagree.
12.3 SPECTACULAR
ROBBERIES
IN THIS LESSON
Lesson topic and staging
This lesson looks at major crimes and how they were
committed. Students read a crime report and put
events in order. They then extract specific vocabulary
from the text. Next, students listen to people talking
about a robbery, which contextualises the grammar
focus: modals (past deduction). Students do a series
of activities on the meaning and form of these
modals and practise using them. Finally, students do
a group speaking activity to solve a crime.
Objectives
By the end of the lesson, students will have:
• extracted specific information from listening and
reading texts
• revised/learnt about the form and use of modal
perfects (e.g. should have + past participle)
• engaged in an extended speaking activity to solve
a crime
Timings
If short of time, omit Exercises 2c and 3.
Possible lesson break: after Exercise 4b.
WARM-UP
• Ask students to work with a partner and to write
down as much as they can remember about the
crime they heard about in Lesson 12.2, Exercise 2.
• Ask one pair to read out their notes and then see if
any other groups can add more detail.
READING
1 Put students into pairs for this task and then elicit
a description from the class.
2a Explain that students are going to read a text
about a spectacular robbery.
• Tell them to read the events (a–f) first and then
look at the text.
1e
2d
3b
4a
5f
6c
2bBefore students do this task, ask them to define a
journalist with a partner. Also ask them to explain
what they think a good journalist should do.
• Give the students a few minutes to answer the
questions.
Crime
167
• Tell students to compare their answers with a
partner before checking together.
Who? gang of masked gunmen
What? a raid on a cash depot
Where? a cash depot in the Västberga area of
Stockholm, Sweden
When? just after 5 a.m.
Why? to get a lot of money, possibly several
million Swedish kronor
How? used a helicopter to jump onto the roof
and pulled money up by rope and stopped
police using helicopters by leaving a bag
marked ‘Bomb’ at the aircraft hangar
2c Critical thinking: Looking at genre. Take this
opportunity to revise the present perfect, reported
speech and direct speech.
• Write the three structures on the board.
• Elicit from the students how each one is formed
and then elicit the different uses.
• Ask students to find examples of each in the
reading text.
3 Encourage students to describe the robberies in as
much detail as possible.
• Monitor the discussions and note down good uses
of the present perfect and reported speech.
• Put the examples on the board for students to see.
4a Give students a few minutes to find the words.
• Ask students to compare their answers with a
partner before checking.
1 cash 2 raid 3 gang 4 witnesses
5 investigators 6 reward
5b Ask students to read the questions and check they
understand tracing (following clues to find stolen
money).
• Play the recording and, if necessary, pause after
each speaker to give students time to answer.
a1
1
2
3
4
5
6
4 raid
7
LISTENING
5a This listening provides examples of modal perfects
for Exercise 6a. Read the introduction and tell
students this is a true story.
• Play the recording without pausing and ask
students to make notes as they listen.
c2
d7
e4
f3
g6
h5
Audio script 12.2
4b Give students time to complete the text.
• To check they understand the words, ask them to
write six sentences using each of the words.
1 reward 2 gang 3 cash
5 investigators 6 witness
b8
8
They took so much money that everyone in
this country and in Europe will be aware of it,
and they might have wanted to use the
money in Europe.
They shouldn’t have stolen such a large
amount of money. Someone found a huge
bag of cash the other day and the first thing
they thought was, ‘Could it have come from
that Stockholm job?’
Basically, they can’t have planned it properly.
They should have involved fewer people.
And, you know, the more people involved,
the greater the chance a friend or relative will
tell the police.
The £2 million reward might have got some
informers and other criminals interested. The
culture of not informing on other criminals no
longer exists. People will do anything to get
their hands on that much money.
Banks have become much better at tracking
bank notes, so there is a possibility that they
might have traced some of the cash.
The police think someone with inside
knowledge could have been involved –
someone who works there – and if so, that
person will be the most likely one to offer up
information when they are questioned by the
police. They won’t be used to police
questioning and they could be the weakest
link.
The security people must have been very
careless. The robbers could have been caught
easily if the security people were doing their
jobs properly.
Well, in one sense, it couldn’t have been more
successful. They got away with £50 million.
a robbery of £50 million in Stockholm
Crime
168
GRAMMAR:
modals (past deduction)
6a Emphasise that students must answer from the
speaker’s point of view and, if necessary, answer the
first question as a whole class.
• Ask students to compare with a partner before
you check answers with the class.
The speaker’s point of view is essential for the
answers to questions 3 and 7.
1 not sure
6 not sure
2 yes
7 yes
3 no 4 no
8 yes
5 not sure
6bTell students that all the examples in Exercise 6a
are ‘guesses’ or ‘deductions’ the speakers believe.
• Give students five minutes for this activity and ask
them to compare answers with a partner.
• Go through answers with the class and emphasise
again that these are ‘guesses’ or ‘deductions’.
(Note: for meaning d, must and can’t both mean
that something is logically certain from the
speaker’s point of view. Can’t means the speaker
believes something didn’t happen and must means
they are certain it did.)
a2
b4
c 1, 5, 6
d 3, 7
e8
While students are working, write one of the
examples from Exercise 6a on the board. In
feedback for 6c, highlight the relevant parts.
Modals for present deduction were studied in
Lesson 7.3 on page 71 of the Coursebook.
6c Elicit the answer from the class and highlight the
form on the board (see Tip above).
• For a full explanation, ask students to read G2 on
page 148 of the Language reference.
• Check pronunciation of the contracted forms
can’t’ve, shouldn’t’ve, should’ve, must’ve, might’ve,
could’ve, couldn’t’ve. The negative of might is
normally contracted as might not’ve. Tell students
that the opposite of must’ve is can’t have.
• Put students into pairs to discuss their sentences,
giving reasons for their ideas.
• Monitor and note mistakes with modal perfects
and the pronunciation of contractions.
• Get a few ideas from two or three pairs.
• Finally, correct the most common mistakes.
SPEAKING
8 Read through the instructions with the class and
tell students to read the newspaper report. Help
with any unknown vocabulary.
• Give each student a letter (A–F) and ask them to
read their role card.
• They can use dictionaries for new vocabulary.
• Put students into groups of six and allow 15–20
minutes for the discussion.
• Tell students to use modal perfects when making
guesses and deductions.
• Monitor and note mistakes with modal perfects
and the pronunciation of contractions.
• When they have finished, ask each group who
committed the crime and how.
• Finally, correct the most common mistakes you
noted earlier.
HOMEWORK OPTIONS
Students do the listening, reading, grammar and
pronunciation exercises for this lesson in
MyEnglishLab.
Students use the role cards (A–F) from Exercise 8 to
write sentences similar to those in Exercise 6a.
have
7 Remind students that we don’t use double
contractions (e.g. couldn’t’ve) in writing.
• Give them a maximum of ten minutes to write
their sentences.
• Monitor to point out mistakes. Encourage students
to self-correct, using Exercise 6 and the Language
reference.
Crime
169
12.4 SCENARIO:
YOU, THE JURY
IN THIS LESSON
2a Set the context by reading the summary and ask
students if they think this is a serious crime.
2b Tell students to read the questions before you
play the recording.
• Ask students who they most agree with and why.
1 D: not guilty
2 no
Lesson topic and staging
This lesson focuses on the language of reaching a
decision. Students are introduced to the scenario of a
Crown Court in England. They read a summary of a
case and then listen to a discussion on the case and
focus on the Key language. Students then read about
three court cases and finally use this information and
the Key language in the main Task to present a case
and discuss a verdict.
Objectives
By the end of the lesson, students will have:
C: undecided
KEY LANGUAGE:
reaching a decision
3a Students try to complete the gaps first. Then play
the recording and pause at the end of each section.
• Ask students to compare with a partner before
you check answers with the class.
• Tell students the Key language is listed on page
148 of the Language reference.
• extracted specific information from reading and
listening texts
• learnt useful phrases for reaching a decision
• used this language in a real-life situation to
present and discuss court cases
• participated in extended speaking practice
Audio script 12.3
Mr Davis, Ms Cornish, Mrs Taylor
Timings
D:
1 ways 2 seems 3 appears 4 evidence
5 certain 6 mind 7 doubt 8 obvious 9 clear
If short of time, drop one case from Exercises 4 and 5.
Possible lesson break: after Exercise 3b.
WARM-UP
• Write the following on the board:
over 18 years old; well-educated; broad-minded; gets on
well with other people; has a lot of different experiences
• Tell students these are possible qualities for a good
jury member and check they understand broadminded (tolerant and open to different ideas).
• Students order the qualities from most (1) to least
(5) important. Then put them in pairs to compare.
C:
SITUATION
1 Tell students they are going to read and hear
about a court case. They should read the question
before they read the situation.
• Students can use dictionaries to check vocabulary
(particularly prosecution, defence, jury and verdict).
• Get a few answers from the class.
If your students are all from the same country, do
this as a group discussion. If they are from
different countries, put different nationalities into
pairs or small groups to discuss the similarities
between their countries’ systems.
Crime
T: guilty
T:
C:
You can look at it in two ways, I think. Do
you believe the witness who said he was
definitely stealing the books or do you
believe the man himself? He said he was just
borrowing the books for half an hour to read,
then he was going to return them. But he
didn’t get the chance to do it. It seems to me
that he’s innocent because the manager didn’t
give him a chance to explain before calling
the police. He appears to be an honest person
to me. What do you think, Ms Cornish?
Mmm, it’s a difficult one, Mr Davis. On the
one hand, he may look honest, but on the
other hand, there’s some evidence from one
witness to suggest he was stealing the books.
Personally, I’m not certain he’s guilty because
I think he acted on impulse, without really
thinking. What do you think, Mrs Taylor?
Well, I’ve made up my mind. I’m certain he’s
guilty. He didn’t look honest to me. No, he
didn’t fool me for one minute. There’s very
little doubt, as far as I’m concerned.
You seem very certain, but you presume a lot.
I don’t think it’s a case of trying to fool us. We
need to be sure that he really is guilty. My
perception is that he is probably innocent.
170
D:
T:
D:
Really, it’s obvious to me that he didn’t
intend to steal the books.
Well, I’m not sure it’s as clear cut as that. I
mean, he had money to pay for one of the
books and he didn’t leave the shop. Are
people likely to steal if they have money to
pay for things? Is that really the case?
Well, actually, they do. Most shoplifters tend
to have money with them when they steal
things.
Really? I didn’t know that. Well, let’s have
another look at the statements and try to
come to some agreement.
3bGive students about three minutes for this activity.
• Check answers and then ask if students have been
or would like to be on a jury and why.
Weak: 2, 3, 5, 9
Strong: 6, 7, 8
TASK: discussing court cases
4 Tell students to read the six questions before they
read the cases. Students can use their dictionaries
to check unknown vocabulary.
• Ask them to compare with a partner before you
check answers with the class.
• To follow up, ask students which case they think
is the most serious and why.
a3
b2
c1
d2
e1
f3
5 Before you put students into their groups, tell
them to read the instructions very carefully and
ask you if they don’t understand.
• Put the class into their groups and give each
student a letter (A–C).
• Tell each group to read their relevant texts and
then to decide if the person is guilty or not guilty.
• For ‘Guilty’ decisions, students should decide on
the punishment.
• Open this up to a whole class discussion.
Encourage students to give reasons if they reached
different decisions.
HOMEWORK OPTIONS
Students do the listening and Key language exercises
for this lesson in MyEnglishLab.
Students do exercise KL–3 on page 149 of the
Language reference.
Crime
12.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on summarising and writing a
cause and effect essay. Students read advice on
summarising. They listen to a lecture on home
security and discuss the merits of two summaries
before listing information included in the lecture and
the summaries. Students then listen to a lecture on
car security and write a summary. Next, students
read a sample essay and focus on linking words for
cause and effect, and practise using them. Finally,
students write a cause and effect essay.
Objectives
By the end of the lesson, students will have:
• extracted specific information from reading and
listening texts
• learnt (more) about how to write a good summary
and written one of their own
• extended their knowledge of linking words when
describing cause and effect
• written a cause and effect essay
Timings
If short of time, set Exercise 10b for homework.
Possible lesson break: after Exercise 4b.
WARM-UP
• Ask students to think of a book/film/TV show.
• Put them into pairs and give them five minutes to
tell each other about the book, film or TV show.
• Then give students a few minutes to summarise
from memory what they heard. They should use
no more than 20 words. Tell students they have to
decide on the most important points to include in
order to meet the word limit.
• Ask students to move around the room and read
their summary to others.
• To follow up, ask students which of the books,
films or TV shows they would like to read or see.
STUDY SKILLS: summarising
1 Lead in by asking students if they found it easy
using only 20 words in the warm-up above.
• Ask students for a few ideas on important things
to remember when summarising.
171
• Set the activity and give students a maximum of
two minutes to read the text.
• Check answers with the class.
pick out the main points, use your own words,
read the original again to make sure you
haven’t missed any key points, don’t write in
note form
2a Introduce the activity and check students
understand safety chain (mime using one) and
burglar alarm (draw one or mime setting the alarm
before you leave the house).
• Play the recording for students to take short notes.
• Ask students to compare notes with a partner
before you check with the class.
Write each item (1–5) on the board and make short
notes under each one as you elicit ideas from the
class. Students can use the notes on the board to
remind them of the lecture content when they do
Exercise 2c below.
1 close windows at the front when you’re in
the back or the garden, open windows are an
opportunity for burglars, use window locks
2 don’t leave notes on the front door saying
you’re not there
3 ask visitors who claim they’re from the gas
company, etc. for ID
4 allow you to open the door a little and see
who’s there, nobody can push the door open,
many people forget to use their chains
5 expensive, protect your home when you are
away, very effective
2bGive students two minutes to read the summaries
before you put them into pairs to discuss.
• Remind students the notes from the lecture are
written on the board and they can use these to
check the content of summaries a and b.
• Tell students to list the good points about each
summary as they are speaking.
• Finally, ask a few pairs which summary they
thought was better and why.
• At this stage, don’t say which summary you think
is better. Students need to decide for themselves.
2c Keep students in the same pairs as Exercise 2b.
Read through the instructions with the class and
emphasise that each student in a pair should read
a different summary (either a or b).
• Give students one minute to read their summary
and then play the recording again without
pausing.
Crime
• Then give them three minutes to compare and
decide if their answer in Exercise 2b is still true.
• Ask the class if anyone has changed their mind
about the better summary and why.
3 Give students five minutes to complete the chart
and then ask them to check their answers by
reading the audio script on page 175.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, make sure students realise Summary
a is better. Explain that point 4 is not necessary as
this is extra information. It’s also fine to use the
expert instead of a name.
Lecture: 1–6 Summary A: 1–3, 5, 6 (Note:
name of speaker is just given as ‘the expert’)
Summary B: 2
Audio script 12.4
Good morning. I’m Police Constable Martin
Wilkes and today I am going to talk to you about
simple home security. How can we improve
security in the home and how can we protect
ourselves? In the first part of my talk I’m going to
mention simple precautions that don’t cost
anything. In the second part, I’ll talk about
devices you can buy to help with home security.
You might think I’m stating the obvious, but in
my experience, failing to follow these simple steps
leads to most security problems. First, always
remember to close the doors and windows at the
front of your house or apartment when you are at
the back of the building or in the garden,
especially in warm weather. Leaving your
windows open creates a target and an
opportunity for burglars. Second, don’t leave
signs that you are not at home, such as leaving a
note on the front door saying you’ve just gone to
the shops and you’ll be back soon. Another simple
precaution is to ask for identification from any
visitors who claim they are from the gas,
electricity or water companies.
Now for the second part of my advice. An easy
way of improving security is to buy and fit locks
for your windows. Window locks are cheap to
buy and easy to fit. A further simple and cheap
device is a safety chain. This allows you to open
the front door just a little. You can then see who is
calling and talk to them. The advantage of the
safety chain is that no one can push the door open
and come into the house. You mightn’t believe it,
172
but many people who have safety chains forget to
put them on when opening the door to strangers.
A more expensive security method is to fit
improved locks to all your doors. These locks are
difficult to force open, so they keep your property
safe. An even more expensive method is to fit a
burglar alarm for when you’re away from home.
Alarms are a very effective way of deterring
burglars. If you use all these methods, you’ll find
that you can make it very difficult for thieves to
burgle your home.
4a Tell students their notes should be short and not to
write sentences at this stage.
• Ask students to compare notes with a partner.
• If necessary, play the recording again.
• Elicit ideas from the class and write notes on the
board as below.
To make this activity easier for students, ask them
what information they expect to hear in the lecture
before they listen. This will help them focus.
Topic: 1 car security (no thieves) 2 your
security in car (safety).
Main points: 1 lock car (even short time), hide
valuables (e.g. boot), remove radios, sat nav.
etc., use immobilisers, tracking devices, car
alarm 2 lock doors, unlock at high speeds,
when stationary – lock doors and close
windows, put valuables in back
Conclusion: car security = security of car but
also your security in the car
Audio script 12.5
Good morning. Today I’m going to talk about two
main topics. The first is car security. That means
keeping your car secure. The second is security in
the car. That means keeping yourself safe and
secure in the car.
If you have a car or if you’re a passenger in a car,
there are some simple tips that will help you to
protect your goods. The first tip is always to lock
the car, even if you’re just going to be away from
it for a few moments. Secondly, never leave
anything valuable where it can be seen, even if the
car is locked. If you can’t take your valuable
goods with you, make sure they are locked in the
boot of the car. Radios, DVD players and satellite
navigation systems are expensive. Remove them
from the car when you park. Nowadays, a lot of
drivers use car immobilisers, which prevents
Crime
thieves from starting the car, and tracking devices
that help the police track the position of your
stolen car. Finally, if your car is old and doesn’t
have an alarm, put one in.
Now, let’s switch to security in the car – your
personal security. The first thing to do is to lock
your car doors as soon as you get in. A common
trick for thieves is to wait for a driver to get in the
car, then to open the passenger door and steal a
bag on the passenger seat, for example. But there
is one point to always remember – release the
locks when travelling at high speed. This helps
you get out of the car quickly in case of an
accident.
My next point concerns protecting yourself when
you’re stationary. If you see any crowds or if
someone on the street shouts at you, lock all the
doors and close all the windows. This is a simple
precaution to prevent theft from the car. My
mother once nearly had her bag snatched as she
sat in the car at some traffic lights on a busy street.
Fortunately, she was very quick-thinking and
managed to hold the thief’s fingers, bending them
backwards and forcing him to drop the bag in the
car. She then closed the windows, checked that
the doors were locked and drove away. She was
lucky. But unless you follow my advice, you
mightn’t be so lucky. Of course, you shouldn’t
really leave your bag or briefcase in the front with
you – it’s much safer in the back, with the doors
locked.
Finally, worse than this is carjacking – someone
jumping in at traffic lights and stealing your car
with you in it. This is less likely to happen if your
doors are locked.
So, remember: car security is not only the security
of your car and of things in it, but also your
security in the car. Follow my advice and stay
safe. Thank you.
4bGive students 15–20 minutes to write their
summaries.
• Move round the class to give advice if necessary.
• Ask students to swap summaries and comment on
each other’s work.
• Take the summaries in for marking, paying
attention to the number of main points mentioned,
clarity and organisation.
173
WRITING SKILL:
a cause and effect essay
5 Explain that students are going to write a cause
and effect essay and that first they are going to
analyse a model and practise using cause and
effect language.
If you have students preparing for IELTS,
highlight that a cause and effect essay is a
common essay type in the exam. Set a time limit
of 40 minutes for the essay in 10b.
• Give students time to read the essay and to
identify the main causes of poverty.
• Check answers with the class and tell them to
underline the word/phrase that shows it is a cause.
over-population, lack of education, poor health
service
6 Do this task quickly as a whole class. The main
purpose is to highlight the basic structure of an
essay and that all paragraphs should have a
clearly identifiable topic and purpose.
paragraph 1: introduction; paragraph 2: overpopulation; paragraph 3: lack of education;
paragraph 4: poor health service; paragraph 5:
conclusion
7 Cause and effect: Students will probably have
identified some of this language in Exercises 5
and 6. Now students categorise them into either
‘explaining the effects’ or ‘introducing factors that
are responsible for a cause’.
as a result, the result is, therefore
the most important reason, because, the third
main cause, since
• Ask students to add any other cause and effect
language to the text.
When analysing the British National CorpusAcademic sub-corpus (humanities), we find that
nouns make up just over 30 percent of cause and
effect markers, adverbs and conjunctions just over
20 percent each, verbs just over 15 percent,
prepositions approximately 5 percent and
adjectives 1.49 percent. The most common nouns,
adverbs and conjunctions are:
Nouns: cause, factor, source, origin, root, reason,
consequence, effect, result, outcome, implications.
Adverbs: therefore, accordingly, consequently, thus,
hence, so, thereby, as a result
Crime
Conjunctions: because, since, as, for
If you have students studying in an academic
context, teach them the nouns above and ask them
to produce sentences using these words.
8 Give students a couple of minutes to match the
two halves of the sentence.
• Highlight the use of commas with consequently and
as a result.
1d
2c
3b
4a
9 When planning an essay, it can help students to
organise their ideas visually in a mind map or in a
chart like this, to show relationships between
different points.
• Give students a few minutes to complete the text
before checking with a partner.
• When checking, accept any logical answers.
Possible answers
1 One major cause
2 Because
3 As a result
10a Model the task by starting a mind map on the
board and eliciting a few ideas from students.
• Give groups time to brainstorm their ideas.
• Add these ideas to the mind map you started
earlier on the board.
10b Encourage students to work systematically
through the stages in the suggested plan. This will
enable them to be more organised in the structure.
• Monitor and provide help with structure,
language and ideas as necessary.
11 Peer feedback can be very useful, but students
often need training in it. They often tend to focus
on things that are easy to correct or comment on
such as spelling, punctuation and grammar. You
may find students do this task more effectively if
you give them a set of questions for things you
would like them to look at.
HOMEWORK OPTIONS
Students do the study skills, writing and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
Students write a paragraph describing a true
situation (an accident, something amusing, etc.)
using cause, effect and linking words.
Students find a magazine/newspaper article they are
interested in and write a summary.
174
Extra Practice key
Unit 1
1 1 Is; 2 Do; 3 Does; 4 does; 5 Have, done; 6 are; 7 May [or Can];
8 was; 9 did; 10 Has, taken [or Did/take]
2 2 Who designed the test? 3 What does Oprah Winfrey own? 4
Who married Joe DiMaggio? 5 How many languages can he
speak? 6 What is your favourite time of the year? 7 What is
the reason you’re leaving?
3 1 do, study; 2 work; 3 prefer; 4 depends; 5 ’m working; 6 ’re
setting up; 7 do, know; 8 get; 9 ’m getting
4 1b; 2e; 3d; 4a; 5f (Extra phrase: c)
5 1 adventurous; 2 cautious; 3 energetic; 4 moody; 5 reliable; 6
thoughtful; 7 open-minded; 8 self-confident
6 1 antisocial; 2 bicycle; 3 discomfort; 4 misunderstand; 5
monorail; 6 overshadowed; 7 redefine; 8 outperform; 9 expresident; 10 underrated
7 1 bicycle; 2 misunderstand; 3 underrated; 4 outperformed; 5
monorail
Unit 2
1 1 was; 2 led; 3 crossed; 4 stopped; 5 had; 6 ran; 7 started; 8
flew; 9 completed
3 1 Have you ever been to France? 2 I’ve already told you that
– don’t ask me again. 3 Bill and Martin have never seen it so
let’s watch it now. 4 Haven’t you finished it yet? 5 Have you
already finished your lunch? 6 Why haven’t you ever told
2 1 If you revise, you’ll pass your exams. 2 We should ask your
teacher for the correct answer when we see him. 3 The world
might only have one or two languages in the future unless
we protect them. 4 I won’t go unless you go. 5 If there isn’t
lots of traffic, I’ll be there at about 5 p.m. 6 When the class
ends, we’ll go for coffee. 7 Unless I’m busy, I’ll give you a
call. 8 If you don’t have much money, you should stay in.
3 1 sure; 2 think; 3 afraid; 4 consequences; 5 through; 6 favour
4 1 accent; 2 foreign; 3 bilingual; 4 dialect; 5 native; 6 grammar
5 1 down; 2 behind; 3 up; 4 by; 5 on; 6 up; 7 with
6 1d; 2f; 3a; 4e; 5c; 6b
7 1 context 2 informal 3 polite 4 register 5 formal 6 appropriate
Unit 5
1 1 advertised [or could advertise]; 2 would [or might] happen;
3 ’d give; 4 were; 5 asked; 6 wouldn’t know; 7 Could [or
Would], give; 8 could [or would] reach
3 1 less important; 2 big; 3 more complex; 4 fastest; 5 cheaper; 6
highest; 7 as; 8 more
4 1 much better; 2 a little; 3 as interesting; 4 much more; 5 the
least
5 1e; 2f; 3b; 4d; 5c; 6a; 7g
6 1 endorse; 2 eye-catching; 3 sponsorship; 4 catchy; 5 logo; 6
slogan; 7 exotic
7a 1e; 2i; 3j; 4d; 5h; 6f; 7a/g; 8g/a; 9b; 10c
me? 7 I haven’t had time to speak to her yet. 8 Has he ever
Unit 6
been late for class?
1 1 –; 2 where; 3 whose; 4 –; 5 –; 6 –; 7 who [or that]; 8 whose
4 1 ’ve climbed; 2 Have, ridden; 3 did, die; 4 Did, have; 5 ’s just
2 1 The school where I studied gets good results. 2 The people
announced; 6 raised; 7 ’ve never lived; 8 met; 9 have, had; 10
who live next door are friendly. 3 The girl who works at the
’ve visited
library was at the meeting. 4 This is the station where I met
5 1 On the one hand it’s cold. 2 On the other hand it’s
beautiful. 3 There are arguments for and against. 4 Another
disadvantage is that it’s expensive. 5 It’d be a good idea to
ask other people. 6 I think we should see what they say.
6 1 travel; 2 abroad; 3 journey; 4 trip; 5 destination; 6 package
holiday
John. 5 The idea (that/which) you suggested yesterday is a
good one. 6 The band whose CD I bought last week are
playing here tonight.
3 1 Maria Montessori, who was an Italian educationalist,
developed the Montessori method. 2 This course, which is
run by Professor Jones, is my favourite. 3 His theory, which
7 1b; 2d; 3g; 4e; 5a; 6f; 7c
is really nothing new, says we learn best by doing. 4 The
8 1 around; 2 out; 3 on ; 4 off; 5 to; 6 back; 7 in; 8 back
university, which was founded in 1803, is the most famous in
Unit 3
our country. 5 The Prime Minister, who he was a student at
1 1 for; 2 For; 3 since; 4 Since; 5 for
2 1 has, since; 2 been; 3 long, you; 4 haven’t; 5 teaching, for; 6
hasn’t; 7 having; 8 watching
3 1 prepared; 2 been packing; 3 been waiting; 4 been driving; 5
written; 6 seen; 7 been; 8 been working
4 1 in; 2 about; 3 on; 4 up; 5 into; 6 to
5 1 Just one last question. 2 I’m glad you asked me that. 3
That’s a very good question. 4 Let me just think about that for
a moment. 5 I haven’t really thought about that. 6 I thought
you might ask me that.
6 1 glamorous; 2 stressful; 3 flexible; 4 rewarding; 5 challenging
7 1g; 2c; 3a; 4f; 5d; 6b; 7e
8 1 time; 2 work; 3 time; 4 work; 5 time
Unit 4
1 1 ’ll look; 2 ’re meeting; 3 ’re going to get [or ’re getting] ; 4 ’m
doing; 5 ’re going to offer; 6 ’ll probably go; 7 will be; 8 ’ll stay
this university, is going to make a visit here next month. 6
The manager of Westtown Bank, who we spoke to her
yesterday, gave us the wrong information. 7 I gave the book
to my friend John, who always likes to try new authors. 8
They want to knock down King’s Hospital, where I was born
in.
4 1 ways, deal; 2 How about; 3 good thing; 4 best solution; 5
next, do
5 1 hand in; 2 graduate; 3 exams; 4 approach; 5 criticise; 6
unique
6 1 graduate from university; 2 did my best; 3 get good grades;
4 hand in the assignment; 5 retake all his exams; 6 revising
for the exams
Unit 7
1 1 Sorry but I can’t help you with this. 2 We should make it
stronger. 3 Can you come with us tonight? 4 You don’t have
to ask for his permission. 5 I can use steel in this design. 6
You shouldn’t bother him until after lunch. 7 Keep that
New Language Leader Intermediate Extra Practice Key
175
wood. It could/might be useful later. 8 You have to/must use
recyclable products because of the new law.
6 1 into; 2 out; 3 down; 4 up; 5 on; 6 on; 7 out; 8 over; 9 up; 10
off
2 1 b; 2 c; 3 a; 4 f; 5 d; 6 e
7 1 dramatic; 2 stable; 3 steady; 4 rise; 5 slight; 6 declined
3 1 don’t have to; 2 shouldn’t; 3 must; 4 have to; 5 can’t; 6 can; 7
Unit 11
must; 8 could
4 1 several; 2 made; 3 appeal; 4 value; 5 looks; 6 aimed; 7
qualities; 8 point
5 1 traditional; 2 designer; 3 user; 4 innovative; 5 artistic; 6
scientific; 7 manufacturer; 8 futuristic; 9 functional; 10
engineer
6 1 consumerism; 2 efficiency; 3 industrialisation; 4
streamlining; 5 recycling; 6 streamlining; 7 aluminium; 8
polished
Unit 8
1 1 was studying; 2 worked; 3 was checking; 4 called; 5 were
1 1 She said she travelled 50 miles a day. 2 He told us that he
didn’t want to talk about it. 3 He said he had called three
times. 4 My father told me to go home. 5 Jemma said that
Mel was going to Australia. 6 The tour guide said they had
lived there from 1863 to 1899. 7 She said she was leaving. 8
The teacher told the class to stop talking.
2 1 would; 2 had spoken; 3 wasn’t available; 4 was, trying; 5
could; 6 had spoken; 7 had said; 8 could; 9 couldn’t; 10 to try
calling
3 1 Thierry asked me if I had seen you. 2 Your boss wanted to
know if you were late. 3 They asked me why I didn’t take
searching; 6 was; 7 was living; 8 was wearing; 9 were
the job. 4 She wanted to know why you hadn’t called. 5
planning; 10 kept
Your parents asked me where you were.
2 1c; 2a; 3e; 4b; 5d
4 1 The shop assistant asked if he/she could help me
3 1 had seen; 2 ’d applied; 3 was trying; 4 had invested; 5 gave;
(him/her). 2 The receptionist wanted to know why I (he/she)
6 had already done; 7 was working; 8 had had; 9 went; 10
was there. 3 The tourist asked if I (he/she) lived in London. 4
was looking
The police officer wanted to know if this/that was my
5 1 would; 2 placing; 3 afraid; 4 paid; 5 check; 6 feel; 7 sounds
6 1 staff; 2 customer; 3 invest; 4 profit; 5 partner; 6 price; 7
taxes; 8 wholesaler
7 1 go out of business; 2 launch a company; 3 introduce/launch
a product; 4 make a profit; 5 reduce costs; 6 set up another
branch
Unit 9
1 1 The shuttle is flown into space. 2 The tests were done
yesterday. 3 The new brand has been launched. 4 Our
(his/her) car.
5 1b; 2e; 3d; 4c; 5f; 6a
6 Music: folk, reggae, hip hop, soul. Books: chapter, novel,
page-turner, autobiography. TV programmes: documentary,
reality, sitcom, soap, episode.
7 1 plot; 2 dub; 3 series; 4 hilarious; 5 outstanding; 6
documentary; 7 special; 8 characters
Unit 12
1 1 If Dmitry had asked me to help, I would have. 2 If he hadn’t
questions haven’t been answered. 5 The new plane was built
left so much evidence, the police wouldn’t have caught him.
in Seattle. 6 Tennis can be played in the morning. 7 A new
3 I might have become a solicitor if I had worked harder at
environmental policy has been announced by the President.
school. 4 If you’d had listened to me, you wouldn’t have
8 The rockets are fired from mission control.
taken the job. 5 Sorry, but if the plane would had left on time,
2 2 It was announced by the Prime Minister today that he
I wouldn’t have been so late! 6 You could have come if you
would resign within the week. 3 It is the third time that the
had wanted to. 7 We wouldn’t have missed the deadline if
Earth has been hit by an asteroid in recent years. 4 The
everyone had been done what they promised. 8 If I hadn’t
bridge was built by people in the 1920s. 5 The emergency
have heard the news, I wouldn’t have known.
meeting was organised by our managing director. 6 The
2 1 The thief must have smashed the lock. 2 The owner might
criminal was sent to prison by the judge for three years.
have forgotten where he parked the car. 3 They can’t have
3 1 an; 2 –; 3 a; 4 the; 5 –; 6 a; 7 –; 8 the; 9 the; 10 –, the
been home because the lights weren’t on. 4 They might have
4 1a; 2e; 3d; 4b; 5c
left a message on your voicemail. 5 The kids must have been
5 1 made; 2 doing; 3 do; 4 built; 5 test; 6 found; 7 solved; 8 meet
really hungry because they ate everything. 6 They can’t have
6 1a; 2a; 3c; 4b; 5c; 6b
got in from the back because there isn’t a door there. 7 They
Unit 10
shouldn’t have taken the book without asking me. 8 They
1 1 a couple; 2 enough; 3 A few; 4 plenty of; 5 Some; 6 None; 7
A lot
2 1 A few of my old friends … 2 Plenty of people … 3 Can I
talk to you about something for a couple of minutes? 4 Give
him a little more time … 5 There are a lot of students … 6
None of the people in my family …
3 1e; 2a; 3f; 4b; 5d; 6c
4 1 to live; 2 to cancel; 3 watching; 4 to play; 5 helping; 6
driving; 7 to come; 8 taking; 9 to see
can’t have planned the project properly because it went
completely wrong. 9 We should have taken out insurance
when we went on holiday.
3 1 evidence, shows; 2 facts, case; 3 find, client; 4 doubt, minds;
5 you, defendant; 6 look, ways; 7 certain, guilty; 8 believe,
innocent
4 1 kidnapping; 2 suspect; 3 getaway; 4 lawyer; 5 investigate; 6
witness; 7 fingerprints
5 1g; 2f; 3e; 4h; 5a; 6b; 7c; 8d
5 1 point; 2 matter; 3 say; 4 comment; 5 here; 6 sum; 7
acceptable; 8 unhappy
New Language Leader Intermediate Extra Practice Key
176