Ingles 3m Prof

G
ua D
idctica del D
ocente
f
o
r
3
ao de
Educacin
Media
Edicin Especial para el Ministerio de Educacin.
Prohibida su Comercializacin ao 2012
Rod Fricker
Teacher of English as a Foreign Language
Ingls 3
er
Ao Medio
Teacher Book
The adaptation of this book is published by an arrangement with Pearson Education Ltd.
Pearson Education Ltd 2007
Content development and technical-pedagogical revision:
Original series: Rod Fricker
Adaptation: Carmen Montes
Technical-pedagogical revision: Gloria Hudson
Edicin y Arte
K-12 Editorial Manager for Latin America: Clara Andrade
Editorial Manager: Cynthia Daz
Editor: Lissette Vaillant
email: Lissette.vaillant@pearson.com
Proofreading: Christopher Czupryna
Design: Equipo Editorial
Layout: Isabel Olivera
FIRST EDITION, 2011
D.R. 2011 por Pearson Educacin de Chile Ltda.
Jos Ananas 505
Macul
Santiago de Chile
N de registro propiedad intelectual: 208.695
Nmero de inscripcin ISBN: 978-956-343-176-6
Se termin de imprimir esta 1 edicin de 4.500 ejemplares, en el mes de xxxx del ao xxxx.
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the copyright holders.
Datos de catalogacin
Ingls 3
er
Ao de Educacin Media
Gua Didctica del Docente
1 Edicin
Pearson Educacin de Chile Ltda. 2011
ISBN: 978-956-343-176-6
Formato: 21 x 27 cm Pginas: 96
Plan of the Book ...............................................................................................4
Whats in a Unit ...............................................................................................6
Introduction ..........................................................................................................8
Teaching notes
Refreshing our minds ....................................................................................... 13
Unit 1 Love and trust ................................................................................. 14
Lesson 1.1 Lican ray ..................................................................................... 15
Lesson 1.2 Poor but happy .......................................................................... 16
Lesson 1.3 Sunshine ...................................................................................... 18
Lesson 1.4 Happily ever after ..................................................................... 19
Communication project ............................................................................... 20
Language assessment ................................................................................ 22
Unit Test: tapescript ......................................................................................... 22
Unit 2 (S)he ....................................................................................................... 23
Lesson 2.1 Different strokes ....................................................................... 24
Lesson 2.2 Brain balance ............................................................................. 25
Lesson 2.3 Is it discrimination? ................................................................. 26
Lesson 2.4 Celebrating differences ....................................................... 27
Communication project ............................................................................. 28
Language assessment ............................................................................... 29
Checkpoint Units 1 2 ............................................................................... 30
Unit 3 Amazing animals .......................................................................... 31
Lesson 3.1 Those crazy humans .............................................................. 32
Lesson 3.2 All brain & no bones .............................................................. 33
Lesson 3.3 Its a dogs life .......................................................................... 34
Lesson 3.4 Elephants never forget ......................................................... 35
Unit 4 Keeping up-to-date ..................................................................... 38
Lesson 4.1 Is that correct? ......................................................................... 39
Lesson 4.2 Critical age ................................................................................. 40
Lesson 4.3 Write smarter ........................................................................... 41
Lesson 4.4 Walk and talk ............................................................................ 42
Communication project .............................................................................. 44
Checkpoint Units 3 4 ............................................................................... 46
Contents
Unit 5 Success! ............................................................................................. 47
Lesson 5.1 If only .................................................................................... 48
Lesson 5.2 Happy accidents! ..................................................................... 49
Lesson 5.3 Sometimes you win ................................................................ 50
Lesson 5.4 Be successful! ........................................................................... 51
Unit 6 Where the heart is ........................................................................ 54
Lesson 6.1 Homes, sweet homes ............................................................ 55
Lesson 6.2 A life of their own ..................................................................... 56
Lesson 6.3 Almost a ghost town ............................................................... 58
Lesson 6.4 No place like home? ............................................................... 59
Checkpoint Units 5 6 ................................................................................ 62
Classroom language ......................................................................................... 63
Photocopiable resources instructions ...................................................... 64
Photocopiable resource 1 .............................................................................. 66
Photocopiable resource 6 ............................................................................. 71
Test Unit 1 ............................................................................................................ 72
Test Unit 2 ............................................................................................................ 74
Test Unit 3 ............................................................................................................. 76
Test Unit 4 ............................................................................................................ 78
Test Unit 5 ............................................................................................................ 80
Test Unit 6 ............................................................................................................ 82
Test writing tasks ............................................................................................... 84
Test speaking tasks ......................................................................................... 86
Test answer key .................................................................................................. 89
Writing assessment criteria ........................................................................ 90
Speaking assessment criteria .................................................................... 91
Irregular verbs ................................................................................................... 92
Pronunciation table ......................................................................................... 94
Websites .............................................................................................................. 95
Bibliography ........................................................................................................ 96
3
Unit Pages Reading Listening Writing Speaking Vocabulary Grammar
Love and trust
10 -23 A Chilean legend
A short story about a family
Text messages
A family argument
A phone call
An interview about a 50th
wedding anniversary
A Chilean legend or
myth
A paragraph about
some who has lived
abroad
Text messages
Asking and talking
about things you have
experienced
Expressing opinions
Expressing cause and
effect
Time adverbials:
already, just, yet, ever,
never
For and since
Because and so
Text message
abbreviations
Past Simple vs Past
Continuous
Present Perfect
Present Perfect vs Past
Simple
S(he)
24-37 A cartoon strip about how men
and women are different
Article: male and female brains
A letter to the editor
Conversations about how girls
and boys are treated differently
A short summary
An opinion essay
Talking about rules and
obligations
Expressing opinions
Personality adjectives Modals of possibility,
ability, prohibition and
obligation
Comparison
Amazing animals
40-53 Article: The octopus Pets views of humans Giving examples
Sequencing ideas
Introducing additional
ideas / information
An opinion essay
Talking about things you
can do
Making a short speech
Personality adjectives
Animal categories
Zero, First and Second
Conditional
The imperative
Can to indicate ability and
possibility
Keeping up-to-date
54-67 A personal blog
Article: the first portable
phones
The dangers of the Internet
Emails
Learning to use computers
An ad about a pen
Plan a blog
An ad for an invention
A formal and informal
email
Persuading someone to
buy something
Discussing the pros and
cons of technology
Interacting in a discussion
Computers and mobile
phones
Present Perfect Simple
and Present Perfect
Continuous
Success!
70-83 A comedians success story
Personal profiles
A popstar interview
An excerpt talking about how to
be successful
A personal story of
success
A personal profile
An application form
Expressing regret
Giving advice
School, work
Success, failure
Third Conditional
I Wish / If only
Prepositional phrases
Where the heart is
84-97 Travel leaflets
Article: No place like home?
Article: Graceland
Phone conversations
Article about a Chilean ghost
town
Describing a place Making phone calls
Leaving messages
Taking messages
Describing pictures
Homes and houses
Collocations
Relative clauses: defining
and non-defining
0
1
0
2
0
3
0
4
0
5
0
6
Plan of the book
4
Unit Pages Reading Listening Writing Speaking Vocabulary Grammar
Love and trust
10 -23 A Chilean legend
A short story about a family
Text messages
A family argument
A phone call
An interview about a 50th
wedding anniversary
A Chilean legend or
myth
A paragraph about
some who has lived
abroad
Text messages
Asking and talking
about things you have
experienced
Expressing opinions
Expressing cause and
effect
Time adverbials:
already, just, yet, ever,
never
For and since
Because and so
Text message
abbreviations
Past Simple vs Past
Continuous
Present Perfect
Present Perfect vs Past
Simple
S(he)
24-37 A cartoon strip about how men
and women are different
Article: male and female brains
A letter to the editor
Conversations about how girls
and boys are treated differently
A short summary
An opinion essay
Talking about rules and
obligations
Expressing opinions
Personality adjectives Modals of possibility,
ability, prohibition and
obligation
Comparison
Amazing animals
40-53 Article: The octopus Pets views of humans Giving examples
Sequencing ideas
Introducing additional
ideas / information
An opinion essay
Talking about things you
can do
Making a short speech
Personality adjectives
Animal categories
Zero, First and Second
Conditional
The imperative
Can to indicate ability and
possibility
Keeping up-to-date
54-67 A personal blog
Article: the first portable
phones
The dangers of the Internet
Emails
Learning to use computers
An ad about a pen
Plan a blog
An ad for an invention
A formal and informal
email
Persuading someone to
buy something
Discussing the pros and
cons of technology
Interacting in a discussion
Computers and mobile
phones
Present Perfect Simple
and Present Perfect
Continuous
Success!
70-83 A comedians success story
Personal profiles
A popstar interview
An excerpt talking about how to
be successful
A personal story of
success
A personal profile
An application form
Expressing regret
Giving advice
School, work
Success, failure
Third Conditional
I Wish / If only
Prepositional phrases
Where the heart is
84-97 Travel leaflets
Article: No place like home?
Article: Graceland
Phone conversations
Article about a Chilean ghost
town
Describing a place Making phone calls
Leaving messages
Taking messages
Describing pictures
Homes and houses
Collocations
Relative clauses: defining
and non-defining
5
Whats in a Unit?
1 Unit opening page introduces topic and tells instructor
contents and objectives.
14
Objectives
Go through the unit objectives with your Ss. It is important that they know in advance what is expected from them.
Read, listen and talk about love and relationships.
Write about someone you know, a legend and a text message.
Use the Past Simple, Past Continuous and Present Perfect when speaking and writing.
Focus on talking about important relationships.
Discuss tolerance, love and respect for others and their feelings.
Topic
Family and social life
Class resources
Class CD
Photocopiable Resource 1
Online dictionary
Getting ready
(Students book pages 10-11)
This unit is about love and relationships. Have Ss work in pairs to complete the following activities before you begin the unit. Remind Ss that
all ideas are valid and that they should respect everyones ideas. Monitor and assist where necessary. Elicit answers in open class. If Ss are
unable to perform this activity in English due to lack of sufcient speaking skills, allow them to perform it in Spanish. Encourage fast Ss to do
it in English.
Lesson
Objectives
Timing
OFT
1.1 Lican Ray
t Read a Chilean legend. Talk about legends
and myths. Use Past Simple and past
Continuous.
2 hours
Encourage students to develop attitudes of love and respect
for others and their feelings. 1.2 Poor but happy t Read about a family discussion. practise
the use of Present Perfect.
t Speak about some youve met.
2 hours
1.3 Sunshine
t Read about a family.
t Write about someone who has left.
1 hour
1.4 Happily ever after t Listen about a long-lasting love. Talk
about an important personal story.
Practise the use of since and for.
2 hours
Communication Project t Discuss topics
t Write text messages
1 hour Develop condence in ability to understand and communicate
in English.
t Language Assessment
1 hour Understand the importance of developing learner autonomy
and good study habits. Appreciate the importance of reection
and analysis in language learning.
t Unit test
1 hour
Love and trust
0
1
2
1
3
This section gives students a Chilean legend on the topic of
love and making difcult decisions.
Using the culture notes
The culture notes in the book are mainly designed as a reference
for teachers in case Ss ask for more information about people or
places mentioned in the book. However, you could also incorporate
them into the lessons in a number of ways:
1 Comparisons with the Ss country
For example, with the culture notes, Ss could discuss about
different people and brainstorm facts about the persons life, such
as their major works and achievements.
2 Inspiring the Ss
Where there is no obvious corresponding information about the
Ss own country, the culture notes may stimulate their imagination.
As an example here, rather than looking at real peoples lives, Ss
could work together to create a ctional biography of a scientist,
perhaps imagining future inventions or theories.
3 Find out more
This is a way of using the culture notes to generate homework.
The notes themselves are necessarily brief and give only a brief
outline of the item so, as a homework task, the Ss could nd out
more from the Internet or books and be encouraged to make a
visually interesting poster that could be used for display in the
classroom. They could also present their ndings to each other, in
groups, at the start of the following lesson.
Culture notes
Lican Ray is one of those small towns that has recently started
the transition from a seasonal lake resort town to a year-round
destination with businesses open all year. Lican Ray is situated on
the north shore of the Calafquen Lake about 27 kilometres from
Villarrica, and about 35 from Pucn. The beaches are made of
black volcanic sand. Even when the South of Chile starts to get
colder, the beach tends to stay warm. Surrounding Lake Calafquen
are snow capped volcanoes; the most spectacular one being the
Villarrica Volcano.
The main street stretches through town and down to Playa Chica
and turns and ends at the gates of a park that makes up the
peninsula between Playa Chica and Playa Grande. Most businesses
and restaurants can be found along the main street and directly in
front of both beaches. The town was founded as a trading post,
and today there are about 3,000 permanent residents, except for
the period from December 15 to February 28, when the population
more that doubles with the arrival of summer vacationers. February
is the busiest month of the year. All tourist services are working
and many activities are available such as boat rides around the
lake, water skiing, and Jet Ski rental.
Warm-up
Introducing the topic of the lesson. Chilean legends. Ss have their
books closed. Write the names of some legends on the board. For
example: King Arthur and the Knights of the Round Table; Robin
Hood; El Dorado; La Llorona. Elicit ideas for what category of story
these fall into: legends. Ask students to dene the word legend.
Accept anything that is relevant to the dictionary denition: an old,
well-known story, often about brave people, adventures, or magical
events.
Before reading
Ss are encouraged to identify what they already know. This is
evaluation of previous knowledge. Careful monitoring is important to
understand what the Ss already know and where they need more
work.
1 Put Ss in pairs and ask them to name Chilean myths and
legends. They should list as many as they can. Elicit their responses.
If there are stories that only a few people know, allow them to quickly
tell the rest of the class. Do not let anyone tell the story of Lican Ray.
2 This can be discussed in open class. Ss share their
predictions and justify them.
Reading
3 Give Ss time to read the rst paragraph of the
story and check their prediction. Allow Ss to check with a partner,
before eliciting responses in open class.
4 In pairs, Ss nd the sentence that explains the origin in of
the name Lican Ray. If needed point out that the sentence is in the
rst paragraph.
5 First have the Ss nd the pronouns in the text and
underline them. They could also look for other pronoun references to
practise because this a good strategy for a better understanding of a
text.
6 Previously to answering the questions, the Ss nd
the paragraphs where the answers are.
7 Have the Ss sequence the sentences before going
back to the text. Then they go back and check.
8 After answering the question have the students
discuss why people tend to look for explanations for things they
cannot understand in nature.
9 Have the Ss focus on the layout of the text and then the
content to identify rst the type of text and then the source of the text.
Have them mention the differences between a text in a magazine and
a section in a manual. They could say that a manual contains a list of
instructions, numbers and some drawings while a text in a magazine
is usually illustrated, it has a title and it is organized in paragraphs.
After reading
10 Ss work in pairs to come up with possible answers and have
them support their titles with evidence from the text.
1.1 Lican Ray
Love and trust 01
15
4
63
Classroom Language
2.4
Act out the dialogue!
Act out the story!
Ask and answer in pairs!
Can you spell it?
Change roles!
Come to the front!
Come to the front of the class!
Copy this into your books!
Do exercise 5 for homework!
Dont look at the book!
Fill in the chart!
Learn this by heart!
Memorise this!
Listen!
Listen and say after me!
Listen and repeat after me!
Listen to this dialogue!
Listen to the dialogue!
Look!
Look at this!
Make two teams!
Make two groups!
Open your book!
Close your book!
Read!
Read this text silently!
Read the text silently!
Read this text out loud!
Read the text out loud!
Repeat!
Can you repeat, please?
Sit down!
Stand up!
Sit next to Pablo!
Speak!
use a pen!
use a pencil!
Work in groups!
Work in pairs!
Work on your own!
Work alone!
Write the answers in your notebook!
Excellent!
Good!
Very good!
Thats right!
OK!
Thats not quite right!
Try again!
Well done!
Be quiet please!
Dont speak Spanish!
No talking!
Speak English please!
Work quietly please!
5
2 Class resources tells instructor what resources are
available in addition to the Student Book.
3 Unit plans shows lesson name, objectives,
timing and OFT.
4 Teaching notes provides special diffculties,
background information, culture notes and tips for
warm-up, before, during, and after activities.
5 Classroom language provides expressions for
giving instructions, congratulating and reinforcing.
6
73
Test
73
Reading
1 Read the text below and answer T (true) or F (false).
1 ___ Monica and Ian have known each other for a year.
2 ___ They dont know when theyre getting married.
3 ___ Monica likes the ring Ian bought her.
4 ___ Monicas parents are upset.
5 ___ Ians parents dont like Monica.
6 ___ Monica has nished college.
7 ___ Ian has just started his rst job.
8 ___ Ians parents have been married for more than 20 years.
Score
8
7 September
Dear Kate,
How are you? Its been ages since we saw each other, so I wanted to write and let you know my exciting news. Ian has asked me to marry him! As you know, we only met ve months ago but were crazy about each other. We havent decided on a date yet, but hes already bought me a ring! We couldnt afford an expensive one but I love it anyway!
My parents are pleased because they get on really well with Ian, but his family are very upset. In fact, Ians fallen out with his mother and father about it. I get on quite well with Ians parents too but theyre worried because I havent nished college yet and Ians only just started his rst job. Apparently the only person whos pleased is his grandmother. She says that his parents were the same age as Ian (twenty) when they got married and they didnt have any money either. Apparently, theyve been married for twenty-two years and they havent split up!
Anyway, please write and tell me your news and Ill write again soon and of course Ill send you an invitation to the wedding!
With lots of love,
Monica
Photocopiable
89
Speaking assessment criteria
To be applied when assessing students oral performance.
T|e pea||| |a| |cu|d oe .a||ed a|d a|Wa] |e|e| |c ||e
|ead|| ||ere c| ea:| |ec| c| u||| || ||e S|ude||' Bcc|. T|e
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u|de||ccd W|a| |a oee| a|d.
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Fluency
Interaction and
Collaboration
Task Achievement and
Appropriacy
5
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||u:|u|ed |||e|a:||c| ou|
co.|cu ||r||a||c| ||
||ee| ||ua||c|
||ade(ua|e a||erp| a| ||e
|a| u|| |||||e
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|e(u||e ra(c| |ed||e:||c|
c| a||a|:e
1
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||u:|u|e, .c:aou|a|] c| p|c|u|:|a||c|
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|| e|e|a|.
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|||cu|cu|.
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|c |epc|e |c |ed||e:||c|
c| a||a|:e
Speaking assessment table
7
72 72
Listening
1
1.12 Listen to the conversation and answer T (true)
or F (false).
1 ___ The boy is reading an article.
2 ___ Girls should ask boys out.
3 ___ Boys and girls should be equal.
4 ___The girl would love to ask a boy out.
Language
1 Complete the sentences with the words from the box.
There are more words than you need.
argument blind divorced argue teens married
trust
1 When she comes, dont ask her about her husband, OK?
Theyre _________ and she doesnt want to talk about it.
2 I met her once last week. It was a _______________ date
and we spent a nice evening in that Chinese restaurant on
the corner.
3 She was still in her _______ when she decided he was the
man of her dreams.
4 Dont _______________ with your mother, Chris. Shes
right and I agree with her.
5 My sisters arent single any more. Both of them are happily
________ and have lovely children.
Test unit 1
Name: ________________________________________
Date: _________ Grade: _______
2 Complete the sentences with the missing words. The
lines show you how many letters you need to use.
1 Have you told your wife __ __ __?
2 Theyve r __ __ __ __ __ __ __ celebrated their thirtieth
wedding anniversary.
3 Dont panic, dad! Ive __ __ s __ met her and were not
going to get married next month.
4 They havent phoned __ __ __ c __ last week. Do you think
they are still interested?
5 Have you a __ __ r __ __ __ __ bought a ring for your
girlfriend?
3 Complete the sentences with the correct form of the
verbs in brackets: Present Perfect or Past Simple.
1 ___________________ (you/send) her the text message
yet?
2 When ______________________ (he/get) the piercing?
3 After the wedding they ____________________ (live) in
Paris for eight months.
4 How long ___________________ (you/know) him?
5 Youre not going to believe this! Dan
_______________________ (take) his girlfriend to a
nice restaurant. Do you think it means something?
6 What? You want to live with him? But
you______________________ (not/nish) at college yet.
7 How long ____________________ (he/know) his
girlfriend?

7
5
5
4
Photocopiable
6
95
Websites
Visual Dictionary Online - Merriam-Webster http://visual.merriam-webster.com
Discovery School
http://school.discovery.com
Educational helper
http://www.edhelper.com/
English teaching material
http://www.eslgold.com
ESL teacher resources
www.usingenglish.com/teachers.html
Fun Brain
http://www.funbrain.com
How To Learn
http://www.howtolearn.com
Internet Public Library
http://www.ipl.org/
Learning page
http://www.learningpage.com
National Geographic
http://education.nationalgeographic.com/education/edu/ New York Times Learning Network http://www.nytimes.com/learning
Resources &teaching ideas
http://www.eslsite.com
The Web 2.0 for EFL Teachers
http://www.Web2meltingpot.wikispaces.com
8
6 Photocopiable unit test provides an assessment for language, listening, reading, and writing covered in each unit.
7 Photocopiable speaking/writing tasks provide
an assessment for speaking related to the language
covered in each unit.
8 Webpages provide additional online resources
for the class.
7
Introduction
Welcome to English for Success 3. This introduction:
describes how the course meets the needs of students and
teachers
outlinestheprinciplesonwhichthematerialsweredeveloped
describesthecourseanditscomponents
ENGLISH FOR SUCCESS 3 FOR
STUDENTS
English for Success 3 is a course for upper secondary students. It is
aimed at ffteen to seventeen-year-old students. The age range has
been fundamental in defning the most important features of the
course.
Students at this age are at the peak of their
cognitive development.
They learn best when they are encouraged to use discovery
techniques and engage with interesting topics related to their age. In
common with learners in all age groups, they need a lot of recycling
to internalise and acquire the new grammar, vocabulary and functional
language input, but they can also deal with big chunks of new
material.
Students at this age want to learn about the world.
English for Success 3 has a highly educational content. It not only
teaches English but also provides students with information about the
culture of English-speaking countries and the world at large. It
provides interesting and engaging exercises and texts that deal with
citizenship issues, literature, history, geography, art, science and
technology as well as the challenges of everyday life.
Students at this age are young adults who want to
be independent in their learning.
English for Success 3 promotes maturity in its approach to learning
through self-assessment strategies, topics and tasks which
encourage the learner to think about what they read, rather than just
respond to it.
English for Success 3 provides everything students of English need to
cross the border between their school life and the outside world. All
English language exams now follow Common European Framework
requirements, which means that they are skills-oriented with a
special emphasis on communication. English for Success 3 has a
very strong skills syllabus and task types from different exams are
practised throughout the course.

ENGLISH FOR SUCCESS 3 FOR
TEACHERS
Lesson preparation
The format of the units in the Students Book guarantees successful
lessons. Clear headings and the logical sequencing of exercises
ensure that English for Success 3 will be very easy for you to teach
from with little preparation.
Further support is given in the Teachers Book with ideas for warm-
ups and extra activities.
Evaluation and assessment
Monitoring students progress is particularly important. Students
need to be confdent that they can pass the relevant tests at each
stage of their learning.
English for Success 3 provides you with one test per unit to assess
different skills. End matter includes 6 photocopiable tests, speaking test
tasks, speaking and writing criteria, with their corresponding criteria.
Self assessment
Self assessment activities help students become aware of what they
have done throughout each unit. It also encourages them to refect on
their learning processes as they check what they have learnt and
what they need to keep on working on to achieve fully. Self assessment
is more usually used as part of a formative assessment process,
rather than a summative one. When you have students assess
themselves, it is important to listen to what they say and to take it into
account in your assessment of them. One way of doing this is as
follows: Get students to give themselves a mark for the term or
semester in the following areas: Reading, Listening, and Vocabulary.
Principles behind the course
English for Success 3 is an ELT course written specifcally for
secondary school students. It draws from the most cutting-edge
developments in ELT methodology and practise and is clear, accessible
and novel. The most important features of the course concept are the
following:
Acontrolledenvironmentforteachingandlearning
Studentandteachermotivation
Aninteractiveapproachtolearning
Thinkingtraining
Memorisationtechniques
Anemphasisonskills
Astrongfocusonvocabularyinputandpractise
Expandinggeneralknowledge
Buildingculturalawareness
Athoroughrevisionandevaluationsystem
Valueandattitudesrelatedtocontents
The above features make English for Success 3 a very well balanced
course which gives you security, and a real sense of progress to
students.
8
1. A controlled environment for teaching and
learning
One of our most important aims was to publish a course where
learning is very carefully monitored.
A problem sometimes encountered in course books is that of
un-previewed language and grammar. It can be frustrating for both
you and the students when, for example, an elementary lesson on the
Present Simple also contains examples of the Past Simple or even
Present Perfect. Your assurances that this will be covered later can
stife the students own sense of achievement. We have been very
careful to avoid this in English for Success 3. We have carefully
monitored the language progression and have avoided using new
grammar in the skills sections. Each speaking exercise is well guided
through the use of prompts and examples.
The same approach has been carefully implemented throughout all
the components.
The second important aim was to create materials that provide
methodologically sound lessons on the page. You do not need to
adapt the material and no extra preparation or input is required. In
other words, if you teach from English for Success 3, you will be very
successful with little effort.
2. Student and teacher motivation
The English for Success 3 course was designed to help you motivate
students and also be very rewarding to teach from. One of the key
ways of achieving this is that throughout the course there is a clear
direction for learning. Unit objectives are clearly stated at the
beginning of each unit. Lessons and tasks have carefully-prepared
stages leading up to clear communicative outcomes.
The varied unit structure, the liveliness of the presentations and
exercises, and the sheer interest of the texts make the material
extremely engaging. There is often an element of puzzle-solving
which, added to the high quality of photos, illustrations and audio
material, will add to students motivation and desire to learn.
Most importantly, many of the presentations in English for Success 3
are amusing and thought provoking, which we hope will make the
material memorable, thus promoting acquisition and learning. You
and your students will often fnd yourselves smiling at a funny cartoon
or a humorous text. The topics covered are usually familiar but with a
fresh and interesting angle. We are sure that studying from English
for Success 3 will be a very enjoyable experience!
3. An interactive approach to learning
We believe that the unique feature of English for Success 3 is the fact
that students are much more actively involved in every stage of the
learning process than in other courses. The involvement is particularly
transparent in the following sections of the book:
Skills strategies: While other courses offer language tips about
skills strategies, we give students the opportunity to experience the
strategy through doing exercises that illustrate them. Students can
then understand the strategies boxes (Train Your Brain) much better,
and even help create them.
Reading and listening skills: We believe that these sections
are developed in a very involving way. They very often work like
puzzles where students have to complete the reading with the missing
paragraph or title, or guess the ending of the listening before they
listen to the last part of it. The variety of exercises and their unique
character motivate the students and help them remember the
material.
Speaking: As in most courses these sections include a box with the
functional language highlighted. However, what is unique in English
for Success 3 is the fact that all the exercises are constructed in such
a way that students have to either complete the box themselves or
refer to it many times, so by the end of the lesson they can use the
new phrases almost effortlessly.
Vocabulary sections: These are not just a selection of exercises
based around a particular lexical set. They are mini lessons which
very often fnish with a speaking exercise in which students have to
use the vocabulary they have just learnt.
Grammar: The inductive approach makes the grammar
presentations in English for Success 3 particularly interesting and
memorable. Students analyse examples of language and arrive at the
grammar rules themselves. This helps them understand and
remember the rules better.
Critical thinking: Before you continue is a section to encourage
students to learn critical thinking through speaking or writing
assignments and problem solving. For example, students might be
asked how their lives would be different if they had been born in
another country or in a different time period. These thinking
assignments require a student to let go of what they know of their
lives and the world around them to assume a different truth or a
different time period.
4. Thinking Training
The key to all the techniques described above is the fact that English
for Success 3 is designed in such a way that it not only teaches
English for daily communication purposes, but also helps students
become more independent learners.
English for Success 3 provides what we call Thinking Training, which
consists of:
Traininginskillsstrategies
Trainingindrawingconclusionsconnectedwithgrammar
Training in social skills (emphasis on communication,
register, intonation)
We believe that this training is fundamental for building students
confdence and thus for their future development.
5. Memorisation techniques
The Thinking Training would not be complete without memorisation
techniques, which make it possible for students to remember their
own conclusions about the language as well as new vocabulary and
structures. The course has been developed in the light of knowledge
about how the brain works. To help students remember grammar,
vocabulary and new phrases, the following principles have been taken
into consideration:
1. New language is always presented in context. Learners remember
the interesting context, which then helps them remember the new
structure or vocabulary.
2. Exposure leads to acquisition so new language is constantly
revised within the unit and within the course.
9
3. There are references to the language students have already come
across in the course, which are called Think Back! Students are
encouraged to fnd the information they need in the sections of
the Students Book that they have already covered. This activates
the knowledge students already have.
4. The Language assessment sections after every unit and the
Checkpoint sections after every two units help consolidate the
material in all its aspects. (Language skills, pronunciation,
listening, reading, speaking and writing skills)
6. An emphasis on skills
In keeping with current trends in language teaching, we provide very
solid skills training but at the same time, we are aware that skills
cannot be practised without a solid base in vocabulary and
grammar.
Skills strategies training
Skills training in English for Success 3 is organised in the following
way:
The Students Book covers general skills strategies such as prediction,
understanding the main ideas, guessing the meaning of the new
words and fnding specifc information. These are life skills students
will need in different situations outside the classroom, regardless of
whether they are taking any language exams or not. Skills strategies
training is not limited to simple rules in a box. Students frst
experience the strategy and then complete the Train Your Brain box
with the information they already have about the given strategy. For
example, students only read part of the text at a time and students
are encouraged to guess what will happen on the basis of titles,
pictures, and their knowledge of the world, as well as clues within the
text. The sequence of exercises leading up to the Train Your Brain box
shows how the strategy works in a very practical way. This inductive
approach to teaching skills is unparalleled in English for Success 3.
Teaching Reading
The reading sections present topics and language in a wide variety of
text types such as notices, signs, text messages, website pages,
questionnaires, reports, brochures, advertisements, letters, emails,
literary extracts and journalistic material, all written in a lively style.
Each reading passage is accompanied by a wide range of exercises
to encourage students not only to understand what they read, but
also to notice the language used. They analyse the text in detail,
focusing on new vocabulary while reinforcing and building on the
grammar and vocabulary they have recently learnt. Reading strategies
are introduced and practised systematically and thoroughly throughout
the book. There are references to them in the reading sections as
well as in the revisions.
Teaching Listening
Listening is extensively practised in English for Success 3. There are
listening sections in every unit, and shorter listening tasks in all the
other Students Book sections, including the Communication project
and Language assessment.
The skills of listening are developed in English for Success 3 through
a wealth of listening text types, including radio (reports, phone-in,
interviews, quizzes), dialogues, monologues, announcements,
speeches and mini-lectures and songs. There is a wide range of task
types, both for single answer, true/false, text completion, table
completion, etc, and more extensive and freer note taking, with
opportunities for students to compare their answers or report their
fndings. Listening texts mainly include standard British English and
regional British accents, but some contain accents of other English-
speaking countries such as the USA and Australia.
Teaching Speaking
Speaking is often the area with which students experience the most
frustration. They need considerable help and guidance to improve
their accuracy, but not at the expense of fuency. English for Success
3 aims to give a wide range of speaking tasks to cater for all student
types and give ample, regular practise. Speaking exercises in the
classroom have to be particularly easy to administer, but also be
worth the effort you put in. They should have a very high pay-off with
a sense of satisfaction for both you and the students.
There are speaking activities in all sections of the course. The special
Speaking sections introduce functional language (Speak Out), either
connected with situations (e.g. giving instructions) or everyday
phrases (e.g. expressing opinions). Students learn how to use these
phrases in context and practise them meaningfully in dialogues.
These exercises have been carefully designed so that they progress
from guided to more open ones.
There are speaking tasks in the revision sections to prepare students
for the unit tests.
Teaching Writing
Writing is an essential part of the students competence and requires
special emphasis. English for Success 3 addresses key text types,
especially those required in exam situations. These include letters,
notes, messages, emails, discursive and descriptive essays, reports
and summary writing. The course provides both appropriate guidance
and opportunities for freer practise. All types of writing are covered
with a strong focus on micro skills such as punctuation, linking words
and avoiding repetition in order to build and develop the overall writing
skill. English for Success 3 also focuses on the communicative value
of writing by making students aware of whom they are writing to.
There are writing tasks in every unit. Tasks move from controlled
writing activities to longer writing exercises. Students analyse the
specifc features of a model text by doing exercises. This leads up to a
summary of the features in a Train Your Brain box. Students then write
and check their own text using the Train Your Brain box to help them.
7. A strong focus on vocabulary input and practise
The activation, extension and enrichment of vocabulary are essential
elements of English for Success 3. The course pays attention to the
revision and recycling of lexis in the belief that students at this level have
particular diffculty in maintaining their fuency and need help in
developing strategies for learning vocabulary. There is a strong focus on
the practise of fxed and semi-fxed phrases, based on research showing
that we acquire language more quickly and effectively by learning in
chunks rather than single items.
New vocabulary is presented where relevant through the lessons. Mind
the Trap boxes here focus students attention on any exceptions to the
10
rule and areas of special diffculty. Vocabulary is consolidated and
practised in the Language assessment sections.
In the Pre-Intermediate level, there is a special exercise called Extend
your vocabulary where students practise the vocabulary they know as
well as learn new meanings of familiar words or expressions.
8. Grammar presentation and practise
English for Success 3 provides a structured and thorough syllabus
which will not create unforeseen problems or surprises. The specifc
contents of the syllabus are organised in a logical way, which makes
grammar easier to understand.
Grammar is always presented in context. The language is consolidated
and practised in all sections, which is very important from the point
of view of recycling and remembering new structures.
Grammar is present in a variety of text types (dialogues, short reading
texts and cartoons). Students frst analyse examples from the texts
then check if they were right by looking at the Check it out sections.
Mind the trap boxes draw students attention to areas of special
diffculty and help to pre-empt errors. This particular way of teaching
grammar encourages students to analyse and come to conclusions
about grammar patterns and rules. The course deals with this
important area effectively, yet without labouring the point.
Grammar analysis is followed by controlled practise exercises, which
provide a focus on accuracy, before moving on to freer practise
exercises.
Grammar is consolidated and practised in the Language assessment
sections after every unit.
9. Expanding general knowledge
English for Success 3 has a highly educational content. Students
learn, for example, about places, legends, geography, sciences,
people, trends, technology, responsibility and awareness, as well as
about people who have played an important role in politics, art and
culture. It encourages students to discuss contemporary social issues
which are relevant to their age.
10. Building cultural awareness
The content of English for Success 3 is designed to represent the
culture of Britain and other English-speaking countries that are
multicultural and multiracial. The course also introduces characters
so that students can relate to the issues easily.
11. A thorough revision and evaluation system
Evaluation in English for Success 3 is very carefully planned and
includes a strong link between the Language assessment and
Checkpoint sections in the Students Book and the unit test in the
Teachers Book. The fundamental rule is that there should be no
surprises for the students, which means that they should know the
format of the test well in advance.
There are 6 tests among the resources in the Teachers Book, one for
each unit of the Students Book. They were designed to assess the
four language skills plus vocabulary and grammar in context. They
test the listening and reading strategies practised in the corresponding
units in the Students Book, such as prediction, listening/reading for
gist, listening/reading for specifc information, matching titles with
paragraphs, table completion, sequencing and gap-flling, true/false,
multiple choice questions, answering questions, among others.
The productive skills, speaking and writing, are tested through tasks
that are similar to those carried out by students in the corresponding
unit of their book. The writing tasks are included in the photocopiable
unit tests for students, together with the activities that test listening,
reading, vocabulary and grammar. The indications for the speaking
skills tasks that go together with the unit tests are included
immediately after them at the end of the Teachers Book. They aim to
offer students the opportunity to demonstrate, in a controlled but
friendly atmosphere, their ability to use their spoken language skills
effectively. The tasks are varied and they always refer to the leading
theme of each unit in the Students Book. There are suggestions for
the teacher to vary the tasks based on the same function to be
evaluated.
An answer key to the unit tests is provided in the Teachers Book, but
we also help teachers by providing photocopiable evaluation
instruments to grade students ability to use their writing skills and
their speaking skills effectively. Teachers will fnd speaking and
writing assessment charts in the fnal pages of their Book, with a
clear defnition of the criteria for assessing each skill and rating
scales to grade students.
Also among the resources at the end of the Teachers Book, there are
observation guidelines for teachers to evaluate their students
performance in class throughout the year, as well as self-evaluation
models which teachers can photocopy as they are or adapt according
to their students needs for them to refect on their learning process
and assess their own progress and development. The objectives for
each unit provide students with a checklist of what they should be
able to do at the end of that unit. When they do this, they realise that
there are things they can do which they could not do before, so they
are motivated to learn more. As well as increasing motivation, self-
assessment promotes independence and confdence in students.
We hope that you will enjoy working with English for Success 3.
12. Values and attitudes related to contents (OFT).
English for Success 3 promotes the refexion on values and attitudes
which are closely linked to the contents presented through the
language and cultural aspect involved. Thus, these values and
attitudes are dealt with in an integrated manner, as they can be easily
inferred from the main themes and contents.
13. Spelling
While there are certainly many more varieties of English, American and
British English are the two varieties that are taught in most ESL/EFL
programs. Generally, it is agreed that no one version is more correct
however, there are certainly preferences in use. In English for Success
3 we have intentionally included both variations so that students get
used to more than one way of understanding and using English.
11
Symbols used
xx
Iistening activities using the audio CD
reading activities
speaking activities
writing activities
Levels of difculty:
Level 1: Provide needed background information: activate
students knowledge of the topic/contextualise the text; anticipate
content/predict; focus learners recall/brainstorm/transfer previous
concepts.
Level 2: Train students to consider a text in its entirety; wean
students away from the tendency to translate word by word; identify
type of text or information/main idea(s); create/match titles or
subtitles for the text; order or sequence information; verify
predictions.
Level 3: Locate/match/identify specifc information (real-life
task); access precision of understanding; complete grids, charts,
diagrams, etc.; answer questions (who, what, where, etc.); recognise
cognates.
Level 4: Train students to use inductive reasoning, infer
meaning, structures, etc.; challenge students cognitively and
linguistically; focus on specifc aspects of language; vocabulary,
structures, discourse and sociolinguistic features; cloze-type
activities; use input to anchor or consolidate language and as a
springboard for other activities; discuss/debate issues raised and
express own opinion; analyse point of view, style, etc
Components
English for Success 3 Students Book
Organisation
The Students Book contains 6 thematic units, each consisting of 14
pages. Each unit is divided into three lessons one of which contains
a language focus, plus a writing project.
At the end of the each unit there is a two-page consolidation called
Language assessment which provides students with additional
practise in all the skills areas as well as grammar and vocabulary.
Students will be able to consolidate at home and practise techniques
learnt in class.
There is a self-assessment section called Checkpoint. Through the
languages and skills tasks included there, students can grade
themselves and later on assess their progress and decide if they
need further practise.
Class CDs
The recorded material is a very important feature of English for
Success 3. Apart from the listening tasks in the lesson, revisions and
tests, classroom language is also recorded in the CD.
English for Success 3 Teachers Book
English for Success Teachers Book mirrors the Students Book in its
organisation and thus is very easy to navigate.
The Introduction provides information about unique features of
the English for success Students Book as well as the other course
components. Each unit starts with a plan and which relates to the
contents and topics with aspects such as what students will learn,
timing, teaching, resources and evaluation.
The teaching notes for each lesson provide methodological
teacher support. It is very often the case that teachers may expect
diffcult questions from students about the particular grammar,
vocabulary, pronunciation, etc. Teachers Book Special diffculties
section provides answers to the anticipated problems. Warm-up
activities refer back to the material covered before and provide a nice
start to a new lesson. Optional activities offer suggestions for the
exploitation of the Students Book material.
12
Refreshing our minds
Objectives
Objective: Go through this section objective with your Ss. It is important that they know in advance what is expected from them. Remind
them that this section does not include new content but it is a review of what they studied last year.
Listen to people.
Read an article about Britains multicultural society.
Write a formal email.
Speak about personal facts.
Focus on talking about persons.
Discuss tolerance and respect for others.
Class resources
Students book
Class CD
Lesson Objective Timing OFT
Refreshing our minds To assess language skills. 2 hours Appreciate the importance of refection and analysis in language learning.
(Students Book pages 8-9)
Invest 2 class periods in these pages to both refresh the students
memory and also to evaluate their entry level. It is recommended that
the students themselves self-evaluate their performance and then
discuss it with the rest of the class and the teacher. Students and
teacher should provide tips on how to improve their achievement.
Listening
1
1.2
Have Ss listen before they answer the questions.
Tapescript CD 1 Track 2
Iman [Anglo-African accent]
I have a British passport so offcially Im British. But I never say
that Im British. When people ask me I tell them Im
international, you know why? Well, two reasons really. First of
all, my family comes from Somalia. And the second reason is
that I think the British havent got a very good reputation in
some countries, People think they are arrogant and when they
go on holiday they always eat burgers and chips and they drink
too much beer!
Steve
Yes, I love Britain, and I like the mix of people. It doesnt really
matter if your family comes from India or Jamaica, or if you are
English, Irish or Scottish. I think that people here all get on well
with each other. But personally, Im proud to be English. I like
our way of life, and I always support England in the World
Cup.
Adil [London-Estuary accent]
My family is from Pakistan originally, and we sometimes go
there on holiday, but I defnitely feel British. My parents support
the Pakistan cricket team, but me and my brother support the
English team. Im also Muslim and thats very important to
me.
Megan [Welsh accent]
Im Welsh frst and British second. I speak Welsh when Im with
my family. Im very proud of our language and our Celtic
traditions. But Britains a cool place to live I think that the
British sense of humour is the best in the world.
Robert
I was born in London and I live there because, well, Im a
Londoner and I dont want to live anywhere else! But I travel
around Europe very often and I meet wonderful people in every
country. In fact, I believe that it doesnt matter if youre from
England, France, Italy or any European country really. We all
have the same culture and a shared history. But most of my
friends in London dont agree with me!
2
1.2
Ss listen again and match speakers to their
opinions. If necessary you may play the recording more than once.
Reading
1 Ss read the article by themselves and work alone
suggesting titles for the article. Encourage them to explain their
choices.
2 Ss work alone choosing the best alternative to the
exercises.
Writing
1 Ss work individually writing an email.
Speaking
1 Ss work in pairs preparing a short dialogue and
then act it out. Monitor and assist where necessary.
13
14
Objectives
Read, listen and talk about love and relationships.
Write about someone you know, a legend and a text message.
Use the Past Simple, Past Continuous and Present Perfect when speaking and writing.
Focus on talking about important relationships.
Discuss tolerance, love and respect for others and their feelings.
Topic
Class resources
Class CD
Online dictionary
Getting ready
This unit is about love and relationships. Have Ss work in pairs to complete the following activities before you begin the unit. Remind Ss that
unable to perform this activity in English due to lack of sufcient speaking skills, allow them to perform it in Spanish. Encourage fast learners
to do it in English.
Lesson Objectives Timing OFT
1.1 Lican Ray Read a Chilean legend. Talk about legends
and myths. Use Past Simple and past
Continuous.
2 hours
Encourage students to develop attitudes of love and respect
for others and their feelings.
1.2 Poor but happy Read about a family discussion. practise
the use of Present Perfect.
Speak about some youve met.
2 hours
1.3 Sunshine Read about a family.
Write about someone who has left.
1 hour
1.4 Happily ever after Listen about a long-lasting love. Talk
about an important personal story.
Practise the use of since and for.
2 hours
Communication Project Discuss topics
Write text messages
1 hour
Develop condence in ability to understand and communicate
in English.
Assessment
Language Assessment
Unit test
1 hour
1 hour
Understand the importance of developing learner autonomy
and analysis in language learning.
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This section gives students a Chilean legend on the topic of love
and making difcult decisions.
Using the culture notes
The culture notes in the book are mainly designed as a reference for
teachers in case Ss ask for more information about people or places
mentioned in the book. However, you could also incorporate them
into the lessons in a number of ways:
1 Comparisons with the Ss country / region
For example, with the culture notes, Ss could discuss about different
people and brainstorm facts about the persons life, such as their
major works and achievements.
2 Inspiring the Ss
Where there is no obvious corresponding information about the Ss
country / region, the culture notes may stimulate their imagination.
As an example here, rather than looking at real peoples lives, Ss
could work together to create a ctional biography of a scientist,
perhaps imagining future inventions or theories.
3 Find out more
This is a way of using the culture notes to generate homework. The
notes themselves are necessarily brief and give only a brief outline
of the item so, as a homework task, the Ss could nd out more from
the Internet or books and be encouraged to make a visually
interesting poster that could be used for display in the classroom.
They could also present their ndings to each other, in groups, at
the start of the following lesson.
Culture notes
Lican Ray is one of those small towns that has recently started
the transition from a seasonal lake resort town to a year-round
destination with businesses open all year. Lican Ray is situated on
the north shore of the Calafquen Lake about 27 kilometres from
Villarrica, and about 35 from Pucn. The beaches are made of
black volcanic sand. Even when the South of Chile starts to get
colder, the beach tends to stay warm. Surrounding Lake Calafquen
are snow capped volcanoes; the most spectacular one being the
Villarrica Volcano.
The main street stretches through town and down to Playa Chica
and turns and ends at the gates of a park that makes up the
peninsula between Playa Chica and Playa Grande. Most businesses
and restaurants can be found along the main street and directly in
front of both beaches. The town was founded as a trading post,
and today there are about 3,000 permanent residents, except for
the period from December 15 to February 28, when the population
more that doubles with the arrival of summer vacationers. February
is the busiest month of the year. All tourist services are working
and many activities are available such as boat rides around the
lake, water skiing, and Jet Ski rental.
Warm-up
Introducing the topic of the lesson. Chilean legends. Ss have their
books closed. Write the names of some legends on the board. For
example: King Arthur and the Knights of the Round Table; Robin
Hood; El Dorado; La Llorona. Elicit ideas for what category of story
these fall into: legends. Ask students to dene the word legend.
Accept anything that is relevant to the dictionary denition: an old,
well-known story, often about brave people, adventures, or magical
events.
Before reading
work.
1 Put Ss in pairs and ask them to name Chilean myths and
legends. They should list as many as they can. Elicit their responses.
If there are stories that only a few people know, allow them to quickly
tell the rest of the class. Do not let anyone tell the story of Lican Ray.
2 This can be discussed in open class. Ss share their
predictions and justify them.
Reading
3 Give Ss time to read the rst paragraph of the
story and check their prediction. Allow Ss to check with a partner,
before eliciting responses in open class.
4 In pairs, Ss nd the sentence that explains the origin in of
the name Lican Ray. If needed point out that the sentence is in the
rst paragraph.
5 First have the Ss nd the pronouns in the text and
underline them. They could also look for other pronoun references to
practise because this a good strategy for a better understanding of a
text.
6 Previously to answering the questions, the Ss nd
the paragraphs where the answers are.
7 Have the Ss sequence the sentences before going
back to the text. Then they go back and check.
8 After answering the question have the students
discuss why people tend to look for explanations for things they
cannot understand in nature.
9 Have the Ss focus on the layout of the text and then the
content to identify rst the type of text and then the source of the text.
Have them mention the differences between a text in a magazine and
a section in a manual. They could say that a manual contains a list of
instructions, numbers and some drawings while a text in a magazine
is usually illustrated, it has a title and it is organized in paragraphs.
After reading
10 Ss work in pairs to come up with possible answers and have
them support their titles with evidence from the text.
1.1 Lican Ray
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15
11 Working in groups, Ss discuss and then report to the class.
Work it out
12 Have Ss explain when each of the verb tenses is used before
they study the check it out.
Check it out
Once Ss have answered number 12 above elicit from them the difference
between the use of the Past Simple and Past Continuous. Then they read
the rule to check. Both the past simple and the past continuous refer to
completed actions in the past. Most of the time when we are talking
about such actions, we use the past simple. This is by far the most
common way of talking about the past.
I lived there for 6 years.
Use the past continuous when you want to emphasize the continuity of
the action.
I was thinking about you the other day.
When we use these two forms in the same sentence, we use the past
continuous to talk about the background action and the past simple to
talk about the shorter completed action.
It was raining hard when we left the building.
13 Have Ss solve this guided exercise before they do the
writing.
14 Put Ss in pairs and give them two minutes to decide
which legend or myths they want to write about. If they cannot come up
with one legend or myth, they could make one up. Tell Ss that the task of
deciding is also a chance to practise the target language so they should
do everything in English. Once they have decided what to write about,
monitor and note errors. Allow 10 minutes of class time for writing. If
there is not enough time in class this may be done as homework. When
they nish writing, they trade papers with other pairs to make corrections
before writing a nal draft to hand in.
Before you continue...
Have students respond orally or in writing to the questions in the book.
You could add more questions as the ones that follow or change them for
these ones:
1 Would you go out with someone from another country or culture? Why/
Why not?
2 Discuss the advantages and disadvantages of dating someone from
another country or culture.
1.2 Poor but happy
This section introduces the Present Perfect to talk about recent
events and for actions happening at an unspecied time in the
past. It also introduces the time adverbials yet, already, just
and ever.
Special difculties: Ss may have difculties understanding
exactly when to use the Present Perfect and when to use the
Past Simple. The Mind the trap! section looks in more detail at
how to decide which tense to use. The nished time periods
used with the Past Simple may not refer explicitly to a time,
e.g. on holiday, at university. If both speaker and listener know
what the time period is, it doesnt always need to be stated at
all, e.g. Did you see the football game? (last night). It may also
be worth pointing out to Ss that when using ever and never, the
unnished time period being referred to is in your life.
Warm-up
Connecting the topic with their lives. Put Ss into groups to discuss
the following questions. Have you ever heard of someone who got
married at your age? Whats the best time to get married?
Before listening
work. To encourage the use of Present Perfect, if possible, write the
following sentences on the board for Ss to complete: The young man
has just The older woman has already The older man has
yet
1 Put Ss into pairs. Ss describe the people and what they can
see in the picture. They then think of who the people are (probably a
family: mother, father, grandmother and son) and what they are doing
(having dinner and possibly discussing some difcult or controversial
opinions/decisions). Also ask: What do you think happened before
this? Elicit ideas and note the Past Simple sentences that Ss use.
After the presentation and practise of the language point, you can
come back to the sentences and show Ss where it would be better to
use the Present Perfect.
Listening
2
1.3
Have the students listen to part 1 so as to check
their predictions to exercise 1. Then the students check their answers
at the back of their textbooks.
Part 1
Barbara: Ian, you havent eaten very much. Is anything
wrong?
Ian: Ive got something to tell you. Monica and I have decided
to get married.
Barbara: Oh, thats nice!
Eddy: Have you decided on the date yet?
Ian: No, we havent. But Ive already bought a ring for her!
Margaret: Thats great news! Im so happy.
Ian: Thanks, Gran.
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3
1.4
Have Ss listen to part 1 and part 2 of the
conversation and answer.
Part 1
Barbara: Ian, you havent eaten very much. Is anything
wrong?
Ian: Ive got something to tell you. Monica and I have decided
to get married.
Barbara: Oh, thats nice!
Eddy: Have you decided on the date yet?
Ian: No, we havent. But Ive already bought a ring for her!
Margaret: Thats great news! Oh! Im so happy.
Ian: Thanks, Gran.
Part 2
Eddy: Ian has done a lot of stupid things in his life, but this is
crazy! Monica hasnt nished college yet! Have you ever heard
of such a thing?
Barbara: Ive never been so shocked! They only met ve
months ago! How come hes got enough money for a ring?
Hes just started his rst job.
Margaret: Excuse me, but havent you forgotten something,
you two? How old were you when you got married? Twenty
the same age as Ian. And you didnt have any money, did
you?
4
1.4
Students listen again and make notes so that
they can justify their answers when you elicit them.
5
1.4
Ss discuss in pairs. Listen again if necessary.
After eliciting the answers, ask Ss what they think their parents would
say if they decided to get married at the age of 20 and who would be
the most supportive member of their family.
After listening
Work it out
6 Ss look at the example sentences and say which one is
different from the others and why (met is the Past Simple; the
other two arent). Elicit the form of the other two sentences (have/has
plus the Past Participle). Ss now look at the three sentences again
and match them to the correct use.
7 Ss look at the sentences from the listening and do the
matching in pairs.
Check it out
Read through the box with Ss. Elicit or explain that past Simple and
Past Participle of regular verbs are the same. If the verb is irregular,
it is sometimes the same in both forms, e.g. bought and sometimes
different, e.g. did/done.
Mind the trap!
Look at the box with Ss and elicit other time expressions that could
be used with the Past Simple, e.g. in 2003, last night, etc. Tell Ss that
the nished time doesnt have to be an exact day or date, it can be
e.g. on holiday, at primary school, when I was younger. You could also
look at expressions such as today which can be used with the Past
Simple or Present Perfect, e.g. at home in the evening your parents
might say: What did you do at school today? because they are talking
about the school day which has nished, not the calendar day which
hasnt. However, the parents might say: Have you done your homework
today? because today is still unnished and the child can still do
some homework later.
8
1.5
Re-elicit the meanings and uses of the four time
adverbials. Look at number 2 and ask Ss which words could go into
the gap and be grammatically correct (already, just). Now ask Ss
which word makes more sense in terms of meaning (just). Ss
complete the dialogue in pairs and then listen to check.
Part 1
Monica: Well, have you told your parents yet?
Ian: Yes Ive just told them! Grans really pleased but my
parents arent too happy.
Monica: Oh dear. Im so glad that my parents have already
accepted the idea.
Ian: Id really like to see you. Have you nished your work
yet?
Monica: No, I havent nished it yet. Have you ever felt that
you just cant concentrate?
Ian: Hold on a minute
Margaret: Sorry to interrupt. Ive just talked to your mum and
dad and everythings going to be OK.
Ian: Thanks, Gran! Did you hear that?
Monica: Yes, I did. Listen Ill do my work tomorrow. We need
to celebrate!
9 Re-elicit the rule from Check it Out that, when
talking about any time in the past, we use the Present Perfect but, for
specic occasions, we use the Past Simple. Ask the rst question:
Have you ever met anyone famous? (in your life) and if any Ss answer
yes, ask follow up questions in the Past Simple: Who did you meet?
Where/When did you meet them? What did you say? Ss carry out
conversations in pairs. Nominate Ss who answered yes to one of the
questions to come to the front of the class and the rest of the Ss ask
questions to nd out as much information about the event as possible.
You could also ask a pair of students to role play the interview for the
rest of the class.
Before you continue
Have students respond orally or in writing to this question.: How do
age and experience affect attitudes towards romance and marriage?
Give examples.
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1.3 Sunshine
This section gives the Ss a story extract on the topic of being
separated from those we love.
Culture notes
Lima is the capital of Peru. It was founded by conquistador
Francisco Pizarro on January 18, 1535. Its original name was
Ciudad de los Reyes but Lima was its name in the local Aymara
language and it comes from the word lima-limaq (yellow ower).
Lima is located in the Sechura Desert and it is the second largest
desert city in the world, after Cairo. The population in 2004 was
estimated at just over 8 million.
Warm-up
Review of Present Perfect Put Ss into pairs to discuss the following
questions. This conversation will link their lives with the topic of this
lesson. Then some of the students could report their own stories or
their partners. Has an important person in your life left you, your
school, neighbour, city or and country? Who? When? Do you miss
him or her?
Before reading
work.
1 Add other questions for the Ss to answer so that they
observe the pictures in detail and get the feeling and mood of the
story At this point there are no right or wrong answers.
2 Focus the Ss attention on the layout and pictures again before
answering the question. Ask them what type of text this is. Have them
support their answers. Then they answer the question.
Reading
3 Give Ss time to read through the rst paragraph and
underline the words in the paragraph that help them check their answer
to exercise 2. They could have underlined words such as man steps out
of his house, no sunshine, cold with sadness and life without her.
4 Ss read the whole story and then go back to
paragraph 2 and re-read it. The answers to this question may vary, but it
is important that the sentence they choose embodies the idea of a lost
mother that the family misses.
5 It is suggested this exercise is done in groups and they should
nd the evidence for their answers.
6 The same pairs as in exercise 5 complete the sentences. First
they try to complete the gaps without going back to the text. They go
back to check their answers. Ss explain what is the mood of the story,
once they have nished this task. Call the attention of the Ss of the use
of the weather in literature to create a specic mood.
After reading
Work it out
7 Ask Ss to try to complete the text without going back to the text.
Then they go to the text, check their answers and nally they read Check
it out on the following page.
Check it out
Ss rst read the check it out silently and then check their answers to
exercise 7. Have them in pairs write at least one sentence using
because and the other using so about the story. Then write them on
the board so that the Ss can write them.
We use because before a clause (a sentence subject verb and
complement). Use because of when you put the noun after the
reason. I went to sleep because I was tired.
So is used to express result. I was tired so I went to bed.
8 If necessary have Ss re-read paragraphs 2, 4 and 5 before
coming up with the titles. It is suggested they do this exercise in groups
and then they can share their titles and justify them.
9 Ss write following the model provided. They write and
then they do peer correction.
Optional activity
Ss work in groups of 24 to think of questions to write for a survey
on attitudes to emigration, e.g. Would you move to another country?
Why? Why not? What would you miss most about your country?
Where would you move to? What problems would most worry you?
Ss then swap partners and interview each other. Monitor and note
any common errors for a correction slot at the end of the activity.
Finish up by discussing the questions in open class to nd out what
the Ss views are.
After discussing the questions in the Ss book, have them respond
orally or in writing to these questions:
1 How do you think family and friends react when someone they love
leaves? When they return?
2 Is it better to be the one who leaves or the one who stays? Why?
18
1.4 Happily ever after
This section looks at the use of for and since to answer the
question How long ?
Special difculties: Ss may be confused by this new use of
the Present Perfect, especially if in L1 a different structure is
used to give the same information. Make the distinction
between for and since clear and give Ss sufcient practise of
the form, correcting as necessary.
Warm-up
Introducing the topic of the lesson. When and how. Ss have their
books closed. Write four names on the board with four ages, e.g. Mark
24, Amy 25, Emily 27, Colin 29. Ask Ss for a phrase which gives the
ages of all four people. If Ss dont know, tell them. (They are in their
twenties.) Repeat in their fties and in their seventies and then in their
teens. Ask Ss what is a good age to get engaged (using one of the
phrases above, e.g. in your twenties), a good age to get married, have
children and retire. Write the eight words from Exercise 2 on the board
(romantic, caring, passionate, friendly, hold hands, kiss, be 16 and in
love, hug) and elicit or check the meanings of each. Ss work in groups
of 34 to rank the word in importance for a good relationship. Elicit
ideas in open class.
Before listening
Ss are encouraged to identify what they already know. This is an
evaluation of previous knowledge, careful monitoring is important to
understand what the Ss already know and where they need more work.
1 Put Ss in pairs and tell half of the class to look at the top
picture and the other half to look at the bottom picture. They should
use as many of the words from the exercise as possible to describe
their picture and what the people look like. Elicit ideas and then ask
Ss what they think the relationship between the people in picture 1
and those in picture 2 is (they are the same people).
Listening
2
1.6
Check: regret, argument. Then the students listen
to the beginning of the text up to Jean: Weve been married since 14
February 1956. Valentines Day. Then they identify the text type
explaining why they show interview as the answer. They could also
redene the other two text types.
Max: So, how long have you known each other?
Norm: Weve known each other for almost 52 years.
Jean: Norm! Weve known each other for more than 52 years. We
met in 1953!
Max: How long have you been married, then?
Jean: Weve been married since 14 February 1956. Valentines
Day.
Max: Have you lived here since then?
Jean: Not exactly. Weve lived in Stretford since the wedding, but
not in this house.
Norm: No, weve only been here for sixteen years.
Jean: Eighteen years, Norm. Weve lived in this house for eighteen
years. Since 1988.
Max: How did you meet?
Norm: Well, I used to be a policeman. I retired ten years ago
And Jean was the waitress in my local caf.
Jean: It was love at rst sight.
Max: So, whats your secret for a successful relationship?
Jean: I think you have to fall in love many times always with the
same person.
Max: Have you ever fallen out?
Norm: Weve had a few little arguments, but we havent had a
serious argument for years.
Jean: No, not since Christmas Day 1977. Remember you
Norm: We have a simple rule if one of us is angry, we always
try to sort it out before we say goodnight.
Max: One last question have you got any regrets?
Norm: Im just sorry I didnt marry Jean earlier.
Jean: And Ive never regretted a single day.
3
1.6
As Ss listen, they take notes to justify their
answers.
4 Ask Ss to underline the answers in the text.
5
1.6
Ss listen again and since this is specic
information, the recording could be stopped when the information
appears to write the answers.
6
1.6
Ss listen again and since this is also specic
information, the recording could be stopped when the information
appears to write the answers.
7
1.6
They could reword the answers and if necessary
they could answer in Spanish. It is suggested that the Ss are prompt
to give their opinion in the matter.
8
1.6
A ller is a sound or word that is spoken in
conversation by one participant to signal to others that he/she has
paused to think but is not yet nished speaking. Different languages
have different characteristic ller sounds; in English, the most common
ller sounds are uh //, er // and um /m/. Among youths, the llers
like, yknow, actually, literally, and basically are more prevalent.
Point out the relevance of the use of llers for a better communication.
Encourage Ss to identify the ller being used by the speaker.
After listening
Work it out
9 Ss work in pairs and get the meaning of the expressions
through context. They could explain them in Spanish if necessary.
Then they answer the questions according to their reality.
10 When Ss decide on the correct choice for the three rules,
give Ss more examples of how they could be used and when they
Love and trust 0
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19
cant be used, e.g. I have been in this class since/for , I have been
in this school since/for , I have been in this lesson since/for , but
I was in primary school for (the Past Simple because the Ss are
not in primary school any longer; they cant use since either).
Then elicit sentences in the Past Simple with ago, e.g. I started in this
class , This lesson started
Check it out
The box recaps what Ss have just learned. Read through it with the
Ss and ask them to make one true sentence about themselves using
for and one using since. Elicit ideas in open class.
We use Present Perfect tense to talk about action which started in the
past and continues up to the present.
Examples
I have had this computer for about a year.
We use for with a period of time, for example: a few days, half an
hour, two years. We use since with the time when the action started,
for example: last year, June 8, I met you.
Mind the trap!
Look through the box with the Ss and stress the rule given, especially
where the present tense is used in L1 and may cause problems. It
may be worth doing translation exercises whereby Ss in pairs have a
sentence in English, e.g. I have known her for ve years or I have
been here since 1996, translate it into L1 and swap with another pair
who have translated a similar but different sentence. Ss then have to
translate back into English to make sure they have got the form
correct and used for or since correctly.
11 Look at the dates and times given and elicit what happened
then. Tell Ss to write out full sentences to answer the questions. After
eliciting the answers, practise the negative form by again getting Ss
to think of true sentences about themselves, e.g. I havent eaten
since breakfast.
12 Ss work in pairs to decide whether the expressions take
for or since. Elicit the answers and, for each one, elicit what time
expression would be needed for the other word, e.g. since 7 oclock
= for (5) hours. Ss write sentences alone. Monitor and help where
necessary. Ss compare answers in pairs and then as a whole class.
13 Tell Ss that, when they answer the questions for
themselves, they should use a mixture of for and since and not just
one of them. After they have interviewed each other in pairs, elicit
answers in open class. Have them role play in front of the class.
14 Ss work in pair writing the dialogue following the
model provided. If necessary assign some time home to learn their
lines.
15 In pairs Ss write their own interviews and
practise it. Monitor and assist when necessary. Finally have some
pairs present their work.
Optional activity
Put Ss into groups of four. The Ss work together to think of ve more
similar questions using How long Number the Ss in each group, 1,
2, 3 and 4 and then make four new groups consisting of all the 1s,
all the 2s etc. The Ss ask and answer each others questions as
before but, this time, as the questions are unknown beforehand, they
will have to respond more spontaneously.
It is suggested they have a further discussion on the following
questions:
1 Do you think men and women can be just friends? Why(not)?
2 How do you think members of your parents and grandparents
generation would respond to the rst question?
Additional practise
Photocopiable resources. Resource 1 Youre a star! Page 66.
Communication
project
The Communication Project section mainly aims at developing the
productive skills, Speaking and Writing. Both skills are carefully and
gradually developed. The Ss start from very guided activities and end
producing oral and written texts with little guidance. In doing so they
also face listening and reading activities used mainly as models to be
followed.
Speaking
This section gives the Ss practise at giving opinions, agreeing
and disagreeing. Ss are introduced to the language through a
listening and then given opportunities to use the language
themselves.
Warm-up
Introducing the topic of the lesson. Tea/coffee person. Ss all
stand up. Tell Ss that, if they agree with what you say, they should
stand on one side of the room and, if they disagree, they should stand
on the other. Ss discuss the reasons for their opinion standing in their
two groups and then debate across the room. Ideas: Earrings look
good on men and women. Nose rings look stupid. Jewellery and
makeup should be banned in school. Pierced tongues are terrible.
1 Ss look at the photo and describe the young girl in it with as
much detail as possible, giving both factual information about what
she is wearing and opinions about what Ss think about her style.
Check pierced/piercing and then Ss answer the questions given.
2
1.7
On the rst listening, Ss do the matching task and
compare their answers with their partner. Have them listen again to
check their choices. This time they note down what they said to
support their options.
Frank: Pass the salt, please, Anna.
Anna: Here you are, Dad. Hey, listen weve got a new Art
teacher at school. Shes really
Jenny: Thats nice Whats she like?
20
Anna: Shes great. She explains things so well, and shes
really funny, too. Shes got a piercing.
Frank: Shes got a what?!
Anna: A piercing. In her nose, here It looks really cool!
Jenny: Take it easy, Frank.
Frank: Well, personally, I think thats terrible.
Anna: What are you talking about, Dad?
Frank: In my opinion, a teacher should be a model for young
people, and I dont think a piercing is appropriate!
Anna: Oh, come on. You cant be serious! Everybodys got
piercings nowadays.
Frank: Not everybody. You havent got one, have you?
Anna: No, not yet. But if I want one, Ill get one.
Frank: Oh, no, you wont! Youre only sixteen! What do you
think, Jenny?
Jenny: Well, if you ask me, you have to be crazy to get a
piercing
Frank: Thats right! Piercings are horrible!
Jenny: Yes, Frank, I see what you mean, but its Annas body,
not yours
Anna: Thats a very good point.
Jenny: So, it seems to me that if shes really sure she wants
a piercing, she can get one
Frank: What? I totally disagree! I mean, just think about
3
1.8
Ss read through the sentences and see if they
can guess the answers based on what they have just listened. Elicit
ideas and then play the CD to check. Model each phrase or play the
recording again. Ss mark the stressed words. Elicit ideas and model
again if there are any difculties. Drill thoroughly.
1 In my opinion, a teacher should be a model for young people.
2 Oh, come on. You cant be serious!
3 What do you think?
4 If you ask me, you have to be crazy to get a piercing.
5 I see what you mean, but its Annas body.
6 Thats a very good point.
4
1.9
In pairs the Ss classify the words. Then they listen
to the CD at least twice. Check their answers. Drill the three vowel
sounds and elicit words which have the same sounds, e.g. /ai/ my,
life; /ei/ same, late; /oi/ boy, royal. Ss look at the words in the box and
say them out loud in pairs. They then listen to check and complete the
table.
blind, baby, noise, boyfriend, campaign, cyclist, daily, engaged,
enjoy, game, headlines, point, site, sunshine, voice.
Optional activity
Bingo. Divide the board into three spaces and write the three
phonemic symbols in each space. Elicit a word for each sound. Set Ss
a short time limit to brainstorm more words with these sounds they
can look back in their Students Book if they like. Elicit and write up
more words so that you have about 20. Tell Ss to draw bingo grids
with fteen spaces demonstrate how on the board if necessary. Tell
Ss to choose fteen words from the words on the board. Tell Ss they
must listen for the words in a story and cross them off when they hear
them. Do a short demo, e.g. Last night I got a call from my friend. It
was to tell me that she and her boyfriend had got engaged. Make up
a short story using the words on the board. Pause briey after each
sentence to give Ss time to nd and cross off words. The game ends
when a student crosses off all fteen words and shouts Bingo!
5 Discuss the Speaking Strategies with Ss. Make sure they
understand them.
6 Put Ss into groups of four. Ss discus in groups
what they think about piercing, what they expect from their parents
and/or teachers. Then they decide which point of view they will
defend as a group. Assign some time for them to speak in groups and
then have them discuss with the other groups. One student in each
group starts the conversation by giving his/her opinion. Monitor and
note errors for a correction slot later on. Elicit what was said in open
class at the end of the activity.
Writing
This section aims at teaching how to write text messages and
some of the common abbreviations and symbols used in those
messages.
Warm-up
Review of expressing an opinion. Controversial statements. Elicit
topics which are important in Ss lives, e.g. music, relationships,
school. Ss work in pairs and choose one of the topics and then write
a controversial statement about it that some people might agree with
and others might disagree with, e.g. classical music is all rubbish. Ss
pass their statement to the pair on their left. Each pair discusses their
opinions about the new statement for one minute and then passes
them to their left again. The process is continued until the statements
return back to their original writers. Elicit ideas in open class.
1
1.10
Ss describe the photo in as much detail as
possible, looking at the appearance of the people and imagining their
characters as well as answering the questions in the exercise. Elicit
ideas in open class and then play the recording to check.
Hugh: and I thought we could maybe spend next weekend
at Petes place in the country. My friends are there this
weekend. Its really fantast
Sophie: Hey, Hugh! Look! Theres Liz!
Hugh: Wh where?
Love and trust 0
1
21
Sophie: Over there in that blue top. Sitting next to that tall guy.
Oh, my God! Shes changed her hair!
Hugh: Oh, yes. Wait a minute I thought Liz was going out
with Leo. Have they split up?
Sophie: Havent you heard? Liz and Leo had a huge argument.
They split up ages ago. They havent even spoken to each
other since then. I think her hair looked better when it was
straight. I wonder who the tall guy is Bart told me hes seen
Liz at the club a few times with a short guy called John
2
1.10
Ss read through the sentences to make sure
they understand everything. Check possible difcult words, e.g. to
split up. Ss try to remember the answers from the rst listening and
then listen to check and complete their answers.
3 Ss match and compare. After the matching,
discuss any other abbreviations Ss use. They can discuss abbreviations
of L1 words as long as they use English to do so.
4 Re-elicit who the different people in the listening
are (Liz, Sophie, John, Leo, Hugh). Ss then work in pairs to do the
matching. Elicit answers and justications.
5 Check: hug, toe, to object. Ss rst do the matching and then
read through the texts to try to make sense of them. Finally they
rewrite the text messages in their notebooks, replacing the
abbreviations with whole words.
6 If possible, arrange the class so that you are standing
in the middle of the Ss and so that, when they have written their
messages, they can easily hand them to you for you to deliver them
to other Ss. When the activity nishes, collect all the messages to
revise them. The following class, write the most common errors on
the board for them to correct.
Language Assessment
These review sections give the students a chance to revise what they
have learned in the unit. It is suggested that, at the beginning of the
course, the activities can be done as pair work with lead-ins to remind
students of the grammar or vocabulary and to help them develop
strategies which will help them carry out the activities successfully.
The main aim here is to increase the students condence.
As the course continues it is convenient to let them attempt the
activities with less help from you. At initial stages it is more useful to
tell them to do the activities alone but to compare answers with
others before feedback to avoid weaker students being put on the
spot. After eliciting answers, focus on the areas on which they are
having more problems. Then provide the correct answers.
1 Ss work individually or in pairs to complete the rst task,
writing the questions. In the second part of the activity Ss mingle to
ask each other their questions. When Ss are nished asking the
questions, allow them time to write before eliciting the responses in
open class.
Monitor carefully during the writing phase to make sure their
questions are correct. Listen as Ss mingle to note common errors to
revise at the end of the lesson.
2
1.11
Ss rst read the questions and then listen to the
recording at least twice.
Ive been in love with Greg since day one! I saw him during my
rst week at college and I thought he was fantastic but hes
a great extrovert and I am quite shy so it took a while to get to
know him. When I found out he had a girlfriend, I was broken-
hearted! I went out with one or two men but no one serious.
We nally got together after two long years I was at a friends
party and Greg suggested going for a coffee. We ended up
talking all night and that was that! Weve had small
disagreements over the years but weve never had a big ght
I think its because we are so different. He still loves being
the centre of attention and Im happy to be the quiet one. I
cant believe Ive been so lucky the man of my dreams fell in
love with me and weve been happy for eight years. We havent
had any children yet but were hoping!
3 Ss rst comment on what they see in the cartoon. Then they
work alone to complete the conversation. Check in pairs then elicit
answers in open class.
4 Ss answer this activity individually to see if they have a
precise use of these verb tenses: Simple Past, Present Perfect and
Present Continuous.
5 Ss could make it explicit whether they remember the use of
since and for before actually doing the exercise. They could do peer
correction before the correct answers are provided.
6 If necessary have the Ss in pairs solve this exercise. In larger
groups of four they can check their answers and nally the teacher
could hand out an answer sheet for them to self-correct their work.
Unit test
See photocopiable test on pages 72 and 73 and answers on page 89.
Boy: Have you read this article? It says that girls should never
ask boys out. Do you agree?
Girl: You cant be serious! Girls should be able to do whatever
they like.
Boy: Thats true, but it says most boys feel embarrassed if girls
ask them out. Apparently boys prefer to be in control.
Girl: Thats a load of rubbish. Most boys would love to have a
girl ask them out!
Boy: Yes, thats a very good point. Personally, I think boys and
girls should be equal. So, would you ever ask a boy out?
Girl: No way! Id be too embarrassed!
22
23
(S)He
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Objectives
Read, listen and talk about gender differences, family life, age gaps, personality traits and family life.
Write a short summary and a guided essay.
Use modal verbs when speaking or writing.
Focus on giving options.
Develop an attitude of respect and acceptance.
Topic
People
Class resources
Class CD
Self-evaluation for students
Online dictionary
Lesson Objectives Timing Unit OFT
2.1 Different strokes Listen to a conversation between men and women;
Practise modal verbs.
2 hours
Encourage students to develop attitudes of
respect and tolerance towards people regardless
of differences such as gender.
2.2 Brain balance Read about gender differences. 2 hours
2.3 Is it discrimination? Listen to a dialogue about tolerance.
Asking for and giving opinion.
1 hour
2.4 Celebrating differences Read a letter to the editor about discrimination;
Write about why people like to distinguish
themselves.
2 hours
Communication Project Role-play; Write a guided essay. 1 hour Understand the importance of developing learner
autonomy and good study habits.
Assessment Language Assessment 1 hour Understand the importance of developing learner
autonomy and good study habits. Appreciate the
importance of reection and analysis in language
learning.
Unit test 1 hour
Checkpoint 30 minutes
(S)he
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Getting ready
This unit is about gender differences, family life, and personality. Have Ss work with a partner to complete the following activities before you
begin the unit. Remind Ss that all ideas are valid and that they should respect everyones ideas. Monitor and assist where necessary. Elicit
answers in open class. If Ss are unable to perform this activity in English due to lack of sufcient speaking skills, allow them to perform it in
Spanish. Encourage fast learners to do it in English.
Activities 1 through 6 should be done either in pairs or groups. Have the different groups or pairs share their points of view with the rest of the
class.
23
24
evaluation of previous knowledge; careful monitoring is important to
work.
Check whether they handle some modal verbs to express obligations,
ability and possibility.
Write on the board the words must, should and can. Ask each student
to write a sentence about themselves using each of the modal verbs
provided. Have them keep those sentences and check them at the
end of the lesson.
Optional lead in
Write the adjectives in Exercise 1 on the board. Ss do not open their
books yet. Elicit or give the meanings of all the adjectives to the Ss
and ask them to choose, alone, the best three for themselves. After
Ss have nished Exercise 1, see if the adjectives they chose
correspond with the stereotype for the gender, i.e. did more boys
choose insensitive, practical, etc, and more girls choose romantic,
talkative, etc?
Before listening
1 Try to make sure the pairs are made up of either two boys
or two girls. Before Ss choose the adjectives, the boys look at the
attitude of the men in the cartoon and discuss together whether they
act or would act similarly in the same situations. The girls focus on
the attitude of the women in the cartoon and decide whether they act
or would act similarly. Elicit ideas in open class and then Ss look at
the words in the box. Tell Ss that their points of view are all valid and
what is important is that they justify their answers. Elicit ideas and
then check the meanings of all the adjectives with the group going
back to the glossary on page 25.
Listening
2
1.13
Tell Ss to read the questions before listening.
Have the students justify their options.
Tapescript CD1 Track 13
Jerry: [Southern English accent] Mmm I dont know about
you but I must have something to eat. Hey girls ... can you
make us some sandwiches?
Michelle: [Southern English accent] Oh get lost! Even men
can put some cheese between two bits of bread.
Dave: [Southern English accent] Oh dont be like that. Women
love looking after men really
Lisa: [Southern English accent] Well, OK. How many
sandwiches?
Michelle: No Lisa, you mustnt listen to them. Dave! You
shouldnt be so lazy!
Jerry: Michelle remember when you couldnt understand
why your printer wasnt working and I had to x it for you?
Michelle: Yes. And?
Lisa: Yes Jerry, but youre her boyfriend ...
Jerry: Aha! So men ought to help women with technical problems
but when I ask you to make me a sandwich its not fair ...
Michelle: Its completely different. You love being able to show
how much you know about computers ... But I absolutely hate
making sandwiches!
Dave: Here you are folks. Four cheese and ketchup sandwiches
Lisa/Michelle: Oh ... er ... thanks Dave.

Jerry: I cant eat this rubbish! Look ... give me a minute and Ill
show you the best sandwiches youve ever tasted!
3
1.13
Ss work in pairs and answer in English. If
necessary provide options, such as ... roles and gender, women
are better cooks or men are better cooks.
4
1.13
Have the Ss answer the exercise before listening
to the dialogue again. Then they listen and check. If they feel like it,
have them give their opinions about this dialogue.
5
1.13
In pairs they try to complete with the correct
modal verb before listening. Be sure they know what the clues in
brackets mean. Then they listen and check. They could have other
correct answers. So listen to other options.
After listening
Work it out
6 Before Ss look at the cartoons, elicit ideas in open class of
how these phrases could be said differently, e.g. I have to go, I must
go, I cant stay, etc. When you have gone through all of them, Ss
complete the exercise alone. They study the Check it out and then
correct their answers.
Check it out
Go through the Check it out box with the Ss. They should have seen
all these verbs before but may be confused when seeing them all at
once. After each point, elicit examples to make sure Ss understand,
e.g. elicit things they must and have to do in their lives.
Mind the trap!
Before Ss look at the Mind the trap! box, ask questions to see if they
know this already, e.g. What is the past of must? How do we talk
about ability in the Present Perfect? Ss discuss ideas in pairs and
then look at the box to check or nd out the answers.
7 The answers may vary according to their personal reality.
For some Ss, some of these might be external obligations and for
others personal obligations.
8 Ss begin by writing the questions they will ask.
They may work in pairs or individually. Monitor to make sure they
have grammatically correct questions before beginning the interviews.
Encourage Ss to ask follow-up questions for more detail.
2.1 Different strokes
25
(S)He
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2
9 In groups they write some sentences about their classmates.
It is suggested they have a conversation about responsibilities at
home.
10 Ss practise a short dialogue following the given
model.
Before you continue
Have students respond orally or in writing to this question:
Do you think men and women should maintain their traditional roles,
or do you think they ought to do what they want regardless of
tradition?
OFT Notes
This section provides an additional opportunity to discuss the OFT
of the Unit. You may have Ss respond orally in pairs, groups or in
open class.
Encourage them to give their opinions and be tolerant and
respectful of others. When dealing with OFTs there are no correct/
incorrect answers.
OFT
This is a good opportunity to have students reect on how they relate
to others and the world, to develop critical and creative thinking, and
promote ethical values. Remind Ss that when dealing with values
and/or attitudes there are no correct/incorrect answers.
2.2 Brain balance
This section gives the students a reading on the topic of brain
chemistry and its effects on childhood development.
Culture notes
The three types of brain mentioned in this unit were dened by
Professor Simon Baron-Cohen, a professor of psychology at
Cambridge University. He is also the cousin of Sacha Baron-
Cohen, the comedian who is responsible for the characters
Borat and Ali G among others.
Professor Cohen called the brain types: E (empathising), S
(systemising) and B (balanced). He also looked at the strengths
and weaknesses of each type. Empathising means that you are
able to perceive what others are thinking and you have an
appropriate emotional reaction. Systemising is the drive to
understand a system and to build one. The ultimate extreme
Type S brain is an autistic one. Some very famous scientists
such as Newton and Einstein are thought to have suffered from
Aspergers syndrome, a form of autism in which sufferers show
narrow interests or preoccupation with a subject to the exclusion
of other activities.
Warm-up
Review of modal verbs studied in the previous lesson. Chain
whispers. Have some prepared sentences written on pieces of paper.
Put the Ss into two groups. Show one student from each group the
rst sentence. They have to whisper it to the student next to them.
This continues until the sentence is whispered to the last student in
each group who has to write the sentence on the board. Ss then
compare what has been written with the original sentence to see how
accurately it has been passed. Choose a different student to start and
nish for the next sentence and repeat the process.
Before reading
work.
1 Tell Ss to look at the photo and quickly identify the things
they can see that they know the words for, e.g. toddlers, toys, vacuum
cleaner. Ss then think of how to dene the things they cannot name,
e.g. a kind of tube, the part of the vacuum cleaner that the dirt goes
up. Elicit vocabulary ideas before Ss describe and answer the
questions in pairs. It would be a good idea for Ss to talk about their
own hobbies and those of older brothers and sisters, or even parents,
to see if there are any trends.
Reading
2 Ss rst read the questions and then the rst
paragraph of the text. The Ss will probably want to compare their
answers to the second question in exercise 1 to the rst paragraph of
the text. Ss compare what they found out in pairs before sharing
ideas in open class. Then they answer a or b and support their
options. Have them point out the differences between the two text
types, a magazine article and a catalogue.
3 Individually Ss underline the sentences then
compare with a partner and write the sentences in their copybooks.
Have them comment on the sentences.
4 Ss work alone. Allow some minutes for Ss to
answer and then have them nd the answers in the text which justify
them.
5 Before doing this exercise have them read the
whole text and then go back to paragraphs 3 and 4. Tell them they can
nd more information than what is requested, so they can choose.
After reading
Work it out
6 Tell Ss to nd the adjectives rst and nd out what they
refer to. Ss then they provide the comparative form. This is previous
knowledge so it shouldnt cause much surprise. Have them arrive to
the rule before reading the answers.
26
Check it out
Challenge them to self correct their answers.
7 Following the sentences they took from the text, they
write their own.
Optional activity
Enlarging vocabulary. Extend this activity by putting Ss into groups
of about four. Each group either has two minutes to list as many
positive personality adjectives as they can or as many negative
adjectives as they can. Groups then join up so that a positive group
is with a negative group. Each group takes it in turns to dene their
adjectives in a similar way to the denitions in Exercise 4. The other
group has to try to guess what they are. At the end of the activity, write
the adjectives on the board and tell Ss to write the comparative form
of each one.
Before you continue
Have students respond orally or in writing to these questions:
1 How do you think gender stereotypes affect your behaviour and
communication with the opposite gender? With the same gender?
2 How do you think the behaviour of the opposite gender changes in
front of you? Is it justied?
2.3 Is it discrimination?
This section introduces ways of asking and giving opinions.
Warm-up
Review of adjectives of personality. Board anagrams. Put the Ss
into two groups. One student from each group comes to the board.
Read out letters for them to write onto the board. As soon as they or
someone from their group knows what the adjective is they complete
the word. The rst to do so, spelling correctly, wins a point. Words to
use: ahiyttepcsm (sympathetic), fotogcimnr (comforting), hiess
(selsh), ieevrgsasg (aggressive), aeacbnld (balanced), aernottl
(tolerant).
Before listening
evaluation of previous knowledge; careful monitoring is important to
work. Elicit responses in open class or small groups.
1 Elicit descriptions of the people in the photo in open class.
Have them describe them physically and also ask them what they can
say about their personality.
Listening
2
1.14
Ss do the listening. Allow Ss time to read the
instructions rst. After listening, Ss compare answers in pairs and try
to justify their answers with reference to the text. Elicit answers and
reasons for them in open class. Then they check their prediction to
exercise 1.
Dad: [Manchester accent] Morning! What are you two so
cheerful about this morning?
Anna: [Manchester accent] Morning Dad! Damons just been
telling me about Philip York Apparently he turned up for
school yesterday in a skirt!
Dad: Oh yes? He was always a bit funny that Philip York.
Damon: [Manchester accent] Well, he was trying to make a
point to prove something, you know? Its really hot at the
moment and all the girls at school are wearing skirts. But the
boys have been told that we cant wear shorts. So Phil decided
to come to school in one of his sisters skirts.
Dad: And what happened?
Damon: Well, there was a big commotion, of course. All the
girls from Year 8 followed him around all morning saying things
like Nice legs, darlin and stuff. Luckily some of the teachers
saw the funny side but the headmaster was furious.
He told Phil to go home and change straight away.
Dad: I should think so too. Stupid boy just like his Dad.
Damon: Well, I think it was pretty cool myself. He was just
trying to show how pathetic some of the rules are. I mean,
were almost eighteen and were still being told what we can
and cant wear.
Dad: Well, if you ask me, Damon, I think the headmaster was
right to send him home. Its all about standards. A school has
to care about its reputation ... and lads walking round in shorts
all day doesnt create a very serious, scholarly atmosphere, if
you ask me. I mean whats the point in
3
1.14
Ss listen and identify Philip. Also ask them why he
wore a skirt to school. The possible answer would be: The boy wore
the skirt in protest at the fact that girls could wear skirts to school but
boys could not wear skirts. Have them share their opinions.
4
1.14
Tell Ss to mark the true statements before they
listen again, Then they listen and check.
5
1.14
Have Ss work in pairs checking whether the
statements are true or false. Have them check with another pair
before eliciting answers in open class. Have them correct the false
statements.
6
1.14
They number them and if necessary, have them
listen again. Have them give their opinions about what Damons dad
think.
27
(S)He
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2
After listening
Speak out
7
1.15
Ss read through the Speak Out box before they
listen again. Then elicit from them what these phrases are used for: to
complain, give opinions, describe a situation or any other. They could
provide any other phrases they know, such as well, in my opinion.
Damon: ...Yeah, you say that, but its completely different for
girls, Anna.
Anna: Well, I still think its unfair. Its discrimination!
Dad: Oh stop it, you two. Anyway, Damon shouldnt you be
on your way to school now?
Damon: Oh no! Its ten past eight! Ive got to go, guys. Oh, by
the way ... Im going round to Matts after school. We want to,
er ... do something on his computer. Is it OK if I come back late
tonight?
Dad: No problem. As long as you phone me
Damon: Thanks, Dad! Catch you later! See you, Anna!
Dad:/Anna: Bye! See you! Bye Damon!
Anna: That reminds me. Sandra has got us tickets for the
Jason Trembelin concert tonight. Do you mind if I go?
Dad: Well, as long as it doesnt nish too late.
Anna: No, Im sure it wont. Er actually, I was wondering if
I could spend the night at Sandras afterwards. I mean it is
Friday night after all.
Dad: Actually, thats not a very good idea is it? I mean youve
got the dentists early in the morning.
Anna: But Dad. You let Damon stay out with his friends, why
cant I?
Dad: Damons a year older than you, Anna.
Anna: What you really meant was Damons a boy.
Dad: Nonsense ... you know that we both treat you the same.
Anna: Go on, please let me stay over, Dad.
Dad: Oh, I suppose so as long as you phone us after the
concert.
Anna: Thanks! Er ... just one more thing. Could I borrow 15?
There are these gorgeous T-shirts
8 In groups the Ss discuss these questions. Insist on them
using the phrases in the Speak out box. Then some groups report to
the rest of the class.
Mind the trap!
Have the Ss become aware of the style of the English speaking
culture. They tend to be very polite.
9 If possible do this activity entirely in English. But here the
objective is that Ss express their opinions.
10 In pairs rst they replace their sentences, then
they practise and nally they present their conversation. Answers
may vary.
11 This activity could be assigned for homework. If
necessary ask them to write their conversation rst for you to check.
Check Ss performance in class.
12 Ss may work in pairs discussing the topic before
lling in the chart. Then they may discuss with another pair.
Before you continue
After they have discussed the questions in the Students book, have
the Ss respond orally or in writing to these questions:
1 Have you witnessed any kind of discrimination? What happened?
2 Should others intervene when they see someone being discriminated
against? Why(not)?
OFT
Discuss where prejudices come from and how to overcome them.
2.4 Celebrating
differences
This section introduces stereotypes, urban tribes and subcultures,
and discusses a particularly Chilean phenomenon, the Pokemons.
Culture notes
Pokemon is the name given to a Chilean urban tribe which
surfaced in the 2000s and began to decline in late 2009. They
are easily identiable by their angular and pressed hairstyles,
reminiscent of characters from the Japanese media franchise
Pokmon. The Pokemones also shared some aspects typical to
the Punk and the local hardcore subculture. Most pokemones
were teens. During parties they danced to reggaeton music,
while kissing and groping with as many people (male or female)
as they could, which they called poncear.
Pokemones are usually from the Chilean middle and lower
class.
Warm-up
Ask Ss if they have heard the terms urban tribe or subculture. The
terms urban tribe and subculture are often interchanged. Elicit what
they think they mean and any groups they know. Accept anything that
is relevant but point out that an urban tribe/subculture is not the
same as a minority group, a key difference being that members of an
urban tribe/subculture choose to belong to that group.
Before reading
1 In open class Ss discuss what urban tribe and subculture
mean.
28
2 In pairs, Ss discuss the photos, answer the questions and
then read the article.
Reading
3 Allow Ss to answer on their own and then check
with a partner.
4 Allow Ss to answer on their own. They may refer
to the text if necessary. First, have them identify the text type, letter
to the editor. Elicit answers in open class. Have the Ss support their
answers. Elicit parts of a newspaper article (title, byline, story, etc).
5 After they choose the best title, they could come up with
their own titles such as, Accepting each other or Different styles.
6 They could also underline the sentences they
consider facts in red and the ones they consider opinions in blue. Tell
them facts can be proved. The answers may vary. They should support
their choices.
After reading
7 Since this may offer some considerable difculty to the Ss,
have them do the exercise in groups of 3. They could study the Check
it out before trying to do the exercise. Then do the exercise and nally
go back to the text.
Check it out
If we report what another person has said, we usually do not use the
speakers exact words (direct speech), but reported (indirect) speech.
Therefore, you need to learn how to transform direct speech into
reported speech. The structure is a little different depending on
whether you want to transform a statement, question or request.
Statements
When transforming statements, check whether you have to change:
* pronouns
* present tense verbs (3rd person singular)
* place and time expressions
* tenses (backshift)
Questions
When transforming questions, check whether you have to change:
* pronouns
* present tense verbs (3rd person singular)
* tenses (backshift)
Also note that you have to:
* transform the question into an indirect question
* use the interrogative or if / whether
Requests
When transforming questions, check whether you have to change:
* pronouns
8 Ss must become aware of the fact that that these are
phrases used to express opinions.
9 Instead of writing them they could underline them in the
text.
10 Ss do this activity in groups. Then they share their
classication with the class. They could have classied the adjective
differently. Have them support their classication.
Train your brain
Do this activity in pairs because of its level of complexity. Ss must
follow the steps one by one. It could be assigned for homework. Then
another pair can check their writings before checking them.
11 First Ss choose the adjectives and then they write
the summary for homework.
Before you continue
Ss discuss the questions in their textbook and then they respond
orally or in writing to these questions:
1 Do your parents have different points of view about todays youth?
2 What were they like when they were younger? What liberties or
restrictions did they have?
OFT
This is an excellent opportunity to encourage Ss to debate about
tolerance and respect.
Additional practise Photocopiable resources. Resource 2. Are you
the most popular? Page 67.
Communication project
Speaking
This section gives Ss practise at preparing for speaking. Ss are
introduced to the language through listening and then given strategies
and opportunities to use the language themselves.
1
1.16
Ss listen to each of the conversations at least
twice for them to note down the words that help them decide which
conversation is the most formal.
One
A: [Southern English accent] Hi Josie! Can I sit next to you?
B: [Southern English accent] Sure! Be my guest Hows life
treating you, then?
Two
A: [Southern English accent] Dad do you mind if I borrow
one of your Bob Dylan CDs?
29
(S)He
0
2
C: [Irish accent] One of my Bob Dylan CDs? Whats happened?
Why do you suddenly want to listen to some good music?
A: Yeah, yeah ... very funny.
C: Of course I dont mind! Take whatever one you want ... Take
them all!
Three
D: [RP accent] I mean, I thought it was absolutely extraordinary
behaviour, didnt you?
E: [RP accent] Oh, absolutely. I was convinced wed lost the
contract.
A: Excuse me. Im sorry to interrupt are you reading that
newspaper?
D: Er ... no, Im not.
A: I was wondering if I could have a look at it
D: Well ... I suppose so.
2
1.17
Ss work in pairs to nd the different sound. Then
listen and check.
1 law, low, court, report
2 lot, cope, tolerant, from
3 blow, knock, know, host
4 order, property, soft, gossip
3 Tell Ss to study the Speaking Strategies box on this page
and the Speak Out box on page 31. Make sure they understand
them.
4 Allow time to prepare and practise the dialogues. For more
practise, Ss can change partners and do the dialogue again, changing
roles.
5 Choose two or three groups to present their
dialogue to the whole class. Ss could assess their partners
performance and give them feedback.
Writing
This section looks at writing a short essay. Ss are led step by step to
successful writing.
1 Ss work alone to read and study.
2 Go through the four points with the whole class and then
ask SS to work alone to nd the words and phrases in the text.
3 Ss work alone to complete the gaps in the Train Your Brain
box. Elicit answers then refer back to the essay, e.g. What general
points does the writer make that everyone can agree with? (It is
important to check students progress.) What example does the
writer give to support his or her argument? (Some people argue that
exams are fair.) What is the writers opinion? (There should be a mix
of formal testing and continuous assessment.)
4 Ss read the statements and individually choose one they
nd interesting. Group Ss according to the statements they chose and
have them write their lists in groups of two or three. Then compare
their lists with other groups before beginning the next step.
5 Read through the tips as a class and comment on
them. If there is not enough time in class this may be done as
homework. Collect the revised essays to give the Ss a mark.
Language assessment
1 Ss play a traditional game to practise language covered in
the unit. This is an entertaining opportunity to reinforce ethical values
as well as creative and critical thinking.
In groups of 4, each player rolls the dice once. The player who rolls
the highest number goes rst; the person on his/her left goes next.
Ss must give an appropriate response when they land a square. If
they do not give an appropriate response they must move back to the
square they just came from. Ss will decide in the group if the response
is correct or not. If there are doubts they ask the teacher.
When a player lands on a snake head, his or her marker slides down
to the snakes tail. When a player lands on a ladder, his or her marker
goes up the ladder and continues from there.
The rst player to land on 36 wins, but he or she must roll the correct
number on the dice to land on the 36 mark.
If there are no dice available, Ss can use two coins: 2 heads moves
ahead 1 space; 2 tails moves ahead 2 spaces; 1 head and 1 tail
moves ahead 3 spaces.
2 Before starting, elicit phrases used to make polite requests,
example: Please let me, Can I..., etc. Ss work alone or in pairs to write
polite requests using the cues. Ss move around and ask each other
their questions from exercise 1, writing their responses in the boxes.
Remind Ss to be polite and use phrases from Check it out on page 27
and Speak out on page 31.
Listening
3
1.18
Ss work alone to read the questions. Then listen
and circle the correct answer. Elicit answers in open class.
Ted: Great! The company I applied to wants me to go for an
interview!
Mum: Well done, When is it?
Ted: Monday. She says I have to ring her if I cant go.
Mum: What time do you have to be there?
Ted: The interview is at 10:00 but I have to arrive at 9:45 for
a security check. I can use my driving licence or passport as
ID.
Mum: Is there anything else? You must read the letter carefully
do you have to do any preparation?
30
Ted: Yes, I have to take my certicates. I dont know where
they are.
Mum: Well, you must nd them! You really ought to keep them
somewhere safe. Do they want to keep them?
Ted: Er, no, I dont have to leave them theyll make copies.
And there is a task.
Mum: You mustnt leave it until the last minute. You should
start it now and do a little bit everyday. And you should check
that your suit is clean.
Ted: Yeah, good idea.
4 If the Ss understand the meaning of the words, have them
complete the sentences without using a dictionary.
Unit test
A: Mum, could I possibly go to the theatre on Saturday
evening?
Were going to see Hamlet with our English teacher.
B: Yes, thats ne by me. Itll be interesting.
A: I was wondering if I could have 10 for the ticket.
B: I suppose so. Get me my handbag.
A: Is it OK if we go to a caf afterwards?
B: Yes, of course. As long as you dont come home too late.
A: Well, do you mind if I stay with Sandy?
B: Actually, thats not a very good idea. Youve got to do your
homework.
A: But Mum itll be Sunday. Please let me.
B: Oh, if you must, but dont be late home.
A: Thanks, Mum!
Checkpoint Units 1- 2
(Students book page 38-39)
Have students complete the tasks and grade themselves. They will
nd the answer key at the bottom of page 39. Then they can hand in
these marks. You may want to discuss their grades with them
individually and help them with strategies to do better.
Listening
1
1.20
Provide a little guidance. Have them read the
instructions and answer.
One
Boy: Well for starters, she really irritates me when she
spends so long in the bathroom shes very unfair, especially
when she lies in bed all morning and I have to go to school so
early. Luckily she just ignores me a lot of the time shes too
busy with her boyfriend usually. Its sad really because when
we were younger, I used to get on with her really well. In fact,
she was probably my best friend.
Two
Girl: We have a brilliant relationship. Shes so easy to talk to
and she always helps me when Ive got a problem. Shes got a
great sense of humour as well she makes me laugh. And she
gives me a lot of freedom too. Im very lucky, I suppose.
Three
Man: [Irish accent] When we rst started to go out together we
used to argue quite often. But now I think she trusts me and
we have a really good relationship. We have a lot in common
so that helps. The only problem is that she changes her mind
a lot it can be very annoying sometimes.
2
1.20
Ss listen again and answer. They should read the
questions rst so that they focus their attention. If necessary, have
the Ss listen once more to complete any of the questions in activities
1 or 2.
Reading
1 They face this activity with no help from the
teacher to see whether they can follow instructions independently.
2 They do this exercise independently and check
their score independently as well.
Writing and Speaking
1 2 These two activities are related. They
work in pairs. It is necessary the teacher checks their interview before
they start practising.
Self-check
Ss reect on their learning in the two rst units. Have them complete
the chart with their own information. You may want to discuss this
information with the students and may suggest additional practise.
Encourage Ss to take the time to answer thoroughly. This activity is to
promote awareness of learning and is a personal reection. Answers
can be discussed in class.
Amazing animals
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3
Getting ready
This unit is about the animal world. Have Ss work in pairs to complete the following activities before you begin the unit. Remind Ss that all ideas
are valid and that they should respect everyones ideas. Monitor and assist where necessary. Elicit answers in open class. If Ss are unable to
perform this activity in English, allow them to perform it in Spanish. Encourage fast learners to do it in English.
Objectives
Read, listen and talk about the animal world.
Write a guided scientic report and a brief opinion essay.
Use the conditional when speaking and writing to express probability and certainty.
Focus on talking about probabilities and giving short speeches.
Discuss animal rights and the need to protect them.
Topic
The environment
Class resources
Class CD
Online dictionary
3.1 Those crazy humans Listen to what pets might think of their owners,
Practise conditionals
1 hour
Encourage students to develop attitudes of
respect towards animal rights and the need to
protect them.
3.2 All brain & no bones Read about octopus intelligence, Practise
connectors.
2 hours
3.3 Its a dogs life Read about the responsibility of pet ownership,
Practise reading graphs.
2 hours
3.4 Elephants never forget Listen to a story about African elephants; Practise
expressing ability and possibility.
1 hour
Communication Project
Give a short speech and write an opinion essay.
2 hours Develop condence in ability to understand and
communicate in English.
Assessment
Language Assessment
1 hour Understand the importance of developing learner
autonomy and good study habits. Appreciate the
importance of reection and analysis in language
learning.
Unit test 1 hour
31
32
This section introduces Zero, First and Second Conditionals as
well as other words and phrases that can be used in place of
if (when, as soon as, as long as, provided that, unless).
Special difculties: Ss should have seen conditionals before
but still may nd them difcult. Make sure they are able to
form simple conditional sentences before introducing the
alternative phrases, especially unless.
Culture notes
Tabby is a description of the colouring of a cats fur, not a breed
of cat. It describes striped, dotted or other patterns and can be
seen on many different breeds of cats. The word comes from
the French tabis.
Golden retriever the name comes from its role as a hunting
dog used to retrieve birds after they had been shot. They were
rst recognised as a breed in 1911.
OFT
Discuss animal rights and the need to protect them.
Warm-up
Review of vocabulary from the previous unit to reinforce its
acquisition. Board race. Put Ss into two groups. Choose one person
from each group to come to the board. Give them a clue for a word
and the rst person to write it with the correct spelling wins a point
for their team. Choose another two Ss and continue with the game.
Before listening
work.
1 Ss work alone and tick the words that they understand.
They then compare with their partner and look up the ones that
neither of them know.
2 Have a whole class debate between the Ss that think pets
have a good opinion about their owners and the ones that think the
opposite.
Listening
3
1.21
Check rst whether the Ss are aware of the
question they have to check before listening. Then they listen and
check. Ask Ss to support their answers using evidence from the
listening such as the check. Cat says: Luckily mine goes out quite
often., Humans are lazy..., Theyre not very clean..., Im afraid
that Gavin is going to be here for ever. Dog says: I absolutely adore
Lucy..., I start missing her terribly., Im always pleased to see her
again., Humans are loveable creatures...
Kika
I dont know when my human started living in my home. Hes been
here for a very long time. Luckily mine goes out quite often. Ive no
idea what he does but it cant be for pleasure. Maybe he goes
hunting, but if he does, hes not very good at it hes always
hungry and irritable when he gets back. If I were him, Id practise
at home rst he could start by hunting ies and spiders and then
try the bigger things later.
Humans are lazy animals. If Gavins at home, he spends about
eighty percent of his time asleep or resting.Theyre not very clean,
either. Mine only washes twice a dayunless hes in love.
Theres a theory that humans are solitary creatures but Im not
sure. For several months mine smelled of another human! But
eventually it stopped. Then he started going out less in the evenings
and spent hours staring hypnotised at that noisy glass box. So my
conclusion is that humans do have partners but just for short
periods each year.
Im afraid that Gavin is going to be here for ever. But provided he
lls up the big white thing in the kitchen with food, Ill let him stay.
Wally
I absolutely adore Lucy my human. Theres nobody like her. As
soon as she goes out, I start missing her terribly. A few minutes can
seem like weeks. Im always pleased to see her again.
Ive trained my human well. She even does little tricks for me
when I look at the front door and whine she immediately jumps up
and starts putting on her shoes. It works every time! Ive even
taught her to share some of her food with me. I hope that if I keep
training her, shell eventually give me all of it!
Often when were out she does silly things like throw sticks. I think
she expects me to bring them back. If she knew how pointless it is,
perhaps shed stop doing it. But as long as it makes her happy, Ill
do it its a very small sacrice, isnt it?
Humans are loveable creatures so easy to please and easy to
train!
45
1.21
Ss answer exercises 4 and 5 and then they
listen. They could also identify the names of the animals and humans,
and whether the animals are females or males.
6
1.21
Ss listen again and complete the chart. You may
need to stop the recording for them to write.
After listening
Work it out
7 Ss work in pairs. Tell Ss to try to remember whose words
are those to build the context of these sentences. Have them explain
their choices in different ways so that they become aware of the
communication purpose of each type of conditional.
8 Some Ss may know the names of the conditionals, others
may not. Allow Ss to work in groups of four to make it more likely that
at least one person will know in each group. Dont invest much time
in this activity because the aim is that the Ss are able to use the
conditionals correctly.
3.1 Those crazy humans
Amazing animals 0
3
33
Check it out
Go through the box with Ss and elicit other examples. Point out that,
with the Zero Conditional, if and when have the same meaning
(whenever). It might be useful to show how you can use conditionals
to show your opinion of a situation, e.g. If you work hard, youll be ne
is a good example because it is quite likely to happen. If you worked
hard you would be ne shows that a student is clever but lazy.
Mind the trap!
Tell Ss that while If I was is not incorrect, they should try to always
use were. In both, formal and informal English were is more
frequent.
9 Tell Ss to read through all ve sentences rst to decide if
they are always true, likely futures or unlikely/impossible present or
futures. Elicit ideas and then tell Ss to complete the sentences
alone.
10 Remind Ss that they will write phrases to organise
their ideas, but they will tell the story in whole sentences. It might be
necessary that they write the story rst and then tell it to the class,
preferably not reading. Allow 10 minutes of class time to prepare the
activity. It can be assigned as homework. As a pre-activity to help Ss
understand the task, start a chain of What if? Example:
Teacher: What would you do if your dog bit someone?
Student 1: I would take that person to the hospital.
Student 2: If I took that person to the hospital he would wait in the
emergency room for a long time.
Etc.
Before you continue
1 Do you think animals should have legally protected rights?
Why(not)?
2 How do you think people who rely on animals as their means of
living would say about animal rights? For example, farmers, dog
trainers, zoo workers, veterinarians.
3.2 All brain & no bones
This section gives Ss scientic information about octopuses.
Apart from providing new information it also extends animal
vocabulary.
Culture notes
Octopuses have no skeleton, the only hard part of their body
being the beak. The Oxford English Dictionary states three
possible plural forms. As well as octopuses (the most common)
it is possible to say octopi and octopodes.
Warm-up
Review of conditionals. If I were a Write the sentence If I were
an animal, which animal would I be? On the board. Ask Ss to write
down the animal they think they would be and why, e.g. Id be a dog
because Im loyal and friendly. Id be a cat because Im independent.
Etc. Ss then mingle and ask each other the question. The other person
has to say what they think and why. Ss ask as many people as possible
in a set time (e.g. two minutes). Then elicit what Ss think about
themselves and what others told them during the activity.
Before reading
Ss are encouraged to identify what they already know. This is to
activate and evaluate previous knowledge, careful monitoring is
important to understand what the Ss already know and where they
need more work.
In order to reinforce vocabulary, the Ss could play a drawing game
(picture dictionary). Put the Ss into two groups and ask one student
from each group to come to the board. Show them the name or a
picture of an animal. The two Ss try to draw the animal on the board
and the other Ss have to guess what it is (in English). If no one knows
the word in English, the drawers can tell them what it is. Swap Ss and
repeat the process with the next animal. When the game is over, Ss
make a note of the animals they did not know.
1 Prompt to say what kind of information they will nd in the
article and support their answer.
2 First Ss work individually and then they compare ideas in
pairs. Before Ss start reading the article properly, ask if Ss know
anything about octopuses and write down any ideas on the board.
Reading
3 Help Ss nd the question and have them answer
in two minutes.
4 Have Ss explain their choice and to describe the
other text types.
5-6 Ss read questions 5 and 6 and then read the
paragraph to answer.
7 o Ss could come up with other connectors that help
build coherence to a paragraph.
8 Have Ss answer this question in pairs and then
share with another pair before checking with the whole class.
9 Ss work in pairs nding examples. They may check
with other pairs before checking answers in open class.
After reading
Train your brain
Go through the Train your brain box with Ss. Make sure they
understand the phrases to be used when giving examples, sequencing
ideas and introducing additional ideas or information.
34
10 Ss give their answers and explain why they consider them
so striking.
11 Point out that these words are not necessarily synonyms,
but equivalents.
12 You could provide some questions to help them write
their report. For example: Whats the name of your animal? Whats its
habitat? Whats so striking about it? Etc.
Optional activity
Ss could think of their own question, starting Which creatures ?
And choose the animals from the list which are the answer to the
question. They then read out their animals and the other Ss have to
guess what the question was, e.g. tiger, mongoose, cobra, elephant
Which animals live in India?
Before you continue
Divide Ss into two groups and have them do the following: One group
makes a list of reasons supporting the use of animals in research and
the other group a list of reasons against it. Divide the Ss into smaller
groups with half of the group on one side of the argument and the
other half on the other side and have a debate.
3.3 Its a dogs life
This section reminds the Ss of the use of imperatives to
express commands, orders, rules, instructions or warnings. It
also challenges them to read statistics from graphs and use
the appropriate language to report statistics.
Before reading
1 Ss are encouraged to identify what they already know. The
majority of them are familiarised with websites. Have them name the
characteristics of a webpage. This is an evaluation of previous
knowledge, careful monitoring is important to understand what the
Ss already know and where they need more work.
2 Have Ss look up meaning of the words and encourage them
to make sentences using the words in order to check they understand
their meaning. Monitor and assist where necessary.
Reading
3 Ask Ss to predict some of the information they will
nd in the text.
4 Ss work alone or in pairs to answer. When nished,
elicit answers in open class.
5 Encourage Ss to explain in English, but accept
Spanish if necessary.
6 Ss underline the sentences in the text that refer to
the topics.
7 In pairs, Ss discuss the issues presented. Then they may
discuss with other pair.
After reading
Work it out
8 Ss work in pairs. The question: who are these sentences
addressing? could also help them.
Check it out
Go through the check it out box with your Ss.
We use the Imperative for direct orders and suggestions and also for
a variety of other purposes. Stress and intonation, gesture, facial
expression, and, above all, situation and context, indicate whether the
use of this form is friendly, abrupt, angry, impatient, persuasive, etc.
The negative form is usually expressed by Dont. The full form (Do
not) is used mainly in public notices. The imperative is used for:
1 Direct commands, requests, suggestions:
Follow me. Shut the door (please). Dont worry!
2 Warnings:
Look out! Theres a bus! Dont panic!
3 Directions:
Take the 2nd turning on the left and then turn right.
4 Instructions:
Use a moderate oven and bake for 20 minutes.
5 Prohibitions (in e.g. public notices):
Keep off the grass! Do not feed the animals!
6 Advice (especially after always and never):
Always answer when youre spoken to! Never speak to strangers!
7 Invitations:
Come and have dinner with us soon.
8 Offers:
Help yourself. Have a biscuit.
9 Expressing rudeness:
Shut up! Push off!
9 The Ss get in groups and then share their lists with the other
groups. Monitor that the Ss use the imperative to write their list.
10 Remind them that since this is a paragraph, they must
write sentences and that the sentences must be related.
11 Ss have most probably learned to read graphs and analyse
statistics in another subject, but they are not used to do it in English.
Therefore allow some time for them to do this activity in pairs. Once
each pair has its own sentences, have them share their sentences
and write them on the board.
12 Have Ss work in pairs discussing the problems of
stray animals. Discuss on the responsibility we have as a society.
13 Lead a brainstorming about what a poster means.
Get ideas from Ss regarding what in their opinion it should have. You
may assign the project as homework. Then have Ss vote for some of
the best and you may use them to decorate the classroom.
Amazing animals 0
3
35
Before you continue
1 How do you think the overpopulation of street dogs can be best
controlled?
2 What can be done to reduce the number of street dogs or eliminate
them? Do you agree with these methods?
OFT
This is an excellent opportunity to reect on the way animals are
treated in Chile. Encourage Ss to think about ways to protect and
improve animals way of life.
3.4 Elephants never
forget
This section gives Ss a listening task in which they have to
complete information. It also introduces the Ss to strategies
they could use to take notes such as the use of some common
abbreviations.
Warm-up
Review of animal vocabulary. A-Z. Put Ss into two groups and
split the board into two halves. On one side of the board, write the
letters AL, vertically down the left hand side. On the other side, write
the letters MZ (without Q or X). Each group nds one animal which
starts with each letter on their side of the board. One student from
each group goes to the board and writes one animal then returns to
their group and swaps places with a second person. The rst group
to complete their side of the board wins.
Before listening
work. All words are included in the listening.
1 Before Ss open their book, elicit anything that Ss know
about elephants. Ss then check to see if the information elicited is
mentioned and correct as well as nding the most surprising
information. Prompt them to speak in English, but accept Spanish if
necessary.
2 Be sure the Ss rst read the notes at the bottom of the
page. Have them do it in pairs. Assign some time and then they check
their answers with the key at the back of their textbooks.
3 If necessary, Ss could use a dictionary.
Listening
4
1.2
Tell the Ss to write down the words that helped
them answer this exercise.
Lecturer: [Edinburgh accent] Good morning, everyone. Today Im
going to talk about African elephants and what is now being done
to protect them. As I think I mentioned last week, this animal is in
serious danger and the numbers are falling dramatically. In the
1970s there were 1.3 million African elephants today there are
less than 85 thousand, mostly because of hunting.
5
1.23
Before the Ss listen to the second part, ask them
what kind of information they think they will be listening to, e.g. an
explanation of what a herd is or what kind of herd it is. Ss listen,
compare answers in pairs and listen again to check. Then elicit the
answers.
OK let me start by giving you some background information
about the elephants themselves. The African elephant is the largest
land animal and some of its statistics are amazing. It can grow to
about 4m in height. Although it can weigh the same as 80 men, it
can run at about 40 kilometres an hour thats the same speed
as an Olympic sprinter. And the elephant is also an excellent
swimmer. It can lift more than 250 kilos with its long trunk. In
places its skin is nearly 5 centimetres thick but its also very
sensitive even elephants have problems with mosquitoes! As
you can imagine, such a large animal needs a lot of food and drink.
In fact, on average an elephant can drink 200 litres a day and
more than 100 kilos of leaves a day which is ...
6
1.24
Again the Ss could predict how the lecture continues
before listening to the third part.
Lecturer: Now Id like to say a few words about elephants
lifestyles. Female elephants and their young live together in groups
called herds in other words family groups of mothers, sisters,
aunts and female cousins Herds can have up to 20 members
but usually there are 610 in a herd. Sometimes young elephants
live with this group all their lives, which could be more than 65
years! But male elephants usually leave the herd when they are
young teenagers. Sometimes for a few years they form noisy
teenage gangs and behave rather badly for example they
sometimes get very drunk on rotten fruit!
7
1.24
Allow Ss about thirty seconds to read the facts
before listening to part 3 again.
36
After listening
Work it out
8 Before doing this exercise elicit some sentences from the Ss
using can. Write the sentences on the board in two columns according to
their usage. On one column you write the sentences using can to express
ability and on the other the ones using can to express possibility. Have
them get to the conclusion that can could be used for both. Then they do
the activity and nally they read the Check it out.
9 Ss work in groups of 2 or 3 to discuss these questions. Then
discuss their answers in open class.
Check it out
Go through the Check it out box with Ss. Explain to them that can is
one of the most commonly used modal verbs in English. It can be
used to express ability or opportunity, to request or offer permission,
and to show possibility or impossibility (in the negative).
Train your brain
Tell the Ss to self-evaluate themselves on each of these note taking
strategies. Then with the whole class or groups have them bring up
ways to improve these strategies.
10 Tell the Ss some of them have Latin roots, such as e.g.
which means for example.
11 Be sure they write their questions using can for
ability and for possibility.
Before you continue
1 What could you do to protect endangered animals in Chile?
2 Would you like to work for organizations that have to do with
protection of the environment?
Additional practise Photocopiable resources. Resource 3. We want
a pet. Page 68.
Speaking
1
1.25
Before listening let Ss read through the notes.
A I want to tell you a bit about the history of shorthand the
abbreviated way of writing with signs and symbols. Most people
speak at more than 150 words per minute but normal writing
is about 35 words per minute. Therefore, if its important to
write down another persons exact words, you need a quicker
method than longhand and this is where shorthand comes
from. Obviously, nowadays, fewer people use shorthand
because we have good recording equipment.
B Before I start Ill show you some standard symbols you can
use when you take notes in lectures. First, three dots two at
the bottom, one on top means therefore, the other way up
Two at the top, one at the bottom means because. We use
the Maths symbol for equals, two lines, to mean the same as
but put a line across and it means not equal to or not the
same as ... What else? Oh, yes another useful symbol is two
small marks which means ditto. Ditto means that you want to
repeat the word or words above.
2
1.25
Before listening, have Ss try to remember what
they heard and guess the meaning of the abbreviations.
Train your brain
Go through the Train your brain box and study the writing strategies
with Ss. Make sure they understand. Remind Ss that rst they need
to choose the topic they want to write about. Then it could be useful
to prepare an outline or diagram of their ideas before they start to
write.
3
1.26
After Ss listen to the two words, drill the two
vowel sounds. Ss try to complete the table before listening and then
listen to check. Drill all the words after eliciting the answers. Check
the Ss ability to distinguish between the two sounds by asking them
to think of three more words which have each vowel sound in them.
Pet, work, circle, engine, servant, leisure, petrol, worm, urban,
observe, pest, penguin, fur, essential.
4 Read through the Speaking Strategies box with the Ss. Make
sure they understand.
5 Ss work alone to prepare and present their short
speech. If necessary, Ss who are struggling may be allowed to work in
pairs.
Writing
1 Allow Ss time to read and nd the information.
2 Ss work alone. Elicit the answers and then go through the
completed box with the whole class, emphasising the important things to
remember.
3 Ss work alone to develop and write an opinion essay. Read
through the instructions and make sure Ss understand what they are to
do. If possible, allow time in class for peer-revision of the rst draft.
Collect revised version for a grade.
Amazing animals 0
3
37
Language assessment
1 In groups of 3, Ss take turns completing the sentences,
deciding amongst themselves if the answers are correct or not. If
their sentence is correct they move their marker to the next one, if
not, they leave it. Tell them to ask you if there are any doubts. Monitor
carefully and take notes to revise and correct at the end of the activity.
For additional practise, have Ss write their responses for homework.
2 Before starting, write a few sentence prompts on the board
and elicit possible questions and answers.
Example: Can your best friend speak English? Yes, she can.
Ss mingle and answer and ask each other the questions. Monitor
carefully as Ss mingle to note any errors for correction later.
3 As the Ss talk in pairs monitor carefully to note any errors for
correction later.
4 Have them rst match and then write the sentences.
5 Put Ss into groups and decide which group will present which
topic. Allow about ten minutes for Ss to discuss their ideas in groups and
then join another group and form a group of eight. The group presenting
topic A starts by talking to the other group who should try to ask follow
up questions to keep the presentation going. The second group then
repeats the process with their presentation. Continue the discussion in
open class.
6 Provide a model of a Second Conditional sentence for them to
follow. E.g. If you loved me, I would marry you.
7 In pairs they come up with their own ideas that they could
exchange with the rest of the class.
8
1.27
Ss listen to the recording at least twice. If necessary
write the animals on the board for them to complete the sentences in b.
Choosing a pet
Children often ask their parents for a pet and it is a hard-
hearted mother or father who can refuse their childs request
for a companion.
Dogs are very friendly and affectionate and often become like a
friend of the family or even a family member! In return, they
need a lot of attention and like to have people around.
Cats on the other hand, are more independent. They need to
have food, but will lead their own lives for much of the time, and
will clean and amuse themselves. People sometimes say that
cats choose their owners, not the other way around!
Hamsters are very popular pets for younger children as they are
quite easy to look after. A hamster needs regular food, but can
look after itself for much of the time.
Pedigree cats and dogs can be very expensive whereas
hamsters and mice are quite cheap to buy. You may also need
to buy a special home a bird cage, a dog kennel, or an
aquarium can all add considerably to the pet bill.
Then you have to think about how much money you will need to
look after your pet. Goldsh are quite cheap to feed, but cats
and dogs can cost a lot: in food and even more if they become
ill and need to go to the vets!
Finally, if you live in a small house or at, dont buy an animal
which needs a lot of space. It isnt fair on the animal and may
make it become anxious and stressed. You must also make
sure you can look after it easily. People sometimes keep exotic
pets such as snakes, which are difcult to look after and can
cause a lot of trouble if they escape!
Unit test
A: So how do you feel about taking your driving test? Do you
think youll pass?
B: Yes, I think Ill denitely pass. Ive had more than a hundred
lessons and I feel very condent.
C: Oh, I dont feel as condent as that. I think Ill probably pass
but sometimes I make mistakes.
D: Hmm, I may pass but I dont know. I suppose its possible if
the examiner is in a good mood!
E: I dont think that will make any difference to me! I probably
wont pass. Ive only had six lessons and frankly Im terried.
A: Well you all sound very condent compared with me. Ive
failed three times already and I know I certainly wont pass!
Keeping up-to-date
0
4
Objectives
Read, listen and talk about modern communication and technology.
Write a blog, a formal and an informal email, an advertisement and a personal opinion paragraph.
Use the Present Perfect Simple and the Present Perfect Continuous when speaking and writing.
Focus on reporting about your experience and opinion and giving instructions.
Understand and evaluate the use of new technologies.
Topic
Class resources
Class CD
Online dictionary
Getting ready
This unit is about science and technology. Have Ss work in pairs to complete the following activities before you begin the unit. Remind Ss that
unable to perform this activity in English, allow them to perform it in Spanish. Encourage fast learners to do it in English.
4.1 Is that correct? Listen to a person learning how to use a
computer; practise giving instructions.
2 hours
Encourage Ss to develop attitudes of respect for difculties
people might have when faced with new technology.
4.2 Critical age Read a blog about a band; Use Present
Perfect Simple and Continuous.
2 hours
4.3 Write smarter Listen about a new electronic pen. 1 hour
4.4 Walk and talk Read about portable phones. 2 hours
Communication Project Speak about the dangers of the Internet.
Practise strategies for interacting in a
discussion; Read and write a formal and
informal email.
1 hour
Assessment
Language Assessment
1 hour
Understand the importance of developing learner autonomy
and analysis in language
Unit test
1 hour
Checkpoint
30 minutes
38
39
Keeping up-to-date 0
4
4.1 Is that correct?
This section introduces ways of giving instructions. Ss listen
to instructions, identify the language used to give instructions
and then practise them in a gap ll and a more communicative
task.
Culture notes
Bill Clinton was a popular president between 1993 and 2001.
He left ofce with an approval rate of 69%, the highest end of
ofce rating of any president since Second World War. Now hes
involved in public speaking and humanitarian work. His wife,
Hillary Clinton, is currently Barack Obamas Secretary of State.
Warm-up
Introducing the topic of the lesson. Technology problems. Ss as
a whole class talk about technology that they use in their lives. Elicit
a list, e.g. computer, DVD player, iPod, etc, and write these on the
board. Ss work alone to list them and order them according to the
degree of difculty they involve at the moment of being used. Ss then
discuss in groups of three or four which they were told to use by other
people, which they found out about by reading instructions and which
they taught themselves.
Before listening
1 Give Ss prompts to answer when describing the picture,
e.g. Where is she? What is she doing? How does she feel? etc. Once
Ss have discussed the questions elicit answers in open class.
2 Discuss the questions with Ss. Tell them that some years
ago it was a common practise to write letters or cards.
3 Ask Ss to check if they know the words in the list. Encourage
them to give a short description of each one.
Listening
4
1.29
Before Ss listen to the recording have them
predict the answer. Then have them listen and check.
Mom: Its my rst day today ... My son is an exchange student in
Australia, you see ... and Ive been spending so much on phone
bills, so he said that I should learn how to send emails, you know ...
So thats what Im doing here ...
Teacher: The rst thing you have to do is to double click on the
mail icon on your computer desk.
Mom: This one?
Teacher: Yes, thats right! Very good.
Teacher: ... and the next thing you need to do is to click on the icon
that says NEW MESSAGE ... Now, type in the address ... make sure
you get it right ...
Mom: [RP accent] Bill Hickey at easymail.com
Teacher: Thats right ... and dont forget to put the subject of your
email ...
Mom: Subject? Do I have to write the word SUBJECT?
Teacher: Well, no actually, the idea is that you write a short
description of the content of your mail.
Mom:... em ... Hello! Is that OK?
Teacher: Hello is ne ... Next you just write your message and
thats it!
Mom: And what do I do next?
Teacher: Next, to send your email, click on the envelope ...
Mom: Like this?
Teacher: Thats correct! and youve just sent your rst email.
Mom: I wonder if you could help me?
Teacher: Yes, of course. Tell me.
Mom: Can I send a photo with this email?
Teacher: Yes, sure ... Look, rst click on the attachment icon ... the
thing that looks like a paper clip ... do you see? Next, open the
folders until you nd the photo you want ...
Mom: Uh huh ...
Teacher: Have you done that? Right! Then you just double click on
it, and its attached to your email. Have you got that?
Mom: Is this alright?
Teacher: Yes, thats it. Well done!
5
1.29
Before Ss listen to the next extract, ask Ss to
predict what they might hear in each extract, e.g. attach something
sending a photo to family, sending a CV with a job application. Elicit
ideas in open class before Ss listen.
6
1.29
Have them listen to the recording for the second
time and answer the questions. They may work in pairs and check
answers with other pair.
7
1.29
Ss listen again and check the expressions the
teacher uses.
8
1.29
Ss may work in pairs. Then they compare answers
with other pair before checking answers in open class.
9
1.29
Have Ss work in pairs. Monitor and assist when
necessary. Check answers in open class.
10
1.30
Students listen and write and then compare
their answers.
40
Mom: Teacher: The rst thing you have to do is to double click on
the mail icon on your computer desk.
Mom: This one?
Teacher: Yes, thats right! Very good.
Teacher: ... and the next thing you need to do is to click on the icon
that says NEW MESSAGE ... Now, type in the address ... make sure
you get it right ...
Mom: [RP accent] Bill Hickey at easymail.com
Teacher: Thats right ... and dont forget to put the subject of your
email ...
Mom: Subject? Do I have to write the word SUBJECT?
Teacher; Well, no actually, the idea is that you write a short
description of the content of your mail.
Mom:... em ... Hello! Is that OK?
Teacher: Hello is ne ... Next you just write your message and
thats it!
Mom: And what do I do next?
Teacher: Next, to send your email, click on the envelope ...
Mom: Like this?
Teacher: Thats correct! and youve just sent your rst email.
Mom: I wonder if you could help me.
Teacher: Yes, of course. Tell me.
Mom: Can I send a photo with this email?
Teacher: Yes, sure ... Look, rst click on the attachment icon ... the
thing that looks like a paper clip ... do you see? Next, open the
folders until you nd the photo you want ...
Mom: Uh huh ...
Teacher: Have you done that? Right! Then you just double click on
it, and its attached to your email. Have you got that?
Mom: Is this alright?
Teacher: Yes, thats it. Well done!
After listening
11
1.30
Allow Ss to try to do this in pairs. Have Ss
complete the chart and then play the recording for Ss to check their
answers.
OFT
You may use the quotation to have Ss reect on the technological
advances especially regarding communications. Ask them if, for example,
if people use technology to communicate more or if, on the contrary,
despite the technological advances, people communicate less.
12 Have Ss practise the dialogue.
13 Choose some Ss to role-play the dialogue in
front of the class.
14 Ss may work in pairs completing the email using the
prompts given.
15 Ss get together in groups and make a list of positive and
negative things which they associate with computers, Internet and
emails.
16 Allow Ss time to read the instructions for their
role and, after they have nished, elicit one or two pairs to act out
their conversations in front of the class.
Optional activity
Extend the activity by getting pairs to think of non-computer related
objects to describe, such as a bicycle. They then join up with a second
pair and take turns to describe their objects. This can be done with
words that the Ss do not know in English to help them realise that,
not knowing a word does not mean that they cannot use other words
to communicate.
1 Do you think people should publish details of their personal life on
the internet? Why(not)?
2 What would you do if someone published details of your personal
life without your permission?
4.2 Critical Age
This section introduces the difference between the Present Perfect
Simple and the Present Perfect Continuous.
Special difculties: Ss may have been taught the Present Perfect
Simple with for and since and be confused as to when to use the
Simple and when the Continuous. Tell Ss that, unless the verb is a
state verb, they should always use the continuous form to show
that the activity is unnished.
Culture notes
Blog is short for weblog. The word was rst made up by John
Barger in 1997 and the shorter form came into use in 1999,
used as noun and verb. By 2005 there were over 50 million
blogs online.
Nick Rhodes (whose real name is Nicholas Bates) is a member
of the group Duran Duran. He was born in 1962 near Birmingham
in the centre of England. He formed Duran Duran with his school
friend John Taylor in 1978.
The Rock Garden is a famous club and restaurant in Covent
Garden in the centre of London. It has been in existence for
about 30 years and was the place where U2 played their rst
ever London concert, with an audience of about 30 people.
Warm-up
Review of the order of adjectives and clothes vocabulary. Are
you observant? Tell Ss to sit back to back with their partner. Without
looking round they should try to describe their partners appearance
in as much detail as possible. Elicit descriptions from some of the
Ss.
41
4
Before reading
1 Have Ss tell you what kind of text it is by just looking at the
page. Ask them to tell you what clues they used to identify the text
type.
2 Ss get in pairs to answer the questions. If they dont know
what to say, or if they havent got much experience with the Internet,
have them talk about what they would do if they had more access to
it.
Reading
3 Have Ss read the whole text now and check their
answers to exercise 1. In addition, they work underlining or highlighting
the words they link to music.
4 Tell Ss that, when answering the questions, they
should nd the words which help them nd the answer. Some Ss will
know the answers before reading the article so tell them to read the
article to check their answers. Some Ss will have their own blogs and,
if they are willing to talk about them, it would be enriching to let them
tell the class about them.
5 Read through the questions with the Ss and set a
time limit for them to nd the answers and discuss them in pairs (two
minutes). Make sure Ss know what the words mean (gigs concerts,
demo CD demonstration CD to allow record companies to hear
what you sound like).
After reading
Work it out
67 Think Back! Put Ss into groups of three to do Exercises
3, 4 and 5 and allow ve minutes for Ss to discuss their ideas. Elicit
answers to the questions together.
Check it out
Go through the box with Ss. Elicit some time periods when for and
since would be used, e.g. for two hours/a long time/hours; since
Saturday/my birthday/last week.
We use the Present Perfect to say that an action happened at an
unspecied time before now. The exact time is not important. You
CANNOT use the Present Perfect with specic time expressions such
as: yesterday, one year ago, last week, when I was a child, when I
lived in Japan, at that moment, that day, one day, etc. We CAN use
the Present Perfect with unspecic expressions such as: ever, never,
once, many times, several times, before, so far, already, yet, etc.
We use the Present Perfect Continuous to show that something
started in the past and has continued up until now. For ve minutes,
for two weeks, and since Tuesday are all durations which can be
used with the Present Perfect Continuous.
8 Put Ss into groups of three to analyse the alternatives and
allow ve minutes for Ss to discuss their ideas. Elicit answers to the
questions together.
9 Look at the example sentences with Ss and elicit which
rules they correspond to and why the different tenses have been
used (1 an action started in the past and still continuing; 2 a nished
action). Allow Ss to work in pairs but make sure that all Ss write the
in their notebooks. Elicit answers and reasons for them.
10 Be explicit to emphasize that they must write in
paragraphs, with complete sentences and proper punctuation,
allowing space between the lines for their partner to write correction
notes, and later for you to make corrections. Allow 10 minutes of
class time for writing. If there is not enough time in class this may be
done as homework. When they nish writing, they trade papers with
their partners to make corrections before writing a nal draft to hand
in.
1 Do you think people should publish details of their personal life on
the Internet? Why(not)?
2 What would you do if someone published details of your personal
life without your permission?
4.3 Write smarter
This section introduces the expressions used when being persuasive.
The phrases are introduced through a listening and then the Ss
practise them in a written task.
Before listening
1 Read with your Ss some of the words they are going to hear.
Tell Ss to use them to predict what the recording will be about.
2 Read the quoted sentence with your Ss. Ask them in what
occasion would someone use such language and where would they
hear it.
Listening
3
1.31
Ss listen to the recording and check their
answers.
Looking for the perfect gadget for college or work? Do you write so
much that you have trouble keeping track of what was said as you
wrote it? If you buy Intellipen, then you can leave those days behind
you because Intellipen is the best gadget ever!
This Intellipen records audio as you write and links the two things
together. All you have to do is tap your notes to hear exactly what
was said as you wrote it. The same thing occurs for drawings.
Those notes can then be transferred to your computer.
42
This allows you to back up and share your notes easily if
required. When the notes have been transferred to your
computer, you can even search for certain words. This allows
you to save time since you dont have to write every word.
Since I got it as a present for Christmas, Ive never missed a
word from my professors. If you nd that youd like to listen
back to notes after they are written, then you will not regret
buying this fantastic device. You must have it!
Its so easy to use. The setup is simple. You indicate whether
youre right or left-handed. Then you adjust the date and time
by selecting buttons on a setup card with your pen tip.
To take notes, you write with real ink on the special paper,
which is covered with barely visible dots; they tell the pens
camera where you are on the page. Once youre done, youll
have the option to upload your notes to the computer. The
Paper Replay function lets you record a lecture while taking
notes at the same time. When youre listening to a recording,
you can select a word by tapping on it in your notes. Then, the
pen plays back whatever audio it recorded at that point in your
writing. I guarantee youll love the results.
Another virtue of the Intellipen is that it doesnt serve as a
distraction. Look, Im a teenager. A laptop makes it incredibly
easy to mask that youre playing a game during a lecture or
perusing webpages. Once you mute the volume and start
typing, most teachers assume that youre vigorously taking
notes. With the Intellipen, it is a lot more difcult to fool
around.
Bottom line, this is a great pen for teachers, students, journalists,
and is also a lot of fun for kids. My brother who is nine years old
loves to write with it while he scribbles all over the pages and
makes crazy sounds or draws pictures and tells stories at the
same time. So I recommend this pen.
4 Once Ss listen to the recording they tell you what kind of
text it is. Have the SS write the clues that helped them identify the
text type.
59
1.31
Ss can work individually or in pairs. Elicit
10
1.31
Ss listen to the recording and sequence the
sentences according to what they hear. Have them listen twice if
necessary. Check answers in open class.
After listening
Speak out
11 Ss work in pairs discussing the expressions they would
use if they had to convince someone to buy product. Check answers
in open class and make a common list with all Ss ideas.
12
1.32
Ss listen to the recording and check the
expressions the girl uses to persuade listeners to buy the product.
Have them listen twice if necessary. Check answers in open class.
Looking for the perfect gadget for college or work?
Do you write so much that you have trouble keeping track of
what was said as you wrote it?
If you buy Intellipen, then you can leave those days behind you
because Intellipen is the best gadget ever!
Then you will not regret buying this fantastic device. You must
have it!
Its so easy to use.
The setup is simple.
I guarantee youll love the results.
Another virtue of the Intelipen is that it doesnt serve as a
distraction.
With the Intellipen, it is a lot more difcult to fool around.
This is a great pen for teachers, students, journalists, and is
also a lot of fun for kids.
So I recommend this pen.
13 First, ask Ss what they consider before they buy a
product.
14 Have Ss work in pairs completing the dialogues.
Then they practise it. Monitor and assist when necessary. Have Ss
switch pairs. Then choose some Ss to perform the dialogues in front
of the class.
15 Ss think about three reasons why they should buy
the pen. Remind Ss that there are no correct or incorrect answers.
Elicit answers in open class.
16 Have Ss get in pairs and practise the dialogue.
17 Ss work in pairs choosing an invention and writing
an advertisement for it. Allow time to think of several ideas and
discuss their usefulness. Encourage them to use expressions from
Speak Out when doing the activity.
Before you continue
1 How was life before technology?
2 What are the most useful technological inventions?
4.4 Walk and talk
This section gives Ss speaking tasks and presents some new,
phone related vocabulary from the text.
43
4
Culture notes
Alexander Graham Bell was born in Edinburgh, Scotland in
1847 although he moved to Canada at the age of 23 and later
became an American citizen. He is recognised as having
invented the telephone although Antonio Meucci and Elisha
Gray may also have been responsible for the invention.
Martin Cooper was born in Chicago in 1928. He says he got
the idea for the mobile phone after watching an episode of Star
Trek in which Captain Kirk communicates with a similar looking
machine. According to Cooper, I decided this was a great
opportunity to needle my counterpart at Bell Laboratories. I
called him and said, Joe, Im calling you from a real portable
cellular telephone.
Motorola started in 1928 although it had a different name until
1947. The word motor was used in the name because they
made car radios. Motorola technology helped to bring Neil
Armstrongs words to us from the moon in 1969.
The DynaTAC8000X weighed 785g and measured 300x44x
89mm. There was a 150mm aerial coming from the top of it and
you could save 30 numbers in the memory of the phone. By the
end of 1984 there were 300,000 users worldwide. The rst lm
to feature one of these phones was 16 Candles, released in
1984.
Warm-up
Review of giving instructions. Alien game. Tell Ss you are an alien
from a different planet and, although you understand English perfectly,
you do not know what many nouns are. Pick up a tape recorder/CD
player, unplugged and tell the class that you have been told you can
hear music on it. Hold it up to your ear and tell Ss you cannot hear
anything. Ss have to tell you what to do. Make them describe things
(such as a plug) and follow their instructions. When Ss have nished,
re-elicit all the instructions and sequencing words (rst, next, etc).
Before reading
12 Put Ss into pairs to answer the questions and have a
whole class discussion afterwards.
Reading
3 Set a strict time limit for this of two minutes so that
Ss have to skim read rather than reading in detail. Ss compare what
they found out in pairs and then decide the correct answer. Ask Ss to
justify their answers if there is any disagreement. Note: Although the
article gives some historical dates, it does not give any details and so
seems to assume that readers already know about this. It also nishes
with some predictions about the future but it is not a main point of the
article.
4 Ss work alone. Set a time limit of two minutes
again and ask Ss to mark words or phrases in each paragraph which
help them to nd the answer. Elicit answers and key words, e.g. A
1876, 1950s, By the mid 1960s; B made a call; C testing; D
predictions, future, will.
5 Have Ss go through the rst paragraph and
complete the sentences.
6 Ss work in pairs doing the matching exercise.
Have them check answers with another pair before eliciting answers
in open class.
7 Ss work in pairs lling the chart with the information
needed. Have them check answers with another pair before eliciting
8 Ask Ss to read the text again and nd two predictions
made at the time it was written. Elicit answers in open class.
After reading
Work it out
9 Ss go through the text again and nd the sentences used in
it to make the predictions stated.
Check it out
Go through the box with Ss and point out that one way to make
predictions is by using the modal verb will.
We often use will to make a prediction about the future. Again, there
is no rm plan. We are saying what we think will happen. Here is an
example: It will rain tomorrow.
10 Have Ss go back to the text and nd those predictions
which have already come true.
1112 Put Ss in groups of four to rst discuss what
future inventions they think will come in the future. Once nished
have them think about the questions. Ss share their ideas with
everyone in their group before beginning the writing. Remind Ss to
write in paragraphs, with complete sentences and proper punctuation,
notes, and later for you to make corrections. Allow 10 minutes of class
time for writing. If there is not enough time in class this may be done
as homework. When they nish writing, they trade papers with their
partners to make corrections before writing a nal draft to hand in.
Before you continue
1 Imagine how life was before telephones were invented. How do you
think people communicated important news?
2 If you had to live without your telephone, what do think you would
miss the most? Explain your response.
Additional practise Photocopiable resourses. Resource 4. Youve
got my words! Page 69.
44
Speaking
This section has a listening task which leads Ss to give their opinions
of the Internet.
Warm-up
Review of technology vocabulary. Gapped words. Put Ss into two
groups. Each group chooses a word from the last lesson and one
person from each group comes to the board and writes dashes on
the board corresponding to the number of letters in their word. Each
group takes turns to guess a letter in the other groups word and the
rst group to guess the word wins.
1
1.32
With books closed tell Ss to listen to the recording
and make notes about each of the three speakers opinions about the
Internet. After listening, Ss compare notes and then open their books
to do Exercise 1.
Daria: [London accent] Here you are ... a coffee for you, Neil ...
Neil: [Geordie accent] Thanks, Daria.
Daria: ... and a diet-cola for you, Hanif.
Hanif: [London accent] Cheers. I owe you one.
Daria: Just give me your ticket for the Critical Age concert and
were even.
Hanif: What?!
Daria: Take it easy, Hanif. Im just joking ... Hey, have you heard
about Chris and Vicky? Theyve split up!
Neil: No way!
Hanif: Really?
Daria: Yeah, and thats not all ... Shes been emailing some
really embarrassing photos of him to everyone she knows, and
shes posted them on her blog and everything. Now, anyone
could see them! The Internets a really dangerous place for ...
Neil: Thats right. Rule number 1 dont send any photos that
you dont want the whole world to see.
Daria: True. And did you see that story in the news? The police
have arrested a 14-year-old boy for downloading songs from the
net!
Hanif: No, I dont believe it!
Daria: Its true. You should be careful about what kind of les
you download, the Internet is really dangerous.
Hanif: No, it isnt. Its brilliant. Think of all the things you can do
online you can play games, get information for your homework,
make friends on chat sites, and ...
Neil: Yeah, OK, Hanif, youre right, but youve got to be careful. I
mean, for example, I know weve all met really nice people on
chat sites.
Hanif: Yeah, thats how I met you guys!
Neil: But remember that cute girl you spent hours talking to
last year, and it turned out that she was an old man!
Hanif: Oh, yeah!
Neil: It was lucky that we were with you when you met him.
Daria: Yeah, you cant always believe what people tell you on
chat sites. And think of the other dangers ... spyware programs
can infect your computer and steal all your personal details so
you should only register with websites that you can trust, and ...
Hanif: Yeah, OK, OK, Ive got the message.
Neil: OK, lets get back to that game. Im going to win this time.
Hanif: No, thanks. I dont want to play a game. Im going to
check my email.
Daria: Well, be careful.
Hanif: Huh?
Daria: Dont open any emails from strangers. You can lose all
your les if you get a virus.
Hanif: You really know how to make someone feel miserable,
Daria, you know ...
2 Allow Ss time to choose the correct answer and
think of an explanation for their decision (the dog is pretending to be
a bunny so that it can meet, and eat, real bunnies).
OFT
This is an excellent opportunity to discuss the potential dangers of
Internet. Lead a discussion on how people can prevent cybercrimes.
3
1.33
Allow Ss time to read through the gap ll and note
any words that they are sure of. After listening, Ss compare in pairs
before you elicit the answers.
4
1.34
Drill the vowel sounds of the three words in the
table. Ss work in pairs and read through the words in the box together
trying to work out what vowel sound they have. Elicit ideas and then
Ss listen to check.
Uncle, tracksuit, toolbar, apple, cup, card, fun, fan, fashion,
radical, bump, mascara, mark, club, park, recharge.
5 Read the Speaking Strategies box with Ss. Make sure they
understand everything.
6 Put Ss in groups of 3, try to group Ss according to
their abilities, i.e. put stronger Ss together, so that they can try to help
each other express their ideas. If necessary, allow weaker Ss to write
down their ideas before beginning.
Writing
This section introduces Ss to informal letter writing. Special
difculties: Unlike most writing tasks, this is something that Ss
probably do in their own lives. Although this should make it
easier, it may also lead to more resistance to using the
vocabulary and layout necessary in the exam. Ss need to be
told that, although in their own letters they can write in any
45
4
way they like, this is an exam task the same as any other and
they should learn to adapt their normal style of writing in class
and homework exercises.
Warm-up
Review of inventions and the Present Perfect. Perfect technology.
Tell Ss to think of an item of technology that other students are likely
to have. They should then write ve questions about the object, e.g.
How long have you had it? How much did it cost? Have you ever ?
Have you been using it a lot recently? etc. When Ss are ready, they
mingle and ask their questions to as many Ss as possible. Monitor
and note errors in question formation and have a correction slot at
the end of the activity.
1 Put Ss into groups of three or four. Ss look at the example
question. Elicit more ideas in open class but do not write them down,
e.g. Who do you send postcards to when you are on holiday? Ss may
not remember them exactly but will have heard ideas from other Ss
to help get them started. Each student in the groups writes their own
questions and then asks the others in their group and notes their
answers. Elicit questions asked and information found.
23 Tell Ss to do the exercise alone recognising both formal
and informal style. Then they reect on the style they use to address
people from different age.
4 Ss read the emails and then they work comparing
them. Have them underline the phrases or words that give them cues
to differentiate styles.
5 Ss work alone to develop and write two emails. Read
through the instructions and make sure Ss understand what they are
to do. If possible, allow time in class for peer-revision of the rst draft.
You may collect revised version for a grade.
Language assessment
1 Divide Ss into teams of 3-4, combining weak and strong
Ss. Ss raise their hands to claim a box when everyone on the team
agrees on the answer. Anyone may be called on to answer, so
everyone must know the answer. If the answer is correct, the Ss
claim the box, if not, they lose their turn. Teams try to get 5 boxes in
a row by blocking other teams when possible. Whichever team has
their hands up, the rst to complete a sentence plays nextthis is
not a turn-taking activity. The winners are the rst group to complete
5 in a row, or the group with the most connecting boxes by the end
of a set time.
Ss may work alone or with a partner to prepare and present
instructions. Encourage presenters to say what to do and check
understanding. Encourage the audience to communicate that they
have understood.
2 Ss work alone to complete the exercise. Compare answers
with a partner before presenting in class.
3 Ss work in pairs to complete the task. Look at the options
and explain why some require a Present Perfect (1,3, 4, 5), others
require a Present perfect continuous (2, 6) and another a Present
Continuous (7). Practise other questions, such as How long have you
known Colin? Where did you meet?... [on that rst time you met]?).
Elicit what the answers would be (I have known Colin for six years. We
met at primary school.) and tell Ss to use full sentences in their
answers.
When Ss have carried out the role-plays from the back of the book,
nominate one or two pairs to carry them out in front of the whole
class.
4 Ss read the email and complete it using the cues given in
the box.
5
1.35
Have Ss listen and answer the questions. Play the
recording twice if necessary.
Assistant: The rst thing youve got to do is put your basket
here on the left.
Customer: Here?
Assistant: Yes, thats right. Now scan your rst item. Make sure
you move it from left to right in front of the screen.
Customer: Like this?
Assistant Yes, thats it. Dont forget to put your shopping in the
bag on the right.
Customer: How do I pay?
Assistant: First, you have to touch the screen here.
Customer: Which button do I touch?
Assistant: The one with pay now on it.
Customer: OK.
Assistant: Now press if you want to pay with cash or card.
Customer: Thank you I think I can manage it myself now.
Unit test
The rst thing youve got to do is click on the icon. Alright?
Then you type your message.
Have you done that?
You dont need to type in your address.
Have you got that?
Yes, thats great, thanks.
46
Checkpoint Units 3 - 4
(Students book page 68-69)
individually and help them with strategies to do better. See answer
key in Students book, page 69.
Listening
1
1.37
Provide a little guidance. Have them read the instructions
and answer.
Presenter: [East Midlands accent] Right, now its time for our
weekly Every Living Thing spot, and this week we want to talk about
keeping exotic pets in Britain. There are a large number of species
that can be called exotic pets, including mammals, birds, reptiles,
sh and insects. We have in the studio Jessica Henshaw, a zoologist,
who has recently published a book on exotic pets in Britain, and has
kindly agreed to answer some of our listeners questions. First of all,
Jessica, a question from Daniel.
Daniel: [Southern English accent] Oh, hello. I just wonder why so
many people want to keep exotic pets.
Jessica: [RP accent] Well, more and more people want to keep
these animals in their homes simply because there are more and
more unusual species that can be bought and brought home. So,
we can observe that tarantulas, iguanas, salamanders and snakes
are all becoming more and more popular as pets.
Presenter: I suppose that leads us to Sophies question. Sophie?
Sophie: [RP accent] Thank you. What is the most important thing
which you have to consider if you want to keep, say, a spider or a
snake?
Jessica: First of all you need to know that many species are illegal
in the UK, either because they may be dangerous to other people
or because of the animals conservation status in the wild. Thats
why you have to nd out about any laws concerning your chosen
species, and whether or not you will need a permit.
Presenter: Interesting. What do you do then?
Jessica: Find out everything there is to know about the species
you are thinking of. Buy a good care guide, talk to your vet, surf the
net and contact other people who have the same pet to nd out the
pros and cons. How much space will your pet require? Do you need
a really big house for it to run around? If it needs regular exercise,
make sure you have enough spare time each day. How long will
your pet live? Some species of reptile may live longer than you, so
are you prepared to spend the whole of your life looking after it?
Presenter: Sounds like it is not an easy decision to make.
Jessica: Indeed. There are many more factors to consider. For
instance, it may be difcult to nd a vet who has experience with
exotic pets, so, you should nd out if there is one in your
neighbourhood. And the next question ?
Presenter: Right. Olivia is worried about her family, is that right?
Olivia: [slight Scottish accent] Yeah, exactly. Is it a good idea to
have an exotic pet when you have little kids?
Jessica: Well, to tell you the truth, children and exotic pets dont
really mix, so maybe it would be a better idea to buy a dog or a
guinea pig instead, especially considering that some species are
potentially dangerous to people and other animals. For example,
tarantulas may bite if they feel threatened and release their hairs,
which can irritate your skin and eyes.
Presenter: Now on to Thomas.
Thomas: [Yorkshire accent] Oh, hello. I just wanted to ask about
the nancial aspect of the whole thing.
Jessica: Thats a good question. In most cases the cost of
accommodation, food and vet bills is likely to be higher than the
initial price of the pet, so think carefully about whether you are
prepared for the expense. Plus, exotic pets have specic food
requirements, and may need to be fed with foods that are quite
expensive to get, or that are really unpleasant to deal with, such as
frozen mice. Also, who will look after your pet if you go on holiday?
It may not be as easy to nd a willing pet-sitter for a tarantula as it
would be for a cute little kitten.
Presenter: OK, well, sadly thats all weve got time for, so Jessica,
any nal message for our listeners.
Jessica: As you can see, there are a lot of factors involved while
choosing an exotic pet, or, rather, deciding whether to have one in
the rst place. So, take your time. It is better to think twice than to
be scared of your own pet, or to have to give it to the local zoo
because it turned out to be too expensive.
Presenter: Thats all for this afternoon. Thank you to all our
callers and I actually have a question for Jessica
Reading
1 They face this activity with no help from the teacher
to see whether they can follow instructions independently.
2 They do this exercise independently and check
their score independently as well.
Speaking
Have Ss choose a partner in order to do the activity.
Monitor performance.
Writing
Ss work alone completing the letter.
Self-check
Ss reect on their learning in the two rst units. Have them complete
can be discussed in class if Ss want.
Where the heart is 0
6
47 47
Success!
0
5
Getting ready
This unit is about success and achievement. Have Ss work in pairs to complete the following activities before you begin the unit. Remind Ss
that all ideas are valid and that they should respect everyones ideas. Monitor and assist where necessary. Elicit answers in open class. If Ss
are unable to perform this activity in English due to lack of sufcient speaking skills, allow them to perform it in Spanish. Encourage fast
learners to do it in English.
Objectives
Read, listen and talk about success and achievements, work and education.
Write a personal prole and an application form.
Use the Third Conditional: I wish; if only when speaking and writing.
Focus on expressing regrets and giving advice.
Appreciate the use of English to communicate with others.
Topic
School; Work
Class resources
Class CD
Online dictionary
5.1 If only
Listen to someone speaking about his regrets and
speak about regrets.
2 hours
Encourage students to appreciate the use of
English to communicate with others.
5.2 Happy accidents
Read about a top comedian. Practise Conditionals
1, 2 and 3. Write about an hypothetical situation.
2 hours
5.3 Sometimes you win
Read about Chilean athletes; Write about personal
goals.
2 hours
5.4 Be successful!
Listen to advice to become successful and
participate in coaching conversation.
1 hour
Communication Project
Speaking dealing with mistakes; Writing an
application form.
1 hour
Develop condence in ability to understand and
Assessment
Language assessment 1 hour Understand the importance of developing learner
autonomy and good study habits.
Appreciate the importance of reection and
analysis in language learning.
Unit test 1 hour
47
48
5.1 If only
This section introduces If only and I wish to talk about regrets.
The structures can be compared to Second and Third
Conditional to make them easier to understand, e.g. the use of
the Past Simple to talk about the present.
Warm-up
Review of the last lesson. Vertical word play. Write the word
success vertically down the left-hand side of the board. Tell Ss that
they have to dene success in seven words, starting with the seven
letters of the word. They can be nouns (e.g. Success is strength,
upbringing, calmness, cheerfulness, earnings, safety and sunshine.)
or adjectives (e.g. A successful person is strong, unstoppable, calm,
cheerful, easy-going, skilful and special.). Ss work in groups of three
or four and read out their denitions in open class.
Before listening
1 Ss work in groups of three or four to discuss the questions.
2 Allow Ss time to read through the instructions and make
sure they understand all the words given. Ss then discuss the
questions in pairs for two or three minutes. Elicit ideas in open class
and write all the disadvantages of fame on the board.
Listening
3
1.38
Ss listen and decide what type of text it is. When
checking answers ask Ss what cues led them to their decision.
Reporter 1: [American accent] So Colin, how does it feel to be
in the US for the rst time?
Colin: [Welsh accent] Yeah ... its, uh, OK ...
Reporter 2: [American accent] Is it true that you are having a
romance with Jocelyn Parker?
Colin: Er, look, were just friends, right?
Reporter 1: How do you feel about the success of your record
in the States?
Colin: Yeah, well, surprised, I think
Reporter 3: Colin, youve probably heard about todays terrible
tragedy in Sacramento. Do you have a message for all your
fans?
Colin: Well, obviously I
Reporter 1: So when exactly are you getting married to Ms.
Parker?
Colin: Look, I told you that we ...
Reporter 2: Are you still in touch with the members of your
ex-band?
Colin: Look, Im sorry guys. Im on stage in 20 minutes. Please
excuse me, I have to get ready ...
Reporter 3: One more quick question. Can you tell us if theres
any truth in the rumours that
Mum: [Welsh accent] Wrexham 522890?
Colin: Mum?!
Mum: Colin! I thought you were supposed to be in America!
Colin: I am in America. Mum, I have to go on stage in 15
minutes and I just cant take it any more! I wish I didnt have to
play tonight. If only I could have a quiet evening at home in
front of the TV.
Mum: Dont be silly. Theres just been rubbish on the TV
tonight
Colin: What a mess Ive made of my life! If only Id never left
the band those guys in Critical Age were my best friends. In
fact ... I wish I had never entered the music business
Mum: Oh stop being so dramatic. Those young people have
paid good money to see you tonight. And you didnt remember
what I said to you about your shirts
Colin: Er, what?
Mum: I couldnt believe it this morning. On the front page of
the newspapers. My son kissing Jocelyn Parker in a dirty
shirt!
4
1.38
Ss work alone to answer this question. Check in
pairs before eliciting answers in open class.
5
1.38
Ss may work in pairs discussing this question.
Ask Ss to write down the words they consider important to answer
whether Colin is happy or not.
6
1.38
Have Ss listen again and check whether the
sentences are true or false. Elicit answers in open class. You could
ask Ss to correct those sentences which are false.
7
1.38
Ss may work in pairs doing the matching activity.
They may check with another pair before checking answers in open
class.
8
1.38
Have Ss get in groups of four in order to discuss
this question. Then conduct a brainstorming to get cues for Ss
answers. Have Ss listen again if necessary. Ask them focus on Colins
attitude.
9
1.38
Ss may wok in pairs sequencing the events
according to what they have heard. If necessary play the recording
once more.
After listening
10 Have Ss answer these questions in their own words.
Work it out
11 Check regret. Ss work in pairs to answer the questions.
Elicit the answers and the structures used.
49
Success! 0
5
Check it out
Go through the box with Ss and elicit any regrets they have about the
past or present, e.g. I wish I wasnt here now!
You can use this structure when you would like things to be different
from the way they actually are. Use the verb wish to refer to how you
would like things to be in the present or to talk about how you would
like things to be in the future. It can also be used to talk about the way
things were in the past, but obviously the past cant be changed.
12 Ask Ss to read through the four sentences and elicit
whether they have a regret about the present or the past. Point out
the similarities between the conditional form (using the past tense to
talk about an impossible present) and the form for regrets. Ss then
write the wishes alone and check in pairs.
13 Have Ss get together in pairs and practise the dialogue.
Monitor and assist where necessary. Check pronunciation.
14 Tell Ss that there may be more than one way of writing
each wish, e.g. I wish I could sing; I wish I was better at singing; I
wish I had learned to sing. Tell Ss to write one sentence for each and,
if some Ss nish early, they should try to write more for each
situation.
15 Have Ss get together in groups of six to play the
game. Monitor and assist where necessary. Make sure all Ss have
the opportunity to talk.
Before you continue
Have students respond orally or in writing to this question: Explain
why it can be difcult being famous.
5.2 Happy accidents!
This section introduces the Third Conditional.
Special difculties: Ss often nd this a complicated structure
and need a lot of controlled practise before they can be
expected to use it accurately. There is a chance that, when Ss
make their own sentences, they think of a present result of the
imaginary past. If this happens, point out that, to do this, they
need a mixed conditional but use examples and explanations
that encourage Ss to think of a past result so that this extra
structure is avoided.
Before you begin
1 Ss discuss in pairs then elicit answers in open class. Make
sure all Ss give their opinion.
2 Have Ss read the title and the lead of the text and ask them
what they think the text is going to be about.
Reading
3 Have Ss read the underlined sentence and the
map on the right. Have Ss conclude what path Hardeep took. Elicit
4 Ask Ss to work alone guring out where they would
nd this kind of text. Elicit answers in open class. Have Ss tell you
what cues they used for their answer.
56 Ss may work in pairs. Then check answers with
another pair before eliciting answers in open class.
After reading
Work it out
7 Look at the two sentences (a and b) with the Ss and ask:
Did she leave school early? (No) Did she meet her (the Art teacher)?
(Yes) Did she go to Bath? (No) Did she become an artist? (No). Ss then
answer the three questions in the book in open class.
Check it out
Ss read through the box alone. When they have nished, rephrase the
information in the box telling Ss that the Third Conditional is used to
describe the imaginary past result of an imaginary past situation. Ask
Ss: What did you do last night? If they say I stayed at home ask
Why?
Whatever the reason, e.g. I had a lot of homework or I wanted to
watch TV, ask a follow up Third Conditional question, e.g. What would
you have done if you hadnt had lots of homework?
8 As this is a difcult structure, it is worth doing the rst one
with the whole class. Elicit the two possible endings to the statement
(she would have had/she wouldnt have had). Ask: Did she have lots
of friends? (No) Why? (Because she was the only Asian in the village.)
Would there have been more Asians at a school in London? (Yes)
Would she have had more friends? (Yes). Ss then do the rest of the
exercise in pairs.
9 Think Back! Ss work in pairs. Go through the answers and
elicit the form of the First and Second Conditionals, i.e. If + Present
Simple, will (or other modal) + innitive; If + Past Simple, would (or
other modal) + innitive.
10 Ss work in pairs. Tell Ss to read all the sentences before
they do the gap lls to identify the time (past, present or future) and
the likelihood (likely, unlikely, impossible/imaginary). They then put
the verbs in the correct form. Note: In gap 5 two answers are
possible.
11 When Ss have completed the exercise, elicit some
answers and ask (and elicit) followup questions, e.g. If I had got up
an hour earlier, I would have gone jogging. If you had gone jogging,
where would you have gone jogging/how far would you have
jogged?
50
12 Remind Ss to write paragraphs, with complete
sentences and proper punctuation, allowing space between the lines
for their partner to write correction notes, and later for you to make
corrections. Allow 10 minutes of class time for writing. If there is not
enough time in class this may be done as homework. When they
nish writing, they trade papers with their partners to make corrections
before writing a nal draft to hand in.
Have students respond orally or in writing to this question:
1 Think of a time in your life when a small change in plans created a
big change.
2 How much of success is dependent on luck? How much on hard
work?
5.3 Sometimes you win
This section introduces prepositional phrases.
Special difculties: Sometimes a noun within the prepositional
phrase seems the logical subject of a verb. Remind Ss that they
will never nd a subject in a prepositional phrase.
Culture notes
Fernando Francisco Gonzlez Ciuffardi (born July 29, 1980)
is a professional tennis player. He is known for having one of the
hardest-hitting forehands on the circuit. In Spanish he is called
El Bombardero de La Reina (The La Reina Bomber) and Mano
de Piedra (Stone Hand). The English-language media has
labeled him Gonzo.
Gonzlez is one of the few active players to have reached at
least the quarter-nal round of all four Grand Slam tournaments.
He played his rst major nal at the 2007 Australian Open,
losing to top-ranked Roger Federer. He is the fourth male tennis
player in history to have won each Olympic medal (gold in
doubles and bronze in singles at Athens 2004, and silver in
singles at Beijing 2008). Throughout his career, he has defeated
many former number-one players, including Lleyton Hewitt,
Andre Agassi, Roger Federer (all while they held the top spot),
Rafael Nadal, Andy Roddick, Juan Carlos Ferrero, Carlos Moy,
Gustavo Kuerten, Marat San and Pete Sampras. Gonzlez has
qualied twice for the year-end Masters Cup event and was
runner-up at two Masters Series tournaments.
Before reading
2 In the same groups, Ss discuss the question. Lead a
brainstorming for Ss to agree on one answer.
3 Have Ss read the key word and predict what the text will be
about.
Reading
47 Ss work alone reading the proles and
answering the questions. Before eliciting answers in open class, have
Ss check in pairs.
8 Working in pairs, Ss decide which title best suits each
prole. Discuss reasons why. Additionally, you may ask Ss to think of
a different title for each prole.
9 Ss work in pairs nding the information in the
text.
After reading
Work it out
10 Have Ss work in pairs completing the sentences. They
may refer back to the text to do so. Check answers in open class.
Check it out
Ss read through the box alone. When they have nished tell Ss that
in simple terms, prepositional phrases consist of a preposition and an
object of a preposition. Prepositions are indeclinable words that
introduce the object of a prepositional phrase. Indeclinable words are
words that have only one possible form. For example, below is a
preposition, but belows or belowing are not possible forms of below.
The noun phrase or pronoun that follows the preposition is called the
object of the preposition. For example, behind the couch is a
prepositional phrase where behind is the preposition and the noun
phrase the couch acts as the object of the preposition. Sometimes
adjectives are used to further modify the object of the preposition, as
in behind the big old smelly green couch.
11 Have Ss work in pairs and then elicit answers in open
class.
12 Have Ss write a short summary. They may work in
pairs. Then choose a couple to read their summaries in front of the
class.
13 Ss work alone writing their own prole. Monitor and
assist where necessary. Have them check in pairs before choosing a
couple to read their summaries in front of the class.
Remind Ss to write complete sentences and proper punctuation,
notes, and later for you to make corrections. Allow 10 minutes of
class time for writing. If there is not enough time in class this may be
done as homework. When they nish writing, they trade papers with
in.
Have Ss respond orally or in writing to this question: Do you think
being good at something is an innate skill or an acquired skill?
51
Success! 0
5
5.4 Be successful!
This section introduces ways of giving advice, rst through a
listening and then Ss are given the chance to use them in a
speaking exercise.
Warm-up
Review of wishes and regrets. Tennis. Put Ss into two groups.
Have something (a little ball, a marker) that can be thrown from one
group to the other. One group starts by giving a sad situation, e.g. My
house is very small. They then pass the object to the other side who
has to make a wish or regret connected to the situation, e.g. I wish I
had a bigger house. They pass the object back to the rst group who
makes another sentence, e.g. If only I could move. This keeps going
until one group makes a grammatical mistake or is unable to think of
another idea. The other team wins a point and they serve again with
a new situation.
Before listening
1 Write success on the board and elicit ideas of what it
means. Ss then open their books and look at the advert. Elicit ideas
from Ss and write a class-agreed denition on the board.
2 Tell Ss to imagine they were talking to a stranger at a party.
Which of the points would make them think better of the person and
which would not. Elicit ideas but do not tell Ss the correct answers
yet.
Listening
3
1.39
Allow Ss to compare answers after the listening
and let them listen a second time if necessary.
Marcus: [RP accent] So you see at the end of every party
I nd myself alone in the kitchen. Is it because my conversation
is just too boring?
Natalie: [RP accent] Well, it sounds like youre making a
classic mistake there Marcus. You dont have to be interesting
to be a social success.
Marcus: Really?
Natalie: No, not at all. But youve got to make it easy for other
people to make conversation with you. When you meet
somebody for the rst time you should introduce yourself rst.
You know ... your name, where you come from, what you do,
who else you know at the party. When you do that, its much
easier to start a conversation about something thats interesting
for both of you. If you dont, theres the danger that youll both
talk about how tasty the salad is or something.
Marcus: Right.
Natalie: And when you meet someone, its worth trying
someone, its worth trying to memorise at least one detail
about them. Obviously their name but also the name of their
boyfriend or girlfriend or children... or you know, their favourite
football team, where they usually go on holiday Then if you
see them again, itll be so much easier to start chatting. You
might nd it useful to make notes on little cards where you
write down what you remember about people after a party. And
then before the next party, you can read your notes again.
Marcus: Mmm. Im not so sure about that idea. It seems a bit
strange. The sort of thing a spy would do
Natalie: Well, Marcus, a lot of my clients say it helps them.
And then there are certain topics that everyone talks about
sport, the latest popular lms or TV programmes or music. So
I think you ought to make more of an effort to keep up-to-date
with whats going on.
Marcus: Well, I dont know very much about lms ... I never
have time to see any.
Natalie: So Marcus youd better start reading a few lm
reviews at least. Also its really important to look as relaxed as
you can when you meet people. Remember to smile a lot and
speak in a clear, condent voice ... that its coming from your
stomach and not your throat.
Marcus: Ah! You mean like this?
Natalie: Yes, basically You know Marcus youve got a
lovely sense of humour. Why dont you just be yourself?
456
1.39
Ss work in pairs choosing a title for the text.
Tell Ss to make notes of important facts and information while they
are listening. Allow a second listening if necessary.
7
1.40
Ss work alone checking the advice they hear on
the recording. Allow a second listening if necessary.
When you meet somebody for he rst time you should introduce
yourself rst.
Its worth trying to memorise at least one detail about them.
You might nd it useful to make notes on little cards.
You ought to make more of an effort to keep up-to-date with
whats going on.
Youd better start reading a few lm reviews at least.
Remember to smile a lot.
Why dont you just be yourself?
After listening
Speak out
8 Read through the box with Ss. Write a problem on the
board, e.g. I am having problems with my studies. Elicit advice from
Ss each student has to use a different structure. Keep going until
all nine structures have been used. Ss then look through the sentences
and listen to complete them.
52
9 Ss work alone to complete the conversation. Check answers
in pairs before eliciting in open class. Ss practise the dialogue in
pairs. Choose two or three pairs to act out the dialogue in front of the
class.
Mind the trap!
Go through the box with Ss. Remind Ss of the problem earlier (with
studies). Ask which advice is important enough to need Youd better.
Elicit ideas and correct where necessary.
10 Put the Ss into groups of ve. One student reads
out the rst problem and the others give advice. The student who
reads out the problem writes down the best two pieces of advice they
are given. The next student repeats the process for the second
problem and so on until the groups have gone through all ten
problems. Elicit ideas in open class.
Have students respond orally or in writing to this question: Is
everyones idea of success the same? Explain different ways in which
one can be successful.
Additional practise Photocopiable resources. Resource 5. If the
queen hadnt visited... Page 70.
Speaking
This section deals with making mistakes while speaking.
Warm-up
Review of the last lesson. Whats my problem? This works best if
you have stickers or post-it notes. Each student writes a problem on
a sticker and, without showing it to their partner; they stick it on their
partners back (or forehead). Ss then mingle and give advice to each
other without mentioning what the problem is. When Ss have nished,
they sit with their partner and guess what their problem is based on
the advice they were given. They can then remove the sticker to see
if they were correct.
1 Elicit answers and write up ideas on the board, whether
they are right or wrong, e.g. for 1 write successful, succeed or
anything else Ss come up with. Elicit what kind of word each is and
then ask Ss what kind of word is needed in the sentences. Ss correct
their original answers where necessary.
2 Ss guess in groups of four. Go through the answers and
explain the meanings of any new words, e.g. to unk is an informal
American word for fail. Point out that we can say to be up to the task
to indicate success.
3 Elicit or check the meaning of full (make something
expected happen) and overcome (to succeed in dealing with
something bad). Ss work in pairs and guess collocations if they are
not sure. Elicit the answers and the meanings of each.
4
1.41
Elicit what the word stress patterns mean (the
number of syllables is given and the syllable which is stressed is
marked). Elicit the sound of each pattern through humming and then
drill the four words given. Ss attempt to t the other words to the right
pattern before listening. After listening, drill all the words with the
whole class.
passenger equipment activity destination abandon
achievement adrenalin advertisement application
departure concentration development disaster industry
inuence inhabitant inspiration memorise percentage
prejudice reservation
5 Read through the Speaking Strategies box with the Ss.
Make sure they understand everything.
6 Allow thirty seconds for Ss to choose two topics
each to talk about and thirty seconds thinking time. After Ss discuss
their topics in pairs, nominate Ss to talk in open class.
Writing
This section introduces writing application forms for jobs.
1 Before Ss start the exercise, ask if anyone has ever had to
ll in an application form for a job or a course. If so, ask what sort of
information was needed. Ss then read through the form quickly to
nd out the applicants qualities and achievements. Elicit these and
then Ss work in pairs to think of the word which should go in the four
gaps.
2 Read through the Train your brain box with Ss. Make sure
they understand everything.
3 Write some advice on the board to be used as models.
Have Ss get in pairs. Ask them to gure out what advice the readers
from each one of the book will get. Remind them that there are no
right or wrong answers.
4 Refer Ss to the glossary on page 25. Ss note down
positive adjectives to describe their personality and any achievements
they think. They then copy the format of the application form with
their details.
5 Remind Ss to write complete sentences and proper
punctuation, allowing space between the lines for their partner to
write correction notes, and later for you to make corrections.
53
Success! 0
5
Language assessment
1 In groups of three to four, Ss roll a dice and move around
the board completing the sentences or giving advice. Each sentence
must be originalno repeating, and correct. If there is a doubt
encourage Ss to work it out in their groups or ask the teacher. If there
are no dice available, Ss may write numbers 1-6 on small slips of
paper and randomly select one to determine how many spaces to
move.
2 Ss work alone to choose the correct form of the word or
phrase. Check in pairs before eliciting answers in open class.
34 Ss work alone rst rewriting the sentences using
conditionals and then writing sentences of their own. Monitor and
assist where necessary. Elicit answers in open class.
5
1.42
Have Ss listen to the recording and answer the
questions.
Francis Gregorys successful career as a singer isnt the one
he planned. When he was at school, he sang in a band as a
hobby but he planned to go to university to study Maths.
Unfortunately, he was in an accident when he was 17 and
spent six months in hospital.
The accident happened late at night when he was cycling
home from a party. It was dark when he left the party and he
didnt have any bike lights. However, there wasnt much trafc
so he decided to cycle anyway. As he was cycling through the
centre of town he was hit by a car. The driver, Katy, was going
too fast so she didnt see Francis until it was too late.
Luckily, Katy stopped and took him to hospital. Francis was
very badly injured and the doctor said that he could have died
if the driver hadnt helped him. Katy felt very guilty so she
visited him frequently while he was in hospital. Surprisingly,
Francis and Katy became good friends and when Francis nally
left hospital. Katy put him in touch with a friend in a band.
Francis had missed all his exams while he was in hospital so
he decided to go for an audition. The band liked his voice and
he got the job as their singer.
Unit Test
Gary: Good morning, its Gary Bishop here with Its your life,
the programme which discusses the things youre interested
in. This morning we are very fortunate to have Meg Foster. The
well-known expert and writer on the way we live nowadays.
Shes going to talk to us about her work and her new book
which is about the work/life balance. Welcome to the
programme, Meg.
Megan: Thank you, Gary. Its very nice to be here with you
today.
Gary: First of all, Meg, can I ask you what is the work/life
balance? Its something everybody talks about but Im never
exactly sure what it means.
Megan: Well, its a new name for an old idea. People have
been trying to achieve a work/life balance for years. It really
means having a fullled life where you do enough work to earn
money to live but still have time to enjoy yourself and do other
things outside work.
Gary: But, isnt that rather a luxury? I mean most peoples
struggling to earn a living and they are very glad if they can
manage to do that without worrying about anything else
Megan: Yes thats true, of course. Im very aware that many
people are too busy working to think about creating a balanced
life. But one thing for sure is that most people wont say at the
end of their lives If only Id spent more time in the ofce. I
want to stop people from having any regrets and wishing
theyd done something with their lives.
Gary: How can you do that?
Megan: Well, simply asking people what they really want out of
their lives and encourage them to stop and think do they want
to spend time with their family or learn a new language or
travel, perhaps write a book. Once they know what they would
really want to do, they can take steps to make sure it
happens.
Gary: Are you suggesting people should they give up their
jobs?
Megan: No, that wouldnt be very practical. No, Im really just
saying that everyone should make sure that they dont spend
every minute thinking about work. A high proportion of
companies now see that their employees will be more
contented if they dont expect them to work all the time.
Gary: Well, thats very interesting, Meg. Stay with us listeners
and after the break, Ill be asking Meg for some ideas on how
to have a life outside work. So, well be back after these words
from our sponsors.
54
Where the heart is
0
6
Objectives
Read, listen and talk about home, houses and places.
Write a story about a memorable place.
Use adjectives, collocations and relative clauses when speaking and writing.
Focus on expressing and identifying emotions and attitude; persuading and giving opinions.
Reect on the need to adapt and appreciate different social and material circumstances.
Topic
Home; The environment
Class resources
Class CD
Online dictionary
Getting ready
This unit is about home and the environment. Have Ss work in pairs to complete the following activities before you begin the unit. Remind Ss
that all ideas are valid and that they should respect everyones ideas. Monitor and assist where necessary. Elicit answers in open class. If Ss
are unable to perform this activity in English due to lack of sufcient speaking skills, allow them to perform it in Spanish. Encourage fast
learners to do it in English.
6.1 Homes, sweet
homes
Listen to a phone conversation between a tourist
agent and a customer.
2 hours
Encourage students to develop an attitude of
reection towards lifestyles and different
circumstances.
6.2 A life of their own Read about famous homes. 2 hours
6.3 Almost a ghost
town
Listen about Sewell. Write a description of
photos.
1 hour
6.4 No place like
home?
Read about living away from home. Write an
opinion paragraph.
2 hours
Communication Project Speaking about homes Writing about a place. 1 hour Develop condence in ability to understand and
Assessment
Language Assessment
1 hour
Understand the importance of developing learner
autonomy and good study
Unit test
1 hour
Checkpoint
30 minutes
Self-check
10 minutes
6
55
This section focuses at making telephone calls and taking and
leaving messages.
Warm-up
Ss work in groups of four. Tell each group to write three sentences
that they commonly use when they call a friend on the phone. Then
to write two or three sentences that they use when they talk with an
adult on the phone, such as a teacher or their best friend mother or
father. Do they use the same language?
Before listening
1 Have Ss look at the photos and try to imagine what the
people are talking about. Elicit answers in open class.
2 Check Ss understanding of the phrases. If they know their
meaning, have Ss explain the meaning in English.
Listening
34
1.44
Have Ss to listen to the rst part of the
conversation and answer the questions. Elicit answers in open
class.
Travel agent: International Travels Tourism Agency. This is
Andrew Jones speaking. How can I help you?
Woman: Hi Andrew. This is Mary Connors. We talked yesterday
about some places to visit
Travel agent: Yes, Mrs. Connors, I remember you perfectly
well. Tell me, have you made up your mind yet?
Woman: Well, not quite you see my husband wants to
go to Barcelona. Hes an architect and hed really love to visit
Casa Mil. Im much more interested in going to the Caribbean
and visit Ian Flemings house. And we both want to visit Sewell,
the mining town in Chile. Any suggestions?
Travel agent: mmm. Mrs. Connors, give me a couple of hours
and Ill nd the best suitable alternative for you.
Woman: Sure, thank you very much. Bye.
Travel agent: Bye, Mrs. Connors.
56
1.45
Have Ss listen to the second part of the
conversation and answer the questions. Allow a third listening of the
recording if necessary. Elicit answers in open class.
Woman: 234321 Braxton.
Travel agent: Hello. This is Andrew Jones with International
Travels Tourism Agency. Could I speak to Mrs. Connors,
please?
Woman: Im sorry, shes isnt here right now. Can I take a
message?
Travel agent: Yes, please. Could you ask her to call me
back?
Woman: Ill tell her. Does she have your number?
Travel agent: Yes, she does. Thank you very much. Bye.
Woman: Bye-bye.
789
1.46
Have Ss listen to the second part of the
conversation and answer the questions. Allow a third listening of the
recording if necessary. Elicit answers in open class.
Woman: Hi Andrew. This is Mary Connors.
Tourist agent: Hello Mrs. Connors. I called because I have a
package that you will like.
Woman: Wonderful.
Travel agent: Well, you can start your trip in Barcelona.
International Travels takes you on tour to Gothic Quarter,
Sagrada Familia, Gell Park and Casa Mil. Of course there are
other places there, such as the museums and the Ramblas.
Woman: And how long do we need there?
Travel agent: About a week. Then theres a connection to
Jamaica. You will start in Kingston, the capital city, Jamaicas
sightseeing mecca for art and culture, and Port Antonio, for the
cascading waterfalls and caves. You may go on sightseeing
tours of some great houses, including Ian Flemings house in
St. Mary.
Woman: That sounds lovely. What about Chile?
Travel agent: You will y from Jamaica and will arrive in
Santiago. In Santiago there are many places to visit, such as
The Plaza de Armas, and its famous monuments, the
Presidents palace, La Moneda, La Chascona, one of Pablo
Nerudas homes in Bellavista, San Cristobal Hill and the
museum of Pre-Columbian Art. If you rent a car, you may drive
to the national monument Sewell, 60 km east of Rancagua.
Well, youll see the brochures.
Woman: That sounds great.
Travel agent: Listen, why dont you discuss this with your
husband and give me a call.
Woman: That sounds perfect. Ill call tomorrow to discuss the
details.
Travel agent: Sure. Mrs. Connors. Have a good evening.
Woman: Thank you, bye.
10
1.47
Have Ss listen to the whole conversation and
have them indicate the greetings they listen to.
6.1 Homes, sweet homes
56
Woman: Hi Andrew. This is Mary Connors. We talked yesterday
about some places to visit
Travel agent: Yes, Mrs. Connors, I remember you perfectly
well. Tell me, have you made up your mind yet?
Woman: Well, not quite you see my husband wants to
go to Barcelona. Hes an architect and hed really love to visit
Casa Mil. Im much more interested in going to the Caribbean
and visit Ian Flemings house. And we both want to visit Sewell,
the mining town in Chile. Any suggestions?
Travel agent: mmm. Mrs. Connors, give me a couple of hours
and Ill nd the best suitable alternative for you.
Woman: Sure, thank you very much. Bye.
Travel agent: Bye, Mrs. Connors.
Woman: 234321 Braxton.
Travel agent: Hello. This is Andrew Jones with International
Travels Tourism Agency. Could I speak to Mrs. Connors,
please?
Woman: Im sorry, shes isnt here right now. Can I take a
message?
Travel agent: Yes, please. Could you ask her to call me
back?
Woman: Ill tell her. Does she have your number?
Travel agent: Yes, she does. Thank you very much. Bye
Woman: Bye-bye.
Woman: Hi Andrew. This is Mary Connors.
Tourist agent: Hello Mrs. Connors. I called because I have a
package that you will like.
Woman: Wonderful.
Travel agent: Well, you can start your trip in Barcelona.
International Travels takes you on tour to Gothic Quarter,
Sagrada Familia, Gell Park and Casa Mil. Of course there are
other places there, such as the museums and the Ramblas.
Woman: And how long do we need there?
Travel agent: About a week. Then theres a connection to
Jamaica. You will start in Kingston, the capital city, Jamaicas
sightseeing mecca for art and culture, and Port Antonio, for the
cascading waterfalls and caves. You may go on sightseeing
tours of some great houses, including Ian Flemings house in
St. Mary.
Woman: That sounds lovely. What about Chile?
Travel agent: You will y from Jamaica and will arrive in
Santiago. In Santiago there are many places to visit, such as
The Plaza de Armas, and its famous monuments, the
Presidents palace, La Moneda, La Chascona, one of Pablo
Nerudas homes in Bellavista, San Cristobal Hill and the
museum of Pre-Columbian Art. If you rent a car, you may drive
to the national monument Sewell, 60 km east of Rancagua.
Well, youll see the brochures.
Woman: That sounds great.
Travel agent: Listen, why dont you discuss this with your
husband and give me a call.
Travel agent: Sure. Mrs. Connors. Have a good evening.
Woman: Thank you, bye.
After listening
11 Have Ss work in pairs deciding which statement best
summarises the conversations.
Speak Out
12
1.48
In pairs, Ss study Speak Out and do the
exercise.
A: 234321 Braxton.
B: Hello. Could I speak to Mrs. Connors, please?
A: Im sorry, shes isnt here right now. Can I take a
message?
B: Yes, please. Could you ask her to call me back?
A: Ill tell her. Does she have your number?
B: Yes, she does. Thank you very much. Bye
A: Bye-bye.
13 Have Ss get in pairs again and practise the dialogues.
Once nished choose a couple of pairs to perform it in front of the
class. Then Ss may switch pairs and practise again.
14 Have Ss get in pairs and create their dialogue
using the ones on Exercise 13 as models. Then they practise the
dialogues. Once nished, choose a couple of pairs to perform it in
front of the class.
15 Have Ss discuss the questions. Monitor and
assist where necessary.
Before you continue
It is suggested they have a further discussion on the following
questions:
1 Do you think there should be etiquette for using cell phones?
2 If so, what would they be?
6.2 A life of their own
This section revises relative clauses.
Special difculties: Ss have been exposed to the use of
relative pronouns but at this stage they must become aware of
the differences between the use of non-dening and dening
relative clauses. They will also become aware of formal
structures.
6
57
Culture notes
Antoni Gaud (18521926) was born in Catalonia and studied
Architecture in Barcelona. He is sometimes referred to as Gods
Architect because he devoted his later life to Catholicism. He died
after being hit by a tram. No one recognised him and, because of
his shabby clothes, he was taken to a paupers hospital. He
worked on the Sagrada Familia Cathedral for the last forty years
of his life and exclusively for the last fteen. He intended the
church to be the last great sanctuary of Christendom.
Ian Fleming (19081964) was born into a rich family and
attended Eton College and Sandhurst Military Academy. He
worked in Naval Intelligence with Patrick Dalzel-Job who was the
inspiration for the character of James Bond.
Mark Chapman (John Lennons murderer) was born in Texas in
1955. He claimed to have been a fan of The Beatles and John
Lennon although people who knew him said this was not true.
The Strawberry Fields Memorial was named after a John Lennon
song, Strawberry Fields Forever, released in 1967. It was designed
by landscape architect Bruce Kelly. The original Strawberry Field
was an orphanage in Liverpool near to where John Lennon lived
as a child.
Warm-up
Review of vocabulary from the last lesson. Anagram dictation.
Put Ss into groups of four. Dictate words from the last lesson but in
an anagram form. All Ss write down the letters as you read them out
and the rst group which knows what the word is and can dene it,
puts up their hand. Elicit the word and meaning and award a point if
they are correct.
Before reading
1 Have Ss look at the texts and pictures and answer the
question. Some Ss may know one or more of these places so, when
eliciting feedback, ask if anyone knows anything about Casa Mil. If
no one knows, elicit ideas and tell them they will read about the
places later.
Reading
2 Tell Ss to read the titles of the texts and to give
them a title. Remind them that this type of activity does not have a
right or wrong answer but before doing it they have to consider
the cues to choose an appropriate title.
3 Tell Ss they do not have to answer with long
answers. They should rather focus on the key words in the
paragraphs such as distinctive, absence of straight lines, for
example, in question a.
After reading
4 Think Back! Make sure Ss refer to the text by asking what
the pronouns refer to e.g. who Roger Mil. Remind Ss that pronouns
are also used to refer to things.
5 Ss look at the three sentences and in pairs discuss which
house each refers to and why, e.g. (a) matches to the Dakota building
because of Yoko Ono.
Work it out
6 Ss read the sentences without the underlined part to see if
they still make sense and then discuss the other questions in pairs.
Elicit answers and the rules again, i.e. non-dening relative clauses
are separated from the rest of the sentence by a comma and cannot
use the pronoun that. The relative pronoun can be omitted from
dening relative clauses when it refers to the object of the sentence.
7 After Ss have looked at the sentences, talk about when they
would use each kind, i.e. sentences (a) are formal which are often
used in written work; sentences (b) are informal and are more likely
to be used in spoken English and informal letters.
Check it out
Relative Clauses
Who(m), that, which, whose, where, when are used like adjectives
after nouns or noun phrases. There are two kinds of relative clauses:
dening and non-dening.
Dening clauses give essential information. You can use that
instead of who or which. Commas are never used.
Non-dening clauses give extra, non-essential information. You
cannot use that. Commas are always used.
Informally, prepositions can go at the end of the clause. Formally, they
can go at the beginning, but must be followed by which or whom.
The master bedroom contains the desk (which/that) he wrote at.
The master bedroom contains the desk at which he wrote.
Mind the trap!
Tell Ss that this structure is useful for adding emphasis and give them
some common examples: What I want to know is What you should
do is What I said/meant was
8 First Ss compare the sentences and then they compare
ideas in small groups. Elicit interesting examples and ask follow up
questions, e.g. Why do you like places like that?
9 Remind Ss to write in paragraphs, with complete sentences
and proper punctuation, allowing space between the lines for their
partner to write correction notes, and later for you to make corrections.
Allow 10 minutes of class time for writing. If there is not enough time
in class this may be done as homework. When they nish writing,
they trade papers with their partners to make corrections before
writing a nal draft to hand in.
Before you continue
Have students respond orally or in writing to this question: Would you
like to live in a very big house or luxury apartment building? Explain
your response.
58
6.3 Almost a ghost town
This section focuses on sequencing, giving Ss the chance to
practise the language in a speaking task.
Culture notes
Sewell
For almost a century, Sewell was the main camp of El Teniente
- the largest underground copper mine in the world - established
by the Braden Copper Company, between 1905 and 1906. With
its unique layout, it slowly became a city with over 15 thousand
inhabitants. Today, Sewell is a former camp, which still serves as
an industrial area for the El Teniente Division, housing an Ore
Concentrator, administrative ofces, and of course, the beautiful
town hall, residential and service buildings, that make Sewell a
traditional and picturesque area. Through its history, Sewell
has been called the city of stairways or the city spread over
the hill, given its location in a very mountainous terrain.
Before listening
Then check answers in open class.
2 Lead a brainstorming about Sewell. Ask students if they
know anything about other famous mining towns in Chile.
3 Ss work in pairs to talk about the photos. Elicit ideas in open
class before continuing.
Listening
4
1.49
As Ss listen, they check their predictions.
1 The existence of the el Teniente copper deposits seems to
have been known and mined in pre-Hispanic times. During the
15th - 17th centuries, raw materials were at rst exported by
the Spanish and then for two hundred years there was little
activity. Later, in 1897 the then owner of the mining rights
initiated a survey of the copper seams in the area. On
discovering the huge potential of the site, and the fact that
extracting the copper would require great investment, an
approach was made in 1903 to the North American mining
engineer William Braden. On the following year, Braden arrived
in Chile, and began acquiring the property.
2 Almost immediately after that a road was constructed to the
nearest railway line at Rancagua. Then Braden joined forces
with E. W. Nash, President of the American Smelting and
Rening Company and with Barton Sewell, the founder and
Vice-President, and nally they created the Braden Copper
Company. Over the next two years the infrastructure was
developed, customs exemption agreed by the government of
Chile for the large amounts of machinery to be imported from
the US, and the mine equipped. By 1906, the rst mill and
concentrator had been erected, a lift established and an
electricity generator installed.
3 The operation base for the company was located at Rancagua
which developed rapidly as a town. In 1917, the old foundry at
Sewell was replaced by a more modern one in Caletones,
where a new town also developed.
4 Among the rst buildings that were constructed were
dormitories for the workers and ofces for the mine business.
Then, the hospital was built, which was considered the most
advanced in Latin America, and nally schools were built which
were said to have the best teachers in the country.
5 Years later, the town was abandoned as a mining settlement
in 1980, remaining in partial use as a dormitory for contractors
personnel, and this led to the modication of some of the
buildings and further demolition of others. Demolition was
nally halted at the end of the 1980s and in 1998 the town
was declared a national monument.
58
1.49
Ss work in pairs doing the activities. Play the
recording at least once per exercise or more times if necessary.
After listening
Speak Out
9
1.50
Ss listen to Speak Out and complete it. Play the
recording two or three times for Ss to complete the task.
1 Raw materials were at rst exported by the Spanish
2 Later, in 1897 the then owner of the mining rights initiated a
survey of the copper seams in the area.
3 On the following year, Braden arrived in Chile.
4 After that, a road was constructed to the nearest railway line
at Rancagua.
5 Then Braden joined forces with E. W. Nash and Barton
Sewell.
6 And nally they created the Braden Copper Company.
10 Have Ss complete the text by using expressions from the
Speak Out box.
11 In pairs, students take turns to describe one of
the photos on page 94. The partner guesses. Monitor and assist
when necessary.
12 You may assign the rst part of this task as a
homework. Ss choose one place they would like to talk about and
later they present it to the class. They may work in pairs if they want
to. Make sure the share the work.
13 Ss work in pairs planning an ideal vacation. Then
they get with another pair and exchange information.
6
59
Have students respond orally or in writing to this question: How can
you describe a pleasant community?
6.4 No place like home?
This section gives Ss the possibility of reading and discussing
about living away from home at university. At the same time they
develop their vocabulary and learn collocations.
Culture notes
Nottingham University is one of the best universities in
England. In 2005 it had 32,000 students with ten applicants for
each place. There has been an adult education school since
1798 and the university was opened in 1881.
The University of Newcastle was founded in 1963. In 2004 it
had about 17,000 students. Famous alumni include Rowan
Atkinson (Mr. Bean) and Bryan Ferry.
Cheese toastie is a toasted cheese sandwich.
Warm-up
Review of home-related vocabulary. Double pictionary. Make
two lists of words, one with adjectives and the other, places to live.
Put Ss into groups of about four Ss. Each group comes out and picks
a word from each list. Then they return to their group and the group
discuss how they could show both the place and the adjective in a
drawing. When they are ready one student from one of the groups
comes out to the board and draws their picture for the other teams to
guess. Repeat the process for the other groups and re-elicit what all
the words mean.
Before reading
12 After Ss have answered the questions, elicit answers in
open class.
Reading
3 Ss read the introduction to the text and check their
predictions.
46 Have Ss read the text again to do the activities.
After reading
Work it out
7 Ss complete the exercises with words from the text.
Check it out
A collocation consists of two or more words that correspond to some
conventional way of saying things.
There are several different types of collocation. Collocations can be
adjective + adverb, noun + noun, verb + noun and so on. Below you
can see seven main types of collocation in sample sentences.
1 adverb + adjective
We entered a richly decorated room.
2 adjective + noun
The doctor ordered him to take regular exercise.
3 noun + noun
A chocolate bar in the morning is perfect.
4 noun + verb
Snow was falling as our plane took off.
5 verb + noun
I always try to do my homework in the morning, after making my
bed.
6 verb + expression with preposition
At rst her eyes lled with horror, and then she burst into tears.
7 verb + adverb
Mary whispered softly in Johns ear.
Mind the trap!
Allow some time for Ss to notice and be aware of the combinations
of do and make.
8 Have Ss work in pairs doing the matching exercise. They may
compare with another pair before checking answers in open class.
Before you continue
Have students respond orally or in writing to this question: How do
you think age and experience affect your ability to take care of
yourself?
Additional practise Photocopiable resources. Resource 6. Listen
and draw. Page 71.
Speaking
This section gives Ss a chance to communicate effectively using
intonation, pitch, speed, volume, hand gestures and facial
expressions.
1 Ask the class who they think lives in the room in picture A
(male/female? age?) and who in picture B and why. Ss then look at
the questions and discuss their ideas. Ss then follow up by talking
about how their own rooms are decorated and furnished.
60
2
1.51
Ss write ve headings in their notebooks and split
the page into two halves, one for what the mother says and one for
what the father says. Ss make notes as they listen and then compare
in pairs.
Dad: [RP accent] So what did you think then?
Mum: [RP accent] Well, she seems to have settled in now. And
I like her atmate, Jessica.
Dad: Yes, but thats not what I meant
Mum: Oh, you mean the redecoration. Well, I wasnt going to
say anything. She doesnt have to take our advice any more
she can do what she likes. Its her place.
Dad: Of course but you hated it, didnt you?
Mum: OK. To tell you the truth, I think its horrendous! And
after all the suggestions we made I certainly wouldnt have
done it like that. The colour of the walls! I thought I was going
to faint all those garish colours gave me a headache!
Dad: Yes, Ive never been keen on green and pink anyway. All
those strong colours in the living room lime green and
shocking pink a bit much, perhaps.
Mum: And its all so bare! There are no ornaments on the
mantelpiece and no curtains. Only those awful cheap blinds
from Tescos!
Dad: Well, they dont have much money, I suppose.
Mum: I know, I know but I couldve given her those nice
owery ones we used to have in the conservatory. Theyre in
the loft somewhere they still look brand new
Dad: Yes, I know the ones you mean. I dont think shes keen
on owery though, from what I can see
Mum: And what about the bedroom? Shes painted the
dressing table black! Black!
Dad: Mmm, and the wardrobe was bright red did you
notice?
Mum: How could I not notice?! I dont know how she can bear
it! And what about the bathroom tiles? I know the green tiles
they had before were awful but to paint them navy blue
didnt exactly improve things
Dad: I know I do think white wouldve been better. But I
suppose shes got to do things her own way now.
Mum: Yes, wed better get used to it. I dont know, we only
wanted to help
3
1.52
Ss work in pairs checking if the statements are
true or false. Have Ss listen again and tell them to correct the false
statements.
Gemma: [RP accent] OK, lets sit down and Ill make a cup of
tea or something in a minute. So what do you think of it then?
Its not in very good condition, is it?
Mum: Well, its a nice at, Gemma. Its quite spacious and well
equipped the crockery and kitchen utensils look fairly new.
You dont often get that in rented accommodation, do you?
Dad/Gemma: No, I suppose not./Mmm, right
Dad: The ats converted, no doubt. Theyve done quite a good
job. I noticed theres a refurbished basement below. Theyre
lucky, they can use the garden. The lawn needs mowing though
Gemma: Yes, Dad but you know Im not into gardening. Its
such a lot of work and I dont have much time now Im working
and studying for my exams
Dad: I know youve got a lot on your plate at the moment
Gemma: Yes loads. But what I meant was the decoration.

We thought we might do it up a bit make it a bit more
cheerful, you know
Mum: Oh really? Thats a very good idea. I wasnt going to
mention it but well, if youre going to redecorate anyway,
Ive got an idea. Perhaps what you could do is put some nice
curtains up. That would make this living room much cosier.
And if you dont mind me saying so, it would make it much
more private. You wouldnt have the people in the ats opposite
staring in
Dad: Yes, your mums right, I think. The walls could do with a
bit of brightening up. I dont want to interfere but it might be a
good idea to paint them a nice bright white or pale apricot
colour
Mum: Oh yes, pale apricot would be lovely! I think it might be
even better if the doors and windows were a slightly darker
shade maybe that lovely burnt apricot colour. And I was
wondering about ornaments. The mantelpiece looks a bit bare,
doesnt it? You can have some of my china gurines if you like
Ive got too many as it is
Gemma: Thanks Mum. Lets see how it goes, shall we?
Dad: And while were on the subject, what about the bathroom
tiles? They mustve been put in twenty years ago when the at
was converted that avocado green is really out of date. I
wonder if youd thought of painting them white. That would
make the bathroom look a lot fresher, and well, cleaner too.
Gemma: Mmm, that sounds like a good idea, Dad. I was
thinking of painting the furniture a bit too. Its all quite old and
chipped
Mum: Well yes, perhaps a coat of white paint would cheer up
the bookcase over there and the cabinets in the kitchen?
But, well, its none of my business, I know, but I wonder what
the landlord would say? He might be a bit upset if you paint his
furniture
Gemma: Really? Oh I hadnt thought of that. I suppose Id
better check it out
4
1.52
Ss read through the sentences 1-4 and try to
remember whose advice it was. After the listening, Ss read out the
sentences, trying to use the correct intonation so that they do not
sound too demanding.
6
61
5
1.53
Before Ss listen, put them in pairs and ask them
to think of a sentence which could be said neutrally and emotionally.
Ss read out their sentences in the two different ways and then listen
to the recording to identify whether they are said neutrally or
emotionally.
1 A: I dont want to share a room with anyone but you.
B: I dont want to share a room with anyone but you.
2 A: The grass is always greener on the other side.
B: The grass is always greener on the other side.
3 A: In the summer the city is crowded with tourists.
B: In the summer the city is crowded with tourists.
6 Read through the Speaking Strategies box with the Ss.
Make sure they understand. Ask if they use any of these techniques
in Spanish.
7 Tell Student A to look at situation 1 and B to look
at situation 2. Allow two minutes for them to look at the Speak Out
box and plan what they are going to say. Now tell Student B to quickly
look through their instructions for situation 1 and then Student A
starts off the role-play. When they have nished, A quickly looks at
their instructions for situation 2 before B starts the conversation.
Writing
This section introduces Ss to writing a description of a place.
1 Working alone, Ss read the text and match the paragraphs.
Compare with a partner before eliciting answers in open class.
2 Ss skim the text to complete the activity.
3 Encourage Ss to try to complete the exercise without
looking at the text.
4 Ss work alone to answer the questions. Elicit answers in
open class.
5 Read through Train Your Brain with the Ss. Make sure
they understand everything. Remind Ss to write in paragraphs, with
complete sentences and proper punctuation, allowing space between
the lines for their partner to write correction notes, and later for you
to make corrections. When they nish writing, they trade papers with
in.
Language assessment
1 In groups of three to four, Ss roll a dice and move around
the board making sentences with relative clauses. Each sentence
must be originalno repeating, and correct. If there is a doubt
encourage Ss to work it out in their groups or ask the teacher. If there
are no dice available, Ss may write numbers 1-6 on small slips of
paper and randomly select one to determine how many spaces to
move.
2 In groups of two, Ss make a list of 5 words or phrases for
each square. They then join another group but do not share their lists.
Student A describes the word or phrase without saying it, and Student
B must make a question with the word in it. If Student B doesnt make
a question, he/she loses the turn.
3 Have Ss work in pairs doing the matching exercise. Then
they check their answers with another pair of Ss.
4 Ss work in pairs joining the sentences in order to make one.
Elicit answers in open class.
56 Have Ss work in pairs nding the appropriate ending for
each sentence. Then they complete the dialogue.
7
2.2
Have Ss listen to the recording and answer the
questions. They may need to listen more than once.
Welcome to Stratford-upon-Avon
The birthplace of William Shakespeare
One place which is on most tourists tour of Britain, is Stratford,
the home of William Shakespeare. There are a number of
places of interest, of which, Anne Hathaways house is one of
the nicest and most popular. Anne, who married Shakespeare
when she was twenty-six, lived here before her marriage.
Shakespeare, whose own home can also be visited, left Anne
after just ve years when he went to London to nd fame as an
actor and playwright.
Apart from visiting old houses, which you should denitely do
in Stratford, you should go to the Swam Theatre. There you can
see plays, not only by Shakespeare, but by other writers; who
lived at that time. These playwrights, whose plays are also
considered to be classics, include Christopher Marlowe, who
some people say was the real writer of Shakespeares plays.
62
Unit test
A: Welcome to my new at! What do you think?
B: Mmm its very nice. I hope you dont mind me saying so but
its a bit small, isnt it?
A: Yes, it is, and I know its a bit shabby.
B: Well, I wasnt going to mention it but it is rather shabby.
A: Yes, Im not sure how to make it look better.
B: Perhaps what you should do is re-decorate it.
A: Yes, I was thinking that might be a good idea.
B: I wonder if youd thought of painting it white? That would
make it look bigger.
A: Yes, thats true. I was thinking of painting the doors red.
B: Red? I dont want to interfere, but dont you think you might
get tired of red?
A: Yes, I suppose so.
B: Would you mind if I made a suggestion? I think white doors
would look nicer.
A: Yes, perhaps youre right. Of course I need to clean the
carpet too.
B: Its quite old, isnt it? Its none of my business, I know, but
you might not be able to clean it very well. I think it might
be even better if you got a new carpet.
A: Have you got any other ideas?
B: While were on the subject, I have one more suggestion.
A: Whats that?
B: I was wondering if youd like me to help you?
Checkpoint units
5 and 6
individually and help them with strategies to do better.
Listening
1
2.4
Provide a little guidance. Have them read the
instructions and answer.
Father: Come on, you two. The tour starts in a few minutes.
You dont want to be late.
Carole: Do we have to, dad? I really dont think itll be much
fun.
Billy: It will. I came here last year on a school trip. It was
great!
Carole: Its not as if its a castle or a palace, is it? Just an old
house in London.
Father: But a very important house. Sherlock Holmes house.
Carole: There wasnt anyone called Sherlock Holmes. I know
people like the books but I cant believe so many people come
to visit the house where a man who didnt exist lived. How can
this house have stayed popular for so long? I cant believe Im
missing hockey for this and I dont know why you didnt want
to come and watch me.
Billy: I hate hockey. Anyway, its a museum. Its made to look
like the house in the book. Thats the point.
Father: Here we are. This looks like your group waiting for the
guide. Please try to enjoy it. I spent a lot of money on these
tickets. Ill see you when you come out again.
Reading
1 Ss face this activity with no help from the teacher to see
whether they can follow instructions independently.
2 Ss do this exercise independently and check their score
independently as well.
Writing
Ss work alone writing an essay.
Speaking
Ss work alone. They have to prepare a presentation
on the topics given. You may assign this activity in advance so that
they have time to prepare it.
Self-check
Ss reect on their learning in the last two units. Have them complete
can be discussed in class if Ss want.
63
Classroom Language
Act out the dialogue!
Act out the story!
Ask and answer in pairs!
Can you spell it?
Change roles!
Come to the front!
Come to the front of the class!
Copy this into your books!
Do exercise 5 for homework!
Dont look at the book!
Fill in the chart!
Learn this by heart!
Memorise this!
Listen!
Listen and say after me!
Listen and repeat after me!
Listen to this dialogue!
Listen to the dialogue!
Look!
Look at this!
Make two teams!
Make two groups!
Open your book!
Close your book!
Read!
Read this text silently!
Read the text silently!
Read this text out loud!
Read the text out loud!
Repeat!
Can you repeat, please?
Sit down!
Stand up!
Sit next to Pablo!
Speak!
use a pen!
use a pencil!
Work in groups!
Work in pairs!
Work on your own!
Work alone!
Write the answers in your notebook!
Excellent!
Good!
Very good!
Thats right!
OK!
Thats not quite right!
Try again!
Well done!
Be quiet please!
Dont speak Spanish!
No talking!
Speak English please!
Work quietly please!
2.5
64
Photocopiable Resource Instructions
Unit 1
Are you the most popular?
Aim: To revise personality adjectives.
Interaction: Mingling, groups of 8
Exercise type: Information swap
Time: 20 minutes
Language: comforting, predictable, decisive
Materials: One copy, cut up, per group.
Instructions: (1) Give each student a role card. (2) Tell Ss that their aim is to fnd which person is the most popular by fnding out how many
positive adjectives people use about them. They might need an extra piece of paper to make notes on. (3) Ss mingle and ask each other what they
think of different people. (4) When fnished, Ss add up the number of positive adjectives and fnd the most popular.
Answers
John (6 positive)
Unit 2
Youre a star!
Aim: To practise the Present Perfect with for and since.
Interaction: Pairs
Exercise type: Information gap
Time: 20 minutes
Language: Ive been an actor for 10 years. Ive known him since January, etc.
Materials: One copy of the resource per pair.
Instructions: (1) Tell Ss that they are going to play the roles of a journalist and famous actress. Ss decide who should play each role. If there
is an odd number of Ss, include an extra interviewer. Pre-teach awards and co-star. (2) Hand out the role cards to each student. Allow time
for Ss to read the information on the cards. The actress should think about how to answer the questions and what the missing questions might
be about. The journalists have to expand their cues into full, grammatically correct questions. Monitor and correct where necessary. (3) Ss join
up in pairs and ask and answer the questions. Monitor and note any errors for a correction slot at the end. (4) At the end of the activity, elicit
some of the most interesting answers given by the actresses. (5) Correct any errors and also elicit alternative answers for the questions using
How long , i.e. if Ss have answered using for, elicit answers using since and vice versa.
Unit 3
We want a pet
Aim: To practise zero, frst and second conditionals.
Interaction: Groups of 4
Exercise type: Discussion
Time: 30 minutes
Language: If you have a dog, your house is safer. If we had a horse, it would cost a lot of money.
Materials: One copy, cut up, per group.
Instructions: (1) Set up the activity by telling each group that they are a family who want a pet. Hand out the picture to show them where
they live. (2) Tell them that they each have a different idea for which pet to have. They should think of reasons why their pet is a good idea and
why the other pets are not. (3) Hand out the role cards and allow Ss time to read through them and think of their arguments. (4) Ss argue in
their groups (starting with the father in each group). (5) When they have fnished, tell Ss that, although they cannot agree on their frst choices,
they may be able to agree on their second choices. Again, each student thinks of the second best animal and the reasons why. (6) Ss discuss
together to see if there is any agreement on the second best animal.
65
Unit 4
Youve got my words
Aim: To practise technology vocabulary.
Interaction: Pairs, then groups of 4
Exercise type: Reading
Time: 30 minutes
Language: voicemail, ring tone, download, install
Materials: One copy of A or B per pair.
Instructions: (1) Hand out the resource and tell Ss that there are nine words in it which are wrong. (2) Ss read through and try to identify the
nine words. (3) Tell Ss that, by looking at the words they have identifed, they should know the topic of the other pairs text. If they failed to fnd
nine words before, this might help them to fnd them now. (4) Ss now work together to replace the wrong words with the Words that you need.
(5) Ss now join up with a second pair. They tell each other the nine incorrect words in their text. These should be the same as the Words that
you need that the other group have. (7) Elicit the complete correct texts from the whole class.
Answers
Text A voicemail cursor, dial click, ring tone search engine, battery toolbar, text freeware, carry download, signal folder, speak
install, phonebook icon
Text B toolbar battery, cursor signal, click speak, download dial, icon ring tone, freeware voicemail, folder text, search engine
phonebook, install carry
Unit 5
If the Queen hadnt visited ...
Aim: To practise third conditional.
Interaction: Pairs
Exercise type: Story ordering
Time: 30 minutes
Language: If the boy had worn/been wearing a tie, he wouldnt have been sent home.
Materials: One set, cut up, per pair.
Instructions: (1) Put Ss into pairs and give them the story, cut up and in random order. Picture 1 is numbered, so Ss know how the story
starts. (2) Ss work together to put the story in the correct order. (3) Elicit ideas and then tell Ss the correct order and make sure they all have
the pictures in the correct order. (4) Look at the frst two pictures with the whole class. Ask what was happening in the frst picture (the
headmaster was telling the class about the Queens visit). Then ask about the second picture: Could the boy go to the picnic? (No) Why not?
(Because he wasnt wearing a tie.) Elicit a third conditional sentence, eg If the boy had worn/been wearing a tie, he wouldnt have been sent
home. (5) Ss work in pairs to make more third conditional sentences for each stage of the story. Elicit all in open class. (6) Elicit a third
conditional sentence connecting the beginning of the story with the end, e.g. If the Queen hadnt visited, he would have got a better job.
Unit 6
Listen and draw
Aim: To practise describing houses.
Interaction: Pairs
Exercise type: Describing and drawing
Time: 20 minutes
Language: Theres a ..., Its ..., ornaments, conservatory, freplace
Materials: One picture A or B per student.
Instructions: (1) Put Ss into pairs and give them picture A or B. Tell them not to show each other their pictures. (2) Tell Ss they are going to
describe their picture in as much detail as possible so that their partner can draw it from the description. (3) Elicit useful language, such as
on the left/right, in the middle, behind, in the foreground etc. (4) Student A starts by describing their house once while B listens to get an overall
idea of what is in the picture. A then describes it again, more slowly, while B draws it. When fnished, B looks at As original picture to see how
well they have done. (5) Ss swap roles and B describes while A listens and draws.
66
Resource 1
Youre a star!
Actress role card
Its 2020 and you are one of the most famous actresses in the world. A journalist is coming to interview later and, because
you are so important, you can see their questions before they arrive. This gives you time to think of your answers and make
sure there are no diffcult questions. unfortunately, the fax got stuck and you cant read the last two questions! What will the
journalist ask you???
Wherewere you born?
Whenwereyouborn?
Haveyougotanybrothersorsisters?
Howoftendoyouseeyourfamily?
Howlonghaveyoubeenanactress?
Haveyouwonanyawards?
Whatwasthebestflmyouhaveeverbeenin?
Howlonghaveyoubeenmarried?
Wheredoyoulivenow?Howlonghaveyoulivedthere?
Interviewer role card
You are a journalist. Its 2020 and you are going to interview one of the most famous actresses in the world. These are the
questions you want to ask. Expand the cues to make grammatically correct questions.
Where / you born?
When/youborn?
Havegot/anybrothersorsisters?
Howoften/you/seeyourfamily?
Howlong/you/beanactress?
you/win/anyawards?
What/be/thebestflm/you/ever/bein?
Howlong/you/be/married?
Where/youlivenow?Howlong/youlive/there?
Howlong/you/know/yourco-staronyournewflm?Ishejustafriend?
Ireadinthenewspapersthatyouhavefallenoutwitheveryactressyouhaveeverworkedwith.
Is this true? / When / you last have an argument with another actress?
Photocopiable
67
Resource 2
You are John.
You think
Steve is laid-back
Heather is practical
Tom is cruel
Cathy is comforting
Emma is decisi ve
Claire is sympathetic
Nick is sociable
Are you the most popular?
You are Steve.
You think
John is balanced
Heather is decisi ve
Tom is big-headed
Cathy is sympathetic
Emma is sociable
Claire is comforting
Nick is practical
You are Heather.
You think
Steve is comforting
John is predictable
Tom is vain
Cathy is sensi ti ve
Emma is quick-tempered
Claire is diplomatic
Nick is decisi ve
You are Cathy.
You think
Steve is forgetful
John is laid-back
Heather is sociable
Tom is decisi ve
Emma is cruel
Claire is romantic
Nick is tolerant
You are Claire.
You think
Steve is selfsh
John is sensi ti ve
Heather is tolerant
Tom is practical
Cathy is stubborn
Emma is aggressi ve
Nick is cheeky
You are Tom.
You think
Steve is diplomatic
John is tolerant
Heather is big-headed
Cathy is forgetful
Emma is greedy
Claire is sensi ti ve
Nick is laid-back
You are Emma.
You think
Steve is vain
John is considerate
Heather is aggressi ve
Tom is sociable
Cathy is gloomy
Claire is forgetful
Nick is stubborn
You are Nick.
You think
Steve is sensi ti ve
John is comforting
Heather is balanced
Tom is stubborn
Cathy is predictable
Emma is selfsh
Claire is gloomy
Photocopiable
68
Resource 3
We want a pet
You are the MOTHER and a teacher.
You work from 9a.m. until 4p.m. and are often tired.
You want a cat
Useful language:
General truths about cats: Zero Conditional
If you have a cat, it is/you have ...
Benefts for your family: First Conditional
If we buy a cat, it will/we will ...
Reasons not to have the other choices:
Second Conditional
If we had a dog, it would ...

The others want: a dog, a horse and a fsh.
You are a DAuGHTER aged 13.
You go to school from 9a.m. until 3.30p.m. and dont have
much homework.
You want a horse
Useful language:
General truths about horses: Zero Conditional
If you have a horse, it is/you have ...
If we buy a horse, it will/we will ...
Second Conditional
If we had a fsh, it would ...
The others want: a dog, a cat and a fsh.
You are the FATHER and a businessman.
You work from 8a.m. until 7p.m. and are often tired.
You want a dog
Useful language:
General truths about dogs: Zero Conditional
If you have a dog, it is/you have ...
If we buy a dog, it will/we will ...
Second Conditional
If we had a horse, it would ...
The others want: a cat, a horse and a fsh.
You are a SON aged 16.
You go to school from 9a.m. until 4p.m. and have lots of
homework to do after school.
You want a fsh
Useful language:
General truths about fsh: Zero Conditional
If you have a fsh, it is/you have ...
If we buy a fsh, it will/we will ...
Second Conditional
If we had a cat, it would ...
The others want: a dog, a horse and a cat.
Photocopiable
69
Resource 4
Photocopiable
There are lots of good programmes
you can get on the Internet and a lot
of them you dont have to pay for.
Heres a very basic lesson on how to
find them and get them running.
Firstly, when you are connected to
the Internet, put your voicemail on
the blue e and dial twice. This will
bring up your homepage. You may
already have Google or another ring
tone as your home page.
If not, youll have to type their
name in the search box on the
battery. When youve found the
page you want, type in what you are
looking for, for example graphics
programmes. If you dont want to
pay anything, type text graphics
programmes. Youll see hundreds of
pages so have a good look before
deciding what you really want.
Then youll have to carry it. There
will be a button, just click and
follow the instructions. It will ask
you where you want to save the
programme choose a signal and
when it has finished you are ready to
speak. Again, it is easy to follow the
instructions. It will probably ask you
if you you want a phonebook on your
desktop. Its probably a good idea it
will be easier to find it later.
A
Youve got my words!
B
Mobile phones are so common
nowadays it seems impossible that
there can be people who still dont
know how to use them but, just in
case, heres a simple guide.
Firstly, very important, when you
are not using the phone, make sure
that you recharge the toolbar. Theres
nothing worse than trying to make
an important call only to find the
cursor getting weaker and weaker
because theres not enough energy.
The obvious function of a mobile phone
is using it to click to friends, as with a
normal phone. You just download the
number and their phone will ring. You
can ring other mobile phones or normal
phones. When people phone you, you
will hear your icon. You can choose
from a number of free sounds or you
can pay to have popular songs instead.
Make sure you switch the phone off in
the cinema because these sounds can
be really annoying. If you do switch off
the phone, freeware will answer your
call for you.
You can also use your phone to send
a folder that people can read on their
phones. Youll never forget anyones
number either because youve got
a search engine where you keep all
your numbers. The best thing about a
mobile phone, though, is that you can
install it with you wherever you go.
Words you need: signal, ring, battery, tone, phonebook, speak, voicemail, text, carry, dial
Using a mobile phone
to speak and text
Words you need: search, click, toolbar, icon, freeware, cursor, download, engine, folder, install
Downloading
and installing
programmes
from
the Internet
70
Photocopiable
Resource 5
If the Queen hadnt visited ...
1
71
Photocopiable
Resource 6
Listen and draw
A
B
72
72
Listening
1
1.12
Listen to the conversation and answer T (true)
or F (false).
1 ___ The boy is reading an article.
2 ___ Girls should ask boys out.
3 ___ Boys and girls should be equal.
4 ___The girl would love to ask a boy out.
Language
argument blind divorced argue teens married
trust
1 When she comes, dont ask her about her husband, OK?
Theyre _________ and she doesnt want to talk about it.
2 I met her once last week. It was a _______________ date
and we spent a nice evening in that Chinese restaurant on
the corner.
3 She was still in her _______ when she decided he was the
man of her dreams.
4 Dont _______________ with your mother, Chris. Shes
right and I agree with her.
5 My sisters arent single any more. Both of them are happily
________ and have lovely children.
Test unit 1 Name: ________________________________________
Date: _________ Grade: _______
2 Complete the sentences with the missing words. The
lines show you how many letters you need to use.
1 Have you told your wife __ __ __?
2 Theyve r __ __ __ __ __ __ __ celebrated their thirtieth
wedding anniversary.
3 Dont panic, dad! Ive __ __ s __ met her and were not
going to get married next month.
4 They havent phoned __ __ __ c __ last week. Do you think
they are still interested?
5 Have you a __ __ r __ __ __ __ bought a ring for your
girlfriend?
verbs in brackets: Present Perfect or Past Simple.
1 ___________________ (you/send) her the text message
yet?
2 When ______________________ (he/get) the piercing?
3 After the wedding they ____________________ (live) in
Paris for eight months.
4 How long ___________________ (you/know) him?
5 Youre not going to believe this! Dan
_______________________ (take) his girlfriend to a
nice restaurant. Do you think it means something?
6 What? You want to live with him? But
you______________________ (not/fnish) at college yet.
7 How long ____________________ (he/know) his
girlfriend?

7
5
5
4
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73
Test
73
Reading
1 Read the text below and answer T (true) or F (false).
1 ___ Monica and Ian have known each other for a year.
2 ___ They dont know when theyre getting married.
3 ___ Monica likes the ring Ian bought her.
4 ___ Monicas parents are upset.
5 ___ Ians parents dont like Monica.
6 ___ Monica has fnished college.
7 ___ Ian has just started his frst job.
8 ___ Ians parents have been married for more than 20
years.
Score
8
7 September
Dear Kate,
How are you? Its been ages since we saw each other, so I wanted to write and let you know
my exciting news. Ian has asked me to marry him! As you know, we only met ve months ago
but were crazy about each other. We havent decided on a date yet, but hes already bought
me a ring! We couldnt afford an expensive one but I love it anyway!
My parents are pleased because they get on really well with Ian, but his family are very upset.
In fact, Ians fallen out with his mother and father about it. I get on quite well with Ians parents
too but theyre worried because I havent nished college yet and Ians only just started his rst
job. Apparently the only person whos pleased is his grandmother. She says that his parents
were the same age as Ian (twenty) when they got married and they didnt have any money
either. Apparently, theyve been married for twenty-two years and they havent split up!
Anyway, please write and tell me your news and Ill write again soon and of course Ill send
you an invitation to the wedding!
With lots of love,
Monica
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74
words in capital letters.
1 His advice was very _______________ and so we didnt
use it at all. PRACTICE
2 The end of the flm was completely _______________.
None of us were really surprised when it turned out she was
his child. PREDICT
3 Women usually think that men are _______________ and
selfsh but its not true. SENSITIVE
4 Shes such a _______________ friend. I can always be
sure she will listen to my problems and will try to help.
SYMPATHISE
5 An_______________ life by the beach is all I want.
COMPLICATE
3 Circle the correct answer.
1 Can / Should you help us organise a garden party next
Saturday?
2 Pablo, could / should you take your little sister to the park,
please?
3 Do you must / have to be so noisy? I cant hear the
television.
4 She must / has to be at the offce at 3 oclock. Her boss
wants to see her.
5 I have could / been able to keep in touch with most
classmates from my primary school.
6 You mustnt / dont have to discuss this problem with your
students. Its too controversial.
7 We could / ought to get to know him better before we invite
him to come on holiday with us.
Listening
1
1.19
Listen to the conversation and answer T (true)
or F (false).
1 ___ The girl is going to see Hamlet with some friends.
2 ___ Her mother thinks its not interesting.
3 ___ The girl is going to a restaurant after the show.
4 ___ The girl is going to stay at a friends house.
Language
gossip hostess toddler adolescence male
weaknesses superior
1 Men may be physically stronger than women but it doesnt
mean they are in any way ____________.
2 During _______________ boys seem to be very shy with
girls.
3 I have my _______________, for example, I can never
pass up sweets.
4 Many TV programmes about famous people only focus on
_______________.
5 In my opinion collecting sports memorabilia is a
_______________ hobby.
Test unit 2 Name: ________________________________________
Date: _________ Grade: _______
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5
5
7
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75
Test
75
8
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Score
Reading
1 Read the text. Read the sentences and decide if they are true or false.
1 ____ The word actor may be used for women.
2 ____ The word for sun is masculine in all languages.
3 ____ Modern English still uses gender in its grammar.
4 ____ People sometimes call cars he or she.
5 ____ Feminism has infuenced modern English.
6 ____ The word man is used to mean human being.
7 ____ The word her is used as a new neutral pronoun.
8 ____ Language always stays the same.
Different languages express gender, or masculine and
feminine forms, in different ways.
In English, we may indicate whether a person is male
or female in our choice of vocabulary. For example, if
we hear someone use the word actress, the suffx ess
tells us that they are talking about a woman. However
the word actor is male or neutral: in other words, it
may be used for either men or women. In fact, there
are not many words in English which tell us the gender
of the person we are talking about. Waitress and
hostess are two examples used for women, but most
words such as teacher, doctor, cook, artist, driver,
president and musician are neutral. Even when female
words exist, many women prefer to use words which
are not marked for gender. Nowadays, for example
most women would prefer to be called a manager
rather than a manageress. Similarly, they may choose
to be called chairman or chair instead of chairwoman.
Many languages divide nouns into masculine and
feminine categories, although this may have no relation
to natural gender. There is often no logic in the choice
of genders. In Old English, for example, the word for
chair was masculine, the word for table was feminine
and the word for ship was neutral. In Latin and the
Romance languages the word for sun is masculine and
the word for moon is feminine. However, in German
and Germanic languages, the opposite is true.
Old English showed gender through grammar, with
female versions of articles and adjectives as well as
nouns and pronouns. However, in modern English we
match gender with sex. We reserve masculine and
feminine gender for human beings and for some
animals. People also sometimes refer to objects such
as cars as he or she. All other nouns are neutral.
Of course language is always changing in order to
refect the way that life changes. Feminism, for
example, has had an effect on the way we refer to
gender in English. The use of the word man is a case
in point. It used to mean human being but has gradually
narrowed to mean adult male human being. The
problem with the word man is that it does not sound as
if it includes women. As feminist writers have said, a
girl does not grow up expecting to become a man.
Nowadays it is more usual to say people or men and
women in order to make sure that half the population
are not excluded. We also tend to use alternatives to
man in expressions such as: chief assistant for right
hand man; supervisor for foreman, skilful for
workmanlike, and personnel or staff for manpower.
Another change is in the use of the third person
singular pronoun, he. In the same way as man used to
mean human being, he was used by speakers to refer
to a person whose gender they did not know. Nowadays
several alternatives are in use, including they as a
singular pronoun, he or she, he/she, s/he and one.
Some people have even suggested we need a new
neutral pronoun such as co, tey or hesh proof that
language does keep changing!
Photocopiable
Source: McKinlay, S., Hastings, B. (2007).
Success Intermediate Students Book CD Rom.
76
76
6
Test unit 3 Name: ________________________________________
Date: _________ Grade: _______
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Listening
1
1.28
Listen to the conversation and write T (true) or F
(false).
1 ___ They are talking about a driving test.
2 ___ One of the students has taken more than a thousand
lessons.
3 ___ The examiner is in a bad mood.
4 ___ One of the students is terrifed.
5 ___ One of the students has failed four times.
Language
1 Complete the sentences with the words from the box. There
are more words than you need.
herds predators beetle pests storks ape
mammals
1 Some people keep rats as pets but others, such as my
grandmother, think of them as _______________.
2 _______________ are beautiful black and white birds with
long legs.
3 This spider is one of the most dangerous _______________
in the world. It moves and kills very quickly.
4 Look at that _______________! Its amazing that they look so
similar to human beings!
5 Elephants live in groups called _______________.
1 You must follow some rules in our safari park, e.g.
when / as long as you hear this sound, immediately
get in the car and close all the windows.
2 They will let me have a dog immediately after / on
condition that I promise to take good care of it.
3 Ill look after your bird on condition that / every
time you tell me exactly what to do.
4 The horse will win as long as / as soon as it
doesnt miss the jump.
5 Provided that / When they clean the cages, it is
closed to visitors.
3 Complete the sentences with the correct for of the
verbs in brackets.
1 People say that animals are similar to their owners.
If an owner ________ (be) lazy, their pet _____
(be) also lazy.
2 If my dog ________ (win) today, it ________ (be)
his second time this year.
3 If these animals ________ (not/have) thick fur,
they ________ (not/survive) the winter.
4 Now we know that if an elephant _______ (stamp)
its feet, it ___________ (want) to frighten its
enemies.
5
5
5
8
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77
Test
77
Reading
1 Read the text. Read the sentences and choose the correct animal.
According to the writer, which animals
5 can cost a lot to look after?
a Hamsters and mice
b Cats and dogs
c Goldfsh and snakes
6 are cheap to buy?
a Hamsters and mice
b Cats and dogs
c Goldfsh and snakes
7 are exotic?
a Goldfsh
b Hamsters
c Snakes
8 cause a lot of trouble if they escape?
a Goldfsh
b Snakes
c Long-haired dogs
Score
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16
1 enjoy human company the most?
a Cats
b Dogs
c Hamsters
2 need a lot of attention?
a Cats
b Dogs
c Hamsters
3 choose their owners?
a Cats
b Dogs
c Goldfsh
4 dont live for very long?
a Cats
b Goldfsh
c Hamsters
Choosing a pet
Are you thinking about buying a pet to keep at home? If so, you need
to think carefully about which animal to choose. For example, its not
a good idea to buy a large dog unless you have a lot of space and
a lot of time to go for walks!
Children often ask their parents for a pet and it is a hard-hearted
mother or father who can refuse their childs request for a companion.
However, children are often not ver y good at looking after animals
even though they enjoy playing with them. Children also grow up and
leave home whereas pets dont many parents have ended up
looking after a cat or dog long after their children have gone away to
university.
You need to begin by thinking about what kind of animal you want.
Dogs are very friendly and affectionate and often become like a friend
of the family or even a family member! In return, they need a lot of
attention and like to have people around. Its cruel to leave a dog
alone for a long time every day because they want company as well
as someone to take them for walks.
Cats, on the other hand, are more independent. They need to have
food, but will lead their own lives for much of the time, and will clean
and amuse themselves. People sometimes say that cats choose their
owners, not the other way around!
Hamsters are very popular pets for younger children as they are quite
easy to look after. A hamster needs regular food, but can look after
itself for much of the time, and will exercise itself on a wheel in its
cage. The only drawback is that hamsters dont live for very long
about eighteen months to two years on average. It is obviously
upsetting for children to lose a much-loved pet after a short period of
time.
So, what else do you need to think about? Well, obviously theres the
cost of buying a pet. Pedigree cats and dogs can be very expensive
whereas hamsters and mice are quite cheap to buy. You may also
need to buy a special home a bird cage, a dog kennel, or an
aquarium can all add considerably to the pet bill.
Then you have to think about how much money you will need to look
after your pet. Goldfsh are quite cheap to feed, but cats and dogs can
cost a lot in food and even more if they become ill and need to go
to the vets!
You should also decide how much spare time you have to look after
your pet. Dont buy a long-haired cat or dog unless you are happy to
spend a lot of time brushing them. Of course, dogs will take more
time than other animals because they need to go for a walk every day.
Cats, on the other hand, look after themselves and dont need as
much attention. However, dont forget that all animals need feeding
and cleaning, and someone has to take responsibility for doing the
work!
Finally, if you live in a small house or fat, dont buy an animal which
needs a lot of space. It isnt

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78
2 Complete the sentences with the missing words. The rst
letter in each word is given.
1 You need to press 0 before you d_______________ this
number.
2 Remember what the teacher told us? We should only
r_______________ with the sites we know we can trust.
3 Oh no, my phone died again! I need to
r_______________ it.
4 Its one of the best s_______________ engines.
5 With this new program you can r_______________ calls
on your computer for free!
3 Complete the sentences with the correct forms of the
verbs in brackets. Present Perfect Simple or Continuous.
1 I ____________________ (visit) my grandparents
recently.
2 We _____ (already/make) a demo CD.
3 My grandpa ____________________ (never/use) a
computer in his life.
4 My classmates and I ________ (work) on our class website
for a month.
5 ______________ (she/send) you that link yet?
6 He ____________________ (sing) with the band for 5
years.
7 Dont you think its enough? You _____________ (write)
text messages to your friends since lunchtime.
Test unit 4
Listening
1
1.36
Listen to the conversation and order the lines.
1 ___ Have you got that?
2 ___ Then you type your message.
3 ___ You dont need to type in your address.
4 ___ The frst thing youve got to do is click on the icon.
Alright?
5 ___ Have you done that?
6 ___ Yes, thats great, thanks.
Language
attach manual folder copyrighted delete signal
socket
1 Boys never read the _____________. They seem to know
how everything works without any instructions.
2 If you press that button, youll _______________ all your
documents! Not a good idea!
3 The police are checking if he has any __________
material on his computer.
4 Peter, could you help me ___________ this picture to my
email?
5 I cant hear you, Rebecca! The _______________
strength isnt too good here.
8
5
7
5
Name: ________________________________________
Date: _________ Grade: _______
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79
Test
79
Score
2 7
Reading
1 Read the text and match the headings with the
paragraphs.
1 Some disadvantages
2 Keeping in touch
3 SMS messaging
4 Changes in communications technology
5 New mobile phones
2 Read the sentences and answer T (true) or F (false)
1 ___ Technology is constantly changing.
2 ___ Children, parents and grandparents use mobiles
nowadays.
3 ___ Phones are a permanent fashion item used by
reporters.
4 ___ People dont use mobile phones in buses or trains.
6 ___ Mobile phones represent a form of control.
____Theres no doubt that the way we communicate with
each other is very different now from ten years ago.
Computers, for example, are now smaller, lighter and
cheaper. More and more people are buying them, not for
work but to use at home for email and other domestic
purposes. Televisions have become interactive and video
games more realistic. However, perhaps the biggest
change has been the increase in the number of people
using mobile phones all around the world. Even a few
years ago, mobile phones were mainly used by business
people anxious not to lose touch with the ofce. Now
they have dramatically changed the way we all
communicate with each other.
____Who could have guessed twenty years ago that
phones would be small enough to put in a pocket, cheap
enough for children to own, and sophisticated enough to
allow us to send and receive spoken and text messages
all over the world? Text messaging, in particular, allows
parents to keep in touch with their children in an
unobtrusive way. It also allows people to ask each other
out without the embarrassment of face to face contact.
Even grandparents are learning how to send text so that
they can keep in touch with the younger generation.
Texting has given rise to a whole new language where
numbers and abbreviations are used to cut down the
length of a message. This new language is so popular
with young people that teachers have even noticed
children using text language in their written school work.
____Of course, mobile phones themselves have changed:
the earlier big and heavy phones have been replaced by
smaller and lighter models with many more features.
Most new ones have cameras and some can even send
emails. The range of colours and
designs has increased, and phones
are very often seen as a
disposable fashion item. The
increasing popularity of phone
cameras means that more and
more people can take photos
wherever they are. Today, newspapers
and television often use phone pictures
from eyewitnesses to illustrate their reports.
This makes news reporting a much more democratic
process.
____Of course everything has its drawbacks and mobile
phones can be very annoying. Who hasnt sat on a bus
or train and heard all the intimate details of someone
elses life, or been irritated by people answering their
mobile phone in the middle of a conversation or worse
still, a meal? Occasionally one even sees people in a
restaurant, sitting at a table together but all having
separate mobile conversations.
____The other problem is that with ever more
sophisticated communications technology, we are
increasingly expected to be available all the time. So
nowadays even people on holiday from the ofce may
need to keep in touch with their colleagues at work. In
addition, although it is of course reassuring for parents to
know that they can contact their children at any time, is
it perhaps a loss of freedom for gap-year students
travelling the world for the rst time to feel that their taste
of independence is being monitored by their family back
home?
MOBILE PHONES A BLESSING OR A CURSE?
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80
Test unit 5
Listening
1
1.43
Listen and decide whether the statements are
true or false.
1 __ The work/life balance is about having a fulflled life.
2 __ Gary thinks most people just want to earn a living.
3 __ Meg thinks that at the end of their lives, most people will
wish they had spent more time at work.
4 __ Asking people what they want to do makes them more
stressed.
5 __ If people know what they want to do they can begin to
make it happen.
6 __ Meg thinks it would be a good idea for people to give up
their jobs.
7 __ Meg thinks that everyone should think about work all the
time.
8 __ Many companies believe that their employees will be
happier if they work less.
Language
auditions attention luxury graduate addicted
compliments prejudices
1 Id like to have a ___________ home with a swimming-
pool somewhere in the country.
2 When I __________ from university, Ill probably go to
Ireland to look for a job.
3 She couldnt stop eating chocolate because she was
___________ to it.
4 Many famous people werent good students and didnt pay
______ in class.
5 They knew he was good so he didnt have to take part in
any _______________.
8
Name: ________________________________________
Date: _________ Grade: _______
2 Complete the sentences with the correct form of the words
in capital letters.
1 When youre a star, you must give interviews and
autographs all the time. You feel the _______________ of
your popularity everywhere you go. PRESS
2 That actor desperately wanted to _______________ in
the flm business. SuCCESS
3 When he was a soldier, he showed a lot of ____________
in the army. BRAVE
4 ______________ does not always bring happiness.
FAMOuS
5 Everywhere I go there are fans who want my autograph. I
really need some _______________ or Ill go crazy soon.
PRIVATE
3 Complete the sentence with the correct form of the verb in
brackets.
1 If she ___________ (not/be) late for the Wednesday
meeting, she _______________ (not/lose) her job.
2 If only they ________ (pay) attention to what their teacher
had to say.
3 If he ___________ (concentrate) more, he ___________
(not/flunk) the exam.
4 I wish I ____________ (not/have) an argument with my
teacher last Friday.
5 Theyre looking for someone for their office in China. If only I
__________ (speak) Chinese!
5
5
5
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81
Test
81
Score
66
2 7
Reading
1 Look at the text quickly, and circle the best alternatives.
1 The text is about F Scott Fitzgeralds ___ .
a work
b life
c wife
2 The text is to ___ .
a amuse you.
b advertise something.
c inform you.
F. Scott Fitzgerald
(18961940)
1
___ He was born in St Paul, Minnesota, and entered Princeton University in
1913. In 1917 he left before graduating to join the US Army. While stationed
in Alabama, he met and became engaged to Zelda Sayre who also had
ambitions to be a writer.
2
___ he moved to New York and worked brie y for an advertising agency. In
the same year he sold his rst short story, Babes in the Wood. In the story, the
hero, like Fitzgerald, goes to Princeton before joining the army (unlike
Fitzgerald, the character gets sent to France to ght in the First World War)
and then works in advertising.
3
___ , Fitzgerald returned to St Paul and rewrote
a novel he had started in the army, is Side of Paradise, which was published
in 1920 and was an immediate success.
4
___ , Fitzgerald and Zelda Sayre were married in 1920 and two years later
they moved to Great Neck, New York. Living in this rich community gave Fitzgerald a lot of material for his 1925
novel e Great Gatsby. Although he was writing and publishing stories and novels, the couple needed to live more
cheaply so in 1924 they moved to Europe. While they were living there, Fitzgeralds greatest novel, e Great Gatsby,
was published.
5
___ , the Fitzgeralds travelled back and forth between Europe and the States several times. For a couple of periods
he worked in Hollywood as a screenwriter and he later returned to take up a well-paid contract with a lm studio.
Despite his talents as a writer, he only completed one lm script before being sacked because of his problems with
alcohol.
6
___ because she was su ering from mental health problems and living in a hospital. Although they never got
divorced, he started a relationship with a journalist and it was in her apartment that he died of a heart attack in
1940. Zelda outlived him by eight years but died tragically in a re in the mental hospital where she was living.
7
___ , the Fitzgeralds represented the 1920s jazz age. ey were both talented people and F. Scott Fitzgerald is
thought to be one of the USAs nest novelists. Sadly, they both had problems which some people think destroyed
them and wasted their talents.
A
M
E
R
I
C
A
N

N
O
V
E
L
I
S
T
S
F. Scott Fitzgerald and his wife, Zelda
2 Read the text. Match sentences ag with gaps 17.
Listen and check.
a American novelist and short story writer.
b With their good looks and wild lifestyle
c In the following years
d Encouraged by the success of the story
e By the mid 1930s, he and Zelda were living separately
f After he left the army in 1919
g After a turbulent romance
Photocopiable
Source: Ousby, J. (1996). In Cambridge university Press. The Cambrigde Guide
to Literature in English. Cambridge, united Kingdom
82
82
2 Put on the correct relative pronoun
1 Its the house in _________ Ian Fleming wrote his books.
2 He took me to the room in __________ the walls were
made of marble.
3 We visited our neighbours __________ house overlooks
the harbour.
4 He was an architect from ___________ others could learn
a lot.
5 Having noisy roommates is _________ I dislike most about
living here.
1 You should have seen her face. She was so pessimistic /
elated / patronising when Ben gave her the puppy.
2 The kitchen was a bit cramped / isolated / spacious but we
didnt mind.
3 We redecorated the sitting room and now its really stuffy /
draughty / cosy.
4 By putting in a bookcase or two, were going to convert the
place into a study / cabinet / studio fat.
5 Were planning to add a conservatory / utility room / terrace
where we could grow exotic plants.
6 Dont be so sarcastic / suspicious / frustrated! Im not lying,
the Friday classes really have been cancelled.

Test unit 6
Listening
1
2.3
Listen to the conversation and answer T (true) or
F (false).
1 ___ The apartment is very small.
2 ___ The apartment is shabby.
3 ___ The apartment is white and has red doors.
4 ___ The carpet is very old.
Language
compelled stuffy windows reefs curtains mole
porch
1 Such fsh can only be found in the ______ north of
Australia.
2 In summer, when the sun is really strong, we must keep the
_____ closed between noon and 2 p.m. 1
3 The clothes were so dirty that she felt ______ to take them
to the launderette.
4 In the morning he opened the ___________ to let the sun
in.
5 Oh no, look at the holes in the garden! It mustve been a
____________.

4
5
6
5
Name: ________________________________________
Date: _________ Grade: _______
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83
Test
83
Score
6 5
Reading
1 Read the text. Match the titles with the correct
paragraphs.
1 The latest ideas
2 The exhibition area
3 Refreshments
4 A revival in popularity
5 Towards an ideal home
6 An annual event
2 Read the text and answer T (true) or F (false).
1 ___ British people like to contract decorators for renovating
their houses.
2 ___ The Ideal Home Show is held every weekend.
3 ___ At The Ideal Home Show people may find furniture, and
furnishings.
4 ___ At the Ideal Home Show people can rest at cafs and
restaurants.
5 ___ The Ideal Home Show is traditional and only attracts
adults.
THE IDEAL HOME SHOW
_____The British are famous for enjoying DIY (Do-it-Yourself) and spending time renovating and decorating their
houses. Perhaps nothing illustrates this more clearly than The Ideal Home Show which is held once a year at the
Earls Court exhibition centre in London. This popular show is run every spring by the newspaper The Daily Mail.
We may think that the current interest in interior design is recent, but the event started life as the Ideal Home
Exhibition in 1908.
_____The aim of the exhibition is to bring together everything associated with improving your home and it is a
showcase for the latest ideas and inventions for the modern house. It runs for about three weeks, and is open seven
days a week. Of course, it is always very full at weekends when people have more free time, but its also busy during
the week, when coach loads of visitors come from all over the country.
_____So, what can you see? Perhaps the most surprising thing for the new visitor is that there are real-sized show
houses demonstrating up-to-the-minute trends and developments from builders and developers. These are always
very popular, and on busy days people queue for a long time to wait for their turn to walk around the houses, looking
at how the rooms are furnished and admiring the gardens. It is the place to come to get inspiration for decorating and
interior design. There is also a show theatre where experts give talks and demonstrations on topics such as colour
schemes, cooking and wine.
_____The Ideal Home Show covers a huge space where visitors will nd, in addition to the show houses, several
hundred stalls which show everything to do with the home. Furniture, such as tables and sofas, furnishings including
curtains, blinds and bed linen, domestic appliances such as food mixers and irons and gadgets of all kinds are all on
display.
_____The exhibition hall has cafs and restaurants where visitors can rest and revive themselves. Some people take
packed lunches and sit on steps and in odd corners to rest for a few minutes before setting off around the show again.
Other more optimistic people wander around the food stalls, hoping for enough free samples to provide lunch.
_____A few years ago, the show was seen as rather quaint and traditional. Nowadays, there is such a surge of interest
in interior design that new life has been breathed into the show, and it attracts visitors of all ages. Why are people so
interested in their houses? Many different reasons are possible. It may be because of a desire to feel safe in our own
homes. It may be because people travel more and pick up new and different ideas from other places. It might just be
that we now have more time and money to enjoy where we live. Whatever the reason if you like shopping and
picking up tips and ideas, you will enjoy the Ideal Home Show. Just make sure you wear comfortable shoes and allow
plenty of time to see everything!
Photocopiable
Source: Carr, J., Parsons, J. (2007). Success Upper Intermediate CD Rom.
84
Test unit 1 Love and trust
Name:___________________________________________________ Grade: _______________
Choose one of the statements below. Write a short opinion essay.
Itsimportantforparentsandchildrentocommunicatewitheachother.
Youmustfollowtherulesofthehouseyoulivein.
Teenagersshouldnthavealotoffreedom
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Test unit 2 - (S)he
Name:___________________________________________________ Grade: _______________
There is an exchange student from a foreign country visiting your school. Write him / her a short note explaining the rules and
customs.
Here are some words to help you.
Must/mustnt
Oughtto
Should
Can/could
Haveto/donthaveto
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Test unit 3 Amazing animals
Name:___________________________________________________ Grade: _______________
Choose one of the titles 1-4 and plan an opinion essay. Write a short essay expressing your opinion. Include an introduction, your
opinion with two or three arguments, mention one or two arguments which are against your opinion, summarise for the
conclusion.
Itiswrongtokeeppets
Usinganimalsforfood/clothingiswrong
Itisnaturalforhumanstouseanimalsforfoodandclothing
Ifcowswerethedominantspecies,theywouldeatus.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Test writing tasks
Photocopiable
85
Test unit 4 Keeping up-to-date
Name:___________________________________________________ Grade: _______________
You have gone away for the summer to visit with some relatives who live in another town. Write an email to your friend.
Explainwhereyouareandwhy.
Askabouthis/hersummer
Sayhowyouarelookingforwardtogoinghomeandexplainwhatpreparationsyouhavemade.
Givesomenewsaboutanotherfriend.
Tellhim/herhowtocontactyouwhileyouareaway.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Test unit 5 Success!
Name:___________________________________________________ Grade: _______________
Choose one of the topics below and write an essay.
Atimeyoufulflledadream
Atimeyoumissedanopportunitytodosomething
Atimeyoumessedupsomethingbadly
Atimeyoumadethemostofanopportunity
Useful words:
an ambition a dream an aim a chance an opportunity a diffculty a problem an obstacle a disability a fear/phobia
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Test unit 6 Where the heart is
Name:___________________________________________________ Grade: _______________
Write about a memorable visit to a place.
Include:
1. Information about the place and why you went there
2. Description and your frst impression
3. Why it was memorable, personal anecdotes
4. Personal refections and why you would recommend it
Use
neutralstylewithpersonalanecdotes
adjectives,adverbs,andcolloquialwordsandexpressionsforcolor
relativeclausestolinkideas
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Photocopiable
86
Test speaking tasks
Unit 2
(S)he
Ask politely if you can talk to your friend
about something important
Suggesthowhe/shecoulddobetter
Say that you think your friend has the
responsibility to improve
You start the conversation.
Your friend thinks you are lazy and forgetful. He / she
is aggressive and stubborn.
Politelyacceptyourfriendsrequesttotalk.
Listen to your friends suggestions and politely
disagree with his / her opinion of you.
Tellyourfriendyoulikethewayyouareandsuggest
how your friend might relax.
Your partner starts the conversation.
Test Student A Student B
Unit 1
Love and Trust
While you are studying in uK, you are taking
part
Express your opinion that TV has a bad
infuence on young people.
Disagree politely with your partners
opinion. In your opinion there is also too
much violence on TV.
Giveanexampleofaprogrammewhich,in
your opinion, has a lot of violence.
While you are studying in uK, you are taking part in a
debate about television.
Listen to your partners opinion and disagree
politely. You believe that TV gives us a lot of useful
information about the world.
Askhim/herwhatkindsofprogrammeshe/she
thinks are violent.
Agreewithyourpartnerbutgiveyouropinionofa
programme you think is educational.
87
Unit 3
Amazing
Animals
You are taking part in a debate about animal
rights.
Express your opinion that zoos cannot
recreate the environment and the animals
are bored and stressed.
Disagree politely with your partners
opinion. You think zoos are cruel.
Giveanexampleofawhyitiscrueltokeep
animals in zoos
You are taking part in a debate about animal rights.
Listen to your partners opinion and disagree politely.
You believe zoos are places of education.
Ask him / her how we can protect the future of
some endangered species that now exist only in
zoos.
Agreewithyourpartnerbutgiveyouropinionthat
zoos provide useful environments for doing research
in zoology, genetics, and psychology.
Unit 4
Keeping up-to.
date
You are showing a friend how to use your
new phone/MP3 player, etc.
Saywhattodo
Identifytheparts
Checkthathe/sheunderstands.
Your friend is showing you how to use his/her new
device.
Ask him / her to show you how it works.
Say that you understand.
88
Unit 5
Success
A friend of yours is planning a holiday in your
country. He / she is going to visit your city.
Askhim/herabouthis/hertravelplans.
Suggest the best way to get to your city
and a good place to stay.
Givehim/hersomeadviceonhowtohave
a good time in your city without spending
too much money.
You are an English-speaking tourist who is planning a
holiday in your partners country. You are going to
visit your friend in his / her city.
Tellhim/heraboutyourtravelplanswhenyouare
going, how long you are going to stay, who you are
going with.
Ask him / her about the best way to travel and
where to stay.
Tellhim/heraboutwhatyouwouldliketodowhile
you are there and ask him / her for any advice.
Unit 6
Where the
heart is
Your sister/brother wants to spend your
holiday in a tent. You know that the forecast
is for wet weather. You think she/he should
rent a cabin, instead.
Trytosoundtentative
Offeralternatives
Use these words: wondering, mind,
business, interfere
You want to spend your holiday camping in a tent.
Your sister/brother thinks you should rent a cabin, but
you think its too expensive.
Explainwhyyouprefertocamp
Be polite and listen to her/his ideas and offer
reasons why they are not valid
89
Test answer key
Test Unit 1 - Love and trust
Listening
Exercise 1 1 T / 2 F / 3 T / 4 F
Language
Exercise 1 1 divorced 2 blind 3 teens 4 argue 5 married
Exercise 2 1 yet 2 recently 3 just 4 since 5 already
Exercise 3 1 Have you sent 2 did he get 3 lived
4 have you known 5 took 6 havent fnished
7 has he known
Reading 1 F / 2 T / 3 T / 4 F / 5 F / 6 F / 7 T / 8 T
Unit 2 - (S)he
Listening
Exercise 1 1 F / 2 F / 3 F / 4 T
Language
Exercise 1 1 superior 2 adolescent 3 weaknesses 4 gossip
5 male
Exercise 2 1 impractical 2 predictable 3 insensitive
4 sympathetic 5 uncomplicated
Exercise 3 1 Can 2 could 3 have to 4 has to
5 been able to 6 mustnt 7 ought
Reading 1 T / 2 F / 3 F / 4 T / 5 T / 6 T / 7 F / 8 F
Unit 3 Amazing animals
Listening
Exercise 1 1 T / 2 F / 3 F / 4 T / 5 F
Language
Exercise 1 1 pests 2 storks 3 predators 4 ape 5 herds
Exercise 2 1 when 2 after 3 on condition that 4 as long as
5 When
Exercise 3 1 is, is 2 wins, will be 3 didnt have, wouldnt
survive 4 stamps, wants
Reading 1 dogs 2 dogs 3 cats 4 hamsters 5 cats and
dogs 6 hamsters and mice 7 snakes 8 snakes
Unit 4 Keeping up-to-date
Listening
Exercise 1 1 The frst thing youve got to do is click on the icon.
Alright? 2 Then you type your message. 3 Have
you done that? 4 You dont need to type in your
address. 5 Have you got that? 6 Yes, thats great,
thanks.
Language
Exercise 1 1 manual 2 delete 3 copyrighted 4 attach
5 signal
Exercise 2 1 dial 2 rely 3 recharge 4 search 5 receive
Exercise 3 1 have visited 2 have already made
3 has never used 4 have been working
5 Has she sent 6 He has been singing 7 have
been writing
Reading
Exercise 1 1 Changes in communication technology
2 SMS messaging 3 New mobile phones
4 Some disadvantages 5 Keeping in touch
Exercise 2 1 T / 2 T / 3 F / 4 F 5 T
Unit 5 Success!
Listening
Exercise 1 1 T / 2T / 3 F / 4 F / 5 T / 6 F / 7 F / 8 T
Language
Exercise 1 1 luxury 2 graduate 3 addicted 4 attention
5 auditions
Exercise 2 1 pressure 2 successful 3 bravery 4 fame
5 privacy
Exercise 3 1 hadnt been late, wouldnt have lost 2 had paid
3 he had concentrated, wouldnt have 4 hadnt had
5 spoke
Reading
Exercise 1 1 b / 2 c
Exercise 2 1 He went to university. 2 He joined the army.
3 He met Zelda. 4 He worked in advertising.
5 They lived in a rich neighborhood.
6 The Great Gatsby was published.
7 He worked in Hollywood. 8 He lost his job.
9 He died. 10 She died.
Unit 6 Where the heart is
Listening
Exercise 1 1 F / 2 T / 3 F / 4 T
Language
Exercise 1 1 reefs 2 windows 3 compelled 4 curtains
5 mole
Exercise 2 1 where 2 which 3 whose 4 whom 5 what
Exercise 3 1 elated 2 cramped 3 cosy 4 study 5 terrace
6 suspicious
Reading
Exercise 1 1 An annual event 2 Towards an ideal home
3 The latest ideas 4 The exhibition area
5 Refreshments 6 A revival in popularity
Exercise 2 1 F / 2 F / 3 T / 4 T / 5 F
90
Writing assessment criteria
To be applied when assessing students written performance.
Thecriteriaforassessmentinclude:
1 Range of vocabulary and structures used (5 points maximum).
2 Organisation, linking and register (5 points maximum).
3 Coverage of points and presentation of ideas (5 points
maximum).
4 Relevance to topic, handwriting, spelling (5 points maximum).
Altogether,thereisamaximumof20 points to gain in each
writing evaluation.
Thetotal score is calculated by adding up the points given to the
student in each one of the 4 criteria.
Thedistributionofpointsineachoftheabove-mentionedaspects
is presented in the table with rating scales below.
Points Vocabulary and Structures
Organisation, Linking
and Register
Presentation and Coverage of
Points
Relevance, Handwriting and
Spelling
5
wide range of structure and
vocabulary demonstrating control
of language
clear organisation with
a variety of linking
devices
contributes fully and effectively
throughout the interaction
the language is appropriate to task
(remarks, responses, questions,
elaboration of ideas)
4
good range of structure and
vocabulary, generally accurate
effective organisation,
suitable linking devices
contributes with ease for most
of the interaction
only occasional and minor
diffculties and inadequacies of
execution or language
3
adequate range of structure and
vocabulary, some errors
adequate organisation,
simple linking devices
contributes effectively for
some of the interaction, but
fairly frequent diffculties.
tasks are dealt with in a limited
manner.
the language is often
inappropriate.
redirection may have been
required at times
2
range of structure and vocabulary
rather limited, errors may obscure
communication
inconsistent
organisation, few
linking devices
diffculty in maintaining
contributions throughout.
may respond to simple or
structured interaction but
obvious limitations in freer
situations
inadequate attempts at the tasks
using little appropriate language.
requires major redirection or
assistance
1
narrow range of structure and
vocabulary, little or no language
control
lack of organisation and
linking devices
no contribution throughout.
no response even to simple
interaction.
language inappropriate.
no response to redirection or
assistance
Writing assessment table
91
Speaking assessment criteria
To be applied when assessing students oral performance.
The speaking tasks should be varied and always refer to the
leading theme of each lesson or unit in the Students Book. The
approximate time of each speaking evaluation is 5-10 as some
tasks may require some preparation (2-3 minutes) on the part of
the student.
Studentsmustbepreparedtoprovidefullbutnaturalanswersto
questions asked by either the other student (paired format) or the
interlocutor / teacher (individual format), and to speak clearly
and audibly at all times. They should ask for clarifcation if they
have not understood what has been said.
The teacher acts as assessor listening to the students
conversations and information exchanges, but occasionally, he /
she may act as interlocutor (if he / she decides not to have a paired
test) managing the interaction either by asking questions or
providing cues for testees. It is also the teachers role to ensure
that both students in a paired evaluation are given an equal
opportunity to speak.
Theroleofthestudents is to maintain the interaction as much as
possible and take equal turns in the information exchange so as to
provide the teacher / examiner with an adequate amount of
language to assess.
Thecriteria for assessment include:
1 Accuracy: correctness of grammar structures, use of grammar
structures, accurate use of syntactic forms, right choice of
vocabulary, pronunciation (sounds, word stress, intonation
patterns). (5 points maximum).
2 Fluency: speed of speech, use of fllers and hesitation, number
of pauses, playing for time, linking devices.(5 points
maximum).
3 Interaction and collaboration: turn-taking, initiating and
responding, maintaining conversation, reasonable use of time
provided. (5 points maximum).
4 Task achievement / appropriacy: getting the message across,
use of prompts provided, ability to express ideas in a coherent
way, ability to justify opinions, completion of the task (reaching
a conclusion, an agreement, etc.), relevance of language of the
task. (5 points maximum).
Altogether, there is a maximum of 20 points to gain in each
speaking evaluation.
The total score is calculated by adding up the points given to the
student in each one of the 4 criteria
Thedistributionofpointsineachoftheabove-mentionedaspects
is presented in the table with rating scales below.
Points Accuracy Fluency
Interaction and
Collaboration
Task Achievement and
Appropriacy
5
evidence of a wide range of structures and
vocabulary, used appropriately and confdently.
errors minimal in number and gravity.
good mastery of English pronunciation
features
coherent spoken
interaction with good
speed and rhythm.
few obtrusive
hesitations.
contributes fully and
effectively throughout the
interaction
the language is appropriate
to task (remarks,
responses, questions,
elaboration of ideas)
4
evidence of a good range of structures and
vocabulary.
a few minor errors which do not impede
communication.
minor diffculties with some pronunciation
features (which do not strain the listener or
impede communication)
occasional but
noticeable hesitations
(which do not strain the
listener or impede
communication).
contributes with ease for
most of the interaction
only occasional and minor
diffculties and
inadequacies of execution
or language
3
fairly frequent errors and evidence of
restricted range of structures and/or
vocabulary (these do not prevent
communication of the essential message).
obvious L1 pronunciation features with major
defects (they may strain the listener and/or
make comprehension of detail diffcult)
fairly frequent and
noticeable hesitations.
communication is
achieved but strains the
listener at times.
contributes effectively for
some of the interaction,
but fairly frequent
diffculties.
tasks are dealt with in a
limited manner.
the language is often
inappropriate.
redirection may have been
required at times
2
frequent basic errors and limited range of
structures and/or vocabulary impede
communication and strain the listener.
heavy L1 pronunciation and widespread
diffculties with English features impede
communication of the message and strain the
listener.
disconnected speech
and/or frequent
hesitations.
diffculty in maintaining
contributions throughout.
may respond to simple or
structured interaction but
obvious limitations in
freer situations
inadequate attempts at the
tasks using little
appropriate language.
requires major redirection
or assistance
1
errors and almost no structures and/or
vocabulary.
no attempt to produce instances of grammar
structures, vocabulary or pronunciation
no fow of speech at all.
hesitations.
lack of attempt to speak
in general.
no contribution
throughout.
no response even to
simple interaction.
language inappropriate.
no response to redirection
or assistance
Speaking assessment table
92
Irregular verbs
Base form Simple Past Tense Past Participle
awake awoke awoken
be was, were been
bear bore born
beat beat beat
become became become
begin began begun
bend bent bent
beset beset beset
bet bet bet
bid bid/bade bid/bidden
bind bound bound
bite bit bitten
bleed bled bled
blow blew blown
break broke broken
breed bred bred
bring brought brought
broadcast broadcast broadcast
build built built
burn burned/burnt burned/burnt
burst burst burst
buy bought bought
cast cast cast
catch caught caught
choose chose chosen
cling clung clung
come came come
cost cost cost
creep crept crept
cut cut cut
deal dealt dealt
dig dug dug
dive dived/dove dived
do did done
draw drew drawn
dream dreamed/dreamt dreamed/dreamt
drive drove driven
drink drank drunk
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fght fought fought
fnd found found
ft ft ft
fee fed fed
fing fung fung
fy few fown
forbid forbade forbidden
forget forgot forgotten
forego (forgo) forewent foregone
forgive forgave forgiven
forsake forsook forsaken
freeze froze frozen
get got gotten
give gave given
go went gone
grind ground ground
grow grew grown
hang hung hung
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt
keep kept kept
kneel knelt knelt
knit knitted knitted
know knew known
lay laid laid
lead led led
leap leaped/leapt leaped/leapt
learn learned/learnt learned/learnt
leave left left
lend lent lent
let let let
lie lay lain
light lighted/lit lighted
lose lost lost
make made made
mean meant meant
meet met met
misspell misspelled/misspelt misspelled/misspelt
mistake mistook mistaken
mow mowed mowed/mown
overcome overcame overcome
93
overdo overdid overdone
overtake overtook overtaken
overthrow overthrew overthrown
pay paid paid
plead pled pled
prove proved proved/proven
put put put
quit quit quit
read read read
rid rid rid
ride rode ridden
ring rang rung
rise rose risen
run ran run
saw sawed sawed/sawn
say said said
see saw seen
seek sought sought
sell sold sold
send sent sent
set set set
sew sewed sewed/sewn
shake shook shaken
shave shaved shaved/shaven
shear shore shorn
shed shed shed
shine shone shone
shoe shoed shoed/shod
shoot shot shot
show showed showed/shown
shrink shrank shrunk
shut shut shut
sing sang sung
sink sank sunk
sit sat sat
sleep slept slept
slay slew slain
slide slid slid
sling slung slung
slit slit slit
smite smote smitten
sow sowed sowed/sown
speak spoke spoken
speed sped sped
spend spent spent
spill spilled/spilt spilled/spilt
spin spun spun
spit spit/spat spit
split split split
spread spread spread
spring sprang/sprung sprung
stand stood stood
steal stole stolen
stick stuck stuck
sting stung stung
stink stank stunk
stride strod stridden
strike struck struck
string strung strung
strive strove striven
swear swore sworn
sweep swept swept
swell swelled swelled/swollen
swim swam swum
swing swung swung
take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
thrive thrived/throve thrived
throw threw thrown
thrust thrust thrust
tread trod trodden
understand understood understood
uphold upheld upheld
upset upset upset
wake woke woken
wear wore worn
weave weaved/wove weaved/woven
wed wed wed
weep wept wept
wind wound wound
win won won
withhold withheld withheld
withstand withstood withstood
wring wrung wrung
write wrote written
94
CONSONANTS
Symbol Key word Other common spellings
/p/
park happy
/b/
bath rubbish
/t/
tie butter walked
/d/
die teddy bear
/k/
cat key school check
/g/
give ghost bigger
/tS/
chair match natural
/dZ/
jeans age gadget soldier
/f/
face coffee phone laugh
/v/
visit of
/T/
throw
/D/
they
/s/
sell cinema listen psychology
scenery message
/z/
zoo nose buzz
/S/
shop sure ambition
/Z/
measure revision
/h/
hot who
/m/
map summer
/n/
not know sunny
/N/
sing think
/l/
lot ball
/r/
road sorry write
/j/
yellow usually Europe beautiful
new
/w/
warm one whale quick
VOWELS
Symbol Key word Other common spellings
Long and short vowels
/i/
feet niece read these key
receipt police
/I/
fit gym guitar pretty
/i/
happy spaghetti married
/e/
bed any bread friend
//
bad
/A/
bath art half aunt heart
//
bottle watch
/O/
bought sport your daughter
small draw war floor
/U/
put book could
/u/
boot rude blue fruit move
shoe group flew
//
but some cousin
//
bird serve early turn
//
brother the about actor colour
Diphthongs (two vowel sounds pronounced as one)
/eI/
grey lake wait play eight break
/U/
gold show coat
/aI/
by like die high height
eyes buy
/aU/
brown about
/OI/
boy noisy
/I/
hear here beer
/e/
hair there their square
teddybear
/U/
sure poor tour
Triphthongs (three vowel sounds pronounced as one)
/eI/
player
/U/
lower
/aI/
tired
/aU/
fower
PRONUNCIATION TABLE
95
Websites
Visual Dictionary Online - Merriam-Webster
http://visual.merriam-webster.com
Discovery School
http://school.discovery.com
Educational helper
http://www.edhelper.com/
English teaching material
http://www.eslgold.com
ESL teacher resources
www.usingenglish.com/teachers.html
Fun Brain
http://www.funbrain.com
How To Learn
http://www.howtolearn.com
Internet Public Library
http://www.ipl.org/
Learning page
http://www.learningpage.com
National Geographic
http://education.nationalgeographic.com/education/edu/
New York Times Learning Network
http://www.nytimes.com/learning
Resources & teaching ideas
http://www.eslsite.com
The Web 2.0 for EFL Teachers
http://www.Web2meltingpot.wikispaces.com
96
Bibliography
Fricker, R. (2007). Love and trust. In Pearson Longman (Eds.), Success Pre Intermediate,
Teachers Support Book (pp. 90-97). Essex, England: Pearson Education Limited. ISBN
9781405865098
Fricker, R. (2007). S(he). In Pearson Longman (Eds.), Success Intermediate, Teachers Support
Book (pp. 44-53). Essex, England: Pearson Education Limited. ISBN 9781405865104
Fricker, R. (2007). Amazing animals. In Pearson Longman (Eds.), Success Intermediate,
9781405865104
Fricker, R. (2007). Keeping up-to-date. In Pearson Longman (Eds.), Success Intermediate,
9781405865104
Fricker, R. (2007). Success! In Pearson Longman (Eds.), Success Intermediate, Teachers
Support Book (pp. 72-79). Essex, England: Pearson Education Limited. ISBN 9781405865104
Fricker, R. (2007). Where the heart is. In Pearson Longman (Eds.), Success Upper
Intermediate, Teachers Support Book (pp. 116-125). Essex, England: Pearson Education
Limited. ISBN 9781405865111
Alexander, L.G. (2003). Simple Past. In Pearson Longman (Eds.), Longman English Grammar
(pp. 166-169). Essex, England: Pearson Education Limited. ISBN 9780582558922
Alexander, L.G. (2003). Modal auxiliaries and related verbs. In Pearson Longman (Eds.),
Longman English Grammar (pp. 207-225). Essex, England: Pearson Education Limited. ISBN
9780582558922
Alexander, L.G. (2003). Modal auxiliaries and related verbs. In Pearson Longman (Eds.),
Longman English Grammar (pp. 227-230). Essex, England: Pearson Education Limited. ISBN
9780582558922
Leech, G., Cruickshank, B. Ivanic, R. (2006). Collocation. In Pearson Longman (Eds.), An A-Z
English Grammar & Usage (p. 84). Essex, England: Pearson Education Limited. ISBN
9780582405745
Leech, G., Cruickshank, B., Ivanic, R. (2006). Prepositional phrase. In Pearson Longman
(Eds.), An A-Z English Grammar & Usage (pp.413-414). Essex, England: Pearson Education
Limited. ISBN 9780582405745

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Lisa/Michelle: Oh ... er ... thanks Dave.

Gemma: Yes loads. But what I meant was the decoration.

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