Mike Sayer

Kate Fuscoe Barbara Garside luke Prodromou

~ C M I L L N

leacher"s Edition'
Mike Sayer
Kate Fuscoe Barbara Garside Luke Prodromou
Contents
\...-
"-
Welcome to Attitude! IV
VI Introduction
viii Student's Book Contents
6 Unit 1
16 Unit 2
26 Unit 3
36 Review 1
38 Unit4
48 Unit 5
58 Unit 6
68 Review 2
70 Unit 7
80 Unit 8
90 Unit 9

100 Review 3
-
102 Unit 10
\...-
112 Unit 11
122 Unit 12
132 Review 4
134 Songsheets
146 Communication activities
T262 Workbook answer key
T266 Workbook audioscript
Welcome to Attitude!
Dear Teacher.
Welcome to Attitude, the course that will help you transform your students from learners
to successful users of English.
The course follows our USER approach. where students ...
m Understand language use in context.
E) Strengthen communicative skills.
m Explore the structures and use of the English language.
Ii Recycle and retain previously learned language.
m Understand language use in context
D
Students must encounter language in context to see how it is used. Every lesson in Attitude begins with
exposure to the language in situations which allow the user to make a personal connection with the topic.
In order to take a more active role, users are often invited to comment on or discuss an aspect of the theme
before any formal explanations are introduced.
Strengthen communicative skills
Most students evaluate their language ability by how well they can speak. Speaking starts early in Attitude
and is often integrated with the other skills to encourage communication. All skills in Attitude are practiced
interactively: both the listening and the reading tasks encourage student s to actively construct meaning and
respond appropriately. Writing is often a forgotten skill. but in Attitude it forms an integral part of each
lesson, and is given a special place in Develop your writing sections which present and practice varying
aspects of the wri t ing process.
In the fourth lesson of each unit, students have an additional opportunity to use newly learned language in
the contelct of a real life task carried out with a group of classmates. Not only do students use English to
negotiate the task with their fellow students. they also further extend their command of the language by
comparing their process to that of a group of native speakers they hear performing the same task.
Explore the structures and use of the English language
In Attitude, grammar is presented and practiced in a straightforward yet meaningful way. Students are
often presented with an inductive task in which they have to figure out how the structure works in English,
discovering both use and form. They then have opportunities to practice that structure and the chance to
connect the language with their own world. feelings and memories. The Develop your learning section
introduces further learner training techniques to help students become better learners.
Recycle and retain previously learned language
Repetition is very important in language learning, but quality repetition is vital. Attitude has three built-in,
unique ways of recycling the language within and between units to ensure recall:
_lesson four in every unit has been written to reintroduce and re-contelctualize the language in the previous
unit, taking into account the language accumulated up to that point in the book. The aim is to reinforce
understanding of the language and how it is used, through real-world tasks.
_ Language is also reintroduced by the Language Resource sections found at the end of each unit. These are
more than just summaries of grammar and vocabulary, they promote an active, awareness-raising process
of review.
- The Review units are a user-friendly way of revising. They have a test-like quality but are also varied and
fun to do.
As each lesson in Attitude progresses, the language needs of the learner evolve. They need more challenging
contexts in which to stretch their English to the limits. So Attitude builds on the topiCS and activities of the lesson's
initial stages, focusing increasingly on freer tasks where students have the opportunity to explore the language as it
relates to their own experience.
Attitude gives students a uni que opportunity to find their own voice and to be who they really are - in English'
The Authors
x
Feedback
We'd love to hear how Attitude is working for you. Please send any comments or
experiences you'd like to share with us to attitude@macmi1lan.com.
-
What's in Attitude?
"
, '-
---
;":::;:-==
A lesson from the Studenfs Book
c_
'" a Worksheet from
the DVD Activity Book.
Attitude for teachers
A ttitude for students
The six levels of Attitude take learners from starter
to advanced. Each Student's Book contains twelve
units, each of which focuses on different aspects of
an overall theme over four lessons. Students are
presented with content that is interesting and
thought provoking, and from which language ski ll
development exercises naturally flow. Key support
for reading texts and other activities is provided
through Glossaries and Notes. There are
comprehensive language Reviews and sections
developing writing and self-study skills.
Attitude Workbooks consolidate and practice the
language presented in the Student's Books. The same
activities are available in a choice of print format
(with audio CD), or on an interactive CD-ROM.
Grammar, vocabulary, pronunciation, reading and
listening activities relate to the topics in the
Student's Book. language Practice activities
consolidate the language learned in a particular unit.
The Grammar Summary is a useful resource for when
a Student's Book is not to hand.
Watch with Attitude
Attitude DVDs offer high-interest video clips, linked
in theme and content to the Student's Book. The
DVD itself contains pronunciation, speaking, and
everyday English activities. In addition, DVD Activity
Books offer a variety of activities to guide students
through the DVD. Teaching with Attitude DVDs is
easy - just press play on your remote control and let
students practice and learn; it's rewarding - students
understand real language and culture seen in
contexts that immediately come to life; and it's fun -
students get to watch lV to learn!
Teachers working with Attitude can make use of the following resources:
Attitude Teacher's Edition
An interleaved format combines the Student's Book
content with all of the elements needed to make
teaching with Attitude a success.
Attitude Resource Books
Over thirty activities from a variety of authors
provide options for supplementing the Student's
Book and Workbook, particularly in the areas of
speaking and writing. Each activity is based on a
photocopiable worksheet, and is accompanied by
comprehensive instructions for its implementation.
Attitude Class Audio CDs
Two CDs per level contain all the listening material
associated with the Student's Book lessons. They
include cover versions of the commercially available
songs referred to in the text.
Attitude Test CD ROM
The test CD ROM contains a wealth of testing
resources to help you place students within the
program and then monitor and grade their
progress. Tests come in both ready to print and
editable formats.
Welcome t o
Introduction
The Attitude Teacher's Edition can help you to
Check the answers to an activity.
Check the audioscript for a listening activity.
Plan how you will introduce and monitor the exercises.
Add value to your classes with alternative presentations and additional activities.
The Student's Book page
This is reproduced full size and in color
to facilitate both planning and carrying out
the lesson.
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Answers for many of the exercises appear
overprinted on the Student's Book page,
making them easy to find.
Introduction
Objectives
The objectives for each lesson are cont ained
in a chart at top of the page.
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Audioscripts
.. -
.. -.....
--- '" ....
Wherever possible, the audioscripts are
printed at the bottom of the page where
they are to be used. Occasionally, due to lack
of space an audioscript may be located on an
adjacent page. In these cases you will find a
note indicating where to refer to.
-
Additional Notes
Within shade boxes you will find a variety of
information that will be invaluable when you
have time available to plan your classes in depth.
Topics covered include the following:
Introduce the topic: ideas are provided for you to
vary the way you introduce each lesson. Often
these activities can be carried out without having
students refer to their Student's Books.
Presentati on alternati ve: frequently, alternatives
are provided for you to vary the presentation of
the exercises in the Student's Book. Often your
own classroom situation will determine which is
the most effective way to approach an activity.
Additional activity: activities that extend the
exercises in the Student's Book are provided for you
to use if time allows. Often these activities invite
students to contribute their own ideas.
Quick grammar guide: background regarding the
grammar point and a list of typical student errors
to watch out for.
Pronunciation not e: background to the
pronunciation point and ideas for further practice
exercises to help students in this area.
Icons
Icons in the margin give information on suggested
classroom organization and on the comparative
timings of the exercises. See Icons Explained for
more details
Procedural Notes
Real classroom research underpins the choice of
what to include in the procedural notes for a
given activity. The notes for an exercise are easy to
find thanks to the color coded reference, and
provide information that is immediately relevant
to the classroom situation. A lifeline when
preparation time is limited!
Workbook Answers and Audioscripts
At the end of the Teacher's Edition you can find the
answers for the Workbook exercises and the audioscripts
for the listening passages in the Workbook.
Icons Explained
The Teacher's Edition includes
icons that suggest classroom
organization and how much
time to allot to each exercise.
The icons you will find are as
follows:
Classroom organization
Students work individually
Students work in pairs
Students work in small groups of
between three and five students
Students work together as a
whole class
Timing
The timing icon provides three
pieces of information at a
glance.
This section shows how much time
will have been used up at the start
of the exercise.
t
t

~ . . I I
This section shows how much time
to dedicate to the exercise. ----'
This section shows how much time ___ ---'
remains in the lesson.
Note: The icons are intended
as a guide to help you. If while
planning your lesson you
decide to do things differently,
we have provided plenty of
space in the margin for you to
make your own notes.
Attitude uses the following
terminology to refer to
verbs:
infinit ive - eat, sleep, etc.
infinitive with to - to eat,
to sleep, etc.
simple present - eat/eats,
sleep/sleeps, etc.
simple past - ate, slept, etc.
present progressive - is/are
eating, is/are sleeping, etc.
Introduction
44 Rec,de: presslI perlecl.
used with present perfect
Unit 4 Longuoge Resource Vocabulary summary
lesson 1 Inventions 48 Third conditIOnal Everyday oqocts
Stn= 00 """""""
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50 Descrorg lox!
i'
52
"'" """'"

Unit 5 Language Resource 56 Grammar summary. Vocabulary summary
Lesson 1 Foc1 or fdian? 58 Oe<>.coon LiteratlK9
Cootmo""'"
context
lesson 3 Fad 10 fonlosy 62 Review: the passive Avoiding repetition
-:;:;:;;;!:;:;;;;;-_, Lesson 4 Urban myths 64 Rec)de: past J)rlect sfTl)e c:nd
p-oges:sfIIe. tIYd conciticnaI
- - .. '
.. summary
Skills Development
Reading Writing Ustening
A magazine artide
An informal e-mail
A",,,,,,,,,,,,,,,,
-

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AIoct""
Coo1pM"lg a wntten
A""""",,,,,
A tou"gUde
'--
and spokeJl text
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Develop your leaming

A_ A ITWi autobiography
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Interviews
'--
Short biography extracts A conversation
-
'- InslructOOs Writing questions fa( A quiz
a quiz
i
An Internet artiCle An int.'fVie'w
A discussion
'-
AIoct""
A""""
Speaking
Exctmgng rnormaticrl
obout """"
-""'-
Mnd",'''",
MakI'lQ' associations with
""'"
and COIlIf'aStng
"'*'-
---""
rnormatlOO
Discussing personal regrets
Discu:ssng use of ceIphones
DesIgrrog and presenUlg a
_.
Develop your
learning/Writing
Usng a dctionary
Infonnal e-mails
Body language
The world
around us
Language Development
Vocabulary
,",lace
Pronunciation
UtSSOfl 2 Body lolk 72 L..hkefs expressng contrast ~ deso Oil IQ persalaity Intonation of feE*'lg
lesson 3 Dishonesty 74 The --#Ig verb
lesson 4 Interview Visuol. 76 Recyde: ded..ctol and
vocal, verbal possbity n \he past. the pa$SIYe
Unit 7 language Resource 78 Grammar summary. Vocabulary summary
lesson 1 The great picture
,how
80 Ncul clauses (1) Trnck <Yld field
(uSi:lg wtJ-question words)
86 Recycle: linkers expressing
contrast and -Ing verbs
Unit 8 language Resource .. Grammar Vocabulary summary
lesson 1 Beauty Of health?
.,
Non-de!ifvng relatrve clauses Your mage and healtl1
l esson 2 1,0. 92
94 lag
. ""'" "'"""
WId reialrvs clauses
Unit 9 Language Resource 98 Grammar summary, Vocabulary sunmary
Lesson 1 ~ 102 AEMew and extension:
104
Lesson 3 GM 106 lood
Unit 12 Language Resource 130 Grammar summary, Vocabulary summary
Songsheets 134
Corrv'nurlcatkln acllvrties 146
[);ctiooary work 152
158
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Reading
A psycfloIogy article
A questionnaire
A short stOl'j
Job ads, O./s and
interviewe!s' notes
Extracts from a sports
-
from a martial arts
Skills Development
Writing Ustening
A detailed description
of, face
Inlervie'l-v with an expert
An interview panel
A radiO phone-in
M informaJ convetSation
Speaking
Describing people's faces
Making inferences about
_ o c t ~
Discussing a moral dilemma
A role play
Assessing candIdates
Making a presentation
Ranking photographs
according to criteria
A role play
Develop your
learning/writing
Using a monolingual
dictionary
Develop your writing A short report
- - - - - ~ ~ - - ~ - - - - - ~ ~ ~ ~ - - ~ ~ - - - - ~ - - - - - - ~ ~ ~ ~ - - ~ - - - ~ ~ ~ ~ - - - -
A radio presenter's notes A presentation Discussing beauty and how
it is maintained
AAI
M I artiCle
A newspaper artiele
A magazif)El article
A FAO page
Extracts from a science book
'- ATV
An exam leallet
__
website ad
A newspaper article
A
FADs 011 a website
Develop your learning
A radio discussion
All informal discussion
A college seminar
A radiO interview
An informal talk
i
A quiz
1
"'"
'''''
of inproving
Ar.atyzing learning styles
of cordl.d.
A{jreeing and disagreeing
>Nith statements
Discussing further educatioo
Working IoVilh
""""'"""
The writing part of an
1 Speaking skill s
a Put a chock nexl to the words that describe your firs t name
or your last name.
My first
name ...
My last
name ...
.. . is common in my country.
.. . is easy to pronounce.
.. . has a meaning.
... is fashionable.
.. . is traditional.
.. . is easy to spell.
... has a diminutive, e.g. Bob, Liz.
... sounds nice.
b In groups, exchange informati on about your names.
Why People Use Pseudonyms By Alex McCarthy
You can't choose the name you are given
at birth, but in many countries you can
change it legally when you reach
adulthood. Of course, most people never
change their names even if they feel
unhappy about them. However, some
people do take this course of action-
particularly artists! What makes an artist
want to change their name? Sometimes it's
for purely personal reasons, such as the
Nobel Prize winning poet from Chile,
Neftalf Reyes. He didn't want his father to
know he was writing poetry, so he changed
his name to Pablo Neruda when he was a
young man. At other times the reason may
appear eccentric; take the case of the
Portuguese poet Fernando Pessoa, who
Unit 1 You and me
wrote under 75 different names. The
reason? "When I use a different name, I
always write in a different way," he
explained. In most cases, however, the
reason is for social, historical, political, or
cultural reasons. Here are some of the most
common.
The person's real name is just too long and
difficult to remember. Let's be honest,
Madonna Louise Ciccone is not as easy to
remember as just plain "Madonna" . And
short names are much easier to remember:
William Bradley became Brad Pitt and Edson
Arantes do Nascimento became Pele.
Sometimes names are changed for
marketing purposes. For example, if a name
2 Reading skill s
a Imagine you are an agent for
unknown actors and singers. Look
at some names of your new
clients. Would you advise them to
keep their names or change them?
Why? I Why not?
William Bradley
Louise Ciccone
Ram6n Estevez
Mary Ann Evans
Neftali Reyes
Robert Zimmerman
Brad Pitt
Madonna
Martin Sheen
George Eliot
Pablo Neruda
Bob Dyl an
b Read the article below. Find the
names that these people use.
sounds too "foreign", it may be changed '-.....-
to something that is more recognizable in a
market. So in the fi lm world, Ram6n
Estevez adopted the name Martin Sheen.
Or maybe the artist's real name doesn't '-.....-
sound very attractive - C had Everett does
sound a lot better than Raymond Cramton
Artists sometimes choose the name of
someone they admire. Robert Zimmerman
changed his name to Bob Dylan because 0".
his admiration for the Welsh poet, Dylan '"-"
Thomas.
Another reason may be practicality: in the
past, women found it very difficult to get
published. To avoid this situation they
sometimes gave themselves men's names,
so the English author Mary Ann Evans
became George Eliot, and she did get her
books publ ished!
GLOSSARY
pseudonym an invented name that an r t i ~ t
uses publicly instead of their real name
Objectives Topic: names
Reading Speaking Grammar
simple present.
simple past
Pronunciation
sentence stress a magazine article exchanging information
about names
Write your nome on the board and tel! students something about it This provides a good model to help
students do Exercise lb_ For example, My name is Elizabeth Montgomery. My first nome's a traditional nome
and pretty common but not vef}' popular. It's difficult to spell and pronounce. Elizabeth hos many diminutives,
liz. Lizzie, Beth. I really like my name.
1 Speaking skills
Ask students to check the words that describe their names in Exercise la. Allow a few minutes.
Then put students in groups of three or four to do Exercise tb. Model what you want the students to
say. They could either take turns to summarize information, My name is quite common but not very
fashionable, or they could ask and answer questions, [s your first name fashionable? No, not really.
2 Reading skills
Ask students to do the task in Exercise 2a in pairs, and then get brief feedback from the class. Tell
students that these are the real names of well-known stars. Ask whether anybody knows by what
name any of these people are better known.
Read aloud the task in Exercise 2b. Set a time limit for the reading (four minutes) to make sure that
students read quickly. Encourage students to focus on finding the names, not worrying about words
they don't know.
Introduce the topic
You ond me T 6 Unit 1
t a
Presentation
alternative
Quick
grammar
guide:
simple present.
simple past
Quickpronunciation
guide
...
Addrtional activity
Ask slurlents to do Exercise le. Let students check in pairs before discussing the answers as a class.
Ask students to discuss the questions in Exercise 2d. Do this in groups or as a whole class.
3 Grammar review and extension: simple present and simple past
Have students match the sentences with the definitions in Exercise 3a. Ask them to work
individually and then compare their answers with a partner.
If you feel thai siudenls may find this matching losk difficult, break it down inlo simpler stages. First, ask students
to underline all/he verbs in sentences 1 to 6. Then ask them to decide which verbs ore in the simple present and
......-hich verbs are in the simple post. ask students to match the sentences with the definitions.
The use and form of the simple present and simple post are, of course, review. However, students at this level
regularly make errors with certain forms that they need to be reminded of.
Common prob4ems ond errors
Students often forgelthe third person form, She like ... She have.
Students may forget to use do/n'll/doesln'l} and did!n'l! when forming questions and negatives. Some students
may still be translating word for word from their own language. I R6 like il. 14IR}' you Ihal nickname?
English uses auxiliary verbs for emphasis. This moy be a new area for students to grasp, and it is an area in
which it is easy to make errors in form. She does likes .
Ask students to complete Exercise 3b individually, Then have thorn check with a partner before
discussing the answers as a class.
4 Pronunciation: sentence stress
English is a stress-timed language. Stressed syllables are given much greater weight than weak syllables.
Speakers of some languages tend not to give the strong syllables enough emphasis and give too much stress
to weak syllables. II is important to get students to exaggerate the stress when practicing pronunciation.
After students have listened to and noticed the stressed words in the sentences in Exercise 4a, ask
them if they can tell you the answer to the questions in Exercise 4b.
Answers: Verbs and nouns are stressed. Words that don't carry the main meaning of the sentence,
like articles, auxiliary verbs, and connecting words, are not stressed.
Ask students to work in pairs to mark the stresses in the conversation in Exercise 4c. Tell students
to try sayi ng the sentences to each other in an exaggerated "English" way to help them work out
which words might be stressed. Go around the class and help students.
Ask students 10 listen and check their answers. Play the audio for Exercise 4d a second time so that
students can listen and repeat.
5 Speaking skills
Ask students 10 discuss the topics in small groups and tllCn report their findings 10 the class.
Ask students in their groups to decide what they think would be the perfect pseudonym for peaple who wont
10 do the following iobs. You could osk them 10 think of a nome in English or their own language.
Q pop slor Q movies/or a politician

Do you like the name?
What does your fomily call you?
a foolball player Q leacher

A So what does your fomily call you?
B They call me "Buzz:
A "Buzz?" Why do they call you -Buzz"?
B Because when I was a kid, I mode that sound
when I played with my corso
A Do you like the nome?
Unit] T 7 You ond me
-
c Who said these things? Read the article again and 4 Pronunciation: sentence stress
write the pseudonyms. (There may be more than \1' a Listen. Notice how some words in the sentence
one possible name.) are stressed more than others.
1 Well, I changed it to make it sound more
"A . " ... ", __ L _ 51 .. Do you like the name?
mencan . nee,,,
2 It's much easier for people to remember,
don', you think? Ma donna, Brad Pitt, Pele
3 The change means I can get my work
published. George Eliot
4 Basically, I made the change because of
my father. Pablo Neruda
5 I always admired him so that's why I adopted
his name. Bob Dylan
d DisCllss t hese questions.
1 Oid anything in the article surpri se you? If so,
what?
2 Which names in the article do you like the
most? Why?
3 Would you ever change your name? Why? I
Why not?
What does your fami ly call you?
b Which kind of words are stressed. e.g. verbs,
nouns, articles? Why?
c Mark the stressed words in this conversation.

A So what does your family call you?

B They call me "Buzz".
A "Bt!zz"? Why do they c: ll you
B Becat se when I was a k!d I made that sound
when I played with my c: rs.
A Do you lit e the n: me?
o d Listen and check your answers. Then repeat.
5 Speaking skills
a In groups, talk about the following:
1 your first name and how you got it.
3 Grammar review and extension: simple
present and simple past
2 your nickname and how you got it.
b Tell the class about anythi ng interesting
you discovered.
a Match the sentences with the correct definition.
1 Artists often change their name. b
2 Chad Everett does sound a lot better than
Raymond Cramton. r
3 The Earth moves around the sun once every
365 days. c
4 He changed his name to Pablo Neruda when
he was a young man. a
5 In the past, women found it very difficult to
get published. c
(j I feel unhappy about my name. d
a a single action that is now finished
b a regular, repeated action
c a fact that is always true
d a present feeling or desire
c a continuous situation or a repeated action
that is now finished
f a present fact that the speaker wants to
emphasize
b Complete the conversation with the simple
present or simple past.
A So what do your frien ds and family
call you?
B My friends here at college always 1
(call) me Ri chard, but my family calls me
"Buzz".
A "Buzz"? Why 2 did they (give) you
that nickname?
8 Well, when children play with cars they
nonnally 3 ..BY.. (say) Brooomm, but when I
was a child I always 4 said (say) Buzz. So
they called me "Buzz".
A Weird! And when did they give you your
ni ckname?
B When I 5 was (be) about four.
A And 6 --.!l!!.... you li ke (like) the name?
B Hmm. I 7 like (like) it, but I wouldn't want
my friends to call me "Buzz"!

Lesson 2
Unill
Signatures
1 Vocabulary: adjecti ves describing
personality
a Do you think the adjectives in the box have a
positive, neutral, or negative meaning? Write
them in the correct column.
active attractive boring cold conservative
cooperative friendly generous independent
irritating lonely organized proud realistic
relaxed romantic serious shy
Positive
attractive V organized
cooperative V realistic
friendly ....... relaxed t/
generous V" romantic
independent
Neutral
active
proud
serious ttl'
shy
Negative
boring
cold
conservative
irritating
lonely
b Use the adjectives to describe yourself or
someone you know.
I'm kind of relaxed because I think !Jfe is too
short to worry.
My cousin Mary is very irritating. She can talk
for hours and that drives me crazy!
c Which adjectives woul d you most like to be
and which would you most hate to be?
I'd love to be organized. but I'm not! I waste
a lot of time.
I'd hate to be shy because it makes
communication very difficult.
You and me
2 Listening skill s
a Write one of your answers from Exercise 1c onto a
piece of paper and add your signatlUe.
b Now compare your handwriting with other
students.
1 The average handwriting is 3mm in height. for
leiters such as a. c, n.
Is yours large. 5mall or average ?
2 Does your handwri ting slope to the right or
the left?
3 Are your letters or separate ?
4 Do your leiters have b ?
5 Does your hJ"1'\! Lt"' <.I9' or is it
always the same (in one sentence)?
Listen to a couple talking. How do you think they
are feeling?
Listen again. Put a check by the adjectives in
Exercise 1a that describe Jane.
e Choose the best answer.
1 Rob is reading 1<, Ca' ,C, 1: h"in"g"' r'"
2 Jane finds graphology nterestm boring.
3 Rob treats Jane's comments seriously 1<lliE!Jj)
4 Rob wants to talk to fan e.
5 The analysis of Jane's handwriting suggests
her personality is >! difficult.
6 Rob watches a lot baseball and Jane feels
okay about it I rritated by I .
3 Speaking skills
a Complete the table on the opposite page for
yourself by checking the "Me" column.
b Look at your partner's handwriting sample from
Exercise 2a. Complete the "Partner" column,
c In pairs, discuss the results. Are the descriptions
correct for you and your partner?
d In your opinion, is there any truth in graphology?
USEFUL lANGUAGE
Are you a shy person?
\Vel/. generally
speaking, yes. btll ...
According 10 the /{Jble. "--'
you tend to be serious.
No !I'oy! flll/lJore
light.hearted. ..........
'-.- '
Objectives Topic: personality
Grammar
present progressive
Vocabulary Reading
adjectives describing on informal emoil
personality
Ustening
a conversotion
Speaking
analyzing and
discussing
hondwriting
Before the lesson, ask. somebody students don', know to write their signature 00 (] piece 01 paper. Use (]
photocopier 10 enlarge the signature, and tope it 10 the board to start the doss. Ask students Do you think v.'e can
Iell a 101 about a person from a signature? IMlaI sex is this person? What can you say about hislhet personality?
1 Vocabulary: adjecli ves describing personality
For Exercise la . oncourage students to make guesses beforo using a diclionary to chock answers
they are not sure of. Thon give students the correct answers by reading tho words aloud clearly,
showing the prolluncialion and stress. Ask students to mark \ho strong stress in cach word.
Most of these words ore cognates, so students should be able to guess their meaning. Words thot may need
checking ore: boring, lonely, proud, shy.
Use questions in English to check students' understanding of these words. For exampl e, ask:
Whot is the OPPOSite of boring?
Which word is the opposite of outgoing and sociable? (shyl
Which word means that you feel alone and friendless? (Ionelyl
My class got the best grodes in the exom. How do I feel? (proudl
Give students a few minutes to think of things to say for the task in Exercise lb. Ask them to write at
least two sent ences. but encourage them to think of more. Go around the class ,lIId help studenls with
ideas. Put student s in pai rs to share their ideas. and then ask a few students to lellthe class whal Ihey
wrote.
Ask student s to work in pa irs to share ideas for ExeN: ise le. Then ask a few students to te ll the class
what their partner told thom.
2 Li stening skill s
For ExeN:ise 2a . ask studonts to write the sentence and their signature on Il separate picce of paper. not
in their notebooks. They will need to pass their handwriting sample to other students in the class.
Put students in pairs or small groups to compare their handwriting and discuss tho questi ons in
Exercise 2b.
Play the audio for Exercise 2c, and then ask students to answer the gist question.
Answe rs: Rob is feeling mUlOyed because he want s to wat ch the game - ho is unin terested in what
Jane is saying. June is feeling annoyed and upse! Uocauso Rob isn' t li stening to her.
InfTOducethetopic
Checking meaning
Play tho audio again. Then ask student s to do Exercise 2d. \1'
Ask stu den ts to do Exercise 2e individually and then check with a partner. Play the audio again if
students are not sure abou t some of tho answers.
3 Speaking ski ll s
Have st udents do Exercises 3a and3b individually.
Before doing Exercise 3e, draw attention to the Useful Language box.
3'--------------------------------------------------------,
Jane Hey. Rob, look ot this.
Rob rm watching the game!
Jone rm just doing this quiz obout
graphology. Really interesting.
Rob Grophowhot?
Jane Graphology. You know, hondwrifing and
personolity.
Rob Oh, right .
Jane And you know I've got kind of large
hondwriling ...
Rob Yes, honey, I know. So whot does thot
mean?
Jane If means rm serious ond generous.
Rob Well. I knew thol anyway. Too serious.
What else?
Jane Well. my \.YI"iling slopes to the right, kind
of like this. look.
Rob Okay. Thol means yau're a great person,
right?
Jane Rob! Well, actually il means I'm friendly
and attractive.
Rob Friendly. attractive, and .. er ... modest?
Jane And my hondwriting is connected,
...mich means rm relaxed and cooperotive.
Rob Well. you're doing very well. oren" '/OO?
But I want 'A watch this game. trs finishing
now.
Jane You're olways watching baseball when I
want to talk!
Rob I only watch baseball on<e 0 week.
Jane You're always watching it!
Rob Oh, don't exaggerate! I only watch
once a week.
Jane No, you dor'lll You watch baseball f?'Iery
cloy'
Rob Jane!
You and me T 8 Unitl
Quick grammar
guide: present
progressive
ti
4 Grammar review and extension: present progressive
Ask students to do Exercise 4a individually. Then check the answers in pairs before going through
them with the whole class.
The use of the present progressive in English to refer 10 future arrangements may confuse students.
Common problems and etTOrs
Students translate directly from their first language and use the simple present to refer to the future. I isiI my
friends next Solurday.
Students have a problem recognizing and remembering when a verb is active or stative.
Basically, stative verbs tend to express permanency, so, I like French fries (always), I am Argentinian (always!. I
have blue eyes lalways!. Verbs of the mind (think" know, believe!, verbs of emotion llike, hole, w o n ~ and
verbs of possession Ihave, own, belong, ore useful groupings of slalive verbs.
Ask students to check their answers to Exercise 4b in pairs. After checking the answers, go through
the rules in the Language Note. Ask students if they can think of any other stative verbs (for
example. believe. hear. love, wish).
5 Reading skill s
Set the scene for Exercise 5a by asking st udents to look at the email and by asking a few simple
questions: Who is writing? Who is she writing to? What subject is she writing about?
Ask students to check their answers in pairs before going through them as a class. As students report
their answers to the class, ask them why they chose each tense.
Answers: 1
2
3
4
5
617

Here, we use present progressive to describe something happening now.
Here, have is a stative verb.
Hero. it is a temporary situation.
Know is a stalive verb.
An irritat ing habit
A regular. repeated acti on
A futuro arrangement
Ask st udents to check their answers to Exercise 5b in pairs.
Answers: 1
2
3
4
They are friends.
She is 100 busy to write at other times.
She feels tired because she's working so hard. She feels irritated with Jenny
because she is "a pain."
She's seeing Dave Jenkins next Saturday.
Before students do Exercise 5c, make sure they understand that a pain is a very annoyi ng persoll.
Hold a feedback session with the whole class for Exercise 5d.
Unit 1 T 9 You and me

'-
Characteristi c Example Meaning M, Partner
1 large handwriting
large
serious, proud, generous
2 small handwriting
"'""
modes!, li beral, a good friend
3 slopes to the right relaxed, active, friendly
4 slopes to the left

shy, disciplined
5 upright upright independent
6 connected

cooperative, relaxed
7 regular, the same
re9ular
strong, conservative
8 irregular, changes
ir re filar
warm, creative, irritable

big loops , ;),
",
"
romantic, creative
small loops
( /
(
realistic, likes money 10
writ!"!?
4 Grammar review and extension: present progressive
a Match these examples of the present progressive with their meanings.
1 I can 'I go for a walk right now because a This describes a situation thai is developing or
I'm studying for an exam. changing.
2 The rate of inflation is rising quickl y now. b This describes a temporary situation or activity.
3 You're always watching baseball! c This describes a definite arrangement that will
4 I'm staying with a friend until I find happen in the future.
apartment. d This describes an irritating habit thai someone has.
S I'm seeing my parenls next weekend.
e This describes an action happening now.
b There are some mistakes in the senlences below. Put a check next to the correct
sentences. Correct the wrong ones.
LANGUAGE NOTE
1 Mmm. delicious. I'm liking Ihis wine. X Mmm, delicious. I like this wine,
2 Are you knowing that strange man across the street? X Do you know
Stative verbs are not normally used
in the progressive form because the
speaker is describing "states" and
not "actions".
3 I see what you mean. V'
4 I'm havi ng two brothers and a sister, X I have
I belong to a tennis club . ./
5 She's very rich! She owns three houses and two apartments! V'
I'm belonging to a tennis club. X
6 I'm being tired and am wanting to go on vacat ion. X I'm tired, I want
5 Reading skills
a Read jane's e-mai l to Maureen. Choose
the correct tense.
b Read the e-mail again, Answer the
questions.
1 What is the relationship between
Maureen and Jane?
2 Why is Jane writing so late al night?
3 How does Jane feel? Why?
4 What is Jane's good news'?
c Tell your partner about someone you
know who is "a pain",
There's a guy in my closs wha thinks
he knows everything. He's always
interrupting the teacher.
d Share your stories with the cJflSS.
Hi Maureen,
It's midnight and I'm tired but 1 I write I'm writing a you
now only time I have to do an 'nee I'm
so busy! I have V I'm having a new job - 'm workin I
work at Faa 0 Go, a fast food place. It's only or a ew weeks
but it's horrible, I work like a slave!
There's this girl I work with. I think 4 you're knowing you know
her. Jenny Carpenter? She' now
she always complains he's always complainin I make
I'm making the bur e s suppose a do the rench
fries, but in fact he never doe / she's never doing anything .
::=way, li fe isn't all bad. Remember Dave Jenkins? 8 I see /
(l:!!!... seein])him next Saturday night !
Write soon,
Love, Jane
You and me Unit]
Unit 1
1 Vocabulary: colors
a What color terms do you associate with tho items in the box? Make combinations
with these words.
black, blond, blue, brown, dark, light, gray, groon, hazel, red, rose, whi te, yellow
eggs wine coffee meat bread eyes hair people (skin color)
eggs - brown. white. yellow
b Check your answers with the Vocabulary Summary on page 14.
2 Speaking ski ll s
a We often associate words, especially adjectives, with colors. Do you agree or
disagree with the descriptions of the colors below? Give reasons.
1 blue (radical, cold) I agree that blue is cold - blue eyes can be cold.
2 brown (warm, fri endly)
3 yellow (qujet, bappy)
4 green (polluting. dull)
5 red (loving. aggressive)
6 gray (respectable. fun)
7 black (unhappy, negati ve)
8 white (pure, death-like)
b Think of other adjectives that you associate
with these colors. Why?
I think that blue is a calm calor. It's a good
color for bedrooms.
You and me
-
eo-
-
LANGUAGE NOTE
If you wanl coffee w i t o ~
milk, say Black coffee. ~
please.
U you want coffoo with .:;;:-
mill.. say Coffee, please ea-
(or Coffee with cream).
In British English. you caP_
say white coffee. e-
Objectives Topic: colors
Writing Speaking Vocabulary
colors and color
collocations
a paragraph
Ustening
a lecture making associations wi th
colors
Ask a few personalized questions 10 sellhe topi c for the lesson: Whars your favorite color? Why? Are there
any colors you don't/ike? What colors do you generally wear? What color is your bedroom?
1 Vocabulary: colors
Direct students' attenti on to lho Language Note before asking them to do Exercise 1 a in pairs.
Mako sure students find the corroct section of the Vocabulary Summary on page 14 for Exercise lb.
Noto: hazel is a light brown. slightly green color.
2 Speaking skills
Discuss the fi rst color (blue) as a class to get students started. Then ask student s to work in pairs to
do the tasks in Exercises 28 and 2b. Brieny elicit answers from the class.
"'--- --- - ----------,
For Exercise 3 on page 11 :::..
Welcome to the first lecture on CoIors and Culture: We're going to explore the ossocia1ions thot colors
have in our culture today. Bul before t begin. t just wont to say that color is not on internolioool concept.
Okay. whal do I mean when I soy that color is not an international concept? The color red is the some
for a person from Thai land and a person from Venezuela. But what Ihat color means .. the association
.. can be very. very different In the second port of this lecture, I will look at how color is interpreted In
different ways by different cultures.
Okay. lers start. In the first part of this lalk, we'liloak at the role of colors in our life. Colors affect our lives
and our feelings in many wafS. And within one culture, we all shore the some associations. As on
experiment. I wont 10 ploy a lillie game with you. I'm going 10 talk oboul two different colors. butI'm not
going to menlioo the names ollhe colors! See if you can guesS !he IWo colors I'm lalking about.
tel's begin with color number one. In our cuUure. this is probably the strongest color of all - the king of
colors! We associate it with strong emotians such as anger and passion. Irs the color 01 fire and it gives
heal. Irs also the color 01 wor. II is no accident that "The God of War"" is named Mars, and that we often
refer to the planet Mars with this color. Now. as I said before. we associate this calor with powerful
emotions like anger. We also associate the color with high temperatures! It's also the color of love and
revolution, and it gives us energy. Irs no accident that many fast food restaurants are often painted in
Ihis color. Why? Well, the idea is that you eat fast and go.
Now for the second color. In most cultures. this color means sadness; we use it to talk about unhappy
feelings and unhappy situations. In such situations, we feel there is no light. only darkness. It's the color
of death. and irs no surpl"ise that at a funeral most people wear this color. In most Western cultures, irs
the color of evil. And what do you calithatlype of humor that laughs at terrible things in life, such as
dealh and wor? So. you see. this color rePfesents alilhot is dork and negotive in our world. Bul as you
will see taler in this talk, no! all cultures see colors in the some way. Now bock to my lillie experiment.
Can you guess the two colors I wos talking about?
Introduce the topic

You and me T 10 Unill
...
3 Listening skills
Encourage lots of speculation in Exercise 3a as students try to predict the cont ent of the lecture
from the litle.
o Allow students to hear the audio only once to answer the gist question in Exercise 3b. Once you
have di scussed the answers with the class. let them listen again.
T
--
oltemattve
Answers: The speaker talks about red and black. You could guess from the colors' associations.
For Exercise l e, you may need to play the audio twice before student s get all the answers. Let
students check in pairs before discussing the answers as a class.
Ask student s to discuss the questions in Exercise 3d in small groups. Encourage them to practice
using English to talk about their own culture.
4 Writing skills
Before doing Exercise 4a, check students understand thai fiery refors to colors associated with fire
and that JlOvy blue is a dark blue color traditionally used in sailors' uniforms.
As student s take notes in Exercise 4b. go around the class, helping student s with ideas and
vocabulary.
Students could compare their notes with lhose of a partner before doing Exercise 4c.
For Exercise 4d distribute the paragraphs randomly so that each student has a piece of writing that
belongs to another student .
After students hove wrinen their texts, collect them and correct them. Start rhe next lesson by handing OUIthe texts
at random and asking students to read and guess rhe writer. The texts can then be returned to their writers.
The oudioscript for Track 4 is on page no II;
\'.'------------,
Okay, lers turn to the ideo that different cultures interpret colors in different
ways. let me give you on example -the color white. In the States . ....tIite
usually means something pure and cleon. And that purity is symbolized in
a bride when she wears white in a "white wedding: We might also soy
thot her cheroder is -whiter than white" or "as white as snow: Now thors
in the United States. but when you go to Japan you realize Ihat white hos
completely different associations - like, for the Japanese, white represents
deoth. But be<;ouse life and death are connected. white also has
associations with being born again .. so, it is associated with rebirth. So
in most cultures in the U.S" you'll see peaple dressed in block at funerals,
but in contrast in Japan you con see people wearing white. While is now
also becoming common 01 weddings. but this is nattradilional. A 'white
wedding' is on interesting example of how one culture will be inftuenced
by another culture and "barrow" or adopt a new custom,
Lers toke another example: blue in the United States is associated with
sadness - we talk about feeling blue when we feel sod or depressed, and
we even hove a type of music coiled "the blues" - which originated from
the sadness of the slaves in the southern Stotes. in some cultures.
however, blue hos a complele1y different meaning. In Greece, for
example. blue is associated with peace and tranquility; irs a happy color.
You con understand this - think. of lhe blue Mediterranean $eo and the
bright blue skies. On lhe Greek. islonds, a lot of the hooses are pointed in
while and blue, and they ore stunningly beautiful.
Unill T 11 You and me
3 Listening skills
a You are going to listen to part of a lecture on "Colors and Culture", What do
you thi nk the speaker will talk about?
o b Listen to Part 1 of the lecture. Which two colors does the speaker tal k about?
How di d you guess?
\1' c Look at the notes a st udent made on Part 2 of "Colors and Culture", Listen and
complete them.
r---

1 U.S. 2 Ilu!an 3 US, 4
5 PIICb': 6
deat h
7
sadness
blue =
sa or
12
depressed
9 /mdes,
whiter than
11
funerals
wfui:e -wed.dings
white
10 I<ha[ a!O!!.l[
"--- d Discuss these quest ions.
1 What do blue and white mean in your country?
2 What do you personall y associate with these colors?
3 Do you have any expressions in your language related to these
colors'? What are they? Can you think of expressions related to other
colors?
4 What other colors have special meanings in your count ry?
Are there expressions related to these colors?
'- 4 Writing skill s
a Read this short text. Woul d you be attracted to this person?
Why? I Why not?
b Make notes on these questions.
1 How important is the color of clothes to you?
2 What colors do you tend to wear and why?
3 What colors in clothes, if any, don't you like and why?
4 Do the colors of your clothes represent your personalit y?
Why? / Why not?
c Use your notes to write a short paragraph like the one in
Exercise 4a.
d Give your paper to the teacher. Read out the paper your
teacher gives to you.
Can the other students guess who the writer is?
8
13 m USiC called
the flues
14
Youond me
G>eec
peace,
tranquill ity,
happiness
hOllses
painted blue
& white
Unit l
Unitl
b Discuss these questions.
1 Do you have a favorite artist? Who
is it?
What type of work does/did the
person do?
2 Do you have a favorite painting?
Talk about it.
2 Task
Types of painting
A water color
An oil painting
An 18th century
landscape
An Impressionist
painling (by ... )
An abstract work
A self-portrait (of . .. )
5 Compare
1 Warm up
a In pairs, put the words and
phrases into the appropriate
category in the tahle.
A water color
It's a picture of two
She's wearing ...
An oil painting
An 18th century landscape
An Impressionist painting (by ... 1
[ think it's German.
An abstract work
A self portrait (of ... J
It shows ...
I like it because of the
In the foreground/background
you can see.
Phrases describing paintings
U's a picture oflwo .. .
She's wearing .. .
I think irs Gennan.
II shows .. .
I like it because of Lhe ...
In the foregroundlllacksround you
can see ...
In groups, quickly find as many differences as you
can between the two paintings above and write them
down.
o a Listen to a tour guide talking to visitors in an art
gallery. How many of your points does the speaker
mention? Make a note of the points you missed.
3 Prepare
In pairs, write a short description comparing and
contrasting the two paintings. Use tbese categories:
The people and the place
The activities
The feelings. the colors, and the clothes
4 Feedback
Report the differences you found to the class. Listen
to the other pairs and note down any differences that
you didn't find.
You and me
b Read the sentences below and complete them
with some of the words from the box. Then listen
to the tour guide again and check your answers.
the city the country fashion landscapes
passion portraits scheme seascapes
theme the lown
1 Renoir painted portraits and landscapes
2 The two paintings show dancers in
the city and in the count ry .
3 Both paintings have a similar theme
4 Red is the color of love and passion
-
Objectives Topic: art
Grammar
si mple present,
si mple post, present
progressive
Reading
comparing a written
and spoken text
Writing
a comparative
description
Ustening
a tour guide
Speaking
comparing and
contrasting paintings
Bring in pictures of famous paintings, cui from magazines. Put them on the classroom walls at the start of the
lesson. Ask students to walk around the class, look 01 the paintings, and decide on their favorite. Once
students are seated, ask. a few to tell the class which painting they liked and why.
Introducelhe Iopk
1 Warm up
Ask students to do Exercise 1a in pairs. When students report back to the class, check that they
have understood portrait (a painting of a person), self-portrait (a painting of the artist by the artist),
and landscape (a painting of a scene in the country).
Ask students to discuss the questions in Exercise I b as a brief open class activity.
2 Task
Get students started by eliciting two or three differences from the class and writing them on
the board. Then put students in small groups to extend the lists. Give a short time limit, say
four minutes.
3 Prepare
Go around the class, helping with vocabulary and language use, as students write their descriptions.
4 Feedback
Ask a few pairs to stand up and tell the class what differences they found. Encourage the rest of the
class to take brief notes as they listen.
Model answer:
The people and the place I the activities
Both paintings show a man and woman dancing.
In both paintings, you can see plants in the background.
In the first painting, they are outside, whereas in the second painting they are in a very grand
building - perhaps a ballroom.
The feelings, the colors, and the clothes
The woman in the first painting seems happy. The man looks passionate and in love with the woman.
The woman in the second painting seems cold and uninterested.
In both paintings, the man is wearing a black suit and the woman is wearing a light dress.
In the first painting, the woman is wearing a red hat and gloves - she's holding a fan.
The woman in the second painting is wearing a beautiful dress and white gloves - she is probably
richer and more sophisticated than the woman in the first picture.
5 Compare
Play the audio for Exercise 5a. Ask students to listen and note the points the speaker mentions. Let
students compare their notes in pairs before discussing as a class.
Ask students to complete the sentences in Exer cise s b before playing the audjo again so that they
can check their answers.
The oudioscript for Track 6 is on page Tl3 '!II
You and me T 12 Unitl


Culture note
Additional activity
6 Notice
Before asking st udents to do Exercise 6a, help them identify where the lexts are from and that Text
B is a transcript of an oral texl.
For Exerci se Gb ask students to work in pairs.
Suggested answers: Okay, now So Kind of this one okay?
Exercise 6c can be conducted as an open class discussion .
7 Follow up
If you brought in painti ngs to start the lesson, you could refer to them again for Exercise 7a. Ask
students to work in pairs or small groups. Have them choose a painti ng and make notes to describe it.
Remind students to usc the headings from exorcise 3 011 pago 12. Co around lhe class and help.
The pointing in lhe righl-hond margin of Ihis page is Picadilly Orcus by laurence Stephen lowry (1887-19761,
a famous British painter who specialized in crowded urban scenes.
To make the presentations in Exercise 7b more natural. encourage students ilOilO look al their written
descriptions as Ihey speak, Also cIlcollrllge Ihem to usc tho phrases they identified in Exercise 6b,
Imaginary art gallery, Divide the closs into groups of four, Tell each group lho! they are in the middle of on art
gallery, surrounded by painlings. Ask students to close their eyes and imagine one of the paintings they can
see. II could be a famous painting or a completety imaginary one, Tell students 10 think carefully about how
Ihey are going to describe the painting to other people. Ask students to open Their eyes and toke turns
describing lheir painting. Afterwords, find ouf which students in each group really broughl their paintings to life.
For Exercise Sa on page 12 1't
Tour guide Now, os mony of you will know, Renoir was 0 French Impressionist - one of
the best. He was, uh, he was born in Limoges in 1841 and died in 1919. He painted all
kinds of pictures, but, uh, he mostly pointed por1raits and landscapes. Okay, uh .. , okay,
now, so ... uh .. , now here we see IWO of Renoir's beslknown paintings: the first one Is
called Donee in the Counlry, and the second one is called Donee in the Cityand ... uh
... as you can see they both have a similar ", uh , .. kind of .,. Iheme: young couples
dancing. Okay, leI's begin by looking at the people. Notice that in bo!h pictures we hove
a young couple dancing, butlhere ore some ... um ... interesting differences. The 6rst
!hing, uh ... we notice is lhe mon in the first pidure- this one, Dance in IheCounlry -
we can see his foce. He has a beard, and he is standing very close to lhe young lady,
right? In Donce in the City, we can'! really see fhe man's foce at 011. Okay, now look
carefully ollhis girl and compare her to Ihe girl in the other picture, uh, in Donce in the
City. You can see Ihe first one's smiling and seems really happy, but the other one
seems kind of bored so we ... we ... uh ... get the feeling that the firsl woman is crazy
about him ", in love with lhe man.
Tourist l in love? Sorry to interrupt. but how do we know she's in love?
Guide How do we know she's in love? Well. look at Dance in the Countryogoin and
nolice the colors, particularly Renoir's use of red. As you know, red is Ihe color of love, of
... uh ... passion, and Renoir often uses the color red in this way. So, the first thing we
noli ce is the woman's red bonne!, but there's also red in her fan, you see there? Oh yes,
and she's wearing a long dress with a pattern of red flowers. Now, if we turn 10 the
second picture, Dance in the City, we can see that the colors are generally more
somber, so tho! shows us ..
Tourist 2 Sorry, can I just ask you a question? There's something I don'l understand
here ...
Guide Yes?
Tourist 2 Well, you said thaI Renoir .
Unill T13 Yovondme
6 Notice
a Compare the written and spoken texts about the artist, Renoir,
Make a list of differences between the two texts.
Auguste Renoir: born
Umoges, France, 1841; died
Cagnes, 19 19. One of the
greatest French impressionists,
Renoir primarily painted
portraits and landscapes. Dance
in the Country and Dance in the
City, two of Renoir's most
famous paintings, both feature a
young couple dancing. Despite
similarities in theme, there are
several interesting differences
between the paintings. In the
former, one can see a bearded man dancing very close to a
smiling young woman. This young woman appears
extremely happy, whereas the young woman in Dance in the
City appears somewhat uninterested. The assumpti on is that
the first woman is in love with her partner whereas
b What expressions are typical of the spoken text?
okay. now ..
c Give examples of similar expressions in your own language.
7 Follow up
a In pairs or small groups, choose one of the paintings on this
page (or one your teacher gives you). Together, make notes on
it then write a short description of it.
b Present your description of the painting to the class. Don't
just read out the written description - remember that spoken
English is different from written English!
Tour guide Now as many of you will know, Renoi r was
a French Impressionist - one of the best. He was, uh,
he was born in Limoges in 1841 and died in 1919. He
painted all kinds of pictures, but, uh, but he mostly
painted portraits and landscapes. Okay, uh ... Okay,
now, so ... uh .. , now here we see two of Renoir's best
-known paintings: the first one is called Dance in the
Country and the second one is called Dance in the City
and ... uh ... as you can see they both have a similar.
uh . ,. kind of ... theme: young couples dancing. Okay,
let's begin by IooI<.ing at the people. Notice that in both
pictures we have a young o u p ~ dancing but there are
some ... um ... interesting differences. The first thing, uh
... we notice is the man in the first picture -this one,
Dance in the Country - we can see his face. he has a
beard and he is standing very close to the young lady,
okay? In Dance in the City, we can't really see the
man's face at all. Okay, now look carefully at this girl
and compare her to the girl in the other picture, uh, in
Dance in the City, You can see the first one's smiling
and seems really happy, but the other one seems kind
of bored so we. we .. . uh ... get the feeing that the
first woman is crazy about him ... in love with the man.
You and me Unit 1
Unit 1
JAC:.;E RESOURCE
Grammar Summary
1 Review and extension of simple present
Use
a facts, things that are true:
The soo riSes in the east and sets in the west.
b permanent situations and states:
lINe in BtaziI. I work as an engineer.
c rootioe, regular actions:
I often go to the movies. I usuaRy watch comedies.
d feelings and desires at the IJ(esent tine:
I want a break. I feel tired.
e emphaSizing a fact/feeling:
He does live'here; I'm surell do love you!
Fo,",
Affirmative: She works in a bank. Her two friends work there,
'00.
Negative: She doesn' t work on the weekend. They don't
worle /ate very often.
Question: Does she work hard? Do they work through lunch?
Emphatic: We do want you to stay longer - it's just th81 we
won't be here.
2 Review and extension of simple past
Use
a single action in the past that is now finished:
We went to a bar last night.
a continuous situation or repeated action that is now
firished: People lived in poverty in those days. They often
diedyoung.
emphasizing a fact/feeing:
You did say you'd moot me at eight, not nine!
Fo,",
Affkmative: We met friends and had pizza last night.
Negative: We didn' t meet until pretty /ate In the evening.
Question: Did you meet them at the restaurant?
Emphatic: I did call you!
Note the spelling rules for regular past forms:
With most verbs, add -ed: look -+ looked, stay -+ stayed
With verbs ending in -e, add -d: like -+ liked, fT'IO.Ie -+ maved
With verbs ending in consonant + -y, remove -y and add -ied:
study -+ studied, carry -+ carried
With one-sylLable verbs ending in consonant + vowel +
consonant. double the consonant: plan -+ planned, phi -+
pro"ad
A lot 01 verbs have an irregul<v past form, which you need 10
learn: go -+ went, buy -+ bought, eat -+ ate, tell -+ told, drink -+
-
3 Review and extension of the present progressive
Use
an action happening now: I'm reading about grammar. Vllhat
are you doing?
a temporary situation or actMty: My sister is living in France
right now. She's studying French art and architecture.
a situation that is developing or changing: Susan is losing a
lot of weight, probably because her mother is getting sicker
and she's worried,
You and me
an irritating habit that someone has: You're &Ways interrupting
me, Jeff is always turning up late these clays.
a definite anangeo"Ie(ll for the future: We're leaving at six
tomorrow morning and meeting the others at the airport.
Fo,",
Affirmative: I'm reading a really interesting book right now.
Negative: We aren ' t reading vet)' much right now.
QuestiOn: Are you reading anything good?
Is the use or the t enses in these sentences c orrect? Put
a c heck by the correct sentences and correct the wrong
o nes.
1 "Vv'hat are you majoring in?" "I'm majoring in history: V
2 These tomato plants are growing very quickly if the weather's
good. These tomato plants grow very quickly if the
weather's good,
3 I can't see you tonight - we're having a fami ly dinner. V
4 Our neighbors are always playing loud music late at night
and it really annoys me. V
5 "How's Kevin's leg?" "OIl, it gets better. but he can't walk
yet. it's getting botter
6 I'm never telling people my nickname -I hate it! I never tell
people my ni ckname - I hate itl
Vocabulary Summary
1 Adjectives: personality
Posffive Neutral Negative
""""""
realistic
""""
irritating dul
-.0
"""""""" ""
""""
sad
""""
~ i n e d romantic rod
~
cooperative
w""'
cooservative bomg irritable
act""
""",live
''''''''
""""""""
urI1appy
sboog
"""
quiet
modest happy radical
attractive respectable
""'"
"'m
organized
Choose three adjectives that describe each of these
people:
yoo
your best friend
your mother or lather
2 Collocations with colors
eggs wtYte. yellow. brown
wi ne reel, v.flite, rose
coffee
meat
bread
eyes
hair
people
(skin color)
black, white (British English onty)
reel. white, dark (chid<.en)
brown. white, black (German dark rye bread)
blue, brown. dark, gray, green. hazel, red
(sleepy, tired, sad)
black, brown, red, white, gray, blond, light, dark
.......nite. black. brown (tan from the sun),
lighVdarI<
Using a dictionary
1 Dictionaries you have used
In small groups. discuss these questions.
1 Do you own a dictionary in your language? If yes, when do you use it?
2 Do you have a bilingual dictionary? If yes, when do you use it?
3 Have you ever used an English-English dictionary? If you don't have one, would you buy one? Why? I Why not?
2 Information a dictionary can give you
a Would you use a dictionary in these situations? Write .I, )(. or ?
I would use a dictionary every lime:
1 I see a word or phrase that I don', know.
2 I see a word or phrase that I can', figure out.
3 I see a word or phrase that is important to understanding a text.
4 I see a word or phrase that I am curious about.
b Discuss your answers.
c A dictionary is full of information about words and phrases. In pairs, make a list of the different pieces of
information an English-English dictionary can give you.
Jt can telL 'if!I! dJf/eYe:nl ?'Itet1m11fjS of the .'1m1e 'm?Yd. Jt can. te1L }fJU- If a )1.00 is cou:nf4l:1e
or U:'1u:ounMile.
d Now klok at the dictionary extracts on page 154. can you add anything more to the list you made in Exercise 2c?
3 USing a dictionary
a Why do you think some of the words are in red? What do the one', two ", and three categories mean?
b Use the dk:tionary entries on page 154 and 155 to answer the following questions.
1 Can any of the "color adjectives" be nouns or verbs? If so, which ones?
Bl ack: noun, verb Green: noun
Blue: noun Red: nOUD
2 Which two eolors can describe an unhappy feeling? Bl ack, bl ue
c How many meanings do the adjectives black and green have in the dictionary entries? 7
d What do you think the f(jlowing phrases Italic) mean? Check your ideas in the dictionary entries.
1 We're still in the black thanks to my new job. You do not have any debt
2 You can ask me till you are blue in the face but I won't do it! There is no use trying to persuade me
3 He's too green to do that job. He has no experience
4 When I got the answer wrong I turned red with embarrassment. J felt very embarrassed
e Use the dictionary entries to complete the table below with information about the words in the box.
Number of syllables Main stress Pronunciation
4: inde-pendent inde-pend.ent mdl'penckln[

3: gener-ous 8en-er -011s Idscn(<l)ldsl
4 : re-spec table

re-specta-bJe
3: ro-man-tic
ro-m-an-tic
kou'mrenuk/

3: dis-ci -plined dis-ci-plined Idlsaphnd/
3: un-hap-py

uD-hap.py IAn'hrepJ/
independent generous respectable romantic disciplined unhappy
f Words often collocate with other words. For example the adjective strong can collocate to produce
a strong leader or a strong drink but not a strong enemy. Which of the words in the box apart from
leader and drink can strong also collocate with?
8
leader drink discussion marriage swimmer film
ACTION PlAN [>
Your action plan: using our dictionary
Strong swimmer
Strong marriage
Tum to page 152 and , 53 at the back of your book and look at the section on how to use your dictionary. Make a list
of some more useful things that you learn about the information an EnglishEnglish dictionary can give you.
Note: You will need to show your list to a classmate at the end of Unit 2.
You and me Unit l
Unil2
1 Reading skills
1
2
3

5
6
a Look at the pictures of this famous person.
Answer the questions.
1 Who is the person?
Z What do you know about her background?
3 Can you name any of her movies?
4 Have you seen any of her movies? If so, what
did you think of them?
b You are going to read an article about this person.
Student A: Look at page 150.
Student B: Look at page 151.
e Now complete this chart with your partner.
Informat ion Why is it important?
September 2nd, 1966 Salma Hayek was horn.
University International Relations
Teresa popular TV soap
L.A . career in Hollywood
My Crazy Life first hig break
Frida huge success in U.S.
d In pairs, discuss these questions.
1 What is your favorite movie?
2 Who starred in it?
3 What was it about?
4 How successful was the film commercially?
Fame and fonune
2 Grammar review and extension: simple
past , used to, be used to
a Look at the examples below. Then write the
correct form by the rules: simple past, used to +
verb, or was used to + noun/-ing verb.
1 Her parents sent her to a private Catholic
school in Louisiana. simple past
2 ... she used to misbehave constant! y ... used to
+ verb
3 Hayek wasn't used to going against her
parents' wishes ... was used to + ing verb
4 ... a job in a local theater, which didn't pay
much ... simple past
5 Although Hayek was used to considerable
success ... was used to + noun
For habits, situations, or repealed actions in the
pasl Ihal are nol true or that don't happen now.
used to
For situalions and actions that are now finished.
simple past
To express that we wnw accustomed to something
in the past. be used to
LANGUAGE NOTE
De + used to + noun/-ing verb can be used in the
present or the past:
She wasn 'f used to going against her
wishes.
I'm used to gelling up early in the morning; in
fact, I like if.
Objectives Topic: biographies of famous people
Grammar Reading Writing Speaking
si mple pasl, used 10 do,
be used to doing
a biography a mini autobiography speaking from graphic
information
Write on the board a dole, a place, and a pefSOfl/lhing thaI is important in your life, lor example, the dole
you become a teacher, the town you were born, the name of your dog. Tell the closs 10 osk you questions 10
find oul why the dole, place, Otld person/thing ore important to you. Then have each student write down on
important dole, place, and person/thing in his or her life, and ask them 10 interview a partner.
1 Reading skills
Aflor students hAve discussed the questions in Exercise 1a briefly in pairs. elici t feedback from the
whole class. Encourage students 10 share any information they know, but don', tell them anything
extra at thi s stage.
Before starling Exercise l b, tell each student clearly whether they are student A or st udent B. Make
sure students only read the text and compl ete the graph that is on "their" page.
Tell pairs to complete Exerciselc together, without showing Mch other their graphs.
After students have discussed the questions in Exercise ld, have a briof class discussion.
The texis on page 150 ond 151 contain a number of very colloquial expressions. You may wish to check
students understand them:
kicked oul of school = expelled from school
dropped oul of school = /eft school before completing studies
gol a big break = hod a greal opportunity
Ihe film bombed = the film was very unsuccessful.
2 Grammar review and extension: simple past , used to, be used to
Have students foad the examples in Exercise 2a. Check with the class which form is being used in
each example. Then ask students 10 match the forms to the rules, in pairs. Draw st udents' attention
to the Language Nole and ask them to think of some examples of their own.
The form used to + infinitive talks about post slales and habits thaI are no longer Irue. In the form be used to +
ing, usedis on adjective and 10 is a preposition, and it means be occuslomed 10. The confusion arises from the
simi larity of the forms. If there are no identical forms in the students' own language. they tend to ovoid usi ng
these forms.
Common problems and errors
Students often forget to use 10.
They tJS98 ,l6r lennis.
Students think the form used /0 + infinitive can be used in a present form and confuse it with usually.
I tJSe Ie :eJe)' baseball on Saturday, bull never ploy on Sunday.
If a post imperfect tense in the students' own language expresses the some meaning as used to. learners
sometimes think thal lhey are expressing a post habit when they use a simple post form of a verb in English.
Introduce the topic

Vocabulary
extension
t ..
Quick grammar
guide: used 10
Fameondfortune T16 Unil2
t l
Prase .talkln
etIterncIIWe
AcIdttIonaI octivity
Do the fi rst express ion in Exercise zb as an example to got students started. Then ask them to
work individually.
Discuss the qucslion in Exercise 2c wit h the whole class and ask them for the reason why this is
so. (Some phrases can onl y be used with simple past because they refer to one fi nished time in
the past.)
Have st udents work in pai rs for Exercises 2d and 2e, and moni tor to make sure thoy are applying
the rule correctly.
Use Exercise zf as a lead-in to the text by asking the whole class the questions. Answers will vary
with students' background knowledge.
Have students complete Exercise 2g individuall y. Then ask them to check wi th a partner before
di scussing tho answers with the whole dass.
3 Speaking skills
Model the activity in Exercise 3a by drawing a graph, or limeli ne. on the board and briefl y drawi ng
your "li fe" a ll it (see pages 150-151 for examples). Tell the class about aile or two good or bad things
from your life. Then have students draw their own timeli nes and label them with key events.
Before putting students in pairs for Exercise 3b, model the speaking task by asking a capable student
to talk about his or her life. Demonstrat e how to interrupt with questi ons. Elicit addi ti onal questions
from the class until you feel students understand their task. Encourage students to do this duri ng the
acti vity. rather than just taki ng turns to give informati on.
4 Writing skills
Ask students to follow the steps in Exercise 4a to write a 50 word autobiography. Go around the
class as they write, helping wi th ideas and vocabulary.
Help students generate ideas by writing the following prompts on the board at the start of the activity:
Bom
510rled school
Moved house/ fawn
Left school
Mel
Possed_
Woo __
When students are ready, ask them to exchange their autobiography with a partner for Exercise 4b.
Finally, ask st udents to share wi th the class the false informati on in each autobiography.
For homework, ask stvdents to research and write the biography of their favorite movie or sports star.
Unil2 T 17 Fame and fortvne
b We can use a number of time words with the
simple past, and with used to. Which of the
expressions can go with both?
when I lived in Canada both last winter simple past
in 2002 simple past at midnight both
yesterday simple past last night simple past
3 Speaking skills
a Think about the ups and downs in your life.
Make notes and draw a graph, as on pages 150
and 151, of your ups and downs.
b In pairs, show each other your graphs. Interrupt
your partner to ask questions.
three days ago simple past on my last birthday simple past
Student A: Talk about your life.
at Christmas time both when I was a child both
this morning simple past at nine o'clock both
c Which go only with the simple past?
d Complete the sentences with as many time
phrases as possible.
--;---c---i often used to visit my
grandparents.
I visited my grandparents ___ ___ _
e Choose the correct verb form in each sentence.
In two sentences both forms are correct. Which
ones?
1 When I was a child, was used to
walk to school.
2 Last night we used to go the movies.
3 W en we lived in New York, we often:D
sed to to the theater.
4 I couldn't understand the S ish here at first,
because I didn't use to I asn't used to
hearing that dialect.
5 My to JIEPin an
apartment near the beaCh.
6 Did you use to 4Il.d y09 my some beer this
morning?
f Look at the picture on the right. In groups, discuss
these questions.
1 Do you know who this is?
2 What do you know about him?
g Complete the text below with the verbs in the
box. Use the simple past, used to, or be + used to.
compete be (x2) be born make vote
play (x2) score shine spend win
Student B: Interrupt A to ask questions with did,
why, when, where, etc., using the graph to help
you.
A I used to live in Texas.
B Where did you live after that?
A We moved to Quebec. It was difficult at first
because I wasn't used to the cold or speaking
French.
4 Writing skill s
a You are going to write a mini-autobiography.
Follow these steps:
1 Make brief notes for your autobiography.
2 Include one thing about yourself that is
not true.
3 Write your autobiography in about 50 words.
4 Give your autobiography to a partner.
b Read your partner's autobiography. Can you find
the information that is not true?
,- Pew
(popular name of Edson Arantes do Nascimento)
Born 1940; soccer player
Most people believe Pele 1 was the most successful player in the history of
soccer. He 2 was born in Tres Coracoes, in Brazil. His family 3 were very poor and
when he was a boy, Pele couldn't afford soccer shoes. But his feet didn't hurt
when he played - he 4 pIayedlused to play barefoot! To make money, he
5 shinedlused to shine other people's shoes.
Pele 6 made his intemational debut when he was 16, and at 17 he
7 played/competed for Brazil in the 1958 World Cup Final. He 8 scored two
-- goals in the 5-2 win over Sweden. He 9 won a second winner's medal in 1962
and a third in 1970. He 10 spent most of his career at Santos (1956-74) and
then with the New York Cosmos (1975-7). He 11 played/competed in 1,363
first-class games (1955-1977) and scored 1,281 goals. In 1980 the sports wond
12 voted him "athlete of the century", and in Brazil he is a national hero.
f
Unil2
Having a fortune
1 Reading skill s
a WouJ d you like to be a millionaire? Why? I
Why not?
b Read the magazine arti cle about th
multi-milli?naire, J. Paul Gett y, an: answer
these questions.
1 What does he say about being a billionaire?
2 In what ways was Getty "stingy"?
c the advice below given by four
mil lionaires and answer these questi ons.
1 Whi ch one most refl ects the secret of
Getty's success?
2 Which advice did Getty ignore?
3 In your opinion, whi ch is the best advice?
GLOSSARY
stingy doesn't like spending money
miserliness being stingy, refusal to spend money
ransom money money demanded by kidnappers
to release their prisoner
part payments made regularly over
a penod or lime
John D. Rockefeller, Jr., the only son of the
world's wealthiest businessman, said, "I
believe in the dignity of labor, whether with
head or hand."
I'
A Stingy Billionaire '---'
John Paul Getty (1892-
1976), one of the richest"'--"
people in history, said, "If
you can count your-.-
money, you don't have a
billion dollars," Gett)
'-
always counted his
millions very carefully. In
fact, he was well known ..........
for his miserliness. One
story has it that h\.......,.
installed a pay-telephone for guests in his
English mansion; another tells of wher
Italian terrorists kidnapped his grandsori-"
and he refused to pay the ransom money!
Eventuali
y
, he agreed to lend his son th,,-,
money to pay for the child's freedom.
However, the money had to be paid bac
in installments, ""-
The famous billionaire always said
wealth was the result of hard work, "I haVt=-'"
no problem with being wealthy. I worked
hard for my money; I produced think...."
people needed."When Getty died, he was
worth over a billion dollars.
Wilson M'
'zner. th
wrote in one '. e renOwned U S
way up b of hiS bOOks, "Be n' '. screenwriter.
ecause you'll Ice to peopl '
meet them e on yOUr
--- Aristotle
shiPPin Onassis ch
eighree 8 magnate e Greek
. n hOur 'orked
maintain h' s a day to
as a welde/
s
fortune. He
top "'1' and ajTh Starred
. .lOu h .. ed fj
day and . aVe to chi Or rhe
"}j nJghr .. h nk Inane
, au ShoUld' e said Y
It' ev .
In YOUr SIeep .. ; n dream abOut
Fome ond fortune
on the
waydo .....
n
."
H
F rd founder of the Ford Motor Company,
enry 0 , . . ld hether at
believed, ,. Anyone who stOPS learOlng 1S 0, ,w
.ghry Anyone who keeps learrung stays young.
twenty or el . ."
The greatest thing in life is to keep your nund young.
GLOSSARY
magnate weallhy and powerful person
welder person who makes metal jOints
le.g, for tIll'S, ships)
Objectives Topic: money
Vocabulary
money: noun-verb coll ocations
Reading
a profil e of a famous person
Ustening
interviews
Write one or two of the following well-known sayings on the board: Money makes the world go oround;
Money con't buy me love; The love of money is the roof of off evil. Ask students whether they agree wi th ony
of the sayings. Why? Why not? Ask students how imponont money is in their lives.
1 Reading skills
Discuss the question in Exercise la as a class. Encourage students to explain their answers .
Before asking students to read the article in Exercise lb, check they understand the questions and draw
their attention 10 the Gl ossary. Review the pronunciation and definition of the words, as needed.
Answers: 1 Gell y said if you could count your millions, you weren't a billionaire. In other
words, billionaires are so rich t.hat it is impossible to count how much money
they have.
2 He installed a pay phone for guests; he refused to pay the ransom for his grandson;
instead he lent the ransom money to his son. who had to pay it back.
Write the following two words from the text at the top of the board: stingy and wealthy. Then write the
following words at random on the board:
mean rich well-off miserly prosperous fight-fisted
Ask students in pairs to put the synonyms in the corred categories. under stingy or wealthy.
Draw students' attenti on to Ihe quotes and the Glossary in the lower half of the page. Ask them to
complete Exercise lc in pairs. Check answers to questions 1 and 2 and hold a class vote on question 3.
Answers: 1 Onassis's advice reflects the secret of Getty's success.
2 Getty ignored Mizner's advice.
Introduce !he topic
t ..
Vocabulary
extension
Fame and fortune T 18 Unit 2
ti
Presentation
alternative
o
o
2 Vocabulary: money
After students have done Exercise 2a in pairs. make sure they understand that win has a different
meaning to earn, and that you lend to and borrow from. Draw students' attenti on to the Language
Note at the bottom of the page. Check pronunciati on of waste and receipt. and stress of investment
and salary.
In Exercise 2b, check pronunciation of cam and lose and that students can use the words correctly;
make money from working, investing, etc.; rum money from your job; pay for something when you
hand over money for it; My salory is the amount of money I earn in my job.
Set a time limit for Exercise 2c (for example, five mi nutes), and see which pair can produce the
greatest number of combinations. Have the whole class check in Exercise 2d.
Have students change partners before doing Exercises 2e and 2f.
3 Li stening skills
Read the situation in Exercise 3a as a class. Then ask students to use their imagination to complete
the Me column in the chart.
Set the scene by asking students a few questions: How would you (eactto winning a million dollars in the
fot/ery? What would you spend the money on? How do you think it would change your life?
After students have listened to the audio in Exercise 3b and completed the SUIveycolumn, ask
whether they were "typical" of lottery millionaires in each category.
Have students attempt Exercise 3c before you play the audio again for them to complete it.
7 ~
Bob Now, did you know that The Notional Lolferyin the United Kingdom has sent out questionnaires to
all the people who have won a million pounds - thars nearly two mill ion dollars - or more in the lost five
years? They wont to find out if the win changed these people's lives. In the sludio this morning is Janet
King. whose market research company conducted the most r8(ent survey. So, Janet, how has winning a
fortune affected the lives of those tucky people?
Janet Good morning, Bob. Welt, as you know, we've just had the results from Ihe lolest survey, and
they're very interesting. We look atlhe results in different categories. and the firsl is happiness.
Bob Happiness - so to find out if money makes people happier?
Janet Exactly. And that isn'l always the case. In our survey, just over half of all the people, 55%, said the
win hod made them happier and just two per cent said it mode them less happy, and a massive 42%
felt it had mode no difference.
Bob It mode no difference to 42% of people - thars amazing!
Janet It is, isn't it? And it even made some people less happy.
Bob Two percent, you said. Yes, I con understand thot. Did you ask them aboullove?
Janet love, yes, we did. Wel l, you know the old saying thaI money can'l buy love? Well, the results do
seem to prove that. Surprisingly, winning a lot of money mode no difference to peaple's love lives: 95%
of married couples stayed married'
Bob 95%' Thars a huge percentage. Actually, irs very encouraging.
Janet Yes, and the 4% who said that they were separated or divorced were probobly going to get
divorced anyway' Now. we also asked about work. and Ihars also very interesting. Almost half the
winners, thars 48%, kept the some job, though they hod no need 10 work anymore. Only 15% of the
winners quit their job for a new one ..
Bob So 15% of people actually went out and found a new job al1hough they didn't need lo?
Janet Thars right . We assume that those people were able 10 leave well.paid jobs and move inlo
something less welt paid but that they really wanted to do. Half of those people who changed jobs
started their own business.
Bob Mmm, that makes sense. Bul you'd think lt1at people would wont to spend lime doing other things.
enjoying themselves.
Janet Well, we asked about leisure time, and only 16% of the winners took up an expensive new hobby
like golf, flying, or soiling. even though they hod become rich,
Bob I suppose it"s a perfect opportunity for people to improve their children's education?
Janet Indeed. Hoving money means you can offord to make choices, and major choices are health ond
education, yel only a tenth of those questioned switched to private doctors, and about three percent only
decided to send their kids to private schools. So that's quite surprising, really.
Bob Yes.
Janet The other interesting point is that the majority of the people who answered Ihe questionnaire gave
money to members of their family. \n locI. only 17% of respondents didn't!
Bob Mmm. So. the picture appears to be that a 101 of people lend not 10 change their lives very much after
a huge win. You might ask. "Whars the poinl of winning so much money if it doesnt change your life?""
Unit2 T 19 Fame and fortune
-
2 Vocabul ary: money
a Find a word from the box for each of the
descriptions below. There arc six ext ra words.
Verbs
Nouns
make cam spend save lend
borrow waste wi n lose pay
investment credit card salary
receipt money cash
1 money in tho form of bills and coins cash
2 something you buy in order to make more
money later on investment
3 get some money from a person or an
institution. to be paid back laler borrow
4 got money or a in a competiti on or
louory will
5 usc monoy or lime in an inefficient way waslo
6 you can pay with this if YOLI don', have cash
credit card
7 give someone money temporarily; they will
pay it back lend
8 what you got as proof of buying something
receipt
9 what yOll recoive overy month for working
salary
10 use money to buy things spend
b Check that you understand the other nouns and
verbs in the box obove.
c Make as many verb-noun combinations as you
can wit h the words in the box above.
to -rnak an.
d Check your answers with the Vocabulary
Summary on page 24.
e Complete tho sentences with an appropriate verb
from the box.
1 How much does a doctor earn in your
country'?
Z Do you ever wast e money buying things
you don't need?
3 When was the last time you lent money
to a friend'!
4 What do you spend most of your money on'?
5 Have you over won any money in a
competition?
6 Do you prefer to -P..i!X- by cash or credit
card?
r Ask and answer the questions from Exercise 2e
with a part ner.
3 Li stening skill s
a How would you react to winning the lottery? Read
the situation below and complete the task.
Imagine thi s situation: five years ago. you won a
million dollars in tho loltery. Since then you have
gotten murri ed. moved to a new neighborhood.
and had throe children. You just received the
questionnaire on tho right that the lottery has sent
to all it s winners in the past five yoars. Think
about wha t your answers would be and complete
the "Me" column wit h "yes" or "no."
LANGUAGE NOTE
YOll lend sometbing to someone
You borrow some/lrill s /rom someone
0
b Listen to an interview. Complete the missing
percentages in tho las! column of the table.
Me
1 The win made me happier,
2 It made me unhappy,
3 It made no difference to my happiness.
4 My partner and I got divorced.
5 I did not quit worn.
6 I got a new job.
7 I took up an expensive new hobby.
8 t switched to private medical care.
9 We sent the children to a private school.
,.
I gave money to my family.
c The represontati ve of the company discusses
six categories. Listen agai n and write them.
1 fli1l?A.ne5S 2 love 3 work
4 lei sure 5 hcallh 6 educatjon
d In pairs. discuss these questions. Thon tell
the class your ideas.
1 Do any of the results surprise you?
If so, which'!
2 Why do you think winning a lot of money
made some people unhappy?
3 What result s would the same survey
produce in your country?
Fame ond fort une
50"",,
55%
2%
42%
4%
48%
15%
16%
10%
3%
83%
Unit 2
Uni!2
Regrets
1 Readi ng skills
a Discuss these questions.
1 Can YOll identify the people ill the pictures?
2 What do you know about them?
b Read the extracts quickly. Match each one with
one of the people in the pictures.
c lhe extracts ogain. Make a note of the
nchlCvcments and failures. if appropriate, of each
of those people. Discuss thorn with a parlner.
d Which of tho people might have theso regrets?
Which ono was 1I0t a persolla] choice? ' .
1 It was really stupid to got into that sluff.
2 I wish I hadn't gone back after I retired
3 I was very sorry to have to leave my
Isabel Allende had to leave her
country - it was 1101 a personal choice
Fame and fortune
o lordan
A link known fuel: when he was in high school, he
failed to get OnlO the school basketball team. Maybe
he wasn't good enough for the school tcam, but he
went on to become the greatest basketball plllyer of all
time. He retired twice, onl y to come back to the sport,
but when he came back the second time to play for
the WashinglOll Wizards, he was clearly past his m.'St.
e Allende
Born in Chile, she had to leave the country of her birth after
the military coup of 1973. She went toVenezuela with her
husband and children. She was unabl e to find work in her
chosen career as a journalist, but it was there that her career .......
as an author took off. Since then. she has become the best-
known South American author. with several novels to her
name. Her most famous. House of the Spirits. has also been
made into a film.
fD Mar adona
He became Argentina's youngest ever international soccer
player in 1977, and in 1982 he became the world's most
expensive soccer player when he transferred to Barcelona. He
was captain of the Argentinian tcam when they won their
second World Cup in 1986. Sadly, his career ended only a few
years later, after accusations of drug abuse.
8
Objectives
Grammar
regrets: I wish / If
only
1 Reading skills
Topic: regrets
Vocabulary
school and
careers:
coll ocations
Pronunciation Reading Ustening
intonation short biography a conversation
expressing interest extracts
and surprise
Discuss the questions in Exercise 1a as a class. Encourage lots of speculation, but don' , give away
any answers yet
In Exercise l b, students should qui ckly road the extracts and match them to the pictures .
Encourage them to focus on completi ng the task, and not to waste time trying to understand the
passages in depth.
Answers: Extract 1: Mi chael Jordan
Extract 2: Isabel Allende
Extract 3: Diego Maradona
The other picture on page 20 is of Gabriel Garda Marquez
I n Exercise lc students should read the texts carefully for detaiL Ask students to make brief notes
individually and then discuss their notes in pairs .
A nswers: 1 Achievements: greatest basketball player of al! time
Failures: failed to get onto school basketball tearn; past his best when he came back
tbe second time
2 Achievements: successful author
Failures: had to leave Chile: couldn' t find work as a journalist
3 Achievements: Argentina's yowlgest ever soccer player; most expensive soccer
player; captain of Argentina when they won the World Cup in 1986
Failures: drug abuse
Discuss Exercise ld with the whole class.
\ ~
Speaking
discussing
personal regrets
For Exercise 3 on page 21:"!11
For Exercise 4 on page 21:"!11
Bill Mmm. This is delicious.
Reolly?
George Mm, mine's not 100 good. I wish I'd ordered a cheeseburger.
You're kidding!
Bill Tao lole 10 change it now.
Oh, yeoh.
George Yeah.
A hundred?
Bill Oh, well. You know irs always busy here; they must be making a 101 of money.
Uh huh
George It's nat as big as some fast food chains, you know.
Yeah, right. .
Bill Yeoh, but old Joe's doing okay.
Incredible!
George Joe?
No!
Bin Joe Espinosa. Joe owns this place and all the other Lucky Joe reslauranls.
George Really?
Bill Really_ We used to go to the same school
George You're kidding! You used to go to the same school I?
Bill Yeah. We were buddies. Usten . _ you won't believe this .
George What?
Bill Well. Joe and I used to work in the same factory after we left school.
George Oh, yeah!?
Bill Yeah ... and he'd saved enough money
George Uh huh?
Bill Enough money to open a little hamburger place and .
George Yeah. right .
Bill ... he asked me to join him, you know, be his partner.
George No! And you turned him down?
Bill Well. yeah and then he went on to open a second hamburger ioint and Ihen
a third ... and now he's ... he's gal a chain of. ah. about a hundred outlets all
over the world!
George A hundred?
Bill Yep. a hundred!
George Incredible!
Bi ll Yeah, amazing. I've regret1ed it a thousand times. If only I'd said yes .
Fame and fortune T 20 Unit 2
t
Quk\( grammar
guide: I wish
Itfonly
t
Quick
pronunciation
guide
Presentation
alternative
2 Grammar: regrets
Use the picture and the questions in Exercise Za to establish the context: the man wants his
situation to be different now. Then elicit from students what they think the man might be saying: I
wish [were younger / more handsome.
Ask students to work in pairs to complete Exercise zb and to complete the rules in Exercise 2e.
Draw students' attention to the Language Note.
I wish/If only + simple past is used to talk about wonting things to be different about the present.
I wish/If only + post perfect is used to express regrets about the past.
Common probktms and errors
Students try to express regrets about the present with a present form.
I wish I eFR taller.
Unlike mony other longuoges, English has no well-developed subjunctive form. Students often try to convey
the subjunctive with would + verb, which is usually not acceptable.
I wish I wel:JkJ !ilre in a quieter area.
Another problem is that the students' language may have no specific verb equivalent to wish but moy use a
subjunctive form equivalenlto want / would like. This can lead to errors.
I would like !/:Je!.' ' '''e!:J/c/ have more money.
Let students check their sentences in Exercise 2d in pairs before discussing the answers as a class.
Note that in 2, any changes to some because the sentence changes from negat ive to positive.
Answers: 2 I wish / If only I had some friends here.
3 I wish / If only I hadn't given up my job in the city.
4 I wish I If only I made enough money here.
5 I wish I If only I lived in the city.
6 I wish I If only I had listened to my parents.
3 Listening skills
Before playing the audio for Exercise 3a, ask students to concentrate on answering the questions.
Play the audio only once and compare answers with the whole class.
After students have listened again in Exercise 3b, ask them to check in pairs. Then discuss the
answers as a class. Elicit wish sentences in response to question 4.
4 Pronunciation skills: expressing interest and surprise
English has a very wide range of intonation, so students need to exaggerate the way they express interest
and surprise in order to sound "natural:
The intonation pattern for both interest and surprise can be represented by a falling arrow then a rising
arrow. However, the fall and rise are much steeper when expressing surprise than when expressing interest.
Compare answers to Exercise 4a around the class.
In Exercise 4b, pause after each word and ask the whole class to repeat. Then ask one or two
individuals to repeat. Concentrate on intonation. Using your hand, make a gesture that moves
steeply down, then up, to encourage students to express surprise through intonation.
Allow students to choose the story to expand in Exercise 4c. Allow enough preparation time (for
example, five to ten minutes) for them to feel confident when retelling. Encourage students to use
the intonation patterns when responding. Ask for volunteers to report back to the class.
5 Vocabulary: school and careers
Model the activity for Exercise 5c by asking three or four questions in open class.
6 Speaking skills
Elicit one or two "regrets" from the class. Then allow students two minutes to tbink of ideas for the
topics. Have them write notes but not whole sentences.
Ask students to imagine thai they ore 0 famous person. Have them write down three regrets lhatthey think
that person might have. Ask students to read the regrets aloud to their group or to the class. Have the other
students guess which famous person they are.
The oudioscripts tor Track 8 and Track 9 ore on page T20 '"
Unit2 T 21 Fame and fortune
2 Grammar: regrets
a Look althe picture above. Answer these questions.
1 Is the man attractive now? No.
2 Was he attractive fifty years ago? Yes.
3 How does he feel about the situation'? Unhappy.
4 Can he change the situation? No.
b The man expresses his regrets in different ways.
Which statements are regrets about or desires for
Ihe present? Which are regrets about the past?
1 If only I looked better. present
2 r wish I hadn't lost my good looks. past
3 If only I hadn't lost my beautiful hair. past
4 I wish I weren' l totally bald. present
c Complete the rules. Use the sentences in Exercise
2b to help you.
We can express regrets about the present with I
IDm and If only + the simple tense.
We can express regrets about the past with I wish
and If .!!D..ly.. + the Ilast perfect tense.
d Make wishes about Ihese sentences.
1 I moved to this lawn a year ago and [don't
like it. IlVish I hadn't moved to this toWll.
2 [don't have any friends here.
3 II was stupid to give up my job in the city.
4 [don't make enough money here.
5 I prefer living in the cily.
6 I didn't listen to my parents. They were right.
LANGUAGE NOTE
When we use the simple past of be after I wish or If
only, we can use ei ther was or were after [, he, she.
it. and there:
1 wish 1 was rich. II wish I were rich.
I wish + were is always correct, though some people
think it is old-fashioned. It is more formal.
3 Listening skills
o a Listen 10 the conversation. Answer the questions.
1 Where are the speakers? fast food restaurant
2 What are they doing? eating, talking
3 What is their relationship'! friends
b Listen agai n and answer these questions.
1 Who did Bill use to go to school with? Joe
2 Where did Bill and joe use to work? the same
factory
3 What did joe do after he left the factory?
opened a hamburger place
4 What does Bill wish? he had said yes when
joe asked hjm to be his partner
4 Pronunciation skill s: expressing
interest and surprise
o a Listen to these phrases from the conversation.
Which ones express interest? Which express
surprise? Write I or S in the boxes.
Really? III You're kidding! lID
Oh, yeah. III A hundred!? lID
Uh, huh. III Yeah. right ... III
Incredihle! lID No! lID
b Listen again and repeat the phrases.
c Choose one of the "stories" below and make notes
on it. Then tell your partner. When you listen to
your part ner's story, usc expressions from
Exercise 4a to show interest and surprise.
Stories
1 YOIl saw a very strange animal when you were
out for a walk in the woods yesterday.
2 You were invited to the Oscars and you met
some famous movie stars.
3 When you were young. your parents won the
lottery.
4 You saw something very strange in the sky
when you closed your curtains last night.
5 Vocabulary: school and careers
a Which of lhe nouns in the box can you put with
each verb group'!
college company factory job orrer
money partner school store team
1 leave / drop oul of I quit coll ege, school, learn
2 graduate from college, school
3 become partner
4 found/start company
5 open slore, factory
6 work for company
7 work atlill factory, slore, school, college,
company
8 accept / turn down job offer, mOlley
b Check your answers with the Vocabulary
Summary on page 24.
c Which of these have you done in your life so far?
Ask and answer in pairs.
A Did YOll leave school when you were 16?
8 No, I graduated from high school when
I was 18.
6 Speaking skills
In pairs, talk about things you eit her regret in your
life now or regret about your past. Use these topics:
fr iends, fami ly, exams, school, jobs, money.
I really miss my best fri end from high school . [wish
I had kept in touch with her.
Fame and fortune Uni! 2
Lesson4
USEFUl.
LANGUAGE
J have no
idea.
Isn't it ... ?
It 's .. "
So, do we
all
Unil2
So you want to win a million? .
1 Warm up
Do you watch quizzes on TV? Do you enjoy them?
Why? I Why not?
What's your favorite TV (or radiol quiz?
Why do you like it?
2 Prepare
You are going to take a quiz in teams, but first,
practice some of the language you'll need. In groups
of four or five, discuss the answers to the two
questions below. Use the Useful Language phrases.
or other phrases that you know for discussing
choices.
Which orlhase does llQ1 go with the word white?
til meat hI broad c) tea ell egg
What is the namo of the sea thaI separates the
European and Asian parts of Turkey?
a) the Black Sea bl the Sea of Marmara
c) the Meditorranean Soa dl the Caspian Sea
3 Compare
Listen to some people discussing these questions. Do
thoy use similar language to you? Which phrases do
thoy use to discuss and decide on an answer? Look
at the audioscript on page 148 and underline all the
expressions that will be useful in taking the quiz.
4 Task
a Road the aim and rules of the quiz. What is wrong
in each of these statements?
1 You can win less than $1 ,000,000.
2 You choose your joker after you have heard
tho quostions. afi er-7befor-e
3 One student decides on lhe answer for the
group. One student -7The
11 Now lake the quiz! Your teacher will read the
questions out for you.
5 Feedback
Well, how did you do? Did any group win the
million? Take a look at your scores. What were your
besliworst categories? Do you need to improve your
knowledge in any of them? If you had problems with
A or B, look back over the last two units and review
the vocabulary and grammar!
6 Noti ce
Did you notice the question word thaI most
questions began with? If not, ask yOUl" teacher to
read a few questions agai n. When do we ll""lly
lise this question word?
7 Foll ow up
a In pairs. write two bonus
questions for each category. Include the answers.
b In groups of six or eight. ask your questions.
These bonus questions are worth $50,000 each.
Who wins tho most bonus money?
Fome ond fortune
Objectives Topic: taking a quiz
Grammar
si mple present, simple past,
present progressive
Reading
instrudions
Writing
writing questions for a quiz
Ustening
a quiz
The aim of the quiz is to reviev.o and informally check some of the vocabulary and grammar practiced in the book
so far. You may wanl to give your students a little advance notice 10 review their lessons before doing the quiz!
1 Warm up
Set the scene and generate interest by asking the whole class these questions. Encourage lots of talking.
2 Prepare
Divide students into groups and ask them to read the instructions. Briefly model the activity by
pretending to speculate about the answer to the first question, using the phrases in the Useful
Language box. Allow students two or three minutes to practice.
3 Compare
Play the audio for Exercise 3 once and discuss the questions as a class . Then ask students to find and ~
underline useful phrases in the audioscript on page 148 of the Student's Book. With students, build
up a list of these phrases on the board.
4 Task
Ask st udents to check their answers to the questions in Exercise 4a in pairs before discussing them
as a class.
When students are ready, read the questions (on page T23). Allow only about 30 seconds for students to
discuss their answers 10 each question, with a couple of minutes al the end of each category for them to
decide on answers that they are unsure of. Insist that they speak in English - and quietly so that other
groups can't hear.
At the end of each category, read the answers aloud and ask the groups to add up their scores.
Remind them 10 double the score for the category for which they played their joker.
5 Feedback
Ask students to discuss the questions in their groups. Then have students share their answers as a class.
6 Notice
Ask students to discuss the questions in their groups.
Answer: Most questions began with which.
We usually use this question word when deciding between alternatives.
7 Follow up
When students are ready, divide the class into groups of six or eight, splitting the original pairs that
prepared questions together. That way each student in each group has two questions to ask.
\10''__--------------,
A So, this question. Which of these does nol go Mediterranean Sea, or d -the Caspian Sea?
with the word "white"? a - meat, b - bread, c -tea, C Oh, thars difficuk. I have no idea.
d - egg. 0 Welt lers Iry to work it out. H isn'lthe
B Well. we definitely use white with egg .. Mediterranean.
C Isn1 it meat? B No, thars right. And the Cospian Sea is in Russia, I
o No, I don't think so. Chicken is white meat. think. What do you think. laura?
C Oh, you're right. A Yes. I think you're right. So maybe frs the Block
A Irs c, tea, right? We can have black tea, but we Wi Sea?
tea with milk. nat white tea. right? C No, I think you're wrong. Laura. ! wentta the Black
o Yes, that's right, so irs c. Whafs the nex! question? Sea when I visited Bulgaria a couple of years ago.
A What is !he name of the sea that separates the 0 So ... do we all agree thaI frs the Sea of Marmora?
European and Asian parts of Turkey? Is it a - Ihe All Yes, ~ s put that ..
Bled:: Sea, b -!he Sea of Marmara, c - the
Fame and fortune T 22 Unit 2
Quiz questions and answers
Section A
1 Which of these does not describe wine? al pink, b) r o s ~ c) red, d) white
2 Which oftbese can you not do with money? a) earn it. b) spend it, c) make it. d) do it
J Which of these is incorrect? a) She has brown eyes. b) Sbe bas black eyes. c) Sbe has dark eyes.
d) She has gray eyes.
4 If you found a company. a) you start it bl you close it. c) you discover it. d) you work for it.
5 Someone who keeps to the moral and legal standards of society is ... a) realist ic, h) respectable.
c) pure, d) conservative.
6 Which ofthese is not a synonym of quill a) drop out, b) stop. c} leave, dl join
Answers: a, d. h, a. b, d
Section B
1 Which is correct? If only 1 .. . more money. a) have, bl am having, cl hod, dl will have
2 Someone who was lonely when they were in school might say I wish I ... al have more friends.
bl had had more friends. cl was more friends. dl will have lIlore friends.
3 Complete the sentence: We didn't find it difficult to move to the moun/a ins because ... al we used
to be cold. bl we are cold. cl we were used to being cold. dlwe wore cold.
4 Your friend asks to borrow your cell phone for the fifth time today. You say: al You 're always
borrowing my phone. bl You always borrow my phone. c) r at! do borrow my phone. dl You lIever
borrow my phone.
5 After an accident someone might say If oilly 1 ... a) had more careful. bl am more careful. c) had
had more careful. d) had been more careful.
6 Which sentence is not correct? a) She used to have blond hair. b) She hod blond hair. c) She was
used to having blond hair. dl She was blond.
Answers: c, b, c, a. d, c
Section C
1 Who starred in the movie The Godfather Part 1'1 al Tom Cruise. b) Tom Hanks, c) Johnny Depp.
d) Marlon Brando
2 The presidential elections in the U.S. take place every ... al year. b) three years. cl four years.
d) fivo years.
3 Where did the actor Russell Crowe grow up? a) New Zealand. bl the USA cl the U. K. d) Australi a.
4 Which of these di d the French philosopher Descartes say? al I think, therefore 1 be. h) I'm
thinking, therefore 1 am. c) 1 thought, therefore 1 \Vas. dl I think, therefore 10m.
5 Margaret Thatcher was the leader of which Bri tish political party? a) Republi can, bl Social
Democrat, c) Conservative, dl Labor
6 Where was Che Guevara born? al Argentina. b) Venezuela. c) Bolivia, d) Cuba
Answers: d, c, d, d, c, a
Section D
1 Which of these colors is not in the flag of the U.S.? a) red, b) white, c) green, d) blue
2 What did Sri Lanka use to be called? al Burma. b) Rhodesia, c) East Pakistan. d) Ceyloll
3 When did the U.S. become independent? a) Jul y 4 1789, bl July 5 1776, c) July 4 1776,
d) Jul y 6 1789
4 Which of these people used coins first? al the Lydians. b) the Greeks. c) the Romans, d) the Aztecs
5 Latvia used to be part of the Soviet Union. Its capi tal is ... al Riga. h) Moscow. cl Minsk. d) Kiev.
6 Which country's flag does not have red in it? a) Guatemala. hI Japan. c) Chile. dl Bolivia
Answers: c, d, c. II, a, a
Unit 2 T 23 Fameond fortune
(j WAJff T(:) WIN
11 C9 (
Rules
r
im
'1e aim of the quiz 15 to answer enough questions correctly to win a ,
2
Divide into teams of four or five.
3

dollarsl Each question has a prize of $30,000. S40,OOO. or

$55.000. to the of If you get all the
will win $1.000,0001 But ... we've made it a bit

Vi choose ONE of the categories (English vocabulary, 4

English 91'8 r. Politics and cutture. Geography and history) as your 5
Look at the categories and choose your joker.
You will hear each question twice. Then you must
agree on an answer in your team.
Circle the answer.
At the end of each category, you will hear the
answers. Check your answers and add up your score
(honestly!).
' oker'" - this means that you can doubl e the money you win for that
category. But you must choose your category before you start
I Please note: the only prize is $1,000,000. If you don' t reach 6
', at figure. you lose everything!
At the end of the qui z, add up your total score to
find if you have won a million!
A English vocabulary
"-- ($30,000) a) pink b) rose c) red d) white
2 ($30,OOO) a} earn it b) spend it c) make it d) do it
'-- ($40,000) a} She has brown eyes. b) She has black eyes.
c) She has dark eyes d) She has gray eyes.
"' ($40,000) a) you start it b) you close it
'- c) you discover it d) you work for it
5 ($5S,000) a) realistic b) respectable
'-
c) pure d) conservative
6 ($55,000) a) drop out b) stop c) leave d) join
""ection A score = (out of $250,000)
"--
q English grammar
"--1 ($30,000) a) have b) am having c) had d) will have
2 ($30,000) a) have more friends b) had had more friends
c) was more friends d) will have more friends

3 ($40,000) a) we used to be cold b) we are cold
c) we were used to being cold
d) we were cold
4 ($40,000) a) You're always borrowing my phone.
b) You always borrow my phone.
c) You do borrow my phone.
d) You never borrow my phone.
($55,000) a) had more careful b) am more careful
c) had had more careful
d) had been more careful
($55,000) a) She used to have blond hair.
b) She had blond hair.
c} She was used to having blond hair.
d) She was blond.
Section B score = ___ (out of $250,000)
C Politics and culture
1 ($30,000) a) Tom Cruise b) Tom Hanks
c) Johnny Oepp d) Marlon Branda
2 ($30,000) a) year. b) three years.
c) four years. d) five years.
3 ($40,000) a) New Zealand b) the USA
c) the U.K. d) Australia
4 ($40,000) a) I think, therefore I be. b} I'm thinking,
therefore I am. c} I thought, therefore I was.
d) I think, therefore I am.
5 ($55,000) a) Republican b) Social Democrat
c) Conservative d) Labor
6 ($55,000) a) Argentina b} Venezuela c) Bolivia
d) Cuba
Section C score = ___ (out of $250,000)
D Geography and history
1 ($30,000) a) red b) white c) green d) blue
2 ($30,000) a) Burma b) Rhodesia
c) East Pakistan d) Ceylon
3 ($40,000) a) July 4 , '789 b) July 5'", 1776
c) July 4
th
, 1776 d) July 6
th
, 1789
4 ($40,000) a) the Lydians b} the Greeks
c} the Romans d) the Aztecs
5 ($55,000) a) Riga b) Moscow c) Minsk d) Kiev
6 ($55,000) a) Guatemala b) Japan c) Chile d) Bolivia
Section D score = (out of $250,000)
Fame and fortune
Unil2
LANGUAGE RESOURCE
Grammar Summary
1 used to + verb
U,.
We use used to + verb to tal<. about habits, actions, Of
situations in the past that are not true or do nol happen now.
Habits
I used to smoke.
Actions
The children used to go
swimming fM3rY day.
Situations
We used to live
by the ocean.
We can often use the simple past in place of used to:
We used to live by the ocean. / We lived by the ocean.
But note that we don', use used to for a single action in the
past or for the recent past:
We used to visit the Museum of Modem Art once when we
were in New York. X
We visited the Museum of Modem Art once when we were in
New YQrl(, ./
I used to watch 7V aN day yesterday. )(
I watched 7V aD day yesterday. ,/
Fo,,"
Affirmative: We used to walk to school.
Negative: We didn' t use to take the bus.
Question: Did you use to walk home, loo?
Note the spelMng in the negative and question forms: use 10
We form short answers with did: Did you use to see her evety
day? Yes, I did. ! No, I didn't.
2 be + used to + noun/-ing verb
u,.
We use be + used to to say that we are or were accustomed
to something.
I travel a lOt for my work so I'm used to spending time on
planes,
Be careful not to confuse the past form of this with used to
+ verb:
I used to get up early when I was at school. = past habit, fact
I was used to getting up early when I was at school. =
something that I was accustomed to; it wasn't a problem.
Fo,,"
Subject + be used to -;ng verb + complement or noun
I'm
John wasn't
Peler isn't
We were
used to goi1g to bed early.
children.
working hard.
COld weather.
Choose the correct completion.
1 I used to / ent shopping last Saturday.
2 We en'l used / / didn't use /0 getting up earty.
3 My dad sed to smoke was used to smokJng, but he quit.
4 I was used t used to the heat when I lived in Texas.
Fame ond fortune
3 Regret s (I wish I lf only)
u,.
If 0f'IIy / I wish + simple past for things that we regret or desilJ
about the present:
I don't have a job. I wish I had a job.
We Irve in a smaI apartment. -+ I wish we didn't live in a small
apartment.
If 0f'IIy / I wish + past perfect for things we regret about the
past:
I left school at 16. -+ 1 wish I hadn't left school at 16.
We didn't have a vacation last year. -+ , wish we had had a
vacation last year.
Fo,,"
Regret about something in the present:
If only / I wish + simple past: If only I knew the answer. I wish
I had more money.
Regret about something in the past:
If only / I wish + past perfect: If only I hadn't eaten so much.
I wish you had come to the party.
Complete these common regrets with the simple past or
the past perfect of the verbs in parentheses, then
discuss them with your partner. 00 you have these
regrets, to01
I wish I had (have) mora time! I'm so busy!
2 If only I hadn't argued (not argue) with my last
boyfriendlgirtfriend.
3 I wish I had paid (pay) more attentiorl when I was at school.
4 If onty' I hadn' t spent (not spend) SO much money last week!
5 I wish I could (can) change my appearance.
Vocabulary Summary
1 Mon ey
Common verb-noun combinations concerning money:
make money ( an investment
earn money ( a (goodIbad) salary
spend ( save money
lend money (to someone) ( borrow money (from someone)
waste money I win money ( lose money
pay cash I by credit card ( the check I the fare ( for a ticket
Answer these questions.
1 Have you ever made a goodIbad investment?
2 When did you last spend a 101 of money? \>\'hat did you buy?
3 INhen did you last borrow money from a friend ( the bar*?
4 Have you ever won any money? How much?
5 How do you usually pay the check in a restaurant?
2 School and careers
\eave ( drop out of ( quit college ( school / a team
graduate from college/school
become a partner
founctlstatt a company
open a factory ( a store
work for a company
work aUin a college ( a company ( a factory ( a school (
a store
accept ( turn down a job offer / money
-
C!)
z
-
t:
Di:
::

:::J

Cl..
o
-'
L.J..J
>
L.J..J
o
Informal e-mails
1 Using e-mail
Have you ever had to read or send
e-mails in Engl ish? Tell your partner about it.
If you've never sent any e-mailsin English. Vllhat do you
think would be difficult about writing them in English?
2 Organizing an e-mail
a Read the e-mail and answer the questions.
1 Is this a formal or informal e-mail? How do you
know? Informal : colloquial language (Hi I a
big hug / etc.) , abbreviations (Glad to ... I
wasn' t), first names, :.)
2 What is the relationship between the wrrter and the
reader'? Find informaHon in the a-mail to justify
your answer. Friends: first names,
b Ideas in e-mails are usually organized in some order.
Match these descriptions with the letters in the text.
1 subject of the e-mail a
2 close the email and say goodbye i
3 give information about the writer e
4 dlange the subject to another topic f
5 ask the reader to respond J do something h
6 thank the reader c
7 give a reason for closing the e-mail g
8 say heHo b
9 ask for inforrnaHon from the reader d
c Would the order of ideas be the same in your
language? Discuss in pairs.
3 Replying to an e-mai l
a How is writing an e-mail different from writ ing a
standard letter? Make notes. An. has
a sutpl Wx u1 a Ie&.- _nl.
b Compare your ideas with the advice on the
right about writing informal e-mails. Does it tell
you anything you didn't mention?
c Put your knowledge of writing infonnal e-mails
to the test. Imagine you are Annie or Paul and
write a reply to the e-mail from
Terry above. Be sure to reply
to all the infonnation and
REVIEW
Review your acti on plan from Unit 1: using
your dictionary
In pairs, talk about your action plan from page
15 and say what you have done about it. d.
luerenl surnames so
/p,obably not related,


b Hi Annie,
C Thanks for your e-mail. Really good to hear
from you again. Glad to hear your degree is
gOing well.
d So when will you finish? And how about Paul? Is
he still working at that department store?
e life in Germany is a lot of fun now but things
weren't so easy at first. I wasn't used to the
culture or speaking German all day - exhausting,
but that slowly got better. Some great people in
my office and I've made a couple of good friends
through the gym where I work out. Oh, and met
a really nice guy here too! :-}
r Anyway, I'm thinking of coming to the States
this summer - San Francisco first week in
August. Wi ll you guys be there? Can I come to
stay with you for a couple of days? Would be
great to see you again.
g Lots of work to do so gotta go. h Write back and
let me know about the summer, okay?
I Take care and say hi to Paul.
A big hug,
Terry
.. . ogain/ ... slill
imply thal lhey
h.aven' t seen each
other for a while
questions she asks.
d In pairs, compare your
e-mails. Can you help improve
your partner's message?
Informal e-mails are very different in structure from more formal
letters. There's usually a short, informal greeting, or sometimes no
greeting. Words are sometimes abbreviated or emoticons (symbols)
are used. E-mails often don't use complete sentences. Be careful to
avoid misunderstandings by using enough words to make your
meaning clear. Remember to match your style to [he writer's style.
Even though an e-mail is often a more informal way of
communication than writing a letter, e-mails in a business
environment may be much more formaL And you still need to read
over your e-mail before you send it. Finall y, use an Engl ish spell
checker if you can!
PLAN I>
Your action plan: making key pals
It is to make friends on the Internet by sending e-mails to one Of two people on a regular basis.
These people are called "key pals". By using the Internet you can make friends from allover the world, find
out about different cultures and practice your English at the same time! Find out about how to make key pals
by usjng a search engine and entering the words key pais + EFL.
Note: You will need to discuss what you have found with a classmate at the end of Unit 3.
Fame and fortune Un1l2
Unit3
1 Reading skills
c Complete tho tabl e wi th ideas from t he arti cle.
a Look althe pictures of phones. Answer the
(!uestions.
Add /l il y ot her ideas you had in Exercise l a.
1 How did t he inventi on of the telephone
change our lives?
2 How have cell phones changed OUf li ves? Muke
a list of their advant ages and di sadvantages.
1 in everyday lifo
2 in the workplace
3 for the family
Advantages
can call for hel p
on the highway
Disadvantages _
they are noisy
h Read this Internet articl e on cell phones. Wri le in
the correct paragraph headings. (Be careful : there
is one heading too many.)
4 other -
Cell phones and the family
Probloms with cell phones
d In grou ps, discuss these questi ons.
Collphonos at work
1 If you have a cell phone, why do you need it?
Cc llphones in everyday life
The history of the ce ll phone
If you don't have a cell phone, would you like
to have one? Why? I Why not?
2 Can you imagine li fe wit hout cell phones?
How woul d it bo different?
cellphones the facts
1 The history of the cellphonc
Believe it or not, cel/phones have been around for over a quarter of a century. The first
commercial ceHphone system was developed by the Japanese in 1979, but cel/phones
have changed a lot since thot time. In the United States, Ameritech set up the first
system in 1983. The early cellphones were big and heavy but they have developed into
small and light palm-sized models. There have been huge developments in their
functions, too: we have had caller ID, call forwarding, text messaging, answering services
and hands-free use for years, but now there are countless new facilities, such as streaming
video, instant access to the Internet and receiving and sending photos.
2 Cell phones in everyday life
Cellphones have become very common in our lives: recent statistics suggest as many as one in
three people on the planet now have a cellphone, and most of them say they couldn't l ive
without one. They are used in every area of our lives and have become a necessary tool, used for
essential arrangements, social contact and for business. They have made everyday l ife easier but
noisier. They have made it easier to call for help on the highway or warn a colleague that you'll be
late. They have made it possible to keep in touch with people "on the move" - when you're
traveling. However, they also mean you can escape the workplace physically, but not mentally:
with the help of call forwarding the employee is always at the end of the "phone line".
3 Cell phoncs and the fami ly
Cellphones have made communication easier and have reduced the need for family arguments!
We can use cellphones to let our family know we'll be late or if there's a sudden change of plan or
an emergency. Cell phones have eased the worries of millions of parents when their teenagers are
out late: they can now contact their children at any time. Of course, they still don' t know where
their chi ldren are, except for those times when the kids call because they want a ride home from a
late night party!
4 Problems with celillhones
This does not mean that cellphones are all good news. They have brought with them a number of
new headaches for t heir owners: it costs a lot to replace stolen phones, something that is
becoming a frequent occurrence, and have you ever seen such huge phone bills? More serious,
however, is the potential health problem they bring: there are fears that radiation from t he phones
may cause brain tumors. This may be a time bomb waiting to happen to younger people who have
grown up with cellphones that they simply can't li ve without!
RU connected?
GLOSSARY
palm the ins ide ___
of the hand
a lime bomb
something lhat is
likely to have a
sudden and bad
effect in the future
,
'--
Objectives Topic: cell phones
Grammar Pronuncicmon Reading Ustening
present perfect question intonation an Inlernet article an interview
Speaking
discussing use of
cellphones simple, since and for
Write on lhe board: the Internet, the cellphone, the CD player.
Ask students in pairs or grOlips 10 decide which they think is lhe most important invention and why. Hove a
brief class discussion. Which invention does the class think is the most important?
As on alternative, write the title RU connecled?on the boord. Ask students whot thaI means lanother way 10
write il: Are you connected?1 and what it might mean. If no answers are forthcoming. write the Internet, the
eel/phone, the CD player on the board and see if students can predict what the topic of this lesson will be.
1 Reading ski ll s
Put studellts in pairs to discuss the questions in Exercise 18 brieny. Thon olicit answers from the
class and build up a li st of advantages and disadvantages on the board.
Ask students to read tho text quickly and match the headings in Exercise lb. Set a time limit of five
minutes. Afterwards, refer students to the Glossary.
Ask st udents to copy the table in Exe rcise lc on to a separate pi ece of paper, leaving plenty of room
to add ideas from the text and from the list the class made in tho preceding discussions.
Answer'S
2 In tho
workplace
3 For the
family
4 Other
Advantages
Can warn a colleague that you'll
he late
Fewer family arguments
Can let our family know when wo'll
be late
Parents can contact children at
any time
Disadvantages
With call forwarding, tho employee is
always at the end of the phone line
Costs a lot to replace stolen phones
Huge phone bills
Radiation may cause brain tumors
Divide the class into groups of four to six to discuss the questions in Exercise l d. Answers will vary.
This text contains a number of compound nouns. Write the following two lists on the board and ask students
to match a word from A to a word from B 10 make a compound noun. Hove them find the compounds in the
text and check the meaning of the words.
A: cell, brain, time, text, phone B: bomb, message, line, tumor, phone
Introduce !he topk
Vocabulary
_n
,,'-- --- -----------------------------------,
For Exercise 3 page 27 ~
I .. teo iIieww In the studio is Mike Wilson, a
lederal police spokesperson. Mr. Wilson, we
understand thol there is now deor evidence
!hot the use of cellphooes by drivers increases
the risk of traffIC accidents. JVSl now
dangerous are celtphones?
Wilson Well. the foct is thot the number of
accidents fNery year has increased
enormously since we started using ceflphones
about 25 years ago. The evidence suggests
that you ore four times more likely to have a
crash when using your cell phone while
driving .-
Interviewer The chances of on occident are
four times greatC!' - thers horrifying!
Wilson Yes, ills,
IntQrviewer How many drivers do you think
aduolty use !heir cellphones while driving?
Wilson WeD, our figures estimate that irs
around 85% -that me::lns of course that about
85% of cellphooe 0NnerS use their phaoes at
some painl while they're driving. but ot:MousIy
some drivers use their phones a lot.
InfeI .. ieYter Do you feel we now hove enough
evidence 10 make laws banning the use of a
cell phone while driving?
Wilson I think we do_ We've got very stricllows
on drinking and driving, so why not introduce
laws on talking on the phone and driving? In
fact, in the lost few years, many countries hove
banned Ihe use of ceHphones while driving.
The United Kingdom was one of the most
recent. but there are around 50 countries n<:JW
that hove decided 10 make it ~ l e g l 10 use your
cellphone <Mlile driving, and there are likely 10
be a lot more.
.. lief .. iewer And do these countries enforce
the laws?
Wilson Oh yes, and the punishments can be
very strict. In Poland, for example, there ore
fines of up 10 a thousond dollars and even
imprisonment
h lief .. iewer And what is the situation hC!'e in
Ihe Stales?
Wilson Not much has happened here, really.
Only two slates have banned the use of
cell phones while driving - New York and New
Jersey - and there is some discussion 01
nationcllfNeI, but we are way behind many
othC!' countries.
RU connected? T 26 Unit 3
t
Quick grammar
guide,-
periect
.. . ..
2 Grammar review and extension: present perfect , since and for
I-Iavo students work in pairs to answer the questi ons in Exercise Za about the example sentences
in the taxt.
We use the present perfect tense to totk about aclioos or stales thol began in the past and ore continuing
now. We also use it 10 discuss experiences in our lives and recently completed actions.
Common probktms and errors
Mony languages use the simple present 10 refer to a situation thol slarled 01 a given point in the pas! and slill
continues, where English uses the present perfect This frequently causes errors.
I #.e in Rio since 1985.
Students make errors with time markers cnd questions.
I've lived in Rio ~ f e f9( three years.
How long hove you lived in Rio?
Another common error is using the present perfed for a finished even! in the recent post with a lime marker.
/ RS',<e qRisCtefi /unch ten minutes ago.
Ask sl udcnts 10 work in pairs 10 malch/orand sillce 10 the time expressions in Exerdse 2b. Do the
I1rsl Iwo as a class as examples to get student s shuted.
Ask students 10 choose the correct answer in Exercise 2c and then check in pairs before going
through Ihe answers as a class.
3 Li stening skills
Prepare for the listening exercise by asking the class whal they think of using cell phones while
driving. Ask Do YOll think lIsing cel/phones while driving is dangerous? Why? Do yOll tl!ink it should
be JxmllCcI? Have students discuss thi s briel1y with a partner, and then ask a few volunteers to report
b."lck to the class. Next, ask students to work in pairs to do Exercise 3a.
Now play the audio for Exercise 3b and ask students to listen and chock their answers. If needed.
play the audio a second lime.
4 Pronunciation skills: question intonation
5
Play the audio for Exercise 4a. Ask students to listen for intonation patterns and trace the intonation
arrows with their fingers as they hear the questions. Ask students to ngure out the rules for question
intonation in English and complete the sent ences toget her. Write these on the board.
Play the audio again for Exercise 4b. Pause the recording allor each question and ask Ule whole class
to repeat. Then ask two or three individuals to repeat. As student s ropeal. move your hand in an
upward arc or downward arc to illustrate the intonation patt ern students should be trying 10
produco. Encourage the class to mimic yom hand gestures, tracing tho intonation patterns they hear.
[n Exercise 4c. ask st udent s to work in pairs 10 mark the correct intonation. Allerwards. go over the
answers with the class, modeling the inlonation patterns carefully.
Ihlvo students work in groups offour to practi ce the questions in Exercise 4d. and afterwards ask for
a show of hands to sec how many students in class said yes to each question.
Speaking skills
Divide tho class into groups of four to six to di scuss the questions in Exercise 5. Go around
moni1oring and prompting students. Allow five minutes for di scussion. Answers will vary.
A good Wa.j to menage the activity above, and similar activities, is to assign "speaking roles: DMde the closs
into groups 01 lour. Tell Sludent A in each group he/she is the group [eoder. Each group leader has to ask the
questions ond prompt other students to express their opinion. Sludent B is the secretary. He/she has to join in,
but olso listen and toke notes. [t is their job to report whotthe group soid to the class at the end of the activity.
The oudioscript for Track 11 is on page T26 ~
1 Do you hove 0 cellphone?
2 How long have you hod your cellphone?
3 Do you ever send lext messages?
4 Who do you normally text?
Jnit 3 T 27 RU connected?
-
~ -
2 Grammar review and extension:
present perfect, since and for
a Look at the parts in italic of the first two
sentences in the articl e. Answer the questions.
1 What tense is the verb in each sent ence?
jJresent perfect
2 Is the act ion or sit uation in each sentence
fin ished? no
3 Which sentence focuses on a sit uation up 10
now? cellphones have been around ...
4 Choose the correct words:
4 Pronunciation skills: quest ion
intonation
..E'a
Li sten to the intonation in theso questions.
Complete the rules about questi on intonation
bolow.
1 Do you have a cellphone?
---.....
2 How long have you had your cell phone?
-
3 Do you ever send text messages?
-.....
4 Who do you normally text?
We use for a poiat in
the past.
e use since with a period of time b
tile past.
In yesi llo questions the voice usually goes ....!!IL.
In wh-queslions the voice usually goes down.
Listen to the questions and repeat them.
b Do we use since or for with these time expressions?
S F S F
Thanksgiving two years last night 25 years
h I
F . h S .
t east ten mlllUles t IS mornmg
S . S
my last bIrthday 1995
c Choose the si mple past or present perfect, and for
or since if necessary.
1 The cellphone revoluti on(fegai'D/ llas begun in
tho 1970s. _
2 T (l used cell phones for
since the late 1970s.
3 In 2003. the British have banned
use of cell phones while driving.
4 .. commercia l cellphone.(fave)
exi ed or since 1963.
5 Phone ave aever ha never hCld so many
feat ufCs as ey 0 a ay.
6 Peopl4 ave IIse?J IIsed cell phone since
about 25 years now.
3 Listening skills
a You are going to listen to an interview with Mike
Wilson, a police representative, about the dangers
of talking on a cell phone while driving. Before
you listen, read the fact sheet below and try to fill
in the blanks with these fi gufCs: 2, 4, 50. 85, 1,000.
\Ii' b Listen to the interview with Mr. Wi lson and check
your answers.
c Mark the correct intonati on on these exampl es .
...
1 11 Have you sent a lext message today?
b Who did you send ii1'o'?
,-,.,-----
2 a Have you paid a cell phone bill recently?
- .....
b How much did you pay?

3 a Have you ever felt irritated by cell phones?
b When did this happen?
....

4 a Is your cellphone on now?
--...
b Why? I Why not?
d In groups. ask and answer the questions in
Exercise 4c. How many people in the class said
yes to each "a" question?
5 Speaking skills
In groups, discuss these questions.
1 Is "talk and drive" a danger in your country? Has
your government introduccd laws about it? If not.
should the government ban it?
2 Do you talk on the phone whi le you drive? Have
you, or has anyone you know, ever had an
accident while talking on a cell phone?
3 Do you think the government should also ban the
use of cell phones in public places?
Taiiz and Drive: the facts
Resear ch shoWS that : . . 4 times greater if
. k of having an aCCident IS_
1 the n s .' U hone.
the driver IS usmg a ce p their cellpho
ne
while
2 the number of drivers who use
.' . 85 percent. h
dnVlng IS - . h banned using a ceUp one
d
50 countries ave
3 aroun -----
while driving. . fine of up to 1,000
4 drivers in Poland can
h . g whIle nvtng.
dollars for p . onlO f llpho
nes
while driving
. ban against the use 0 ce
5 a 2 state(s) in the U. S.
tn on y_
RU connected? Unil3
Netizens
1 Vocabulary: the Internet
Match the words and phrases with lhe correct
definitions.
1 online "" a
2 b
spend time online looking
through Web sites
connected to the Internet
3 a virus
4 a chat room
5 log onloff
6 crash
7 offline
8 downloa
9 a file
10 an attachment
c a computer file sent with an
e-mail message
d information that you store
under a particular name
e move information from the
Internet to a computer
f disconnected from the
Internet
g start/finish using a computer
system
h when a computer or program
stops working suddenly
a Web site people lise for
exchanging messages
a program that enters your
computer and damages or
destroys information
Speaking ski ll s
a In groups, discuss these questions.
1 Have you ever surfed for more than three hours
online? When? Why?
2 Has your computer ever gotten a virus from
the Internet? When? What happened?
3 Have you ever taken part in a chat room? Who
did you "chat" wi th? What about?
4 Have you ever downloaded files from the
Internet? What kind of files?
5 Have you ever sent an attachment? What did it
contain? Do you receive a lot of attachments?
What are they about?
b Who is the most "connected" in the group?
3 Reading ski ll s
a Do new developments in information technology
affect your life? Which of these phrases best
describes you?
I'm an Internet addict.
I have an Internet phobia.
I use the Internet. but it doesn't affect my life.
Now take the quiz. Is your answer still the same
afterwards?
b Ask your partner his or her answers to the qlliz,
note them down and discuss Ulem. Who is more
addicted to the Internet. you or your partner?
Look at page 149, work out your partner's score
and read the analysis. Do you agree?
Internet addict or Internet phobe?,--,
The Internet is rapidly replacing TV as
the most popular form of home
entertainment. Many people are
spending longer amounts of time
online, and in some cases this has had
a negative effect on their work, studies,
and social lives. So how about you? 00
you have your Internet use under
control? Take this quiz and find out.
Are you addicted to the Internet?
1 Which of these is closest to your morning
routine?
a) I always log on at home. I realize an hour
has passed and I am late for again.
b) I get to work early so I can have some
time alone to surf the Net and chat.
c) I only log on when I need the Internet for
won'-
2 I have more friends ...
Unit3
a) in real life.
b) online.
c) in real life but I've lost touch with a lot of
friends since I started surfing the Net.
RU connected?
3 Where do you do most of your shopping?
a) In stores, of course. I'd never buy
anything over the Net - it's simply not
safe!
bJ I haven't been in a real store in over a
year. I even buy my groceries online.
c) I've never tried e-shopping but I think it's
a good idea.
4 Have you ever met anyone over the
Internet?
a) Yes, lots of people. In fact, I've started
dating one of them.
b) Yes, but we still haven't met face-to-
face.
c) No, I've never spoken to a stranger
online. It's too dangerous.
5 How often have you spent three hours or
more on the Net?
a) Never. t hardly spend any time on the
Intemet.
b) Regularly! I usually spend at least two
hours a day surfing.
c) Only occasionally. If I need to find some
i nformation, I might spend a couple of
hours looking online.
T
6 Which of these descriptions is closest to ..........
you?
a) I've never been online. I don't have
access to the Intemet.
b) I spend more and more time online andY
don't see my friends very often.
c) I go online most but for practical
purposes - to check my e-mail or to do ............-
some research.
7 How do you feel if you haven't checked yo'
e-mail or been in a chat room one day? '---""
a) Not good. I could be missi ng something.
b) Okay. I can always go online tomorrow.
c) No problem. I don't use the Intemet th,
often anyway. '-
-
Objectives
Vocabulary
the Inlernet
Topic: the Internet
Reading
a magazine quiz
Writing
writing char
Write Computers and the In/ernet on the board. Divide the closs into groups of lour. Teillhe groups thallhey
hove one minute 10 write down all the words connected with this topic they (on thinl: of. After ooe minute ask
each group how mony words they thought of. Elicil their answers and write their list of words Ofllhe board lor
if you prefer, ask volunteers from each group 10 come up and simulloneously write their lisls on the boordl.
1 Vocabulary: the Internet
Ask st udents to work in pairs to match the words and defini tions. You may also want to review the
pronunciation of each of these words wi th students, having thom repeat after you.
2 Speaking skills
Give students a few minutos to read the questions in Exercise 2a, think about thoir answers, and
write notes. Then ask them to di scuss the questions in groups of four to six.
If the questions in exercise 2a seem difficult for learners, hove a volunteer read aloud the questions to the
whole claSS. After each question is read aloud, ask a student 10 explain the question or, if they connot,
poraphrase the question yourself in terms students will more likely understand. At this point, hove students
WOI'k in small groups to discuss their answers to rhe questions.
3 Readi ng ski lis
Elicit the meaning of addictlsomeane who con't stop doing on activity) and phobia Iteatl, using examples you
think students would understand. Examples:
He was a drug addiel who bought his narcotics on the slreel.
She has claustrophobia and does nol en;oy being in a small, crowded room.
Write the following phrases on the board:
I'm addicted_ using Ihe Inlernel
I'm obsessed_
I'm not inleresled_
I'm worried_
Ask students to tell you what the miSSing prepositions are Ithe answers in order: 10, with. in, oboun. Then ask
students which phrase/s) describe them.
Ask students to tal k to a parlner and find out their answers to lhe questions in Exercise 3a.
Afterwards, qui ckl y Rsk for a show of hands from the class to see how many chose each phrase.
Ask students to take the quiz indi vidually. Circulate among students, chocking for difficulties in
understanding the text. I f needed. write new vocabulary on t ho board.
There are a few words and phrases in the text thot you may wish to check. Write these definitions on the
board if students are having trouble understanding the text that uses them.
lose touch with (friendsl '" not see, speak to, or write to friends any longer
dote (someane) '" arrange to meet someone that you are aHracted to
meet (someone) face-to-face", see (someone) directly I in the Hesh - not on the phone or tnternet
Have students do the tasks in Exercise 3b, working with the same partner as before.
Introduce !he topk
-
.-
Vocabulary lead-in
VocabukJry
RU connected? T 28 Unit3
--
.Itemotive
Additional acIIYIIy
4 Writing skills
Ask students to work with a different partner to discuss the questions in Exercise 4a. Answers
will vary.
Ask students if they can give you examples or lhe kind of abbrevi ati ons and language they use in
their own language when texting or chatting online. Then ask students in pairs to match the
techniques and examples in fu.:ercise 4b.
Before asking student s to read the chat in Exercise 4c in pairs, set the scene by asking a few
questions: In an online chat. what ore handles? What are the handles of the two people chatting?
What are they clwtting about?
Ask students 10 rewrite the chat in stondard English.
Ask student s to work in pairs and foll ow the instructions in Exercises 4d and 4e. Remind
students to chock the Glossary for unfamil iar terms. Move around the room, monit oring and
helping with idoas.
You could provide some 'framework' for the choning by giving each pair a lask to perform. Write the following
list either on the board or on individual cords Ihat you con hand out to pairs at random,
invite your partner /0 0 party
ask for help with homework
ask about your partners weekend plans
talk about football
ask about your porlner's family
ask about a topic of your choice
Have each pair perform one of the above tasks when chaning.
Hold a closs discussion on Internet safety. Ask Whot are some potential dangers of on online chot? Is it a good
idea to share personal informah'on (name, telephone number, address) with a stranger online? Why? Why nat?
Unit 3 T 29 RU connected?
'--
'V VVV V
4 Writing skills
a in pairs. answer these questi ons.
1 What do you know about chatting online?
2 Do you have any "online" friends? Have you ever wrillen to a stranger onli ne who has
become a friend?
b Chatt ers normally have nicknames, which they call 'handles". Chat is like a mixture of
speaki ng and writing, and chatters use different techniques to talk online. Match the
techniques on the left with the examples of chat.
1 'bil C U lSr
2 nol much punctuation :::::::=:--- _ gonna buy a
3 abbreviations c diane can you come saturday
4 ellips is (leaving out unnecessary words)
5 slang
d :-) (a smile)
e have to go - talk later
f cool ! wicked! 6 emoti cons
c Read this chat between two friends. Can you understand it? (Usc the glossary to help you if
necessary.) Try reading the dialogue aloud with a partner.
GLOSSARY
Emoticons
:_0 = scared
:( :: worried. annoyed,
or really thinking
:-):: a smite
;-0'" Dh. no!
(0_0) = shocked
: * = a kiss
;-) = a wink
:-< = sad
Abbrevi ations
From:
To:
Angel with a halo says: how r u
Dancing and singing says: im good u
Angel with a halo says: good 2 what u been up 2
Dancing and singing says: not much - studying
Angel with a halo soys: what 4
Dancing a nd singing says: exam in 2 weeks
Angel with a halo says: :(
Dancing and singing says: oh yeah! Btw u going 2 j's party fri
Angel with a halo says: no gotta study :-<
Doncing and singing says::( u looking forward 2 weekend?
Angel with a halo says: sure what u doing?
cu lar : See you later.
101 = laughing out loud
ru ok= Are you ok?
2day = today
Doncing ond singing says: football gome sal, then probably sleep in afternoon
Angel with a halo says: 101
Dancing and singing says: n u
Angel with a halo says: shopping!
cld = could, shd = should
Ie = I see I I understand
btw "" By the way
Dancing and singing says: (0_0) u shd be studying
n U :: And you?
bfn = Bye for nolV
ttyl = Talk to you later
Angel with 0 halo soys: yeah 101 gotto go ttyl
Dancing and singing says: yep bfn :)
Angel with a halo says: cu 18r bye :*
d You arc going to "chat" with your partner. Follow these steps.
1 Find a piece of blank paper.
2 Choose your "handle". (See Exercise 4b.)
3 Write your handle and your fi rst comment. Use the glossary to help you and remember to
use abbreviati ons and ellipsis.
4 Pass the paper to your partner.
5 Write your handl e and the next comment on the piece of paper you now have and pass it
back to your partner.
6 Conti nue chatting untit you decide to stop.
e Look at your cha\. Change anythi ng that you wanl to and then pass the paper to another pair.
Can they understand your conversation?
RU conne<:ted? Unit 3
Unit 3
Talk
1 Speaking skill s
a lnp' d
BIl'S, iscuss these si'uati
1 You 've just broken II . Ons.
boYfriend/girlfriend P wah your
2 You are havin . Who do you taU: to?
class Wh 8 problems with y .
J v: . 0 do you talk lo? OUr SCi ence
au have m OIi C .
talk lo? Y problems. Who d
. o YOn
b In OUr soc'
lalk Jely we have a 101 of 0
peo I on ,col/Phones. in chal Pportunilics 10
to Ihal
do you think that Jsa
y
10 talk 1o Ihompisls.
2 Reading skills
a Road the artic/e .
Summary. qUIckly. Choose Uw best
1 BilJ and Liz arc
strc psycholnoi I
2 . els of New York. - 0 s s workill
g
On the
B,I/ and Liz talk I
try 10 help them all tlie streets and
J BilJ and Liz e t Cu problems
encourage .
on Ihe street people to talk to th
th
the be,> em
erapeulic. Y leve it is
tome
"Taking a little time to talk to someone you've
never met can change you Jorever."- Liz Barry
NEWYORK (AP) - It is evening rush hour in the Times
Square subway station - perhaps the most frantic time of
day at the most hectic place in the busiest dry in the
country. Liz Barry and Bill Wetzel have just settled into
5 two chairs against a wall. Before them is a sign that reads,
in large white letters. "TALK TO ME,"
RU connected?
Amazingly, for the
next two hours,
people do. Dozens
10 of them. Two 17-
year-Qld girls talk
about their science
class. A middle-
aged man gives his
15 views on politics. A
young woman with purple hair, near tears, has recently
broken up with her parmer. She hasn' t gotten over it yet
and she wants to tal k.
Barry and Wetzel came to New York only a year ago, but
20 they have already heard mousands of stories like these.
They have walked the streets and avenues, set up their
sign and listened.
Liz and Bill, in their 20s, have discovered mat talking is
highly therapeutic for New Yorkers. "Taking a little rime
25 out from a busy schedule to talk to someone you've never
met can change your whole outl ook forever," Liz Barry
says.
Barry and Wetzel figure that now, after a year, is a good
time to Stop. They still haven' t decided what to do next,
30 but it's unlikely to be something as original as their "Talk
to me" project!
GLOSSARY
frant ic busy, hurried
hectic busy fu ll f > >
d '0 actIVi ty
ozens a number (
one dozen - 12)
Objectives Topic: falking fa people
Grammar
adverbs used with
the present perfect
Vocabulary
verbs of talking
Reading
a newspaper article
Ustening
a discussion
Speaking
discussing problems
Write on the board folking to strangers. Ask students, In whol situations do we tolk 10 people we don't knoW?
On the boord, build up a IIsl of their answers.
Suggested list: starling a conversation with strangers 01 a party or in a club; buying something in a store;
dealing with customers 01 work; asking for help on the street - aski ng for directions.
Ask Is it easy for you fa talk to strangers? Why? Why nof?
1 Speaking skills
Ask students to discuss the situations and questions in Exercises 1a and lb in pairs. Answers
will vary.
2 Reading skills
Ask students to read the article and choose the best summary. Remind students to check the
Glossary for any unfamiliar vocabulary.
Answer: Summary 3
The text contains a few phrasal verbs that you may wish to check.
settle into.: get comfortable in (a chair)
break up = end 0 relationship
get over", start to feel happy again
set up = put in position
1 3 ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
For Exercise 4 on page 31 ~
tnterviewer So, Bill, how do you get people to talk?
Bill Well, I simply ask them "how's your day?"
tnterviewer And how do they react?
Bill Well , they say, "What are you doingr and I say, "rm just being friendly"" and then we talk.
Interviewer Yeah.
Bill rye just spoken to a guy about how difficull it is to find work in New York. Afler 45 minutes he said, "'
could stand here and loll:; all day:
Interviewer Have you ever had any hassle from the police?
Uz Yeah, sure, we've already had a little hassle from the cops; they might tell us to move on, but we
haven't had any serious problems - not yet, anyway.
Bill No, that's right. but we have been insulted by drunks. Yeah, our shaes have even been stolenl
Interviewer Really?
Uz Yeah, really. People don't understand us at first; they think we're cops or researchers or weirdos or
something .
Bill Yeah. We've tried 10 explain, but some people still hoven" learned to just toll:; to each other and to
listen, of course
Uz Some people find It very difficult to listen.
Infefviewer So you think listening is on important ... uh .. skill?
Uz Yeah, thors right.
Interviewer So what have you learned from Talk to Me?
Bill Well, we've learned a lot about the way people work. the way they date, they way they've grown up
and sett led down.
Uz And we've mode a lot of friends; you remember Estela, Ihe oclor; she's been to see us three times
already. She's become an old friend.
Interviewer One final question. How have you been able to do this financially?
Bill Well, we're very lucl:;y. We hod same money to start with, though that's all gone now. But there's a very
nice lady we know who gives us a little money to I:;eep doing this, so we manage.
Introduce the topic

Vocabulary
RU connected? T 30 Unil3
Quick grammar
guide: adverbs
with the present
perfect
Lead in
Checking meaning
Let students decide on their answers to the questions in Exercise 2b in pairs before discussing them
as a class.
Before asking students to do Exercise 2c in pairs, do the first as an example: Ask students to find them
in line 5. Then point out that it is a pronoun that refers to the words Liz Bany Qlld Bill Wetzel in the
previous line and that it is used because the writer does not want to repeat the people's names.
Ask students to discuss the questions in Exercise zd in small groups. Answers will vary.
3 Grammar: adverbs used with the present perfect
For Exercise 3a, help students find and underline the adverbs, and then ask them these check
questions to make sure they are clear about the form rules:
Which word goes at the end of interrogative and negative sentences? (yet)
Which adverb is only used in negative sentences? (still)
Which adverbs go between have and the past participle? (just, already)
Which adverb can go between have and the past participle or at the end ofthe sentence? (recently)
Ask students to work in pairs to do Exercise 3b. Go around the class and help.
The key point is where the adverb goes in the sentence. Typically, in the present perfect. the adverb may be
ploced between have and the main verb or at the end of the sentence, as in these examples:
I have already done il. OR I have done if already.
The two English words still and yet present a prablem as they are often expressed by only one word in other
languages. Concentrate on the di fferences in form between the two words. The difference in use, is subtle:
Yet is "positive" - it means "' expect this 10 happen in the future:
Still is "negative" - it means "This should have happened by now:
Common problems and enors
Students put the adverbs in the wrong position in the sentence.
~ have finished. ~ h o v e finished.
Set up Exer cise 3d by modeling two or three sentences about yourself. Then ask students to write
their own sentences and read them aloud to a new partner.
4 Listening skills
Set the scene by reminding students oboulliz and Bill. Point to the pictures on page 30 and ask Wha! are
they doing? Why?
Put students in pairs, and then ask them 10 read the questions in Exercise 4a and predict the
answers. Briefly go over the answers with the whole class.
Play the audio for Exercise 4b, Ask students to liston and compare their predicted answers to the
actual answers,
Play the audio a second time for Exercise 4c. Ask students to check the things that have happened
to Liz and Bill.
Ask the question in Exercise 4d to the whole class and elicit answers briefly. Answers will vary,
5 Vocabulary: talk
Ask students to try to explain the words in italics in Exercise Sa to each other first. Elicit feedback
from the class to make sure students understand all the words. Then ask the groups to discuss
the questions,
As an alternative to translation, try miming the words ond having studenls guess. II's more fun! For example:
complain = briefly oct out person complaining in Q store
argument = move to and fro, honds on hips. pretending to be two people arguing
gossip = pretend to whisper in someone's ear, and then look astounded
Ask students to do Exercise sb in pairs. Encourage the listeners to keep quiet while their partners
speak, and focus on understanding and rememhering what the speaker said. This is not intended to
be a conversation between the two partners but rather Speaker A and Listener B. Encourage the
listeners to paraphrase, or say in their own words, what their partner communicated.
The oudioscript for Track 13 is on poge T30 Pi;
Unit 3 T 31 RU connected?
~
'--
1
2
3
b Read the article again. Answer the questions.
,
1 What impression does the writer give of New
Yorl:: in the evening rush hour? It is very busy.
2 What type of people stop and talk to Liz and
Bill? All typos - teenagers. middle-aged men
3 How do we know that New Yorkers li ke talking?
They have heard "thousands of stories."
4 Why have Liz and Bill encouraged people to
stop and talk to them? They believe that it can
change I.coplos outlook - it is therapeuti c.
5 Do you think that Liz and Bill have gotten any
benefits from their project?
Find these words in the article. What do they refer
to?
them (line 5) 4 and BJL

it (line 17) breaking
up wi th her partner
do (line 9) tnlk to them 5 these (line 20)
stories
them {line 10) people 6 it (line 30) what they
do next
d Discuss these questions.
1 How would people where you live react to
"Talk to Me"?
z Would you stop and talk to Liz and Bill?
Why? I Why not? If you did stop. what would
you talk about?
3 Grammar: adverbs used with the
present perfect
a Find these adverbs in the article: just, recenliy,
yet , already, still. Note the way they are used and
complete each sentence below with one of them.
1 "Have you finished your homewerk ? " "I
haven't even started it ~ "
2 1 can't talk now. I've J.!:!!!... finished cooking
dinner and we're about to eaL
3 "Any luck with work?" "No. I still haveu't
found n joh. ,.
4 "['II feed tho dog bofore we go out." "It's okay.
['ve already done it."
5 "Have you seen Mary at all?" "Mary? Yes, she's
stayed with us a few times recentlv ."
b Match the adverbs in Exorcise 3a with their
meanings.
a The action happened in the immediate past,
very soon before the moment of speaking. just
b The action has not happened up to now but
will probably happen in the future. (used with
questions and negatives) yet
c The action has not happened up to now but will
probably happen in the future. (used only with
negative scntences in the present perfect) still
d The act ion or actions happened not long ago.
recently
e The action has happened, perhaps before
expected, and doesn't need to be repeated.
already
c Check your answers with the Grammar Summary
on page 34.
d Complete the sentences to make true statements
about yourself. Then compare with a part ner.
1 I still haven't .
4 I've already ...
Z I haven' t ... yet. 3 I've just ...
5 I've recently ...
4 Li stening skill s
a You are going to listen to an interview with Liz
and Bill. Imagine you are Liz or Bill and answer
the interviewer's questions.
1 How do you get people to talk?
Z How do people react when you invite them to
talk to you?
3 Have you had any trouble with the police?
4 What lessons has "Talk to Me" taught you?
5 How have you boon able to do Ihis financiall y?
~ b Listen to the interview and compare your answers
with Liz and Dill's.
~ c
Listen agBin. Which of these things have
happened to Liz Bnd Dill?
1 They've spokcn to someone wi thout a job . ."
2 They've had sorious problems with the police.
J They've insultod someone who was drun k.
4 Someone has robbod them . ."
5 They've made some fr iends . ."
6 They've made a lot of money.
d Why do you think "Talk to Mo" is popular in
New York?
Suggested answers:
New York is a busy. non-s top ci ty 80 people
nonnally have no time to talk.
Li fe is stressfu l in a big ci ty - iI's good to talk.
In a big ci ty, there are a lot of lonely people.
New Yorkers are ramous for heing talkati ve.
5 Vocabulary: talk
a In groups, check the meaning of the expressions
in italic. then discuss the questions.
1 Have you ever complained about anything? If
so, what?
Z Have you /rad an argument with anyone
recently? What was it about ?
3 Have you shouted at nnybody thi s week? If so.
what made you shout?
4 Do you know anyone who boasts a lot"! Who
are they and why do you think they noed to
boast?
5 How do you persuade people to agree with
you?
6 Do you ever discuss problems with your
parents? If so, what kind of tbings do you talk
about? If not, why don', you?
7 Do you ever gOSSip? If so, who with and
when?
b Good communication is not only about speaking,
but listening. too. Are you a good listener? Try
this activity.
Student A: Choose a topic from 1-7 above;
prepare to talk for exact ly one minute.
Student B: Listen, wi/hollt interrupting, and tben
repeat what Student A said. (You don't have to
use exactly the sarno words.)
Student A: How good a Iistenor was your
partner?
When you have fin ished, reverse your roles.
Student B talks for one minute.
RU connected? Unil3
1 Warm up
a Tho World Wide Web has created a lot of weird
and wonderful things, includi ng new vocabulary.
How good is your Web vocabulary? Match the
definitions below with the words in the box.
icon link FAQs Web guide toolbar
Weh si te Web browser search engi ne
home-page URL Web page scroll bar
1 Tho plnco on the Internet that appears first on
your computer is your home page.
2 A software program that finds and displ ays
pages from the Internet is a Web browser.
3 A connection between one Internet file and
another is (I link
4 The row of small pictures on the screen that
you click on 10 perform particular acti ons is
tho Icoluor .
5 Tho long narrow line at the edge of the screen
usod for movi ng information up. down, or
across the screen is the scroll bar .
(j The unique address of a computer or a
document on the Internet is called a URL
7 A place on the Internet wherc you find
information about a particular subject.
organization. elc. is a Web site .
8 A pago or document that you can read on a
Web site is a Web paee .
9 A small pict ure on a computer screen that
opens a program or performs an action is an
icon
10 A program that looks for information from
many di fferent Web pages is a search engjne.
11 A page in a magazine that gives you
information about Web si tes is a Web Kuide .
12 Questions that Int ernet users frequcntly ask are
called FADs
b Read the Web guide on the right and recommend
ono or more sites for the people below.
I miss Pilar.
She always cheered me up with her
jokes. I wish she was here.
B,G
c
Unit 3 RU conneded?
A, D
I haven't done any
studying for the reading
comprehension test yet.
"m bound to fail it.
D
-
This week's

A
B
c
o
E
G
http:Lwww.liter!!nmet.orz len n sf I
Fantastic site from CNN. Over 50 news stories categorized
under headings such as crime, environment and
adventure. Each story has a range of activities focusing on_
comprehension and vocabulary, mostly of the multiple-
choice variety.
http://www.npr.org/
NPR is an American radio network with an extensive audio
archive - an excellent source of authentic English.
httgJJwww.humorlinks.com/
Hi larious site bringing together over 7.000 links to humor Of
every kind, from American comedy to Australian cartoons. '-
Here you will see the funniest jokes and pictures from
around the world.
http:)/www.bbc.(a.ukLbbcfaurLaudiainterviewsL
Hundreds of faScinating interviews with famous people
from every walk of life: actors, cartoonists, musicians,
painters, philosophers, political activists, scientists and
writers.
http :lJwww.bbe.ca. u kL m usi e lJ iste n
lots of online music from classical to jazz, from blues to
rap. You can listen to radio programs or select a range of
special features.

Here you will find listening activities - updated each
month -from the online magazine from Macmillan.
I failed my English test.
If only I'd worked
more on my listeningl
, I wish I knew more
aboul Johnny Depp!
I haven 'I read
anything about him
for ages.
E
I just bought the new
CD by The Darkness;
they're my favorite rock
band and I wish I could
find more of their music.
Objectives Topic: the World Wide Web
Grammar Reading Writing
a lecture
Ustening
a lecture
Speaki ng
simple past. used to a Web guide
do, be used to doing,
designing a Web site
I wish / if only
Ask students a few questions about the Web to introduce the topic. When was the World Wide Web invented?
How often do you use the Web? Whafdo you use it for? What is the most useful function of/he Web? 00 you
have a home page? What's on if?
1 Warm lip
Ask students to match the words and definitions in Exercise la. and then let them check with a
partner before going through the answers as a class.
Note the pronunciation: icon t alkonl FAQs fef el 'kjuzl URl/jual'el1 scrotl Iskroull
Write on the board:
Click on Find Choose Search
Then tell students that you have switched your computer on and you ore on your home page, but you wont to
go on the World Wide Web to find out exactly how old the Earth is.
Ask students to give you instructions 10 find Ihe information you wonl, using the verbs on the board and
computer words from exercise l a.
Read aloud the quotations by the people in Exercise lb. Then ask students to skim the web guide all
page 32 to find useful sites for the speakers. Let students check their answers in pairs before
discussing them with the whole class.
You may wont to check some of the difficult vocabulary items from the text and review their pronunciation.
cheer (someone) up 0: make someone happy
I'm bound 10 ... 0: irs almosl certain 10 happen 10 me
exlensive == very large
archive = collection or store
hilarious = very funny
Introduce the topic
t .. CJ
Pronunciation guide
Extension activity
Vocabulary
RU connected? T 32 Unit 3
Group organization
t

. ...
T
n
a,
\?
@
t
t
..
2 Task
Di vi de students into groups of four. and then go over the instructi ons in Exercise 2 with the cl ass.
Before doing the lask give each person in the group 0 role:
Student A == group leader - he/she has to ask the questions and make sure everybody contributes.
Students Band C = the "ideas" guys - it is their job 10 thi nk of interesting and unusual ideas_
Studenl D '" group secrelary - il is his/her job 10 make notes of all decisions and 10 report the ideas to Ihe class.
3 Prepare
Encourage each group to mak e revi si ons to thei r home page aft er comparing it to the home page i n
the unit.
4 Feedback
Ask one student from each group to present thei r group's Web si te i deas. Then have the class vote on
the best Web site.
Throughout Exer cise 4. build up a list on the board of features of a good Web site .
5 Compare
Pl ay the audi o for Exercise 5. A sk st udents 10 listen and say w hat points from exerci se 4c are
ment i oned.
Repeat the audi o for Exerci se 5. Ask students to write down any ex tra point s menti oned i n the
l ecture to add 10 the cl ass li st on the board.
A nswers (extra points menti oned on audio)
reliabl e, up-to-date conl ent
shows clearl y what i s on Web site
usabl e. transparent navi gati on
uncl uttered desi gn wit h clear text and good use o f pi ctures
not too man y col ors or 100 many pictures
free of adverti sing. incl udi ng ani mat ed pop-ups
6 Not ice
7
Pl ay the audi o for exercise 5 again. Ask students 10 compl ete the Ji st i n Exer cise 6a and the tabl e in
Exer cise 6b .
Foll ow up
T hi s works well as a homewor k task. A sk st udents to print out their favorite home page. and then
present i t to the class i n a fulure l esson.
~
Okay. let"s begin. Now, lost week we looked at Web sites fram a designer's point of view. Today we're going to
look at Web sites again. but from the point of view of the user. Many people I've spoken to obout Web design
soy things like, "I wish Web sites were simple and easy to follow. and not too technical: and "I need to get the
information I wont as quickly as possible, so I like Web sites that have very clear links ond site mops:
Wel l. in this talk, I'm going to give you the basic points so you can go ahead and design a usable ond
attractive Web site, taking into aC(Qunt the needs of the surfer. So. if you wont your Web site to be easy to use,
ask yourself the following five questions: First of all, the content: is the content rel iable? This is a key point
because theres a 101 of garbage out there in cyberspace. We'll assume thai you don't write garbage. but even
good content can be unreliable because it con go out of dole very quickly, With the Internet. you want
accurate. reliable, up-to-date information.
Second. can the user tell what the Web site is about? You see. people need to know if the site is relevonlto
them; so the site should indicate very carefully and clearly exactly what is there_
The thi rd point has to do with navigoti on. By navigati on, I mean how we move around the site from page to
poge. how usable and transparent it is, so you don't gel lost and waste time tryi ng to work out where to go
nex\. tmpartant navigation features are the toolbor, a site mop, and li nks to other relevant pages.
Fourth, what about design? Are colors used to good effect? You often find colors make it more difficult to
follow the site map. and you easily get lost or waste time. so you don'l wont to use 100 many different colors.
Also. the page shouldn't be cluttered - with too many different secti ons ~ the page should look open.
accessible, and inviting. Design includes clear text and good use of pictures, but dont use too many pictures
or the download time wi ll be too slow. You want a fast download time.
Finally. the site should be as free as possible of odverti sing ~ this is another form of garbage that the user
doesn't want to see popping up atl the time and gening in the way of the information you real ly need. Now
ore there any questions so for?
Unit 3 T 33 RU connected?
NATI ONAL AERONAUTICS
AND SPACE ADMI NISTRATI ON
+ ABOlTT NASA + NEWS & EVEHTS +
-+ For Kids
+ For Students
HUMANS IN SPACf
-+ POPUlAR TOPICS
IF IT'S NOT SAFE, SAY 501
Rofgl.." WOfy -.-. 10 I!ASA
FIND IT C NASA '
_ 1.'0::
+ AO'IANCED SEAJICIl
...
. ..... -"-<'
.-
EXPlORIPlG lliE UNIVERSE
09.09.04 09.01.04 09.09.04
KSC Cl eans Up After
Frances
Station Crew to Join
Far.Out Powwow
l atest on Genesis
Probe
+ Read More + Read More + Read More
,. View Video + Photo Gallery
09.03.04
Station Spacewa lk
Successful
09.09.04
Cassini t=inds New
2 Task
You are going to enter a competition to create a Web
sito for your class, and your group will have to
design tho home page of the site. You will need to
present the concept of tho Web site and the home
page to the class and they will vote on the one they
like the most. In your groups, discuss these points
and then design the home page.
1 Who is the Web sile for? What are their interests?
2 What "'ill the Web site contain? (Articles on
things such as sports. music, science, etc.; tips for
learning Engl ish: help with homework?)
3 What will appear on the home page? Think about
text, photos, and links.
4 What makes a good Web site? Thi nk of your
favorite Web si tes and make a list of the five most
important things a good Web site should have.
5 Put your ideas into action - design the home page!
3 Prepare
a You are going to report your group's ideas to the
rest of the class. List the main points about your
Web site.
h Look at the home page from a Web site at the top
of this page. Check how many of your poi nts are
covered by this site. Can you add any other
points?
c Now go back to your list of points. Do you want to
make any revisions to your Web site?
4 Feedback
a Present your idea for the Web site to the class and
explain your home page.
b As a class. vote on the best Web site.
c Make a class list of the features that a good Web
site should have.
5 Compare
@ a Listen to a lecture on Web design. Which points
on your list from Exercise 4c does the speaker
mention?
b Listen again and add any points the speaker
mentions which are not on your class list.
6 Noti ce
a Listen again. How does the speaker list her
points? Complete this list.
First of all, Second , The third point . Fourth ,
finally.
b Notice how the speaker identifies the good points
in Web sites. Complete the table with positive
adiectives and phrases about good Web design.
Listen to the lecture again if necessary.
Web site
Content
Navigation
Design
7 Foll ow up

Yet.olLe accurate, up-ta-dato
usable. trarll>pareut
not cluttored, opon,
accessible, inviting, clear
a Choose a home page from a site you like and print
it out. Make notes on what is good about it and
what could be improved.
b Present it to the rest of the class.
RU connected?
Unil3
LANGUAGE RESOURCE
Grammar Summary
1 Present perfect
u,.
To tal< about actions or states n the past but thai have some
effect in the present.
Actions Of stales that began in the past but thai are
contn.ing in the p-esent:
- Jack has worked for Ford since 1975.-l>
I I
PAST 1975 PRESENT
Jack Slant W()(king for Ford. Jack works for Ford
Experiences that we have had in our lives (at an unspecifIed
time) and that we may have again:
I've been to Chile, but I've never been to Argentina,
With this use of the present perfect, we often go on to add
more information, usually with a specifIC time reference, in
the simple past tense:
I've been to Chile. I wetJI there last year. We tOOk an amazing
cruise down the Pacific coast.
Recent actions or actions that we expect to do:
I'vEI just had some coffee (a few nToutes ago).
We haven't met Anna's new boyfriend yet (but we expect to).
I've aJroody fed the cat (so you don', need to do it).
Note:
In informal American English, the sinpIe past is often used n
sentences >Mthjust and aIra:Kfy:
I just had some coffee. I ahJady fed the cat.
Fann
We form the present per1ecl with the auxiliary verb have + a
past participle. e,g. beErI, done, gNetl, bought.
Affirmative: "ve been to New York twice. My sister has just
bought 8 car.
Question: Have you ever been to New Itlrlc? Has she bought
a used car?
Negative: No, I haven't been there. No, she hasn't bought a
used car.
2 Adverbs used with the present perfect
just - for very recent actiorls
Pfease take your shoes off, We've just cJeaned the catpet,
already - for actions completed earlier than expected
I've already flf'lished aI the questOOs, Can I go naN?
yet - to ask whether an action has been done (Y to sat that an
expected actiOn has not been done (question and negative form
00y)
Have )OU called your mother yet?
No. I haVen't called her yet because the phone isn't working/
still - to sat that an actoo has not been done, v.ten we expect
it to be done (negative form oriy)
We sill hav&l't heard from our daughter il AusttaJia; we're
ge"", womod.
recently - to say somethlng has happened n the recent past
I've been to the movies 8 101 recent.y.
ever - to ask atxxJt experieoces that have happened at least
once up to now (question form onty)
Have you ever been fa London?
for - to state how k)ng an action has been in progress, used for
periods of time
We've had these dogs for five years,
since - to state.....nan a continuing action started, used for a
particular point n time
I haven't seen Simon since Monday.
RU connecled?
\ Five of these sentences are i ncorrect. The errors can be in the
present perfect itself or in the use of the adverb, Check the correct
sentences and correct the wrong ones.
1 The President has never been overseas, tI
2 Don't wait for Janes, He's just went out, He's j ust gone out.
3 Have you seen the new James Bond film stilt? James Bond film yo>t?
4 Louisa has recently made a lOt 01 new friends. tI
5 We haven't been to a good party since two years. ror two years,
6 Fran neyer went skiing but she hopes to go next year. Fran has
never been ...
7 Kevin and Jackie have just had their third child. tI
8 We've been to a concert in the new auditoriun. In fact, we've been 1('
one last week, 100 . , we went to one l ast week. too.
Vocabulary Summary
1 IT and Internet words
Look at the IT words and expressions in the box, and check thE"
meanings in Lessons 2 and 4 1 a dictionary if you need to. Then ..........
write them into the correct column in the table, and add more
words of your own,
attachment icon link FAOs Web guide loolbar Web site Web
search engine homepage chat room crash download file
go online 1 offline log on 1 log off scroll bar surf virus Web page
Computers The Internet Both
<>a.'A
tool bar
Iile

li nk
FAo.
web gui de
web si te
web browser
search engine
homepage
chat room
go OIlIineloffii oe
surr
web page
<=
download "--'
virus
log on I log 01T
scroll bar
2 Words connected with tal king
Look at the meaning of these words in Lesson 31 a dictionary.
Whi ch word from the table describes the situations below? Rewrr ............
the sentences using a word from the table.
Word or phrase Useful phrases Exampl e
complain
have an
argument
shout at
boast
persuade
gossip
discuss
complain about someone We complained about t .............
or something meal to the manager.
have an arglJ'TlElflt with I had an 8rg.ment with iT'"
someone about something brother about his
shout at someone
boast about something
(to someone)
persuade someone that
""""'....., ... 1_
someone to do SCltTlElt!Ylg
gossip about someone
discuss something (with
wmeone)

Don't shout at the call
Simon's always boasting
about his expensive
sports car. "--'
Okay, yoo'vs persuaded
me to come this evennr'
Karen gossips about
everyt>ody so don't tetl
her any secrets!
'--'
Co.Jd I discuss my amuar-'
raise with yoo Icx:iay?
1 I gave Sam alilhe reasons why he should come with us on vacatior,
and he agreed, I persuaded Sam to come with us on vacation:--'
2 We disagreed strongly about politics. We had an argument about
pol i tics.
3 I told everyone in the room about how I won the competition,
I boasted ahout huw I won the competition,
4 Did Amanda tell you all about Mary's new boyfriend? Did Amanda
gossip about Mary's new boyfri end?
5 Iwas unhappy about the hotel room and I told the manager.
about the hotel room.
C>
Z
-
Z
01::

.....

::J
o
>-
0...
o
....J
L.U
>
L.U
o
Figuring out meaning
1 Dealing with new words when reading
a Read these strategies and check the ones that you
have used when reading.
1 If I don', know something, I immediately look it up
in a dictiOnary or ask my teacher .
2 First of all. I ask myself if the word is important in
order to understand the text. If it isn't, I ignore it
and carry on.
3 If there are a lot of words or phrases I don't
know, I stop reading because the text is too high
for my level.
4 I try to figure Qut the meaning from the context.
b Discuss your answers with the ctass.
2 Using contextual clues to figure out meaning
In pairs, use the context to guess the meaning of the
words in italic. Discuss the clues you used to discover
the meaning,
1 The man used a sharp ax to chop the tree down.
We know it's sharp, like a knife, and it's a tool, so it's
a tool for cutting down trees.
2 Every time I come across a new word. I reach for the
dictionary.
3 Pete's a real technophobe. He refuses to buy a cell
phone and won't use the copy machine.
4 Hey, Jane, I have to give this presentation next week
and I know that you're really goocI at that kind of thing.
can I pick. your brains for half an hour or so?
3 Using structural clues to figure out meaning
a You can also use information about the type of word
(adjective, noun, verb, etc.), to discover what it
means. In pairs. look at the sentence and answer
the questions.
The cratty choodle departed on time for a change.
1 Write as many quesHons as you can about the
nonsense words cratty and choodle.
'Whd lund q: chaxiIe. a.s J?
2 What kind of word is chood/e? Write three words
that could replace it in the sentence.
3 What kind of word is cratty? Write three words
that could replace it in the sentence.
b You can also use word formation to discover what a
word means. For example. the noun disagreement is
made of three parts:
prefix root suffix

1 The prefix dis- is used with some verbs, nouns,
and adjectives to create the opposite, usually
negative. meaning.
2 The word agree is the base word or root.
3 The suffix -ment indicates that the word is a noun.
REVIEW
Review your action plan from Unit 2: Making key pals
In pairs, talk about your action plan from page 25. Did yCXJ
search for information on key pals? Have you made a key pal?
In pairs, analyze these words in the same way as
disagreement: complete the table and say what they all
mean. Use a dictionary if necessary.
Prefix Root Suffix
1 misunderstanding mi s under st and ins
2 undisciplined un di sci pline , d
3 replacement
,.
p l ace ment
4 unhappiness Ull happy ness
5 recyclable .. cycl e able
c Choose the correct word in italic.
1 Careful reference
essentially in a research paper.
2 Happy / appines is a quality that we dont all
have t 0 u misfortune to enjoy.
3 n felt salisfied her bOss
critical her wo .
4 The earthquake wa SIron strongly enough to
a k1t of destrue estruetio
Unemployed is causing
de"",.a!e a<m"", workers.
4 Applying what you' ve looked at
a Read this text and decide which underlined words or
phrases are important to understand the text. Then
try to guess more or less what the important words
or phrases mean.
b Discuss your answers with your class or group.
rfly Jir1c ,errnan Ms=
flf ,"""Y ""iI h-r1c fo-maL ,e_n f=m.
.J was a!mud a.. ccmp!eJ:e kgtn-ney and /lad fuui
1 ku.I:!.e:dUes m '!5fI $;qr.uuh alL r.wnung JlA..i
/k..w."i! aImt Ik f=m.3 ..1im<
T is:hJe:.r enCe:red /:he. c:tu.sm:m.. "The O"u2n h.an.ded
fJU1 a a'Yl:u:le awi f.dpfu1ty s.;ud,
4 high!< allik <M nd k_:' 7M 1m
"as 5 /umcti.snt1.l cWftad/;; !:.he I:J1e afon.e !uui ?Ole
?!74uer fl!l!t nach 1& ilM",n.
f<..a1he;;r th.an 7 wi my fuw m dest&Yl1Pon,
J cd-ml} pd up ""iI hand and <n [nglsh askd
-new teaJ:hey, M fiau.. TiS:hJe:.r, "ltdL the I:e:xl.s
aL-ways Ie as ""II as /k5l'
ACTION PLAN [>
Your action plan: figuring out the meaning of new words
During your next few English lessons make a list of arr.; important new
words you learn from the reading texts.
1 Note the page reference. type of text, and title.
2 Ust new words, phrases, etc. you figured out and their meanings.
3 Write a short explanation of how you figured out the meaning.
Note: You will need to show these notes to a dassmate at the end of Unit 4.
RU connected? Unit3
a Choose the correct tense, simple present or present progressive.
1 Water is boiling 100 degrees Celsius.
2 I live alone back home but right now I share
apartment with my sister.
3 I'm only in California for a year or taldnBY 1 take a
postgraduate course at UCLA.
4 I at u early and wri te for a couple of hours and
usua y go I'm usuaJJ oing for II walk.
s ex weekend I go / ' /11 goin 0 my grandfather's 75th
birthday party.
b There are six mistakes with the simple past and present perfc<:t
in the essay on the right, My Hometown. Look at the example
and underline the remaining mistakes. Write the corroct form
below.
Mve Icmt
1 have traveled
2 met
3 moved
4 bas li ved
5 have had
c Complete these sentences with five of the adverbs from the box.
since for just already yet ever recently
1 I don', want to see that movie again -I've already seen
it six times.
Z I've studied English since I was six and I still make
mistakes.
3 I've worked here for a long time and don't want
to leave - I'm used to working here.
4 Have you finished that assignment yet ? We have
to hand it in tomorrow.
S Have you ever taken part in a chat room?
d Complete these sentences with the correct fonn of used 1o or be used to + . ing verb
and the verb in parentheses.
1 I don'l play soccer any more. I used to play (play) but I'm too old and slow now.
2 I am not used 10 working
3 I didn't use to like

5
Did you use to play
Are you used 10
(not/work) with music on. Could you turn it off, please?
(not/like) gardening when I was young but now I lovo it!
(you/ play) with toy trains when you were a kid?
(you/live) in the country now? It's so quiel compared to tho town you moved from.
e Match the problems with the wishes and regrets.
1 I left collage early without a degree.
2 I've gained a coupl e of kil os during this vacati on.
3 My boss fired me.
4 I have to do two jobs to make enough 10 survive.
S We broke down on the hi ghway and had to call for help.
a U only 1 had the money to buy 8. new car.
b If only I didn't have to work so bard.
c I wish I hadn't gone out to restaurants every evening. ()
d I wish I hadn't insulted her in front of the other
e If only I bad finished my major.
f Complete this text with the adjective form of five of the
words in the box,
attract friend create relax cooperate respect
real organize romance independence
The Ideal Boss
I.'ve a lot of bad managers in m
cold, aggressive, and y
mcompetent, But I'd like
my last boss, She w:
re axed SOrt of person _ sh'
never seemed uptight or nervous
c
and she always had time and ' ,
for everybody Sh a smile
, e managed to
create a pleasant, 2 friendl
in the workplac! _ we all
gan to see each other SOcially She
en?Ouraged us all to be .
3 '
didn't k ' In our work - she
were fi eep telling us what to do _ we
ree to work on our Own A
result 4 . "
, we were COOperative .
each other: we worked wdJ With
a team and with h as
her- sh er. We all respected
ffi' - e was not only experienced
e Clent, and 5 organi zed b '
communicated a enl ' ut she
great te'm ,. P y and Created a
SPlCit.

g Underline the odd word out.
1 Eyes : bl<'lck/blue/brown/green
2 Wine: red/white/black/rose
3 Hair: blondlbrown/vellow/black
4 Meat: red/white/brown/dark
h Choose the correct word, a, b, c, or d, to fill in the
blanks,
I Wef1t to the bank for advice the other day. I've been 1 . . - a lot of
money recently and I needed some acMce from my loan officer.
__ ... I -'oed her what my options were, apart from 2 .. , some
,"",y .. ay, a"....
more money from the bank, whict11 really don't want to dO, Of
course, whe!1 a bank 3 .. ' yo.; money. yo.; don't only repay the loan
but also the interest and I can't afford that. It's difficult for me to 4 . .
.inht now - I have so many obligations nowadays that I
q._--_.
spend everything I 5 .. . right away. Toe fact is my salary IS JU
low, I try to be optimistic, but life is really hard right now.
1 a using @ pending c making

Z a lending

c aski ng d ?rrowing
3 a owes b ends c borrows gives
4 a keep waste
ffi've
d guard
5 a win b save c Jarn d gain
Complete this dialogue by choosing the appropriate
word or phrase from the box. Only five words or
phrases are used.
download attachment file crash toolbar
viru:; connection Net Web sile
scroll bar home page log on online
John Hey. good to see you, I wonder if you can help me.
Luke r can try_ What's the problem?
John r think I pir.ked lip a 1 virus when I was surfing
the 2 Net
Luke Oh. no! So what h<'lppens to your computer?
John Well, every time I try to go 3 online ,I get this
message saying an error has occurred and the
computer just switches itself off. I haven '\ heen
able to send any e-mails for days!
Luke I know a very good 4 web site that provides really
good anti-virus programs free, You can 5 download
them onto your computer, [ used olle and it worked.
John Great. Could you send me the details?
Luke Sure.
Complete the sentences with the correct form of five of
the words in the box,
persuade complain boast shout
gossip disr.ussion argue
1 Our neighbors complained about the noise during
Oill party last night.
2 I shouted as loudly as I could <'II Ihe child, but she
couldn't hear me.
3 Nothing you say will persuade me to cross Niagara
Falls on a bicycle!
4 Actors are well known for gossiping about each
other - they love to talk about other stars' secret lives.
5 Have you heard? Joe and Helen had an enormous
argument and aren't talking to each other anymore.
Unil 4
1 -
i . _ _
1 Reading skill s
a Imagine that you are at a party. The four people in the article below are also at the
party and are not talking to anyone right now. Which one would you talk to? Why?
b Read the article qui ckly. Did you choose the person that the wri ter suggests is the
most attracti ve?
Together
GLOSSARY
auribul e A positive foature of someone or something
]lOslurc the way we hold our bodies
aspire desire ilnd work toward something
-
Objectives Topic: attraction and communication
Grammar
future plans and intentions
(going to, present progressive,
simple present)
Pronunciation
intonation:
recognizing and
expressing interest
Reading
a scientific arti cle
Ustening
a conversation
Ask students What do you do fa make a good first impression when you meet people for the first time? Write
students' suggestions on the board and add (or elicit) the following:
smiling looking cool listening folking a 101 being funny asking questions
Speaking
discussing intenti ons
Introduce the topic
1 Reading skills
15
Set up the prediction task, and then ask students tu read the text quickly and answer the question in
Exercise 1b. Point oul the Glossary. Set a time limit affive minutes.
For Exercise 2a on page 39 !ioI
A Hello there. Are you enjoying the party?
B Hello. Yes, I am, but irs a lillie difficult you
know, when you come on your own.
A Yeah, I know, Uh ... do you work with Dove?
a No. I know Dove from way oock - we were
in school log ether,
A Really? You've kept in touch?
a Yeah, wel l. irs not so diflicull when you're in
the some town,
A That's true. Do you live near here?
a Wel l. no, on the other side of town, near
the airport
A Hey, so do I, Fifty minutes on Ihe bus to get
here. Whal a pain!
a Well. I can give you a lift oock if you li ke. I
have my car here,
A Oh, that's really nice of you, thanks, but
actually I'm staying with my friend Rachel-
that's her in the black dress O\lef there. She
lives on the next block.
a Okay. look ... since we live near each other,
maybe we could gel together one evening?
How aoout Saturday?
A Oh, I'm sorry. I'm meeting some friends on
Saturday - we're seeing a play at Ihe theater,
a Okay, maybe some other time then.
A Yeah ... maybe.
C Lauro, this is Jane,
A Hi, laura, nice to meet you.
a Yeah, delighted to meet you, Jane, Are you
enjoying the party?
A Yeah, irs great I've met some really
interesting people,
a Yeah, me, too. How do you know Angie
and Dove, then?
A Angie and 1 worK together.
a Oh, right so you're in the travel industry,
How interesting! What exactty do you do?
A Oh, I'm a flight anendanl, nothing exciting
a Nothing are you Iddding? I bet you
get to see some interesting places.
A Well, yeah, we do, I suppose. rve just come
bock from Coracas
a wow, Caracas - sounds great,
A Yeah, it was really fascinating. We went to
a fantastic salsa dub there.
a You like salsa?
A love it,
a Me too, In fact, I'm going to try that new
salsa club on Friday. Why don't you come
along? What are you doing on Friday?
A Oh, I'm flying to Paris on Saturday, and the
flight leaves very early in the morning - sorry,
B Don't worry, we're going to try and go every
week if it's good. Come along some other
time,
A I'd kwe to. look I'll give you my number ..
A Hi there. Are you having a good time?
B Wel l, it's okay.
A Oh, I think the JXlrly's great. I'm Rachel, by
the way,
B Yeoh, okay. rm George.
A Nice to meet you, George
B Yeah, sure,
A Nice shirt Did you get it here?
B Heavens, no. Irs from Italy. I oought it in
Milan,
A Oh, okay, Do you travel a lot?
B Yes. look I'm actually waiting for someane.
Do you mind ..
A Hi.
B Hi,
A Good party.
B Yes, it is.
A Where are you from?
B Michigan.
A Really? That's interesting. I've never been to
Michigan. lpause). rm from New York lpause)
So, what do you do?
B I'm 0 research biologist
A Wow. ThaI's fascinating.
a Is it?
A Do you like it, I mean, being a biologist?
B Irs okay.
A I mean, I bet you realty get to make some
interesting discoveries, right?
B Yeah, sure. lpause)
A Well, I think Fl i go get another drink, See
you later,

For Exercise 2c on page 39 !II
A Do you work wit h Dove?
B No, I know Dove from way bock - we
were in school together.
A Really? You've kept in touch?
B Yeah, welt, iI's not so difficult when you're
in the some town.
A That's true. Do you live near here?
B Wel l, no, on the other side of town, near
the airport,
A Hey! Sa do II
B So you're in the Iravel industry. How
interesting, What exactly do you do?
A Oh, I'm a flight attendant,
nothing exciting
B Nothing exciting, ore you kidding? I bet
you get to see some interesti ng places,
A Well, yeah, we do I suppose, I've just
come back from Caracas.
B Wow, Caracas - sounds great
A Yeah, it was really fascinating.
A Where ore you from?
B Michigan.
A Really? ThaI's interesting. I've never been
to Michigan. I'm from New York, 50, what do
you do?
B I'm a research biologist.
A Wow, ThaI's fascinating.
Together T 38 Unit 4
Quick pronunciation
guide
Quick grammar
guide: future
t\it
Ask students to compare their notes from Exercise lc with a partner. Answers will vary.
Ask s t u ~ n t s to discuss Exercise l d in pairs. and then have student s roport briefly to the class.
Answers will vary.
2 Li stening skill s
If you wish, first ask students to predict what they think the people in the pict ures might say in each
conversation. Play the audio for Exercise 2a. Ask student s to listen and match the conversat ions
wi th the people.
Play the audio again. Ask student s to listen for answers to tho questions in Exercise lb.
Answers: In conversations 1, 3, and 4 , the "other" person gives up and goes away. In
conversation 2, they make friends and arrange to meet.
Play tho audio for Exercise 2e. Ask st udents to complete the conversations. You may need to play
and pause the recording to allow students to wri1c their answers.
3 Pronunciation: intonation
The "flatter" the intonation. the more bored people sound. Conversely, the more "exaggerated" the intonation,
the more interested people sound. Because Engli sh tends to use a wide intonation pattern, it is important to
get students to reolly exaggerate when repealing the "interested" intonation patterns from the recording.
Play tho audio for Exercise 2c aga in. As they listen. ask students to say who sounds interested or
bored. Pause after each conversat ion to elicit students' illlswers.
Answers: In 1, the man sounds interested. Tho woman sounds bored because of her flat
intonation: she does not seem interested in the man. In 2, both women sound
interested: their intonation has more high and low tones, and they seem to like each
other and are making friends. 1.0 3, the man sounds very bored; he uses a flat intonation
and appears to be wai ting for someone and wants the other person to go away.
Play the audi o for Exercise 3b and ask st udents to listen and repeat line by line. exaggerating tho
di ffe rences in pilch. as needed. to copy the intonation pall crns they hear.
4 Grammar review and extension: future pl ans, intentions, and
arrangements
If students need help wit h Exercise 4, review the ru les for expressing intentions, plans. and
arrangements in the Grammar Summary on page 4G of the Student's Book. or assign students to Tei;ld
thi s again as homework.
The present progressive is used to talk about personal plans and arrangements that have been ful ly planned
and finalized. Going to is used to emphasize the intention rather than the plan or arrangement - it is the
decision you have mode. The difference is subtle and often either form can be used in any situation. with a
slight difference of implied meoning.
I'm ploying tennis tomorrow. UI is arranged; the court is reserved.1
I'm going to play tennis tomorrow. fThars my de<ision; no one can stop me.!
Common PfOb'ems and errors
Students m(f.j overuse the simple ptesentto lalk about personal arraogements.
I fJI9y tennis tomorrow afternoon.
In English. Ihe simple present is nolo common future form - it is only used for impersonal, scheduled events.
5 Speaki ng skill s
Have students work individually to plan for one of the si tUlI\i ons. Then put them in pairs to discuss
their plans. Monitor st udents and listen for common mistakes. Students should be using present
progressive for fixed arrangements and going to for intontions.
The audioscripts for Track 15 and Track 16 are on page T38 ~
17 1--------------------------------------------------------------
Really?
Thors true.
Hey. so do I
How interesti ng!
Nothing exciting. ore you kidding?
Wow. Caracos - sounds great.
Realty? Thafs interesting.
Wow. Thofs foscinating.
Unil4 T 39 Together
c Make notes of what the wri ter says about the four
people in the pictures. Discuss the notes with
your partner. Do you agree wit h the writer?
d Think of your best fri end or boyfriend/girlfriend.
Where did you moot? What do you think first
attracted you to that person?
2 Listening skill s
a Li sten to four conversations at a party. Match the
conversations with the four people in Exercise la.
(The people in the pict ures are the second
speaker in each conversation.)
1 person _ 4_
2 person _ 3_
3 person _ ,_
4 person _ ,_
b Listen again and answer the questions.
1 What is tho outcome of each conversati on?
2 Which conversa tion is the most successful?
Why?
Li sten 10 these short exchanges from the
conversations and complete them.
1 A Do you work with Dave?
B No, I know Dave from way back - we were
in school together.
A Reall y ? You've kept in touch?
B Yeah, well, it's not so difficult when you're
in the same town.
A ThaI's true . Do you live near here?
8 Well . no, on the other side of town, near the
ai rport.
A Hey! SodoJ !
2 8 So you're in the travel industry.
How interesting . What exactl y do you do?
A Oh, I'm a night attendant, nothing exciting,
B Nothing exciting, are you kidding ? I bet
you get to see some interesti ng places.
A Well, yeah, we do, I suppose, I've just come
back from Caracas.
B Wow, Caracas Sounds great .
A Yeah. it was really fascinating.
3 A Where are you from?
B Michigan.
,.\, Reall y? That's interesting ? I've never been
to Michigan. I'm from New York. So. what
do you do?
8 I'm a research biologist.
.... Wow. ThaI's fascinating .
3 Pronunciati on: intonation
listen to the exchanges again. Who sounds
interested? Who sounds bored? Why?
mtonation shows how interested we are in a
penon or a conversati on. Listen and repeat the
phrases that you wrote in the conversations above.
4 Grammar review and extension: future
plans, intenti ons, and arrangements
a Look at these examples and answer the questions.
1 I'm meeting some fri ends on Saturday.
We're sccing a play at the theater.
2 The fli ght leaves very early in the morning,
3 I'm goi ng to try that new salsa club.
a Which tense/verb form is used in each example?
1 '" present progressive
2 '" simple present
3 II:: going to + infinitive
b Which exampl e describes an intention. not a
plan? 3
c Which example describes a very definite plan,
such as a schedul e? 2
b Which sentences describe the present and which
describe the future? Write P or F.
1 Are you enjoying tho party? P
2 We' re leaving for Paris noxt Monday. F
3 My train arri ves at six on Wednesday. F
4 I'm staying with my cousin in Chicago next
weekend, F
5 Jeremy always arrives late for the class. P
c Read the information about the ways of express ing
future plans and intentions on page 46, then write
sentences from the prompts below, using the
correct form.
1 she / fl y I Thailand I Saturday
(She bas already bought the ticket,)
5k:s Illf"U 10 7ioa<knd on. 5aluniOJi.
2 her fli ght I leave / 7:30 / morning
(This is the scheduled time.)
Her fli ght leaves at 7:30 in the morning,
3 her parents I take her / airport
(This is their intention.)
Her parents are going to take her to the airport.
4 1/ stay I home I watch soccer I TV tonight
(But I could change my mind.)
I' m going to stay at home and watch soccer on
TV toni ght.
5 we I play I ill I soccer final I Saturday
(It's in the program.)
\-Ve are playing in the soccer final on Saturday.
6 game I start I 3:00 / afternoon
(This is the scheduled time,)
The game starts at 3:00 in the aft ernoon.
5 Speaking skill s
a Choose one of the situations below, Make notes of
your plans for tho situation (e.g. times, travel) and
your preparations (e.g. clothes. conversation topics).
1 You' re new in this town and you have been
invited to a party on Saturday. You won't know
anybody there. but you want to make some new
friends.
2 Your hoyfriell d's/girlfrielld's parents have invited
you for lunch. You haven't met them before and
you want to make a good impression.
b In pairs. talk about the si tuations and what you
intend to do. Remember to show interest in what
your partner says!
I'm goi ng to a party on Satllrday. 1'111 going to wear
Together Uni14
Marriage: a dying institution?
1 Reading skill s
s One in Iwo couples in the United Slates get
divorced, and the rate is increasing. Why do
you think people gct divorced? Are there as
many di vorces in your country?
b Read the art icle quickly. Match the paragraphs
with the four brief summari es.
1 The statistics may give an unnecessaril y
pessimistic impression of marriage and
divorce. [)
2 The current trend and predictions for the
future nrc for an increasing divorce rale. @j
3 A good marriage can bring a lot of benefits. !aJ
4 The increase in the divorce rate may be the
result of changes in society. [li}
-
THE STATE OF MARRIAGE TODAY
Is there something seriously wrong
with marriage today? During the past
50 years, the ratc of divorce in the
United States has exploded: almost
50% of marriages end in divorce now,
Going b and the evidence suggests it is going
to+ver If d .
The institution of mar riage has
been based for years pa rt ly on
economic need. Women used to be
economically dependent on thei r
husbands as they usua ll y didn' t
have jobs outside the home. But
with the rising number of women in
well-payi ng jobs, this is no longer
the case, so they don't feci that they
need to stay in a failing marriage.
to get worse. UI IS teen connnucs,
first it will lead to the break-up of the
eonditional family, according to a spokesperson
t for the National Family Association.
Some futuri sts predict that in 100
will +verb years, the average American will
marry at least four times, and
will+verb extramarital affairs will be even more
common than they arc now.
C In answer to the second question,
the outlook may not be as
pessimistic as it seems. \Vhil e the rate
of divorce has ri sen, the rate of
couples marrying has never actually
fallen very much, so marriage is still
qui te popular. In addition to this,
many couples now cohabit and don't
bother to marry - these couples are
effectively married, but they do not
Unit 4
b But what are the reasons for this,
and is the picture really so gloomy?
The answer [Q the first question is
reall y quite si mpl e: marriage is no
longe r the necessity it once was.
c Find reasons for these facts in the article.
Why ...
1 .. . is marriage not a necessity for women any longer?
Z ... docs the number of cohabiting couples not affect the
trend?
3 .. . arc the statistks deceptive with regard to people
stayi ng in fi rst marriages?
4 ... is marriage benefi cial to men?
d In pairs, tal k about successful marriages that you know.
What makes a good marriage?
Couples have to lenrll 10 accept each other's differen ces.
Together
appear in ei ther the marriage or
divorce statistics. In fact, more than
50% of first marriages survive. The
statistics are deceptive because there
is a hi gher number of divorces in
second and third marriages than in
first marriges,
d So is marriage reall y an outdated
instit ution? The fact that most
people still get married indicates that
it isn' t. And it is also tr ue that
married couples have a healthier life
than single people: they suffer less
from st ress and its consequences,
such as heart problems, and married
men generall y consider themselves
more contented than their single
counterparts, Perhaps the key is to
find out what makes a successful
marriage and apply it to all of
our relationships!
GLOSSARY
flx tra maril al outside of marri age
gloomy dnprcssing. pessimistic
cohaui t Iivl! together (as a couple)
counterpart SOlIlIlone in tht! ~ a m e
POSitiOll as another persoll
Objectives Topic: marriage and the family
Grammar Vocabulary Reading Writing Speaking
predicting the future:
will, going to, first
conditional
the extended family,
life experiences
a social science
article
an Internet posting discussing family and
marriage
Write on the board Being single and Being married. Divide the class into two halves. Tell half A to work in
groups of four to write a lis) of advantages of being single.Tell half B to work in groups of four to write
advantages of being married. Allow one minute.
Elicit two lists of advantages on the board. Which "hair hod the most adYonloges?
1 Reading ski lls
Discuss the questions in Exercise 1a as a class, and then ask students to read the article quickl y and
match paragraphs to the summaries i n Exercise lb. Set a short time limit (four minutes) to
encourage students to skim the article.
Ask students to work in pairs to answer the questions in Exercise lc. Remind them to check the
Glossary. Tell them to discuss the questions and look back at the article to research their answers .
Answers: 1 They are no longer economically dependent on their husbands.
2 Because they do not appear in marriage or divorce statistics.
3 There is a higher number of divorces in second and third marriages than in
first marriages.
4 Married men suffer less from stress and feel more contented.
There ore a number of collocations in the text. You may wish to point them out to students.
Extromarllal affai rs = relationships outside marriage
Gloomy picture = negative view
Economic need = need for financial support
Pessimistic outlook = negative view of the future
Outdated institution = sociallrodilion that is not modern and needs chonging
Ask students to discuss the question in Exercise l d in pairs. Elicit students ' answers and write on
the board some examples of the students' advice.
Introduce the topic
Vocabulary
Together T 40 Unit 4
Quick grammar
guide: predictions

Presentation
altematiYe
Additional
actfvity
2 Grammar: predicting the future
Help st udents find and underline the predict ions in the first paragraph of the articl e for Exercise 2a,
and thell ask them which forms they use.
Going to expresses 0 prediction bosed on evidence now; will is used to express 0 prediction thot is 0 personol
opinion.
Common problems and errors
A common persistent error is likely to be using the simple present for predidions, especially with conditionals.
If Peter doesn't come soon, he the start of the film.
After students have studied the rules on pago 46, ask them to complete the paragraph in Exercise 2b
with the correct verb forms. Let students check in pairs before goi ng over the answers as a class.
Model the activity in Exercise 2c by providing one or two examples, and thell ask st udents to write
their own predictions and compare them in pairs.
3 Vocabul ary: the family
Ask students to do Exercise 3a and 3b individually and thon compare wi th a partner before
checking answers with the Vocabulary Summary on page 46. Move around the class, helping
students with any questions they have.
Put st udents in small groups to practice the vocabulary by discussing the questions in Exercise 3d.
Answers will vary .
4 Writing skill s
Let students check their answers to Exercise 4a in pairs before discussing as a class.
Ask students to read the Internet posting quickly. ignoring the spoces. Ask 0 basic question to help students
understond the gist (or main ideo) of the article:
Is the writer concerned about the family or not concerned?
Give students a minute to ask their purtner's opinion in Exercise 4b.
In troduce the activity in Exercise 4c carefully. Put students in pairs and make sure they agree on
which statement they are going to write about. Tell them another student will read their work lator
on, so thoy should write their "posting" legibl y on a soparate piece of paper.
Move around the class, helping students with ideas and vocabulary.
When students are ready, form groups of four and ask the groups to follow the inst ructions in
Exercise 4d.
Collect ond correct the postings and their replies. Then invite students to rewrite them ond post them on the
classroom wall so that students have on opportunity to read whot everybody has written.
Unit 4 T 41 Together
2 Grammar: predicting the fut ure
a Read the fi rst paragraph of the arti cle again.
Underline four predictions ahout the future of
marriage. Which future forms do they usc?
b Look at the ways of predi cting the futu re on page
46, then complete the paragraph below with the
corroct form of the verbs.
Dno of the problems faced by the western world
is its falling population. Couples need to produce
an average of 2.4 children, but in many countries
that has fallen to below two and
1 will definitel y continue (defini tely continue)
to faiL In some European countries the average
couple has only one child and evidence suggests
that it 2 is Boine to get (get) worse as more
couples dl.'Cide not to have children. Thi s, of
course, 3 will cause (cause) many problems in
the future, If the population cuntinues to fall,
there 4 will be (be) fewer people in work,
governments 5 will raise (raise) less money in
taxati on, and there 6 will be (be) less money
available for the sick and the elderl y.
c Complete these pred ictions in your own words.
Then. in pairs, compare your sentences.
1 in 50 years, marriage ...
2 If more people get divorced ....
3 in the fut ure, single-parent families
4 In the future. the size of families
3 Vocabulary: the family
a Complete each definition about the family with
two words from the box.
blolliea children famil y fat her half ffl-..lttw
in-l aw mother parent single sister step
tradit ional working
1 Your wife's brother is your /m:i:J..eY-{'n-/aw.
2 Your husband's father is your father-in-law.
3 If you marry a man or woman with children,
they become your ~ i l i l J : m
4 If you have a sisler with a different falher or
mother, she is your half sister .
5 Mother. fat her, and two children form a
traditional famil y .
6 A man or woman on their own with children
form a single-parent famil y.
1 A woman with children who works outs ide
the home is a working mother .
b Match the verbs and nouns, then write them in
the order in which we usually do these things in
our lives, Compare your order with a partner.
1 got a more chi ldren
2 got b married
3 got c a baby
4 go out with d engaged
5 have
,
a boy/girl
6 have f divorced
c Check your answers in the Vocabulary Summary
on page 46.
The order of the stages most often is: e, d, b, c, a (f
can come at any time after b)
d In small groups, discuss these questions.
1 Do any of the phrases in Exerci se 3a describe
you? Which ones?
2 Do you have any of the people in Exercise 3a
in your famil y? Whi ch ones?
3 How many of the act ions in Exercise 3b have
you donet
4 Writing skill s
a Read the Internet posting <lbout the state of
marriage and complete it with words from
Exercise 3.
What has happened to t he 1 traditional family, i.e, parents and
children, with t he mothe r at home? It seems today t hat most
children have 2 working mothers, so they are left wit h
strangers all day, which can't be good for them. In my day,
mothers stayed at home with thei r children, and if they had to
work, they left the children wi th their own mot her or mot her-
3 in-law. Then of course there are the 4 single-parent famil ies,
where a couple has gotten 5 divorced , leavi ng t he children
with only one parent at home - or worse, where t he couple
didn't get 6 married in the first place, and t he woman has to
bring up the children totally on her own. It is n't ri ght . Then you
get divorced people who remarry and end up wi th seve ral
7...!1.!UL: children - and these poor children get totally
confused. I believe that these children will grow up wit h
terri ble problems, which of course leads to more cri me and
unemployment. What can we do about this?
h Do you agree with the writer of Ihi s posting?
Discuss the posting with a partner.
c You arc going to write a posting about a related
topic. In pairs, discuss the st<ltemcnts below and
choose one that you are bot h interested in. Write
a short posting of about 100 words.
1 People have children too young - before they
know whether their relat ionship is "right".
2 Single-parent famil ies can't bring up children
as well as traditional famili es.
3 Families where both parcnts work have sOllle
Advantages.
4 Divorce is not necessarily bad for children.
d Join wi th another pair and in groups of four,
exchange postings. Write a reply and "send"
tJlO message back again. Read out interesting
messages to the class.
Together Unit4
Friendship
1 S peaking ski lis
What kind of friend are you? Choose the best
a answers for you in the questi onnaire below.
b Discuss your answers with a partner. Then look at
your score on page 149. Do you agree? ."
C Y and compl ote tho "important relattonshl ps
c with namos of friends and family. Someone
near "me" in the circlo is more important than
those further away.
d In pairs, ask and answer questions about your
circle. Talk about the people and why they are
important to you. How would your li fe be
different without them?
A Who's Karen?
B She's my girlfriend. We' ve been for
three years and I think we' ll get roamed some
day.
A And Paul?
B He's my best friend. We play
every weekend and have a great bme. Without,
him, I wouldn't have a dose friend to confide m.
What would you do ..
if your friend had a new hairstyle
and you thought it looked awful?
a say "What did you do to your hair?!"
b say '1l1at looks great! Which hairdresser
did you go to?"
c say "Sorry, but I don't think it really suits
you. It might be nice if you cut it shorter,
though."
if you were sharing an apartment
with a friend and they never did
any housework?
a tell your friend they had to move out
b stop doing housework yourself to make
a point
c talk to your friend about it and explain
the probiem
if your best friend started to make
a lot more money and you were
still almost always broke?
a feel jealous and ask your friend to pay
for you all the time
b see less of your friend because you
don't want himther to pay for everything
c suggest doing things together that don't
cost a lot of money
Uni14
Together
If your friend was feeling really
depressed after a relationship
breakup?
a stop calling your friend because he/she
is atways complaining
b tell your friend to call you whenever
helshe wants
c insist on taking your friend to parties,
but listen when he/she wants to talk
if you were at a party with a friend
and you met a really attractive
person?
a spend all evening with the person and
ignore your friend
b ask your friend if helshe minds if you
spend the 'NhoIe evening with the
person
c invite the person to join you and your
friend
Objectives Topic: friendship
Grammar Reading Speaking
second conditional
Vocabulary
friendship:
collocations
a magazine
questionnaire
Ustening
interviews discussing friendship
Set the scene by asking students What qualilies make a good friend? Elicit words and phrases like honest,
reliable, caring, a good listener, etc,
Introduce the topk
1 Speaking ski ll s
Give students fOUI or five minutes to do Exercises la and lb. Briefly elici t answers from the class.
A fair-weather friend is someone who is only friends with you in the good limes - not a real friend;
strike up a friendship means start a friendship.
Culture note
Foe = enemy lIiterary word, nol used commonly in speech).
For Exercise lc, have students copy the "ME" circle on a separate piece of paper. Give them two or
three minutes to think of the names they are going to write in their own circle. Then put students in
pairs to talk about their answers.
Far Exercise 4 on page 43 ':IiI
A Excuse me, do you have a minute? I'm doing a survey
on imporlont people at different stages of our lives, and
I'd like to ask you a couple of questions. Would that be
okay?
8 Sure, go ahead.
A Thanks. First, t'm going to ask you to think bock to your
childhood, to when you were very young.
B How young?
A Well, lers sIT'( up to the age of four.
B Four. Right .
A Now, if you look bock to that lime, if you had 10 choose
the most imporlant person in your life, who would il be?
B Mmm. That's easy, no contes!, - yeah, my mother,
definitely.
A Thanks, your mother, thaI's the answer most people
give. Now, if you had to choose the most important
person in your life from, soy, the age of fIVe to eight years
old, who would you choose? Jusl one. Your mom again?
8 Well, no, I don't think so. t think it would be the girl I
used to ploy with most. She lived just down the street .
A And the next most imporlont person?
B You mean, when I was about five to eight?
A Right
B . Um if t hod to choose someone from that time, I'd
soy it was my school teacher.
A Oh, interesting. A 101 of people still soy their mother for
that age, or perhaps a brother or sister.
B Wel l, you see, my mom used to go out to work and my
teacher, you know.
A She became more imporlant?
B Right - she become a kind of mother figure. And I
didn't have brothers or sisters.
A Ah, I see. Now, for most people real friendship begins
after this period, around the age of nine or len - would
you soy thaI was true for you?
B Welt I'm not sure, I can't really remember, bul if 1 hod to
soy right now, I think I'd say I made my first real friend
about that time.
A And would you soy he or she was the most important
person in your life then?
B Oh, yeah.
A More importanllhan parents?
B Absolutely. Much more imporlont
A Now, I'd like you to Ihink back to when you were a
teenager, soy 13 to about 16.
B That's easy - it wasn't so long ago!
A Good. Now who stands out as the most imporlont
person?
B Well, thars a little mare difficult I suppose Ihars the age
when you start looking for role models and I was crazy
about rock slars and basketball and that kind of thing. 50
rd say Carlos 5ontano or Kurl Cobain, you know, and
sports stars like Michael Jordon, peaple like that.
A No friends?
B Yeah, bul I think we were starting 10 get more
competitive, in sports, for girls, and so on, so we didn't
trusl each other as much.
A Okay. Now how about the late teen years, you know, 17
10 20, 2l-ish.
B Easy - my girlfriend. My first real girlfriend ...
A Right, "girlfriend" and then ... ?
B I don't know really, but I suppose after my girlfriend,
nothing else seemed to matter ... I lost touch with most of
my friends and .
A And how about now? Howald are you if you don't
mind me asking?
B No, that's fine. I'm 26. Well, I got married two years ago,
so obviously my wife is real imporlont to me, but we had
a baby a couple of months ago, and, well ... I guess my
littl e daughter is Ihe most important person in my life
now. You know, irs just amazing when.
A Well, yes, that's fine. Thank you very much.
B 50 what about my answers, what do they mean?
A Well, what I can tell you is that your answers agree with
most of the population .
Together T 42 Unit 4
Quick grammar
gUide: .second
condtianal
2 Vocabulary: friendship
Briefly elicit answers from the pairs for Exercises 2a and 2b.
Start students on Exercise 2c by giving them examples for the first two sentences, and indicate
grammatically correct answers:
Friendship is ... .fun / being there / something that you have to work on. Point out that this sentence
needs to be followed by an adjective, gerund, or sometll/ng + that ..
If someone at a party were unfriendly toward me, I would be upset. Here, would needs to be
followed by an infinitive.
3 Grammar review: second conditional
For Exercise 3a. ask students to underline the verbs in lhe clauses in exercise 2c, then complete the
rules. Point out that were is commonly used in the first person in second conditional sentences, as
in the example in sentence 2. However, in modern speech was is also used.
Many languages hove the past subjunctive in hypothetical condllional clauses. Since there is no such
subjunctive in English, students often use would + verb in the condllionol clause as well as the main clouse,
or past + past in both clauses. II is useful to help students see the similority between If I had a new car .
and I wish I had a new car, and equate the simple past with such hypothetical concepts (and the post
subjunctive if used in their first language!.
Common problems and errofS
Students confuse which form they should use in each clouse.
If I w9wJ9 fI now; I would gel home sooner.
If I were rich, 1/F8lIeI88 around Ihe world.
Model Exercise 3b carefully, pointing out that students have to match the sentence halves and then
write whole sentences. Let students check their answers in pairs, and then ask different students to
come up to the board and write one of their sentences.
4 Listening skills
Set the scene by writing on the board: porenls, boy/girlfriend, besl friend, husband/wife.
Ask At what stage of your life are these people mosl important? Why? Then ask students to copy the
table in Exercise 4a into their notebooks and complete the "me" col umn.
Ask students to listen and complete the "survey" column. Play the audio for Exercise 4b. You may
need to play the recording a second time. Afterwards, elicit students' answers and have them
compare the survey with their answers.
Play the audio again and ask students to expand the responses in Exercise 4c. As you elicit
students' answers afterwards, explain that the following expressions are often used to "buy time;" in
other words. they have little meaning and are used to give us thinking lime when we speak. Their
approximate meanings are listed below:
sure, absolutely = of course I no problem or I agree
well = give me a moment before I speak
you see, I moon = I'm going to try to explain
Put students i.n pairs 10 do Exercise 4d. Encourage them to practice using the words in Exercise 4c,
buying time, as needed.
The oudioscript for Track 18 is on poge T42 11i.
Unit 4 T 43 Together
2 Vocabulary: fr iendship
a Add some words and phrases from the questionnaire
and scores in Exercise 1 to Lhe diagram.
4 Listening skill s
real " dose friend
iend'\. / __ old friend
form a
friendship
a Who is the most important person in your life
right now? Why? Has this always been the case!
Complete t his table for the different times in
yo ur life.

best friend
.od/
become fr iends
---
I
--f amil y friend
be friends
fri end
\
unfri endly
............ friendly
b Add the words in the box to the diagram. Can YOIl
add any other words or phrases?
become friends form a friendship girlfriend
real friend strike up a friendship unfriendly
C [11 pairs. complete each sentence with two different
ideas.
1 Friendship is .
2 If someone at a party were wlfriendl y toward
me. I would ...
3 If [ wanted to make new friends. I would ...
4 If [ had a fair-weather friend. 1 would ...
5 If my girlfriend/boyfriend did something I
disapproved of. I would ...
'- 6 One way of striking up a friendship is .
d Share your ideas with another pair.
'- 3 Grammar review: second conditional
a Look at the clauses in Exercise 2c and complete
the rule.
Second conditional = if + +
would (not) + infinitive
b Read about the second conditional on page 46.
Then mat ch the condition clauses wi th the main
clauses and write sentences in the second
conditional with would. might. or could.
1 If my best friend lived ncar me, 1
2 If I weren't so shy, I
3 If I wanted 10 get married. ,
4 If we went out more often. we
Important people in my life
Age M, Survey
0-4 mother
5-8 girl down Ule street
9-12
fi rst real friend
13-16 role model s
17-21 first real girl fr iend
22-25
wife
b Listen to a survey based on the table above and
complete the 'Survey" column.
5 If I thought a friend weren't honest with me. I c When we speak naturall y we often add little
words to make our speech sound more natural,
e.g. well. you see, sure. 1 mean. Listen
again and expand these responses to make them
sound more natural.
6 If you werent so demanding. you
a marry someone different from me.
b end the friendship.
c meel more people.
d make friends Illore easily.
e keep friends for longer.
f sec her once a week.
1 f - .If 'f}f /:e1;. frIEnd u'Ved neay me, .f 7mf}hl
fee hey once. a ..... ecJ.c..
2 die - If I weren't so shy, I would/might/could
make friends more easilyhneet more people.
3 a - If I wanted to get married, I would marry
someone different from me.
4 c - If we went out more oRen, we
wouldlmight/could meet more people.
5 b - If I thought a friend weren'l honesl with
me, I would end the fri endship,
6 eld - U you weren't so demanding, you would
might/could keep friends for longerl make
fri ends more easi ly.
1 Sure, go ahead.
2 That's easy. no contest. my mother. definitely.
3 WdL. no, I don't think so.
4 You mean . when' was abollt five to eight?
5 Well. You see , my mom used to go out to
work ...
6 Well, I'm not sure , I can' t really remember.
7 Absolutely. Much more important.
8 Easy . My girlfricnd. My first rcal girlfriend ...
d In pairs. compare your answers from the chart
and think about the future. Who are going to be
the most important people in your life'!
Together Unit 4
Unit4
1 Warm up
a Look at the defi nitions. Where do you think you
come on the scale below? Put a cross ut} at the
best poi nt.
1. non-assertive
not making your opinions and desires
known; will ing to accept what others
want above what you want
2. assertive
behaving and expressing ideas
in a firm and confident manner
3. aggressive
behavi ng in an angry or rude way, often indicating
that you want to fight, attack, or argue with someone
non-assertive assertive aggressive
I
b In groups, deci de whether these expressions are
assertive (A), non-assert ive (NA). or aggressive
(AG) language. Which of them do you tend to say?
1 I would like 10 discuss this with you, if you
don ' I mind. A
2 Do it now! AG
3 That's a reall y dumb idea. AG
4 I sec your point, but in my opinion ... A
5 Well , if you say so .. . lei's do it your way. NA
6 I don't mi nd what we do. NA
c Thi nk of your famil y, friends, and acquaintances.
Wri te the init ials ofthree or four people on the
scale. Explain 10 your part ner, with examples,
why you put thorn there.
2 Task
a Take the quiz on the opposite page to fi nd out
how assert ive you are.
b Discuss tho quiz in a small group. Keep a note of
the other students' answers.
3 Prepare
a Check your answers wi th the key on
page 149.
b Summarize what you have learned
about yoursel f and others in your group.
How assert ive are you compared with
the other members ofyoUT group?
4 Feedback
Report your group's results to the class.
Which group has the most assert ive
members?
Together
5 Compare
a Listen to two people completing and discussing
the questionnairo. Which questions do they
discuss?
b What kind of person do you think Rob is, assertive,
aggressive, or non-assert ive? How about Jane?
6 Notice
a Look at these extracts from the conversation. In
informal conversation we often leave words out.
Which words have the speakers left out from the
underlined expressions?
1 I still havon' t done the last two. Done yours?
Have you done yours?
2 Yeah, finished ages ago. 1 finished ages ago.
b Find tho "missing" words in these examples from
the convorsation.
1 This has happened to me so many times -
such a pain. It is such a pain
2 Remember last summer, the restaurant near
the beach? Do you remember .. .
3 Wasn't very assertive of us, was it? Itlfhat
wasn' t. ..
4 Really? Amazing. I'd ask people to introduce
themselves. That's/How amazing.
7 Foll ow up
Look at the sit uations in the qui z. Have you been in
any of those sit uati ons? Did you assert yOUl'self or
not? Discuss the sit uat ion with your partner. using
these questions.
What was the incident?
I had really bad food at a res/aurnnt.
Whore did it happen?
II was in a pizza place in town.
When did it happen?
Who wero you talking to?
How did you roact?
Why did you roact as you did?
How did you feel afterwards?
Objectives
Grammar
present perfect,
adverbs used with
present perfect
1 Warm up
Topic: assertiveness
Reading
a magazine
questi onnai re
Ustening
people doing a quiz
Speaking
answeri ng a
questionnai re
Ask students to look at the definitions in Exercise 1a and mark themselves on the scale. Then divide
the class into groups pf four and ask them to discuss the expressions in Exercise lb. Afterwards. elicit
from students what the difference between an assertive and an aggressive statement is.
Answer: An assertive statement is expressed us ing polite language (I would like .. ,J or
conciliatory language (1 see your point, but . .. J; an aggressive statement is often
short and rude.
2 Task
Ask students to lake the quiz. Then divide students into groups of four and ask them to discuss their
answers; students should make a note of each other's answers and pay special attention to the ones
they have in common.
3 Prepare
After they have checked their answers, ask students to write three or four sentences to summarize
their findings.
You could write the following phrases on the board to hetp students prepare their summaries:
We found that whereas ., . Both ... and .. . Neither ... nor. ,
4 Feedback
Ask one student from each group to present the group's findings. Determine which group is the
most assertive.
5 Compare
Play the audio for Exercise Sa. Ask students to listen and say which questions they discussed.
Afterwards. elicit students' answers for Exer cise s b.
Answers: They discussed questions 1, 2. and 3.
Rob is non-assertive. Jane is asserti ve.
6 Notice
Read through the examples in Exercise li a aloud, and then ask students to work in pairs to find the
missing words in the sentences in Exercise li b.
7 Foll ow up
Give students a few minutes to prepare to speak. If necessary, help them to think of a situation and of
their answers to the questions in Exercise 7. When they are ready, ask pairs of students to take turns
asking each other about the situations.
Write three situotions on the board.
Decide which film you want to see at the movies tonight.
Decide what you are going to cook together for dinner tonight.
Decide where to go together for vacation.
Divide the class into groups of three. Give each student in each group a letter, A. B, or C. Tell As they are
assertive, Bs they are non-assertive, and Cs they are aggressive.
Tell the groups to discuss situation 1, playing their roles.
After they hove finished. change situotions and change roles. Allow 0 couple of minutes for each role-ploy situation.
The oudioscripl for Track 19 is on page T45 11
...
PresenIo1ion
alternative
Additional activity
Together T 44 Unit 4
Unil 4 T 45 Together
For Exercise 5 on page 44 ..
Jane How are you doing? Hove you finished yet?
Rob Nearly. I still havent done the lost two. Done all yours?
Jane Yeah, fi nished ages ago. I love dOing these things - you find out so much about yourself, dont
you?
Rob Do you? I'm not sure. What have you found out then?
Jane Well, I haven't checked !he key yet, so I can't really soy.
Rob Okay. What hove you got for number one then? Somebody's just taken your parking space - you
sow itlirst. right?
Jane Ah, yes, parking. I've been in that situalion so many times.
Rob Right, me too. Every day.
Jane What do you do?
Rob Well, I dontthink irs worth ge"ing in a fight, so I'd jus! drive off.
Jane Really? rm amazed. This has happened to me so many limes - such a pain! I stop the car and
gel out and tell them to leave the space. Okay. What about number 1Wo?
Rob The restaurant. Well. we've both seen examples of thot - remember lost summer, the restaurant
near the beach?
Jane Yeah. The food was terrible. Sut we just left it, remember? Wasn't very assertive of us!
Rob No, you're right, but the restaurant was very busy, so "bo .. , On 10 the third one.
Jane Yes, this is a funny one ...
Rob But irs so true; in our Spanish closs, we still don't know each othe(s names, and we all sitlhere
and soy nothing,
Jane Really? Amazing, rd ask people 10 introduce Ihemselves. I hate not knowing people's names .
Win- n, win, or just loseil
Do you always win, whereas the others normally loset Just maybe
you're the aggressive type. Do you usually find yourself losing while
the others wint Then perhaps you're the non-aggressive type. Do
you win and do they win, toot Well, if that's how things normally
happen, you're probably the assertive type. But enough talking,
a I drive off without saying anything.
b I insist that the other driver leave the space.
, I have an argument wi t h them and then drive
off in a bad mood.
'- a I complain to the waiter.
b I leave it on the plate.
( I threaten the manager with legal action.
You've lust joined a c s 0
twenty students Rnd you
don't know anybody'
name. What do you dol
a I avoid using people's names and refer to them as
"he" and "she" .
b I suggest to the teacher that we all introduce
ourselves briefly.
c I go around introducing myself to everyone.
take our questionnaire and find
out who you are.
a Tell your friend firmly that you value your
things and would like them back.
b Tell your friend that they're behaving like a
thief and you won't lend them anything else.
c. Say not hing. What are a few books and CDs
compared to friendship, anyway?
. .
a I've never heard so much garbage in my life
before!
b I can see what you're getting at, but have you
considered .. . ?
c Yeah, I suppose you're right.
Together Unil4
Unil4
RESOURCE
Grammar Summary
1 Future plans, intentions, and arrangements
Fann U .. Examples
going to plans or intentions: I'm going to study
+""'"
8 decision made before medicine.
the tine 01 speakKlg She's going to get
manied.
"esent
definite plans: tickets We're leaving
prog..-e booked, appointments tomooow.
made, etc. (otten with I'm seeing John
time adverbialsj tonight.
Simple very definite rootine or The concert starts
present scheduled events, e.g. at eight o'clock.
schedules, concerts John's flight arrives
at 16:20.
Avoid repeating the verb go when you use going to:
We're going to go to the movies. )( We're gotJg to the movies . ./
Sometimes going to and the present progressive have little or
no difference in meaning:
What are you doing this weekend?
W1lat are you going to do this weekend?
If you are IJ'lsure which form is correct. use gohg to.
2 Predictions about the future
Fonn Use
gXlg to predictioos for whK:h
+ verb we have eVdenoe rv::m,
I.e. baSed 00 SCfl'lE!thOg
we can see, hea", or feel
at the time of speaki"Ig
will / won't personal opinions about
+ verb the future and
predictions based on
past evidence (often
with think and adverbs
such as definitely.
-
Frs! prediction that depends
conditional on a futtxe cx;nc:jOOn
""'" fuIf"'"
3 First conditional
Us.
Examples
It's goilg to rail.
(look allhe clouds.)
I'm going to feel bad
tonight. had too
much to eat.)
I think the Democrats
will probably win the
election.
No, the Republicans
will win. They aI'Nays
do \AIhen the economy
is bad.
If you continue to
amoy the dog, he
wiD bite you.
The first conditional predicts a Mure result dependent on a
future condition: If you wert hard, you'll pass the exam.
Fo,,"
ff + present, win I won't + infll1itive
I f Malia goes to the party, then I won't go.
It is possible to use other present forms in the if clause of a first
conditional:
If James is staying a/ home tonight, I'll cancel the babysitter:
We can put the clauses in either order:
I'll cancel /he babysitter if James Is staying at home tonight.
We put a comma after the if clause when it comes at the
beginning of the sentence.
4 Second conditional
U,.
We use the second oondiOOnal to talk about a future result or action 's
lX1IikeIy because the concition in the if clause wi probably not be fuIfitt.:..:.:
" Phil got 8 promotion, we could move to the country. (Phil is unlikely to
get 8 promotion.)
We also use this conditional when the state or action in the if clause--
contrary to a present fact:
"I had a big house, I'd be much happier. 0 em't have a big tnJse.)
"I were you, I'd get 8 new job. (I'm not you.)
Fo,,"
If + past, would I wouldn't + infinitive
If M8Iia went to the party. then I wouldn't go.
It is possible to use other past forms in the if clause, and other modal
verbs (usually might or could) in the main clause:
If someone famous were coming, we would buy tickets for the festl'nlJ.
If he told her he loved her. then she might marry him.
We use might when the result is less certain and could when there i
element of ability or possibility. --
We can put the clauses in either order. She might marry him if he tokJ
het" he loved her.
We put a comma after the if clause when it comes at the beginning '-
the sentence.
Make two complete sentences from each set of prompts, one j, <J
first conditional and one in the second conditional. '--
1 If II go / abroad next year I I /probably go / Europe
If I go abroad next year. I' ll probably go to Europe.
U I went abroad next year, I'd probably go to Europe. ""--'
2 If I I /win I lottery I I I give 18 lot of money / poor people
U I win the lottery, I'll give a lot of money to poor people.
lfl won the lottery. I'd give a lot of money to poor poopl
3 If I they I offer me I new iOb III accept it
lflhey offer me a new job. I' ll accept it.
lflhey offered me a new job, I'd accept it.
4 11 / I / meet / Nicole Kidman I I /ask / autograph
If I meet Nicole Kidman, I ' ll ask for an autograph.
If J met Nicole Kidman, I'd ask for an autograph.
Vocabulary Summary
1 Fami ly
Types of family: traditional lamiy one-parent / single-parent / step lcimity
Family members: workJ:"'9 mother step mother / fathef I brother I sister
han brother I sister mother / father I brother /
2 Friends and friendship
Collocations with adjective + noun: best friend cbse friend fai'-
weather friend good friend geat friend old friend real friend _
Collocations with verb + noun: be friends become friends
lorm 8 friendship keep friends make lriends strike up a friendsr'-
Compound nouns: frierdship boyfriend gI1friend "-
Adjectives: ftiencIY lXlfriendly
Find these words or phrases from the lists above.
1 fax expressions that mean statt a frindship become friends, form a
friendship, make friends, strike up a friendship
2 ooe wf1'o/ of describing a person you have I<ncrM1 lor a long tine old
friend
3 five ways of describing a friend in a positive way best friend. close
friend , good friend, great friend , real friend
4 ooe way of desCfibing a friend in a negative way fair-weather frie.
S two words that suggest a romanti: friendship boyfriend, girlfriend
3 Life stages
go out with a boy / girl get engaged get married
have a baby have mon3 children get divorced

Together
C)
z
-

-
&:II:



o
>-
0...
o
---'
Ll.J
>
Ll.J
o
A discursive essay
1 Thinking about the main topic
In a discursive essay. the writer argues for or against a main
point of view. Before you read an example of a discursive
essay, discuss this question: D:J you think the tradition8l fam!ty
unit is in danger? Why? / Why not?
2 Thinking about the main idea
a Look al these three titles for the essay below and then
read it. Which title is the besl one?
1 The fut ure of the traditional family is under threat.
2 Respect is the key to the preservation of the family.
3 The dangers facing the family's survival can be prevented.
Answer 2 is the best title.
1 50me pwp(.e c!turm tha/; in fi/l:y years (JY SO tile
1>-0LiiIinnd famuly wJl k 'n <kep = . T/;ey saw
tf.a/; then;, aYe st.gns of this cYiSiS bxw.:y, fqr- tn:J,ance
I;h.e nu-mUr of di.'V(JYCeS and the .:'/'t.CYeaSe in stngte-
pa;ren!; fO/rl'li.b.e.s in 5cn>Ie pa-ds of the wrJrtd. f
IAalthe famuly " lJ<.ety 10 disappw.Y
compte1eLy. Jtaweny, .f blunk J; is true tfuJ1 there
are a td of pessures on. the famuLy Wiay and .I
ieliew thd d is im.p:Jrtan/; to tmk at i n. 'WIticA
famuL}! kes can be 5trengt/Jened. &n. m'e a
n.wmkr of things thd can 6e d.t:me to imprcrve
wIlkn the famuly.
, Jiyfl of aiL, of the famuly sMu1d re5pl
wd. d/,ey. AliAogh wd. fuu a ngN 10
e-:r.pess their 'ViewS clea;,.{y and firmLy, d is 'W'I'On.9
to sIww d.isYesped; fay dh.e:rs OY far th.eiy OpiniDrlS.
3 5ecortd, paYe:n);S and ciuuben should Want 1:0
Wt:en 1:0 each ci/wy. ["Ven 1:Jwugh. many pe<Jf/.e cl.ai.m
1:0 k groi Wt:e-n..e.Ys, "Very few Yf'41Ly an: . .cd.enimg IS
a great sI<.i!L wIu.ch. inm-ves Bi"Ve and I:ak..e and this
of c.on.stru.cf.i"Ve cI.ia!.aJue IS "Very i?>!fXJrl;anl in a
happy famuly.
Jina1Ly, " the of fyudgm and
oiLgalums 'n the family.
.. ...,.,-c1:t;;:i
..... - _____
5.1n ./ agree /:hal; /;hem is a th.....-eaf; 1:0 t.h.e.
1>-0LiiIinnd famuly Iaiay . .It " the,*," -ve'1f
''''f'J>'Ia..d 1m- famulies 10 _k Iogdher 10 strengthen
/:.heiy . .in 7If:}f op:nam.., tfus is 6ed
adl.ieved th.YOU.Idh. -values sucf. as msped, o,cen
CQm.muni.Ctzl:i.cn, and a senSe of
b Compare your answers and justify your chOice.
ACTION PLAN [>
Your action plan: writing a discursive essay
If this type of essay is important to you for academic,
professional. Of personal reasoos, why not 'Mile one?
Here are some basic steps:
Step 1: Look carefully at the title and brainstorm ideas.
Step 2: Organize your ideas into paragraphs.
Step 3: Write a draft version, in about 250 words.
Step 4: Read the drall and focus on improving the
organization of ideas, the language, and the punctuation.
Step 5: Write the final version of the essay.
REVIEW
Review your acti on pl an: figuring out t he meaning
of new words
In pairs, show each other and talk about the important
new words you learned from the reading texts in Unit 4.
Say how you figured out lhe meanings.
3 Organizing a discursive essay
This type of essay is usual ly organized into three parts: the
introduction, the main body of the essay, and the
conclusion.
a RII in the blanks in each of the definitions below vvith
introduction, main body. and conclusion.
1 The main body can be made up of two or more
paragraphs. The arguments for or against the main
dea. of the essay are discussed here.
2 The conclusion summarizes the main points
dOCuSS6d. It restates the main idea of the essay and
often finishes with the personal opinion of the writer.
3 The introduction provides the reader with the
general direction of the essay. It also introduces the
main idea of the essay in one sentence that can either
come near the beginning or the end of the paragraph.
b Under1ine the main idea of the essay in the introduction
and in the conclusion.
4 Using fixed phrases in an essay
a We use many fixed phrases In writing formal essays.
Study the list below and then add at least one example
from the essay to each category.
b Check your answers with the teacher.
Function Examples
Expressing the writer's opinion
Expressing other people's
opinions
In my view, . I believe that .
Some people saylbelieve tha1 . ..
Agreeing with other opinions
Disagreeing with other
opinions or a situation
GMng examples to support
your argument
Usting your points
Expressing contrasts between
two ideas
Making conclusions
It is true that ...
It is not true that .
For example, ...
Farst of aJl, ... Rrst,
Socond, .
However, ... Although
To sum up, .
5 Applying what you have learned
a In pairs, complete paragraph 4 in the essay on the
lell.
b When you have fi nished, compare your answer with
the model on page 149.
Here are some possible essay titles:
LMng in a small family is better than living in a big one.
Being rich does not guarantee happiness.
Technology has made life today easier.
Note: you will have to discuss your essays/discursive
essays at the end of Unit 5.
Together Unit4
USEFUL
LANGUAGE
What do you
call that
stuff/thins
1I"t' use for +
- i118 verb?
1 Vocabul ary: everyday obj ects
a In pairs, read tho descriptions of useful, everyday
inventions and guess what they arc. Use the
pictures and the li sl in Exercise lb to help you.
1 a small pieco of bent wire that we usc for
holding pieces of paper together paper cli p
2 small pieces of paper with gl ue on the back that
are used for sticking notes on other papers and
surfaces slicky notes
UnitS
Home
3 a white liquid used for covering mistakes in
somothing you are writing r. orrer.ti on fluid
4 (1 flat surface that you put under a computer
mouse so that it can move smoothly mouse pad
5 a cont ai ner that stores and chills drinking water
water cooler
b Put tho words from the box below in the table. Which
it ems can be found at home, in tho office, or both?
washing machine paper clip dishwasher water cooler
annchai r answering machine food processor
ironing board alarm clock hole puncher dishtoweI
fi ling cabi net correct ion fluid slicky notes
photocopier mouse pad cutting board fax machine
Office
Both
... ad-.cn.g 7>Ii1du.-ne
dishwasher
armchair
""'" """'"
photocopier
fax machine
ans ... f' ;Yl:ng 7tII1Ck-ne
filing cabinet
mouse pad
food processor
ironing board
alann clock
dishtowll i
cutting board
paper clip
hole puncher
correction fluid
sticky notes
c Check your answers in the Vocabulary Summary
on page 56.
Eureka!
2 Pronunciation: stress on compound
nouns
a Compound nouns are made of two words. e.g.
mouse pad. Say these compound nouns to
yourself. Is the stress on the firs t or second w o r ~

washing machine paper clip dishwasher

water cooler armchair answering machine
~ b Li ston and check your answers.
c Write fl definit ion of an object from Exercise lb
(or choose your own) . In groups, read out the
deflll itions for other students to guess the objects.
USEFUL LANGUAGE
ft"s the thing 11"0 use at home I in the offi ce
for ... - ing verb
Irs a kind of machine 10 piece of
equipment that ...
J, 's a small gadget/device/machine thaI .
3 Reading skill s
a Look at the pictures with the article on the opposi te
page. What are these objects made of? What do you
think is the mosl common material we use today?
b Read the article quickl y and check your answers.
Write a titl e for the article, usi ng at least two of
those words:
invontion material accident important
most durable fortunate li fe-changing history
c These statements all contain factual errors. Read
Ihe articl e again and correct them.
1 Society today uses a lot of tradi ti onal materials
in the home and office. new/modern/plastic
2 Inventors spent a long li me trving to find the
fi rst plast ic. found by accident
3 Parkes found that collodion turned into a solid
if it was exposed to i!.ir.. heat
4 au. plast ics arc hard and durable. Some.
Others are soft or malleable
5 Planes have carried radar machines since radar
was invented. plasti c
6 Plastic is the perfect recyclable material. not a
perfect
d In groups, di scuss these questions.
1 What informat ion about plastic was !lew to you?
2 What plastics do you use in your everyday life?
3 Do you profer plastic or natural materials? Why?
Objectives Topic: inventions
Grammar
third conditional
Vocabulary
everyday objects
Pronunciation Reading
stress on compound a magazine article
nouns
Speaking
hypothesizing
Put students in pairs. Tell them thol they have one minute to 1001:: in their purses and pockets and, between
Ihem, r.nd five interesting inventions - an eraser. poper clip, rubber bond, etc.
Ask a lew- pairs 10 teillhe doss who! they chose, ond why they think these ore useful inventions. Which one
does the class think is Ihe most useful invention?
1 Vocabulary: everyday objects
Have studcnts work in pairs to match the descriptions in Exercise 1a to tho objects.
Have students copy the table in Exercise lh into their notebooks and then work in pairs to complete it.
Let students chock thoir answers in the Vocabulary Summary on page 56. Note: Students may disagree
with somo of the answers listed; for example, a fax machine may be found in both homes and offices.
As you elicit answers from the closs, read the words in each column aloud and ask. students to repeat after
you. The strong stress In each case is on the first syllable of the first word, with the exception of a 'form clock
ond co'rrection fluid. This check. teads directly into the pronunciation focus of the next exercise.
2 Pronunciation: stress on compound nouns
Have students say where the main stress is in the compound nouns in Exercise 2a.
Play the audio for Exercise 2b. Ask students to listen and check their answers.
In Engl ish, the stress is always on the firs! word of compound nouns.
A good way to manage Exercise 2c is to put students in pairs to write definitions. Make sure both
students write, lind remind them to use the phrases in the Useful La nguage boxes. Then divide the
class into groups of four to six, splitting the original pairs. In their groups, students take turns
reading their definitions aloud and guessing the objects.
3 Reading ski ll s
Have a brief class discussion. eliciting student answers to the questions in Exercise 3a. Ask students
what plastiC objects they can see in the classroom.
Answers: All the objects in the pictures are made of plasti c.
Tell st udents to skim the article in order to do Exercise 3b. Gi ve them a time limit of four minutes.
Remind them to use the Glossary for unfamiliar vocabulary.
Suggested tiUes: The most important invention in history
A fort unate and li fe-changing accident
The most durable malerial in history
Have st udents work in pairs to correct the statements in Exercise 3c. They should correct the mistakes
and then look back at the relevant part of the text to find the answers and check their changes.
Divide the class into groups of four to discuss the questions in Exercise 3d. Briefly review the
answers with the class. Answers will vary.
Many of the words in the text are descriptive adjectives. Ask students to find them in the text. Check. meaning
by asking students to use the adiectives to describe obiects in the classroom.
tough", hard, strong soft
rubbery silky '" soft and smooth like silk
hord light
durable", long-lasting heavy
The oudloscrlpl for Track 20 is on poge T49

Pronunciation
check

Eureka! T 48 Unit 5
t t LA 4 Grammar: third conditional
Quick grammar
guide
--
-
Conection guide
Unil5 T 49 Eureka!
Have students work in pairs to answer the chock questions in Exercise 4a and complete the rule
in Exercise 4b.
In many languages there are structures similar to the third conditional in both farm and meaning. The main
problem with the third conditioool in English is remembering to get all the parts right.
Same languages use a compound subjunctive structure In the ifclouse, which has no equivalent in English.
5tudents often try 10 reflect the subjunctive by using would + have + past participle in the conditional clause as
well as the main clause.
Common problems and errors
Using would in both clauses instead of just in the if. or cooditional, clause,
Parkes wouldn't hove discovered plastic if he weIMlR'! /.19\'8 !eft his collodion near heat.
In Exercise 4d, go over the example carefully. and then ask students to rewrit e the sentences, Go
around tho class and help. Let st udents check their answers in pairs before asking individuals to
come to the board to write their sentences.
5 Speaking skills
Give students a few minutes to look at the questions and think of answers. Then put them in groups
of four to discuss the questions. Walk around the room, monit oring students and taking notes on any
common mistakes you hear.
If your students find it difficutl to be imaginative. write a few random phrases on the board a t the start 01 the
activity which they might use to help them form sentences. For example:
work hard have more!less free lime hod to been able to
to do wash/walch/listen to/use
more/less healthy
more/less Ihings
In on aclly/ty like this one. where students are trying to use a complex structure in a fluency actiYity. it is a good
idea to go around the closs monitoring and noting down errors. Don't interrupt students talking in groups -
iuSI note down errors with the third condilional that they make.
AI the end of the activity. wrile three or four errors you heard on the board - without saying who mode them.
Ask the class to correct them. Review the rules and the form.
w ~ .
For Excrciso 2 on page 48 11;
washing machine
paper clip
dishwasher
water cooler
armchair
onswering machine
Recent history has seen countless new inventions that have changed the lives of most
people on this planet. Just look around you - how many of the things in your home or
Jffice, clothes that you're wearing, tools you're using, are made of materials we didn't
know 150 years ago? What, In fact, is the most common materi al in your environment?
"Jur lives would have been
vcry different if plastic had not
come along 150 ycars ago.
Plastic is used in just about
-- everything these days, from
grocery bags and children's
toys 10 furni ture, computers,

and cars. Replacement body
parts are even made from
plasti c today!
We obviously need this
material, but like many
inventions, it came aboul
through a very fortunate
accident. Alexander Parkes, an
Englishman, went to his
medicine cabinet one day to
get some collodion, and
di scovered that the liquid had
tumed into a tough, rubber y
material, which he realized was
a reaction to heat. The first
plastic, Parkesinc, was
launched in l862. At about the
same rime, the Hyatt brothers
in the United States im'ented a
similar substance that they
called celluloid, whi ch was
conunonly used in
making. Since those earl y days
many different plastics have
come into existence: hard,
durable plastics; soft, silky
fabri cs; mall eablc, easily
moldable substances. If Parkes
hadn't discovcred that fi rst
plastic. technological
development would have been
a lot slower. Because some
plastics are resistant to
extremes of heat and cold, they
have facilitated the
development of things as
diverse as kitchen equipment
and the space shuttle, and it
was onl y with the development
of light plastics that radar
could be fined to planes;
before then radar machines
dangerous. Plastic bags thrown
into the sea, for example, kill
thousands of fish and other
marine animals every year.
However, marc and more
people arc recycl ing, and in the
furure about
40",{, of plastic may be
GLOSSARY
(;ollodion li quid used ill medici ne, to stop bleedi ng
malleable call (;honge shope easi ly
disint egrate break up. gradually rot, or disappear
4 Grammar: third conditi onal
a Look at thi s scnt cn(;o from the arti cle and answer
the questions.
If Parkes hadn't discovered that first plastic
technological development would have bee; a lot
slower.
1 Did Parkes discover the first plastic? Yes
2 Was technological development s low? No
3 Arc the events in the sentences in the past or
present ? Past
4 Can we change the facts? No
b Find a similar sentence in the articl e and
<:amplete this rul o for the third conditi onal.
If + ../liLr/Jl!;L, + 1!:!mM + have + pust
parliclple
(; Chuck your a.ll swur with the Grammar Summary
on pagu 56.
were roo heavy.
Plastics are extremely useful
because they arc cheap to
produce, strong, very durable
and, in comparison with glass,
light and safe. Imagine
carrying a pack of four two-
liter glass bottles home from
the supermarket, in a papcr
bag! But it can take up to 100
years for plastic to disintegrate,
and discarded plasti c can be
recycled.
Just think, if
we could
develop a
plasti c that
was 100%
recyclable,
we reall y
would have
found the
"wonder
sruff"!
d Rowrite thu sentences by putting the underli ned
words and phrases in the correct order.
1 the Web .If Tim Demers Lee lli!..dn..:t h
wouldn' t havc becomc a profossor at MIT. . c
.ff 7i:m. he htut.'}j.'t CYeaf:ed the Y"e6 he
'IHJI&:i'}j.'t ha'"re a at 'JrLJr. '
2 If Isaac Newton hadn't sat under the apple tree
wouldn't havc llil discovered '
he woul dn't have discovered 8ravity.
3 If Ei n.stcin hadn' t discovered relativity, wouldn't
weapons have SCientists created
S(;Ientisis woul dn't havll created atomic weapons.
4 If Al exander Fleming hadn't di scovered
penicillin, .!!..lQLQf .di!lli llillild
a lot of people would have died.
5 If Bill Gales had nol started Microsoft Microsoft
If slarted Bi!l Gates hill1 llQ1, he wouldn't have
become the nches! man in the world.
5 Speaking skills
In grou ps. discuss those questions.
1 How would your life have been different if you' d
boen born 50 yoars ago?
2 How would life. have been different for your great
grandparents (Circa 1920s) with these invcnt ions?
washing machines TV video I DVD .
the Internet modern medi ci ne
Eureka!
UnitS
1 Reading skill s
a In groups, discuss the questions. Then read
the article and check your answers.
1 Is chocolate good or had for you? It's good in
small quantities
2 How was chocolate first Ilsed? As a drink
3 Which country has the most "chocoholics"?
Britain
b Read the article again and match each paragraph
with a short summary.
Paragraph 1 the popularity of other
Paragraph 2
forms of chocolate
'>--1-- chocolate spreading to
Europe
c Read the article once morc and underline the
import ant details. Then complete these notes
wit h those details. (Remember to use
abbreviati ons, leave out art icles, etc.)
'Paragraph I
'PaYagYaph J
'Paragyaph 1
choc good foy !fou - has fta'VGnoids,
healthy heaM + gd circularn
OY'fJ"ns of choc, otmecs grow cocoa
ma!fas drink cocoa
1511 choc went -7 Spain + Pori
sotui choc famd, ar. 1765 Baker
Hanan lsi choc. mill in US
UK, 6' g choc eaf;ptg counh-:/' Bril' n
d In pairs, look at your notes. Can you add anything
to improve your partner's notes'!
c In groups. di scuss these questions.
Paragraph 3 how chocolate may be good
for you
1 Do you eat chocolate? If not , why not ?
2 If you do, how much chocol ate do you eat?
Paragraph 4
Paragraph 5
the most "chocoholic"
country in the world
the origins of chocolate
Are you a chocoholi c?
3 When do peopl e eat chocolate? Why do they
like it so much?
SCIENTISTS SWEET OVERY!
1 Good news for chocoholics: the treat preferred by millions
all over the world is good for you, according to American
researchers at the University of California. Chocolate
contains substances called flavonoids that can help
maintain a healthy heart and good circulation. The
researchers have discovered that cocoa acts like aspirin
and that eating a bar of chocolate once in a while may
contribute to a healthy diet. Chocolate has also been
shown to release endorphins in the body: these
chemicals help to reduce pain and stress and make you
feel happy.
2 But who first discovered this wonderful way of keeping
healthy? The Olmec Indians of Mexico and Central
America were the first to@Jow cocoa beans, in about
1500 Be, and the Mayas were drinking unsweetened
cocoa hundreds of years before it became fashionable in
Europe. The word chocolate comes from the Nahuatl
word xocolatl, which means "bitter water" .
3 In 1544, a delegation of Mayan nobles visited Philip of
Spain and gave him jars of cocoa as a gift. Cocoa soon
became fashionable in Spain and Portugal. The Spanish
were the first to add sugar to their cocoa drink. In the
17th century, chocolate was becoming fashionable
with the middle-classes, not only as a drink
but also as a medicine.
Unit5 Eureka!
4 By the middle of the century, solid
chocolate was becoming familiar. In
1753, a Swedish scientist renamed
cocoa theobroma or "food for the
gods" . In 1765, James Baker and John
Hanan opened the first chocolate mill
in the United States, introducing
chocolate to the average citizen. In
1876, in Switzerland, Daniel Peter had
the idea of adding milk in the chocolate-making process
and produced the first milk chocolate.
S Since then, chocolate has grown enormously in
popularity. One of the biggest chocolate-eating nations is
Britain where the average man, woman, and child eats a
staggering nine kilos of chocolate a year! In fact ,
chocolate is the number one comfort food and there are
more "chocoholics" in Britain than anywhere else in the
world. Researchers warn that although chocolate is good
for you, it should be eaten in small quantities - and with
no added milk.
GLOSSARY
circul ation the movement of blood around the body
staggering amazing. incredible
chocoholic someone who is addicted to chocolate
-
Objectives Topic: food
Reading Ustening Speaking Vocabulary
describi ng foad a magazine article interview with a TV chef discussing foods and diets
Write on the board:
chocolale cocoa milk sugar bitler drink solid xocolotl chocoholic
Ask students whot the words hove in common.
1 Reading skills
Have students discuss the pre-reading questions in Exercise In in small groups, then elicit answers.
Encourage lots of speculation. Ask students to read the article to check their predictions.
Ask students to read the article again and mat ch paragraphs to the summaries in Exercise 1b,
After students have done Exercise le, ask them to exchange their notes with a partner and
make additions.
For mony students, notetaking is a chall enging skill to acquire. A good way of handling Ihis activity is 10 go
through the first paragraph as a class first. asking students which words they would underline. Underline (or
write in a list on the boordl:
good for you, flavanoids, healthy heart, good circulation, acts like aspirin. healthy diet, release endorphins,
reduce pain and stress, feel happy.
Then ask students how they would complete the note for paragraph 1. Write healthy heart + gd circularn on
the boord. Point out the abbreviation. Have them write their notes on a separate piece of paper. Then ask
students to underline key phrases in paragraph :2, complete the note for :2, and check with a parlner. Then ask
them to do the some for paragraphs 3, 4, and 5.
Put students into groups of four to six to discuss the questions in Exercise l e. Answers will vary.
Introduce the topic
Presentation
alternative
21i'----------------------------- - ------,
For Exercise 3 on page 51 !II
Host Well, Matt your baked chocolate cheesecake has just come in at the top of our vie'vVel"S' "best comfort food" poll. Congratulations!
Matt Thank you, everyone. I'm honored.
Host Irs a bit of a cliche, isn't it, that something chocolatey comes in first? Why is that?
Matt Well, chocolate is a great comfort food ~ sweet sticky, creamy ..
Host But I must soy, I've always thought of comfort food as salty, you know, something hot and very filling, with meat and really fatty.
Matt I suppose it depends on each person; yeah, we all have our own favorite comfort foods . . um ... here in the U.s .. comfort foods
tend to be ones we associate with Mom and Grandma, good wholesome food, you know .
Host . even if Mom and Grandma never cooked anything that didn't come out of a coni
Matt I'll come back to thaI. Anyway - comfort food - the food we eat when we're upset or depressed, or want to ~ kind of taken care
01, tends to be meat, potatoes, gravy, things with lots of butter. You see, comfort foods are what we ate at Grandma's house, after a long
day at school or who! Mom served when we were siCk. When we get older, we like flavors fram the past. Irs comforting. One of the top
comfort foods in the u.s. is meatloof, and another is a thick meat stew - really hot, chunky, tasty dishes. Comfort foods do taste good -
too bad they usually have a high fat content
Host 50 they're comforting, but not very healthy?
Matt They used to be thought of as healthy - good heartening meols with lots of calories - but of course people used to have a much
more active lifestyle and could burn off all those calories. Plus, our ideas of what's healthy have changed, and we encourage people to
eotless fat today, and fewer carbohydrates, too
Host I see, but I bet there's not as much fat in a good stew or meat pie as in some stuff people eat today.
Matt ThaI's so right - and irs what I wanted to come bock to. When you see families eating so much garbage today, what will comfort
food of the future be? Candy bors and bags of chips? You know, you look at kids today, and so many of them are really ovel"VoJeight - irs
scary. We have to teoch them to cut down on fat-filled processed foods, like burgers and those with high sugar and salt content. Why
doesn't the government do something to stop kids eoting so much fost food and soft drinks packed with sugar? Why are soft drinks and
snack machines allowed in schools? Why doesn't the government pressure the food industry into cutting down on the dongerousry high
levels of fat. sugar, and salt in foods? trs not surprising that you see 011 these fat kids - and adults - and that we get more heart diseose
and other problems related to dietl II makes me mod, you know?
Host Whoa! I think we get the picture. Well, Moll, I'm sure that you'll be showing us the way with your new TIl series, start ing next week.
Thanks very much for ..
Eureka! T 50 Unit 5

1i ffi
t
2 Vocabulary: describing food
Ask students to work in pairs to mat ch foods and nutrients in Exercise 2a. Afterwards, elici t
ans wers from students. Find out which foods they think am the most healthy and which are the
least healthy.
Suggested answers: Carbohydrates: hread. pasta. potatoes. rice
Fats: buller, milk, yogurt. oil
Fiber: green vegetables, legumes
Protein: butter. chicken, eggs, fish, milk, red meat
Sugar: honey, jam
Vitamins and minerals: fruit. green vegetables. legumes, yogurt
In Exerdse 2b. ask students to work in pairs 10 describe foods. using words in the Useful Language and
the Language Note boxes. Then ask them to tell their partner aboullheir typical diet in Exercise 2e.
End this part or the lesson by having two pairs of students combine to form a group of four and
di scuss the queslions in Exercise 2d.
3 Li stening skill s
Ask st udents about "comfort" food : IV/wi is it? Elicit examples of types of "comfort" food: chips.
chocolale. cake. cookies. etc.
Suggested answers: "Comfort" food is food that makos us foel good - it could be food like
chocolate and candy, or it could just be our favori te food. very tasty food. or
food Crom our childhood. We cat "comfort" food when we are depressed.
st ressed. bored. upset. sick. etc.
Ask students in pairs to discuss tho words in Exercise 3b and together predict which ones they will
hellr in an intervi ew about "comfort' food.
Pl ay the audio for Exercise 3c. Ask studonts to listen lind check their predictions.
Ask students to complete the blanks in Exercise 3d and then check with a partner. If st udents aro
not sure about the answers. play the audio aga in.
4 Speaking skill s
Ask st udents to read the opinions in Exercise 4a and decide which ones they agree with <1l1t1 why.
Thon put student s in small groups to toll ono another their opinions.
As groups report their answers. find out whether the class generall y thinks we should improve the
healthiness of our diet or whet her they think it's okay. On the board. build up a list of ways of
improving our diet:
Suggested ways of improvi ng our diet
Cui down 011 fasl food.
0011'1 snuck belw(J(Jn meals.
cal more frui l and vegetables.
Don'l add a /01 of sugar or salt 10 food.
Eot a I'aried diel .
The audiascripl for Track 21 is on page TSO II;
Unit 5 T 51 Eureka!
2 Vocabulary: describing food
a Chocolate tastes so good because of its
combination of sugar and fat. Look <.It this list of
nutrients ill food. Which types 01' food in the box
be low do you assodflte with them?
Food nutrients: cflrhohydffltes fats fiber
protein Sllgflf vitamins and minefflls
bread butter chicken eggs fish fruit
green vegetables (e.g. cabbage. spinach)
honey jam milk oats oil pasta
pot<.ltoes legumes (e.g. beans, lentils)
red mea t rice yogu rt
b Look at the foods in the picture and describe two
of them. using the Useful Language below.
USEFUL lANGUAGE
X i:>
fatty / oily I / sllgmy / creamy
/ healthy / unhealthy /
f IlII of f at / sail / S Ug (lf / fi ber .
rich in vitamins / protein / iron .. .
high in millcm/s / c(lrbuhydmtes .
1011' in :>(/It I sllgor .
c Do yotl have a hea lt hy diet? Make a note of what
YOIl eat on a typical day and discuss it ill p<lirs.
d In groups . discuss these questions.
1 What balance of foods makes ,I healthy diet?
2 Is obesity a problem in your count ry? Why /
Why not? Is it worse thiHl twenty years flgo?
3 Is obesity in children a problem?
LANGUAGE NOTE
We say a food is high / /011' in or full of
something. These can be positive or negative:
Eat your vegetable.'! . They're full of vitalllins.
Most chips are high in fat alld salt .
If we say a food is rich ill somothing. it is always
positive:
Liver is rich in iron.
3 Li stening skills
a You are guing tu listen to an interview with a TV
chefflbout "comfort food". What kind of food do
you think this is? When do you think we eat it?
b Look at the words and phrases in the bux. Check
the ones you think you will hear in the interview.
cnrbohydra te V fat content V fruit and vegetables
fiber grandma V healthy V low in calories
mefltloaf v overweight V potatoes V sour sweet V
Listen to the interview and check your answers.
Listen again and complete this summary of the
interview. \'Vrite olle wurd or phrase ill each
bhulk.
\Vhat we think of as comfort food depends on
each 1 person/individual. but it tends to be
2 hot and fi lling. We usually eflt comfort
foods when we fcol 3 upset/depressed . and they
are often dishes we assor.ifltc with ollr mom and
4 ..grandma . They usually have a high
5 fat content and may be thought of today flS
unhealthy. l lowever, there is a lot more fat and
6 sugar / sail in much uf the processed food
we eat today, which results in a population that is
7 oVt:rweight and suffers from problems such as
8 heart di sease .
4 Speaking skills
.1 The chef ill the interview has the following
opinions. Do you agree with him?
Why? I WilY not'l
1 We associate comfort foods with
all!' childhood.
2 We do not have an active
lifestyle today.
3 People often eat garbage
todny.
4 The government should do
something to stup children
from eating junk food.
5 The food industry should cut
down 011 fat flnd Sfllt in
food.
b Can you think of olher
ways of improving
people's dieU
Uni t 5
Serendipity
1 Speaking
skill s
How much do
you know about
Christopher
Columbus? In groups.
decide if these common beliefs
about him <lrc true or false.
1 Columbus set out to prove that the
earth was round.
2 Columbus began his journey in order
to win glory and riches.
3 Tht! crew of the three ships on the
voyage of discovery was made up
mainly of criminals.
4 There is no doubt that Columbus was
of Italian descent.
5 Columbus died in poverty. in chains,
in a Spanish prison.
6 No women travel ed to the New World
with Columbus.
2 Reading ski ll s
a Read the paragraphs about Columbus
quickly and check your answers to
Exercise 1. Then decide on the correct
order of the paragraphs.
l ID 2 m 3 !!!l 4 m 5 1!:)
b Which of these questions does the article
answer? Check (.I) those questions.
V' 1 Where was Columbus born and misedY
2 When did he leave his native country'!
V 3 What were the reasons for the "voyage
of discovery" in 1492?
4 Who sponsored ColumbllS on his
voyage of 1492Y
5 Where exactly did he land at the end
of the voyage?
V 6 What were the reasons for the second
and third voyages?
7 What was the percentage of women
traveling to the New World in 1498?
8 What was the reason for his death
in 1506Y
c In pairs, ask and answer the questions you
checked in Exercise 2b. Can you answer
any ofthe othersY If not, try to find out the
answers.
Eureka!
GLOSSARY
serendillit y when something valuable
is disco\'ered by luck
quest a search for something
-
Columbus:
, -
I known reason for this
Of course, other for a new route to the Sr'''e
was that Columbus was he believed he could rt..-,l
Islands (now part of IndoneSia), st The discovery of the New
them by sailing west rather ea . of In 1 ", ..... '2 ,
h
fore a claSSIC case d n
World was t ere . ed the Americas, he ha
pect
edly discover 0 ., 5 He
when he unex d had sailed for 3,00 ml e .
traveling East Indies.
became a sailor at an early age and had made
journeys as far as Iceland and Guinea before he made
famous voyage in 1492. Contrary to popular belief, Columb'os
didn't sail to the Americas in order to find out whether the Earth
was round: at the end of the 15th century almost everyc
knew it was a sphere. What was in question, however, was
the size of the earth - its circumference. We do know that he
sailed in part to fulfill a religious quest: he saw his
a fulfillment of a divine plan for his life. "'-"
i third voyage w.as not a happy one for Columbus. "I
settlers rebelled against him, and he was unable to send a ict
of 9.01d baCk. so he was arrested and returned to Spain ' ...
However, the King and Queen soon I i
saYln.g there had been a mistake, and Columbus was
By. thiS time, 1500, Columbus was not a well man and he diF' ....
at the age of 55 in Valladolid, Spain, on May 20 1
In hiS apartment attended by family and friends. He was
a I I nch man at the time of his death.
Everyone knows the name of Christopher Columbus, and,'as
with any historical icon, there are as many myths as truths about
the man. Take, for example, the disagreement about his art
Some people say he was a converted Jew. The Spanish say
he was from Spain, and the Italians claim he was from Italy.
There is, in fact. some evidence that he was born in 145
Genoa. which is now part of I
Columbus left on the voyage of discovery from the south of
Spain, with a crew made up mainly of experienced sailor"
from the area. He made two further voyages before the er
of the century, taking Europeans across to colonize the new
lands. On his third voyage in 1498, he also took women 10
the New World.
-
Objectives Topic: the story of Christopher Columbus
Grammar Reading Writing Speaking
past perfect simple and
progressive
a biographical article a short story discussing myths about
Columbus
Write serendipi/y on the board and explain thol it means when something valuable is discovered by luck. Ask
students Whol is the {uckiesllhing fhol has ever happened to yoU?
1 Speaking skills
Put students into groups of four 10 discuss the "common beliefs" in Exercise 1. Briefly discuss
students' answers with the class, but don', reveal any truths at this stage. Student answers will vary.
2 Readi ng skill s
Set II time limit of five minutes and tell students thaI they have to read very quickly in order to put
the paragraphs in order. LeI students check in pairs before sharing their answers with the class.
As students work on Exercise 2a , remind them to refer to the Glossary. Afterwards. discuss with the
whole class whether the beliefs in exerci se 1 are true ur false.
Answers: They are all false.
This task can be very time-consuming unless students know how to approach it Plan to spend a little time
preparing students for the task.
Ask students what clues they might find in a biography that will help them put paragraphs in order: order of
dotes: order of life events - was born, grew up, died, etc.
Ask students what grammatical clues might help order paragraphs in a story: use of the post perfect: use of
before and affer: use of shortened forms and pronouns - Christopher Columbus - Columbus - he.
A good way to start the task is to ask studenls 10 read the first line of each paragraph very quickly ond tel l you
which paragroph has to be the first.
Ask students to put a checkmark next to the questions in Exercise zb that the article answers. Then
pili students ill pairs 10 ask and answer the questions. When sludents report back to the class, find
Oul whether they know any other facts aboul Columbus.
Answers: In the text:
He was born in Genoa.
To find the size of the Earth and to fulfill a religious quest.
To take Europeans to colonize the new lands.
Columbus was sponsored by Ferdinand V and Isabella of Spain. At the end of the first voyage, he landed in
what is now the Bahamas before soi ling on to whal ore now Cuba and Haiti .
There ore many words in the text connected with travel. Write the words from the text below in two li sts on the
boord, and then ask students to match each word in A with its synonym in B. Ask students to lell you what
difference, if any, there is between the words they have matched.
A B
reach discover
joumey leave
find voyage
set sail return
go back arrive lin/atl
Inote: a voyage is a journey by seal
Introduce the topic
t ..
Presentation
alternative
Culture note
Additional activity
Eureka! T 52 Unit 5
Quick grammar
guide
Presentation
alternative
Additional activity
Uni15 T 53 Eureka!
3 Grammar review and extension: past perfect / past perfect progressive
In Exercise 3a , have students work in pairs to find past perfect sentences in the article. Afterwards.
ask students to write the sentences on the board and underline the past perfect forms.
The pas! perlecl simple and progressive ore used to refer back to something that happened earlier. They ore
often used in narrafives and often used with connectors like ofter or before.
Common problems and errors
The form of the post perled progressive is long and complex, Students will make a variety of errors and will
need plenty of practice.
Answers: 8 Columbus ... had made journeys as far as Iceland and Guinea before he made his
famous voyage in 1492
A ... he had been sailing for three weeks and had sailed for 3,000 miles. He thought he
had arrived in the East Indies.
C ... there had been a mistake
The clause with the simple past happens first in time.
Ask s1udents in pairs to choose the correct answer in Exercise 3b. Point out another use of the past
perfect in the Language Note.
Go through the example carefully in Exercise 3d. and then ask students to make sentences. Go
around the class and help. Let students check their answers in pairs before you ask individuals to
come to the board and write their sentences.
Answers: 2e Cohunbus was impatient to set off because he'd been thinking about this voyage
for years.
3c Columbus was delighted when Isabel agreed to help because he had been looking
for support for his journey.
4d Columbus was anxious to travel because he had been reading about Marco Polo.
sb Columbus felt depressed because tbe Portuguese king bad refused to help him.
4 Writing skills
Ask students to copy the table in Exercise 4a into their note books and then work in pairs to
complete it.
Introduce the shon story in exercise 4b and pre-teach vocabulary by wri ting the following phrases on the
board and checking their meaning:
off-duty (firefighter) = not working
grab (0 fire extinguisher) = toke hold of suddenly
a burning smell
smoke
put out a fire", extinguish
Ask students what they think the short story in Exercise 4b might be about. Then ask students to
read the story and fill in the blanks with words from exercise 4a.
Give students a few minutes to think of a "serendipity" story of their own. and then ask them to use
the questions in Exer cise 4c to help them make notes. Go around the class helping students with
ideas and vocabulary. You could let students compare their notes with those of a partner before they
write their stories.
Ask students to write the story and then exclHlIlge it with a partner. Ask student readers to ask their
partners at least two questions about their story.
Put students into groups of four. Ask each student to write the first line of a story at the top of a piece of paper.
They have to use a connecting word in the sentence. Then ask. students to pass their piece of paper to the next
student in a clockwise direction. The next student has to vvrite the next sentence, using a connector. then pass the
piece of paper. Students should pass on their pieces of paper so thaI each story goes around their group twice-
resutting in four eight-line slories per group. Ask one person from each group to read their best story aloud.
3 Grammar review and extension: past
perfect / past perfect progressive
a Look at these two sentences. Find aile sentence in
the article that means the same.
Columbus made journeys as far as Iceland and
Guillea. Theil he made his famous voyage in
1492.
Find other sentences in the article using the pasl
perfect. Which part of the sentence happens first
(in lime) . the clause with the simple past or the
one with the past perfect?
b Look at the diagram and choose the correct answer.
The past perfect tells us that something
happened ...
1 at the same time as the events in the simple past.
before the time referred to in the simple past.
3 after the event in the simple past.
I __ sailed for 3, 000 miles ----.. 1492
PAST + NOW
Columbus had sailed for 3,000 miles when he
discovered the Americas.
LANGUAGE NOTE
The past perfect is often used to give
an explanation for something:
Why did the King Gnd Queen
apologize to Columbus?
Because there hod been a mistake.
e Look at the sentence and complete the rule for the
past perfect progressive.
When he unex pectedly discovered the Americas,
he had been traveling for three weeks.
We form the past perfect progressive with had +
past part iciple + -ing verb.
d Make sentences by joining the questions and
answers below with because.
1 Why was Columbus hap py when he reached
land?
2 Why was Columbus impatient to set off?
3 Why was Columbus delighted when Isabel
agreed to help?
4 Why was Columbus anxious to travel?
5 Why did Columbus feel depressed?
a He thought he had discovered the East Indies.
b The Portuguese King had refused to help him.
e He had been looking for support for his journey.
d He had been reading about Marco Polo.
e He'd been thinking about t his voyage for years.
1a cdw"rnj,us "W!lS fuzpP1J 1+"h.en k yeacfwd !and
kcause he tlwughl he Iuui drtoYerrd the
[ad. .In.dJ.es.
4 Wri ti ng skills
a Columbus' discovery of tile Americas is one of the
most famous examples of serendipit y. You are
going to read another short story about serendipit y.
and then wri te your own story. First. put these
connecting words and phrases in the table.
also although as soon as because eventuall y
fortunately in addition in the end luckily
suddenly later too when while
Time li nks
And-type links
But-type li nks
Cause and resuillinks
Feelings and attitude
six years ago, as soon as, eventually
after that. in the end, laler, when,
while
ei ther ... or. also,
neither ... nor, in addition,
and, loo
but, unl ess, although
so, because
unfortunately, fortunately, luckily,
suddenly
b Read the short story and fill in the blanks wit h
words or phrases from Exercise 4a.
I'll never forget the day I met the love of my life.
was on my way home from work one evening
1 six years ago . I I was raining 2 the streets
were deserted. I had been driving for about 20
minntes 3 when I noti ced a strange burning
smell. 4 Suddenly , smoke started pouring out of
the hood, 5 I pulled off the road, jumped
out of the car, and ran into a computer store. The
manager let me use the phone to call a garage.
6 Whi le ! wus talking, a woman ran in, grabbed a
fi re extinguisher, and put out the fire. The woman
explained Illat she was an off-du ty
and, 7 fortunalel y . she had been passing t he
store at thai time! 'TWo years 8 laler , we got
married!
c Think of a case of serendipi ty in your li fe or in
the li fe of someone you know. Usc the questions
below to make notes about the story.
when/where did the event take place?
what were you doing at the time?
what had you been doing before the event?
what was the unexpected t hing that
happened?
what was the result of Ihis unexpected event?
d Use your notes to write the story (approximately
120 words) of "a case of serendipity" .
1 Writ e the story, using connecti ng words and
phrases where you can. Look at the
underl ined phrases in the story above and try
to use similar phrases in your story. e.g.
change one evening to one morning. or It was
raining to The sun \Vas shining.
.2 Read your story and correct/edit it if necessary.
3 Give it to anot her student to read. Read your
partner's story and ask questions to find out
more information.
Eureka! Unit 5
Unit5
1 Warm up
a In groups, think of inventions or discoveries that
have changed our lifestyle in important ways.
tlw invention of plastic
b Think of poss ible inventions that don't. exist. ye!
but that you think we need, and that will eXIst In
tho fut ure. Give your reasons.
If we had a gadget for ironing automatically. life
would be much easier for people.
c Read the descriptions below of four gadgets.
Which of the gadgets ...
1 already exist?
2 do you think are going to exist in the future?
3 will never exist?
d Which of these gadgets would you like to have'!
Why'! I Why not?
TiVo
TiVo is a remote
control system that
allows you to interact
with Jive TV. With TiVo
you can pause the
action on TV, replay ii,
or see aU the action as
it happens in slow
motion. When you go
back to normal
viewing, the TV wil!
continue from the
point where you left
off, and l iVo keeps
recording
ahead so
you won't
miss a thing.
2 Task
In groups, invent a gadget that you think is o ~ n to
be useful to you or other members of your socmty.
Discuss these questi ons.
1 What will it he used for?
2 Who might use it?
3 Where will it be used? (at home I in the office ... J
4 Wi ll it be useful to a lot of people?
5 will it be attractive and stylish as well as useful?
6 will it he expensive?
7 Will it be easy to use"
8 will it sell in other countries?
3 Prepare
Write a description of your gadget (about 60 words).
Usc the texts below to help you.
MultiPhone
If you're looking for a cetlphone that lets you see
the person who you're talking to, and has Internet
access, a video camera, and plays your favorite
CDs, thi s new multipurpose phone will keep you
happy.
It allows you to send
emails, do online
banking, book travel
tickets, and much,
much more!
Handy
scanner
The CPen pocket scanner means you
will never have to search the streets
for a photocopy store again. It looks
like a high lighter pen, and is basically
a small portabl e scanner that can read
and memori ze a text line.by-line
Thought-control computer
and then transfer it directly to
your PC. It can store up to
3,000 pages of text.
Eureka!
How would you like a computer
that understands your thoughts
and acts upon them? You won't
need a mouse or a keyboard;
you just think of the command
that you want to give to the
computer, and the cursor wilt
move where you want it to.
ThiS is the ideal gadget if you
suffer from Repetitive Action
Syndrome, and for
people who are
physicall y
disadvantaged.
Objectives Topic: inventing gadgets
Grammar Reading Ustening Speaking
defining relative clauses,
first and second
conditionals
specialist magazine ads a description of a gadget inventing and presenting
new gadgets
1 Warm up
In Exercise la , have students in groups make a list of inventions or discoveries, then elicit a class
list and write it on the board. Encourage all possibilities.
In Exercise lb , have students work in groups again to think of possible inventions. Answers
will vary.
In Exercise I e, ask students to feod the descriptions and answer the questions. Let them discuss
their answers in their groups before describing them to the whole class.
2 Task
Divide students int o groups of four to six to invent their gadget. Ask them 10 discuss their answers
to the quest ions.
Assign students roles in their group. Example: one person acts as a facilitator, making sure everyone speaks.
One person writes notes. One person draws 0 picture of the gadget.
3 Prepare
Using the ideas from exercise 2, ask students to write a short description of their gadget (60 words).
Presentation
alternative
Eureka! T 54 Unit 5
4 Feedback
Additional activity
t .. '1J
Iii'

Unit 5 T 55 Eureka!
Ask for a few volunteers to tell the class about their gadgets. Then have a class vote.
Collecllhe wriHen descriptions and posllhem on the walls of the classroom. Ask. one person from each group
10 stand next 10 the description, ready 10 answer questions. Ask the rest of the closs 10 walk. around. read the
descriptions of the gadgets on the wall, and ask questions.
5 Compare
Play the audio for Exercise 5, Ask students to listen for answers to the questi ons and then discuss
them in small groups or as a whole class.
Answers: CyberBug is a device thai allows you to listen in on poop Ie's conversations .
6 Notice
Read through the rules about relative clauses and go ovor tho oxamples as a class. Put students in
pairs 10 lind and underline examples in the lexts in Exercise 6a.
Answers: TiVo is a remote control system that allows you to ...
ff you're looki ng for a cell phone that lets you ...
... basically a small portable scanner that can road.,.
How would you li ke a computer that understands your thoughts ...
... for people who are physically disadvantaged
After students have completed Exercise 6b. let them check their answers in pairs.
7 Follow up
Give students a few minutes to think of an everyday objcct and how to describe it. Ask students to
work with a new partner to describe their ohjects.
Divide the closs fnta Group A and Group B. One person from each group has 10 lurn around so that he/she
con'l see the board. Write a lisl of everyday objects on the boord. For example:
cellphone camera MPJ player Discmon TV remote control
Each group has to describe words to the person who can't see them. When the student has guessed the
word. he/she can move on to Ihe next word. Which group can guess alilhe words fi rst?
~ ~ . - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - .
A Okay, uh ... our gadget is called CyberBug. CyberBug is a device that
allows you to listen in on people's conversations. It consists of a little
box that contains a microphone and amplifier, and a small earpiece.
You can put the box in your bog or briefcase. in your in-troy at work, or
even on your belt at the gym. and you can hear people who are talking
up to 50 meters owoy.
8 Excuse me?
A Yes.
8 Is the eorpiece obvious?
A Not at all. Irs very small and irs mode of skin,colored plastic ...
4 Feedback
a Describe your invention to the class. Take notes
on the other groups' inventions, and ask
questions about them if you want.
b Vote on the best invention in the class, according
to the criteri a in questions 4-8 of Exercise 2.
5 Compare
Listen 10 someone describing a new invention.
Answer !J18 questions.
1 What is it and what does it do?
2 Would you like to have one?
3 When woul d you use it if you had it?
6 Notice
'- Using relative clauses in descriptions
When we describe objects (or people) we often
add information that gives important details or
differentiates the object (or person) from others.
To do this we use clauses beginning with that,
which, or who. If the informati on is essential to the
meaning of the senlence, we do not use commas:
CyberBug is a device that allows YOIl to listen in
on people's conversations.
It consists of a little box thai con/oins a
microphone ...
... you can hoor people who are talking up to 50
meters oway.
a Read the descriptions in Exercise 1 again
and underline examples of relative clauses.
Do they describe things or people? What
information do they give us?
b Combine the sentences in each pair with a
relative pronoun.
1 The Alcohol Sensor is a small gadget. It
fits in your car.
7k ,fuf,d 5e"-'" a 9mOfl gadfJd
!:Iuzf, fd;s on. yJUY caY.
2 The sensor identifies people. The
people have had too much to drink.
The sensor identifies people who have
had too much to drink.
3 It is a precauti on. Police can use it to
stop drunk driving.
II is a precaution that police can use
to slop drink driving.
4 The sensor is attached to a computer.
This measures your reaction times.
The sensor is attached to a computer
that measures your reaction limes.
5 If your reaction times are slow, it
sends out a signal. The police can
pick up the signal.
[f your reaction times are slow, it
sends out a signal that the police can pick up.
6 It also contains a switch. The switch immobilizes your car.
II also contains a switch that immobilizes your car.
7 The police can then arrest people. The people are drunk and shouldnt be in their cars.
The poUce can then arrest people who are drunk and shouldn' t be in their cars.
7 Follow up
Choose an everyday object. Make notes about it and describe it to your partner.
Don't name the object ! Can your partner guess what it is?
Eureka! Unit S
UnitS
LANGUAGE RESOURCE
Grammar Summary
1 Third conditional
Use
To talk about actions or Situations in the past that are contrary
to knoINn facts, i.e. when we imagine consequences of actions
that in reality didn't happen:
If the Russians had used nuclear weap::l(lS in the Cold War, it
wouJdn '/ have fJflded in the '990s.
(The Russians didn't use nuclear weapons in the Cold War.)
We can also imagine consequences of something that did not
happen, when in reality it did:
If Fleming hadn't discovered peniciUin, 8/ot of peopJe would
have died from bacterial infection.
(Fleming did discover penicillin.)
Fonn
If + past perfect. would / wouldn't + have + past participle
If Ross had studied harder, he wouldn't have failed his
exams.
If Penny hadn't gone to the party, she wouldn't have met
Jeff.
We can put the clauses in either order:
Penny wouldn't have met Jeff if she hadn't gone to the party.
We put a comma after the if clause if it comes at the beginning
of the sentence.
Compktte the third conditional sentences, then compare
them with a partner.
1 If I hadn't studied ...
2 If ' hadn't met ...
3 If I had won ...
4 If I had been born in ...
2 Past pertect simple and progressive
Use
To show sequence in the past, for an action that happeoed
before another. It is oftElfl used with connectors such as before,
after, when.
I had become quite profICient in Spanish befrxe I visited Latin
Amerk:a.
She got her degree after she had completed all the courses
successfully.
Note the difference between the simple past arx::I the past
perfect:
We were really late and when we 8IriIIed at the party, our
friends left.
rNe arrived, thel1 our friends left.)
We were really /ate and when we anived at the party, our
friends had 18ft.
(Our friends left, then we arrived.)
The past perfect is often used to give an explanation for
something:
Why did they award her the Nobel Prize? Because she had
fought for peace aU her life.
The past perfect progressive is used for ongoing actions or
situations 'Nhich continued until, or stopped just before the past
time we are talKing about:
We had been living in Chile for several months before we really
feJt at home there.
Will had been experiencing pain for several weeks before his
heart problem was diagnosed.
Eureka!
Fonn
past perfect subtect + had + past participle
I had already seen the movie, so I didn't want to see it again
last night.
past perfect progressive: subject + had + been + -ing verb
Susan had been waiting frx an hour before Tom anNed.
Think of explanations for the following problems, using
the cl ues given or your own ideas.
1 INhy did Isabel leave John? (fall Il love ... ) Isabel left ' ohn
because she had fallen i n love with someone el se.
2 Why did Mike have a stomachache? (eat a lot ... ) Mike
hud a stomachache because he had eaten too much.
3 Why did they miss the plane? (arrive late ... ) They missed
t he pl ane hecause they had arrived too l ate.
4 Why were the streets wet? (rain ... ) The streets were wet
because it had been raining I it had rai ned.
5 Why were her eyes red? (cry ... ) Her eyes were red
she h011 heen crying.
6 Why did he wreck the car? (drink ... ) He the car
1>t.'Cause he had drinking.
Vocabulary Summary
Home
washing machine
dishwasher
arrnchaK
food proce=.-
ironing board
oIarrn clock
dishtowel
cutting board
Office
water cooler
photocopier
fax machine
1 Everyday objects
Both
answering machine
filing cabinet
mou"" pad
paperclip
hole punche<
correction fluid
sticky notes
Read these descriptions of gadgets and decide which
object from the box they describe. Then underline the
relative clause in each one.
1 This is something that I use 'Nhen I want to cut up vegetables.
cutlins honrd
2 It's a device that makes holes in sheets of paper. hol e puncher
3 This machine takes telephone messages for people v.'ho are
not at home or in the offIce. answer i ng machine
4 This is a machine that you use for a lOt of jobs when you're
cooking. food processor I cutting hoard
5 This is very useful for people v.'ho find it difficult to wake up in
the morning! al arm cl ock
6 This is a type 01 cabinelthat we use lor storing files arx::I papers.
filing cabinet
2 Describing food
Nutrients: carbohydrates. fats, fiber, protein, sugar, vitamins.
arx::I minerels
Adjectives describing food: sweet, sour, sally, bitler, fatly. oiy.
sugary, creamy, healthy, unhealthy, starchy
Expressions: full of ' .. , rich in .... high in ... , low in .
Find two types of food In the box that are usually ...
1 high in salt 2 sour to the taste 3 very unhealthy
4 oity but healthy 5 rich in vitamins 6 starchy
-
"-
C)
z
-
z


.....
ex
::J
o
>-
0....
o
--l
L.U
>
L.U
o
10
Speaking
ij<J<J REVIEW
Review your action plan: Di scursive essays
1 Maximizing opportunities to speak English
a The best way to improve your speaking is to speak!
Check hOw well you are doing by complet ing this
questionnaire .
In pairs, talk about your action plan from page 47. Did you write
a discursive essay? If so, show it to your partner. If not. see how
much you can remember about discursive essays arKllheri
compare your ideas with page 47.
Speak up!
Are you missing those valuable chances to practice your speaking?
Take this little test and find out by checking the boxes on the right.
How often do you do the following?
-
mreo sometimes often
1
Speak English in pairs during class.
0 0 0
2
Speak English in groups during class.
0 0 0
3
Speak English to your teacher in class.
0 0 0
4
Talk to classmates in English outside
0 0 0
of the classroom.
S
Talk to friends in English, for example
0 0 0
at an English language club.
6 Talk to American friends in English.
0 0 0
7 Speak English to other non-native
0 0 0
speakers.
O
8
Speak English to native speakers.
0 0
9
Speak English to native or non-native 0 0 0
speakers on the phone.
10 Use a dictionalY to help with
0 0 0
pronunciation and stress.
11
Record yourself doing a role play or
0 0 0
reading aloud.
12
Have imaginary conversations in English.
0 0 0
$coring
Add up the fX>ints you received for each question:
never = 0, rarely = 1 , sometimes = 2, often = 3
b Add up your score and check the key on page 149.
2 Strategies for getting around problems when speaking
a However much you practice speaking English, there 'Nill always be
moments INhen you get stuck. This is normal when you learn any
foreign language. look at the problems these students of English
have and check the ones you have experienced.
20
,0
.0
0
0
0
0
0
0
0
0
0
0
0
0
c A gcxx:l way to manage these problems is
to learn some phrases to use when these
situations occur. Look at these groups of
phrases and match them with the
situations in Exercise 2a.
1 Could you speak a little more slowty I
say that again. please?
I'm sorry, I didn't understand the part
when you said you wanted to leave
the job.
So, you mean that you want to leave
the jOb?
2 Is that clear? Do you understand me?
@) What I mean is, I want to leave the job.
3 What do you call that thing for opening
ill bottles of wine?
Is there a word or expression for when
you can't think because your mind is
frozen?
Can you say "my mind went blank"
in English?
4 Uh. let me think ... I ... I want to leave
@ myjob.
Well, how can I put it? I want to leave
my job.
Um .. what I want to say is I want to
leave my job.
3 Practicing the strategies
a Usten and repeat the phrases from
Exercise 2c.
b In pairs, take turns talking about these
situations. Practice the strategies.
1 Talk about your family, but talk quickly.
2 Talk about your studiesljob. Check
that your partner understands.
I' m tal king and Sometimes I
I'm speaking
everyt hing's okay. feel pressured
If I notice
that the other
3 Ask your partner to help you:
You don't know the word for people
who are addicted to chocolate.
and suddenly I
need a word or
Then the other person when I have to say
phrase but I don't
says somet hing and I'm something , .. I need
know it in English.
suddenly lost because I t ime to thi nk exactly
Then I have to st op
don't understand how I'm going to say
and that really
them, That makes it. And the pressure
frustrat es
me feel very makes my mi nd
me.
insecure. go blank.
b In groups, discuss what you do in these situations.
ACTION PLAN [>
Your action plan: making opportunities to speak English
person doesn't
understand
me, I usually
panic.
You also want to know if it's okay to
say "to move on a diet" in English,
4 Talk for one minute non-stop about
what attracts you to other people.
Talk to your partner about how you could speak more English. Then complete this action plan.
1 From now on, I am going to speak more English in class by .
2 From now on, I am going to speak more English outside of class by .
Note: you will have to report back on your action plan at the end of Unit 6.
Eureka
l
Unit5
1 Speaking ski ll s
a Take the quiz below. Guess the answers if you
don't know them.
1 What do William
Shakespeare and
Miguel de Cervantes have
in common?
a) They were born on the
same day.
@They died on the same day.
e} They wrote the same
number of plays.
2 How big was Shakespeare's
vocabulary?
a} 3,700 words
37.000 words
c) 370,000 words
3 Approximately how many
plays did lope de Vega
write?
a) 20
b) 200
(3)2,000
4 In which country were
Panama hats first made?
a) Panama
@ Ecuador
c) the United States
5 What are the Canary
Islands named after?
a) a type of bird
@ a type of dog
c) the daughter of a queen
6 What was the first name of
King George VI of England?
a) George
b) Philip
@JAlbert
Unil6
b In pairs, discuss your answers. Do you agree?
c Listen to some people discussing the questions
and check your answers.
WOfds, words, words
2 Grammar: deduction and possibility in
the past
Li sten to some sentences from the discussion.
Complete them with modal verbs.
1 Shakespeare wrote lots of plays, so theyG n'U
the same number.
2 So Shnkospellrc91ad a vocabulary of
37.000 words!
3 h.vnyrdn' l 2,000 plays. That's

4 J supposo he j ' hl hav Titten 200 plflYs.
5 But they coul( have orne from Ecuador. That's

(j Or AlLert, or Philip. I have
no idea.
L How certAin arc the speakers in each of the
sent ences above? Put the number of the sentence in
tho correct place.
Tho spoaker is
100% suro thi s f 1 3 4 5 6
is not true
The speaker is
2 100% sure thi s
is true
c Now complete these rules about deduction and
possi bilit y in the past.
Form: modal vern + .h.am + past participle
Use: for certainly that something is true, we use
.m..ust; for certainty that something is nol true, ..IdI.ll.1
or CQuldn' l ; and for possihility ..co.u.ld., .m.ighL. or
..JlliI>-.
3 Pronunciation: contractions
Listen to the sentences from Exercise 2a again.
Circ:le the contractions YOll hear in Exercise 2a.
... thoy .:cJjn' t JuiVl!- writ ten the same number.
Listen to then practice it with II
partner.
A Have you s(.'Cn my wallet? I can't find it
anywhere.
B No. You could have left it in the car.
A No, J cill1 ' l have left it there. I didnt take it out
with me.
B Well . you mighl have put it in the dmwer.
A No, it isn' t there. I already looked.
H Ah! Then yOlL must hilve left it in the bedroom
when you c1wnged earlier.
A Oh, yes. J must have done that. I'll check.
c Cover the dialogue and practice it again. This time
change IV(Jl/fJ/ (e.g. keys, the remote control. my
cell phone, my glasses) and change the places
suggested flbove.
Objectives Topic: William Shakespeare
Grammar Vocabulary Pronunciation Reading Ustening Speaking
deduction and possibility in literature
the past: must/cou/dlmightl
contractions a literary mystery a radio interview taking and
discussing a quiz
can" + have + past participle
Write on the board: William Shakespeare Miguel de Cervantes Lope de Vega
Ask students What do these people have in common? Whol do you know about them?
1 Speaking skills
Introduce the topic
When students have tAken the quiz Ilnd discussed fltlSWers with Il partner, elicit answers from the
dass to find Ollt what students guessed.
Shakespeare 11564- 16161 was England's greatest ployv.'righL He wrote histories, comedies, and tragedies.
notably Hamlet, King Lear, ond Romeo and Juliet. Miguel de Cervantes 11547-16161 was a Spanish author and
dramafist, best known for Don Quixote. lope de Vega was a Spanish poet, dramatist. and novelist
who wrote ploys about love and honor.
Culture note
Play the audio for Exercise 1e, Ask students to listen and check their answers.
2 Grammar: deduction and possibility in the past
Play the audio and ask students to complet e the sentences in Exercise 2a with the modal verb they hear.
Draw a line all the board. like the one in Exer cise 2b, and write 100% not Sllrc to the left of it and
100% sure to the rigbt. Ask students where they think the other sentences go on the line.
Ask students in pairs to complete the rules in Exercise 2e.
3 Pronunciation: contractions
Draw students' attention to the example in Exercise 3<1 , and then have them circle the contractions
they hear on the audio.
Play the audio for Exercise 3b. Ask students to listen and read and underline or circle any part of
the dialogue where there is a contraction.
Ask students to do Exer ci se 3e in pairs. Monitor students for pronunciation mistakes with contractions.

A Okay, question 1. What do you think?
B Well. didn't Cervantes write mostly novels?
And Shakespeare wrole lots of plays. so they
can't have wrinen the same number.
A Good thinking' So irs either a or b.
e I think irs more likely b, because people didnt
have records of births in those days, but they
did hove records of the death of famous
people.
BYes, t agree.
A So. should I look at the answer? Right - irs
b, Very good
l
Okay. question 2. Shakespeare's
vocabulary. So what do you think?
B I've read thaI Ihe overage adult these days
has a vocabulary of between 25,000 and
60.000 words.
A Is that so?
e So Shakespeare must"ve hod a vocabulary of
37,000 words!
A Yep. And the answer is. (pauses to readl b!
Correct - 37,OOO! Lers look at question 3. Da
you two know Lope de Vega?
e I've heard of him, but thaI's ali.
B Yeah. me. too. Bul he couldnt have wrinen
2.000 plays. Thors ridiculous
l
A I agree, so should we go for 0,20 or b. 200?
C Well. I suppose he might have written 200
plays.
A Yeah. lers soy thaI. 1"11 just check ... No. we're
wrong. Irs c. 2,000.
B WOWI Thars amazing I Hey, con I lake over
here?
A Yeah, go ahead.
B RighI. Question 4. In which country were
Panama hats first made?
C Easy. They must have been mode in Panama.
B No, irs too obvious. But Ihey could hove come
from Ecuador. Thars possible.
A Yep, a possibility. Bul why are they called
Panama hots Ihen?
B I don't know. but Panama is 100 obvious.
C No, I dont think so. I"m sure that Panama
hals were first made in Panama
l
B Okay, I'll take a look. And the cor rect answer
is ... b, Ecuador
e WeH, thaI's stupid.
S Okay, calm down. Next question. What are
the Canary Islands named after?
A Let me lake a look. Wel l. they couldnt have
been named after the doughter of a queen
I The audioscripts for Track 25 and Track 2G ore on page T59 "::.1 I
C Why nof?
S How many girls have you met named
Canary?
e (laughs] Right ... Anyway. I know the answer.
A You do?
C Irs a type of dog. The Canary Islands were
named after dogs!
B Wel l .. Darren's right. Wow. man, how did
you know thaf?
C I learned rt in latin. II comes from the Latin
word for dog canis - and there were dogs on
the islonds when they were first discovered.
B I'm impressedl Okay. Lost question. George
Vl's first name.
A Was he the crazy one?
B No. that was George III.
e Well, his name could have been George
A Or il may have been Albert or Phi li p. I have
no idea
e Me. neither. LeI's check.
B Okay. The answer is c, Albert. but George
was one of his names.
All Fine. I Okay. / So, we did ok .
Words, words, words T 58 Unit 6
4 Listening skills
Divide the class into groups of four to discuss the areas in Exercise 4a. Tell stucl ents thaI it doesn't
matter iftht:y dOll 't know any answers; they should try to use modals to speculate. For example, Hc
must have gone 1o collosc or His jather may have beell rich,
Play the audio for Exercise 4b. Ask studenls 10 listen and check their answers.
o Play Ihe audio agai n. Ask students to listen ,md answer the questions in Exercise 4c.
[n Exercise 4d, put students in pairs to list r easons w hy Shakespeare could not have w ritten the
plays. Give students a four-minute time limi t to think o f ideas_ Then el icit a class li st and wrile it on
the board.
5 Reading ski lis
Put sh!dents in pnirs to discuss their answer s to Exercises Sa and sb, Then ask students to writ e a
few sentences compari ng de Vere and Shakespeare and telling why de Vere is a likely wri ter. Bri efl y
discuss answers w ith the class,
6 Vocabulary: literature
Ask st udents to compl ete the table in 6a. Let them check in pairs before they [oak at tho
Vocabulary Summary for Exercise lib.
Ask students to discuss the questions in Exercise 6c in pairs, then do Exercise 6d as a whole class.


For Exercise 2 on poge 58 " For Exercise 3 00 poge 58 "
1 Shakespeare wrote lots 01 plays. so they can't have A Have you seen my wallet? t can't find it
written the same number. anywhere.
2 So Shakespeare must have had a vocabulary 01 B No. You could have left it in the em.
37,000 wards!
A No, t can't have left iT there. t didn't take it
3 But he couldn't have written 2,000 plays. Thafs out with me.
ridiculous!
8 Well. you might have put il in The drower.
4 I suppose he might have written 200 ploys.
A No, il isn't there. I already looked.
5 But they could have come from Ecuador. Thars
8 Ah! Then you must have left it in the
possible.
bedroom when you changed earl ier.
6 Or it may have been Albert or Philip. I have no ideo.
A Oh, yes. t must have done that. I'll check.
27'------------------------------------------------------------,
Interviewer Prolessor Price, you're an authority on
Shakespeare. There appears to be some controversy
about Ihe great man today. so let me begin by
asking you why some people say Shakespeare didn't
wrile the works of ... William Shakespeare? [)on't we
know who really wrote the greatest ploys in the
English language?
Price Well, il is a bit 01 a mystery. The loct is,
although William Shakespeare is coosidered the
greatest writer in the English language. we actually
know very little about his life. Some people believe
thal lhe lilli e we do know about the man Iram
Stratford suggests that he couldn't have written the
marvelous plays and poems 01 the outhor "Williom
Shakespeare'.
Interviewer BuT surely we have evidence that he was
the writer?
Price Not really. All we really know is that he was
born in Stratford, that he married Ann Hathaway, that
they had three children, and that he died a rich man
on April the 23rd, 1614.
Interviewer But do we know he was 0 writer and an
aclor?
Price Well, no, lhors not quite true. Yes, we do know
he was an oClor. and we know that he was a
businessman - and thars about it. There are no
direct connections between this actor and
businessman and the man who is known as the
greatest writer in the English language.
Unit 6 T 59 Words, words, wards
tnterviewer And his family? What about his porents?
Price We know that his father worked with animal
skins and was possibly a butcher, in Stratford. He
was a respected man in the community, but he
wasn't on educated man. We also know for a loci
that William didn't go to university and he may oot
even hove gone to the Iocol school. so he con't have
hod a very good edu{Qtion. His porents couldn'l
read or write and probably hod no books, so if their
son was indeed the writer Wi lliam Shakespeare, he
couldn't have gotten his incredible learning from
being at home til l he was 20 years old
l
Yet, he
appears a little later as the author of highly cultured
poems and plays. Indeed, he wrote over 37 ploys
and more thon 150 poems.
Interviewer We know that Shakespeare hod a huge
vocabulary. Where did that come from?
Price GQad question. The writer William Shakespeare
had a vocabulary of 37,000 words, which was twice
as large as mast cultured men 01 his time, yel
William of Stratford's two daughters could not read or
write. The question is, could this be the some man
who created such wonderfully intelligent female
characters os Portia, Rosalind, and VIOla? Anolher
curious point is thai in his will. Shakespeare does not
mention any books or any connections at all with his
life as a writer. This is very odd. Coul d this be the
man who wrote Hamiel, the greatest play in the
English language? And if he did not write the ploys
and poems 01 Shakespeare, then who did?
4 Li stening skills
a \Vhal kind of man (10 you think
William Shakespeare was? In
groups, discuss thuse areas.
his fami ly his background
his education his profession
b Listen to a radio interview about
Will iam Shakespeare and check
your answers. Did anything surprise
you about the infomwtion? Whan
c Listen again and answer these
questions about Shakespeare.
1 Where was he from? Strutf ord
(Ens land)
2 Who was he married to" Ann
HuthUl vuy
3 How many chi ldren did they
have? 3
4 Whal exactly did he do for a
oc/orlbusinessnUln
5 What job did his father worked will! utlinlfl J skins I
possibly u butch er
o Howald was he when ho left home'? 20
7 How many poems did he more thun 150
H How many words did he know lind use in 37. 000
d In pa irs. make II list of reasons from the listening for why William
Shakespeare could not havo wrillellihe fnmolls plays and poems.
ddn'/ If' 10 aUcge. )1 """'if >Ui hm< if"" 10 !dud.
S Reading ski ll s
a If Shakespeare did not writ e the "works ofWilJ iam Shakespeare".
then who did? Read the text helow and check IV ) the most likel y
candidnte.
b Ca n you guess the answer to lhe last qlleslion in the
c Wrile brief notes oflhe reasons why de Vere is considered Ihe
most likely writer of the "wO!'ks of William Shak.espcarc". Thon
compare wi th a partner.
There have been a number of theories about
who might have written the greatest works
of literature in the Engl ish language. One
offers Francis Bacon, a highly educated man
for his ti me, but hi s writings are very
different from Shakespeare's. Another
t heory cites the great playwright of t he
time, Christ opher Marlowe, but this seems
unl i kely as he was assassinated very young
and couldn't have wri tten so many works,
6 Vocabul ary: literature
a Complete lhe luble with words
and phrases about literature.
Kind of
Wriler
writing
poetry
poet
novel
noveli st
p lay
phlywright
hi slory book
hi storian
hiography
biographer
drama
dramalist
movie
scnJenwriler
screenplays
newspHJler
journalist
b Che(;k your answers in tho
Vocabulary Summary 011 page 60.
e In pnirs, discuss theso qt!(lslions.
1 Which of the kinds of writing
in the lab Ie do YOll rend in
English'r
2 Which do you read in your
OWI1 lal1guagc?
3 Do you hnve a favorite wrilcr?
4 Who is the most fnmous writel'
in your country?
d Conduct a class survey nnd find
out the answers to Ihose questions.
1 Whnt arc the three most
popular forms of reading'?
2 Which kinds of writing docs
nohody read'!
Many people believe that
whoever "Shakespeare" was.
he must have been an
aristocrat, pointing to the
most popular candidate
nowadays, Edward de Vere,
the 17th Earl of Oxford. This
romantiC character would
have made the perfect
Hamlet; his biography fits
perfectly. He was the son-in-
law of the most powerful man
in the kingdom - the Prime
Minister - who is made fun of
in Hamlet. People say only de
Vere could have attacked the
Prime Minister and gotten
away with it. William of
Stratford would have been
imprisoned or executed!
De Vere was a respected
wnter who stopped writing
just when a genius called
Shakespeare"
appeared on t he scene, and
all his plays have mysteriously
disappeared. His poems and
letters use many unusual
expressions that are also
found in Shakespeare's works.
He studied law and traveled to
Italy, which everybody agrees
"Shakespeare" must have
done. as some of his plays
draw so much on the country.
But if this is all true, why did
he hide behind the mask of
"William Shakespeare"?
Words. words, words
Unit6
USEFUL
LANGUAGE
Number one
looks like it
comes from a
thriller.
That can't be
from a poem!
11 could be
from a
biography.
Unit 6
Ficti on
1 Speaki ng skill s
a Look at the wards in the box. What kind of books /
stori es do you like to read"' Why? Choose from the
reasons below.






adventure/act ion stories amusing/funny books
detective/police stories historical novels
horror stories love stories non-fiction
science fiction short stories thrillers
to relax
to be ent ert ai ned
to learn something new
to be moved
to escllpe from reality
to" " .
h Read lhe opening extracts from four stories. Guess
what kind of story or book each one opens.
CD Years later, facing the firing squad, Colonel.
Aurcliano Buendia would remember
afternoon when his father took him to discover Ice.
@

The first time I ran away from school ,
Two 'd was ten
o cr guys talked me into it. "
My name is Eva. which means "l ife". according to
a book of names my mother consulted.
17\ ' d Y in which
. cd a sausfactory a
Dr. lannis had enJoy d d or gotten any worse.
none of his patients had Ie
c [n pairs, discuss these questions.
1 Why is Ihe opening sentence of a story very
import ant?
2 Which extract most makes you want to read
more? How docs it do this?
Words. words, words
2 Readi ng ski ll s
a These four extracts foll ow the opening extracts in
Exercise 1b. Read and malch each one with an
opening extract.

I was bom in the back room of a shadowy house. and

grew up amidst ancient fumiture. book.s in Latin, and
human mummies. but none of those thmgs me
melancholy, because I came into the world With a
breath of jungle in my memory.
He had attended a surpri si ngly easy calving, lanced one
abscess,extracted a molar ...
d h 'd both been in and out
They were brothers t ey
" Hall five urnes.
of juvenL e
@
At that ti me Mac d '
h . on a was a village of twenty adobe
O"SCS, , bUilt on the bank of a river of clear water thai
ran a ong a bed of polished stones
, ...
GLOSSARY
firing squad a small group of soldiers whose job is
to kill prisoners by shooting them
mummi es dead bodies preserved and wrapped in
cloth (in Ancient Egypt)
melancholy feeli ng very sad and without hope
cnlving when a female cow is having a baby. she
is calving
abscess 8 painful swollen area on your skin or inside
your body
molar large tooth at tho back of the mouth
Juvenil e Hall a home for boys who got into trouble
b Whi ch wortls helped you connect the sentences
with the openi ng extracts? Underline them and
compare with a partner.

-
-
-
Objectives Topic: genres of fi ction
Vocabulary Reading Writing Speaking
figuring oul meaning
from context
extracts from novels the continuation of
a story
discussing booKs and
reasons for reading
Wri te the names of three or four well-known novels on the board and ask students oboullhem. Ask Whars
this novel called in your language? Who wrote if? What sorl of story is it? Have you read it? Whars if about?
Would you recommend it? Why? Why nof?
Suggested novels: One Hundred Years of Solitude; Like Water for Chocolate; lord of the Rings
1 Speaking skills
Model the activit y briefly, by describing what stories you like to read, and then ask students to work
in pairs to do Exercise la. Briefly elicit answers from the class, and find out what types of books are
the mosl popular.
Ask students to work in pairs to do Exercise l b. Answers may vary.
Possible answers: 1 Perhaps from an adventure/action story, a historical novel. or even non-fiction.
2 Probably nOD-fiction. Possibly a fUrulY book. It could be an autobiography.
3 Unclear - it must be autobiographical.
4 Perhaps an amusing book.
Ask students to continue to work in pairs to discuss Exercise l c.
Answers: The opening sentence is important because it must catch the reader's attention, set the
scene, introduce characters, and make the reader want to continue. Answers to the
second question will vary.
2 Reading skill s
Briefly introduce Exercise 2b by eliciting students' answers to exercise l b as a whole class. Ask
students to match the extracts, then discuss Ihe question in exercise 2b wilh a partner. Remind Ihem
to refer to the Glossary for unfamiliar vocabulary.
Answers: A 3: key words "My name is ... " "I was born ... " "I came into the world"
B 4: key words: "Or lannis" "palients" '; He" ;'calving"
C 2: key words: "l\vo older guys ... " "They wore brothers ..
D 1: key words: "that distant afternoon" "At that time"
Introduce the topic

Words. words, words T 60 Unit 6
Hi
Additional activity
Ask students to look at the phrases from the story in Exercise 2c. Have students talk in pai rs
briefly to predict the story, then elicit answers fTOm the class. Ask students to read the story to
check their predictions.
Ask students to read the story again and write true or false next to the statements in Exercise 2d.
Let students check in pairs before going through the answers as a class.
Ask students to work in pairs to do Exercise 2e. Encourage them to use past modals to speculate.
Possible answers: The older boys do; they are brothers. But the narrator doesn' t know them well.
They may have played hookey because they were juvenil e delinquents I they
were bored and haled school ! it was a nice day.
The older boys may have felt il wasn't worth goi ng to.
The narrator must have felt nervous.
They must have felt happy.
3 Vocabulary: figuring out meaning from context
Ask students to work in pairs to figure out the meanings. Refer students to Develop Your Learning
on page 35. Read through the strategies with students before they do the task.
Answers: moved a bike by pushing the pedals (what you put your feet on)
a narrow stream
a type of smaJl, edible freshwater lobster
somothing you use to attract and catch fish
a type of meat food betweenlwo pieces of bread
chocolate candy pieces softened in the sun
bottom of a river or creek with no water
said no
4 Writing skills
Ask students to follow lhe steps in Exercise 4 to continue the story. Move around the class,
monitoring and helping with ideas and vocabulary.
When students have finished, ask some volunteers to read their stories aloud to the class, or quickly
put students into small groups and have a couple of volunteers sharo theirs aloud. Have students
vote on which is best.
Ask students to read tho actual continuation on page 147 ohhe Student's Book. Ask In what ways is
the actual continuation different from your stoIJ'?
Collect the paragraphs and publish them by posting them on the classroom walls. Then ask students to read
all the stories and decide which ane they like best and why.
Unit6 T 61 Words, words, words
c You are now going to read the next part of one of
the stories. Look at the phrases that come from it
and guess which story it is. Try to predict what
might happen in the story, then read the extract
and check your predictions.
a short vacation
at the edge of the Arroyo
tore the package open
stole three bikes
a big flat rock
reached Los Angeles
They told me it would just be like taking a shOrt vacation. So I
\........ went. We stole three bikes out of a back yard and took off for
the Afra'IO Seco. The bike I stole was too big for me so I could
r,ever sit up en the seat all the Wf;r.j. I pedaled standing.
\....... We hid the bikes in a stand of eucatyptus trees at the edge
of the Afra'IO and.....-ent doNn the creek. We caught crawdads
'Nith marshmalk'JW bait then tore the shells off them and used
\...... ttreijr meat to catch more cravvdads. Wrtff(1lunchtime came I
had to share my lunch 'Nith the brotherS beCaUse they'd
forgotten to bring theirs. I spread the contents of the paper bag
out on a big !\at rock. A carrot vvrapped in wax paper 'Nith a
rubber bard arourd it. A meatloaf sandwich A metted bag of
M & Ms. They ate the M & Ms first. Tore the package open
and tiCked the chOCOlate off the paper. They offered me a licI<
but I declined. I didn't eat any of the meatloaf sardwich eijther. I
atwaYS hated meatloaf. Especialty cold and between bread.
't The rest of the afternoon we climbed around the hills looking
, for snakes until one of them got the idea of IcJ.Nering our bikes
dQIM1 into the aqueduct and riding along the dry bed IJltil we
reached lOS.AngeleS. I said 'yes' to ev6!'jthing, even though I
suspected LA was at least a hurdred miles The ooty
otrer time I'd fNf$ been to los t>r.getes was wtlen my aunt
took me to the Farmer's t>Aarket in her '44 Dodge to loOk at the
myna birds. I must have been six then.
d Read the story again. Are these statements true or
false?
1 The boys went on a vacation. False
2 They took their bikes with them. False
3 They had fish for lunch. False
4 The narrator gave his lunch to the other boys.
1m.
5 The narrator ate meatloaf sandwich and
chocolate. False
e In pairs. guess the answers to these questions.
1 Do the boys know each other well?
2 Why did they play hooky?
3 How do you think they felt about school?
4 How did they feel when they stole tbe bikes?
5 How about when they caught the crawclads?
3 Vocabulary: figuring out meaning from
context
Look at tbese words from the slory. Use the strategies
from Develop Your Learning on page 35 to figure out
their meanings.
1 pedaled 2 creek 3 crawdads 4 bait
5 meatloaf sandwich 6 a melted bag of M & M's
7 dry bed 8 dedined
4 Writing skills
a Now continue the story in pairs. Imagine that you
are the narrat or. Draw on your own experience
and imagination. Follow Ulese steps:
1 Look at the lasl few lines of the story,
especially the last sentence.
2 Decide if the next part is going to be funny,
sad, or dramatic.
3 Make notes on the basic events.
4 Think of a sentence that will continue
from the last part of the story, and
wlil catch the attention of the reader.
5 Add details to your notes. such as adjectives.
adverbs of manner, etc.
6 Start forming sentences, adding connecting
words (See Writi ng Skills, Unit 5, page 53).
b Now write the next paragraph of the story. When
you have finished, check your writing.
c Read your paragraph aloud to the class. Which is
the best continuation?
d To find out bow the original story continues, go to
page 147.
Words, words, words Unil6
Unit 6
Fact to fantasy
1 Speaking ski Us
a ::::nOle5 of everything you know
1 the Harry POlter books
:.:: the Harry POller
3 1. K. Rawling.
b Look at the headlines bel I
predictions. OWan( make
1
The headlines have bee 'k fro
'I naen m
es. What are the arti cles about"
2 Which articles will express a p "r '
point of view and who h . OSllVe
Ilegat' , . Ie will express a
1\ e poml of View? Why?
3 Where do you think .
. I you might see the
artIc os that the hcadl'
Ines Come from?
USEFUL LANGUAGE
/1 mUst be about . . ,
They must have been ...
Magician Harry Potter brings

riches to author
Harry Potter
... to China
:
@H
any Potter is magic
2 Reading skill s
for tourism
a I.K. Rawling. the aut hor of h
you think her n h t 0 Harry Polter books is
b Read th .,' e .as changed si nce Harry world-;a
mous
writer. How do
Excrcis: your ideas from P:lblished?
. a me ,rom
Words, W()(ds, words
1 As the new Harry Pon er story was being
eagerly awaited by millions of fans all
over the world, it was announced that
J. K. Rowling, author of the fantasy
novels that arc popular with young and
old alike, is now richer than the Queen
of England.
2: Like that of her character, Harry Potter,
J.K. Rowling's life resembles a fairy talc.
Divorced, unemployed, and living in a
tiny Edinburgh apartment with her
infant daughter, Rawling wrote Harry
Poner and the Sorcerer's Stone at a table
in a cafe while her daughter was
sleeping. And like the proverbial prince,
it was her creation, Harry, who rescued
her from her life of rags and brought her
one of riches.
J The novelist's first attempt was turned down by several __
publishers, but once accepted and published, it got rave
reviews on both sides of me Atlantic, which have led to the
publication of four sequels so far. They have all beel
translated into more than 20 languages. Now the good-
news is that Harry Poner, the schoolboy magician and hero
of the books, has made his creator wealthier than Quee
Elizabeth II, one of the richest women in the world. The-
38-year-old author is now the ninth richest woman in the
u.K., with a fortune estimated at one billion dollars.
.
In the years slOce the appearance of the first Harry Potter
story, J.K. Rowling has become a full-time writer and has
given up her tiny rwo-room apartment for a Scott'
mansion and luxury apartments in born Edinburgh anu
London. Her fans arc quick to point out that despite her
success, or maybe because of it, she is one of the bigy
donators to charity that me country has ever seen, e ... .. _.
writing Harry Potter offshootS and giving the proceeds to
her favorite causes.
GLOSSARY
rags old and shabby clothes
offshoots something that dcvelo s Ii
e.g. a smaller campall fro I P fOm '.lIIother thillS.
y m a arger compallY
-
1
Objectives Topic: J.K. Rawling and Harry Potter
Reading Speaking Grammar
the passive
Vocabulary
avoiding repetition a newspaper article predicting from headlines
Divide the class into groups of four to six. Write the words Harry Pot/cron tho board, and then give
the groups timo 10 jot notes down on everything they know about Harry Polter. After\vards, ask each
group to share their three most interesting facts with the class.
Speaking skill s
Ask students to di scuss the headlines in Exercise Ib in pairs or in groups. Encourage them to use
medals. Point out the Useful Language phrases.
Suggested answers: Headline 1
Tho article is probabl y about the author and how sho has become rich.
It 's positi ve. .
It must come from a newspaper or magazine article.
Headline 2
It is probably about how the book has been translated into Chinese and is
proving successful there.
It 's positive.
It's probably from a newspaper - it might be from a publishing magazine.
Headline 3
Irs probably about how the Harry Poller books have had a negative effect on
reading I the English language I literature or somethi ng like that.
It's negative.
It may come from a literary or educati onal article in a newspaper.
Headline 4
It's about how people from all over the world are visiti ng places in Britai n
where Harry Pott er was wri tten or filmed.
It's positive.
It could come from an arti cle in a travel magazine.
Introduce the topic
2 Reading skills
In Exercise Zn, elicit from tho class a few predictions about how J.K. Rowling's lifo has changed.
Then ask students to road the article to answer the question in Exercise zb and check their
predictions.
Answers: Sho has become a successful writer, lhe ninth richest woman in the U.K., and she owns
II Scottish mansion and luxury apartments. She gives a lot of money to charity.
Headline 1 goes with the article.
J.K. Uoonnel Rawling did not use her first nome on the books because she lel1that boys might be put off
reading the book il they knew it was by a "girl: She wonlS to motivate boys. especially, to read. which has
been one 01 the great successes 01 the Herry Potier books.
Culture note
Words, words. words T 62 Unll6
Quick grammar
guide
Ask st udents to look through the questions in Exercise 2c and decide whi ch paragraph might answer
them. Go over the answers briefly with the class. Then ask student s to look through the relevant
paragraph for answers and discuss them with a part ner.
Answers: no answer
She was divorced, unemployed, had a small child. and lived in a small apartment. (para. 2)
No. (para. 3)
They "got rave reviews on both sides of the Atlantic .. - so, equally successful. (para. 3)
No answer. Less than 38. (para. 3)
No. She has given some money from "offshoots" to her fa vorite causes. (para. 4)
Ask students to discuss the quest ion in Exercise 2d in pairs.
Answers: The art icle is positive. Supporting phrases include: eagerly awaited, popular, resembles
a fairy tale, rescued .. . from ... rags (10) riches, rave reviews, one of the richest women in
the world, biggest donators to charity
3 Vocabulary: avoi ding repetiti on
Tell students to copy the table in Exercise 3h into their notebooks. Ask lhem to scan the lext for synonyms
and paraphrases that refer to lhe author J.K. Rowling and lhen complete the tabl e with these phrases.
Answers:
Adj(l(:tives
divorced
unemployed
Adjectival phrases
38-year-old
full-time
4 Grammar review: the passive
Nouns
author
novelist
creator
writer
donator
Noun phrases
the author of the fantasy novels
one of the richest women in the world
one of the biggest donators to charity
Ask st udenl s to work in pairs to match examples in Exercise 4a to uses.
Ask students to work in pairs to answer the questions aboul lhe examples in Exercise 4b. Point out
the Language Note on page 63 and refer them to the Grammar Summary on page 66 to check
their answers.
Passive constructions exist in many languages but often are not as commonly used as they are in English. A
reflexive construction with on active verb is sometimes preferred, wi th the subject after the verb. not at the
beginning of the sentence.
Common enors and problems
Students may attempt a reflexive construction which is impossible in English.
,ariF!' IRe B99/@; in Hong Kong.
's fJ'f.'R.'99 IRe Be9.1r!; in Hong Kong.
~ ts fJ'fjR/e9 IRe Be9/@; in Hong Kong .
A common mistake is to make an active sentence without a subject pronoun.
WI9/e her firsl book in Edinburgh.
Answers: a No. It isn't important.
b millions of fans
eWe wanl to focus on "the new Harry Potter story" - this is the important or
new information.
d several publishers
e 1 Someone announced that ...
2 Someone has translated them inlo ...
3 Millions offans weTO eagerly awaiting ...
4 Several publishers turned down ...
They are still correct, but 1 and 2 sound odd.
In Exercise 4d, ask student s to complete the sentences individuall y, then check in pairs.
5 Speaking skills
Divido students into groups of four to six to discuss the questions.
Unil6 T 63 Words. words, WOfds
c Docs the article answer all of the following
questions? Decide which paragraph you can find
the answer in when possible. then answer the
questions.
1 Why did J.K. Rawling write the Potter books?
2 What was her life like before the first book
was published?
3 Was she immediately successful with her first
story?
4 Have the books been more successful in the
U.S. or the U.K.?
5 How old was she when the first book was
publ ished?
6 Has she profited from all of her books?
d Is the article more positive or negative about
Harry Potter and his author? Make a note of the
words and phrases that support your answer.
3 Vocabulary: avoiding repetition
a Read the article again and note all the references
'- to J.K. Rawling.
7
aWJ,o, <f Ik a ~ >UJ>ds.. OiW>'Wi .
b Write the words and phrases you have noted in
the table.
Adjectives Adjectival Nouns Noun phrases
phrases
divof1:ed 38year-old author the author of
unemployed the fantasy
novels
c We use synonyms and paraphrases to avoid
repetition and help the flow oftexl. Find:
1 three ways the journalist refers to Rawling's
occupation. author, novelist , writer
2 four ways he refers to Harry Potter. her
character. her creation. the schoolboy
magician, hero of the books
3 three ways he refers to the books. fantasy
novels, first attempt, four sequels, offshoots
4 Grammar review: the passive
a Look at the examples of passives. 1--4. Match
them with the correct use from the list below.
The passive is often used in ...
1 academic works, e.g. science journals: A
constant temperature is maintained ...
2 manuals: Ensure that the plug is fitted
correctly before ...
3 public notices: Passengers are kindly
requested not to smoke.
4 newspapers: Find an example in the headlines
in Exercise lb.
We lise the passive when:
a the subject of the action is unknown
b the subject of the action is unimportant
~ c we want to focus on new information by
putting it at the end of the sentence
d we want to avoid naming or blaming the
subject of an action
b Look at these examples from the arti cle and
answer the questions.
1 .. . it was announced that J.K. Rowling .. . is
now richer than the Queen of England.
2 They have all been translated into more than
20 languages .
3 As the new Harry Potter story was being
eagerly awaited by millions of fans ...
4 The novelist's fi rst attempt was turned down
by several publishers ...
a Do we know who announced the news in 1, or
who translated the books in 2? Is it important?
b Who or what does the action in 3, "the new
Harry Potter story" or "millions of fans"?
c In 3. the agent (millions of fans) is quite
important. so why is the passive used?
d Who does the action in 4?
e Try to put the four sentences above into the
active voice. Are they still correct?
c Check your answers in the Grammar Summary on
page 66.
LANGUAGE NOTE
Remember tllat we make the passive with a
form ofthe verb be + past participle: it was
announced; they have all been translated.
d We can use the passive in most tenses and verb
forms. Identify the tense or verb form in the active
sentences below and complete the passive
sentences.
1 The publishers print the books in Hong Kong.
(prefe.-.t!; !'i.mrieJ
The books ... aYe pr-mled m. JWng Kong.
2 Distribution companjes are shipping millions
of the new Harry Potter book around the
world. present progressive
Millions of the new Harry Potter books are
being shipped around the world.
3 Several publishers rejected J.K. Rowling's first
book. simple past
J.K. Rawling's first book was rejected by
several publisbers.
4 The publisher has announced the launch date
for the latest Potter book. present perfect
The launch date for the latest Potter book has
been announced by the publisher.
5 They should ban the words Harry Potter.
should + infinitive
The words Harry Potter should be banned.
6 They had made the first book into a fi lm
before Rawling wrote the fifth book.
past perfect
The first book had been made into a film
before Rawling wrote the fifth book.
5 Speaking skills
In groups , discuss these questions.
1 What books are being fead by kids in your
country right now?
2 Make a list of your favorite books when you were
a kid and compare them with your group.
3 Whi ch is your alltime favorite book? Why?
Words, words, words Unit 6
1 Warm up
An urban myth is an often-repeated story. which
mayor may not be true, of an unusual and
sometimes terrible event that happens to an ordinary
person, usually a "friend of a friend", The stories
usually have a surprise ending. They are often told
when fr iends get together at dinner parties or bars.
a The sentences below are taken from Iwo different
urban myths. They are taken from the beginning,
the mi ddle, and the end of each story. Put them
into the correct order.
Story A; 1 Q!J 2 I:m 3!ID
Story 8; 1 !g 2 ID 3@
USEFUL LANGUAGE
must be from ...
This could be the first one.
b


In groups, compare your answers and try to figure
out what Lhe two stories are about . Use the

questi ons to help you.
1 Who arc the characters in the story?

2 Where does the story take place?
3 When do the events take place?
(morning/evening? present/ past?)

4 Is the story a funny one, a thriller. a mystery. a
crime story?
5 Docs it have a "happy endi ng"?

Wo will como back to these stori es at the end of
the lesson.

They later found that the thief had used their car for a robber y r--
on the very day it had disappeared. I

someone had stolen their car.

@ A friend of mine was d riving along the Massachusetts Highway one
evening when he passed a young lady walking along the side of the road.
@ " Yes, the purse belonged to my daughter, but she was killed more
than 20 years ago in a car accident on the Massachusetts Highway."
The note explained the thief had taken the car because he didn't have a car
himself and his wife had gone into labor with their first baby.
CD A couple of days later, he was cleaning his car when he came across
a woman's pursC!=.
Words, WOfds. words
Objectives Topic: anecdotes and urban myths
Grammar Reading Writing Ustening Specking
past perfect simple urban legends an anecdote on anecdote telling an anecdote
and progressive, third
conditional

1 Warm up
Ask student s to do Exercise la in pairs. Aftenvards, ask the class which pict ure goes with which story.
Ask students to discuss the stories in groups of four, usi ng the questi ons in Exercise lb. Monitor the
discussion. but don't reveal any stories at this stage.
Words, words, WOfds T 64 Unil 6
t
2 Task
Go over the instructions for the task carefully with the class. Play the audio for Exercise 2. Ask
students to listen to lhe first piece of music, with eyes closed if they like, and think of images. After
the first piece. pause the recording and tel] students to write notes to build up the story. Then
continue this procedure for the second and third pieces of music.
3 Prepare
Ask students to follow the guidelines to develop their story. Stress the content and also have
students support each other in reviewing the grammar and form of their stories.
4 Feedback
Put students in pairs to tell their stories.
5 Compare
For Exercise Sa, ask students to listen to the story on the audio and check their predictions.
Elidt ways of completing the sentence in Exercise 5b and write good sentences on the board.
1/ the couple hadn't gone to the theater, they would still have their possessions.
6 Notice
~ Play the audio for exercise 5 again. Ask students to copy and complete the table in their notebooks.
Answers
Interjections
Incredible!
Oh,no.
Echo questions/repetition
Their car was stolen?
Simple phraseslwords
Go on, Rob.
But you said they Oh, yeah ...
You must have heard it. Of course. And? Mmm.
A nole?Oh? I bet.
7 Follow up
Ask students to read the second urban myth all page 147 ofthe Student's Book and check their
predictions. Ask st udents to write their stories from their notes and then exchange stories wi th
another student to read.
I Track 28 features three excerpts of muSic. I
9 ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ,
Rob Great. Have you heard Ihe one about the
couple whose cor was stolen and.
Shira Their cor was stolen? No, I dontthink so.
Trevor No, I don" think I've heard that one.
..lOne You must hove heard it. Everybody knows it. I've
heard it so many times!
Shira Oh. I love these urban myths
l
Trevor Go on, Rob. Here, hove another drink.
Rob Oh, al l righlthen, pour me anather gloss of wine
and I'll tell you. Oh, great. thanks. This Oduolty
happened to a friend of a friend of mine ..
Trevor Oh, yeah ..
Rob Well, there was Ihis couple in Greenwich Villoge.
you know, professionals, good jobs, big house,
gorage, the Vv"Ilole thing. and one morning they wake
up to find thol someone hod stolen their cor.
Shira But you soid they hod a goroge ..
Rob Oh, right well. you see, rhey'd parked it outside
rhe house the night belOfe; they hodn'r put it in the
gorage.
Shira Oh.
Jane Mmm.
Rob So they reporled Ihe theft 10 the police.
Trevor Of course. And?
Rob Well, later the some day. they got home from
work to see the cor bock again, you know, outside
the house, with a note under the windshield wiper.
Trevor A note?
Rob Yeah, il was a note explaining thaI the thief hod
taken the cor because he didn't hove a cor himself,
you see, so ... and .. his wife had, you know, gone
into Iobor with their first baby.
stMra Oh?
Rob So he hoped they didn't mind 100 much rhat he'd
taken their car without permission, you know.
Trevor Incredible!
Rob Well, to $Offen the blow, he'd enclosed two
tickets for a Broadway show thor weekend. The
couple was delighted.
Shira I bet.
Jane Go on, Rob.
Rob So. anyway, to make a long $lory short, they
went to Ihe show and when they got home offer it,
they found thai while they hod been out enjoying
their Broadway musical, the crook hod robbed their
entire house of its conleots.
Trevor Oh, no.
Rob Hong on, ond ... and , .. uh , .. to make Ihings
WOfSE!, they later found that the thief hod used their
car fOf a robbery on the very day it hod disoppeared!
Unit 6 T 6S Words, words, words
2 Task
You are goi ng to write a very short story and tell it to
other student s. To help you, hore are the sentences
that begin each of the throe paragraphs of yOW" story.
1 If Tom hadn' l gone to the party. he would never
have met Penclope.
2 They had been going out together for about a year
when ."
3 Years later, he looked back: if he hadn't .. .
Think about your story, but don ' ( take notes yet. To
help you develop your story. you are going to listen
to three pieces of music. Each piece goes with each
of the three paragraphs. As you listen, follow the
music and tho images it brings to your mjnd. Take
notes to bui ld up your story. The music will stop
after each picce to give you time to write.
3 Prepare
Look over your notes for the three paragraphs.
Make any changes you wish to the content or the
language. Now use these guidelines to help you
develop your story.
1 The characters: are they young or old? How do
they feel?
Z Time and place: where does the story take place?
(ci ty/country? ins ide/outside?) When does it take
place (morni ng/evening?)
3 Background: what was the weather li ke? What
had they been doing before the story began?
4 Ending: you can make the endi ng a "surpri se" in
true urban myth tradi tion!
5 Language
narrat ive tenses: simple past. past perfect, past
perfect progressive
connectors: when, and then, after a while, as
soon as, mfHlIlwhile. finally
adj ectives: to make your story more vivid
4 Feedback
In pai rs, tell your story to each other. Practi ce being
a good story-teller and a good listener!
Story-teller: Use your notes to gui de you, and try not
to read word-by-word.
Listener: Show you are listening. ask questi ons.
make commonts.
5 Compare
a Li sten to one of the stori es from Exercise l a.
Which story is it? Were your predictions about
the story correct?
b Complete the sentence.
If the couple hadn't gone to IJ1e theater,
6 Notice
Li sten to the conversation again. Notice the way the
listeners respond to show they are listening. to show
interest, to encourage the speaker. to check under-
standing. and so on. Make notes of any phrases they
usc as you Ii ston. and write the responses in the table.
Interjections Echo questions I
repetition
Incredibl e! Their car was
stolen?
7 Follow up
Simple phrases I
words
Goon, Rob.
Oh.
a Read the full version ofthe other story from
Exercise l b on page 147. Were your predictions
correct?
b Go back to the notes on your story and write it up
as a complete text of about 150 words. Make any
changes you wish, using the stories in thi s lesson
to give you ideas.
c Give your story to a di fferent partner to read.
Whi ch of you wrote the more interesting story?
Whi ch had the best English?
Words, words. words
Unit 6
LANGUAGE RESOURCE
Grammar Summary
1 Deduction and possibility in the past
Use
We use must (not) / may (not) I might (oot) / ootid (not) / can't +
have to make deductions aboot the past and to tal< about
possiJity i"I the past. The verbs stxm differanllevels of certai'lty.
Positive
She must have arrived. HE!( coat's hanging in the
closet.
Less certain
She might have arrived, }
She could have arrived. train gets hef"e at
She may have arrived. 3.30.
Negative
Certain She can't have arrived yet. }
She couldn't have arrived yet.
The train isn't due
for another ten
minutes,
She !Tight not have arrived yet.} I haven't seen
She may not have arrived yet. her suitcase.
Fo""
sub;ect + modal verb + have + past participle
The modal verbs most often used are must, might (not), could
(not), may (not), and can't:
They must have arrived by now.
$he may not have arrived yet.
He could have arrived.
Note that we do not usa the negative of must or the positive of
They mustn't have anMJd yet. X They can't have anMJd yet . .!
She can have atrived. )( She may have affl.ted. ,/
Choose the correct modal verbs in this conversation.
Joe Have you seen Sara?
Uz No, so she 1 must arrived yet.
Joe She can't have gotten caught in traffic.
Liz No, she may not have. She was walking.
Joe She wanted to buy some wine so she @'can have
stopped at the superma,rket
Uz Yeah, I suppose She S@must have. I just wish
she'd get here so we can start dinner.
Joe Ycu k:lOk tied. Ycu @ can't have hoc! a tot.rj1 day.
Uz Yeah, I could have left home before six this
morning. dark outsicle, and I 8 mustn't
have stopped for more than ten rTW1utes all day.
Joe You poor thing! Here, have a drink.
2 The passive
Use
When the agent (subject) of the verb is unknown:
Our car was stolen last night. 0Ne don't know who stole it.)
When the agent is known but not important:
A new Jaw regarding advertising was passed yesterday. (The
government passed it but we already know that.)
Newspapers and scientifiC texts frequently use the passive in
this way.
Words, words, words
Sometimes we leave the agent out because we do not want to
sa-; who did .somethi"Ig, trough it may be important. 0Ne want
to avoid bIarnilg a.rseIves I someone else.)
Mom, the COOkies were eaten while'you and dad were out.
(I ate them but I don't want to admit it.)
Sometimes we want to put new information at the end of the
sentence to give it more importance. We use the passive to
do this. \'Vhen we include the agent, we intiOOuce it with by:
The nev.r Harry Potter story was eagerly awaited by miIOns of
fans.
It is not always possible to use an active sentence instead of a
passive one:
Translators have translated all the books.
This Is too repetitive to be correct.
Fo""
We form the passive with the verb be and a past participle. We
can use the passive in most tenses, but we tend not to use it
with the present perfect progressive or past perfect progressive.
Tense Form Example
(pp iii past participle)
Simple is/are + past participle Our bills are paid through
preseot the bank.
P<esent is/are + being + pp The childlBfl are being
prog<BSSive taught latin Itlis yeaf.

Simple past was/wete + pp Our cat was run over by a ();r.'
Past was/wal'"e + being + pp The book was being
prog<BSSive printed last night.
P<esent haslhave + been + pp A new bridge has been
parlee! built over the river.
Past perfect had + been + pp The letter had been sent
before I realized ...mat was
Modal modal verb + be + pp You will be notified in due
passive course. The car must be
repaired immediately. '--'
Decide if these passive sentences are correct or not. Correct
those wIth errors.
1 Uniforms must be worn at all times by soldiers on duty. V
2 The books have been rng awaited for a long time. The books have
been awaited for a ong time.
3 YQI.I" order was prepared YIIher'l I last checked. Your order ;:vas
being pnlparlld when I last checked.
4 0cIer teachers are often asked questions by younger teachers. '"
5 My wallet was taken from my jacket pocket yesterday by SOOlI3()I)9':"-' V
Vocabulary Summary
Literature
Kind of writing
poet"
oovet

histOf)' boo!<
Writer
poet
novetist
playv-mght
hIstorian
Kind of writing
bklgrnphy
d.ama
movie screenplays
new"""",
Answer these questi ons. What do we call ..
1 someone who writes for the lheater? playwright
2 someone who writes about the life 01 a famous person?

Writer
bklg""",",
dramatist
screenwn
journalist
3 someone who writes about important events in the past?
historian
4 someone who writes fictional stories? novelist
5 someone who writes dialogues for the movies? screenwriter
C)
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A narrative
1 Looking at what makes a good story
What makes a good st ory? In this lesson you will ook at
the techniques involved in making a good story. that is, a
story that gets the reader's attention and keeps rt.
a In pairs. look al the "ingredients of a good story"
below and number them in order of importance: 1 ==
the most important, 5 = the least important.
o a wide range of appropriate vocabulary and
interesting expressions
o a wellorganized narrative that is easy to fol low
and understand
o an interesting plot that makes you want to read
to the end
o characters that are well-developed and believable
o a range of different tenses, most of which will be
past forms
b Compare your answers with the class.
c Read this story. In pairs, answer the questions.
1 What title would you give to this anecdote?
2 Did you enjoy the story? Why? / Why not ?
I was a six-year-old living in Hawaii at
the time. II was a beautiful sunny afternoon
with not a cloud in the sky. I'll never forget
what happened, although the truth is I don't
recall anything immediately after that unlucky event.
I was walking home from school. I took my usual
shortcut home - along the beach, over the fence, and
through the trees. 1 heard friendly laughter and I looked
up to see two boys playing in the trees. Suddenly, there
was a scream and then all fell silent.
The next thing I knew I was lying in a hospital bed
with my head bandaged up. The two boys bad been
playing with a sugar cane knife when onc of them lost
hold of it. It ricocheted off a tree and then bounced off
my head. The blow must have knocked me unconscious.
Although I remember nothing of the accident, 1 have
a three-inch scar along my skull to prove it. And I'm still
visited by the baunting thought that death can come
calling at any time, even on a beautifully sunny day.
---
2 Analyzing the organization of a story
Read the anecdote again and look at how the writer
develops the story. Match the paragraph with the part of
the story.
Pamgn;ph 1
Pamgn;ph 2
a Develop the story step by step.
b End in an interesting way, e.g.
solve a puzzle, provide a 'twist:
Pamgn;ph 3 --I--l-- c Intreduce a change in the action
to increase interest, e.g. a
problem, a surprise.
Paragraph 4 d Grve backgrOUnd to the story.
PLAN [>
Your action ptan; writing an interesting story
~ J REVIEW
Review your action plan; making opportunities to speak
English
In pairs, tell your partner about your action plan for Unit 5, and
wtlat opportunities for speaking EngliSh you have taken.
3 Analyzing how language is used to make a
good story
a A writer needs to use variety to make a story come
alive. Put the types of language in the box into the
correct column of the table. Add some more
examples if you can.
at first simple past unfortunately
two days earlier slowly past perfect
suddenly piercing past perfect progressive
as soon as brightly shivering before
reported and direct speech sea-bl ue
that summer dangerously in the meantime
Tenses I Sequencing Descriptive
verb forms expressions tanguage
past progressive meanwhile adverbs: sadly
(to set the later that adjectives:
scene) evening ... merciless
simple past at first unfortunately
past perfect two days slowl y
past perfect
earlier
suddenly
progressi ve as soon as
piercing
reported and before
brightly
direct speech
that summer
shiver ing
in the
sea-bl ue
meantime
dangerousl y
b Now find examples of some of the point s in the table
in the anecdote in Ex8f'Cise 1 c.
4 Applying what you have learned
You are now going to write a short st ory of between 150
and 200 words. You probably won't finish it in class but
you will be expected to finish it as part of your action
plan. Follow the steps below.
1 Think of an interesting st ory that happened t o you or
someone you know.
2 Make a few notes to summarize the main points of
the story.
3 Organize the story into paragraphs. You can use the
model in Ex8!'cise 2 if you want.
4 Write a fi rst draft. Don't worry about producing
perfect English now, but put the story into paragraphs
and make it as clear as possible.
S Read your story. Correct the English and add
descriptive language to make it more interesting.
6 Finally, rewrite your story on a clean piece of paper
and give it a title.
Finish writing your story. You can rewrite it as many times as you like.
Note: you wi ll need to show your final anecdot e to your classmat es at the 8fId of Unit 7.
Words, words, words Unil6
a Complete this conversation using the simple present or
present progressive tense, or going to + verb.
Tom 11 'm going (go) to a concert on Saturday night.
Do you want to come?
Rita I'd love to but 2 I teach (teach) my salsa
class every Saturday night.
Tom Dh. right. I forgot. Any plans for Sunday?
Rita No, not really. 3 I 'm going to stay (stay) at home
and clean my apartment - it's a mess!
4 Are you doinS (you/ do) anything?
Tom Well. it's Father's Day so I 5 'm going to cook (cook)
dinner for my dad in the eveni ng. Why don't you
join us?
Rita In the evening? Thanks. I'd love to.
b Complete this conversation using going to + verb,
will/won't + verb or the first conditional.
Jean I saw TIm and Helen in the street. Helen's huge
now. She 1 ',soinl to bave (have) the baby in
three weeks.
Bob Fantastic! Do you think TIm 2 will make (make) a
good father, though?
Jean What do you mean?
Bob Well , he's very selfish, isn't he? If there
3 is (be) a football game, he 4 ' U go
{gol to it , Ho 5 won' t want (not want) to si t at home
and take care of the baby.
Jean I don't agree, I think he 6 'II be (be) a great
dad!
c Complete the second sentence so that it means the same
as the first one. Use the word in parentheses,
1 The lecture started at 9:00 and we arrived at 9:15.
(already) When we arri ved at the auditorium, the
lecture bad already started .
2 The police are questi oning several suspects.
(being) Several suspects are being questioned .
3 Marriage made him unhappy.
(bappy) If he'd remained single, be would be {would
have been happy,
4 They didn' t have more children because they couldn' t
afford them,
(might) They migbt have bad more children if they' d
been richer,
5 They separated after four years of dating.
(dating) They bad been dating for four years before
they separated,
d Expand these notes to make complete sentences.
1 If the New World / not I discover I native civil ization I not "--"
I destroy. If the New World had not been discovered,
native civilization wouldn't have been destroyed.
2 If Fran I get I marry I to John, I they I live I Australia, '--"
but l ean 't soe that happeni ng. If Fran got married to
John, they would Jive in Australia" .
3 She / mi ght / got I bellor grade I if I not I feel sick I all 1......./
the day of the exam. She might have gotten a better
grade if she hadn't felt sick on ...
4 I havo somo spare money, so II buy I new cell phone I if \...J
I not I too / expensive, [have some spare money, so I'll
buy a new cellphone ifit isn't too expensive.
5 I I buy I thai apartment / if / I I be I you, That's my
advice, I' d buy that apartment if! were you. .. '--"
e Look at these notes made by a police detective at the \.../
scene of a murder in New York. Then look at the theories
the detective is formulating and make deductions.
1 He was wearing a wedding ring so he must
be married
2 Ho had two passports so he could
have dual nationality
3 He was meeting a woman named Paula - she might
be his girlfriend
4 He still had a lot of money so the motive for the
shooting couldn't be theftlmoneylsreed
5 He still had tho tickets for the game so he couldn't
have 80ne to the game
r There is a 8rammatical mistake in each of these
sent ences. Correct the mistakes.
1 The worl d's first cell phone virus has invented by
hackers. was
2 These shoes !!.!2. designed by the famous French
designer. Claude Lomax in 1906. were
3 Native Ameri can languages speak more widely than
Spanish in Bolivia. are spoken
4 Children are teaching Greek in tenth grade. being
taught/are taught
5 The new skyscraper should have completed by next
summer. have been completed
g Read this story and comil lele it wit h the words or
phrases from the box.
become close fr ionds mother-i n-law
a single parent fr iendship stepsisters
. out together for years
Martha and Miko had e they decided to live
and after they both fi mshe: co \gengagod but Mi ke
together. 1\'10 years later t oy go. e was tile correct
wasn't really sure whether family and
slep for him. Martha c.a
me
but Mike's family
liked the idea of marriage I different. His mom and
background was he was just a baby. His
dad had O; arent but dad
mother temalDed 1 d th 2 stepslSters. Over
'ed and Mike noW ha rea .- d
rcmarfl becOme close frien s . aJ Ul
the years they had 3 - "ke another sister to
I ht that sho was 1
someti mes I. \Qug r ' endshi\! or marriage?
Mike. So did he want 4 fI 5 mother-in-Ia'!.. got
Luckily, Martha Bnd her Martha thai Mike was
along well and she explil mo ' rO ' ed marriage. Happily.
f his parents 81
scared because 0 d M'ke got milrri ed.
two years lilt or Marlha an 1
h What do the speakers need? Choose an objcct from
the box.
sticky notes a hole puncher an alarm clock
an ironing board correcti on fluid a dishwasher
an armchair a paper clip an answering
machine a food processor a washi ng machine
1 Do you have anything I can hold these pieces of
paper together wit h? a paper dip
2 I've made a couple of mistakes on this application
form; 1 can', send it li ke this. correction Ouid
3 I can't wake up in the morning and I'm always
lal e for work. an alarm dock
4 We keep arguing about who's goi ng to do the
dishes after dinner. a dishwasher
5 I'm out of the house a lot and people complain
they can never reach me. an answering machine
Match tho words with the appropri ate definition. There
is one extra item.
a fiber b fat c carbohydrat es d minerals e vitamins
f protein
1 found in food like bread and potatoes and gives your
body heat and energy @)
2 fowl d in food li ke oil and butler and gives you energy
but is fil lleni ng I!il
3 the parts of fruit. 'Iegetables, or grains (com, wheal )
that help food pass through your body I!l
4 a substance in foods such as meat. eggs, and milk that
makes you strong Rnd healthy I!l
5 natural substances in foods like iron and calcium,
which we need for good health lID
Complete the text with a form of the words in the box.
screen novel play poetry biography I
Unil7
1 Vocabulary: the face
a Match the faces with these descriptions.
1 wide, round face C
2 long. bony face D
3 large, angular face A
4 small head and small facial features 8
b Complete the labels 011 the faces with these
phrases.
bushy eyebrows thin lips prominent chin
low forehoad heavy eyelids small nose
full lips small ears close-set eyes
c Can facial features lell you anything about a
person? In pairs. discuss these features.
full lips a weak chi n close-set eyes thin lips
a high forohand bushy eyebrows
2 Reading skills
a Th,a article on tho right is about face reading. In
to describe the characters of the people
In Exorcise 1 from their faces. Use these words
and phrases.
optimistidpessimisti c
qUIet/confident calmlbad-tempcred lazy/.ct
d . I h lve
aca. ernie at lotic intelligent/ not very smart
SOCIable/a loncr
b Read the articlc and check your answers. Match
each description with one of the faces then
compare your answers in groups.
c Find personality adjectives in the article that have
the opposite meaning to these.
cheerful demanding honest outgoing
predictable slow-wittecl
GLOSSARY
untrustworthy not copablo of being trusted
fl y ofT the handl e become angry very quickly
lacking without something. having none of something
Body language
Some people believe we con judge 0 person's character
from their faciol characteristics. Face reading has a long
hislofy and even IOdoy people ore surprised by ils
accuracy. There are certain fealures thot tend 10 indicate
personality types, such as heavy eyelids indicating on
introveft, someone who keeps their feelings 10 themselves.
People with Ioog, thin noses are often loners and
workaholics, and while many people 05SOCiale dase-set
eyes with a ntrustwort rson, they p::>inl more often to
someone who i uIC'1 in In
According 10 face-reading specialists, faces fall into
certain types, such as the four below:
1. This type has a large head and a wide, round face.
tends to be small. Their personality is
oo,m"lIlIv they're extroverted, optimistic,
change suddenly
tl}t depressed.
2. This type has a a long, bony lace,
usually square-shaped. These people are basically
introverts: they tend to be quiet, fSliy-. types.
Nevertheless, they can be emotionally so
they tend to be bod.fempered and can suddenly "fly
off the handle". They generally don't like sporls.
3. This athletic type tends to be of medium height with
brood shoulders. They tend to have a lorge, angular
face with thin lips. The nose is often flat and the chin
is prominent. They are active and enjoy physical
work in the open air. They prefer individual sports,
such as boxing and weightlifting, to team sports.
4. This type hos a small head and small facial features;
they tend to have a low forehead, small ears and a
small nose. Although by no means locking in
intelligence, these types can react spontaneously
without thinking about the consequences. They tend
to be loners. Many movie directors and other artists
tend to belong to this type. 58
,
Objectives Topic: face-reading
Reading Writing Speaking
Vocabulary
the face a psychology article a detailed description
of a face
describing people's faces
Put on the board a large magazine picture of 0 person's face. Ask How can you describe this person's face in
deloil? What con you say about this person's personality? Do you think you can make guesses about
someone's personality from their face?
1 Vocabulary: the face
Bri efly pre-teach the pari s of the face by pointi ng to parts of your face and asking W}lQrs this? You/'
chin, etc. Ask students 10 do Exercise 1a in pairs. Go through the answers as a class.
[n Exercise l b. ask students to lahelthe paris of the faces at the lop of the page, then check in pairs.
As a whole class, you may need to check the meaning of the adjectives by miming and showing. (For
example. push out your chin to show "prominent" chin.)
Ask students to discuss the features in Exercise 1c in pairs. Elicit a few ideas from different pairs at
the end.
2 Reading skills
Di vide students into pairs to make predictions aboutlhe people i.n exercise 1, using the descriptive
adjectives in Exercise 2a. Ask a few pairs how they have described the people.
In Exercise 2b. ask students to match the descriptions to the faces and check in groups. Remind
students 10 check the Glossary for unfamiliar vocabulary.
Ask students to match the words in Exercise 2c with opposites in the text.
Introduce the topic

Body language T 70 Unit7
3 Speaking ski ll s
Ask students to work in small groups. In Exercise 3a, they have to decide whose face in the group
matches which description in the text. Then lei the individual concerned decide whether
the description matches hisfhor personality. Encourage students to try oul phrases from the
Useful Language box.
Note Handle Ihis activity with sensitivity. If you feel any students might be uncomfOrloble tolking about their
appeorance, then skip exercise 3a and move straight on to exercise 3b.
Additional actMty
Ask students in groups to describe the faces of the famous people in Exercise 3h and decide what
they arc like. Give the groups five minutes to discuss. Then ask ono perSOIl from each group to
stand up and describe one of the famous people to the class.
Ask students to read the description in Exercise 3c. and match it to a face.
4 Writing skills
Ask students to copy the table in Exercise 4a into their notebooks. Then ask them to work in pairs
or small groups 10 complete the lablo. Afterwards. check answers with the class while you build up
a class lable on the board.
Suggested answers: face
eyes
eyebrows
eyelids
forehead
nose
mouth
lips
ears
oval. plump, round. large, small. wide. narrow, long, bony.
angular. square-shaped
large, deep-sel. bloodshot. dose-set. wide-set. friendly, light
blue, heavy-lidded
thin. thick. raised, bushy
wrinkled. heavy
broad. low. high. wide. wrinkled
large. pointed. long. thin. small. flat. poi nted. slightly hooked
wido, narrow
fu ll , thin
sticking-out. small, long
Ask studonts to read and analyze the texl in exercise 3c by answering the questions in Exercise 4b.
Let students check in pairs. then briefly elicit answers from the whole class.
Answers: 1 The first sentence describes the fa ce and general appearance because it is best to
start with a general descripti on before moving to spocifics.
2 1 forehead. 2 eyes. 3 eyebrows. 4 nose, 5 mouth/ lips. 6 jaw/chin. 7 ears
3 looks intelligent; sli ghtl y wrinkled: hair is receding; laught er lines
4 very. slightly, quit e, fairly
In Exercise 4c. aftor students have selected their identikit picture from pago 147, ask them to write
their description. Move around the class. monitoring and helping with idoas and vocabulary.
Make sum students have finished their descriptions before going on to Exercise 4d. Students have 10
read their descriptions aloud while their partners look at page 147 and identify the face
being described.
Bring in a pile of "faceso cut from mogozines. Write a number Il. 2. 3. elc.) on each pidure. Divide the class
into pairs, and give each pair a magazine foce: Ask them to work together to write a description of the foce.
Collect all the descriptions. and write a letter IA. B. C, etc.) at the lop of each one as you collect them. Coiled
the magazine pictures and stick them on the walls around the classroom. Put the descriptions in a pile on
your desk and ask the pairs to pick up a description, read it, and find the picture. Tell students they have
seven minutes. Which pair can match the most descriptions to pictures in that lime?
Unit 7 T 71 Body language
3 Speaking ski ll s
a Look carefully at your classmates. How many
examples of the faces described in the article can
you find? Are the descriptions accurate? Check
with your classmates.
USEFUL LANGUAGE
Do YOII think / Would you say thai you're shy?
How would you describe yourself?
Do you think the descriptions ore accurate?
b Look at the faces of famous people below. Discuss
what the faces say about their characters.
c Now read this description of a famous person and
match it with one of the faces.
This person has a long. angular face, and looks
intelligent. He/She has a wide high forehead,
which is slightly wrinkled. The hair is receding a
little from the forehead. His/Her large. friendly,
light blue eyes are wide-set and quite heavy-
lidded. The eyebrows are very thick and bushy,
and are low over the eyes. The person's nose is
long, pointed, and slightly hooked at the end.
His/Her mouth is wide, with fairly thin lips. The
jaw and chin are strong, and the chin is quite
prominent. He/She has quite long ears and has
laughter lines at the corners of the eyes and
between the nose and mouth. Mel Gibson
4 Writing ski ll s
a Complete this table with words and phrases from
the lesson. Write as many ways of describing a
face as you can.
Face oval, plump,
Eyes large, deep-set, bloodshot,
Eyebrows thin, thick, raised,
Eyelids wrinkled,
Forehead broad,
Nose large, pointed.
Mouth wide, narrow,
Lips full ,
Ean; sticki ng-out,
b You are going to write a very detailed description
of a face. First, look at the description in Exercise
3c and answer Ute questions.
1 What docs the first sentence describe? Why?
Z Number the parts of the face in the order of
the description:
nose ears eyebrows forehead jaw/chin
mouth/ lips eyes
3 What other details about the face does the
description give?
4 Which words does the writer use to modify
the adjectives. e.g. very?
c You have witnessed a crime and you need to
describe the offender to the police. Turn to page
147 and choose the parts to make a face from the
"identikit pictures". Write a careful descri ption of
the face, giving as much detail as you can.
d [n pairs, see how good your description is.
Student A: Read your description to B.
Student B: Look at page 147 and identify the
"face" that A describes. You will need to identify
Uuee parts of the face, one each from groups 1, 2,
ilnd 3.
e Now swap roles and repeat Exercise 4d.
Body language Unit?
Uni17
Body talk
1 Vocabulary: adjectives describing
personality
Look at the pictures of the six people. Choose
adjectives to describe each one.
aggressive arrogant authori tative bored
confident content easy-going edgy
indifferent nervous relaxed superior
threatening vain
2 Speaking skill s
a In pairs, look at the pictures of people.
Which one(s) would you like to meet?
b List the reasons why you chose the
person/people and discuss them with
another pair.
We ljke Persall 2 most. She seems
authoritative. but she looks like a warm
kind af persan.
USEFUL lANGUAGE
He/She looks/seems + adjective:
She s e e m ~ confident .
He/She looks like + noun phrase:
He looks like a boss / an authoritalive person.
LANGUAGE NOTE
The verb look describes only appearance. but
seem can describo behavior. voice. etc.
He looks velY pleasallt.
She seemed sure oj the facts.
We can use to be after seem. but not after look:
They seemed to be interested in the house.

c What do you think each person might be saying
or thinking? Choose the best answer then discuss
it with a partner.
1 a " I don't like this."
b "I'm feeli ng great."
c ''I'm tired."
2 a "r know they respect me."
b " I can't wait to get away."
c "I hate giving presentations."
3 a "Out of my way!"
b "You're in trouble!"
c "I'm terrified! "
4 a "I don't have any money!"
b "I hate this place."
c "Everything's okay!"
5 a "I don' t know what to say."
b "The interviewer looks sick."
c "I'm so nervous."
6 a "I really don't know. "
b "I really don't care."
c "That's great!"
Body language
3 Listening skill s
Listen to a body language expert ta lking about
first impressions and check the aspects of a
person's appearance that the expert menti ons.
build I!:j' height !1 color I!:j' clothes 1!1
character 0 posture 1!1 face 1!1 eyes 0
hair 0 expression ~ gestures i!1 voice 0
b Complete these notes about fi rst impressions.
Listen again to check if necessary.
1 We often make up our minds about people on
the basis of first impressions.
2 There is a danger of stereotyping people but
first impressions are often correct.
3 People use clothes to give an image of
themselves.
4 The face is import ant but expression is more
important .
5 One of the most important things in forming
opinions is gesture.
c Do you agree or disagree with the statements in
Exercise 3b? Why? / Why not?
-
-
Objectives Topic: personal ity
Grammar Vocabulary Pronunciation Ustening
interview with an
expert
Speaking
linkers expressing
contrast
adjectives describing intonati on of feeling
personality
making inferences
about character
Slar1lhe lesson by checking the meaning and pronunciation of the adjectives in exercise 1.
Read the adjectives aloud modeling the correct stress. [The stress is on the first syllable of all the words listed,
except for the following, which corry stress on the se<:ond syllable; ag'gressive. ou'thorifalive, con' tent
in'different, re'/axed, su'perior.J
Check understanding with questions like:
How can you describe someone who is always shouting of people? (aggressive1
How can you describe someone who thinks he or she is better than otherS? (arrogantl
1 Vocabulary: adjectives describing personality
Ask students to look at picture 1. Elicit adjectives from tile box to describe the woman. Then put
students in pairs to think which words describe the other people. Elicit descriptions from the class.
2 Speaking skill s
Point out the Useful Language and Language Note boxes before asking students to choose and
describe the person they woul d like to meet in Exercise 2a.
Ask students in pairs to discuss Ule best answer in Exercise 2c.
Answers: Students' answers may vary. However, the following are likely:
1 b 3 a or b 5 all 3 are possible
2 all 3 arc possible 4 c 6 a or b
3 Li stening ski ll s
Introduce the topic
Play the audio for Exercise 3a . Ask students 10 listen and check their answers to exercise 2c.
Answers: According to the body language expert , the following are the best answers from 2e: 1b,
2a, 3b. 4c, 5c (but b in some cultures), 6a
Play the audio agai n. Ask students to check the boxes for Exercise 3a.
Ask students 10 work in pairs 10 complete the notes in Exercise 3b. Do Ihe fi rst as ao example. You
may need to play the audio agai n.
Put students in small groups to discuss tbe statements in Exercise 3e.
30''------------------------------------------------------------------------------,

A Fran Mast!'s, you've done a lot of work on
the Imporlance of body language. How great a
pori does it play in forming opinions about
peop!e?
B WeD, depends on your definition of body
language, I think of rt as being everything about
our appeorance, in which case ploys a huge
perl in forming opinions, The first thing we
notice about people. of caurse, is their physical
appearance - their build, how loll they are,
their color, their clothes, and we often make up
our minds, you know, we form opinions about
people on !he basis of first impressions.
A Isnl that a bi! dangerous? I mean, you don't
gwe people a chance!
B Well, there is a danger of st!'ootyping people
although you'd be amazed at haw often first
impressions are correc1.
A You mentioned clothes - how important are
they?
B Th,{re imporlant because they're the first
impression we get of how people choose to
present themselves, so someone in smarl
business clothes is likely to be authoritative. But
of course, people may choose to give a
different image of themselves. I remember
sitting next to someone on a plane who was
dressed in black and she looked pretty
somber. However, when we storied talking, she
was roolly talkative and funny, so we do hove
to be careful.
A Now, how about posture, the way we carry
ourselves. How imporlant is that?
B x!remely imporlanl. The mare we extend
and stretch ourselves, the more content and
relaxed we are - think of someone sitting with
their legs extended, arms above their head -
th'{re feeling grootl Similarly, standing upright
but relaxed with your hands 00 your hips gives
a sense of being in control and authoritative.
On the other hand, imogine someone standing
with their legs aporl and leaning forward - that
can be very threatening. especiOlly if the person
is also pointing aggressively - means trouble!
A I see. What about the face in oil lhis?
B Well, of course thars imporlant, but
expression is more imperlanl. You can be
ottracted to a beautiful face, but if that person is
miserable and frowning, the expression will
create a great!' impresslon, despite the
person's beauty.
A Okay. Finally. you're an expert on gesture.
How imperlant is thot?
B I thi nk gesture is one of the most imporlant
things in forming our opinion of peopie and
responding to them - and irs so variable from
country to country. Take stroking your chin - for
us it terlds to mean that the person is thinking,
or even thai th,{re nervous, but for some
nationalities, suggests they think someone is
siCk. Another example is the shrug - you know
- raising both shoulders, H usually means "I
don't know: Finally, a classic example of a
gesture we hove to be careful with is the "0"
sign, formed by the thumb ond forefing!'. In
most countries rt moons "Everything'S fine", but rt
can also moon the figure zero. Howev!', in
some countries it is extremely rude! Sa you can
imagine Ihe impresslon that might gwe ..
Body language T 72 Unit7
Quick grammar
guide: linkers
-
altematM>
it
Addffional activity
4 Grammar: linkers expressing contrast
After asking students to underline the linkers in the examples in Exercise 4a, elicit rules from them.
Contrast linkers, or connectors, can toke several forms: they can be subordinoting conjunctions fa/though,
etc.), adverbs, {however, neverlheles$ or prepositions or prepositional phrases lin spite of. despite!. Each type
follows different form rules. 'Nhich con be difficult for students to remember.
Common problems and 8ITOfS
Students often translate directly from their own language and confuse the form rules.
lJesf;ite IRQ!! tired, I went to the party.
Students tend to forgel of in in spite of.
I went out iR spile R'W headoche.
Read through the Grammar Summary on page 78 with students before asking them to complete the
sentences in Exercise 4b. Let students check their answers with a partner before discussing them
as a class.
Ask students to choose the correct linker in Exercise 4c and check with a partner.
End this part of the lesson by getting students to ta lk in groups about mistaken first impressions
in Exercise 4d.
Help students prepare to speak about mistaken first impressions by writing some sentence starters on the
board, using longuoge from the lesson.
When I first met he/she seemed .. .
However, when I got to know him/her, he/she .. .
At first, he/she __
Although he/she_.
later _ _
5 Pronunciation: intonation of feeling
Play the audio for Exercise Sa. Ask students to match statements to pictures,
Play the audio again for Exercise 5h. Ask students to match statements to feelings.
Intonation is the 'music' of a language -the way the tone of our voice is used to express emotion and carry
meaning. BosKally, the stronger the emotion (enthusiastic, angry!. the more extreme the intonation pottern is
going to be. Tone range in English is very wide, so irs Important to get students to exaggerate the wa>f the
expressions are soid when they imitate the recording.
Play the audio for Exercise 5c. Pause after each statement and ask the class to repeat. Then ask one
or two individuals to repeat. Encourage students to exaggerate when they mimic the strong
intonation potterns of the speakers.
End this Pllrt of the lesson by putting students in pairs to practice speaking with feeling, using the
expressions in Exercise 5d.
Ploy this papular intonation game. Write the following words in a list on the board:
No Movies
Yes Why not
Oh When
Homework
Tonight
Parents
Tell students in pairs that they con put the words (but only these wordsl in any order to make a dialogue. Give
students time to practice their dialogues. Then ask a few pairs to oct out their dialogues for the closs. Wi th the
correct intonation, the dialogues can be very funny.
Now. just listen. You say thot og<lin ond you1t be SOfry!
2 Mmm ... this is great, and there's my new boyfriend.
3 This is owful ... I can't wait for the interviC'N to be over.
4 I'm not really sure. Can Ilhink aboul it 0 liltl e bit?
5 I'm sorry, but I think we need to talk about your lost essoy_
6 This is wonderful ... the chair is so comfortable ond reloxing.
322'--------,
I Now, just listen.
2 Mmm ... this is great.
3 This is awful.
q I'm not really sure.
5 I'm sorry.
6 This is wonderful.
Unit 7 T73 Body language
4
4 Grammar: linkers
expressing contrast
a Read the examples from the interview
and underline the linkers thai express
contrast.
1 There is a danger of stereotyping
people, although you'd be amazed at
how often firs t impressions are correct.
joins two clauses, separated by a comma
2 ... sho looked rather somber. However, , .. she
was rea ll y chatt y and funny, precedes second
sentence after a period, followed by a comma
3 ... the expression will create the greater ....
impression. despite the person's beauty. followed 5 PronunCIatIon: mtonati on of feehng
by noun or - ing, separatt.'ti by a comma ~ a Listen to six statements and match them with the
b Complete each sentence below with as many people in the pictures.
linkers as possible. Read the notes in the Grammar 1 Now. just listen. You say that agai n and you'll
Summary on pago 76 fi rst. Use the linkers from the be sorry! 3
examples and these: 2 Mmm ... this is great, and there's my new
but even though in spite of boyfri end. 1
nevertheless though 3 This is owf ul ... I can' t wait for the interview
1 Mark proved to be very reliable
although/even thoughlthough he arri ved at the
interview an hour late!
2 Mark proved to be very reliable despitelin spite of
his laic arrival for the interview.
3 Mark arrived an hour late for his interview.
HoweverlNeverthel css , he proved to be very
reliable.
c Choose the correct linker in these sentences.
1 ~ Despite I thought she was going to be
a very boring person, in fact she was a lot of fun
~ b
to_be wi th. ~ c
2 Spite EJI However his serious appearance, he
3
4
5 We try to mako everyone welcome n spite 0
even though finding some people very u lendly.
6 Somo paronts can be vory stri ct and fonnal with
theiT chi ldren. Even though I verthele-mthey
love their children as much as less !onnal
parents.
d Most of us have made a mistake at some point
when judging a person. Try to remember an
example and make notes. In groups, talk about the
situat ion and contrast your first impressions with
your final impreSSions.
d
to be over. 5
4 I'm /J ot really sure. Can J think about it a little
bit ? 6
5 I'm sorry, but I think we need to talk about
your last essay. 2
6 This is wonderf ul ... the chair is so
comfortable and relaxing. 4
Li sten aga in and match the statements with these
feelings.
a) serious l[)
dl ansry [)
bl enthusiasti c III cl relaxed f!)
eJ uncertai n 11) 0 miserable lit
Listen and repeat the first few words of each
statement. Try to copy tho feelings.
In pairs, practice speaking with feeling.
Student A: Say any of the short expressions
below with one of the feelings in Exercise 5b.
Student 8: Li sten and say which feeli ng A is
expressing.
Then SWAP ro les.
Expressions
I really don '/ know.
Really.
How are YOII ?
And what 's next ?
Come on, let's go.
Body Ionguoge Unit7
Unit7
Dishonesty
1 Speaking skills
a Are you a good judge of
character? Would you trust
these people? In pairs, deci de
if they are honest people.
b Read about the people and
check how good a judge of
character you are!
Number 1 is Bonnie P k
committed bank rabbe . or er, who
the U S d ' h nes and murders in
t e ) 930s with her paOner
Number 2 is Aileen W
Americon, who murdered an
She Was executed in 2002 seYen men,
Number 3 is Uich Ram'
also known as Corlos th lrex Sanchez,
in Venezuela and Was H,e was born
terrorist activities in Europe in th \l
o
l'9,07
u
O'
and 80s. e s
Number 4 is Jose h G b
propaganda minister N bels, Hitler's
master of the big lie" _ th aZI Germany and
about Jews. e propaganda
c How honest are you? Decide whether you agree or
disagree with the statements below, then add up
your score and read the analysis on page 149.
agree strongly:: 4
agree:: .J
not sure:: 1
disagree:: I
d'sagree strongly:: 0
How
honest
are YOUl
) ' enjoy ..readin&. the
e-malls intended fo
other pe , r
op e In my family.
2 !eavinj" Out
informatIon from
5' WoUldn't admtt
!!" too mUch
money from
Your income tal( f
nOrmal _ orm Is
everYOne
does it.
3 I'd try to get a jab &
!..l!!!&.. about my
qua.Hlcations on m
resume. y
4 I dont think COPr'ng
my classmates' Work
for aSSignments
is dishonest.
Body language
a Cash machine.
6"
ve saved money
inthepasth
traveli"J'. on publJc
transPOrtation
Without a ticket.
7 ;::!ake extra vacation
I Work CaJUI1l
n sick now and th
en.
8 a
story to make It more
Interesting ISn't
dishonest.
2 Grammar: the - ing verb
a Look at the statements in Exercise 1c and
underline tbe -ing verbs. Write them next to these
rules for usi ng -ing verbs.
We use the - ing verb:
1 as the subject of the sentence: t.eaYI:I1.g,
exaggerating
2 as the object of the sentence and after some
verbs: copying
3 after prepositions: by ty:.ng, to receiving, by
traveling, by calling,
b Complete these sentences with the -ing form of a
suitable verb and any other words necessary.
Then compare your answers with a partner.
1 I'm not interested in wasting time __ .
2 is the best form of exercise for all-
around fi tness .
3 I would never admit to __ to my boss or my
teacher.
4 I reall y enjoy __ on the weekend in the
winter.
5 __ is not very good for you if you suffer
from high cholesterol.
6 I've always hated people __ when they're
not my parents or my boss.
c In pairs, discuss your responses to the statements
in Exercise l c. Give reasons for your response.
I said "agree" for Number 1 because I reod my
husband's e-mail. I don't think reading other
people's e-mails is serious when you share a
computer with them because they know it
might happen.
USEFUL LANGUAGE
J think / J believe stealing is wrong.
Telling lies can be serious.
J disagree with cheating.
Objectives Topic: being honest or dishonest
Reading Speaking Grammar
the -ing verb a short story,
o questionnaire
discussing a moral dilemma,
a role-ploy
Write on the board:
tell the truth tell a lie tell a white lie
Ask Are you an honest person? Do you always tell the truth? In what situations should you never lie? In what
situations is lying acceptable?
1 Speaking skills
Put students in pairs to briefly discuss the pictures in Exercise la. Afterwards, elicit answers from
the class and ask why students thought the people were honest or dishonest Ifor example: He/She
lias worlll eyes, a nervous smile, etc.). Answers will vary.
Ask students to road the short texts in Exercise lb and check their answers.
You may wish to check students' understanding of the "crime" vocabulary in the text.
to murder = to kill a person
10 commit a crime/murder/robbery = to "do" a crime
a murderer = someone who kills a person
a bank robber = someone who takes money from 0 bank
a terrorist = someone who kills people using bombs. etc. for political reasons
to be executed = to be killed by the state for committing a crime
Ask students to do the quiz ill Exercise Ic individually and then chock their answers in pairs or groups.
2 Grammar: the -ing verb
Ask students to check their answers to Exercise 2a in pairs before checking the rules as a class.
Ask students to complete the sentences in Exercise 2b and then check in pairs. Answers will vary.
In Exercise 2c, end this part by getting students to discuss Ute questionnaire in exercise Ic in pairs.
Encourage students to use - ing verbs when they speak. Also, point out the Useful Language box.
As students discuss the questionnaire. go oround the room. moni toring and noting mistakes made involving
-ing verbs. At the end of the activity. write some of these errors on the board ond elicit corrections.
Introduce the 10pic

Vocabulary check
Coneclion
_bock
Body language T 74 Uni t 7
ti
Presentation
altemative
3 Reading ski ll s
Give students a couple of minutes to fead and think about the questions in Exercise 3a. Then put
them in small groups to discuss their answers.
In Exercise 3b, have students work individually to find the answers to these questions, and then ask
them to check their answers with a partner. Remind students about the Glossary.
Answers: 1 A consultant
2 He felt he was charging a company an exorbitant fee.
3 He didn't know whether he should be honest and resign or not.
4 He felt a responsibility to his family - a responsibility to earn.
Answers to Exercise 3c will be individual. Encourage students to discuss their answers with a
new partner.
After students complete Exercise 3d. ask the class whether the minister's advice was the same
as their advice.
4 Speaking skills
Ask students to read the newspaper extract in Exercise 4a and in pairs make a list of
possible opinions.
Then match one pair with another to form a group of four to do the role-play in Exercise 4b. Write
the roles on the board, and ask each student in each group to choose one:
A local resident C member of local Chamber of Commerce
8 social worker o local doctor
When students have selected their role, ask them to look at page 146 and read their role card
carefully. Monitor and help with vocabulary. Ask students to list the opinions of their "character"
in note form and add any from exercise 4a.
When the students are ready, ask them to discuss the site. Give a time limit of, say, eight minutes.
Remind students that tbey have to come to a decision about what to do about the si te.
Write some useful language on the board to help students with the role-ploy:
I think / I believe we should.
Surely it's beller to / important to ,.
Building , . would be .
I see your point, but.
Unit 7 T 75 Body language
3 Reading skills
a Before you read, answer these questions.
Be honest!
1 When you need someone to talk to. who
do you turn to?
2 Would you resign from a job if you had to
do something you believed was wrong?
3 Would you resign from Ihal job if you and
your family needed the money?
II Read tho story on the right and answer the
questions below.
1 What was the man's job?
2 What was the problem he perceived with
his job?
3 What wns his moral dilemma?
4 How did his fa mil y affect the moral
dilemma?
c In pairs. discuss these questions.
1 How do you think the minister
responded to the man's request?
2 What would you have advised the man
to do?
3 What do you think the man did in the
end?
d To find out how the story ends. look at the
bottom of the page.
4 Speaking skills
a Look at the newspaper extract. In pairs,
discuss what you think might be the
opinions of the poople who li ve near the
land.
the notoriOUS
The fate of d in the Las
\ t onan
vacant po. . going to be
di tflCt 1S
EstfeUas s '" evening at
decided tOIUorro\ '"" hall. The
. in the e
a n'lC
eung
tY since fir
\
d has been ern:P 'wl t\\lO
an the old hoSP1
destroyed _1 residents
and \oC<u .
yearS ago, increastng\y
have become rnptY plot
da
sthce

conccrne attracting drug
has been eleS
S
people.
d hom .
addiCts an for the site IS
e
ntn\an . 's
The cur
r
l' the CItY
uild a hostel for a1 is
to b ut this propOs .
homeless, b met With
d
to be
expec
te
a1 residents.
. . {row \oc 6.3"
h
ostilitY ts at .
. g star
The rn
ceun
. and all are
tomorrow evetUJlg
wel
corne
.
A Moral Dilemma
S
everal years ago in Bangor, Maine, a man knocked on
the door of a minister late at night. He said, " I' ve been
walking up and down the street wonderi ng if I should disturb
you. I need someone to talk to."
He was on a first assignment with a consulting
firm in New York City, evaluating the operating of a fail ing
company in Bangor. For a fcc of $25,000, the consultants
were to determine the reasons for the losses of the comp,my,
and to chart a way to profits.
" I worked for months to get this job," he said. " It's just what r
wanted. But, though it's easy to see many faults in its
operati on and cite remedies, I am convinced that we are
GLOSSARY
delermine find oul
charging this company
an exorbitant fcc far
beyond its power to
absorb and far beyond
the proper charge for
the services we arc
rendering. Should I
resign and tell the board
of the company how I
feci? My responsibility
to my family disturbs
me. Do I have the right
to renounce a good
salary and impose
hardships on my famil y
until I get another job?"
absorb (here) pay without finding illoo difficult
render a service give/offer 8 service
b In groups of four, imagine you are al the meeting.
Your teacher will give you roles from
Come to a decision about the site, consIderi ng the
moral implications of your decision.
Body language
Unit7
Unit 7
1 Warm up
a Read tho toxt below, then answer the questions.
What can you guess about the people in
the pictures?
al
uate one
people eV
one UCLA. studY. ual (appearance) ,
ACCO
r
()1D.g to the "Three Vs"': vis aU say) . AbOut 93
another usi,ng and verba.l ( what Y ffectiveness is
vocal (voice), rson's Moreover,
percent Of: :: nonverbal the connection
dewrro.\ne ds ro.a.ke or bres. the first
the first 30 when they roe
et
keep
betWeen tWO xt tune you're on an dra.wing
interviewer even gotten to
in llUU u before
conclusions a.bOut yo
the interview room.
1 What do you think the people are like?
He's/She's the kind of person who ...
He/She looks I looks like ...
2 What can you guess about their past?
He/She mightlcouJd have ...
b Read the ad for a fundraiser. On the basis of
appearance al one, would you discount any oftha
applicants in the pichlres?
c Ln pairs, list the qualities and skills necessary for
tho job advortised, What would you say about
those aspect s?
appearance nonverbal communi cation
oyo contact handshake background
oducati onallovel communicati on skills
confidence voice
Body longuoge
- - Rainforest

Rainforest research is looking for experienced
fund raisers to ioin our team! We need highly
motivated people to raise public awareness of
the problems faci ng rainforests today, and to
help us ra ise the funds necessary to cont inue
our research,
The ideol candidates will be commiHed to
ecological and green issues and will be
passionate and enthusiastic when dealing with
both the public and with other organizations.
Your interpersonal skills will be essential in
establishing a relationship wi th potential donors.
We are looking for people with a creative streak
and lots of imagination, who will be able to
think of and manage original but successful
fundraisi ng projects.
Candidates wi ll ideally have experience in
worki ng for a charity, but trai ning wi ll be
provided.
-
Objectives Topic: interviews
Grammar Reading Ustening Speaking
dedudion and possibility in
the post; the passive
job ods, CVs.
interviewers' notes
an interview ponel assessing candidates,
making a presentation
Write on the boord: A job interview.
Ask If you wont 10 make 0 good impression of a job interview, whol is il importonllo do?
Elicil answers and write a lisl on the boord. Some possible answers ore:
dress smartly; wear a suit; arrive on time; smile; make eye conlad; prepare what you won/lo say; be polile;
be enthusiastiC: be positive.
1 Warm up
Ask studont s to do Exercise 1a in pairs. As students report their answers to the class , encourage lots
ofspccullllion.
Suggested answers: Matthew is tho kind of person who doesn't like people to be late. Ho looks
confident, perhaps arrogant. He looks like a movie star. Ho might have
worked for a high-powered company.
Louise is the lcind of person who likes to be friendly and helpful. She looks
confident and easy-going. She may have worked in public relations.
Anna is the kind of person who is very quiet at parties. She's shy. She might
not have been to a job interview before.
Ask student s to read the ad in Exercise l b and di scuss the question. Then put students in pai rs to
list qualities and skill s under the headings in Exercise l c. Monitor and help with ideas.
Possible list: Appearance: smart casual; friendly; smiling; enthusiastic
Non-verbal communication: good posture: confident manner
Eye contact: need to be good at making eye contact; warm. smiling eyes
Handshake: strong; finn
Background: well-traveled; need to have worked with people: an interest and
knowledge of environmental issues
Educational level: well-educated but no need to be very intelligent
Communication skills: need to be very good
Confidence: high - but not overly so (arrogant)
Voice: clear; enthusiastic; positive
Introduce the topic

Bodylonguoge T76 Unil7
il
2 Task
Divide students into groups of four to read the infonnation, di scuss i t, and make notes. Ask students
to refer back to tho list they made in exercise l e. When eliciting answers from the class, find out
which candidat es students would recommend and why.
3 Prepare
Ask students to remain in the same small groups and follow the instructions to propare for the group
presentation. Go around the class, helping with vocabulary and ideas.
4 Feedback
Pair up groups. Ask the chairperson of each group to prescnt their ideas to the other group.
5 Compare
~ Play the audi o for Exercise Sa. Ask students to listen and note the outcome.
Answer: They offer Matthew a job and ask Louise to come back for a second interview.
Ask students to copy the table in Exercise sb into their notebooks. Play the audio agai n. Have
students listen and make notes.
Answers:
Anna
For experience in fundraising
and managing money;
degree is right
Agai nst Greenpeace job more office
work than this job;
interpersonal skills aren't
really good enough; eye
contact was bad; kept
looking over my shoulder;
possible personal problems
Matthew
likes a challengo; liked
travel potential
at first seemed a bit
indi fferent, not excited
about the job
Louise
pleasant manner - nico
smile, good eye contact,
and that kind of thi ng;
would be good at the
personal side of the job.
she lacks a key skill;
fi nancial planni ng;
theater management
experience not relevant:
a little too confi dent ,
maybe? qualifications not
exactl y relevant
Elicit answers from the class before asking students for thei r own opinion, in Exercise 5c.
6 Follow up
Before dividing the class into groups of fi ve for Exercise 6a, make sure students understand that
debriefing means finding out information about a past action or event, usually by questioning
someone thoroughly.
Subdi vide the groups and allow the two interviewers and three interviewees fi ve minutes to
prepare. TeU the interviewers to briefly list the points they wish to make to each candidate. When
students are ready, ask them to sit a circle of five, with tho interviewers faci ng the candidates.
Encourage the interviewers to be dipl omati c in what thoy say. Start the role-play. Go around
monitoring and noting any mistakes for later discussion.
End the lesson by discussing the questions in Exercise 6b.
~ - - - - - - - - - - - - - - - - - ~ - - - - ~ ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ,
A So, we'd better look at the three candidates
we've interviewed today.
B Yes. Wei, who! did yoo think of Anno?
""'good'
A Well. although Anna hod the key experience
and skills, you know, good experience in
fundroising and managing money - she must
hove done exactly whot we wonl in the
Greenpeoce iOb - she WOSfi't really right fOI'
Ihe "".
B No, and from whol Anno said, the
Greenpeoce job mUSl hove involved more
office work thon our job. Her interpersoool
skills orenl really good enough.
A No, she really needs 10 wort. on those - her
eye conlOO wos bod; she kept looking over
my shoulder, though her degree is exoctly
right. I wonder why she hod those two years
out from 2000 to 2002,
B Mmm, she didn't wont 10 tell us. She might
Unil7 T 77 Body language
hove hod some personal problems or
something. /Jo.rtywaoJ, I dOll't think we can
'"""'" ""'.
A I agree. Ncm, NIaIIhew ... on interesting guy.
I liked him.
B Me, too. I thought at first he seemed a bit
indifferent. not excited obout the job. but then
he improved during the interview.
A Yes. well he sold he likes a challenge - and
he must hove hod plenty of those in
advertising - so he might hove thought at first
tho! the job didn't offer enough challenges. He
gol more interesled v.tlen we talked oboullhe
travel potef1lial.
B Yes, he did. Well. I think we should offer him
one of the jobs. Do you?
A Yes, I do. Okay, thors one job filled, Now, at
first I lhought louise would hove beerl ideal
buI she locks a key skiI; finonciol planning.
B Yeah, I thought 01 first that her theater
management experieoce may hove been
relevant, buI it isn1 really. Rnonciol planning is
key! We hove 10 hove someone who coo do
thot!
A Well. if we send her on a training course,
she should learn that in a couple of weeks.
B True, sending her on a course should help,
She's got a very pIecsont manner - nice smile,
good eye cootOCf, and tho! ki'ld of thing. She'd
be good at the personal side of the job.
A A liII1e 100 confident, maybe? And her
Quolificalioos oren1 exactly relevant.
B No ... I didn't think she was 100 confident; I
think thars her manner. and irs what we need.
look. I think we should get her bock for a
SC(ond interview, gel 0 better ideo of how
QUickiy she might pick up the financial side.
A Good ideo. let's do thot. Okay, let's go and
tell them the news ..
r
r
Matthew
Candidate information
Anna
'ucation
. f Maryland (Envi ronmental
UniversIty 0
1995-
1998
1998-200
0
2002-
2006
Studies) . Harden BiochemiCals
Research assIstant ,
work
xperie
nce
:
'-
. G enpeace
Fundralser, re
Louise
Qualifications
Work experience

Jj.U- 2002
2003-2004
2004-2006

in Media Studi
Ce
. es
rtificate in The
ater Management
Mana
Interviewers' notes
2 Task
You are going to present your assessment of the best
candidate for the job. In groups, read the information
above and make notes about each candidate. Would
you recommend each one or not?
3 Prepare
In your groups, prepare a three minute presentation
of your recommendations 10 presenl 10 other groups.
Think about the following:
1 How will you arrange your presentation? (by
candidate, by skill, experience, etc?)
2 What language will you need to compare the
candidates?
3 What are your final recommendations?
(Remember. there is more than one job.)
4 Appoint a chairperson to take notes for the
presentation.
ger, Lyric Theater
4 Feedback
Present your analysis and recommendations to
another group. Then Ii slen to their presentation. Do
you agree with their recommendations? Can you add
anyt hing?
5 Compare
a Listen to two people di scussing the candidates
after the interviews. What is tho outcome of their
discussion?
b Listen agai n and note the points made for and
against each candidate.
Fo,
Aga inst
Anna Matthew
c Did you agree with the doci sions ofthe
interviewers in Exercise Sa?
6 Follow up
Louise
a You are going to hold the debriefi ng meetings
with the three candidates. Work in groups of five
and take these roles: the two int erviewers, Anna.
Matthew. and Louise.
Interviewers: Prepare your feedback for each
candidate, then give the result of the int erview to
each candidate in tum and tell them why they
got I didn't get the job.
Candidates: Talk 10 each olber about how the
interview went for you, then respond to the
interviewers when they are talking to you. When
they are tal king to the other candidates. listen
and offer advice afterwards.
b In the whole class, discuss these questions.
1 How did you feel about tho debriefing
meeting?
Z After the debriefing meeting, would you
change any of the decisions?
Body language Unit 7
Unit7
LANGUAGE RESOURCE
Grammar Summary
1 Linkers for contrast
The lable below Shows a number of ways in which we can compare and contrast two ideas.
U .. Fonn Example
although, though,
""" though
intrOduce a second idea thai
makes the mai"I idea SI.XpI'isi"lg
SLtJordilating c:orlu1ctkxls: join AlthOugh she had the right
Qt.I<Wfications, she didn't get the Pb.
She didn't get the Pb even IflcxJgh
she had the ng,t qualifications.
a mail clause arx:l a subordinate clause.
The Slbor'dnate clause can come frst
or second h the sentence. INhen the
~ t e clause comes first. 'M3
separate the clauses 'Mth a rorrvna.
add an idea thai makes a
previously mentioned idea
surprising or less true
advertls: precede a second sentence:
usucilly after a period but can be after a
sam-colon. Followed by a comma.
It was a very difficult job.
Nevertheless, we finished it in time.
It was a very difficult job; i"lO'Nevr",
we finished it in time.
in spite of, despite Introduce a second idea thai
makes the maln idea surprising
prepositions: follov.'ed by a noun oc-ing
form of the verb; despite is fl'lOI'e formal
than in spite of. VV'hen the subordinate
Clause comes first, we separate the
clauses with a comma.
He got the job in spite of / despite
his long hair. In spite of I despite
having long hair, he Ptthe job.
We can use a variety of forms of contrast. with little change to
the sentence:
We often judge people by appearances but/ though some
people may not be happy about this.
We often;.x:Jge people by appearances. However/Nevertheless,
sane people are not happy 800ut this.
We often judge people by appearances in spite of the fact that
some people are not happy about this. I in spite of some
people not being happy about this.
Write or talk about the contrasts in your life. Complete
these sentences with your own words.
1 In spite of being a good student at school, .
2 I enjoy my work/studies althOugh .
3 I don'! earn much money; however, .. .
4 AlthOugh I am not an expert in computers, .
2 The -in9 verb
We use the -ing verb in the fOllOwing ways:
as the subtect of the sentence, before the main vern:
Studying hard is the only way to pass the exam.
Reading lots of books is the best way to team new
~
as the complement or object after some verbs:
Yotx WOfSt habit is lying to me!
I really hate rushing to finish assignments.
after the following common verbs: like, enjoy. dislike, hate,
mind, avoid, keep, miss, d91y, suggest.
Note: in American English we can also use to + infinitive after
like and hate: I hate to be late.
after a preposition:
He apologized for being late for tile Interview.
Complete these statements with the -ing form of a
suitable verb and any other necessary words.
1 __ is the best way to be successful in your career.
2 __ is the ideal way 10 learn a foreign language.
3 __ Is important if you want to lead a good life in my country.
4 One thing I enjOy doing in my free time is __ "
5 Vv'hen I have enough money, I look forward to __ "
Body language
Vocabulary Summary
1 The face
2
cI"Wl ears eyebrows eyelids eyes face forehead lips
mou1h """
Make combinations of these adjectives and a noun from
the li st above.
1 an angular face 6 hewy e)!elids
2 a promineflt
D21!fl
7 a high for ehead
3 full
lins

bloodshot e)!e!;!
4 buShy eyebrows 9 a poijnted chin
5 thin l ips 10 sticking-out ..
Personality adjectives
academic active aggressive arrogant
athletic authoritative bad-tempered calm
changeable cheerlul coofident conl ent
demanding deprossed dishonest easy-going
edgy extroverted honest indifferent
intelligent Introverted .", neM>US
optimistic outgoing pessimistic prodictabIe
quick-thinking quiet
"""""
Shy
slow-witted
--
su"""'"
threatening
",happy untrustworthy
"'"
Complete this table with one adjective with a similar
meaning to the one provided, arn::! one with an opposite
meaning.
Adjective Similar meaning Opposite meaning
t ne<VOUS
' <i.gy
o a ~
2 dishonest
untrustworthy honest
3 extroverted
outgoi ng introverted
4 easy-going
rel axed demanding
5 intel ligent
{Iui ck. thinking slowwilted
Choose three adjectives which describe you and three
which are not like you at all. Compare with a partner and
explain your choices.
(!)
z
-
Z
IX




Cl...
o
-J
L.U
>
L.U
o
Using a monolingual dictionary
1 How a dictionary can help you
a In grouPS. list all the ways a dictionary can help you.
A can. hdp ""' ckd. spd/."i/ ,.f,e".
.1m -nd
",. g>ed Joy <>pJ.>UU"i/1P'Y

b Look at the dictionary entries 00 page 154 and see if
you can add anything to the group's lisl.
2 Using a monolingual dictionary
At this level of English, you shoukl be working with an
effective monolingual dictionary. If you aren't working with
one, or have never worked with one, it's time to get startedl
You are going to work on the word face. look at the
headword face. It is in red because it is frequently used.
The three red stars mean thai it is one of the 2,500 most
frequently used words in the English language. Now
answer the questions that follow the extract.
General organization
1 look al the headword for the verb face. How many
definitions of this verb are thefe? five
2 Each headwooj is followed by a number of different
categories of words. Put this list into the order thai
they appear in the dictionary: compound nouns,
idioms or phrases, phrasal verbs. phrases, phrasal
verbs, compound nouns
3 How many p/vasaI verbs are listed undef the
headword face? one
Meaning
1 How many definitions are given for faceIfft? two
2 How are examples sho\.Yn in this dictionary? in itali c
3 Rewrite these senteoces USilg a form Of the verb face.
a You have to accept that if you don't study. you'll
fail the exam. Let's face it, if you don't study,
you' ll fail the exam.
b Italy will have to play against Brazil in the final of
the World Cup. Italy will face Brazil in Lhe
final of tli e World Cup.
c I want an apartment that looks onto a park
I want an apartment that faces the park.
Grammar
1 What part of speectl is the 'NOId faceless? adjective
I<J<] REVIEW
Review your action pla n: writing an interesting story
In pairs. exchange and rBad your partner's anecdote. Then
discuss these questions.
1 'Nhal did you think about the anecdote?
2 Ive there arTf questions you want to ask about the story?
3 can you make My suggestions 10 rnprove it?
face} I retsl verb ***
1 be turned to
2 deal with problem
3 accept
4 talk to sb
5 compete against sb
+ PHRASES
+ PHRASAl VERB
; lilT] to have your face or front toward
omeone or something' The two m
thfie table . I
2 .' y room aces north
[T] if you face a problem or if it Ii
you have to deal with it" be f d YOU,
The COuntry is now faced Withc;h Wit. Iby sth
of war . face doin th M e P10spect
workers faa! i::t of the shipyard
exists
fact that she still h' had to face the
4 [T] to talk to someone .
I'll never be
5 T t am G
J
ter what happened.
te/agfiamst someone: Williams
ria I or the title

S d
o
.he left it 'until
omg 5th I just ' fi . ace
conference. can t ace attending another
let's it spoken used before saying
somethmg that people might not want t
it is true: Let's face it.
ay.
2 Is the p/YasaI verb face up to transitive or
intransitive? transitive
3 WtJch two forms can follow can't face? noun,
- ing form
3:
person does
f repr:sen,t a large organization ecause they
ace. hft. I fels,hftl noun [Cj 1 a medical
operation to make someone's face look
2 work that is done to make
somethlg look more attractive
Pronunciation
1 \'Vhich is the stressed syllable in faceless? face
2 PtvasaI verbs are made of a verb plus one or two
prepositions and adverbs. look at the stress in the
phrasal verb in the extract. Is the main stress on the
vefbs or the prepositiorv'adverb? the preposition
3 Think about stress and say this sentence: Face up to
your responsibilities
Your action pla n: exploring idioms and compounds
Look at the entry for eye and the compound entries that follow it on page 157 al the back of your
book and complete the task on page 156.
Note: you will need to show these notes to a classmale at the end of Unit 8.
Body language Unit7
The great picture shaw
What makes a great
sports picture?
In 2003, reporters on the UK Observer newspaper
the 50 best sports photographs of aU time. Among thelT
choices were these three pictures, all of which illustrate
qualities thot make a great sports picture.

1 It captures a great event: action, movement, victory, the
race for the finishing line, defeat.
B
USEFUL LANGUAGE
Whot I like about this picture is ' 0'
f don't know why llike 1M!; picture, bul .
I'm not sure which is the best picture.
What I love about the picture is that the
phOtographer has gone up high into the
stands. The more popular place to go
for in big games is at ground level. And
he's got a dean background. It's a
picture that sums up this great player
beautifully - it did take five or six
players to take him out! He was a
mesmerizing player and what the
photographer has done is capture that
perfectly. The expressions on their
faces and the fact that they aU look
as thOugh they are about to run off in
different directions is wonderful.
UnitS Sports

2 It captures a moment
af great emoti on:
rage, ecstasy.
3 11 captures the
essence of a great
competitor :
deter mined, fearless .
4 It i s spontaneous - it
hasn' t been specially
set up by the
photographer.
S It is timeless - more
than iust a great
sports picture.
1 Speaking skill s
a Look at the text and the pictures. Which pict ure do you think is the best?
Number them in order of preferonceand note your masons. .
b In group.s .. your answers. Justify your preferences with reference to
the quaht\es III the text. Which is the most popular picture in your
group/class?
2 Reading skill s
a are the captions that accompani ed the photographs. Read each
captIon and match it with the correct pict ure.

There's
. not a great story behind this
'--'
The moment the world 01 athletics 'NOS Mood upside
down. Cae crosses the line to toke the 1500m gold .
the Moscow OlympiCS. Steve Ovett, !he fovorite fOf tt ......
I 500m had already won the 800m gold - the race
Cae - had dreamed about for years- . But this time 0
was beaten by Sebastian Cae: -I couldn't see Steve. ,
was now funning lor the tope knowing 1 had hit my
limit. The onxiety over the lost meters wos unbeorob!
Picture. It was a normal fight H
Scharfman, the great SPOrts' erb
If/ustrated h t
t p a ographer was there
00 he's the one that you can
behind the champion's legs. Herb
actually had first choice of seats
was a bit annoyed when I got so
thiS shot. It all happened so fast I
loved shooting this man h .
. ' ewasmy
,aVOrlte subiect Such
I a WOnderful
being. I've just been out to
MIChigan to shoot him again.
A lew meters post the line I sonk to my knees. It was
such a bloody marvelous leliel.-
GLOSSARY
mesmerizing
very attractive. causing you to watch
Objectives Topic: sports
Grammar Reading Speaking
noun clouses using wh-
question words
Vocabulary
track and field extracts from a sports
magazine
ronking photographs
according to criteria
Write Olympic Sports on the boord. Elicit as many sports as you con from students and write them on the
board. put students in pairs 10 write their own lisl- give them two minutes to do it. Then compile
a closs lisl on the board. Ask students which sports they enjoy playing or watching and why.
1 Speaking skill s
Ask students to look at the pictures. name the sport, and lell you what is happening or has just
happoned in each pict ure. The lext is short, so you could road it aloud while students listen
and read.
Gi ve students two minutes to rank the pictures in order of proference for Exercise 10. Draw their
attention to tho Useful Language box.
Then divide students into groups of four to six to di scuss their proforonc(ls in Exercise l b.
It is a good idea to model the task fi rst. In other words, choose a pidure and describe it: What/like about this
picture is it /s spontaneous. The photographer has captured a brief momenl- the moment of winning ...
You may need to check if students understand some difficult words connected with emotions and qualities.
rage = extreme anger
ecstasy = extreme happiness
determined '" really wonting to win/succeed
fearless", not afraid
Z Reading skil ls
Ask students to do the task in Exercise 2a quickly. They should scan each text for clues as to which
pict ure it descri bes. Give students a one' minute ti me li mit to do this. Afterwords. ask the class
which words helped thorn answer the question.
Answers: A The soccer picture: Diego Maradona of Argentina fa ces the lJelgian defonse
in the semi-fi nal of the World Cup in 1986.
H Tho boxi ng picture: Muhammed Ali knocks oul an opponent.
C The athletics (track and fiel d) picture: Sebastian Cae ofCreat Britain wins
tho l S00-meter gold medal at the Moscow Ol ympics in 1980 - and he beats his great
rival and teammate Sieve Ovett.
Introduce !he topic
.,
Presentot;on
alternative
Vocabulary check
Sports T 80 Unit8
Guessing
meaning from
context
t a
Quick grammar
guide: noun
clauses
Presentation
0_

Unit 8 T 81 Sports
Ask students to match the captions to the phrases in Exercise 2b. Let students work in pairs.
Ask students to work in pairs to do Exercise 2c.
Ask students to work out what port of speech the word or phrase is. For example. take .. . Oul must be a
phrasal verb. Then ask them to use other neighboring words to help them decide what the words might
mean. For example. five or six players are needed 10 do this. So, take ... out must mean defeat or stop.
Suggested answers: 1 stop him. 2 photograph, 3 the fi nishing line. 4 at the end of my physical
reserves, 5 an excessive amount
3 Grammar: noun clauses (1)
Have students underline the noun clauses, then answer the questions, in Exercise 3a. Ask them to
work individually and then compare their answers with a partner.
Noun clauses, beginning with a question word. can be confusing for students because (unli ke yes/no
questionsl there is no inversion or use of question-forming auxiliaries after the question word.
Common PfOb'ems and errors
Students often attempt to apply question forms 10 Ihe clauses.
I'd like to know R9W lees f::Ie play so wel/.
Nobody knows WRI' i5 Re so good.
Have students do Exercise 3b in the same way, then check their answers with the Grammar
Summary on page 88.
Answers: Here the noun clauses are subjects. We use noun clauses as subjects when we want to
emphasize them.
Ask students to complete Exercise 3d and check with a partner before discussing the answers
as a class.
Do the first sentence in exercise 3d as an example. Point out that is needs to be followed by a noun or noun
phrase. or by that + a clause (= subject + verb + object), for example:
What/like about soccer is the ball skills.
What/like about soccer is that the players are so skillful.
4 Vocabulary: track and field
Have students work in pairs or groups of three or four to do Exercises 4a to 4d. A good way to
manage this activity is to leave them to work through the acti viti es at their own speed, with an
overall lime limit of ten minutes. Have them appoint one person as the timekeeper for the group.
Those who finish early will have longer to do the discussion in exercise 4d.
At the end, briefly check the groups' answers.
b Read the captions again. Which ono describes (or
which ones describe) the followi ng?
1 a great personal ity A, 13.
2 a great event A, C
3 an unusual perspective for a picture A
4 movement A, C
5 victory B, C
6 great emotion B, C
7 the race for the fini shing li ne C
8 professional rivalry B, C
c Find the followi ng words or expressions in
Exercise 2a. Figure out what they mean from the
context.
1 take him out {A} 2 shot (8) 3 the tape (C)
4 hi t my limit (C) 5 unbearable (C)
3 Grammar: noun clauses (1)
a Look at these quotes describing tho pictures.
Underl ine the noun clause in each sentence. Then
answer the questions.
1 The perspecti ve of the picture is what I love
about this one.
2 Herb couldn't understand how I got such a
good shot.
3 You can see from this picture why Coe was
such a great competitor.
a Whi ch question words introduce the clauses?
what , how. why
b Are the noun clauses the subject or the object
of the sentence? the object
b Now look at these sentences from the capti ons
and underline the noun clause. How Bre these
different from 1, 2, and 3 above? Why do you
think this is?
1 What J love about the pict ure is that the
photographer has gone up high into the
stands.
2 What the photographer has done is capture
that perfectly.
c Check your answers in the Gra mmar Summary on
page 88.
d Complete these sentences with your own words.
Then compare them with a part ner.
1 What I like about soccer (track and fi eld I
boxi ng) is ...
2: What I dislike about soccer (track and fi eld I
boxing) is ...
3 Lot me tell you why .. . is my fa vorite sport :
4 What I reall y like Idon' t like about the
Olympic Games is ...
5 One thi ng I don' t understand about sports
is why ...
6 It al ways amazes me in big soccer or football
games how . ..
7 What att racts me to watching sports on
television is ...
8 I can' t understand the menta lit y of sports
fans who . ..
4 Vocabulary: track and field
a Complete the table with the correct nouns or verbs.
Verb Sport Person
swim swimming swimmer
do lhe longjump long jU1I1J.l longlwnper
do h ~ hi glu ump the high jump his!Lj ume.er
sprint sprintin).! sprinter
di vl' diving di ver
lift weights wei&,htlift ill8 weightlifter
Ihro\\ the ja\'clin the javelin javelin
thrower
b Check your answers in the Vocabulary Summary
on page 88.
c Which sport would these animals excel in? Write
the sport in the sentences below.
a cheetah a flea a kangaroo a dolphin an ant
1 sprinting : the cheetah can run 100 meters in
five seconds; it is the fastest creature on earth.
2 high jump : a fl ea can jump 100 centimeters
high - that means it accelerates faster than the
space shutt le!
3 long jump : a kangaroo can jump 13 meters;
the kangaroo rat can jump 10 ti mos its own
length.
4 swimming : dolphins can travol great distances
in the water without stopping, at a speed of up
to 46 kilometers an hour.
5 wei ghtlifting : a real ly strong man can li ft
twice his own weight. but an ant can lift 50
times its own weight.
d What makes a great at hlete? In pairs. discuss these
athletes, using the criteria in the box and any
others you can think of.
1 boxer 2 soccer player 3 runner
4 basketball pl ayer 5 weight-lifter
6 race car dri ver
abi lit y to run/ jump speed strengt h
hand-eye coordinati on love of danger
ability to work in a team stamina
determi nati on
I think whot mokes a
great boxer is .. .
e Compare your
ideas with
the rest of
the class.
Unit S
1 Reading skills
a In pairs, discuss the pictures.
d ,
1 What are the people in the pictures omg.
2 What is the purpose of these sports?
3 Do you do any sports like these? Why?
b In pairs, read about two martial arts.
Student A: Read the text below, about capoeira.
Student B: Read the text about karate on page 150.
c Ask your partner these questions about their text.
1 Where did the sport originate?
2 When did it originate?
3 Why do people practice the sport?
4 What are its main movements?
. ,
d Would you prefer to take up karate or capoelra.
Why?/Why not?

capoelra
Martial arts:
Capoeira is now mainly known as
a mixture of dance, gymnastics,
and martial arts. It has become
very popular in recent years. Some
people see it purely as a way of
enjoying themselves, others do it
to keep fit, and others to defend
themselves. It consists of a number
of movements based on attack
and evasion. So in capoeira you
might head butt an opponent, do
a handstand to move away, drop
onto your elbovvs and kick, or
twist away. It involves both
strength and suppleness.
Capoeira was originally an
African martial art imported to
Brazil along with African slaves.
The first record of it dates from
1770. after the early years of
slavery. It was developed by the
slaves in Bahia, Brazil. so as to
fight their masters, Soon, the
slave owners prohibited it, so
the slaves practiced it secretly in
the forest In order to disguise it
from their masters, the slaves
made it look like a dance.
UnitS Sports
2 Grammar: expressing purpose
a A common way of expressing purpose is with to: I
took up karate 10 keep fit. Find o r ~ ways of
expressing purpose in the texts. WhIch verb forms
follow the expressions?
LANGUAGE NOTE
We can use the expressions of purpose in
the negative. too:
I took up judo so as nollo I so that I .
wouldn't feel scared in the streets at mght.
b Complete these sentences with an expression of
purpose and your own words. Try to make at least
one negative sentence.
1 Some people take up a martia l art ...
2 People someti mes do volunteer work ...
3 We should try to use our cars less ...
4 Everyone should eat a balanced diet.
5 A lot of people do yoga or meditate.
GLOSSARY
martial to do with war or fighting
suppl eness being able to move and bend your body easilv
'-
Objectives Topic: martial arts and parts of the body
Grammar
expressi ng
purpose
Vocabulary
ports of the body
Pronunciation
weak forms
with l'd/
Reading Writing Ustening
extract from a
martial art s book
on advice leaflet
on security
a radi o phone-in
Wrile Martial Arts on the board. Ask students to give you examples of martial arts I;udo. karole, toe kwon do,
kung fuJ.
Write on the board: bell
/dc,
throw twist self-defense confidence keep fit
Ask How are these words related /0 martial artS?
1 Reading skill s
Ask students 10 work in pai rs to do Exercise l a. Check answers wit h the class briefl y.
For Excn:ise l h.lell students in pairs to decide who is goi ng to bo "A," unci who is going to be "B. "
Ask them to road their texts carefully. Point out the Clossary. Then ask thorn to take turns to ask and
answer tho questions in Exerci se l e.
Aftcrwurds, ask one or two As to summarize the answers from B's text, and vice versa,
Answers: Capooim
Africa
Beforo 1770
To en joy themselves, keep fi t,
defend themselves
Allack and evasion: head bUll , handstand,
drop to elbows, kick. twist away
Karote
lndia
2.000 years ago
Self-defense. philosophical way of li fe
Allack with foot and hands, force comes
from hips - balance and hip rotation
Divide the class into A poirs and B poirs. A poirs read text A. a nd B pairs read text B. Then they discuss it with
their portner, who has read the some text. They hove to make sure they can answer the questions and explain
difficult words to each other. Then mix students so that As are paired with Bs. Students then ask a nd answer
the questions. By doing this, you give students preparation Hme so that they are ready to answer queslions,
ond it gives you on opport unity to mix pai rs in the classroom.
Discuss st udent s' responses to Exercise 1d as a whole class.
2 Grammal' : express ing purpose
Write students' findings from Exercise 2a on the board. and point out tho rules of uso and form.
Draw att enti on to the Languago Note, whi ch includes how to form tho nogative of an expression of
purpose using those phrases.
To, in order 10, and so as to a re used to express purpose, They are followed by on infinilive. So (thaI) is
followed by a clouse. Be careful: so is used twice in the text with the meaning of consequently. II is not, here, on
expression of purpose.
Answers: .. . so as to fight their masters ... so thai you can use Ihem with force and accuracy ...
In order to disguise it ...
... to keep fit ... 10 defend themselves
Complete tho fi rst sonte nce in Exercise 2b as an exa mple to get stude nts sta rted . t hen ask them 10
use their imaginat ion to writ e sent ences. Let st udents check in pa irs. Then ask a few individuals to
read t heir sentences aloud for the class.
Model a nswers: Some people take up a martial art to keep fit.
Some people take up a martial art in order to enj oy themselves.
Some peopl e take up a martial art so thai they know how to defend themselves.
~ ~ - - - - - - - - - - - - - - - - - - - - - - ~
For Exercise 4 on page 83 ::wi
Sometimes irs scary wal king home at night. so I took up karate to feel stronger. to feel more prepared. You don't
hove to walk at night here - you can toke 0 cob. but I need to save money. Karate may not really make me sofer,
but I started it in order to feel safer. ond I do_
Introducethetopk

-
altemative
Quick grammar
guide
Sports T 82 Unit 8
Quick
pronundation
g-

it
Ti
Unit 8 T 83 Sports
3 Vocabulary: parts of the body
For Exercise 3e, divide students into groups of four. Give them an example (soccer: foot, shin, knee,
ankle are important, as is head), Then ask them to discuss some sports, using the words in exercise 3b.
4 Pronunciation: weak (unstressed) forms with l'dl
The weak unstressed 13/ sound is the most common phoneme in English. AI limes, irs so unstressed in
continuous spee<:h that it con barely be heard. Words which ore commonly unstressed, like prepositions, (to,
otJ, or1icles, /0, the!. and other structure words ore often pronounced with the /3/ sound.
Allow students to check their answers in pai rs before they listen to the audio for Exercise 4b to
check. Replay the audio. After each li ne, pause the recording, asking students 10 repeat.
5 Listening skill s
Play the audio for Exercise Sa once through and then check answers.
Play the audio again for Exercise sh and have students check the phrases the police officer agrees with.
In Exercise 5c, encourage students to take notes as they liston. It should not be necessary to pause
the recording for them to write.
6 Writing skills
When students have done Exercise 6a, check that they understand that the leafl et is written for
tourists. Clues: in a place you don't know, make sure you know enough of the language to ...
For Exercise 6b seat each group of six in a circle or around a table. Ask students to read through
steps 1 to 4 carefully. Sub-divide the groups and make sure each pair chooses a different situation.
Allow five minutes to discuss and make notes. It is a good idea to hand out blank pieces of paper to
make sure all the leaflets are the same size,
After Exercise 6c, staple the leaflets together to make a guide for vis itors, Pass the guides around the
class for other groups to read, or put them on the class notice board.
The audiascript for Track 34 is on poge T82
__
Host Recently, there has been on increase in anocks on
women in the streets at night. Police and women"s
organizations soy the problem is getting worse. So the
progrom today is asking: is there ony1hing women con
do? To help us come up with some answers, I hove a
police expert Martin Fowles, with me today.
Expert Hello.
Host I understand that a lot more women are taking up
martial arts these days. Is thot useful?
Expert Yes, it is. but our first advice would be not to put
yourself in any 'Nhere there might be danger.
Why go on the streets alone?
Host We have a coller who'd like to soy something here.
Deborah?
Caller 1 Oh, hi. Well, I live in New York: and sometimes irs
scary wolking home at night. so I took up karate to feel
stronger, to feel more prepared. You don" have to walk at
night here - you can take a cob, but I need to save
money. Karote may not really make me safer, but I
started it in order 10 feel sofer, and I do.
Expert Yes, thars true, sometimes just feeling sofer can
help. You dorn want to look like a victim - if you have to
walk the streets alone at night, walk toll, look ahead, not
down, and took purposeful, as though you know where
you're going. Muggers tend to go for people who look
nervous. So. yes. martial arts or seIfdefense courses can
help your confidence.
Host What other basic advice would you gwe women
wolking alone at night?
Expert Well. there's alilhe obvious advice, you know.
keep to well-lit streets where there are lots of people;
donl go down alle-ywoys or into badlylit areas if you con
help it. H's sometimes bener to walk on the street rather
than the sidewalk - if there isn't a lot of troffic. of course -
as you're in the open there.
Host We have another call . Jason, what would you like to
'-Of'
Caler 2 Hello. I'd just like to soy that irs not just women
who are anocked at night. I was attacked a few months
ago ..
Host Ch,no ... what happened?
Caler 2 Well. the guy threatened me with a knife. He
took my wallet and my cellphone, but he didn't harm me,
so I guess wasnl too bad. But, you know, rve started to
carry, like, a weapon with me now - I feel safer.
Expert Joson, thaI isn't a good ideo. I understand that
you feel safer, but an onacker could use your weapon
against you. Or if you harm someone, you could be in
trouble.
Host But what should someone like Jason do, if he's
attacked again?
Expert If you get in a situation that you can't avoid, try
running fi rst. If that doesn't work, and the anacker wants
money, just give it to him. There's no point in risking your
life for money.
Host Okay. Now we hove Allie on the line. Allie?
Calef 3 Yes. I wanted to ask about something I've heard.
I've heard that if you're allacked, you should shout au!
"Fire!" as loud as you can. Is that true?
Host Fire?
Expert Yes, rve heard that, too, and irs a good idea. You
see, if you call out "Helpr, people may not want to get
Involved, but if you coli aut "Firel", people come out of
their houses to see v.-hors happening. Sod, but true ..
Host Okay. Thank you, Allie. Now we hove ..
3 Vocabulary: parts of the body
a Go through the Iwo texts in Exercise 1 and find
\....... six parts of the body.
Capoira: head, hand. elbows
Karat e: hand16st. fect, hips, muscles
b Match the numbered parts orthe body
with the words in the list.
abdomen
0
ankle

armpit [jJ shin
ffi
elbow [l fingers III
fool

hand
III
head [) heel
0
hip !]j knee
iJ!I
shoulders Iill th igh IJ[J
toes [j) waist IE)
wrist
III
c In groups, discuss which parIs of the body are
important in any sports Ihal you play.
4 Pronunciation: weak (unstressed)
forms with f a!
a Read what this woman says about why she took
up karate. Say the text to yourself and circle the
words that become weak (unstressed). The first
two are circled for you.
Someti mes it's scary walking home@night, so I
took up karate@fcel stronger, to feel more
prepared. You don't have to walk at night here-
you can take a cab, but J need to save money,
Karate may not really make me safer, but I started
it in order to feel safer. and I do.
.......... b Listen and check your answers. then repeat
the lext
5 Listening skills
a Listen 10 a phone-in program on the radio and
answer these questions.
1 What is the topic? allacks on women on the
street at night.
Z Who is the program mainly aimed at? women
b Listen aga in. Does the police expert agree with
these ways of protecti ng yourseJf?
1 Taking up a martial art
2 Keepi ng to well-lit areas at night
3 Carrying a weapon
4 Running away from an attacker
c Listen and make a note of all the advice that the
police expert gives. Compare your notes with a
partner. Do you agree with the advice?
--
6 Writing skill s
a Read the extract below - who might rcad it? Why?
Do you agree with the advice?
Practical tips
When you're in a place you don't know:
1 ensure you find out where lhe dangerous areas are and
don't go there! '
2 make sure you know enough of the language to ask for help.
If you think someone is going to attack you'
1 start running. .
2 'tlttract attention by breaking a bottle, a window or anything
tat makes a lot of noise, '
3 carry a whistle and blow it hard so people can hear it and
come to your rescue.
If you can't run away:
1 shout for help as loudly as you can.
2 kick your attacker in the shin - but make sure you hit the
bony part.
b Now write a leaflet advisi ng visi tors on security in
your city. In groups of six, foll ow these steps.
1 Divide into pairs. Each pair takes a different
situat ion from the ones below, or from others
in your ci ty. Example situations: on the street,
on public transportation, at cash machines, in
parks.
2 Think about attacks that may happen to
visi tors and the pur pose of the attack, e.g.
cameras, cell phones, money. jewelry.
3 Decide what information, if any, you will use
from the radio program and add information
relevant to a local context.
4 Write a list of practical tips for your situation.
c Show your leaflet to your group. Check each
other's content and language. Then deci de on the
headings for your leafl et and put a.ll the
informat ion together.
Sports UnitS
Not for girls?
1 Reading skill s
a In groups, discuss these
questi ons about the pictures
on thi s page.
1 Are you surprised at
seeing women doing these
sports?
2 Whi ch one is the most
surprising/shocking? Why?
3 Can you think of any
sports that are more
associated with women
than men? What might be
the reason?
b Read the art icle about Laila
Ali, the daughter of
Muhammad Ali. Which of the
phrases below refer to Lail a
and which to Muhammad?
Why is each one important in
the context of the art icle?
1 t he most famous sports
figure on earth
Muhammad
2 feisty and determined
Lai la
3 Parki nson 's disease
Muhammad
4 the greatest Muhammad
5 a magnet for worl dwide
media attenti on Lail a
GLOSSARY
Sport or spectacle?
MuhammadAli is probably the most
famous sports figure on earth; he is
recognized on every continent and by all
generations. The diagnosis of his illness
as Parkinson's disease after his
retirement fuelled the debate about the
dangers of boxing and criticism of the
sport. That, plus his outspoken
opposition to women's boxing, made
people wonder how he would react when one of his daughters decided to take
up the sport. His presence at laila's first professional fight, however, seemed to "--
broadcast her father's support. Of course Muhammad Ali wanted to watch his
daughter fight. The ring announcer introduced him as the "The Greatest" and ar
he sat down at the ringside the crowd chanted "AIi,AIi,AIi ... ". '--
Twenty-one-year-old Laila's debut fight was a huge success and there was as
much publicity for the fight as her father's fights once attracted. Unfortunately,
Lai la's opponent was much weaker than she was and the fight lasted just 31 "--
seconds. Since then, laila has won most of her fights by knocking out her
opponent. "She knows what she's doing, all right," said one referee about
knows about moving well. You can see some of her dad's moves." "--
laila Ali would rather not compare herself to her father. She prefers to make hr
own name. Her father supports her decision to enter the sport but he has not "-
spared her the details of what can happen. Laila realizes that her father wants her
to understand the worst possible scenario to see if she still wants to go forwar"
with it. She knows she's going to get hit hard at times, that she may get a
nose or a swollen face, but at least she is prepared for it.
Ali's decision to start boxing despite her father's struggle with the symptoms 0 ',
Parkinson's disease has of course sparked a mixture of debate and criticism. But-
Laila is a feisty and determined individual and it is that as much as her famous last
name that has made her a magnet for worldwide media attention. Of course, "-
arrival on the boxi ng scene of a woman with her family history attracts even
more questions about whether women's boxing is sport or spectacle.
feisty having a strong character
swoll en larger and rounder than usual
spectade an impressive show
(sometimes used to show disapproval
of something ridiculous)
Objectives Topic: women and sports
Grammar
verb + verb constructi ons
(to + infi nitive / -ing verb!
Reading
on Internet article
Ustening
an informal
conversation
Speaking
a role-play
Write the names of two or three famous sporlswomen on the board. (For example. Serena Williams, Mia
Hamm, Gabriela Sabatini - but choose women well-known to your studentsl. Ask Whol sports do Ihese
women ploy'! Whol qualifies and strengths do they have? What other female sports stars do you know?
1 Reading skills
Ask students to work in groups of four to six to discuss the questions in Exerci se l a. Afterwards.
find out the degree to which your students agree or disagree with each other.
Answers: Sports associated with women: ice-skating, gymnastics, synchroni zed swimming-
probably because the sports are graceful and balleti c. Volleyball, field hockey, and
tennis are often associated wit h women - possibly because these are sports that most
girls play at school. In the U.S., women's' soccer is very popular.
In Exercise lb, ask students to read the article and match phrases to the people. Let students discuss
their answers with a partner before sharing them with the class.
You may wish to check that students understand these words connected with boxing;
to fight/to box
a fight / a boxing match
boxing ring'" place where boxers fight
01 ringside", next 10 the boxing ring
lake up boxing"" start doing the sport of boxing
knock out on opponent ::= make him/her unconscious
Introduce the topic
Vocabulary work
Sports T 84 Unit8
Quick grammar
guide: verb+verb
in Exercise l c, ask students to read the statements carefully before researching the article to find
phrases in the texl that support their answers, Let students discuss their answers wi th a partner
before sharing them with the class.
Answers: "his presence at Laila's first professional fi ght ... seemed to broadcast her
father's support"
"Lalla has won most of her fights .. . "
"the diagnosis of .. . Parkinson's disease fuelled the debate about the dangers of boxing"
"hor fa mil y history attracts even more questi ons about whether women's boxing is
sport or spectacle"
"Muhammad Ali wanted to watch bis daughter fight "
Following Exercise ld, have a brief class debate about boxing or any other sport in which women's
participation is currently controversial .
2 Grammar: verb + verb constructions
Exercise 2a can be done in pairs. Ask students to research the text, find examples, and complete
the table,
[n Exercise 2b, also point out the Languago Note that discusses start.
Students simply need to memorize whether verbs ore followed by to + verb, the simple verb, or the -ing verb.
Prepositions ore always followed by -ing.
Common problems ond errors
Translating from the students' first language and overusing 10 + verb
My parents don'llel me oul/ole.
I don'l en;oy s o hard.
After students have comploted tho sentences in Exercise 2c, let lhem check their answers in pairs,
and discuss the sentences.
3 Listening skills
in Exercise 3a, elicit the answer to the first question from the class to get them started, then give
students three or four minutes to complete Ule rest of the text, Let them compare their answers
with a partner.
~ Play the audio for Exercise 3b, Ask students to listen and check their answers,
~ Play the audio again, Pause the recording to give students time to note the arguments.
Answers: For: iI's exciting
Against: she should be studying for her exams; it 's dangerous; it's expensive
4 Speaking skills
Allow four or five minutes for studonts to do Exercise 4a, Elicit ideas from the class and write
ospecially good ones on the board, building up a list for and against. Encourage students to read tho
Useful Language box as they prepare their arguments,
Once students have read their role card for Exercise 4b, give them a few minutes to prepare what
they are going to say.
- ~ ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Mother And what do you think you're doing?
Girl Nothing.
Mother What do you mean, nothing? Where are you going?
And don', soy "nowhere:
Girl Okay, then. I'm going motorcycling.
Father [from another room) Motorcycling?
Mother Motorcycling?
Girl Yeah, motorcycling. I'm in a race tonight.
Father But you don't even have a motorcycle.
Girl No ... actually t wonted to talk to you about that. Right now,
I'm using Joke's but he .",
Mother Wait a minute. Motorcycling? Racing? How long hos this
been going on?
Girl I started motorcycling - with Joke, on his bike - about six
months ago, and I've been racing a few limes.
Mother And why didn't you tell us? Why did you hide it from us?
Unit 8 T 85 Sports
Girl Well, thars obvious, isn't it? I didn't wont to tell you be<:ause
you would have stopped me from doing it. thers why.
Father Thafs not true, darling; irs just that we think you should be
studying for your exams.
Girl I'm always studying. I'm the best student in my class.
Mother Wel l, I'd prefer you to take up dancing or something
like thaI.
Girl I can already dance. rd rather spend my free fime
motorcycling. trs excrting.
Mother But isn't It dangerous? trs just tholt'm worried.
Father And isn't It expensive? t mean, you con" use Joke's
bike forever.
Gift Exactly, and thars what I wont to talk to you obout. Irs my 18th
birthday soon, and I'd reolry like ..
Mother Now, hong on. If you think we're going to buy you a
matorcyde for your birthday ... I think we need a serious
conversafion oboul all this ..
c Read the article again. Find evidence to support these statements.
1 Muhammad Ali accepts his daughter's decision to become a boxer.
2 Laila Airs boxing career is successful.
3 There is a lot of controversy about both boxing itself and about women boxing.
4 Laila has a good relationship with her father.
d Look at the last sentence in the article. Is boxing a sport, a spectacle, or something else?
Can you think of other sports that provoke a similar debate?
2 Grammar: verb + verb constructi ons
a Look at the categories on t.he left of the table and find examples of these in the article.
Check ~ ) the correct column in the table to show what follows them.
Category
Verbs li ke IVan I, decide, prefer
Verbs like slarl, suggesl
Verb phrases like I'd rather, you'd betler
Modal verbs and make/lei
Prepositions, e.g. from, by. about
to + verb Simple verb
,/
,/
,/
- ing verb
,/
,/
b Check your answers in the Grammar Summary on page 88.
c Complete these sentences with the correct form of the verb in parentheses.
1 I' m interested in watching (watch) boxing on TV.
2 I'd rather take part (take part) in sports than watch (watch) them.
3 I started learning (learn) English when I was five years old.
LANGUAGE NOTE
Slart can be followed by
either an -ing verb or to
+ verh.
4 My parents wanted me to follow (follow) in their footsteps
and do the same kind of work as them.
5 I would prefer to live (live) on my own than in an apartment
with others.
6 I' m afraid of being (be) without work.
d In pairs, discuss the sentences. Are they true for you? If not.
change them so that they are.
'- 3 Listening skills
a Look at the picture then read this summary of a conversation
between Emma and her parents. Try to fill in the blanks.
Emma started 1 goi ng motorcycling about six months ago. She
didn't want 2 to tell her parents because they would have
stopped her from 3 doing it . They think that she should
4 study for her exams, and her mother would prefer her
5 to take up dancing. Emma would rather 6 spend her free
time 7 motorcycling and she wants 8 to talk to her parents
about 9 buying her a motorcycle for her 18th birthday.
Listen to the conversation and check your answers.
Listen again. Make a note of the arguments that Emma and her
parents raise for and against her hobby.
4 Speaking skills
'- a In pairs. try to think of other arguments for and against a girl of 17
motorcycling.
_.
b In groups of three. you are going to role play the conversation between Emma and her
parents. Choose your role and read it on page 1413. Then follow these steps:
1 Tell the others how you feel about the situation. Try not to get angry.
2 Discuss the situation and try to reach a compromise. You will need to
negotiate, using some of the Useful Language phrases.
3 When you nave reached a compromise and you know how you are going
to resolve the situation. stop talking.
c Tell the other groups in the class about your solution to the problem. Who
found the best solution?
USEFUL LANGUAGE
I'd like you to ...
I'd be really happy if you'd
I see what you mean. but .
If you agree to X, then /'11 ...
Sports
. "
Unit8
1 Warm up
a In groups, discuss the Olympic Games.
1 When were the last Olympic Games? Whero
were they held?
2 What do lhe imagos on these pages tell you
about the Olympic Games?
3 What arc tho main objectives of the Olympics?
Are they usually achieved?
b Read these statements about the Olympics and
decide whether you agree with them or not. Share
your views with your group.
1 Keeping politi cs out of the Olympic Games is
essential.
2 Countries at war should stop fighting during
the Olympic Games.
3 The Olympi cs shouldn't only be held in ri ch
countries.
4 Tho current system, with countries taki ng
turns organizing the Olympics, is fairest.
5 The Olympics should be about athletes
compoting witil each other.
6 There is too much commercialism in t he
Olympics these days.
7 The Ol ympi cs should be all about
entertainment; they should be a good show.
8 The Olympics should be abandoned these
days as they attract terrorists.
9 Bringing nations together in friendship should
be the only aim of the Olympics.
2 Task
You ore going to debate the role of the Olympics
(today and in the future). First , read the following
quotes and decide which of the views in Exercise
lb each speaker holds. (They may hold more than
one of the views.)
I believe there's nothing wrong
(l) The games
with the Olympics as they are run today.
something works, we should leave it alone.
Although there are problems, they are beyond the
responsibi lity of the Olympic committee. However, I
believe countries at war shOuld be banned from
competing, or at least we should insist
on a ceasefire.
should have nothing to In the old days, the games
do with politics; the games had nothing to do with big
exist to encourage the highest business or with entertainment for its '\
standards both on and off the own sake. Nevertheless, we athletes ,
field. Breaking world records is were justly proud of our physical and
.... excitement is the main . games is dead - they must be given
important, but providing \ mental fitness. Sadly, the spirit of
'\ purpose of the back to Greece where they

1,." games" "" ' began"
eommittee,
" ....
ioum<llist ''V
We are applying to host the
medal viIOrd-
G In my opinion,
games next time so that we can boost
our economy and provide more jobs for our
citizens. We could be given an opportunity to
imprOYe all kinds of services. As a small
country, we should be given a
chance to develop, too.
As an athlete, I think the
the Games are a media event:
they are all about entertainment. The Games should be
spectacular - and the system of having the Olympics in a
different country every four years is good because it
increases interest.
Q Olympics are an opportunity to
The world is in Crisis, with wars and
aggression all around. The Games are a
symbol of international cooperation and we have tl""
work with all nations to make them work, despitE:.
our feelings towards countries we perceive as
aggressors.
Unit 8 Sports
prove ourselves on the world stage and
to become better known. In spite of the
ideals of bringing peace and friendship,
'Gl. "' it is about competition and
making a living.
"
"ClaSs athlete
Objectives Topic: the Olympics
Grammar Reading Ustening Specking
linkers expressing contrast quotes
and -ing verbs
a committee discussion debating the role of the
Olympics
Write The Olympics on the boord. Ask students a few personalized questions to gellhem started, for example:
Do you enjoy watching the Olympics? Which events do you walch and why? Is it important to you when
somebody from your country wins a medal? Why?
1 War m up
Divide students into groups of four to six to discuss the questions and statements in Exercises 1a
and lb. Afterwards, elicit from one person per group a summary of the main points they discussed.
Beijing is hosl of the 2008 Olympics and the 2012 Olympics will be held in london. The images on pages 86
and 87 show the Olympic flame; branding and advertising; Block Power solutes by American athletes at Ihe
1968 Mexico City Olympics protesting segregation; Ihe murder of 11 Israeli othletes by Palestinian terrorists ot
the 1972 Munich Olympics.
Nominate a group leader to ask the questions and read the statements aloud for others 10 discuss. II is his or
her job 10 make sure thai everyone in Ihe group speaks and that no one speaks about one topic for 100 tong.
2 Task
Let students work in pairs to match quotes and views. Give a short time limit, say four minutes.
Answers: A 2, 4
D 3, 4
81,7
E 4,7
Co
F 5 G9
Introduce the topic
Culture note
Organizing group
discussions
Sports T 86 Unit 8

T

T1I
0
0
ii
ii
Additlon.1 acIMty
Unit 8 T 87 Sports
3 Prepare
Divide students into groups. Then give them a minute or two to decide which statement they wish
to discuss, and decide which role they wish to play. Make sure that each student in the group
chooses a different role. Tell students to list at least five arguments they wish to make.
Tell students that they have five minutes to discuss. Remind them that they have to agree on a
proposal. After five minutes. stop the discussion. Tell groups to decide on the wording of their
proposal. and tell them to decide on who is going to read it aloud to the class .
4 Feedback
Ask one student from each group to stand up and deliver their group's proposal. After each, elicit
comments from the rest of the class .
5 Compare
Play the audio for Exercise Sa. Ask students to listen and say who is speaking.
Play the audio again. Let students check in pairs before discussing their notes as a class. lfyaur
st udents have problems hearing the expressions, you could play the same audio a third time,
pausing as needed.
6 Notice
Read through the example and rules as a class, then ask students to find other examples from
the lesson.
Answers: lb shouldn'!. .. be hel d; shoul d be abandoned
Z should be banned; must be given; could be given; should be given
7 Follow up
Divide the class into the same groups as in exercise 3. Give students four or five minutes to discuss
the statement. Nominate one student in each group to write down arguments why. Ask that student
to summarize their group's ideas for the class at the end.
In groups, osk students to design a poster to promote on Olympic bid from thei r city. On the poster, they have
to design a logo, write a slogan, and five reasons why their city should get the Games. These reasons may be
in shari, bulleted note form.Give each group a large sheet of poper to design their poster on. Put lhe posters
on the classroom walls.
J 7 ~
RepresenkrIiv9 of International Olympic Committee
Well, thank you all for coming. We're here to discuss
Ihe future of the Olympics and to suggest some
practical solutions for improving ~ . We hove severol
items on the agenda, so lers start. Rrst, as a
representalive of the International Olympics
Committee, my job is to make sure we maintain the
highest standards both in athlefics and in the way the
Olympics are run. tn terms of the competitors, we're
concerned that some of Ihe highest-quality athleles
have decided not to attend recently. I'd like an athlete
to comment first on this. Sylvina?
Athlete Well, irs gell ing tougher for us al l the time. As
athletes, we have to train harder and harder and so
many of us are getting injured. The Olympics means
a lot of time out 01 our schedules - time when we're
not earning any money - so I think we should be paid
to compete - not to win - just a sum 10 take pari, That
would also mean that athletes who don't make a lot
of money would be able to come. I think there should
be a reasonable financial reward for athletes and the
work they do.
Representative Thanks very much for your view. if
athleles were paid, we'd obviously have to 1001: Of
how we could raise the money to do that. Ticket
prices are already really high. Yes. Adriano?
Retired athlete Well, allhough I do agree with Sylvina
thai we athletes are overworked and underpaid, I
think 01 the same time thatlhere is lar too much
commercialization and focus on money. We are in
danger of losing sight of the main aim of the
Olympics - to help bring peace among nations.
When I won my gold medal thirty years ago, it was
very different - it was all about showing the high
physicol and mental standards that human oongs
could reach. l leel rt would be a step in the wrong
direction to pay the athletes.
RepresentotiwI Okay, thanks. lers have a view from
someone who isn'l an athlete. someone less directly
involved. Yes?
Journalist Okay, I tend to agree with Adriana. Even
Ihough athletes give up a lot 01 time to compete in the
Olympics, it does benefit them - it increases their
public prolile and competing for your country can
make you inlo a national hero. But my main point is
thaI the Gomes ore all about competing, pushing
yourself. providing entertainment, and so on. I think if
we introduced payment to take pari, as Sylvino
suggests. Ilhink we'd lose pari of thaI.
RepresentotiwI Right. Thanks for Ihot, Before we move
on to the next topic, lers just lake a show of honds_
Con you raise your hands if you think that athletes
should be paid? Thank you, !hars ..
3 Prepare
In groups of four or five, choose one orthe statements
1 - 4 below about the future of the Olympics. then
follow the steps a - c to have a shorl debate.
1 Tho Games should be restri cted to countries that
are democracies, peaceful, and wilh good human
rights records.
2 The Olympics should always be held in the
wealthiest countries as poorer countri es find it
very difficult to rai se the money to host them. Let
the wealthy countri es pay for the Games!
3 Athletes should he paid to enter the Games. then
all the best athlot es would enter.
4 There should be no commercialism associated
with tho Games - no adverti sing. no
merchandising. etc.
a Form a commilloo 10 discuss the statement: each
student chooses II different role from Exorcise 2:
athl ete, TV producer. etc.
b Make notes on the arguments you will present to
the other memhors of the committee. Use tho
(Iuot es and tho statement s in Exercises 1 and 2
for ideas.
c Di scuss tho issuo wit h the olher members of lhe
commillec. Form a proposa l about the statement .
Start like this:
Ladies and gell tlemen. We have discussed the
statement ... [Read the statement you cbose.]. and
after some cOll sidcmtion. we lIove come to the
fol/oll'ing conclusions. First, ."
4 Feedback
Report back to tho rest of tho class on your
proposals. Li ston to tho other groups and make
notes. 00 you agree with thei r proposals?
Why? I Why not?
5 Compare
@ a Listen to a committee discussing one of the
statements in Exercise 3. Whi ch one? Which oflhe
speakers from tho quotes in Exercise 2 do you
hear? A. B, C, F
b Listen aga in and mako notes on the following.
1 How does tho chairperson introduce the topic
for discussion'! We' re here to discuss ...
2 How doos he soloct the speakers? I'd li ke an
athlete 10 comment 6rsl on thi s.
LeI's have a view from someone who ."
3 How do the second and third speakers start
their speeches'! Well .. .
4 How do they fi ni sh their speech in each case?
I think there should be ... / 1 feel it would be .. .
s How does the chairperson ask for opinions at
the end? let's just take a s how of hands.
6 Notice
Look at thi s example from the debate:
Itllink we should be paid to compete.
When we are debating or having a di scussion, we
often usc the passive voice with a modal verb:
1 to avoid making tho dobato too personal.
2 10 avoid accepting responsibility for everything
we say.
3 when we don't know who takes responsibility for
an Ilction.
Find other exa mples of tho modal passive in lhis
lesson in Exercise lb Il nd Exorcise 2.
7 Foll ow up
In groups. decide whether you agree or disagree with
the statement below. Then share your ideas with the
class. Did most of the groups agree or disagree?
Our COlllltry should be chosen 10 hosltll e Olympics
in the near futuro.
Spons UnitS
Unil8
Grammar Summary
1 Noun clauses
(beginning with a question word)
A noun clause can be the oOject of a sentence:
I don't know what he is doing.
It's amazing how clever she is.
We reaJ/y can't rtgure out why Susanna left Michael.
The noun clause can also be a subject and come at the
beginning of the sentence. We often use them in this position
when we want 10 emphasize them.
How you live your fife is none of my business.
What we need is more government support for our enterprises.
Where Philip goes every evening remains a mystery to me.
2 Expressing purpose
We can express purpose with connectors that are followed by
an infinitive or by a subordinate clause.
Connector Followed by Example
to
in order 10
so as to
sa (Ihal)
infinitive
CIa"se
We went out for dnner to
celebrate Mary's birthday.
The government has
increased wages in Ofder
to gain popularity before
the election.
She confessed her crime so
as to get a lighter sentence.
I got up early so (thai) I
wouldn't miss the plane.
I'm calling you now so (that)
you don', forget the party.
The connectors in order to and so as to are more formal lhan
to + infinitive or so that + clause.
II is possible to make so as to negative by putting not before to:
The po/ice put the witness in a safe hOuse so as not to
expose him to danger.
3 Verb + verb constructions
Many verbs in English can be followed by other verbs, and
preposiHons can also be followed by verbs. These verbs take
a number of forms:
to. verb
This form lolows a number of verbs, often verbs thaI involve
wants and desires:
I want to spend our vacation in Florida this year.
We prefer to watch movies at the movie theater.
We can also use verb to after some verbs of liking:
Karl likes to go dancing on Friday evenings.
Simple verb
This form follows !T"IOdal verbs, and make and let:
We should pay our phone bill as soon as poSsible.
They made me clean the whole hOuse every day.
It also follows the phrase I'd rather (without an object);
I'd rather watch auto racing on 7V than go to the track.
5po<ts
-ing verb
This form follows prepositions:
You can team a lOt from looking at people's garbage.
It also folows a number of verbs, including most verbs of liking:
Jason suggested joining the sports club in the center.
I don't en;oy going under the water when I'm swimming.
Some verbs can be followed by either the -ing verb or vert) + to:
Gary hates to meet I meeting new people.
I've started to learn I learning Japanese.
Complete these sentence stems about yourself. Use a
verb form in each one. Compare your sentences with a
partner.
1 Work I want ...
2 A big decision: When I decided .
3 Hobbies / Free time: I'm interested in .
4 A big change: When I started .
5 Going out: I enjoy.
6 My pet peeve: I hate.
7 Making myself better: I should .
Vocabulary Summary
1
2
Sports: track and field
Ve'" Sport
p"""",
"";m swimming swimmer
do the lOngjump the long jump long jumper
do the high jump the high jump high jumper
sprint sprinting sprinter
dive diving dNe<
lift weights weightlifting wejghtlifter
throw the javelin the javelin javelin thrower
Answer these questions.
1 Do you play / Have you ever played any of these sports?
2 If not, which would you like to try and why?
3 Which of the above sports, if any, do you find boring,
and why?
Parts of the body
bead
Labet the parts
Of the body
sboul
using the words
in the box.
elbow
"""""'" ",ide
"-
abdome.
armpit elbow
hand
fingers foot
\
waist
hand head
heel hip knee
~ w r s t
shin shoulders
----
I waist wrist liugh
fingers
ankle
(!)
Z
I
Q:
3:

::,)

Q...
9
L.J.J
>
L.J.J
o
A short report
1 Thinking about the topic of your report
a Work in small groups. You are going to write
a report foc a Web site about sports in your
country. The report is The most popular team
sports in my country. Before you start,
discuss lhese questions.
1 Which are the mast popular sports in your
country?
2 Which people like these sports?
3 When are the games played?
4 VVIlefe do people watch the games?
b D::> you know the most popular team sports
in the U.S.? Put these sports in order, WIth
number 1 as the most popular.
Basketball Football Baseball
2 Analyzing three short reports
a Read the three brief reports and check your
answers to Exercise 1 b.
b The reports all deal with the same topics:
fans, tickets, popularity, when the games are
played, and where they are watched. Can
you find any patterns in the order of these
topics in the reports?
c Read the reports again and unde!1ine any
words or phrases that may help you write
your report on sports in your country.
d tn pairs. compare the language you have
underlined.
rn REVIEW
Review your action plan: usi ng your dictionary
In pairs, talk about your action plan for Unit 7. Tell yout:
partner which words, collocations, idioms, Q( phrasal verbs
you looked up in your dictionary and 'Nhat information you
learned about them.
I came across "to give someone a black eye" when J was
reading. I thought "8Jack Isn '/ right! We don't say that' So J
chOCked it out in the dictionary, and in English you do say "8
black eye", Interesting!
3 Writing a brief report
a In small groups, brainstorm and make not es on the three
most popular team sports in your country. Use the key
ideas in Exercise 2 to help you.
b In pairs. decide how to order the information and write a
draft of the two most popular sports.
c Take one sport each and write a short report about It.
d When you have finished, exchange your work with your
partner. Try to help your partner by making suggestiofls
to improve the writing. Comment on these areas.
1 Structure: are ideas in the report logically ordered?
2 Interest: do the ideas and range of language make
this report interesting to read?
3 Accuracy; is the language oorrectly used? For
example, are the punctuatiofl, spelling, and grarrvnar
correct?
e Make final corrections to your reports and then read
them to each other in small groups. Are the reports good
enough to go up on a Web site?
There is no doubt that football is the most popular sport in the
Uni ted States. Fans usually tend to be male. However, the sport
is also very popular with women, too. Due to its popUlarity, it is
often difficult to get tickets for National Football l eague (NFL)
games as they are generally sold out before the season begi ns.
Games are usually played on Sunday afternoons and if
spectators don't go to the game at the stadium, they watch live
or recorded games in a local bar or at a friend's house.
Baseball is the second most popular sport in the USA and as is
the case with football, fans are predominantly men although
some women are also passi onate about the sport. Unlike
football, games take place on weekday evenings or afternoons between earl y spri ng and late fall. Teams in Maj or
league Baseball (Ml B) play 81 games in an average season. Tickets to baseball games tend t o be much cheaper
and easier to get than those for football and basketball games. For those who cannot make it t o their team's
st adium, baseball is regularly shown on TV.
Basketball games are also extremely popular in the U.S. So popular in fact, that National Basketball Association
(NBA) games in many cities are sold out in advance, so it may be difficult t o get tickets. The basketball season is
much shorter than baseball's with NBA teams playing 41 games in a normal season. Fans are attracted from all
walks of life and as is the case with both baseball and football, the majority of fans are men. Nevertheless, there
are ten Women's National Basketball Association teams (WNBA) in the U.S. Many people follow thei r favorite NBA
team by watching thei r games on TV.
PlAN [>
Your action plan: writing a short report
Write a short report. You can eithef use your notes to write about the third most popular sport in your
country or you can write about anothef team sport in your country.
Nole: you win need to Show your fv"laI written report to your classmates at the end of \JrIit 9.
Sports UnilS
1 Speaking skill s
Which of tho images of beauty on this page do you
find tho mostllcasl beautiful? In pairs, compare your
ideas . giving reasons for your choice.
2 Listening skills
a You are going to listen to part of a presentation
about the media and personal image. In pairs, try
to complete the presenter's notes using the
numbers in the box.
I 5 15 15 44 80 50 90 8,000
Suney ct!n.dJA.ded wr.I:h I !L1ill9 '"It"OmE?1-.
" Z JIlL when. >Wi ,"""",,5 """9'
" 3..5lL pp. Ik-nl< tky hme f"ck
" 1 .!!2.. hme IR= on. did
"

6 ' M Uton- on. did pmiud.s
.. 7 $2...,. I:xttwrt Q)1.
" 8 ' ll. Uton- on. c!Mes " accessme.s
Mis, Mgs!
Brain and beauty
b Now listen and chock your answers.
c Li ston again and compl ete the rest orthe noles.
'Pu,Ypo$ cf .>UY>ey.
to analyze the effects of women's media
on tho health of the female population
f<.easun, fey -aomen's when
Ye(J1iJ:nfj?n0fJ5' the way women are
pNl!lcnted as perfecl in these magazines
cf kauI:y m 'I?Ie.dut:women who
have perfect skin and beautifuJ Dowing
hair, who are Ian. and who are very slim
.fMds 10 heaDh p.o!/urns, ef!
anorexIa
1M mu.!l; Ie 5a<d., ?>U>n.)f people m. US.
(are) ovcnvcighl
d In pairs, discuss these questions.
1 Do children and adults have weight
problems" in your count ry?
2 If so, what are the main reasons for this?
3 How much do YOlL spend on clothes,
cosmeti cs, and diet products? Is this average
for your country?
4 Do you pay attention to the images of beauty
presonted in the media?
'--.)
Objectives Topic: images of beauty and health
Grammar
non-defining relative
clauses
Vocabulary
your image and
health
Reading
a radio presenter's
notes
Usfening
a presentation
Speoking
discussing beauty
and how it is
maintained
Write on the board: fashionable clothes, cosmetics, hairstyles, beauty treatments, keeping fit. Ask Which of
these things are important to you? How much lime and money do you spend on these things? Do you think
we worry about how we look 100 much?
1 Speaking skill s
Ask students to briefly discuss the pictures in pairs. Afterwards. elicit from the class how important
culture, age, and fashion are to our ideals of "beauty. "
2 Li steni ng skills
Read through the notes in Exercise 2a as a class. Then ask a few questions to fOCllS students on the
task. Ask Do you think the media help women have a positive image of themselves? Do you think
women spend a little or a Jot? Ask students to guess the answers in pairs.
Introduce the topic

Play the audio for Exercise l b. Ask students to listen and check their answers,
For Exercise l e , play the audio again, Ask students to listen and complete the notes. Let students
check their answers in pairs.
Put students in pairs to discuss the questions in Exercise ld, Afterwards, find out how many
students are very concerned about image,
H." 0" 'p""" Ihl' ",eolog I, 01. "eo. Cam,,,o "0m Ih' Sao
Diego Institute of Health, who is presenting the findings of her recent
research into the link between the media and women's health in the
United States. Dr. Cameron.
Dr Cameron Thank you. My team conducted a survey over two
years, covering a sample of eight thousand women. We wonted to
analyze the effects of women's media on the health of the female
population. Our first, and perhaps most dramatic, finding was that a
huge proportion of women - 90% - tend to feel depressed when
they read women's magazines. The reason for this is the way
women are presented as perfect in these magazines, which the
average woman connot hope to imitate. Of course, the first ideal
women are given in magazines, on TV, in the movies, is that of
physical beauty - we'll look at perfection in other spheres of life later
in the presentation - women who have perfect skin and beautiful
flowing hair, who are ton, and who are very slim. In fact, about 50%
of all adults in the United States believe that they have a weight
problem, and much of that stems from comparison with media
images. Of course, it has to be said that many people in the U.S. are
overweight The problem of weight and image is not confined to
adults - many children see themselves as too fat, or their parents
see them as too fat - and as many as 80% go on a diet at some
time during their childhood. This points to a severe dissatisfaction
with their image, which, in the cose of teenage girls in particular,
can lead to terrible health problems: by the time they reach
adolescence. 15% of children suffer from anorexia. This constant
comparison of oneself with on unattainable image can lead to
obsession, which explains the amount thaI women in the U.S. spend
on diet products each year - a staggering $44 billion. Compare that
with the amount women spend on cosmetics - 55 billion. They do
spend more on clothes and accessories - in the region of 515 billion,
which is still a lot less than they spend on Irying to get thin. Now, the
next aspect we looked at was .
Brain and beauty T 90 Unit 9

Checking
,.aning
Cheddng
pronundaIion

Quick 9' Oi III"nOI"
guide
--
--
3 Vocabulary: your image and health
In Exercise 3a, pair up students to read tho problems, check their meanings in the Vocabulary
Summary on page 98, and decide which ones arc not related to beauty.
Afterwords. use check. questions to see how well students hove understood the new vocabulary.
For example:
Which word means you ore 100 fof?
Which word means you hove no hair?
Which word describes spots on your face?
Read these words out aloud, and ask students to repeat, and 10 check. syllable stress and proounciolioo.
depression obesity anorexia boldness fatigue ocne eczema
indigestion anemia
Ask students to do Exercise 3b in pairs.
Divide students into groups of four or fivc to di scuss the questions in Exercise 3e.
Answers will vary .
4 Grammar: relative clauses
Have students road the examples in Exercise 4a and discuss the questions in pairs.
Relative douses lalso called adjective douses) give more information about a noun in the main clause. They
usually begin with the relative pronoun. who, which, or that.
Common probkNns ond errors
Repeating the subject pronoun after the word who or which:
Young women are people who IRey may become anorexic.
Confusion between who and which in relative douses:
Dr. Cameron is a researcher wAAA has corried oul a survey.
In Exercise 4b, ask students to work in pairs to compare the sentences, answer the questions,
and check their answers in the Grammar Summary on page 98.
Ask studenls 10 complete Exercise 4d and check with a partner before discussing the answers
as a class.
5 Speaking ski ll s
Ask students to look at the pictures, and then olicit the vocabulary from tho class.
Suggested answers: 1 perfume
2 hair dye
3 razor/shaving foam
4 aftershave
5 fake Ian
6 bair conditioner
7 make-upllipstick
8 tattoo
Pair up students to discuss the questions. Then elicit answers from tho whole class.
You could do exercise Sb as a doss survey. Ask students in pairs to think of fIVe or six questions to ask about
the products. For example: Which of lhese products do you use? How ohen do you use them? How much do
you spend on /his product each month? Ask students to walk round the closs and interview as many people as
possible in, say, eight minutes. Ask students to discuss their finding in pairs and then report them to the class.
Unit 9 T 91 Brain and beauty
3 Vocabulary: your image and health
a An obsession with beauty is often a risk to one's
health. The table lists some possible health
problems. Arc any of these problems not related to
or image?
Problem You are/feel
depression depressed
obesit y overweight
a norexia anorexic
ba.ldness bald
You suffer from
feelings of despair
eating for the
wrong reasons
an eating disorder
loss of hair
fatigue tired (aUthe time) loss of energy
acne/eczema pimply
indigestion nausea ted
a nemi a faint/dizzy
a skin disorder
acid in the stomach
lack of iron in
your body
b Complete the table with these adjectives and
noun phrases.
acid in the stomach anorexic dopressed
an eating disorder bald overweight pimply
eating for the wTOllg reasons faint/dizzy
fedint;s ef eles]'>IIH lack of iron in your body
loss of energy loss of hair nauseated
a skin disorder tired (all the time)
c In groups. discuss these questions.
1 Which of the problems do people in your
country worry about most?
Z Do you know anyone who suffers from any of
these problems?
3 What can people do about them? Use the
Useful Language to think of some advice.
USEFUL LANGUAGE
They/You could / should / ought 10 .. .
Why don't they/you try .. . ?
It might be an idea to .. .
4 Grammar: relati ve clauses
a Read the examples from the presentation and
answer the questions.
l Our speaker this evening is Dr. Elena Cameron
from the San Diego Institute of Health. who is
presenting the findings of her recent research
Z They do spend more on clothes and 5
accessories - in Ule region of $15 billion,
which is slill a lot less than they spend on
trying to get thin.
a The sections in italic are non-defining relative
clauses. Do the sentences make sense if we
remove these parts? yes
b Which relative pronouns are used in the
examples? who, which
c Where does the comma come in the sentence?
comma comes before the pronoun
b Compare these two pairs of sentences.
la Young girls. who often feel unhappy with
their image, shouldn't read these magazines.
lb Young girls who feel unhappy with their
image shouldn't read these magazines.
Za Women's magazines, which promote the
perfect image. are part of the problem.
zb Women's magaZines that promote the perfect
image are part of the problem.
1 Which one in each pair contains a non-
defining relative clause? la, 2a
2 Which sentence in each pair describes
a particular group ofgirls/magazines? lb, 2b
Which describes all girls/magazines? la, 2a
3 Can we replace the relative pronoun with
thol in defining or non-defining relati ves? defining
c Check your answers with the Crammar Summary
on page 98.
d Add commas where necessary to the following
definitions. Change the relative pronoun to that
where possible.
1 Anorexia, which often affects young girls,
makes you want to stop eatin!\.
2 A hangover is a feeling get the day
after you drank too mllch alcohol.
3 Dandruff is flakes of dry skin in your hair,
which fall onto dothing around the shoulders.
4 Freckles, which appear on the skin of both
males and females. are small brown spots.
5 The freckles get on your face are
usually completely harmless.
6 Nutritionists. who are experts in food and
eaLing problems, can help with some
disorders.
5 Speaking skills
a The pictures show ways in which people try to
make themselves more attractive. In pairs. answer
the questions.
1 What does each pict ure show? How do the
products/changes make people more attractive?
2 Are they effective'! Which are most effective?
3 Do you use/do any? Which oll e(s)?
3

b Discuss your ideas in class. Is there anything in
the pictures that no one would do/use?
Brain and beoufy Unil9
Unh9
1.0.
1 Speaking skills
2 Reading skill s
a An "LQ." test is a kind of intelligence test
consisting of problems or puzzles that you have to
solve. Take the mini test below.
a Read the article quickly and check your answers
to Exercise 1b. Questions 2 and 3. Write the kind
of puzzles by each one.
1 Shoe is to foot a('ove; to:
a toes b head , hand d fingers
2 Find the picture below that fits best in
the empty square.
a
b
c


3 Which are the next two numbers in this
sequence: 120, 105, 115, lOa, 110, 957
a 105, 9S 05, 110, 100 d 80, 90
4 Read the puzzle. How quickly can you
figure out the answer?
A man lives on the' Oth of an
apartment building. On hiS way to work
in the morning, he gets into the elevator
on the lOth floor and goes down to the
1st floor. When he comes home from 5
k he gets into the elevator and goe
the 6th floor then he gets and
:alkS to the 10th floor. He does thiS
every day. Why?
The man is very short and can' t reach the
button (or the 10th Door.
Most people have heard of intelligence quotient tests (I.Q. tests)
but few people know much about them. In fact, 1.0. tests have
had a long and varied hi story. The first tests were invented by
Frenchman Alfred Binet. He devised them to test a person's
cognitive abilities, mainly to identify schoolchildren who might
benefit from extra help. The tests were gradually appli ed more
generally and came to be seen as a way of measuring average
intelligence relative to other people in the same age group.
However, by the second half of the 20th century, l.Q. tests were
being used to support theories that some races were genetically
more or less intelligent than others, which brought accusations of
racism, and the tests were discredited.
l.0. tests usually have different sections to measure different
abilities. Most I.Q. tests consist of problems assessing an
individual's verbal abilities, logical reasoning, numerical ability, and
spatial awareness. Clearly, while the second two types can be
completed by anyone, the first two are hi ghl y dependent on the
language of the person taking the test: non-native speakers are
likely to score lower in linguistic tests than native speakers,
regardless of their level of intelligence. I.Q. tests have also been
criticized for being too restrictive and not taki ng into account other
abilities. such as musical or artistic talent.
Today, 1.0. tests are considered quite limited in the type of
intelligence they measure and they are not generally used so much.
In addition, many people are against such tests because they
believe they discri minate against people who learn in different ways
from those demanded by the test. In recent years, Gardner's theory
of multiple intelligence has received a lot of interest. This accepts
the traditional ideas of intelli gence, i.e. those of logical, linguistic,
and spatial awareness, but adds to those, other types of
intelligence, such as being able to understand and empathize wit h
other people. The main uses of 1.0. testing today are probably in
recruitment of employees and in school testing, which is
appropriate as this was the use for which it was originally devised.
b Work in groups. Compare your answers to the puzzles and
discuss the questions, (The answers are on page 149.)
GLOSSARY
cogniti ve related to the brain, and
the way it understands things
spati al related to the size, shape,
and position of things
1 Which test did you find easiest I most difficult?
2 What do you think each puzzle is testing?
3 Do you think that the puzzles are more difficult for you
than for a native speaker of English? What does this tell
you about LQ. tests?
4 Have you ever taken an LQ. test? When? For what reason?
Brain and beauty
discriminate (against) treat someone
unfairly because of race, religion, etc.
empathize (wi lli) understand how
someone else feels
1
1
1
1
1
1
1
1
1
1
1
1
1
Objectives Topic: intelligence (I. Q)
Reading Writing Speaking
Grammar
non-defining relative
clauses as sentence
modifiers
an Internet article,
an La. test
topic and supporting
sentences
taking and discussing
an 1.0. lest
1 Speaking skills
Tell students that they have five minutes to take the mini I.Q. test in Exercise la. After five minutes,
tell the class to stop, and then let them check their answers on page 149 orlhe Student's Book.
Pul students in groups of four or five to discllss the questions in Exercise lb.
2 Reading skills
Draw students' attention to the Gl ossary. Ask them to read the text and do the task in Exercise Za.
Limit the time to five minutes, and then let students check their answers to questions 2 and 3 with a
partner before sharing them with the class.
Answers: 2 Puzzle 1 is testing verbal abilities; 2: spatial awareness; 3: numerical ability; 4:
logical reasoning
3 Yes - highly dependent on the language of the person. I.Q.lesls are limited in what
they test.
There are a number of synonyms in the text. You may wish to check these words by writing them on the
boord in two lists and asking students to match them.
A B
1 invented 0 benefit
2 used b restrictive
3 help
,
assess
4 measure d devised
5 limited e applied
Answers: l-d, 2-e, 3-0, 4-<, 5-b.
T &:'l
Vocabulary work
Brain and beauty T 92 Unit 9
t .. LA
Topic sentences
Presentation
alternative
Ask students to read the sentences in Exercise 2b carefull y and decide whether they are true or
fal se. Ask them to research the text to find reasons for why some sentences are nol true. Let student s
check answers with a partner before di scussing them as a class .
Answers: 1 False. They wero devised as a way of identifying children who needed extra help in
schools.
2 False. The tests were discredit ed because they were being used to support raci st theories.
3 False. NOll -nati ve speakers are likely to score lower.
4 True.
5 False. They are used in recruitment of employees and schoollesting.
3 Grammar: non-defining relat ive clauses as sentence modifiers
Ask student s to do Exercise 38 individuall y and then check the answers in pairs before going
through them wi lh the whole class.
Answers: ... who might benefit ... (l ine 5)
.. . , which brought ... (line 11)
... who learn ... (line 26)
... . which is appropriate (linn 33)
defining
non-defining
defining
non-defining
Ask student s to work in pairs to find answers to the questions in Exercise 3h.
Answers: the use of I.Q. tests to support racist theories
its main uses in recruit ing and school testing
Ask students to check their answers to Exercise 3c with a partner before disclJssing them as a class.
Clauses a and b comment on the whole sentence.
Set up Exercise 3d by doing the first one as an example: Examinations are designed for particular
kinds of learners. which is the mason why other types of learners do badly.
Let students compare answers in pairs before eliciting some good examples from the class and
writing them on the board.
4 Writ ing skill s: topi c sentences
Ask students to match paragraphs and topics in Exercise 43. (They should then underline the first
sentence of each paragraph.) Let them check their answers in pairs before going through them as a class.
A topic sentence is generally the first sentence of a paragraph. By reading the topic sentence. it is usually
possible to guess the general content of the whole paragraph.
Afterwards. elicit from the class the reason(s) topic sentences are important. (They give the main
idea of the paragraph.) Point out the Language Note on page 93.
Prepare students to do Exercise 4b by doing the first as an example. Ask students to predict which
words they expect to see in a supporting sentence. They should expect to see some key words
repeated. and they should expect to see similar words. for example. in the first set of sentences.
encoumging/pressure. appearance/attractive. Let students check their answers in pairs after they
have completed the exercise.
Give students a minute to read through the sample paragraph in Exercise 4c. and point out its
structure (location of topic and supporting sentences). Ask students to choose and write down a
topic sentence from exercise 3d. Cive students five to ten minutes to write their paragraphs. Go
around monitoring. helping with ideas and vocabulary.
In Exercise 4d, ask individuals to stand up and read their paragraphs aloud (without the topiC
sentences) for students to guess.
Once students have chosen their topic sentence. tell them to prepare carefully before writing by brainstorming
words or phrases tho! would naturally follow from the topic sentence.
For example. if a student chooses 6 There is more pressure on men /0 succeed and make money .. , Ihey
could brainstorm: successful make money work hard get promo/ion be rich
Brainstorming these words should help them with ideas for what they could include in the rest of Ihe
paragraph.
In exercise 4d, consider pulling students in smoll groups to do the task. Or have students post their
answers on the wall. and allow students a few minutes 10 circulate around the room, taking notes on which
topic sentences best fit the supporting sentences.
Unil 9 T 93 Brain and beauty
-
b Only one of the sentences below is true. Decide
which one, and fi nd the phrases in the article that
tell you the others are false or that we don't know
they're true.
t I.Q. tests were invent ed in France.
no, they wel'e mw-n1ed Ity a .hencA'"m(1:n,
!Jui 11e dmit knhw ~
Z They were devised as a way of putting less
intelligent chil dren into difforent schools.
3 All I.Q. tests are racist.
4 The tosts are very reliable. i.e. they will
always give the same score for people of the
same intelligence level.
5 The theory of multiple intelligence is less
restrictive than the theory behind I.Q. tests.
G I.Q. lests are hardly used today.
3 Grammar: non-defining relative clauses
as sentence modifiers
a Look at the article again and find oxamples of the
relative pronouns who and w/!ich. Do they
introduce defining or non-defini ng relative clauses?
b We can use non-defining relative clauses to
comment on a whole sentence. Answer the Iwo
questions below by findi ng the two non-defining
clauses in the article.
1 Whal brought accusat ions of racism to I. Q.
tests?
2 What is appropri ate about I.Q. testi ng today?
c Match sentences 1 - 3 with the appropriate non-
defining clause a-c. Which relative clauses
comment on the whole of the previous sentence?
1 The explorer was in danger of being eaten by
wild animals, b
Z The man was very short, a
3 So, just for fun, we are going 10 try the
following puzzles, c
a which was why he couldn' t reach the last
button.
b which was a frightening thought!
c which will also test your knowledge of
English!
d Complete these statements with a non-defi ning
relative clause starting which is the rooson why ...
or which explains why .. .. Then compare your
answers wi th a partner.
1 Exami nations are designed for particular kinds
of learners ... .
2 Intelligence depends as much on the
environment as on your genes ....
3 Some parents do not have many books in the
house ....
4 They say tall people do bett er in li fe, ...
5 There is more pressure on women to be
attractive than on men, ...
6 There is more pressure on men to succeed and
make money than on women .. ..
4 Writing skills: topic sentences
a Look at the article in Ex r c i s e 2. Match the
paragraphs wi th the topics. then underline the
topic sentence in each paragraph.
Paragraph 1
x
the use (If I.Q. tests today
Paragraph 2 types of lests
Paragraph 3 the histc ry of I.Q. tests
b The sentences in Exerche 3d arc ali lopic
sentences. Match three of them with these
supporting sentences.
1 The media is full of <.dvertisemcnts
encouraging women 0 spend more on their
appearance. 5
Z For example. exams usua ll y have strict time
limits, which suits the more competitive kind
of person. 1
3 We need to understand what it is about height
that can give people a head start. 4
LANGUAGE NOTE
A topic sentence gives the main idea of a
paragraph. It often (but not always) comes at the
beginning of the paragraph. It is usually followed
by one or more supporting sentences.
c Read the sample paragraph. Then choose one of
the other topic sentences from Exercise 3d and
write a short paragraph, with one or two
supporting sentences.
There is more pressure on women to
be attracti ve than on men, which
means that the majorit y of
ad verti sing for cosmeti cs and other
beauty products is ai med at women.
The media is full of ad vert isements
encouraging women to s pend more
on their ap pearance. The use of
young, beautiful supermodels in
these seems to imply that the
average woman can look like a
su permodel if s he buys these
products. However, the result of all
this pressure can be count er-
producti ve - women become
worri ed and stressed about their
appearance, which can act ually
make them less, not more , attractive.
d Read your paragraph aloud to your partner but
don't read the topic sentence. Can they guess
which topic sentence you are writing about?
Broin and beauty
sUlllJOrting
sentences
t:oncJuslon
Unil9
Unil9
The secret of life
1 Reading ski ll s
a LoO,k at the pictures. How old are the people?
Which one looks healthier? Why?
b The average li fe expectancy has increased a lot in
the last hundred years. Discuss the answers to
these questions: then read the report and check.
c Underline the important words and ideas in the
report and write a brief summary of each
paragraph. Then compare your summari es wit h
a partner.
1 ieIl.s u.s Ik tie 100 lP""
ago and Way, and ...
1 What is the life expectancy in the United
States now? Men 74, Women 80
2 Why has li fo expectancy increased in the last
hundred years? Infectious diseases - less
deadly. general environment cleaner, eat better
Life expectancy in the last hundred years: changes and reasons for change
by viruses,
influenza and
such
AIDS.
"
Of
A hundred years pgo. liG.
expectancy in developed
countries was about :lL in
the early 21st century. men
in the United States and the
United Kingdom can expect
to live to about 'Ii. VlQIDm
to about aQ. and these ages
are rising all the time. \Vhat
has brought about these
changes? \Vhen we look at
the life span of people 100
years ago, we need to look at
the greatest killers of the
time. In the early 20th
century, thcse were the
acute and often highly
infectious such as
pneumonia, tuberculosis,
BraIn and beouty
and smallpox. Many
children died very young
from these diseases and
others, and the weak and
elderly were always at risk.
In the developed world
these diseases are far
deadly today, and in some
cases have almost
disappeared. A number of
factors have led to this:
improvements in sanitation
and hygiene, the discovery
and use of which
make bacterial diseases
much less dangerous, and
vaccinations against
common diseases. In
addition, people's general
health has improved with
improvements in our
general environment:
cleaner air, better means of
preserving food, better and
warmer housing, and better
understanding of nutrition.
Qenetically, we should all
be able to live to about R2.
but while people do live
longer today, there arc still
some big killers around
that are preventing us from
consistently reaching that
age. The problems that
affect people today are the
marc chronic illnesscs,
such as heart disease and
strokes, and those spread
course, cancer is a huge
killer as well. In most cases
these diseases affect older
people, but there are
worrying trends in the
developed world with
problems such as obesity
leading to more heart
disease and illnesses such
as diabetes at younger ages.
The killers today can be
classed
"lifestyle
diseases", which means that
it may be possible to halt
their progress.
Objectives Topic: life expectancy
Grammar Vocabulary Pronunciation Reading Ustening
lag questions health and intonolion in a newspaper a radio
disease question lags article discussion
Write on the boord: food work medicine lifestyle
Ask In whol ways have changes in these areas improved our health and fife expectancy? tel students
discuss the question briefly in poirs, and then have a whole-dass discussion.
1 Reading skill s
Ask students to lell you about the pictures in Exercise la.
Possible answers: The woman in the large picture appears to be in her sixties or seventies. and
looks much healthier than the oUler woman. Tho healthier woman clearly
keeps fit (cycling) and has a healthy lifestylo. Tho other womBn drinks alcohol.
Put studonts in pairs to discuss the questions in Exercise l b, Encourage them to think ofthree or
four reasons for the answer to question 2 before readi ng the text,
Help st udents prepare their summaries by underlining the first two or three important words and
ideas as a class, Then ask st udents to underline other ideas, before chocki ng with a partner, Briefl y
elicit answers from the class to make sure students have underlined more or less the same things,
then ask students to write their summaries followi ng the example in Exercise l c, Stress the
importance of students' usi ng thei r own words to summarize an articl e, explaining the main ideas
they have understood from reading it.
Model summary: 100 years ago life expectancy was only 47, whereas today it is 74 for men and
80 for women. The shorter life expectancy in the past was a result of killer
infectious di seases,
r
Infectious diseases are less deadly today because of better sanitation,
antibiotics, and vaccinati ons and because we have improved general health
and a cleaner environment.
Genetically, we should all reach 85, but we don't because of chronic di seases
lile heart attacks and lifestyle trends like obesity, The killers today are
"lifestyle diseases," which we have some influence over,
For Exercise 3b on page 95 :III
Host Welcome to this week's Science Now. Today we
discuss the question: what makes people live longer?
There is no doubt life expectancy is increasing, but
v.ill this continue? Well. v.ith me to discuss the
queslion is Professor foAoyumi Hotushi, an expert on
nutrition, and Brion Winter, on exercise coosullont.
Brion, you firs!.
Brian HeHo. Well. yes, life expedoncy shook:! continue
10 increase, buI there is couse for concem that Iodoy's
generation rno( noT rIVE! as long.
Host Oh, why's that?
Brian Irs completely dooMllo our Ideslyle. We Ieod
very inocTiYe lives nc:rw - most people sit all day. We're
not exercising enough buI.....e still eot as much as, if
nol more than, people vsed 10 eol years ago when
most JOOs were active. So this leads 10 obesity and 011
~ problems,
Host So we need more exercise, don't we?
Brion Yes, we should do qurte sTrenoous exercise for
aboulthirly minutes three limes a week. This will also
help 10 ensure good sleep, which is important,
Host Okay. Moyumi, do you ogree?
Moyumi Oh, yes, lifestyle is very important. My
interesl is in nu1rition, as you knaw. Bul did yau
know thai women in Japon live longer than any
oTher people on the planet, to aboUT 82 in general?
Host No! Why is lhot?
Moyumi Irs hard 10 soy exoctly, but one reoson is !he
diel: in Japon, we eol lots of fish and fresh
vegelables. fd soy thot Japol'lCSe women
trodiliooolty don'l hove a 101 of stress, though thofs
chonging now that more and more are working.
Host And Japanese 'NOffiell don1 drink a 104 of
okahol, do they?
Mayuni fd soy thors changing, too!
Host Who! about salt? Thafs bod lor you, Too, isn1 it?
Mayumi Too much saU is, yes, buI rd soy.....e eot
quite a lot. Oh, and another thing - lea. Teo is good
lor you, espe60Ity green tea.
Host Oh, I didn'T knavv that Now, we've lalked about
diet, exercise, sleep, stress. IS there anything else?
Brion Well. rd soy thot irs irnpoflonl 10 Iry To keep
oplimistic ond happy and not 10 lei problems stress
you too much, I think it's important to hove close
friends, people you con rety on and lalk 10. You know
what1hey soy - 0 problem shored Is a problem
halved!
Speaking
discussing ways
of improving life
expectancy
Irrtroduce the topic
Brain and beauty T 94 Unil9
t
Qukk grammar
guide
2 Vocabulary: health and disease
Copy the word map in Exercise 2a on to the board. Ask students to copy it into their notebook.
Word maps are a great visual way of recording. learning. and remembering words. Encourage your
students to design word maps for other sets of words taught during the course.
Have students do Exercise 2b in pairs or sma!! groups.
3 Listening skills
After students have read the list and selected their five important things. let them discuss their ideas
with a partner. Play the audio for Exercise 3b. Ask students to listen and check the things mentioned.
Play the audio again for Exercise 3e. Ask students to listen and answer the questions. You may need
to play the recording a second time before students get all the answers.
Ask students to discuss the questions in Exercise 3d in small groups. Answers will vary.
4 Grammar review: tag questions
Question togs in English are quite complex, so geHing students to use them accurately can be a slow task.
The first key to the system is grasping that auxiliary verbs in the main clouse ore repeated in the question
tog. However, the verbs switch from affirmative in the main clouse to negative in the tog clouse, or the other
way around. The second key is grasping that when there is no auxiliary in the main clouse, danY, doesn't, or
didn'l is needed in the question tog.
Common errors and problems
Students may transfer a simple system of questions togs from their first language 10 English;
You like it, A6? They ore married . ?
Students may overuse the tog "isn'l il?

Ask students to complete the question tags as they listen to the audio for Exercise 4a. Play the
recording again. pausing at Ule tag questions, if students are not sure of the answers.
Let students check their answers to Exercise 4c in pairs before discussing them as a class.
5 Pronunciation: tag questions
Read through the rules in Exercise 5a as a class before doing the exercise.
Play the audio again. Ask students to listen and repeat. Play and pause, ask the whole class to
repeat. and then ask two or three individuals to repeal the sentences as well.
Play the audio for Exercise 5c. Ask students to listen and write "checking" or "asking".
6 Speaking skills
Give students five minutes to discuss and list health problems and causes. Briefly survey answers
from the class, and ask each group to identify what they think the major problem is. Encourage
students to use the example in question 4 as a model for their writing. Finally, have one student
from each group present their report to the whole class.

a Sa we need more exercise, don't we?
b Japanese women don't drink a lot 01 alcohol,
do they?
c Thars bad lor you, too, isn't it?
\41'---------------------------.
1 II isn't raining again, is it? IfaUI
2 Sarah didn't eat much, did she? Ifalll
3 Patrick booked the tickets, didn't he? Irisel
4 I'm invited to the party too, aren't I? Irisel
5 Nothing'S going right these days, is it? {lallJ
6 This is the right place, isn't if? (rise]
7 They'll be late, won't they? 110111
Unit9 T 95 Brain and beauty
2 Vocabulary: health and disease
a Go through the report on page 94. Find the
diseases mentioned and the ways of dealing with
some of them. Add them to this word map.
ways or
dealing with
different problems
health
and disease
b Discuss the diseases and problems in the word
map. Think about possible causes of each one from
the list below, and how they can be dealt with.
infected food and water
bacteria/viruses
working too hard
eating the wrong food
pollution
3 Listening skills
radiation
stress
alcohol abuse
smoking
ignorance
a The report mentions "lifestyle diseases", which
may slop the average life expectancy from
increasing. How can we improve our lifestyle and
live longer? Look al this list and decide which
five you think are the most imporlant.
1 eating fish
2 avoiding sugar 0
3 avoiding too much salt
4 not too much alcohol
5
6
not smoking
doing lots of exercise
7 keeping a healthy weight
8 sleeping well
B
B
o
B
o
B
9 being optimistic IH
10 not too much stress
11 being married I with a partner 0
12 having close friends
Listen to a radio discussion about life expectancy
and li festyle. Put a check by the things on the list
that are mentioned.
Li sten again and answer the questions.
1 Why is the amount we eat a problem today?
because of inactivity and obesity
2 How much exercise should we do?
thirty minutes three times a week
3 Why do Japanese women live longer than
everyone else? because they eat fish and
vegetables, have liule stress and don' t drink
much alcohol
4 Why does Brian thi nk fr iends are important?
you need people to rely on and talk to
d In pairs, discuss these questions.
1 Do men or woman live longer in your country?
Why?
2 Think of very old people you know. Does
anything in their lifestyle explain their long
life?
3 Would you like to live to over 1oo? Why? I
Why not?
4 Grammar review: tag questions
@ a Complete these tag questions. Listen and check
your answers.
1 So we need more exercise, don't we ?
2 Japanese women don" drink a lot of alcohol,
do they ?
3 That's bad for you too, isn' t j! ?
b Complete the rules for tag questions.
If the main verb is positive, the tag
question is negative . LANGUAGE NOTE
If the main verb is negati ve, the tag
question is positive .
There are some "irregular"
tag questions:
c Write the tag questions for these
I'm -7 aren't I?
sentences.
This is -7 isn't it?
1 It isn't raining again, js it ?
2 Sarah didn't eat much,
did she ?
3 Patrick booked the tickets, djdn' t be ?
4 I'm invited to the party too.
oreo'l i
?
5 Nothing's going ri ght these days.
is it
?
6 This is the right place. iso' l iI ?
7 They'll be late,
MlIlD'llbey ?
5 Pronunciati on: tag questions
a Wo can use tag questions to check something we
think we know, or to ask a real question. If we
ask a real question, the voi ce rises on the tag
questions; if we are checking, it falls. Listen to
the three questions from Exercise 4a again.
Which one is "real"?
Li sten and repeat the three quest ions.
Li sten to the questions in Exercise 4c, Write
"checking" or "asking" by each one.
6 Speaking skills
In groups, discuss ways of improving life expectancy
in your country.
1 List the major health problems in your country.
2 List their causes: are they lifestylerelated?
3 Suggest ways of dealing with these problems.
4 Write a short report about one or two of the major
problems.
in ouy ayea, a1Le
y
giS aye a 6t-g flYo6&m.
7he)! can be caused by plan!:5 OY pe15,
6u.1 lhe)! can also be caused by ,,"Y
pdtu.lU)n, wfuch can eaLt)! damage )!""Y
heaLih. 'Peopte can gel vaeem,,5 ag,,"nsC
ce.uun aLteygie5, a-nd Ihey 5huuld h-y
..wi ro have plan!:s oy pUs Ihat cause
aLteYg"'s. The .f!uvern/",,,n!: sMul.d h-y ro
Yeduce atY pcllultnn 6ecau.se tl makes
aLUygiS woyse.
5 Compare your ideas with ot her groups.
Broin ond beauty Unil9
1 Warm up
a How do you think you learn most effectively? Before you start work on this lesson, make notes about the
ways in which you think you learn best, e.g. visually. by doing things with your hands. by talking to others.
b In Lesson 2 oflhis unit you read a little about Howard Gardner's theory of multiple intell igence. Now you
are going to learn more about this. Read the lext and writ e the kinds of intelligence in the table below.
INTRODUCTION Kind of What does it mean? Exampl es Your
in telligence score
th"nks their 1 Verbal Learning through Reading articl es
. k that every parent \
language
Teachers often)O e arch Suggests that
. . od recent resc
child IS a gemus, a roa bcl lntclligence is
2 visual Learni ng through Using tables and
to some extent they factors: gellene,
by a number of . nal and so on. In the late
looking graphs
environmental, cmotlO d '0 doer of Har vard
3 logical Learning through Problem-solving Howar ar .
20th centur y, . d dOff nl kinds ofintelhgence,
anal ysis acti vities
. "ct nnile I CfC I
University I C th factors. For examp e,
o ccount esc
which take IOta, a . c which refers to people
4 Kinestheti c Learning though Doing physical
there is visual tntclhgenc .' maps and so on.
doing games
th ough pictures, ,
who learn best r th thcr hand refers to
'lJ'ce
onco
'
Musical Learning through Using chants and
Logical IOte Igen , blem solving, and
5
. th gh numbers, pro .
sounds and rhythm rhymes
learnUlg rou f . I traditional intelligence
analysis. These arc air d tifled more unusual
G dncr also I en .
6 intral)ersonal Learning through Wri ting a diary
types, but ar rural intelhgence
.' such as no. d
thinking and working at home
IOtelhgcnce,. nnd thc environment), an
natu
re
( ki g questions about life),
on your own
existential : nderstanding yourself
7 interpersonal Learning by interacti ng Working in groups,
() d intcrpersonal
d I mng alonc, an d
with other people e.g. role play
well an ear d' other people an
intelligence
(understa
n
109 th
. cong well WI

natural Learning through Working outside, lnlera .

, them) . \Vhal all thIS observati on of the in the countrySide
.
means is that if we can world Bround you
,
identify children'S
"

different strengths among

existential Learning through Discussing
s of asking questions about important issues
these type
intelligence, we can
life
children to fulfill thclr
potential as learners.
;,
Unit 9 Brain and beauly

1
Objectives Topic: different types of intell igences and learning styles
Grammar Reading Ustening Speaking
verb + verb constructions.
noun clauses, and relative
clauses
a book extract an informal discussion analyzing learning styles
Write a set of words on the board. For example: jump skip hop leap step stride
Ask If you had to, how would you go about learning those words? Who of you would write frans/a/ions? Who
would put these words in sentences? who would learn them by miming or matching to pictures?
After eliciting a few different answers. ask What does this Ie/I us about the way we learn?
Warm up
Have a brief class discussion for Exercise la. Fi nd out how students feel they learn best.
Ask students to read the text and complete the first column of the table in Exercise lb.
~ ~ - - - - - - - - - - - - - - - - - - - - - - - - - -
For Exercise 6 on page 97 1I looking 01 maps and figuring things out from
Jane I was reading a really interesting article pictures. I like learning through aclivity, too,
earlier today. through games and activities where you get up
Rob Yeah? and move around. I just like doing things. I'm
physical, you know, the kinesthetic type.
Jane It was about Howard Gardner and his theory Rob I think that we both have something of the
of multiple intelligences. other types of learning, too. I mean, I prefer to
Rob Oh, yeah, I've heard of that. Isn'l it about how study alone and figure oul problems for myself. but
diHerent people learn in different ways? you prefer 10 study with other peaple, don't you?
Jane Thars right. Irs about how some people Jane Oh, yes, I'd rother study in a class Ihan on
prefer 10 learn through listening or reading or my own. I feel that t can learn a 101 from ather
taking notes, you know the kind of thing. people.
Rob Oh, yeah, I know what you mean. Rob Sa you must be, um, interpersonal, whereas I
Jane Have you ever analyzed yourself? Do you lend to be more intropersanal.
know how you learn best? Jane Thars right. But, you know, surely it's not iust
Rob I haven'l analyzed it, but I tend to write things about learning; irs about teaching, too. I mean,
down, like I'd always keep notes when the teacher you can leach in lois of different ways to make the
was talking. I don't feel I'm learning unless I write. lesson more interesting and to make sure more
Strange, isn't it? and more learners are, you know, motivated.
Jane Well, it's one of the ways of learning. Thai Rob Not only can teach, but should teach. I haled
must be port of verbolleorning - using language. college - all the professors iust stood up and
Rob I'd say thai writing is also Ie<nning through lectured all the time. They didn't use any other
doing, wouldn't you? techniques, so they were really blocking out some
Jane Yeah, you' re right. Thars, um, kinestheti c, types of learners and making life more diHicull for
right? I lean toward visual learning, I think. I love them ..
Introduce the topic
....
Brain and beauty T 96 Unit 9

Presentation
alternative
Additionalodivity
2 Task
Ask students to work ill pairs to add to the Examples column in the table. Have a brief class
discussion of students' answers.
Ask studcnts to work out their score and discuss the results with a partner. From a show of hands ,
find out which types of learners are most common in the class.
3 Prepare
Ask students to use the phrases in the Useful Language box to write 8 short analysis of their learning
style. You could help st udents by reading out a model ana lysis. For example:
1 learn best by analyzing. J prefer doing problem-solving (lctivities to reading or speaking.
4 Feedback
Ask student s to take turns to read their analyses aloud. Aften'lsrds. ask a few students to briefly
summarize what they found out about their partner.
5 Compare
Play the audio for Exercise 5. Ask students to listen and say what typos of intelligence the speakers
have. Let students check their answers witb a partner beforo discussing them with the class.
Answers: Rob: verbal, kinesthetic, inlrapersonal
Jane: visual. kinesthetic, interpersonal
6 Notice
Play the audio agai n for Exercise 6a. Ask students to complete the sentences and check their
answers in pairs. You may need to play and pause to give students sufficient time to write their
answers.
Give students two or three minutes to prepare a brief description of their learning style using the
new languago. Change pai rs in the classroom. Thon ask studonts to tell their new partner about their
learning style: I tend to learn best by analyzing. I lean toward doing probJem+solving activities rother
Own reading or speaking.
7 Follow up
Divide students into groups of four to six to share their ideas and prepare a report in note fonn. Ask
each group to report to the class.
Write the following language on the board to he1p with preparing the report:
We all tend /0 .. .
Both ... and .... prefer .... , but ...
.... leons toward ... whereas.
On one hand ... On the a/her hand / In contrast, .
Bearing in mind which types 01 intelligence are most common in the closs. brainstorm on the board ideas for
types of activities that could be used in and out 01 closs to facilitate learning.
For example. if mostleorners are visual, you could use more pictures, drowing. labeling, tables. and videa in
closs. Also, students could draw and match pidures more when studying vocabulory ot home.
The Qudioscripl for Track 42 is on page T96 '"
Unit9 T 97 Brainondbeouty
2 Task
a Usa your noles from Exercise 18 to add more
examples to the table.
b Find out about your "intelli gence" (we can all
have more than onc type of intelligencel, Read the
table again and give yourself a score of 0-3 for
each type of intelligence.
0 ", I don't learn like this at all.
1 '" I rarel y learn in tbis way.
2 = I sometimes learn in Ihis way.
3 = This is one of the ways I learn best.
3 Prepare
Use your scores above to list your styles of learning.
Make nol es to toll your partner about how you learn.
USEFUL LANGUAGE
I learn best by ...
J prefer ..
I'd rather ...
J like I don't like .. .
Can you give me an example a/what you mean?
4 Feedback
a Present your analysis of ycur
learning styles to your partner.
Listen 10 your partner's analysis.
b Discuss your learning styles
together. Did anything surprise you
about your partner? Did you agree
with their analysis?
5 Compare
Listen to Rob and Jane doing the same
task. Which types of intelligence do
they each have?
6 Notice
Li sten to Rob and Jane again. Complete the
sent ences below.
1 Jane: Some people prefer ...
2 Rob: I lend .. .
3 Jane: I lean toward ...
4 Jane: I love .. .
5 Jane: I like .. .
6 Rob: I prefer ...
7 Jane: I'd rather ...
8 Rob: ... wheroas I tend ...
b In the sarno pairs, describe your learni ng styles to
each other again. This time try 10 use some of the
language in Exerciso 6a.
7 Follow up
a In groups, describe your styles of learning to each
other. Whal kinds of intelligence do you all have?
Which is the most common kind ofintelligence in
the group?
b Report the result s of your group to the whole
class. Keep a note on the most common types of
intelligence in other groups.
c Decide which are the three most common types of
intelligence in the class.
Brain and beauty
Unit 9
LANGUAGE RESOURCE
Grammar Summary
1 Relative clauses
A relative clause gives more information about a noun 1"1 the
main clause of a sentence. It usually begins with who, which,
whose, that, where or when. There are two types of relative
clauses: defining (Identifying) and non-defining.
Identifying or defining relative clauses
This kind of relative clause tells us exactly which person or
thing we are talking about. We cannot usually leave out the
information in defining relative clauses:
She's the woman who won the beauty contest. (She's the
woman. '1
Mandy tOOk the intelligence tast that focused on spatial
awareness, (The relative clause identifies which test.)
In defining relative clauses we often use the pronoun that
instead of who or which. Where the relative pronoun is the
object of the relative clause, we can leave it out:
I failed the math exam (that) I took last month.
Note that defining relative clauses are not separated from the
main clause by commas,
Non-defining relative clauses
This kind of relative clause gives additional information about a
person. thing, or idea. If we leave out the information in the
relative Clause, the sentence stilt makes sense:
My wife, who's an architect, WOrlcs for the lOcal fflUflkipaIity.
The Harry Potter t:xx:Jks, which have sold millions of copies,
are read by young and okJ alike.
Note that we do not use the pror1C)IJ'I that in non-defining
relative clauses, and that we always separate them from the
main clause with a comma. Nondefining relative clauses are
used mof8 in written than spoken English.
Choose a word to define from the list, using a relative
clause. In pairs, guess which word your partner is defining.
antib;otics a hangover a professor a biologist
a topic sentence Japan Switzerland chemistry
an optimist alcohol a manager smallpox
A It's a person who teaches in a university.
B A professor.
2 Non-defining relative clauses as sentence modifiers
We can use non-defining relative clauses with which to
commeflt 00 the Idea in a 'NhoIe sentence:
She lives in 8 v&y big house, which is odd, because she
doesn't have much money. it is odd that she lives in a big
hOuse)
The elections taka place SVSf}' three )'OOIS, which is very
democrafic. the fact that the elections take place fNefY
three years is democratic)
Write a sentence about each of the following, giving
more infonnation in non-defining relative clauses. Then
compare your sentences with a partner.
)la:,,'vam wfuch is one of tAe k5l
1t.1UWY.sdtes m tAe wo-dd, is especuu1:y welL-known.
fqr lis taw scAoot.
1 Harvard University is especially well-known for its law school.
2 Gabriel Garda Marquez wrote A Hundred 'rOOrs of SoJitude.
3 Mumps is a painful disease.
4 Tom Cruise used to be married to Nicole Kidman.
5 LQ. tests are restricted to traditional kinds of intel ligence.
Broin ond beauty
3 Tag questions
u,.
We can use tag questions to check something that we think
we know. In this use the voice falls on the tag question:
'!-tlu've been to Europe several times, haven't you? :::.I
We can also use them to ask a real question. i.e. to ask about
something we don't know. In this case. the voice rises on the
tag question:
I don't know Pilar. She speaks English, doesn't she? 71
F"""
In simple tenses (simple PfBSSfIt and past). we foon the tag
question with doIdoes/did:
Jack lived in this house, didn't he?
In other tenses we use the auxiliary that is used to form the
tense:
Kevin and Laura aren't coming tonight, al'8 they?
M8J'k's been with that company for years, hasn't he?
With modal verbs. we use the modal to form the tag questiOn:
Brian can't sing very well. can he?
If the verb in the main part of the sentence is positive, the tag
question is negative. If the verb in the main part of the
sentence is negative. the tag question is positive:
It's really cold today. isn't it?
There al'8n't any concerts here this weekend, al'8 there?
Vocabulary Summary
1 Diseases and problems
acne AIDS allergies
"""",>cia
-
""""'"
_esOOo
diabetes eczema fatigue heart disease
indigestion innuenza
-
pneurT'oOflia
smallpox stroke tuberculosis
2 Causes of disease I health problems
alcOhol abuse
viruses
smoking
bacteria
pollution
strnss
3 Prevention and cure
antibiotics
mediCation
diet
sanitation
eating disorders
radiation
infection / infected food or water
exercise
sloop
hygiene
vaccination
Choose five of the diseases or problems in 1 and write a
definition/description of each, using words and phrases
from 2, and any other language you need. Use relative
clauses where you can.
.In!lue:n}4, wluch is caused by a "YtrnJ, is spyuut
from peyson, UJ peyson, when we snee;.e qr cqu,gh. .
.Jl:, can 6e ptt'V'en1:ed now by a wfuch
t.5 9t'V'en UJ e/4.e,'y(:y pecple e....-e'1f .n:niey.
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01:
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Written grammar
1 Thinking about grammar
a In small groups, discuss these questions.
1 What do you personally think about English
grammar? (Is it easy/diffJcultl\ogical7)
2 When you make notes on new grammar, what
information do you include?
3 What techniques do you use to learn new
grammar?
4 What is "grammar"?
b Share your ideas with the class.
2 Working with grammar
D<J<] REVIEW
Revtew your action plan: writing 8 short report
In pairs. exchange and read the final written report about one
of the most popular team sports in your country from Unit B.
As you read, think about these areas.
1 Structure: are ideas in the report logically ordered?
2 Interest: do the ideas and range of language make this
report interesting to read?
3 Accuracy: is the language correctly used? For example, are
the punctuation. spelling, and grammar correct?
a Here are eight lips to help you learn new grammar thOroughly. Match the tips with the examples
of hOw to use the techniques.
d 1 Think of grammar as a fun puzzle and a!\-vays try to
figure out the meaning first.
a Set short , but r g u ~ times to go over new grammar again, Ten
minutes a day is enough,
, 2 Be systematic about hOw you record tle'N grammar b
by noting the form, '
. .. increasing your depth of understanding of the fl8V>I item, A good
w'iX'f to do this is by under1ining examples of it in texts and making
notes in the margin,
e 3 Remember it's not enough to know the form, You
also need to understand and record the meaning(s} c
of the grammar and give an example to illustrate
'" for example, word order (e.g. subject + verb + OOject), whether a
verb is transitive or intransitive,
g 4
the meaning,
f:.sk yourself d you know wilen to use the grammar,
I.e, in Vllhich kind of situations,
a 5 Review all new grammar regular1y or you 'Nil! forget
" b
b 7
f
Look for examples of it in differenl contexts. Seeing
or hearing it again and again 'Ni l! rep rneroory as
well as ,
Keep a ~ s t of the grammatical mistakes you keep
making in a special part of your notebook.
Finally, actively look for appropriate situations when
you can use the language,
d Then dlec!<: your ideas about meaning by looking for other examples
to see if they fit. You can also check 'Nitl1 a grammar book,
e For example: we can express purpose 'Nith connectors that are
followed by an infinitive, such as in order to + nfinitive: The
government has increased wages in order to gain popularity before
the election,
f You do not want to sound too formal in an informal situation, or the
opposite!
g This couk:l be n a conversation or when you are writing something,
h Go back to your lisl from time to lime, VV11erl you don't make that
mistake any more, cross it off your 1St.
b Look at the list of techniques again and mark each one with one of these keys:
.I", I already do this, X", I'm not interested in this. * = I might try this. *** = I will try this,
3 Putting the tips into use
In pairs, look at these examples and follow the steps below,
1 t know a few people who have really high 1.0, scores.
2 Few people have high enough scores to be considered geniuses,
3 A little wisdom can go a lOng way,
4 There is little hope of finding any survivors now,
a Use the examples to try to figure out the differences between a few, few, a little, and little, Think in terms of both the
form of the language and the meaning.
b Compare your ideas with other pairs.
c Can you tI1ink of / find any other examples of these? (The text in Exercise 2b on page 102 might hep you.)
Do these examples confirm your ideas?
d Now check your ideas with the Language note on page 103.
e Finally. record this grammar in your notebooks so thai you will remember how it is used.
ACTION PIAN I>
Your action plan: working with written grammar
If you do not have a special notebook for grammar, create a special grammar section in your normal notebook. Vv'hile you are working
on Unit 10, note down some grammar that interests you and use the steps in Exercise 3 to understand and record it.
Note: you wijU need to show a classmate the notes on the grammar that you have made in your notebook at the end of Unit 10.
Brain and beauty Unit9
a Complete the second sentence so that it means the same as the first one.
Use the words in parentheses.
1 Although she answered all the questions, she failed the test.
(in spite 00 She failed the test in spite of answering all the questiON .
2 The weather was terrible. However, the runners all managed to fini sh the marathon.
(even though) The runners all managed to finish the marathon even thouKh the weather Was terrible .
3 He woro a suit because he wanted to make a good impression at the interview.
(ill order to) He wore a suit in order to make a good Impression at the interview .
4 She took up karato so as to defend herself from attack.
(so that) She took up karate so that she could defend herself from aUack .
5 A lot of women hove cosmetic surgery even though it is very expensive.
(however) Cosmetic surgery is very ewensive. However. a lot of women have it
b Expand these notes to make complete sentences. You will need to add a question
word to each one.
1 I can'l imagine I he I lives on I salary I can't imagine how he lives on hislthat salary.
2 The interviewer asked I she I wanted I do I after I fi nish I college The interviewer asked what she wanted to do
after finl.shlng ' ,he had finished college.
3 I always feel homesick' think ' friends ' my hometown I always feel homesick when(ever) I think of my friends
and 'in my hometown.
4 this country' need ' greater ' economic stability What this country needs is greater economic stability.
5 he I want ' live' there ore' Jots I job opportunities He wants to li ve when there are lots of job opportunities.
Where he wants to live, there are lots of job opportunities.
c Match A and B to make complete sentences. Then write the correct fonn of the verbs
in parentheses.
A H
1 Eating (oat) loss is
2 The childron apologizod for
3 Gettinll u ~ (gel up) early
4 She deni m\
5 He doesn't mind
1IID ~ 3W <lID sl!!l
a being (be) late; they had missed thoir bus.
h ironing (iron) but I hate ill
c not always the best way to lose weight.
d stealing (steal) clothes from the store.
e is something I really hate!
d There is a relative pronoun missing in all of these sentences. Write the pronoun
in the correct place, and add commas where necessary.
"fw
She's the teacher " taught me French.
that had
1 We saw an interesti ng film last night lwl. music but no dialogue.
which is
2 They don't know each other, a strange as they work in the same building.
thatlwhich
3 I hate books have long chapters.
" which have
4 The Star Wars films, been a huge success, have great special effects.
which was
5 Tbey only bought one oftheir three children a bicycle, ~ unfair.
e Complete these questions with appropriate words.
1 You don't have a car, do you?
2 Picasso and Dali are both Spanish painters, aren't they ?
3 It's been raining all day, hasn't it ?
4 She couldn't speak Japanese a year ago, could she ?
5 Excuse me. There isn' l a bank around here, is there?
f Complete the sentences wi th five ohhe facial features from the box.
Use the context to hell> you.
chi n forehead eyelids eyebrows
nose lips cars eyes mouth
1 Hi s eyebrows arc very arched. They make him look surprised
all the lime.
2 I don' t like my low forehead . Kids at school used to call me
"Neanderthal Boy".
3 You need to gel more sleep, darling. Your eyelids look very
heavy and your eyes are bloodshot. . . . .
4 I never like to sec a prominent chin on a pohtlClan. It gives
the impression that they' re very stubborn. .
5 Mary is reall y n very nice person but she has such Ihm li ps
that her smil os look fal se.
g Complete these sentences wi th a noun that describes an athlete and
that is related to the words in italic.
1 He can jump vory high. He's a great hjgh jumper .
2 Sho can jump a long distance. Sho's a champion long jumper .
3 Ho can run short distances ve1J' quickly. He's a great sprinter
4 She can jump into the water hood first from a great height. Sho's
an Olympi c diver
5 He can lift 150 kilos. Ho's a weiehtlifter .
h Label the picture on the right using ten of the words from the box.
abdomen ankl e armpi t bottom calf elbow fingers
fist foot hand hoad heel hip knee Deck shin
shoulder thigh toes waist wrist
What are theso patients suffering from? Use the noun form oftive
of the words from the box.
allergic fatigued diabetic cancerous obese
strossful bald anemic depressed
1 I just can't feel positive about anything -life seems so black to me .
2
.. dmuession .
2 I look so pale and I just don't have any energy. fatigue .
3 I guess it's partl y poor diet and no exercise. but I' m 40 pounds overwOIght.
obesity .
4 It happens in the spring - my eyes start to water and they It ch badly.
allergy
5 I feel nervous and tonse nil the ti me, especially at work. stress
Complete the text with the correct form of the words in parentheses.
A HEALTHY LIFE
anJd.
foot
o-{:.::... 3
knee
waist
wrist
Modem lite brings with It a wide range of illnesses and diseases. and a variety of cures and remedies. Nowadays, patients
are told to lead a less 1 stressful (Stress) lite It they can possibly do so, as this is one of the main reasons !of sickness
in the western world. In other parts of the world there are other reasons for illness; for example, in some countries
2 sanitation (sanitary) is very poor and can result in a number of 3 infUI:tions that spread in dirty water
and food. Cities in many countries cause problems because they have serious levels of 4 poilu lion (pollute), often
arising from the number of cars, but also from factOfies. Doctors prescribe different kinds of 5 medicine (medicaij
to counter illnesses, the most common of which are antibiotics. But the more antibiotics we use, the mare resistant the
bacteria become, so we really have to fight the causes of illness, as well as treating the symptoms.
Unitl0
l esson 1
UnitlO
The world around us
1 Speaking skill s
,I W,lin! you know about waler? Take the wat er-
wise qUI z and find ou\.
b Now listen and check your answers.
c In grou ps, compare your scores. Who is the
most "water-wi se"? Which is the most
important fact you discovered from the
questi onnaire?
The world around us
2 Reading skill s
a The following sentences come from the arti cle below
Read them and predict what the article is about. .
1 The city is lndore, in Indi a, where [ grow up.
2 A project to draw water from the Narmada Ri ver
lay unfini shed for years.
3 The city doesn't sleep easy.
4 Moreover. the water shortage is not shared equally.
5 reminds every household member whe
wIiI listen to use less water. ..........
b Read the arti cle aud check your predi cti ons. The
sentences from 2a are missing from the start of
A.-E. Write the numbers of each sent ence "-"
at the begmnmg of the appropri ate paragraph.
Precious Fluid

It sleeps with one ear tumed to the fully opened faucets with
buckets dangling from them. At the first sounds of the water's
arrival through the pipes in the pre-dawn dark, bodies spring
from beds to fiU buckets and pots. In the slums, people have
been awake since before the first droPS arrived. Uning up,
half-asleep with their pots by the communal tap, waiting.
Sometimes the water runs for an hOur, sometimes just a few
minutes. Sometimes the water company skips a day or two,
sometimes more.

Several trips are made through the day to inspect the level of
the tanks _ one on the roof of our house, one on the ground.
The city'S poor people, with hardly any storage at their
disposal , are forced to buy exorbitantly priced water brought in
by tanker. Rghts erupt. There have even been murders.
e lIl
It has 1.5 million inhabitants and there has been a water
problem here as far back as I can remember. Today it is
estimated that the water supply to the city is half of the
amount required. A rise in population and a steady decline in
rainfall are usually blamed. But there are other culprits, too.
D@}
Meanwhile, Indore's streams, an histOrical source of water,
were neglected and tumed into drains. The govemment's '--
promise of "a faucet in every home" tums people into passive
consumers of state-provided water, weakening the traditional
role of communities in maintaining local water supply.
E!D
The street where the rich live has lush gardens, even during
the dusty Indian summer. An industrialist's mansion down thl
road from my parents' house has an indoor swimming pool. ........
And then there are whole localities with either very little water
or no water at all.
.,. GLOSSARY (see opposit e page)
Objectives
Grammar
quantifiers
Topic: water
Reading Ustening
a magazine article, a quiz a conversation
Speaking
laking and discussing
a quiz
Wri te wateron the boord. Put students in pairs and ask them to write as many uses for water as they can in
one minute. Find oul which pair thought of the most uses. Possible list:
Introduce the topic
you con drink it; you can swim or dNe in it; you can water plonts with it: you can wash in it; you can hove a
shower or bath in il; you can wash dishes with it; you can wash clothes/cors/windows with il; you con make
fountains, pools, and ornamental ponds; you con go sailing/woterskling/windsurfing/speedbooling on il; you
con put flowers in il; you can freeze it and make ice for your drinks; you con boil it and make tea; steam engines
There are many numbers in this unit, Here is how to pronounce a few.
60% = sixty per cent
Note on numbers
1.5 liters", one point five liters
0.01% '" zero point zero one per cent (in British English, nought paint nought one per centl
2025 '" twenty
400.000", four hundred thousand
1 Speaking skills
Ask students 10 lake the quiz in Exercise la. Limil lhe lime 10 five minutes.
Play the audio for Exercise l b. Ask students to Iislen and check their answers. Then let groups of @
students discuss the quiz. Afterwards, find out ITom the class what surprised or worried them.
2 Reading skills
T .
Pul students in pairs 10 predict ITom the sentences in Exercise 2a.
Ask students to read the article quickly, and find out whether any of their predictions are
mentioned. Draw attention to the Gl ossary. Briefly, elicit answers ITom the class.
Put students in pairs to match sentences to paragraphs in Exercise 2b .
.

A lers check the answers now.
B Okay. You read out the questions, and I'll give you the
answer from the bock 01 the magazine.
A Right. Question 1. How long can the overage person
survive without water? We said b. three weeks.
B We were wrong. II"s a - only three days.
A Is Ihat all? Wow! Okay, question 2. What can happen if you
don't drink water regularly? We said a - you develop kidney
problems.
B And a it is! That's correct. Question 3?
A How much water should you drink every day? We said b.
about half a liter.
B Actually, it's a. at least one and a half liters. That's a 101,
isn't it?
A Yes, it must be about seven or eight glosses. I don't drink
that much water.
B Neither do I, but maybe we should. Okay, question 4.
A Right . How much of our body is water? We said c, 60 per
cent.
B Thars right, c, irs about 60% water.
A Good. Now, 5, approximately how much water do we
have in our body? We said c, 50 liters.
B And we were right. C - our bodies contain obout 50 liters
of water.
A Well, that was okay. Question 6 was how much of the
earth's surface is covered by water? We said c, 70%.
B Yeah, right again, irs over two-thirds water, so about 70%.
We're doing okay. So, question 7?
A 7. How much 01 the earth's water is drinkable? We said c,
10%.
Bah, not so good here. The answer is b. In fact, irs less than
one per cent.
A Gosh, I didn't know thaI. Okay. Question 8, how much water
does an overage African use every day? We said 0, five liters.
B Yeah, that's right, a, five liters.
A Good, and question 9, how much water does an overage
American use every day? We said it would be more, so about
50 liters, b.
B Well, we were wrong again. The overage American uses
about 500 liters of water every day! Thors c.
A Thars amazing - and frightening. How do we use that
much?
B I suppose in boths and using hosepipes, and washing cars
- all that kind of stuff.
A Yeah, , expect you're right Last question - by 2025, how
many people on the planet will face a water shortage? We
said 0, one third.
B Well, the horrifying truth is that irs c, about Mo-thirds. Isn't
that awful?
A Yes. So how did we do?
B Uh, we got five right and fIVe wrong, so it wasn't too bod, bull
think we should really know more about things like this ..
The world around us T l02 Unit 10
Quick grammar
guide: quantifiers
Ask students to research the article and list points under the headings in Exercise 2c. Afterwards,
build up a class list of points on the board.
Possible answers: The poor: lhey get up early to line up at the communal tap; they have to buy
overpriced water because they can' t collect water; they fight over water, and
people are murdered.
The rich: not affected; lush gardens and indoor swi mming pools
The author's fami ly: mother reminds people to use less water; she inspects
the famil y water tanks regularly.
End this part of the lesson by having a brief class discussion about the questions in Exercise 2d.
3 Grammar review: quantifiers
Do the first as an example to get students started on Exercise 3a. Point out every household member
in sentence 5 of exercise 2a, and tell students to underline it. Then tell students to find and
underline other sentences with quantifiers in the text.
Let students check ill pairs. Then ask them to discuss Ule questions in Exercise 3a in pairs.
The problem with quantifiers is which words they go with - countable or uncountable nouns? Singular or
plural nouns? And, since Ihis is often different from students' firsl languages, il can lead to many errors.
Common problems and errors
Some nouns may be countable in students' languages and uncountable in English or ",ice verso;
All the furnitures 6fC comfortable.
There .;R" F F 1 ~ R nice clothes here.
He gave me a lot of informaliofl5.
Much, many, and a lot of I lots of cause confusion:
He has fRI:JER money.
Little and few may be interchangeable in the students' first longuoges.
I have lew money,
Answers: Every household member
Somelimes just a few minutes
Several trips are made ...
With hardly any storage , ..
.. . half the flmOWlt required
... very litUe water
or no water at all.
followed by countable, singular nOWI
followed by a countable, plural noun - a small quantity
followed by a countable, plural noun -a mediwn quantity
followed by an uncountable noun - a very small quantity
followed by an uncountable noun'"
followed by an uncountable noun - a small quantity
followed by an uncountable noun *
*Note that. although followed by all wlcountable here, Ulese can also be followed by counlables,
(hardly any people; half the students, etc.)
Ask students to complete the table in Exercise 3b, then check wi th a partner.
Ask students to complete the sentences in Exercise 3c. Let students check with a partner before
discussing as a class,
Go through the example in Exercise 3d as a class, then give students a minute or two to read the
facts and think of how they can express the facts using quantifiers. Remind them about the Language
Nole. and clarify any confusion related to using/ow I a few and little I a little. Put students in pairs
to discuss. Monitor and listen for accurate use of quantifiers. Afterwards, elicit from each pair their
"best" sentence.
Unit 10 T 103 The world around us
-
c Read the article again and make notes on how the
water problem affects these people.
the poor the rich the aUlhor's family
d Are water shortages andlor water pollution a
problem in your country or region? What are the
problems? Can you suggest some solutions?
3 Grammar review: quantifiers
a Find the quantifiers below in the article and the
sentences in Exercise 2a. Underline the sentence
each quantifier is in. Then answer the questi ons.
every a few several hardly any
half very litt le no
1 Are the quantifi ers followed by countable or
uncount able nouns?
2 If the quantifier [s followed by a countable
noun, is it singular or plural?
3 Which quantifiors refer to a large quantity and
which 10 a small quantity?
c Complete the sent ences with an appropriate
quantifier.
1 "Some more wine?" "No thanks. I still have
some/a HIlle left."
2 It is the responsibility of even person to
take care of the environment.
3 "Would you like to try the left or right shoe?"
" I'd like to try .hW.h.. of them, please."
4 There are a (ew!some/seyeraJ coins left in the
car. We' d better got them for the parking meter.
S We get a lot of/a good deal of rai n here in the
summer, so the grass is very green.
d In pairs, discuss these facts about water. using an
appropri ate quantifi er.
We Jose 0 Jot of our water because of old pipes. /
We waste a great deal o[ water.
b Write the <!Uanlifiers from Exercise 3a in the
correct group below.
Amazing facts!
Quantifier type
Incl usive
Large or medium
quantit ies
Small quantit ies
Precise quanti ti es
Negative quantities
LANGUAGE NOTE
Exampl es
both, either, all
many, a lot of. a
groat/good deal of. seyeral
some, hardly aoy,
yecr little
a quarter, two-thi rds, ..llillL
neither . ......lliL..... , none
Nota tha differonce bet woen Q [ew/o little and
felli/little:
We get a littlo rain every day. / The ground is
dry because lIIe get little rain in the summer.
There are a few French speakers here. / There
are few speakers left of some languages.
a felll/fl little", some: [elll/little = not enough
GLOSSARY (Procious Fluid)
dangling hanging, swinging
slum poor area of a town with very bad
housing
exorbitant overpriced, costing much more than
is usual
culprit person or thing responsible for
something badlillegal
drain passage through which water or sewage
nows away
lush very green nnd healthy
We lose 70% of our water
because of old pipes.
The average citizen in Britain uses
200 liters of water a day.
An average citizen in Mozambique uses
9 hters of water a day.
400,000 litres of water is used
In the production of a car.
Over two-thirds of the earth's
surface is water.
Only 0.D1 % of the earth's water
is drinkable.
The world around us Unit 10
lesson2
Tn,",
toothpaste
ointment
UnillO
1 Listening skills
a Look at the picture. What do you tllink the
object is? Why is tho man !ooking al it?
b Choose a caption for the picture from the olles
on the right.
@ C Listen to Pari 1 orlhe radio program to check
your answer.
~ d In pairs, guess the answers to these questions.
Then listen to Part 2 and check your guesses.
1 How many pieces of man-made jWlk are there
in outer space? 70,00010150,00
2 What kind of man-made junk is there? mostly
sateUil es and rockets, but also wrenches,
gloves, cans and bags, scraps of paper, plastic
3 Who dumped it in outer space? astronauts
4 What might happen if this junk falls back onto
the earth? it might disintegrate when it enters
the earth's atmosphere
5 What's the largest thing that has ever fallen
back onto the earth? a space station
6 Who does the garbage belong to? USA,
Russia, Britain, Germany
e What do you think can be done to solve the
problem of "space junk"?
2 Vocabulary: containers
C."
bakod
beans
paint
soda
a in the radio program. Major Lewis mentioned
cans and bags among the space junk. What might
have been in them?
b What usually comes in these containers? Put lhe
things in the box in the correct columns.
instant coffee paint jam orange juice
matches wine ice cream cookies cereal
mineral water soda ointment olives tools
lemonade potatoes yogurt
,,,
Carton Do. Bottle .. ,
honey milk chocolate beer chips
instant orange cereal orange cerfllli
calfee juice juice
jam ice- matches wine potatoes
cream
lemonade ointment yogurt wine minerai cookies
water
olives IDOls soda
lemonade
The world around us
<D
Great Balls of Fire

A South
African farmer
_ one of the tWO
metal obiects
that fe\\ from the
skY and landed,
white hot , on a
farm near
CapeTown.
"T'his South
AFricans
I OCcer
PaYer is tr .
oUI Ylrlg
r. an UnUSual
Orm of the
keeps his '--"
'<lme in Which
the ball is mad
of melal. e
distance from
the bomb in
case it
explodes.
3 Pronunciation: stress in phrases
a We use of to combine the conta iners and their
contents. e.g. a lube o/toothpaste.
1 Which word in the phrases below has the
main stress? the container word.
2 Which word is weak. with the vowel reduced
to I ~ I of
a can of baked beans
a jar of honey
a box of chocolate
a carton of milk
a bailie of beer
a bag of chips
@ b Listen and check your answers. Then repeal.
c In pairs, check your answers to Exercise 2b. Say
the phrases with the correct stress.
A inslan/ coffee
B a jar of ins/ant coffee
4 Vocabulary: collocations
with containers
a What is the difference between a lube of
toothpaste and a
@ b
toothpaste tube? Label
the pictures with the
two phrases.
Listen to the phrases
and repeat them. Where
is the main stress in
these phrases?
The main stress is on the
first word.
=-=
=
=
tube oftoothpaste
----
LANGUAGE NOTE
We do not use the
plural farm in these
phrases:
a call of ooked beans
but (looked bean can.......,..
toothpaste lube
Objectives Topic: iunk and disposing of waste
Grammar
modal verbs: active
and passive
Vocabulary
containers
Pronunciation
stress in phrases
Ustening
a radio interview
Speaking
discussing waste
Wri te on the board:
a garbage can a wastepaper basket a yard sale
a recycling center a second-hand clothing shore a landfill site
Ask What sort of things do we put in or give to Ihese places or things? Why? Do you pay attention to whether
you get rid of your garbage or junk? 00 you recycle things?
1 Listeni ng skills
Ask students to work in pairs or groups oflmee or four to discuss the picture in Exercise l a and
match the caption from Exercise lb. Afterwards, compile a list of possible explanations on the
board from the class's answers.
Introduce the topic
t .. CJ
Play the audio for Exercise Ie. Ask students to listen to find out if their predictions were correct. @
Answer: The object is space junk - a large metal hal! that fell from space. The best caption: 1.
For Exercise 1d, first put students in pairs to predict answers. Model the activity briefly to preview
and encourage the use of modals: I'm not sure, but J think there must be millions. Then play the ~
audio. Ask students to listen and check.
Have a brief class discussion about the question in Exercise le. Answers will vary.
2 Vocabulary: containers
Encourage speculation about the question in Exercise 2a, then ask students to complete the table in
Exercise 2b. Let students check answers in pairs hefore discussing them as a class.
It is 0 good ideo to bring in 0 shopping bag of different tubes, cans, jars, bottles, ond bogs. You can use
them to elicit the vocabulory. You can also use them in the pronunciation activity that follows to proctice stress
in phrases.
3 Pronunciation: stress in phrases
Ask students to work in pairs to predict answers to the questions in Exercise 3a.
Using realia
Play the audio for Exercise 3b. Ask students to listen and check their predictions. Play the recording @
again. pausing after each phrase, and ask students to repeat chorally. Ask one or two individuals 10
repeat individually, 100. Make sure students are pronouncing of with a weak stress.
For Exercise 3c, ask students in pairs to look hack at exercise 2b and practice pronouncing the
answers with the correct stress.
4 Vocabulary: collocations with containers
Ask the question in Exercise 4a to the class, and point out that tube of toothpaste means Ihere is
toothpaste in it, whereas toothpaste tube is describing the object, regardless of whether the tube has
anythi ng in it or not. Point oul both the illustration and the Language Note,
Play t he audio for Exercise 4b. Ask students to listen and repeat.
I The audioscript for Track 45 is on page nos ::.. I
T . ill
~ Ho" W"com, 10 Sd,n" In Adlon " lodoy,
program, we investigate a new kind of garbage
called 'space junk: We begin with the mysterious
appearance of two metal balls that formers in South
Africa say fell from the sky near Cope Town. Now, irs
not the first time man-made junk has fallen on to
earth from outer space, and it seems it wan1 be the
last. Space watchers say that. in fact. something falls
from the sky ~ e r y day. Here in the studio 10 throw
46i'-------,
47"---------,
light on the problem is Major Richard lewis.
o can of baked beans
a jar of haney
a carton of milk
a box of chocolate
a bottl e 01 beer
a bog of chips
a baked bean can
a honey jor
a mi lk carton
a chocolate box
a beer bott le
The world around us T 104 Unit 10
Quick grammar
guide: models
Put students in pairs or small groups to discuss Exercises 4c and 4d. Encourage students to practice
all the vocabulary introduced in this section.
5 Grammar: modal verbs + active and passive
Put students in pairs to work through Exercises 5a to 5d. Allow about ten minutes. Monit or
carefully and be ready for questions. At the end, elicit answers from the class and clarify any
confusion.
The major problem here is Ihot many students ovoid modols in general and passive modals in particular.
They tend to use expressions from their native languages. li ke /I is necessary Ihal ..
Oughllo is also a problem - both because it is followed by 10 and because it is difficult to pronounce.
Answers: a Ought is followed by to.
b Somebody must track all the junk ...
Somebody should destroy them ...
Somebody ought to make the countries take more care ...
The subject is somebody- in other words, we don' t know andlor we are not
interested in who does the action of the verb.
c 2 is more objective because it does not "blame" anyone by saying who should be
building landfill sites. We tend to use the passive to be impersonal and objective.
Do the first sentence in Exercise 5e as an example. Let students check their answers in pairs when
they have finished . Make sure students say either should + verb or ought to + verb.
6 Speaking skiUs
Put students in groups of four or five to discuss the questions in Exercise 6a. Give them three or four
minutes. then have a brief discussion with the class.
Give students a couple of minutes to read through the table in Exercise 6b. Check any problem
vocabulary, Then ask students to add to the list any ideas they can think of. Put students back in the
same groups as for exercise 6a, and ask them to discuss the questions.
After students have discussed the questions, ask them to outline the main problems and their
recommendations for reducing and disposing of waste. Ask one student from each group to present
their ideas to the class, At the end, vote on which group had the best ideas,
4 5 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~
For Exercise ld on page 104 II;
Presenter Major Lewis. can I begin by asking you
just how much space junk is flying around up there
in outer space?
Lewis Well, at the Space Center at present. we're
tracking around 8,000 pieces of man-made junk
that are floating around the earth. In fact there are
probably a lot more than 8,000 - it s just that our
radar can't pick out anylhing smaller than these.
Altogether. we think there are about 70,000 to
150.000 pieces of garbage out there.
Presenter And how big are these ... uh ... pieces
of junk? Do we know?
Lewis Yes. they're between one centimeter and 10
em in size.
Presenter Uh. huh. And what kind of things are we
talking abaut?
Lewis All kinds of things wrenches. gloves, cons
and bags, scraps of paper and plastic, but mostly
we're talking about parts of satellites and rockets.
Presenter I see. And where did all this junk come'
from?
Lewis Well. a lot of it has been left behind by
astronauts over the years during the various space
missions. let's sayan astronaut drops a wrench
while he's working at the space lab, well. that
wrench goes out into space and becomes a piece
of spoce junk.
Presenter And whot's going to happen to al l this
stuff - is it dangerous?
Lewis Most of it isn't - a lot of it diSintegrates when
it enters Ihe earth's atmosphere but some of this
Irash is going to foil bock 10 earth. as happened in
1979 when a whole space station crashed inlo
Australia.
Presenter A whole space stolion! Was anybody
hurt?
Lewis No. thankfully no one was in jured
Presenter And what about this mysterious melal
ball in South Africo?
Lewis Well, that was a very hal metal sphere,
weighing about . uh .. . 35 kilos and it landed with
a loud boom in a vineyard only 50 meters or so
from where some farmers were working. There
were in fact two balls. But this kind of thing
happens every day.
Presenter One last question: who does this
gorboge belong to?
Lewis Actuolly. the United Stotes owns the mosl -
oboul 3,000 items. and Russia is second with
2.500. Britain and Germany have only one piece of
trash each that we're aware of.
Presenter And is anyone going to do anylhing
about the problem?
Lewis We can hope! All the junk must be tracked
carefully so that we know if there are any large
objects up there ~ and. if possible. they should be
destroyed when they start to fall to ovoid any
damage. And of course. countries with satellites
and space stations ought to be made to take more
care of their things in space.
Presenter Well, that's all fascinating. Major Lewis,
thonk you for joining us today.
Unit lO Tl05 Theworldaround us
c What arc the containers in tho taule in Exercise 2b
usually made of? Discuss in pairs.
Materials: plastic. paper, glass. metal.
something else
Toothpaste tubes aro made of metal, aren 'tthey?
d Household packaging is a real "junk" problem.
When you have finished with the containers,
which onos do you throwaway. which do you
keep, and which do you recycle?
5 Grammar: modal verbs + acti ve
and passive
a Look at these passive sentences from the
listening. Underline the modal verbs. What is
different about ough(!
1 All the junk must be tracked carefull y ...
2 ... they should be destroyed when they start
to fall ...
3 ... countri es ... ought to be made to take
marc care of thei r things in space.
b Rewrite the sentences with active verbs. Who
is the subject in each one?
c Look at theso two suggesti ons. Which one is
more objective? Why?
1 The government ought to build more
landfill sites.
2 More landfill si tes ought to be built.
d Check your answers with the Grammar
Summary on pago 110.
e Complete these suggestions with should or
ought to. Decide whether to use an active or
passive form.
1 Households that produce a lot of garbage
should/oughlto be taxed (tax) more.
2 We shouldn' t/ouKhl nol 10 Use (usc) so
many plaslic shopping bags when we go to
the supermarket.
3 Newspapers and magazines shoul d/ought to
be recycled (recycle).
4 People should/ouXht 10 be encouraged
{encourage} to take bottles to a recycle center.
S If you have a garden, you shouldlought to put
(put ) all vegetable and fruit waste on a
compost heap.
(I Stiffer fines should/ouCht to be introduced
[introduce) for people who litter in the street.
6 Speaking skills
a General waste is becoming a huge problem today.
In groups. discuss the following questions.
1 What kind of things have you thrown away in
the past week? Think about all your waste.
2 What do you think happened to your garbage?
3 How does your country or community deal
with garbage?
b In your groups, discuss how waste is handled in
your count ry or community. Answer the
questions helow. Use the ideas in the table and
your own ideas.
1 What are the problems related to waste?
2 Do people try to reduco wasle? If so. in what
ways?
3 How is waste disposed of! Arc there any
problems associated wi th this?
Problems Ways of Ways of disposing
reducing waste of waste
li ttering
taxing households burying in landfill
inefficient garuage
that produce sites
excessive waste
collection
burning in
incinerators
providing recycling
too many nOll
facilities for more
biodegradable
items, e.g. cans
sending into space
containers
putti ng in deep
providing an
not enough garbage
incentive for
oceans
cam
recycling, Le. a small
mel ting and reusing
poll ution of air and paymont
for new products,
water from landfi lls
punishing people
e.g. plastic
lack of recycling who litter or leave
centers their garbage in
inappropriate places
c Make recommendations for your country or
community. Present your ideas to the class.
Decide as a class which were the best ideas.
Say what you think the major problems are and
make recommendations for improvement.
Say what the current forms of waste disposal are
and suggest some alternative forms which you feel
would be practical, economical, and ecological.
A Littering is a big problem. A lot of people litter
because there aren't fI nol/gh garbage cans in
tilt) streets, We think the city government alight
to provide more garbage cons.
B res. Jllore garbage cans would help, ond nlso
the schools should ...
The world oround us UnillO
UnlllO
1 Vocabulary: GM food
What do you know aoout genetically modified food?
What are the arguments for and against il? Use these
words and expressions in your answers.
contaminated crops flooding
genes food chai n GM feed
implanting pesti cides resi stant
2 Li stening skills
@ a Read these sections from a debat e on CM food.
Fill the boxes with the words in Exercise 1. Then
listen and check.
1 The issue of [I foods is
a controversial one . As YOll know, we arc
now able to change the I genes I in
plant s, and thi s has caused a lot of debate .
2 It is only in this way that we will be able
to I feed I the worl d's exploding
population. Second, scientists can now
prod uce GM I crops I that can grow
in harsh environments . such as areas thaI
used to lose crops through I flooelinG I
or extreme heat.
3 Fi nally. GM crops will be I resistant
to insects, so the strong I pesticides I that
have been used un ti l now will become
a thing of the past.
4 It has al read y been proved that
I I a gene can introduce
jill sOl1s of problems into the I food chain
: for example. a gene from Brazil nuts
has been implanted into tomatoes , ._,
5 AnQther serious obh:<: lion is that growing GM
crops in cl ose proxi mity 10 other crops means
that those crops wi ll be I contaminated I.
The world around us
b Listen carefully and fill in the rest oflhe blanks.
There are three words in each blank.
3 Reading skills
a In pairs, read two arguments. for and against CM food.
Student A: Read the text below and complete the
table with arguments for CM food.
Student B: Read the text on page 151 and compl ete
the table with arguments against CM food.
Fo' Against
GM food: the arguments for
GM food has enormous potential for helping nations
suffering from famine and for feeding the explodi ng
world population. The worl d's population is now six
billion and will grow to eight billion by 2020 and
perhaps eleven billion by 2100. The pressure to feed
people is rapidly intensifying. Ie is difficult to argue
against GM crops when the welfare of billions of
people is involved. Biotechnology is now being used
to create crops that:
* flourish in harsh environments such as arid land
and salty soil;
* require little water and fertilizer;
* bear abundant fruit with little supervision and carei
* are enriched with vitamins and minerals.
A tremendous milestone in this direction was
achieved when the genome of rice was finally
identified, the first time in history that this had been
done for a major food crop. Since four billion people
(about 60% oftbe worl d's population) depend on
rice, this will have enormous consequences. It is now
possible to create "super rice" with increased fertility
and resislance to disease and insects. Scientists have
recentl y produced GM rice with increased vitamin A
and iron content. This will help people who suffer
from low levels of vitamin A and iron, whi ch cause
blindness and anemia.
GLOSSARY
biot echnology science based on cells and bacteria
flourish grow weil and be healthy
arid very dry with few plants
abundant plenty of, in large quantities
genome the complete set of genes in a living thing
b Choose the Iwo strongest argument s for or against
CM food from your text.
1 Describe the argument s to your partner.
2 Explain why you think they are the most
important arguments in your text.
3 Write your partner's arguments in the other
column of the table.
Objectives Topic: GM food
Grammar Vocabulary
reported speech GM food
Reading
a magazine
orticle
Writing
a discursive
essay
Ustening
a debate
Write GM food on the board. Ask What does GM stand for? Whol sort of food is genetically modified these
days? Hove you ever eoten GM food? Whars the law on GM food in this country?
1 Vocabulary: GM food
As 8 closs, di scuss the vocabulary in the box in Exercise la. Then give students a minute to prepare
what thoy want to say about GM food. Put students in groups of four to discliss their ideas, then
elicit comments from the class.
In the activity and loler in the lesson, in exercises 3b and 5, the longuage of presenting an argument for
and against is used. You may wish 10 write the longuoge below on the board to help students do Ihis and
loler activities:
The moin argument in favor of .. is .
The mosl convincing orgument against ... is .
The main problem with / drawback of / concern with ... is lhal .. .
The main reason for . . is ...
2 Li stening skills
Speaking
discussing GM
food
Introduce the topic
Useful language
Ask students to fill in the boxes in Exercise 2a wilh words from exercise t . Do the first as an example.
Tell students not to worry about the other blanks at this stage. Let students check their answers with a
partner when they have finished. Play the audio and ask students to listen and check. @
In Exercise 2b. ask students to fill in the rest of the blanks first. Then play the recording again. You @
may need 10 play and pause the recording to give students time to write answers.
3 Reading skill s
This is a jigsaw reading. in which students read different passages and try to put together their
understanding of the text to make it whole. Put students in pairs. one A and one B. Tell them to
write For (if thoy aro A), or Against (if they are B) al the top of a page in their notebook. Tell UlOm
they havo nvo minutes to read their text and outline arguments.
When students have finished. ask them to describe and explain their argumellts in pairs. Make sure
that thoy exchange and write down each other's information, using a table they have coped from
Exercise 3a into their notebooks.
Divide the closs into fWo equal halves. Groups A and B. Group A read the text on poge 106; Group Bread
the text on poge 151. When Ihey have finished, students can check their answers with others from the some
group. Then ask students 10 stand up and find a portner from the other group who has read a different text.
in poirs, they then sit down and do exercise 3b together. This is a good wov of mixing students and
crealing more interadion.
Aa students do Exercise 3b. walk around the class, monjtor, and holp with problems.
The oudioscripl for Track 48 is on IXlge n07

The world around us T 106 Unit 10
Quick grammar
guide
4 Grammar review and extension: reported speech
[n Exercise 4a. ask students to read through the reported statements. Model the activity by matching
tho fi rst report ed statement to the direct speech in 2n (section 11 as a class.
The main thing tho! students need to grasp when reporling speech is the one tense back'" tense chonge,
from are to were, will be to would be, etc.
Common problems and errors
Forgetting to change tense.
He said thaI he it; fired.
There is often confusion between the verbs soyond felf. Common mistakes include wroog placement of to
and incorred use of on objed pronoun after soy.
He lells me to be quiet.
The teacher &9t" !fie Ihe onswers.
Put students in pai rs to work on Exercises 4a through 4e. Monitor and help with questions and
confusions. At the end. go through the answers as a class.
Answers: Changes: Verbs go one tense back. e.g. in 1. ore changes to were, has caused changes to
!Jad caused. In 2, will become changes to would become. Sometimes, the pronoun
changes, e. g. in 1. we changes to they.
5 Writing skill s
In Exercise 5a. divi de students int o groups of four or five to completo a forlagainst table. Make sure
that everybody fi lls in the columns. as they will need these notes to write thei r essay. Ask the groups
to decide what their viewpoint is. for or agai nst GM food.
Ask students to follow the inslmctions in Exercise sd to wri te thei r individual essays. This coul d be
sot for homework.

For Exercise 2 00 Poge 106 iii;
Mon The Issue 01 genetically modified loods is a controversial one. As you
know, we are now able 10 change the genes in plants. and this has caLlsed
a lot 01 debate. My opinion is that GM crops will be with us lorever, for very
good reasons. First, GM al lows us to produce bask loodstuffs beller and
more cheaply. which should please everyone. II is only in this woy that we
wil l be able to leed the world's exploding population. Second, scientists can
now produce GM crops thai can grow in harsh envi ronments, such as
areas that used to lose crops through flooding or extreme heal. Peaple In
these areas will now have enough to eat. Finally, GM crops will be resistant
to insects, so Ihe strong pesticides that have been used until now will
become a thing of the pas!.
Woman I agree with the first speaker that the issue 01 GM crops is
controversial, but my agreement stops there. I disogree completely with
GM crops. lor these reasons. My main objection is thot we really don't
know what genetic modification does 10 a plant and, therelore, whal it
might do to animals and human beings. II has already been proved that
implanting a gene con introduce all sorts 01 problems into the food chain:
lor example, 0 gene from BraZil nuts has been implanted into tomatoes.
and people with nut allergies are experiencing allergic readioos to these
tomatoes. In some cases. this may prove 10101. Anolher serious obieCtion is
thai growing GM crops in close proximity to olher crops means lhatthose
crops will be contaminated. And in answer to the argument about feeding
the world - we can already do thot if we slop using all our land to raise
CQ'NS and pigs for food. Furthermore, by forcing GM crops on poorer
notions. we are pulling them into a position where they wilt no longer be
able to grow non-GM food.
UnillO T107 TheWOl"ldaroundus
'-
"-
"-
4 Grammar review and extension:
reported speech
a Look at these reported statements from the debate
in Exercise 2. Find the direct speech in Exercise 2a.
1 The man claimed that they were able to change
the genes in plants, and that had caused a lot of
debate. section 1
2 He predicted that the strong pesticides that had
boon used unlit now would bocome a thing of
the past. section 3
3 The woman explained that implanting a gene
could introduce all sorts of problems into the
food chain. section 4
4 She argued that growing GM crops in close
proximity to other crops meant that those crops
would be contaminated. section 5
b In pairs, compare the direct speech sentences in
Exercise 2a with the reported speech above, and list
tho changes you find.
c Usc your answers to Exerciso 4b and your
knowledge of reported speech to complete this
table.
Simple present Direct: eM food bas enormous
potential.
Reported: He said GM food had
enormous potenlial.
Present Direct: We IlJ'(l not saying that all
progressive eM crops are dangerous.
Reported: He said they were ...
'- Simple past Direct They exported food from
Ethiopia.
Reported: He said tbey ...
'- Present perfect Direct: Scientists have rocently
"-
'--
'--
produced GM super rice.
Reported: He said scientists ...
Past perfect Direct: They bad already started
the trials.
Reported: He said they ...
Modals: can, Direct: The developed world can
will, should help tho third world.
Reported: He said ...
Direct: The world's population
will grow to eight billion
by 2020.
Reported: He said ...
Direct: We should all be aware of
the problems.
Reported: He said we ...
d Check your answers with the Grammar Summary
on page 110.
e Look at the text you read in Exercise 3a. In pairs,
report other things that the author said. Use
different reporting verbs, e.g. say, tell, claim,
argue, predict, explain.
.
,
,
5 Writing skills
a In groups , think of as many reasons as you can
for and against eM food. Write them in the
for/against table in Exercise 3a. Use the
information in this lesson and your own ideas.
b How do these arguments for and against relate
to your country? Agree on the greatest threats
and opportunities that GM food represents for
your country.
c Go through the arguments for and against GM
food in this lesson and sum up your position.
d Write a discursive essay with the title Is GM
food a positive or negative development? Follow
the notes below and use your notes for this
lesson. Also use the plan for writing on page 47.
Your essay should have four paragraphs and be
between 200 and 250 words long.
Paragraph 1: introduce the topic
Paragraph 2: list the arguments for GM food
Paragraph 3: list the arguments against GM food
Last paragraph: summarize your viewpoint and
conclude the essay.
Theworld around us Uni!10
lesson4
UnillO
Climate change >
2 Task
Read these frequent ly asked questions about global
warming. Can you answer any of them?
What exactly is t he greenhouse effect? A
Is climate change a natural or human-caused phenomenon-
What are the possi ble effects of cli mate change? B '--'
Wilt there be any benefit s associated with cl imate change? B
How much cl imate change has been observed up till now?
Is pl anti ng more trees a way of solvi ng global warmi ng? B '--"
Are there any alternatives to coal and oil? B
Who is responsible for greenhouse gas emissions and
cl imate change? B
How do scientists estimate t he cl imate of the future and
how reliabl e are their proj ections? A
What are the current estimates for 21st century cli mate
change? A
1 Warm up
a Match these key words with the defin iti ons.
1 global warming b
2 CO
2
(carbon di oxide) c
3 atmosphere e
4 degrees a
5 climate d
6 weather f
a units that are used for measuring temperature
b the increase in temperature that has been
taking place in recenl years
c a colorless, odorl ess, non-poisonous gas that is
a normal part of the air
d the normal temperatures, rai nfall , etc. of a
country, a region, or the earth
e the ai r around the earth
f temporary conditions in the air, e.g. hot or
cold, sunny or rainy
b Fill in the blanks in t he text wi th five of the
key words.
What is global warming?
The earth's temperature has risen by 0.7 l degrees
in t he last 150 years. Scientists believe the main
reason for Ihis is that we are putting too much
2 into t he 3 atmosphere. Some scientists
believe the temperature is going to continue
ri sing. whi ch is a major cause for concern. but
some people say 4 global warmi ng is a myth -
t hey say there have al ways been 5 cl jmat e
changes on earth and it 's too earl y to say
whether this parti cul ar change is part of a
normal cycle or something unusual. If global
warming is reall y happeni ng, it means t he sea
level will ri se Ilnd in some countries thi s will
cause catastrophi c flooding. In others , there will
be no water, only desert.
The world around us
3 Prepare
a You are going to look for the answers to some of '--'
the questions in a short text. You have onl y three
minut es to do this. The teacher will di vide the
class i nt o two groups. v
Group A: Read qui ckly through the text below.
Group B: Read qui ckl y through the text at the
bottom of the opposite page. '---
b Put a check ( ..... ) by the questions in the list above
that your text answers and make brief notes
about them. "---'
c Work in pairs of A and B students. Ask your
partner the questions that your text di dn' t answer
and take notes. Answer your partner's questions. \.....,.,
Can you answer all the questions now?
Group A text \.......-
The greenhouse effect is the orocess where heat js
unable to escape from the earth's atmosphere, which 'r--'
causes the temperature of the earth to rise. The rise in I
temperature is called global warming. The greenhouse
effect is caused by both natural and human activity. ,
Studies carried out by scientists into climate change in
the last century show that volcanic activity, change in
land use, and greenhouse gases all cause climate r
change. Of these, greenhouse gases, such as carbon
dioxide, have been the main causes of climate change
in recent years. Globally. air temperature increased by t
one degree Fahrenheit in the 20th century but some
regions, such as Alaska, have seen a four degree
Fahrenheit increase in temperat ure. Scientists
estimate their predictions for the future
knowledge of historical climate Change and computer l
models of the climate system. These predictions are It----
based on a number of factors and are not absolute.
The latest predictions for the 21st century are for an
increase of 2.5-1 0.4 degrees Fahrenheit. -
Objectives Topic: climate change
Grammar Vocabulary
cl imate change
Reading Writing Ustening
wifl, going 10, first
conditional. present
perfect
extracts from a
science book. an
FAQ page
FAOs on a Web site a college seminar
Write global warming on the board. Ask Do you think this is Q serious problem? What factors ore causing
global worming? Elicit as many suggestions as you con from students, and write them on the board.
1 Warm up
Ask students to match words and definitions in Exercise la, then check with a partner.
Ask students to read the text in Exercise l b quickly for a general understanding before fill ing in
the blanks.
2 Task
A good way of doing this is a pyramid discussion. Give students one minute to read and nole
answers to the questions. Then put them in pairs and give them one mar! minute to compare
answers. Then put one pair with another pair, making a group of four, and give them one more
minute to compare answers one fmal time.
3 Prepare
If you haven't done so already, divide the class into groups of four. Label half the groups A, the other
half B.
Ask students to read and check the questions in Exercise 2 that their text answers. Let st udents
briefly check answers wit h people in their group.
Divide the class into pairs of A students and B students. The best way to do this is to ask students to
stand and then find and sit with someone who has read a diffe rent text. Ask the pairs to discuss
their texts until they can answer all the questions.
t .. 0
The world around us T 108 Unit 10
...

..
4 Feedback
Briefly discuss the results with the class.
5 Compare
Play the audio for Exercise Sa. Ask students to listen and order tho FAQs. Stop the audio after each
question and remind students what numuer they are on.
Answers: 1, 9. 2. 3, 4. 7, 8, 10, 5. 6
Play the audio again. LeI students compare the notes they make with a partner before going through
UlC answers as a class,
Answers: Additi onal information is underlined in the audio script.
6 Notice
Ask students to look at the phrases, and discuss their use with a partner. Play the audio one more
time. Discuss the answers as a class,
7 Foll ow up
Model the activit y brielly with a good sludent. Ask the first question then briefly improvise a
conversation with the student. using one or Iwo of the phrases from Exercise 6.
Put students in pairs. Tell them to take turns asking and answering the questions in Exercise 2.
Monitor carefull y, noting mistakes and prompting students to use the phrases they have studied.
49'_-------------------------------------------------------------------,
Tutor Good morning, everyone. Before we talk about
the next block of work do you hove any questions on climate
change?
Student 1 Yes, con you tell us ogain, what exactly is the
greenhouse effect?
Tutor Okay. The greenhouse effe<t is the process in which heat
can't escape from the earth's atmosphere and which causes
the temperature of the earth to rise. The rise in temperature is
called global worming. let me explain a lillie certai n gases
ow 1ffi!llale aad trop tbe beat like a barrier Ibot tbe beal con't
QeJ lhrouah So Ihe heal is lurned bgd: jnlo tbe gtmosphere
and the tempergture rfses Is thgl clear?
Student 1 Yes, thars much bener, thanks.
Student 2 What I can't understand is why everyone thinks a
rise in temperature is bad - it sounds great to mel So whO!
are the effeds of cl imale change?
Tutor Well, there are some pretty bad effects, such as effects
on the migration of birds sgme species at birds will be
forced tq migrale tq different plgces gnd some won'l need 19
mimgle gnymme so it upsets the balance of nature. A good
example of the effects is the balance of woler: water
resources wilt increase or decrease, so lhere'li be mgre fl oods
and droughts Seq levels will rise jn some cOQstgl megs gnd
some low-lyiM islgnds mgy be lost completely under the
""'-
Student 2 But is it all bad? Wan" there be any benefits from
climate change?
Tutor Not many, I'm ofraid, but the pidure isn't all black.
Moderate global worming will favor some fmmers, pot1iculgt1y
in dry megs where there'll be mme rgin
Student 3 How do we know about this? I mean, how much
climate change has been observed?
Tutor In the 20th century, air temperature increased by about
one degree Fahrenheit; but some regions like Alaska have
seen 0 four-degree Fahrenheit increase in temperature. Now,
that is huge and very worrying, especially if the trend
continues. Is that okay?
Student 3 Yeah, but haw do they know it will continue? How
do scientists est imate the rate of climate change? Is it reliable?
Tutor Well, they estimate on the basis of historical climate
chonge ond computer models of the climate system. Is it
reliable? Well, we don't really know. The climate of the earth
has changed many times in the post. going fram
hot to extremely cold, the ice ages, so there's a lot of
disagreement in the scientific world about global worming. let
me put it like this - lhe signs me worrying gnd we'd be foolish
tq iQnme lhem
Student 4 What ore scientists prediding about this century?
Tutor The 21st century? They soy there'll be on increase of
between 2.5 and 104 degrees Fahrenheit.
Student 1 Con't we stop this? I've heard that planting Irees is a
way of solving the prablem.
Tutor Well, yes, increasing the forest meas wil l help to slow
down global worming because plants and trees reduce tbe
effe<ts of carbon dioxide. 00 ils owo Ibis jsn't enot to stop
or even reduce global wmmiM IhouQh we hove to cui down
on our production pf greenhouse QQsgs Whallhgr megns is
we hgve to stoP using fossil fuels
Student 3 Are there any alternatives to cool and oil?
Tutor Well, yes, and I'm sure you're aware of them - there's
wind energy, solar power, and wove energy, bUl lbesg
sources of power need to be developed,
Student 2 I don't understand wove energy.
Tutor TbOt<; hmnessinQ the power Of the tides ond 'Ising it 10
make electricity Understand?
Student 2 Yes, thanks. But what exoclly causes this global
worming - is it natural ar human?
Tutor The green bouse effect is coused by both natural and
human activity. Naruml (mise.<; ineilJde volcanic activity for
example. But humgn activiJ:; is mi lch worse. let me give you
some examples the usg at cm god gircraft filel lactorv
emissions gases IISed in freezing 01[ of these add to
greenhoUSE Illlses and couse climate change.
Student 3 So, who's responsible for all these emissions and
climate change?
Tutor GreenbOuse Iloses bove been increasing since the
Indusl rjal RevoluJjOD two hundred years ago, which means
the countries of lhe developed world hove been mostly
responsible for greenhouse gases sa for. In re<ent years, the
United States has been responsible for 25% of greenhouse
gas emissioDs, but the future is likely to be different as we
become more aware of the problem. Developing countries
that don't have the money ta search for alternative sources of
fuel wil l produce more greenhouse gases tban the United
States and Europe. Okay, I think we'd better get on to ..
Uoit lO T 109 The world around us
4 Feedback
Tell the class how many questi ons you could
answer. Ask about any questi ons you were unable
............. to answer.
5 Compare
Li sten to a coll ege seminar about climate change.
Number the FAQs in the order you hear them.
(The words may be slightl y different. )
Li sten again and make notes of any additi onal
infomlati on to answer the questi ons.
\.....,. Group B text
6 Notice
Li sten to the seminar again. How are these phrases
used? Docs each one introduce an example. clarify
something, or chock 011 understanding?
1 Lei me explai n ... clari fy something
2 Is that clear? check on understanding
3 A good exampl e or ... introduce an example
4 Is that okay? check on understanding
5 Let me put it like thi s ... clarify something
6 What that means is .. . clarify something
7 Understand? check 011 understanding
8 Let me give you some examples. introduce aD
example
7 Foll ow up
[n A and 8 pairs, ask and answer the FAQs again.
This time. try to make your answers as full as
possible, and use the phrases from Exercise 6.
Climate change will force some species of birds to migrate: water resources will increase or decrease; there will be
more floods and droughl . Sea levels will ri se in some coastal areas. There will be heatwaves and more air pollution,
'--- which in turn will cause infectious diseases to spread. There will, however, be some benefits, 100. Moderate
warming will fayor some fanners. Some areas will have more water and more synshi ne.
There are ways of attempting 10 slow climate change, such as replanting and increasing the area of the wortd's
forests, because plant s and trees reduce Ihe effects of carbon dioxide, but on its own this is not enough 10 stop
global warming. For this to happen, we must cut down on OlIr production of carbon dioxide. One way to do this is
to cut down on our use of fossil fuels like coal and oil, which is possible but must be done gradually: coal and oil
can be replaced over a period of lime by wind energy and solar DOWer. Climate change is not entirely new:
greenhouse gases have been increasing since the Industrial Revolution, two hundred years ago, which of course
means that the countries of the developed world so far bear t he main responsibi lity for greenhouse gases. In recent
years, the United States has been responsible for 25% of greenhouse gas emissions. However, in the future,
developing countries like India and China will produce more greenhouse gases than the United Stales and Europe.
The world around us
Grammar Summary
1 Review and extension of quantifiers
Type Quantifiers Followed by noun Examples
Inclusive
, bo1I1
1 plural COLf1table 1 both books
2"'''''
2 sOgUar COLf1table 2 either book
3 _ J singtJar COU"Itabie 3 each book
4 ""'"
4 SirlgLW COlI"lIabie
4 ""'" book
5 aI 5 plural coootabIe or 5 an the books I
"""",to'"
., ... """'"
Large or
, many
, many books
medium 2 a 101 01 2 pllI<II COU'ltabie 2 a lot of books I
quantities or uncountable a lOt of money
3 a great deal! 3 uncountable 3 a great deal!
a good deal of a good deal of money
4 several 4 pural countable 4 several books
Small home 1 plural countable 1 some books I
quantities or uncountable some money
2 (a) fev.r 2 plural countable 2 (a) few books
3 (a) little 3 uncountable 3 (a) little money
4 hardy any 4 p/lxal countable 4 hardly any books I
",uncoco_
hardy any money
Precise 1 half pkxal COlJ'llabie 1 half (oQ the books
quantities 2 a quarter I or UI'lCOlI'ltabie 2 a quarter of the
two-thirds of money
Negative
' '''
1 si1guIar/pk.ral 1 no book I no
quantities COLf1table or
books I ro money
Unit lO
"""""-
2 rl9Ither 2 sngJIar countable
2_
3 rona Of the 3 pItxaI countable 3 none 01 the
or lI'lCOI.Xltabie books I none of
... money
We can use the COlI'ltabie quantifiers with a pltral noun if we add
of the: each of the books, both of the books, neither of the books
Choose t he correct quantifier.
1 Wool u neither of these coats? No, I don' ,
like 'ther each 0 hem.
2 E AJI student in class should have a textbook.
3 I invitee.@) some my friends but only fffW them
came to the party.
4 She doesn't a little friends in her town.
2 Modal verbs + active and passive
We often use the paSSiVe after modal verbs:
Seat belts should be worn at all times.
VoJhen we make suggestions or express obligations using the
passive, the suggestiorv'obIigatiOn is i.e. we don't see
it as being imposed by the speake(:
You ought to IIlV6St more in road-bUilding. (the speaker's
opinion)
More ought to be invested in road-building. (an objective
suggestiorv'recommendation)
Should and ought to in the passive are often used for rules:
Cars should not be parked on the sidewalk.
3 Reported speech
In reported speech the verb usually changes tense, and moves
one step back Into the past:
I have an idea. She said she had an idea.
I have had an idea. She said she had had an idea.
I'm thinking about it. She said she was thinking about it.
I was thinking about it . .... She said she had been thinking
about/to
The world around us
The past perfect does r"IOt change:
I had heard of this place . .... She said she had heard of that
pIaco.
Some modal verbs change in reported speech:
We can find it . .... They said they could find it.
We will meet you tomorrow . .... They said they would meet us
the next day.
The modaJ verbs, should, ought to, and would do not change:
You ought to compiete the form . .... He said I ought to
compJete the form.
You should listen to her . .... He said I should hsten to her.
Remember that the pronouns in reported speech often change.
e.g. I she and we .... they in the examples above. Adverbs of
place and time often change too. e.g. this place .... that place,
tomorrow .... Ihe next day.
The most common reporting verbs are say and Ieli. However, it
is better to use a variety of verbs when reporting speech, e.g.
admit, argue, predict. claim, announce.
Report these st at ements.
1 "I have discovered a new land." Columbus claimed he .
Columbus daimed he had discovered a new land.
2 "I came, I saw, I conquered." Caesar said ... Caesar said
he had come, had seen. and had cOOiluered.
3 "I'll lOve you forever, JUliet!" Romeo swore ... Romeo
swore that he would love Juliet forever.
4 "I have a dream. " Martin Luther KJ-.g said ... Mart in
Luther King sai d he had a dream.
5 "This is one small step for a man." Neil Armstrong said ...
Neil Armstrong said this was one small step fOT
a man.
Vocabulary Summary
1 Containers
Tube toothpaste, ointment
c,"
baked beans. paint. soda, lemonade,
sardines, cal food
J"
honey, instant coffee, jam, olives, shaving
cream, peanut butt er
Carton milk, orange juice, yogurt, k:e cream, butter
Bo, chocolate, matches, cereal, tOOls, candy.
envel opes
Bottle beer. wine, mineral water, lemonade,
shampoo . oil , detergent
B,. chips, potatoes, cookies
Add these items t o the correct column.
shaving cream candy peanut butter envelOpes
butter sardines detergent oil shampoo cat food
2 GM food
biotechnology contaminate crops feed flood food chain
gene genome GM Implant pesticide resistant
Find five GM words to match these definitions.
1 a chemical used to kill insects pesticide
2 harm a substance by passing or spreading chemicals to it
contami nate
3 give food to feed
4 the complete set of genes in a living thing genome
5 put something into a person, animal, or a plant impl ant
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Editing your work
1 Thinking about writing
a Make a list of all the different types of things you have
written in English.
CompeO/ltg a fYa'rnmtLy
a m an [ngt.sh eMm
b Compare your list with a partner.
c Read the text written by a person studying EngliSh.
Give it a title. (Do not worry about the errors in the
text.)
d Is this student's experience of writing in Engl ish the
same as yours? If not. how is it different?
e In groups, discuss what you find difficult abOut writing
in English.
2 Exploring the stages involved in writing an
essay
There are a number of recommended stages in writing a
formal essay. Look at the stages below. They are in the
wrong order. Reorder them according to the most
efficient way of writing an essay.
III a Organize your ideas into a structure with a
beginning, a middle, and an end.
III b Read the essay litle or question carefully and
decide why you are writing it and who you are
writing it for.
iii c Write your first draft from the beginning to the end.
III d Proofread your final essay, checking grammar,
spel ling, and punctuation carefully.
IKI e Revise your first draft and check for structure and
content.
lEI f Rewrite the text and produce your final essay.
g Brainstorm ideas that are relevant to the question.
3 Editing a text
a In pairs, go back to the essay in Exercise 1 and edil
it. You will need to look at all 01 these features very
carefully.
the grammar the spell ing punctuat ion
the content the structure
Student A: Look at the grammar and the content.
Student 8: Look at the spelli ng, punctuation, and
structure.
b Together. rewrite the essay. correct ing all the errors
you found.
c Exchange your revised essay with another pair of
students. Read their version of the essay and improve
it if you can.
GLOSSARY
draft {of a lext]
unfinished stage in developing writing
proofread
read something to find and mark
errors for correction
I<l<l REVIEW
Review your action plan: wonting with written grammar
In pairs, look at the notes on grammar that you made at the
end of Unit 9. Explain the grammar you looked at, how you
worked out the rules and meaning. and show your partner how
you recorded it. Compare ways of recording - can you improve
each other's methods?
4 Applying the stages
a The student who wrote the essay in Exercise 1 did not
finish the last paragraph. In groups, brainstorm and
note ideas for this paragraph. The first sentence is:
A.!lIuYug!, l'/"r"J:mg on can Ie 'W!)f
dd-fl.Oi!l:., Ii; is !:c 'wrJe hJy a n1l.m.6er
'" """""". Ji><1 '" alt, ...
b In pairs, organize the ideas that your group thought
of . Ust a number of reasons to support the argument.
c When you are ready, write the paragraph individually.
Conclude the essay in one or two sentences. Use the
stages in Exercise 2 to help you.
d Exchange your work with a partner. Gan they improve
your wriling?
ACTION PLAN I>
Your action plan: editing your work
Using the recommended stages in Exercise 2, write the last paragraph of an essay about reading in English. The paragraph
begins: Although reading in English can be very difficult, it is important to read for a number of reasons. First of all, .... Keep all
your draft texts as well as your final version. The paragraph should be no more than 120 words long.
Note: you will need to show a classmate the final version of your paragraph and your drafts at the end of Unit 11 .
The world around us UnitlO
Unit 11
1 Speaking skill s
Look at the pictures and answer the questions.
1 What kind arTV shows do you think they
come from?
Z makes people wanl to appear in this
kllld of show?
Z Reading skill s
,I Read tho reviews of four reality TV shows.
Match each review with one orthe pictures.
h Road tho reviews again. Choose the rating you
think the reviewer gave each show.
c Fi gure out tho meaning of the followin" words
and oxpressions from the context. "
1 primo-timo slot (line 10) a time in when
il lot ,of 1,Ieollie are wat ching in the evening
2 sluff (line 13) exciting SUbjllcl
3 cast (lllIe 21) people appearing in the s how
4 switch to (line 22) change channels
5 sett ing (line 32) placellocation
6 would-be slars (line 38) people who wan I
10 be famous
d III groups, discuss these questions.
1 Which of the shows sounds the most
interesting as a TV show?
Z Which reality shows have you seen'" \Vh
did you watch them? . y
:4 Would you ever take part in one of these
shows? Why? I Why not?
3 Li sten i ng ski li s
It Listen to a phone-in program. Which of the
shows in the pictures are mentioned?
b Listen again. Below are some reasons for the
popularity of reali ty TV shows. Who gives
these reasons? Write K (Kate). M (Myriam) or
p. (psychologist). More than one person may
give the same reason.
K 1
K 2
Rea lit y TV shows arc something new.
People talk about t hem, so everyone wanls
to see t hem.
P 3 People like scandal and watch in case
anyt hing happens!
M 4 People get involved in the shows.
M, P 5 These shows give people a kind of power
over olher people's lives.
P G People are nosy. They like gossip.
c In your opi ni on. what is the fascination of
TV? you agree or disagree
With Ihe oplll lOns III Exercise 3b.
GLOSSARY
causing comment. anger. excitement
promise {nl (here] potential to do well
Medio
Reality TV on
your screens
this week
Adrian Soloman
reviews the current
reality TV shows.
1 B* *"
1 ThiS was the first modern
reality show and it has been
showing for more than ten
years. The concept - a group
****
Excellent - de.
miss it. "'-'
*** Very interesting,
worth watching.
** OK for a couple 0
episodes, if there's
nothing better or
*
A big yawn. Chan
the channel .
5 of young people locked up in
a house together for several
weeks and filmed for 24
hours a day - is as fascinating
as ever and still claims a
10 prime time slot in the evening. Despite
the number of similar shows now
produced, none has beaten the original
idea. Gripping stuff!
2 A
Two spoiled young rich girls leave their
1.5 posh Beverly Hills homes to go and live in
a small town in Arkansas. There they
have to cope with living on a farm and
working in a fast-food resturant . Quite
frankly, this show hasn't managed to
20 generate much excitement in spite of the
good-looking cast and the provocative
theme. Switch to the big movie on
ChannelS instead.
3 C**
Another one In the theme of "put a
25 group of young people together and see
what happens", but the action takes
place on a beautiful Pacific island. Can
the participants survive on what they find
on the island? What will they eat? This
30 hasn't been running as long as the other
shows, and it shows some promise, but
the beautiful setting is not enough to
stop boredom taking over after a while.
4 P **
A group of unknown musicians spend all
35 their time in an academy, training to do
concerts. This is hugely popular, and the
winners have become national superstars
with their albums. The young wouldbe
stars in recent episodes have been
40 competing to see who is going to
represent the U.S. in the Pan-American
Song Contest. very entertaining.
Objectives
Grammar
present perfect
progressive
Topic: reality TV
Reading
a TV program review
Writing Ustening
a review of Q TV show a radi o phone-in
Speaking
di scussing TV
programs
Write TV programs in the middle of the board. Elicit as many different types of programs as you con from
students, and write them on the board. Ask How often do you walch TV? Who! kind of programs do you
walch? What kind of programs do you never watch?
Introduce the topic
TV programs: news and current affairs; documentary; drama series; soap opera; sitcom; quiz show; talk
show; realily TV; lifestyle program; breakfast TV
1 Speaking skills
Put students in pai.rs to discuss the questions in Exercise 1 briefly. Then have them share answers
with the whole class.
Answers: Reality TV programs.
People want to be fa mous, want to have a career in the media, want to win a lot of
money, want to test themselves in difficult circumstances.
2 Reading skills
Allow four mi nutes for students to do Exercise 2a. Allow them to check their answers to Exercise
2b in pairs.
Let students work in pairs to discuss words and expressions in Exercise 2c.
Show students how to guess what the words mean by looking at context. Do the first one as on example.
Ask students to fi nd prime-time slot in the text ond underline il. Ask Whal pon of speech is if? Answer:
compound adieclive and noun.
Ask What clues in the sentence help you figure oul/he meaning? Answer: In Ihe evening tells students that a
prime-time slot must be a slor in the evening lV schedule.
Ask st udents to discuss the questions in Exercise 2d in groups of four or fi ve and then have a brief
class discussion.
3 Listening skills
Play the audio for Exercise 3a. Ask students to listen and say which shows are mentioned.
Answers: Big Brother (8), Ameri can Idol (0)
In Exercise 3b, ask students to listen to the audio again and put the correct letter next to each
reason. Lei st udents check their answers in pairs before discussing them as a class.
Have a brief class discussion about the question in Exercise 3c.
The audiascript for Track 50 is on page nl3 :ill


Guessing
meaning from
context
Media T 112 Unil ll
Quick grammar
guide, _

_on
attemative
4 Grammar review and extension: present perfect progressive
Have students read the examples in Exercise 4a. Ask them t o tell you which form is being used in
each example, then ask students in pairs to match forms to rules.
The present perfect progressive (have + been + -ing. the present participlel is different from the present
perfecl simple in that it emphasizes duration and unfinished activity
Common problems ond errot'$
Students may use a simple present tense to refer to something that started in the past and that continues
up to now. where Engl ish would use the present perfect:
l /We in Buenos Aires since 1995.
Another common error is using the present perfect progressive for a finished event in the recent post with a
time reference:
I J.fJ"e eeeR lote losl week.
Ask students to choose the best forms in Exercise 4d. Before leaving the topi c, remind student s t o
read the Language Note.
5 Writing skills
Put students in pairs t o discuss the questions in Exercise Sa.
Lead in briefly by eliciting names of popular reality TV programs that have been shown recently or are on
currently. Find out which students are "hooked" on these shows, and which are not that interested. Then try
to pair enthusiastic reality TV fons with a partner who, perhaps, knows little about them.
Ask each pair to follow the steps in Exercise sb to write their review. Point out that the easiest way
to organize the review is t o organize it under the headings in exercise Sa. When they are ready, ask
pairs to swap r eviews. Encourage pairs to comment on each other's work.

for Exercise 3 on Page 112 " MVOOm Well, we've also been wotching a show obout young
Host Welcome back to liveline. Today we're talking aboUllY, artists. It's coiled The Academy. And of (ourse we hod Big
and TV in particular. Here in the USA. we've been Brother, as well.
watching reality TV since the earty days of Condid Comero in Host Right.
the 1940s, but in the rest of the world Reality TV has become a Myriom That's been running for years now. But you know
big thing in recent years, ever since the arrival of Big Bro/heron whars really popular in Mexico? Irs that kind of discussion and
Dutch 1V. This morning we wont to know who! you think, so debate show, like Cristina-those are the most popular ones.
why don't you give us a call and give us your toke on reality They've mode a lot of those shows in the lost lev.' years.
1V? Now lers go to our first coller. Kate, good morning to you. Host Why do you think these reality 1V shows ore so popular?
Kate Good morning, Neil. Myriom Well, you know, people get incredibly invotved in them,
Host Now, Kate, have you been wotching all these real ity like in Big Bro/her - W'ho is staying on the show or who has
shows? been voted oft. I also think people liKe the power that voting
Kate Wel l, some of them. You see, I've been living in Spain. In gives them; they kind 01 control people's lives, you know who! I
lad, I just got bock. OIer there "Gran Hermono: you know, Big mean?
Brother, wos incredibly popular, so it really has spread around Host Yes. thars really interesting. Thank you, Myriom .... Now, I
the world. gather we have a psychologist on the line, so lers ask her the
Host Why do you think thot is, Kate? some question. Professor Weinberg, good morning and
Kate I think irs, in Spain 01 least, the main reason was the welcome 10 the show. How do you explain the enormous
value .. popularity of reality 1V?
Host RighI. Weinberg Well, I think there are several reasons. I think we
humans ore fascinated by prying into other people's lives.
Kate ... it wos something nfNI - and also because everyone's
been talking about it, of course, so everyone wants to see it. Host You mean we love to be nosy?
The olher big hH is "Operoci6n T n'unfd" .. Weinberg RighI. We love to watch others go about their doily
Host Ah, yes, a bn like our American Idol .. lives while we're sitting there, on the solo. wotching them!
Kate .. . thars it _ people who wont to be pop stars are Host Even though those lives are, like, in a game?
auditioned, chosen, then trained, over several months _ it's Weinberg You mean like in Big Brolhet1Yes, because the
been massive in Spain. The program where they voted on the people in it still go about their lives, and they forget aboutlhe
first series was probably the most watched program eNer _ cameros. Of, course, as your previous coller said, we also like
and mode front-page nOW'S on every nOW'Spaper, even the to control other people and hove some influence on their lives.
mosl serious. Host Yeah, I see.
Host Thanks very much, Kate. Now, on the line I have Myriom Weinberg And there's one more factor. The viewer hopes that
Sanchez from Mexico, who is in the States doing her Masters maybe, one day, at some point, some juicy gossip might
Degree. Myriom. welcome to the show. come out, or something might happen in the bedroom-
Myriom Hi. sadly, this is what often attracts people to shows like Blind
Trusl - and this, of course, is also what the program makers
Host Whot about reality 1V shows in Mexico? Are they hope. Irs sod but true.
popular?
Unit 11 T 113 Media
4 Grammar review and extension:
present perfect progressive
a Look at these examples from the reviews and the
phone-in. Match the examples with the
explanations below. (l'wo of the examples match
one explanation.)
1 It has been showing for more than ten years.
2 ... the winners have become national
superstars ...
3 I've been living in Spain.
4 Big Brother ... really has spread around the
world. It's very popular.
5 They've made a lot of those shows in the last
few years.
a This focuses on an action that is completed.
b This focuses on the continuation and I or the
duration of the action.
c This focuses on a completed action with a
result in the present.
d This focuses on the number of times the action
has been done.
b Use your answers to write simple or progressive
in the rules .
We use the present perfect simple to express
repeated actions and completed actions,
We use the present perfect progressive to focus
on the continuation or the duration of an activity.
c Check your answers with the Grammar Summary
on page 120.
LANGUAGE NOTE
It is possible with some verbs to use both the present
perfect simple or progressive:
I've li ved here / I've been living here for len years.
Sam has worked I has been working for me since I
star/ed the company.
We usually do this with verbs that express actions that
continue over quite a long time.
d Choose the best form of the verb in the following
sentences.
1 I've learned 'I'e been leu min panish for
five years but I"m s I no vm' ood!
2 [ 'm not feeling well rve been coughing I've
coughed all day.
3 ['ve been seeing e seli!YBig Brolher only
four mes.
4
Peace. m on
5
5 Wri ting skills
a In pairs, answer the following questions about a
reality TV show you both know.
1 What is the aim of the show?
2 Where does it take place'?
3 What kind of people take part? (the publi c?
celebrities?)
4 How do they spend their time? I What do they
have to do?
5 What is the public opinion of the show?
6 What is your opinion of the show?
b Follow these steps to write a brief review of the
show with your partner.
1 Look at the reviews in Exercise 2. Make notes
of any other information that you might wan I
to include.
2 Decide how to organize your review: which
information comes first I at the end?
3 Is your review going to be positive, negative,
or balanced? Think of a few suitable adjectives
to describe the show.
4 Write your review together, then check it and
edit it.
c Swap your review with another pair. Do you
know the show thai they wrote about? Do you
agree with their review?
Medi a Unit 11
Unil l1
1 Speaki ng skill s
at the video games on this page.
DIscuss the questions.
1 How do you play these games? What do
you have to do to win?
2 I-low many different kinds of video games
can you think of, e.g. combat, sport s?
2 Li stening skill s
@ a the tilles with the types of games
In t he box. Then listen to a video game
designer talking about the games and
check your answers.

Media
3 . I 1 2
magic lorror sports heroic action
The game designer is asked "What is it that
makes these video games so popular?"
What do you think? Listen to Part 2 and
see if the expert agrees with you.
The next question is "What kind of people
do video games attract?" What do you
think? Li ston to Pari 3 and see if the
expert's opinion is the same as yours.
3 Readi ng skill s
a D0. you ,t hink vi deo games can be harmful? In
pairs. the queslion and check the possi ble
effects that Video games might have.
Video games can make the players:
more irrit able IiJ
more depressed 0
less crealive IE'
Jess confi dent fiJ
more violent i
more lonely
less sociable
less intell igent 0
b Read the newspaper arti cle quickl y and check
your answers to Exercise 3a.
Video
games:
bad for your
health?
, Findings from a recent
research project in Japan
suggest that tOO much time
playing video games can
5 make you less creative.
People who play video
games tend to have shorter
attention spans; they
become more irritable and
!O fi nd it difficult to make
friends. 'l1,e damage can be
permanent - if you StOp
playing video games, you
don't necessarily get better.
15 Professor Akio Mori has
been conducting research
into the effects of playi ng
video games over a long
period of time; he has
20 carried out exper iments
with 240 people aged six to
29 - and discovered that
when someone is playing a
video game they use
GLOSSARY
movement and eyesight but 25
very little thinking. If "-..-/
parents want their kids to
have imagination and
confidence, they should '--'(
persuade them to spend less 30
time playing video games
and get them to go out and
play with their friends
instead.
Professor Mori's research
comes at a time when video
games have been blamed for
causing violence in U.S. ............
schools. Parents of high-
school murder victims are in
the process of suing games ............
companies for $130 million
because they attribute the
cause and motivation for the "-
killings to some of the 45
violent games. But the
general public in the U.S.
doesn' t think that violent
video games cause violent
behavior: 57% of Americans
questioned thought there
was no connection between
violence in high schools and ........,
IV or video game violence.
nltentlon Silan the amount of time a
person can focus on something wi thout
thinking about something else
nttrihute (vh) believe something is
responsibJu for A situation or event
Objectives Topic: video games
Grammar Vocabulary
collocotions with
video
Pronunciation
expressing
incomplete
information
Reading Ustening
noun clauses using
relative clouses
a magazine article a radio interview
Ask a few general questions to set the scene and help students relate to the topic: Who plays video games?
How ollen do you ploy? Woors your favorite game? Who has never played video games?
1 Speaking ski ll s
Discuss the question in Exercise 1 as fI class. Elicit different kinds ofvidco games and write thorn
on the board.
Suggested answers: combat. sports, magic, horror, heroic action, fantasy, futuristi c
2 Listening skills
Introduce the topic

Put students in pairs to match titles to games. Play the audio for Exercise 2a. Ask students to listen ,5i\
and check thcir answers. ""
Havo a briof class discussion about the question in Exercise 2b. Elicit suggestions to the board.
Then play the audio so that students can find out whether they predicted correctly.
Answers: the graphics are incredibly attractive and real I realistic entertainment I si mple to play
I they have the dynamism of movies. but you can play them at home I they have the
power and all the color of cartoons and comic books - the usc of color is fa nt astic I
they involve the players in imagi native ways I in video games viewers take part, they
have an active role.
Do the same for Exercise 2c, thcn play the audio.
Answers: young guys - from as young as six till they become young adults. But they appeal to all
ages - you can lind plenty of adults playing, too, so they attract all ages, from six to sixty.
3 Reading skill s
Put students in pairs to di scuss the question in Exercise Ja, Ask them to check the boxes to show
their opinion. Aft erwards, with the class check the meaning and pronunciation of the adjectives .
'i rritable = a bll bad-tempered and angry
de'pressed ::: feeling unhappy
cre'ative
'confident
'violent
'lonely = having no friends
'sociable
in'telligent
Ask students to read the articl c and check their answers in Exercise Jb, Remind them to
check the Glossary,
The oudioscripls for Tracks 51, 52 and 53 are 00 page T261 ::..
t
Pronunciation ond
meaning
Media T 114 Unilll
Qukk grammar
guide
t I Jl
I?
Quick
pronundation
guide
Unilll
-
alternative
Lead in
T 115 Media
Go through the example carefully so that students are clear about what they need to do in Exen:;ise 3c.
Let students chuck their answers in pairs before going through the answers as a class.
4 Grammar: noun clauses (2)
Ask studonts to mat ch the sentence halves in Exercise 4a, and then check their answers with a
partner. Te ll students that they have to remember what the people said on the recordings.
Noun clauses often contain a noun phrase and are followed by a complement When placed 01 the slart of
sentences. they are used for emphasis. They are besllaughl and learned as fixed expressions.
When checking answers with the class, paint Qui the structure that all theso noun clauses follow.
Write tho structure on the board:
Something (tll at) + relative clouse + is/ore +compJement
The thing (thot), etc.
Also point out the Language Note. Ask students to work in pairs to complete the statements in
Exercise 4b with their own ideas. Monit or, help with ideas, and correct as needed. Ask a few
volunteers to read their best sentences to the class.
5 Pronunciation: incomplete information
Play the audio for Exercise Sa. Ask students to li sten and mark the rise and/or fa ll on sentonces 1 and 2.
The secret 10 gelling students to imitate a good inlOflalion pallern for Ihese sari of noun clauses is 10 get
them to try 10 start with their intonation quite high, then get them to make it go higher and higher leven if it
sounds funny!] and then lei it drop suddenly from the word is or ore !like a deflated balloon1.
Play the audio for Exercise 5b. Ask students to analyze the int onation. Then compare answers as
a class.
With the class, discuss the questions in Exercise 5c.
Answers: In Sa. the speaker's voice is still rising because the statement is incomplete. In sb. the
speaker's voice falls to show Uwt the statement is finished.
For Exercise 5d, model the activity with a good student. Say the first part of the first sentence,
starti ng high, with a rising intonation, then get the student to complete the statement with fall ing
intonation. Ask students in pairs to take turns starting and completi ng sentences.
A useful way to set sludents up for exercise 5d is to start with a whole-closs drill. Model the fi rsi half of each
sentence in exercise 4b, nominating different students to complete each sentence with their own ideas.
Then nominate an individual to soya first half. and anolher the second half. and so on, around the class.
This way you provide same whole-class practice before doing pair work.
Give studonts a min ute or two to think about what they can say ahout the subjects in Exercise 5e,
then put them in groups of four or five to share their ideas. Monitor and insist on good intonation
patterns.
6 Vocabulary: collocations with video
Write video on the board. Ask students how many words they can think of that collocate with video.
In Exercise 6a. put students in pairs to work through the exercises . Monitor and help, as needed.
At the end. ask a few students to read their sentences from Exercise 6c aloud with the class.
~
I\?
Something that reatly onrecls people 10 Something that really a nracls people to videa 1 1
video games ... games is lhe graphics.
2 The thing I really like about them ... 2 The thing I really ~ k about them is the dynamism.
c Replace the italic words and expressions in the sentences below with words or phrases from the lex\.
Make any other changes necessary.
1 Vi deo games arc uSllolly more popular with boys than girls. [line 7)
'Y1lieo gameS tend to ie mJJYe p:JpUiay ""d:h IxryS than fflls.
Research
2 ffl\ BfJligBIiBl1fJ into video games and violence have not proven a connection. (line 16)
confidence
3 It is true that too many video games make you lose )'!;IW p ;.ur Iii' gp Ih;I'l8' ,,",, /J , (line 29)
blame TV
4 People TV if; P8SfJ9RfJi&!B for the increase in violence in Ollr society. (line 37)
sue (suing)
5 The parents were right to tlie video company /8 88111' /' (line 41)
for
6 I really can 'I understand the 1 t; tJifdlt:Y hcftilld such mindless acts of violence. (line 44)
4 Grammar: noun clauses (2)
'---- a Complete the sta tements from the listening with the endings on the right.
1 Something that really annoys me about these games is ... a the dynamism.
2 Something that really attracts people to video games is . b the action and the violence.
3 The thing I really like about them is ... - _ _____ "!( c the way lhey're all so male orientated,
4 The things that may make them attractive to guys are . d the graphics.
b Complete these statements with your own words.
1 Something thaI really attracts me to video games ...
2 The thing(s) I don't like about video games
LANGUAGE NOTE
3 Something thai really annoys me about TV .
4 The thing(s) I really like about movies ...
We can reverse the order of the subject (the thing ... )
and the complement (the dynamism):
S One thing that"s good about DVDs ... The dynamism is the thing 1 really like about them.
6 Something that really irritates me about reality shows ...
5 Pronunciati on: incomplete
informati on
Listen to the firs t part of two sentences
from Exercise 4a. Does the voice rise or
fall on the last words? Mark 71 or ::::.I .
1 Something that really attracts
people to video games ?!
2 The thing I really like about them ?!
Now listen to the complete sentences.
Does the voice rise or fall on the last
words? Mark 71 or ::::.I .
1 Something that really attracts
people to video games is the

2 The thing I really like ahout them is
the dynamism.
c Has the speaker finished in Exercise
Sa? In Exercise 5b? What indicates
this?
d [n pairs. compare your sentences from
Exercise 4b, but split the sentences. as
in the example. Use the correct
intonation.
A Something that really annoys me
about TV ... [ 71 1
8 .. is all the commercials. 1::::.1 1
e In groups, find out whal your
classmates like about these activities.
and why,
playing video games watching videos
watching DVDs going to the movies
surfing the Internet
6 Vocabul ary: collocati ons with video
a All the following words can follow video to form a
collocation. except two. Which two?
camera cassette cassette record conferendng game
arcade phone tape theater
b Check tho collocations then answer the questions.
Which of the items in Exercise 6a would you use if you
wanted:
to speak to someone and look at them at the same time'? Vi deo phone
to make a film of your birthday party? Video camera
to take part in a discussion with colleagues in other
cities or countries? Video conferenci ng
to go somewhere to play games? Video arcade
c Complete theso sentences with a collocation from Exercise
6a so that they are true for you, Then discuss them with a
partner.
1 lawn.. . 2 I often use,.. 3 I've never used."
4 I'd like to have ...
Media Unit 11
TV or no TV?
1 Speaking ski ll s
In pairs, discuss thl::se questions
1ri;>;:_t4.._ about your TV viewing habits.
In which room(s) do you have a TVt
Do you have the TV turned on
2 Reading skills
a In pairs, look at Part 1 of an article below and try
to complete it.
c TV may be a good thing for some people, but it
causes problems, too. List some disadvantages of
TV; then read Part 2 and compare your ideas with
the next part of the article.
b Compare your answers with another pair.
Then check with your teacher.
Part 1
TV facts
Television is probably the
most powerful medium of
communication ever
invented. It is certainly the
most popular and most
widespread. On average,
most homes in the U.S.
1 2 televisions
In the house. Statistics tell
us that in most countries
60% of the population h
TV ' as
a In the 2 li viD!! room I
30% has one in the
3 bedroom , and 13% has
one in the kitchen. In two
out of three homes with a
TV (61.4%), it is on all the
time, whether somebody is
watching it or not. Only
GLOSSARY
4 -L % of the population
does not watch TV; in
fact, most people spend on
average 3.4 hours watching
TV every day. although the
day on which people watch
the most TV is Sunday. In
22% of homes, 5 the father
what to watch and
In 21 % it is 6 the chil dren .
Only in 7 ---..!!.JL % of cases
does the mother decide
which channel to watch
Finally, 8 % of
most popular shows on TV
are - you've guessed it-
football or Soccer games.
dumbu a stupid person (colloquial)
Unilll Media
Part 2
Does TV turn us into dumbos?
A report just published
says people who watch a
lot of lV may be damaging
their brains. It appears that
when we watch lV, we use
only 10% of our brain
power, and that watching
lV at a distance of less
than three meters can
cause stress, headaches,
and sleeplessness. The
report, based on a survey
of 1,000 U.S. lV viewers,
also suggests that if you
watch a lot of lV, you will
read less.
The same applies to
talking to each other. the
more lV we watch, the
less we talk to each other.
Many adults don't even
discuss which show to
watch: they just get
another lV and put it in
another room. It is widely
believed that if we didn't ""-
have lV, we would talk to
each other more, which
might even result in
fewer divorces!
d All the questions from Exercise 1 are discussed in the
first part of the article except one. which is discussed in
the second part. Which one?
e In groups. look at the information in the article and
answer the questions.
1 How do your viewing habits (discussed in Exerci se 1)
compare with the articl e?
2 Do you find any of the facts worryi ng? Whi ch onels)?
3 Are the facts in the article typical of the situation in
your country?
4 Did TV affect your childhood relationships? If so, how?
Objectives Topic: watching TV
Grammar
conditionals
Vocabulary
television genres
Reading
extrocts from
magazines
Ustening Speaking
a radio phone-i n discussing TV viewing
habits, planning a TV
schedule
1 Speaking skill s
Put students in pairs to discuss the questions in Exercise 1. Afterwards, find out whiGh students
watch the most TV.
2 Reading skill s
For Exercise 2a, explain that the answers rely on students' own general knowledge and guesswork.
[f necessary. help students to make guesses al the first answer. If students need more help you could
write some of the answers 011 the board as they do the exercise. without revealing which blank they
go in.
When you elici t answers from students in Exerci se 2b. ask for lots of guesses before revealing the
actual answers. Ask if anything surpri ses students,
For Exercise Zc, give a couple of examples to get students started, (For example, people don'//alk;
people ea/ TV dinners), Elicit answers from the class and note a few good ideas on the board.
Note that onl y question 6 from Exercise 1 i s discussed in part 2 of the article,
Put students in groups of four or five to discuss the questions in Exercise Ze.

The articles present a pretty negative view of TV. Ask. students in pairs or small groups to make a list of
advantages of television, For example, its relaxing to walch TV after a hard day; same programs are very
educational, Ask some pairs or groups to present their ideas to the closs,
Additionaloctivtty
Useful language:
An advantage of " is ,
One of the best things about ., is
Another good thing about . is.
5 6 ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ,
For Exercise 3 on page 117 !II
Host We've talked about addiction a lot before, but today we're going 10 talk about a different kind of addiclion - addiction
10 the TV. First, we're going to talk to Maureen, who used to be addicted to the TV but who is now one of the four per cent
of people who have chosen to live without TV. So, Maureen, what was so bad that it made you give up television
completely?
Maureen Well, I used to juSI watch TV now and again in the evenings, and on Sundays, like most people, but then I lost
my iob four years ago, and I was at home all day. I watched daytime TV, and after a while I got hooked on TV junk shows;
I iust used to lie on the sofa all day doing nothing, I'm so embarrassed to think about it now.
Host So you decided 10 do something aboul it?
Maureen Yes, well, after a year or so I reali zed that il wasn't healthy, so I went to my doctor, and he said that if I watched
less TV, I'd be able to do more with my life, you know, find another iob, have mare friends. So. I thought, 'That's it. No more
TV." I gave the TV away and my life changed - quite a bit.
Host How did your life change exactly? You stopped watching TV?
Maureen Exactly - it gave me more time, If I st ill had a TV, I'd have less ti me to do things. I've done so much since I gal rid
of the television - I've found a new job, met people, I listen to music a lot more ... and if I hadn't stopped watching TV, I
would never have discovered the pleasures of reading.
Host I see, And how about your health?
Maureen Well, I used to feelli red and irritable al l the lime. Now I feel much better; I'm not stressed out any more,
The more surfing through channels I did, the more irritated I felt. If I hod all these digital channels to choose from now,
I think I'd go crazy,
Host So you think that TV is all bad?
Maureen No, not at all. There's some very good stuff on TV, but you have to be able to control what you watch, and I
couldn't do that. If I ever get a TV again, I won't let it toke control of me,
Host So, Maureen, what's your advice to people who want to cut down on TV?
Maureen Well, I think a very importanlthing is not to have the TV in Ihe living room - put it in another room. rt you hod to go
to another room to switch Ihe TV on, you'd watch less TV, But most important is to control the TV, don't let il control you, learn
where the off" switch is, and use il!
Media T 116 Unit 11

3 Li stening skills
Give students a minute to briefly discuss the statements in Exercise 3a in pairs, and then elicit
answers from the class. Note: hooked on = obsessed with
@ Play the audio for Exercise 3b. Ask students to liston and complete the task.
t ..
Quick grammar
guide: condmonals
Additional activity

Answers: 1 and 2 were true of Maureen in the past. Now sho has more fri ends , has a better life.
and reads more (3 and 4).
Play the audio again for Exercise 3e. Ask students to complete the statements. Let them check in
pairs before discussing them as a class.
4 Grammar review: conditionals
Read through the exampl e carefully as a class so that students are clear about the task. Let students
complete Exer cise 4a indi vidually, then check answers in pairs.
In terms of use, students need to differentiate between the first conditional. where the condition is possible,
and the second conditional. where the condition is unreallLe. improbable or impossiblel. For example:
If I become Presidenl, 1'1/ reduce laxes. IPresidential candidate speokingl
If I were Presidenl, I'd cullaxes. IUncle Bob speokingJ
II is, however, In terms of form that students make most errors. They often try to express the ideo of the
subjunctive In the conditional clouse by using will or would.
Common probtems and enors
Students get the form wrong.
If I will-win, I will be happy. If I weflo!g 1 : J e ~ seen you, I would hove said hello.
Ask students to complete the sentences in Exercise 4b, thon chock in pairs.
Model the acti vity in Exercise 4c by eliciting or providing two or three possible sentences. Then
give students three or four minutes to thjnk up and wri telheir own sentences. Put students ill pairs
to share their ideas. When eliciting answers from the class. ask a few individuals to tell you their
best sentences.
5 Vocabu lary: television
Read th rough the words in the list in Exercise 50, modeling stress and pronunciation. Then ask
students to match the words to the pictures.
Answers: The top picture is of the Ameri can sitcom Friends. The other picture is of Fidel Castro
being int erviewed. It looks like a tal k show, but could also be nows or curront affairs.
Divido students into groups of four or five to do Exercise 5h.
Find and photocopy a page from on English-language lV listings page. Choose one which lists the title of the
program and describes its content. Photocopy enough copies for everyone in the closs. Ask students to scan
the lV page and find examples of the different types of program listed in exercise Sa .
.... 6 Speaking ski ll s
Unitll T 117 Media
Ask students to decide what kind of channel from the list they would like to design programs for.
Then ask t hem to stand up and find another student in the class who has chosen the same channel.
You will need to monitor the "pair-choosi ng" carefull y. and aile or two pairs may have to
compromise.
Ask student s to sit down with their partner. Give t hem 10 minutes to plan and write out their TV
schedule on a sheet of paper. Ask them to t hink. of 8 name for their channel. Monitor and encourage
st udents to speak.
When student s have finished, ask them to show t hei r schedule to two or three other pairs in the
class and talk about it with them. Have student s briefly share answers in the class and find out who
wrote the best schedule.
The audioscripl for Track 56 is on page n16 It
3 Li stening skill s
a Some people are really "hooked" on TV, [n pairs.
discuss whether these statements are true of
anyone yOll know.
1 They"re hooked on TV junk shows.
2 They often lie on the sofa all day doing nothing
but watching TV,
3 If they watched less TV. they'd have more
friends and a better life.
4 If they sold the TV, they'd read more.
5 They surfchaflncls a lot while they're
watching TV.
Listen to Maureen talking about her TV viewing
habits. Which of the statements were true of
Maureen in the past? Which are true now?
Listen again and complete Maureen's statements.
1 ... he said that if [watched less TV. I' d be .. hie
2 If [ still had a TV. I'd have less lime!o do more.
3 If [ hadn't stopped watching TV.
I.
4
0"""'''1., to choose from
5 If [ ever gel a TV again. I won' t let iltake
control of me.
4 Grammar review: conditi onals
a Read these conditional sentences and write post.
prese/lt. or future, and possible or unreal by them.
If you sit close to the TV, you may damage your
eyes. (/uluJ<e, p:mUe)
1 If you watch a lot of TV. you will read less.
future, possible
2 If we didn't have TV, we would tal k to each
other more, present, unreal
3 If I had a TV. I would watch it every night.
present , unreal
4 I'd have gone out more if I hadn't had a TV.
past , unreal
5 I'll watch more TV if I get digit al channels.
future, possible
b Now complete the sentences with the correct form
of the verb in parentheses.
1 If you stopped watching TV, you would suffer
(suffer) deprivation symptoms.
2 If I hadn't watched so much TV as a child, I
would have read (read) more books.
3 If the channels showed (show) more
documentaries. I would watch more TV.
4 If your child continues (continue) to watch too
much TV, he will become isolated.
5 [would have gone oul with you last night if
they badn' l shown (not showl Big Brother!
c Make conditional sentences lLsing these phrases.
Then discuss them in pairs,
have a TV in the bedroom
appear on TV
be addkted to (show name)
waste time watching TV
.If .I didn't M--ve a TV m the fed.:rwm, .I'd 'ltaf.ch
less TV.
5 Vocabul ary: television
a Look at the two pictures on this page and find the
kinds of shows they represent from the list helow.
lalk show currenl affairs documentary drama
movie music program quiz show reality TV
sitcom soap opera sports show the news
variety show
b [n groups, think of the most popular eXfl mple in
your country of each category of TV sbow,
6 Speaking skill s
a In pai rs, you are going to design TV programming
for an evening for one channel. Choose from one
of these channels.
Channel 1: commercial channel. caters for
people aged 16-35, focus on entertainment
Channel 2: public service channel. caters for all
ages, focus on education and information
Channel 3: public service channel. caters for
people over 30, likes to broadcast new, different
programs
Channel 4: commercial channel. caters for all
ages, tends toward common interests such as
sports and musi c
b Plan a rriday eveni ng's TV schedul e, from
6:00p.m, to 1 :30a,m., Note the program type and
an example of the show for each time slot.
{,:OD-7:00 - teen.age ?>ut<C f'YO:J'"am. , eg. Top of
/;k Pops
c Compare your schedule with other pairs. Choose
the best schedule for the class.
Media Unit 11
Unill l
1 Warm up
a Check the words and phrases in italic in a
dictionary or with your teacher. Then. in pairs,
discuss the questions with reference 10 the last
newspaper you read.
1 Was il a tabloid or broadsheet newspaper?
2 What was the lead story about? Report the
main points 10 your partner.
3 What was the headline on the front page?
4 Was the report sensational or factual?
5 Were there any scandal or gossip reports?
6 Does this newspaper have a large circulation?
7 Which section of Ihe newspaper did you read
in mosl detail?
Sections: national news, international news,
)ocalnews, social events, crime reports,
sports . the classifieds, editorials, reader
comments, entertainment
b Now discuss newspapers in general in your
country.
Media
1 How many major newspapers are there in your
country? ....
2 How many are tabloids/broadsheets?
3 Whal sect ions can probably be found in each
of them?
4 Who is the main audience for each one?
(young people. business people, conservat ives,
liberals. middle/lower economic groups. etc.)
2 Task
a One of the crit icisms of some newspapers is that
they do not respect people's privacy. How do
newspapers breach people's privacy? Who is
usually affected by breaches of privacy?
b You are going to draw up a code of conduct on
privacy for newspapers. In pairs, say whether you
agree or disagree with these opinions and why.
1 Newspapers have a duty to publish anything
they think is in the public interest. even if it
reveals private information about people. (For
example, a politician who is having an affair.)
2 Any person who is in the public eye has to
expect media interest.
3 The public has a right to know every detail
about the lives of famous or important people.
4 Famous people are usually secretly pleased
that newspapers write about them - it shows
that they are still important.
5 Any kind of spying on famous people by
newspaper reporters should be banned.
6 Newspapers which publish inaccurate reports
about famous people should be fined and
banned from publishing the reports.
3 Prepare
In groups, decide on four "golden rules" of conduct
for journalists. You may use the points in Exercise
2b and rewrite them so they reflect your opinion, or
think of your own ideas.
Objectives Topic: newspapers and privacy
Grammar Writing Speaking
modal verbs, active and passive a code of conduct presenting ideas for a code of conduct
If you can. bring in two or three different English languoge newspapers. Show them 10 students and pass
them around the class. Ask What are the names of the newspapers? What kind of newspapers do you think
they ore? What stories are fronl page and back page nev.'S?
You could use the newspapers 10 elien and/or explain the words In italics in exercise 1 a.
1 Warm up
Ask students to road through the questions in Exercise 1a and check the vocabulary. Bri ng a
newspaper 10 class to hel p you point oul and explain di fficult vocabulary. Put students in pairs to
ask and answer the questions.
Divide tho class into groups of four or five to discuss the questions in Exercise l b.
tabloid = newspaper with small pages and sensational staries
broadsheet'" newspaper with big pages and serious stories
lead story '" the main story on the frool page
classifieds '" short, small ads on the inside pages
edi lOfials '" newspaper articles in which the editor gives the newspaper's opinion on on issue in the news
2 Task
Have a bri ef class discussion, and elici t ideas in answer to the questi ons in Exercise 28 . Elicit an
explanati on of breach le.g. to breach privacy).
Suggested answeres: Newspapers breach privacy by: interviewing ex-friends. ex-partners, and
neighbors; following people; going through private records, such as
doctor's records; going through your garbage: taking photos with powerful
lenses on beaches or in bedrooms; etc.
The people usuall y affected arc well-known people - pop and movie
stars, TV celebrities, sports stars. politicians. However. people in the
news for other reasons, such as the victims of crime or lottery winners,
are also affected.
Put students in pairs to read the opinions in Exercise 2b and decide whether they agree with them
or not. Have a brief class discussion of the answers.
3 Prepare
Put students in groups of four to wri te their "golden rules." Monitor and help with vocabulary.
Introduce !he topic

Vocabulary
Media T 118 Unit 11
Unilll
4 Feedback
Ask one student from each group to read their main points aloud. Ask the rest of the class to take notes
about what each speaker says. Then put the groups together again to complete their code of conduct.
5 Compare
~ Play the audio for Exercise Sa. Ask students to listen and answer the question,
T 11 9 Media
In Exercise 5b, ask students to complete the descriptions and play the audio again.
Put students in pairs to read the descriptions in Exercise 5c and find the throe mistakes.
Answers: They say thai because the photo of Princess Diana was taken in France, the
photographer was allowed to take it. Not true. They say that they can take and print
pictures of close-ups with telephoto lenses in the u.s. Not true. They say that in some
places. like Britain, photographers can't take pictures in restaurants. Not true.
6 Follow up
Put students in groups of four to draw up their own code of conduct. Elicit the best ideas from each
group to build up a class code of conduct on the board.
~
,.. A Okay. LeI's start. We're all here to discuss a few
problems we've hod recently with breaches of
people's privacy, We have to look at improving
things ourselves or the government will impose new
rules on us, and as a newspaper editor myself, I
really don't want that. Mario, yes?
C As you know, I'm a photographer and I bel ieve in
freedom to toke the pictures I wont, but that
example of Princess Diona after her cor crash, well,
that was just sick. No one should be allowed to
print that.
o You mean the one of her in the car after it hod
crashed? That was terrible, I agree, but it was
taken in France, so the photographer was allowed
to toke it.
B Isn't the issue that it was printed, rather than the
pictures was token?
A Yes, bull don't think we need to focus on that case
too much, I think we can all agree that our first rule
is that we do not invade the privacy of people who
are sick or dying. Do you agree?
e yes, defnitely,
BID Yeah. I Of course.
A I'm more concerned about ordinary people, There
were some pictures token recently of the widow of a
soldier - at his funeral. The photographer had taken
close-ups of her crying, using a telephoto lens. I
think thars on intrusion on her grief, on her suHering.
o I agree, but that was publ ic interest - a lot of
people think that the ormy shouldn't have gone out
there.
B Okay, so pict ures of the funeral are okay, but not of
people in this case?
A Yes, I think so - the event is in a public place, so of
course we can toke and print pictures of that, here in
the United States 01 least, even of close-ups with
telephoto lenses, but not close-ups of grieving
relatives, I think.
B Yes, I completely agree with that. but what about
famous people? I mean, if famous people are at a
restaurant or somewhere, they're in public.
C DiHicult - restaurants are really private places that
open up to a few people at a time, oren'tthey? So,
in some places, like Britain, photographers can't
take pictures there.
o Mmm, you also have to be careful who you take -
you know that singer, Chris Martin of Co/dp/a,/? He
anaclced a photographer.
A I think you'Ulind that was because his wife was
pregnant and didn't wont to have photographs
taken.
B Another thing - what about pictures of famous
people's weddings and things like that? I mean,
they're not like funerals, they're happy occasions.
A But you have to be invited - you're unlikely to get
pictures of a wedding unless you're inside the
church or you use a telephoto lens. Remember the
pictures of the wedding of Catherine Zeta-Jones and
Michael Douglas? They sued the newspaper over
that, and t do not wont my newspaper to be sued!
C Of course not, but I think they had a deal with
another newspaper, which is why there were all the
problems -that newspaper had an exclusive,
A look. we're not getting very far, We've only agreed
that we can't have pictures of sick people or of
people who are grieving, We'd bener get on ,
,
4 Feedback
a Choose the three main points of your code of
conduct on the press and privacy. Present them to
the rest of the class. Make a note of ideas from
other groups.
b Combine all the ideas you agree with to make a
complete code of conduct for journalists reporting
on the lives of the rich and the famous.
5 Compare
Listen to a discussion about another aspect of
newspapers and privacy. Which aspect are the
people talking about? photographer.; and privacy
Listen again. The people give four examples of
pictures that intrude on people's privacy.
Complete the descriptions of the four pictures.
1 a picture of Princess Diana after ... her car crash.
z a picture of a soldier's ... widowlfuneral.
3 pictures of famous people in ... a restaurant/a
IJUblic place.
4 pictures of two actors ... wedding.
c Look at the descri ptions of the laws relating to
photographing people in some countries. The
people in the discussion made three mistakes
when discussing these laws. What were they?
d Do you know the laws on press and privacy in
your country? Ifnot, can you guess?
'-- 6 Follow up
a In groups, draw up two or three ideas for a code of
conduct for press photographers.
b Compare your ideas with other groups and pul
together a class code of conduct
, laws exist, bUt photographerS
No prnacy d for harassment or
may be sue .
trespassing on pnvate property.
france
herS could be sued for taking
PhOtograp. ....1<>1"''= VYithOUt consent.
pictures in private ....... d ven
"private places" includes cars an e
publiC areas
ItalV
doO even of people
PiCtures taken out rs. vate bOat
standing on the deck of a po '
are alloWed
United States
standing in public
piCtures of someone balcony plainly
view, for example o ~ r a sidewalk, are
visible from a pu Ie . a
permissible. However, If yOU use raph
lenS ard a IaC\def to protog
~ = ~ in his backyard, you may be
txea\<.ing the law.
Unilll
LANGUAGE RESOURCE
Grammar Summary
1 Present perfect progressive
Use
To talk abrut an action or activity that started i1 the past and is
still contim.1Q:
We've b800 deconlting this room. fNe haven't finished yet.)
Note the difference between the simple and the progressive
he,,"
We've docorated this room. fNe've finished.)
To express duration (often with a time phrase):
I've been writing this essay for three hours.
To talk about a series of actions, but the focus is ()(l the activity:
We've been watching a lot of foreign movies recently.
We do not use the progressive to talk about the number of
actions/times we have done something. We use the simple:
We've watched three French movies this week.
We can use both the present perfect smpIe and progressive to
talk about actioos with a result n the present. The progressive
suggests that the action was VfJly recently finished:
It\Ie've decorated this room. n /t:xJks much better now.
Sony about the mess. We've been decorating. rNe've just
firishOO.)
We can use both the siTl>Ie and progessive with rK) change in
ITIEHling with some verbs thaI have a sense of oontiluatoo, suctJ
as Iva, work and study:
Hi&y has attended I has been attencfng this sdKXJI for (\AI() )'EIa'S.
Fo""
have + been + -4ng verb
Affirmative: We've been watching 8 lot of TV recently.
Negative: We haven't been watching much TV recently.
Ouestiofl: Have you been watching much TV recentty?
Choose t he correct tonn of the verb, or write both jf both
forms are possible.
1 I've been working (, 'library all summer, buth
2 You must be tired. ou've been drivin You've driven for
hours. I'll take over.
3 Where have you calii?J I've been calling you at
least ten times.
4 I've waited (I've been waiting for Charlie for ages. I'm going
to go home now. hl!!O!!th,---,.
5 It's snowed night and it stiD hasn't
stopped.
2 Noun clauses
NOlI1 clauses otten COfItoo a relative clause. These noun
clauses take a complement and can come either before or after
the verb. It is rTlClt9 neutral to put them after the verb:
The food is the thing I realty like about Thailand.
Cold, wet weather is something that rooJly de{Yesses me.
A good. hot soup is one thing I really like to eat in the winter.
If we place the noun dause before the verb. we are adding
emphasis to the complement:
The thing I really like ebout Thailand is the food.
Something that really depresses me is cold. wet weather.
One thing I really like to eat in the winter is a good, hot soup.
Media
3 Conditionals
For more information on each conditional,
see Page 46 (first and second conditionals)
and Page 56 (third conditionaQ.
First conditional
Us.
to talk abOut events/situatiOns whiCh are possible in the present
o<fut"'"
Fo""
if + present + wiIf + infinitive
If we get a DVD pJayet; we'll watch more movies at home.
Second conditional
Us.
1) to talk about unlikely events/situations in the present or
Mure
2) to talk about impossible events/situations in the present
Fo""
if + past. would/could/might + infinitive
1) If I got lhejob. I'd move to a new house.
2) If I had my cell phone, we could call for help.
Third conditional
Us.
to talk about imaginary (unreaQ events/situations in the past
Fomo
if + past perfect + wouIeJ/couIdImight + have + past participle
If I had had a oomputer. I might have finished the book
earlier.
Vocabulary Summary
1 Collocations with video
video game arcade video camera video game
video phone video recorder video tape video cassette
video cassette recorder video conferencing
2 TV shows
talk show current affairs documentary drama movie
music program quiz show reality TV sitcom soap opera
sports show the news variety show
Match these definitions with a word or phrase from t he
lists in 1 and 2.
1 a continuing TV series abOut the imaginary lives of a group
of people soap opera
2 TV programs that do not use real actors but show ordinary
people doing ordinary things reality TV
3 a place wheI'a you can play video games in machines by
putting mooey in them video game arcade
4 a TV comedy sefies that takes place in a particular situation.
e.g. an apartment. an office sitcom
5 a TV show in which well-known people are intefViewed
talk show
6 a TV show that has a number of different acts.
e.g. singers and comedians variety show
-
C)
z
-
z


.....
a:::
::::>
o
>-
0...
o
-'
UJ
>
UJ
o
_ L-__
Working with vocabulary
1 Reviewing techniques for recording
vocabulary
a Are you making the most of your vocabulary learning
potential? Write down the two Of three ways you
most commonty record new vocabulary .
b LOOk at what these students below say about how
they record new vocabulary. Which person do you
resemble most?
Review your action plan: editing your written work
Give your partner the final version of the paragraph you
wrote in Unit 10 about the importance of reading. Read
it and check any Ideas that you suggested in your
paragraph. Underline any ideas you didn't include.
Discuss any questions you have, or any ideas lor
improving the organizaHon, grammar, vocabulary,
spel ling, and punctuation of the paragraphs.
,
'
My teacher calls me "the detective" because I
love trying to guess words from context. Yes, I
do use my English dictionary. but only lor very
difficult expressions. I had a great teacher who
once told me that if you don't think about the
meaning of new vocabulary in context, it
will be very hard to find the correct
definition when you look in a dictionary.
I have a notebook that I only use for
vocabulary and I'm very organized. I usually write an example of the
words or phrases and the other helpful technique I use is to divide
language into topic areas, you know, holidays, work, the family,
stuff like that. Oh, and I also use highlighter pens. , ,
Ference Lukacs, Hungary
, ,
I am pretty clear about what language I want
to learn. I'm an engineer and keep a
notebook just for that area of my English. But
I"m not doing English only for my work! I
remember words and phrases from songs or
interesting texts - I enJoy reading in English and
underline "nice" expressions. By "nice" I mean
vocabulary that interests me like idioms,
collocations, and phrases. It's kind of a
hObby. I copy the phrases into a special
notebook. I enjoy writing them down although to be
honest, I never use any of them. , ,
Ana Ramos, Chile
c In pairs, discuss which students are not making the most of their
opportunities to learn vocabulary. What practical advice would you
give them?
I would tell Keisuke to think about the general meaning of a new
word before he looked it up in a dictionary. That would help him find
the exact meaning more quickly and he wouldn't feel so frustrated.
either.
2 Expanding your repertOire of techniques
a Read the four case studies above again and underline the
techniques they mention. Put a check next to the effective
techniques. Make a list of the techniques you would like to try,
b In pairs, talk about the list you have made with your partner.
I've never had a special notebook for vocabulary. I'm going to buy a
cheap notebook and copy everything into that.
c Discuss the techniques as a class. Add any other techniques to the
list that you think may be useful.
PLAN C>
Your action plan: working with vocabulary
,
'
When I come across
new vocabulary I ask
my teacher or I look It
up in my bilingual
dictionary. But this is
often difficult
because there
are a lot of
meanings for
one word-
that
frustrates me. I write the date at the
top of the page and make a list of
all the new vocabulary I learn that
day, I use different techniques: a
picture, a synonym, or an opposite,
but mostly I write translations.
Correct pronunciation is very
important for me too, so I show the
main stress and write in phonetics
- that is a big help. , ,
Keisuke Katsura, Japan
,
'
Most of my
techniques are
probably
considered
"traditional".
have to see a word written down
if I want to remember it. That's
just the way my mind works, I
guess. I like repeating things
aloud as well. I enjoy fill-in
exercises and I prefer a bilingual
dictionary so that I'm sure I've
understood something. I'm not
very organized about keeping
vocabulary although I'm always
very careful about including
information about the grammar of
a word or phrase - recording if
something is a phrasal verb, an
adverb, and so on. That's
important if you want to be able
to use the language. And I do .. I
always try to put new language
into use as soon as I can. , ,
Helena Heinemann, Germany
Put your list from Exercise 2c into action tomorrow. Experiment with new ideas and you will find new techniques that suit the
way you like to learn. You'll also make yourself a better language learner in the process!
Note: bring any new vocabulary entries to the class at the end of Unit 12.
Media Unit 11
Unit12
lesson 1
Unil 12
Looking ahead
Which exam?
1 Vocabulary: tests
a Try to complete this cOllversat ion between two science student s. Usc one or more
words in each blank.
A So did you pass that science test?
B No, I 1 failed il! I only 2 scored/got seven out of 25. We were
3 teslfld Oil molor functions. which really wasn't fair because \'\10
haven', covered that yet. Hey, speaking of lests. didn't you
4 !llke your lab practica!s last week?
A Yeah! And thankfully I got II good 5 grade ,which means that I
So much depends
dOll" have to 6 retake that part of the course. So only tho theory
now. Thai reminds me I have to go now. We have a really tough
biology lest tomorrow so I'd bettor get home and 7 reyiew [Of it!
J hato May and June - all these 8 examsltesls are killing mol
on the day and how you
Tests make some people feel
really nervous, so how can
b In pairs. compare your opinions. Use the words and phrases in the box
10 complete the blanks you could not fill. Have you used the same words
as in the box?
exams/ tests grade take/do review for
scored/got tested on failed retake
2 Speaking skill s
Ii Do you agree with these statements in the speech
bubbles about tests? Write A (agree). NS (not sure)
or D (disagree) by each one.
b In class. compare your opinions about the
statements.
c In pairs, discuss these questions.
1 What's the best experience you have ever had
in an exam?
2 What's the worst experience you have ever had
in un exam?
3 What havo your experiences with English exams
been like?
Some st udents
forget everything they've
studied the moment a test
is over, so tests are really
pointless.
You have to
take tests. How else
can you place people
in class levels,
award certificates
and above all. decide
who should continue
in future studies
or get a good job?
do your best under that
kind of pressure?
o
Tests gi ve you
an idea of how you are
progressing. You find v ~ ~ \
about your strong and your
weak points. That means
you can build on ,t,en.gth,_1
and work harder on
weak arCaS.
Objectives Topic: exams (the TOEFl)
Reading Ustening Speaking Vocabulary
fests on exam leaflet an informal tolk
agreeing and disagreeing
with statements
Ask a few personalized questions to get students storied. When did you losl take a test? What was if a lest
on? How did you do? What sort aftest do you like to take? 00 you get nervous when you lake tests?
1 Vocabulary: tests
Ask students to fead the conversation quickly and guess which words afe missing. Let them check
in pairs and then work in pairs to check and complete Exercise 13 with the words in the box in
Exercise l b,
2 Speaking skills
Ask students to listen and read. Read Qut stat ements 1 to 4 in the speech bubbles on the page. and
ask students to write whether they agree or disagree with them. Have a class discussion of the
answers. Encourage lots oftalking, and find out how students really feel about exams.
Put students in pairs to discuss the questions in Exercise 2e. Afterwards, ask two or three
individuals to summarize for the class what their partner told them.
You could extend the closs discussion following exercises 2a and 2b by asking further questions:
What do/can you do to prepare yourself for exams?
What canldo you do to ovoid being too nervous or under too much pressure?
If we don't take tests, who! other ways are there of deciding who should pass a course or graduate?
What sort of tests work best?
How can we make tests less pointless and more useful?
Alternatively, you could use these questions, and gel students 10 odd others, to do a class survey. Ask
students to interview each other, note suggestions, and shore their answers with the closs.
5 8 ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
For Exer cise 4 on page 123 ':IiI
Teacher Okay, I want to begin the closs by lolking a
lillie more about the Internet-based TOEFl. Anybody
remember whallhol is?
Student A Sure! It's Ihal tesl lhat foreign sludenls
take to show their English is okay.
Teacher Uh, almost. To show Iheir English is okay,
okay for what?
Student A To show their English is good enough to
sludy in on American college.
Teacher Right!
Student B And you lake the lest online, righl?
Student C And there's also a .. . a ... one that you
do on paper, too.
Teacher Yes, thars called a ' paper-based- test.
Yep, you're bolh right. Okay, lers .. . , we're going to
look at Ihe Internel-based TOEFl. let's start wi th Ihe
different sections of Ihe lest. Now as most of you
already know, Ihe lesl is in four sections, and each
porl tesls one of the four skills: listening, speaking,
reading, and writing.
Student B Excuse me. Er, how . . . how long is the
lest?
Teacher The 10101 examination lasts aboul lour
hours - one hour per section. You can complete il
on the same day. A very positive feature is Ihal you
can toke notes throughout the test - remember,
nole-taking will help you remember what you want
to soy or wri te ... so thaI's good news for test-
lakers, righl? .. Sa lers go on to the individual
papers; t'li begin with reading; now in Ihe reading
seclion, you will be given three passages 10 read
and, of course, you will be asked 10 complete
comprehension questions.
Student 0 What kind of passages are there?
Teacher Well, as you know, TOEFl is designed to
tesl if non-native speakers ore ready to toke
courses in English-speaking colleges in Ihe U.S. So
the passages ore typical of the kind of Ihi ng you
would see if you were sludying in the Stoles. For
example, orticles you would find in an academic
textbook or journot . Ihot kind of thing.
Student C Thanks. And one more thing. Are .. . are
the texts long? . how many words?
Teacher Good question -the lexls are prelly long -
between 650 and 750 words. Sa you have to work
quickly. Now, where were we? Oh, yes. Apart from
the note laking, there's another very useful feature
in this test. First. all the words thai may be difficult
are explained for you. There's a glossary. Now, lers
go on
Introduce the topic
Additionol activity
looking ahead T 122 Unit 12
Scanning
3 Reading skills
For Exercise 3<1 , have a brief discussion, first in groups and then as a class, to find out what students
know about the TOEFL.
Ask students to read through the questions in Exerci se 3b carefully, They may know or guess
some answers, If so, lell them to note them in pencil. Then give them one minute to find answers
to the questions in the tex\.
Set a shan time limit for exercise 3b because this is a scanning task Students should scan through the text
until they find the answers, Their goal is to find cenoin specific information quickly.
Answers: 1 paragraph 1
2 paragraph 2
3 paragraph 2
4 paragraph 2
5 paragraph 3
6 paragraph 4
Ask students to skim the test to locate the answers in Exercise 3c. Then have them read in detail. If
neccessary, draw attention to the Glossary. Let students check their answers with a partner before
discussing them as a class.
Answers: 1 Non-native speakers of English who want to study in an English-speaking academic
environment (colleges and universities)
2 4
3 Reading, writing, listening, speaking
4 It mirrors the way English is lIsed for commwlicative purposes in the real world,
5 Independent questions ask t.est-takers to talk about topics they are familiar with and
can answer from personal knowledge and experience; integrated questions requi.!'e
candidates to combine two or three skills,
6 2
4 Listening ski lls
Ask students to read the notes in Exercise 4a carefully, and predict what might be the answers,
Then play the audio. Ask students to listen and complete the noles,
Play the audio for Exercise 4b. Ask students to take notes, using the notes in exercise 48 as a model.
Lei them check their notes in pairs.
Suggested answer: listening section: conversations and lectures, (real academic si tuations)
range of native-speaker accents: US, Canada, Britain. Australia,
Tasks: 6 (2 conversations, 4 lectures)
based on: how things bappen in real world. (e.g. , predicting what speaker is
going to say)
Exercise 4c is an opportunity to have a question and answer session aboul the TOEFL exam. or
other exams thai your students may be planning to take.
The oudioscript for Track 58 is on page T122 Pi.
~ ~
Teacher Now, lers go on 10 the listening section. In the
listening test you will hear conversotions and lectures, which
wi ll be similar to those that you wil l hear in real academic
s ituations. The recordings will include a range of native-
speaker accents, particularly from the United States, Canada,
Britain, uh, Britai n, and Australia.
Student A And how many different listening tasks are there?
Teacher There ore two conversations and lour lectures.
Student C Does that mean six different listening tasks!?
Teacher Yeah. Six. But they ore all the kind of thing you would
nor mally hear if you were livi ng a nd studying in the U.s. They
are based on how things happen in the real world.
Student C What do you mean, the "real world"?
Teacher Well, remember this is 0 test to see how you would
do in an academic environment, okay? So if you were studying
in an American college, you'd have to go to lectures and toke
notes, right?
Students Yeah, right
Unit 12 T 123 looking ahead
Teacher So that is what I mean by -real world: Okay, let me
give you a n example: lers soy, let's say you've been asked to
listen to a dialogue between a professor and a college
student Now this is a situati on you might find yourself in,
yeah? So you must be able to follow a conversati on like this.
But to fol low a conversat ion isn't always enough. You also
have to be able to, uh, anticipate ... uh ... 10 predict what Ihe
speaker is going to soy next To do this, of course, you have to
understand whot he or she already said before.
Student B But how do you tesllhat? I mean, how do you test
thot I can predict?
Teacher Wait a second. I'm just coming to thot. Okoy, so you
are listening to the conversati on and then it suddenly stops
and you ore asked what will come next - you are given four
opti ons. You have to pick the correct option.
Student C That sounds tricky.
Teacher No, it's really not. We'll be looking 01 the different sons
of thi ngs you need to do in the exam so your students will be
well prepared for the test So relax.. irll be okay.
3 Reading skills
a Vou are going to mad pari of a loaflet on the
Test of English as a Foreign Language
(TOEFL), In groups. discuss anything you
have heard about the exam.
II's the exam YOII take when YOll lI'ont to st udy
at a college in the States, isn', if?
b Look through lho leaflet very quickly. In which
paragraph would you expect to find the answer
10 each question?
1 Who is the exam for?
2 How many parts are there in the test?
3 What does TOEFL test?
4 What is an illtegralod+skill s approach to
losting?
5 What is the difference between an
independent and an integrated speaking
task?
6 How many pioces of writing uro there?
c Read the leaflot carefully and answer the
questi ons in Exercise 3b.
4 Listening skill s
~ a You arc going to listen to an Englisb teacher
trainer talking to her teachers about the
TOEFL. Complete the notes taken by a
teacher.
.(engfh of feds, 5
650 - 750 w r d ~
Jte!p g<Ven <>L 6 -
- glOssa ry
ti' b Tho teacher trainer then ta lks about tho
listening section of the test. This time lake
your own notes on what the leacher trainer
says.
c Think about everything you have learned
about the TOEFL: would you tako it? If so,
why? If not , why not? Find other people in the
class who would like to take the test and find
out why.
A brief introduction to the TOEFL CST
What is the TOEFL CBT
and what does it do?
1 The CST is the Computer Based
TOEFL or Test of English as a
Foreign Language. It is an
English language proficiency test
taken by non-native speakers of
English who want to study in an
English-speaking academic
environment. It assists colleges
and universities in admitting and
then placing non-native speaking
students within their courses. In
addition, the test -takers are
given results which help them
pinpoint their strengths and
weaknesses. This helps English
students and their teachers
identify the particular skills they
need to improve in order to be
ready to lake an academic
course in an English-speaking
environment. Please note that
this test can also be taken in a
paper-based form,
What is tested and
how is it tested?
types of questions: independent
and integrated. The two
independent questions ask test-
takers to talk about topics they
are familiar with and will be able
to answer from their personal
knowledge and experience. The
four integrated questions require
candidates to use a combination
of two or three skills. For
example, they may be asked to
listen to part of a lecture and
then record their answer. In
addition, they may be asked to
read a short text on a related
subject and then record their
2 English language proficiency is answer.
tested in four separate sections:
Reading, Writing, Ustening, and What happens in the
Speaking. In this test the skills wri ting section?
are not tested in isolation - test- 4 In the writing section test-takers
takers are required to combine have to complete two pieces of
different skills in order to written work: an independent
complete different tasks. In the and an integrated task. The
real world people almost always independent task requires test-
combi ne different skills when takers to write approximately
they communicate. This is called 300 words about a topic of
an integrated-skills approach to which they have knowledge or
testing. Put simply. the idea personal experience. In the
behind this is that the approach integrated task test-takers will be
mirrors the way English is used asked to read a short text and
for communicative purposes in then listen to a college-level
the real world, whether for lecture on an academic topic
professional, personal, or before writing a response to
academic needs. what they have heard of 150-
What is t he speaking
section like?
225 words. Test-takers need to
demonstrate not only that they
know the content but also that
3 In this section candidates are they can organize it.
tested on their ability to
communicate successfully in an
academic environment. Test-
What is the reading
section like?
takers speak into a microphone 5 In this section test -takers are
to record their answers. They are required to
required to answer two different
GLOSSARY
pinpoint discover exactly whnt something is
mirror (vb) reflect
looking ohead
Unil12
Unit12
On with English!
1 Vocabulary: further education
a Choose the correct word or words to complete the
sentences.
1 I' m planning make a course in
business
2 I'm hoping to pass int o graduate
program.
3 I'd like 10 finish ;(iiiaiO?>n something to do
with
4 I'd like t get take a high grade on an
examination ike the TOEFL.
5 If I entered into a university
in the U.S.,9 !J stud engi neering.
6 I need to get goo rade notes in science
subjects.
7 I'm doing a career biochemistry.
8 I'd like to take a parI- time course@)t 0 11
history and work at the same time.
b Check the sentences that were true, are true now,
or could become t rue for y Oll .
c Use the ideas above to tell your partner about your
experience, plans, or hopes of further education.
So you've finally persuaded your parents or employer to let
you go for a month to study English?
Congratulations! That's the first hurdle crossed. What else
do you need to do before you pack your bags?
Vi sas depressed.
The schooL
So what should
you look for?
That depends on
you. Do you want
2 Reading skill s
a Imagine that you have the opportunity to study
English in a college in the United States. In
groups, write a list of five things you need to
think about before you go.
'!flake SUn> ,! ha"tl!- enough to pay fay
,.,/de .I;" a""il'
b Read the article below quickly to see how many of
your ideas are mentioned. Add any extra ideas to
your list.
c Imagine you are interested in studying English in
the U.S .. Read the articl e more carefully and take
notes on the advice that you think is important for
you. Then compare your notes with a partner. Did
you think the same information was important?
d In class, discuss the following.
1 In your country. what SlOpS most students who
would like to study abroad?
2 What possible soluti ons are there to these
hurdles?
3 Woul d you like to study English abroad? If
you could, what would the benefits be?
If you arrive at Immigration Control without a
visa to study in the U.S" you will not be
admitted to the country. To obtain an E1
Student Visa go to your local U.s. Consulate or
Embassy with a completed 1-20 Form along
with your passport and an Affidayjt of financial
Support
Medical insurance
All students studying in the U.S. are required to
have medical insurance. If you don't contract
medical insurance before you leave, you must
apply on arrival. Good schools should offer this
facility.
to be in a big school (500+ students) or a small
one (under 50)? Do you want lessons that are
formal or informal? Does the school offer a
range of different classes so that you can pick
and choose classes to meet your needs?
The teachers
If you study at English@San
Francisco, you certainly won'tY
regret it. We offer all of the I
services above and more.
Money
If you don't have a clear idea of what a course
can cost. go online and check out the fees of a
number of schools. On top of tuition and fees,
add accommodation, food, books, travel to and
from school and, of course, entertainment.
Watch what you spend if you don't want to be
broke after a few weeks.
Accommodation
Why not stay WI th a host familv if you want to
expenence Amencan home life? Ot herwise, the
options are to rent your own apartment, or stay
in a st udent dorm. Above all, remember that it's
important to stay somewhere where you will be
happy. Don't go for the cheapest room if it
means that you'll never meet anyone and get
GLOSSARY
Personal qualities are very important in a
teacher. In addition, they should also be
qualified to teach English. Any good school will
be happy to tell you about its teachers and
their qualificati ons.
Sports and sociaL program
Studying English is not limited 10 the classroom.
Good schools offer a wide range of optional
activities to help you make new friends, learn
about different aspects of the United States,
and generally have a good time.
Counselors
It is crucial that the school provides each
student with a counselor - someone to give
help and advice to them, especially about
personal problems. Studying abroad is very
exciting but it can be stressful as students cope
with cultural changes and speak English 2417.
If you have any further
questions, please e-mail
me.
Greg Scott
Director of Studies
English @ San Francisco
g.scottoengllshatsanfranos(O,com
cross a hurdle deal with a problem so that you can go on to do something successfully
be broke (informal) have no money
do somethi ng 2417 (informal) do it all the time. Le. 24 hours. seven days a weok
lOOking ahead
r
r
r
Objectives Topic: further education and studying English abroad
Grammar
functions of
conditionals
Vocabulary
further education
Reading
a Web site ad,
a Web page
Writing
a formal e-mail
requesting
information
Speaking
discussing further
education
Ask students a few personalized questioos. What are you planning 10 do nexJ when you finish your currenl
studies? Whol are your pions for continuing fa study and improve your English in the future? Ate you
planning 10 take any courses in the near future fa improve your career or employment prospects?
If you con find any leoRets for longuage schools in lhe U.s. or elsewhere, bring them inlo class, and pass
them around. Ask Which language schools look interesting and why? Ask students whot they would look
for in a language school abroad.
1 Vocabulary: further education
Ask students to choose the correct word in Exercise la, then check answers with a partner.
Put students in pairs to talk about their further education plans. Have a brief class di scussion
of answers.
2 Reading skills
Di vide students into groups of four or five to write their list for Exercise 2a. Monitor and help with
ideas. At the end, ask one group to read their list aloud. Ask other groups if they have anything
interesting to add.
In Exercise 2b, ask students to read the article and check and add to their list. Let them check what
they found in their groups. and then have a brief class di scussion.
Ask students to read the art icle more closely for Exercise 2c and underline or wri te down
information that is relevant to them. Remind students about the Glossary. Let them compare in
pai rs. Have a class discussion. Find out whi ch students would like to study at the school in
the arti cle.
End this pari ofthe lesson wi th a discussion. asking the questi ons in Exercise 2d.
Introduce the topic

. ...
looking ahead T 124 Unil12
T .
Additional activity
Presentation
alternative
3 Grammar: functions of conditionals
Ask students to do Exercise 3a. Then have them check their answers with a partner and the
Grammar Swnmary on page 130.
Answers: Advice
An offer
A requirement
A promise
A suggestion
A warning
!fyau arrive at Immigration Control without a visa to study in the
U.S., you will not be admitted to the country.
Uyau have any further questions, please e-mail me.
If you don't contract medical insurance before you leave, you must
apply on arrivaL
If you study at English@SanFrancisco. youcertai nly won'! regret it.
Why not stay with a host family if you want to experience American
home life?
Watch what you spend if you don' t want to be broke after a few wooks.
Do the firs t situation in Exercise 3c as an example wit h the class. Elicit two or three different
conditional sent ences from the students and write them on the board. Then put students in pai.rs to
write condit ional sent ences.
Suggested answl!l'S for situation 1:
You have to get a visa if you want to st udy in my country. (advice)
II you don't get a visa, you won't be allowed enlry at Immigralion Control. (warni ng)
Give me a call if you wanl any advice about gelling a visa. (offer)
When students have fi nished, ask them to share their ideas with another pair in Exercise 3d . Ask a
few students to read their sentences aloud to the class.
Divide students into groups of six to eight. Nomi nate one student to write. Ask them to choose one of the
situations in exercise 3c, pool their ideas, and write a poster with six pieces of advice, requirements.
suggestions, andlor warnings. Put the posters on the classroom walls for other students to read.
4 Writing skills
Put students in pairs to write their list in Exercise 4a . Then have them do Exercise 4b individually.
Have students do Exercise 4c in groups of four, and make sure they make note of the questions not
answered. Divide Ute class into pairs for Exercise 4d.
Ask pairs to exchange drafts. Tell pairs to read the drafts carefully. Encourage readers to add any
queslions they wish clarified or answered in the e-mail (in order to add more meaningful content)
and also to write suggestions for improvement in pen. Also tell them to use pencil to circle any
mistakes they spot.
Aft er they have their original drafts back, ask students to write their e-maiJs.
If your students ore unclear about how 10 organize their e-mail. write the following advice and useful
language on the board:
Paragroph 1: Introduction
I am in/eresled in attending , ..
I would like /0 find more information about .. .
I am writing to ask about .
Paragraph 2/3: Asking questions
Could you please tell me .
Could you let me know exadly .
Final paragraph: Conclusion
Thank you very much for .
I'm looking forward to hearing from you.
Unil12 T 125 Looking ahead
3 Grammar: f unctions f
a al the condif 0 conditionals
Italic). Match JOna! sentence .
in the text them with the f Ull the article (in
, -:-___ " __ C iOn they serve
advice
an offer
a requ irement
a promise
a suggestion
a warning
b Check
your answ .
on page 130 ers wIth t he Gram
, A ",ud "" m" Summ"y
ell t IS com'
language. In lair mg your countr t
about t he fol Io ,5. study your
1 visas 2 lllg sItuati ons to hel
4 } med,,,} ;n, p un/h,,"
a anguage s h I urancc 3 BC .
yom longuose ',nO; 5 6
d Read expen ence you }ys to learn
your sentenc r cu t ure
they agree with pair and see if
Welcome to
4 Writing skill s
a Imagine that you arc .
Make a lisl of gomg to stud .
language you requYr:nf
1he
U.S ..
b Rd' rom a
ea the ad
thin .' ' vert isemenl b I
,I g' '" yom 1i,l lh,I;1 e ow ,nd ,heck , II I}
. n groups . 1 k covers. Ie
M k 00 at you ]"
all the ?a.
d You af . . vert lsement
e gomg to wri
ask your un Ie an e-mail \
the order questions. the, school to
then pui lli . you will ask for' f paIrs , organize
d e mfo, " '" om"r "
raft e-maiL mahon into para f a IOn and
e When you} g phs. Write a
lave II . h
another pair ed, exchange vo
Suggest imp'o your group to ell": k'lrr draft with
f vements} "c or yo
Write th Ii an( pass th I u.
e Ilal e-mai l. e ( rart back.
,...
.. -.:;;.. .... \.,.,"..
language schOol
A first-class school, offering yOU the
very best in language learning"
Join one of the most popular schoolS in
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10Ef\-. and for AcademiC puf?0S8S'
leache
tS
lively, dynamiC lessons with native-speaKer
teacners.
Accommodation
Choose the type of accommodatiOn that suits
you beSt. All aUf accommodation is within a
20_minute walK from the scnool.
social program and sports activities
8'1jo)' our extensive prow-am from theater visits to
a chance to see the famOUS soston Red Sox. We
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If you want to maKe real progress with )'our
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e
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f or fUrther informatiOn, please e_mail us at
I
tooking ahead
r
Unit 12
Unlf12
Which future?
1 Speaking skills 2 Listening skills
.3 L' a In pairs, discuss what predictions fo th
you can make about the next 30
... a Isten and answer these questions
1 Wh '
o is the speaker? a politician fa
t hmcalth growth
fa Ie vacatIOns work
2 Who is he talking to? th r the People PI
3 I I ' evoters
, s Ie a pessimist or an optimist? a pessimist
I hole the ido(/ of clonin but l'
scientists will bu obi> I g I m pretty sure thai
b Listen agail d - I an Mlswor these (IUesf
1 Wh 'I IOns.
within the next c one a human being y WI I fuel be n major problem? b
nuduar en ' . ecause
, ergy IS tuo dangerous fossil f I
b Compare your prodict ions with other pc I A
you a pessimist or an optimist? op e. ro
arc runmng oul db ' ue S
,an we aven't look d
renewable sources e at
c Now read the art icle below bo
the a (OPlimisti:l
2 Why will faccmasks be more
there will be more
d In prurs .
, compare your answers. Are thO)' th
e In groll d' e sarno.
3 Why wil l pollution be worse? be th
gave ' . cause e
ps, ISCllSS theso questions.
mmenl IS doing nothing
1 Whi ch p r - . fCC IctlOns do you think w'll b
reahty and why? I ocome
4 will unemployment gel worse?
e economy will continue to
c I . .. e.
2 Which predictions might affect yo
personally? U
, n pairs, turn to the audioscri
Underline all the ... pt on page 148.
, .. pesslmlslic points and th' k r
3 Which prod' t'
h .. Ie IOns are most important for
an optJmlsllc counter-argument h I," a
U I or cae pom!
nemp oyment? New' b '
umamly 11\ general and why?
the time in the 01/
4 the most terrifying predictions
r ...
Looking ahead
Future fact or
future fantasy?
Since time immemorial, people have tried to predict the future, with varying
degrees of accuracy- However, scientifiC research is increasingly able to paint
an accurate pi cture of how things will be in the not-too-distant future.
(future progressive}
Not surprisingly, some of the results arc so P AIDS: In only a fcw years, the AIDS
harrowing that they make yOU wanllO stay in will be claiming a million liycs a
bed and hide under the covers, BUl it's not a\l year, By the year 2025,AIDS will be by far
doom and gloom. Have a look at these the major killer in many African and Asian
snapshots of furore lifc and iudge fN yourself. countries.
p Worlc Un<mploym,m Will hoY' oW '0 25% p . Porltin.' In ""," d,,-doped ,oe"",,.l!u'u," I",,-r,el)
(future pl)rfect) . . . '
of the population by 2035. fi ghting over purking spacc will haYe beCOme
O S
w, (ftill ' ''ha lre pr,rfccd, \ _c th a serious source of social conflict by 2020.
pace: wC W \'e \oun he on 0 cr
planets by the end of the centurY. P Population: B, 2100. the \\'Orld's population
(fulure progrcssh'c) will havc IYaehed 10 billion. (future lwrfecl)
O. Vacations: People will be L'lking space
vacations \vithin the ncxt 15 to 20 years, plO' Cloning: l3y 2035, il will ha\'c becom!:lful
ure
purfed}
passive) possible for a clone to run for president of
O. Cancer: Within the next 25ycarS, new drugs
will have heen de\'c1opcd that will ameliorate
most, if not all, cancers and maybe even cure
some of them.
P Diet: Despite the advice of medical experts
who consrandy point out that obd;il)' can
the USA-The U.S, Constirution doc'Sn't
haYc a clone clausc. As long as you arc a
citizen and 35 years or older you are eligible.
lead to diabetes, heart disease, and high
blood pressure, b, 2025 IDe o.\'croge human
being will have gained 2,51cilos.lfuture perrect}
O. Baldness: Scientists at Cornell Univcrsil)'
cxperimenting with a gene cal1ed SHl-l will
Q.robably h3\'C found a cure for baldness
by 2020. (future perfect)
GLOSSARY
harrowing extrem I ' e y WOrrylDg or upseuin
ameliorate mab batlB . g
Objectives Topic: life in the future
Grammar Pronunciation
echo questions
Reading listening Speaking
fulure progressive
and future perfect
a newspaper article a politician's speech making and
di scussing predictions
Write three or four of your own predictions for the future on the board. Ask students jf they agree or
disagree with them. Ask students how they think these things will be different in the future.
Suggestions:
I think Chino will become the richesl and most powerful country in the world.
I think mos/large animals will become extinct.
I think we will be mining and building factories in ouler space.
1 Speaking skills
Ask students to work in pairs to discuss their predictions in Exercise la. Then put them in groups
to share their ideas. Afterwards . ask one student from each group to summarize what the group said,
and say who in their group is optimistic and pessimistic.
Ask students to read the article, mark the predictions, and then check in pairs.
End this part of the lesson by asking students to discuss the questions in Exercise 1e in groups of
four or five.
You may wish 10 check the following expressions:
since lime immemorial = dating bock to a point long ago in time
Irs not all doom and gloom", Irs not all depressing news.
In1roduce the topic

Vocabulary
snapshots 101 future life) = brief but reveoling pictures/images/insights
2 Listening skills
T ..
Play the audio for Exercise 2a. Ask students to listen and answer the questions.
Play the audio again. Ask students to listen and answer the questions in Exercise 2b. Let students
check their answers in pairs.
Ask students to work in pairs to underl ine the pessimistic points of the speech in the audioscript on
page 148 and think up and write optimistic counter-arguments.
Ask students to prepore on -optimistic political speech in opposition to the speech of the politician on the
recording. Ask two or three confident students to present their speech to the closs.
Additional activity
Alternatively, for more shy students, you may invite them to post their speeches on the wall for other
students to read.
So nuclear energy will probably be finally abandoned because it is
simply too dangerous. So what are the options? Fossil fuels? If we
continue to burn fossil fuels like coal and oil the way we are doing
now, we wi ll have run out of them within 0 couple of generations.
We need to look at clean. renewable energy sources like solar,
wind, and tidal power. But what is the present government doing?
In a word, NOTHING!
And the result? If we continue li ke this, our future looks dark. very
dark. tf pollution continues to increase, our towns and citieS will
have a permanent blanket of pollution hanging over them. We'll
be living in a world where the sun doesn't shine. We'll be living in
a world where when it rains, it will rain ACID ... acid rain. And just
imagine the impact of that on the health of our children!
Focemasks facemosks will have become common in towns
and cities. You see cyclists or the odd person wearing a facemosk
today, butthafs not the norm. Imagine .. a world where every
living person wears a face mask. Imagine a world where every
baby wears a facemask. But I'm not talking about a science fiction
movie, I'm talki ng about your street, your town, your city. .. I'm
talking about your world!
We also foresee that there will be so much traffic. so much traffic.
ladies and genllemon, that parking will have become a major
prablem. There will simply not be enough space to park your cor.
Parking places on the street - full . Public and private parking lots-
full! Double and even triple parking on sidewalks! And our streets
will be in a constant danger of gridlock. Already gridlock is a
common. everyday problem. Imagine in ten years. my friends!
Just imagine.
And what about genetically modified food? This government is
responsible for a lock of clear policy on genetically modified food,
and the way things are going, sadly, much of our food will soon
be genetically modified. II may look like the answer in the short
term, but what will the long-term effect be on the food chain and
on the heolth of our people?
And thars not all. The economy will conlinue to deteriorate and, as
a result, our young people will be left without work: unemployment
will have risen to alarmingly high levels, perhaps as much as
25-30%! Our only hope is a greener policy - a vote for the People
Party. So on Thursday, vote for us, vote for.
Looking ahead T 126 Unit12
t .. ffi
3 Grammar: future progressive and future perfect
Have students check answers to Exercise 3a in pairs. Point out the form of the two lenses.
Quick grammar
guide: future
progressive and
futu", perlect
The future progressive (will + be+ present participle] and the future perfect I will + have + past participlel
both have complex forms. However, since mony languages hove comparable forms and uses, they should
not be too tricky, particularly in controlled silualions. The main problem is that students lend 10 oyoid using
them, opting for simpler forms.
Common errors
Overusing simple present instead of more complex future forms.
By 2030, I M in Q beautiful house.
Use Exercise 3b to check that students can recognize the form.
Ask students to complete the article in Exercise 3e. Let them check answers in pairs.
Do Exercise 3d as a brief class discussion.
Ht .1>
@
4 Pronunciation: echo questions
Play the audio for Exercise 4a. Ask students to listen and answer the question.
Qu;ck prononciation
guide
To soy these e<:ho questions corre<:lIy, students need to star! with their intonation high (and disbelieving!).
then leI it rise, fall a little, and rise again 01 the end.
@

For Exercise 4b, play the audio again. Discuss the questions as a class.
Answers: The predictions: By 2100, the world's populalion will have reached 10 billion. lIn a
few years, the AIDS epidemic will be claiming a million lives a year!
Carol is sW"prised. She doesn't believe it. She isn't asking a question - it is an echo
question, which. here, expresses sW"prise.
Play the audio for Exercise 4c. Let students listen to the audio once. paying aUention to the
intonation patterns they hear. Then replay and pause the recording after each statement. Have
students repeat in unison. Ask two or three individuals to repeat.
Play the audio for Exercise 4d. Ask students to listen and respond. Do the first statement as a class to
get students started. Then play each statement. pause, and let students shout out an echo question.
If students don't do this very well the lirst lime, play the recording again .
5 Speaking skills
Put students in pairs to put the lime expressions in Exercise 5a in the chart.
AHow two or three minutes for students to think ofthings to say for Exercise 5b. When they are
ready. ask them to take turns making predictions.

-

Peter 11 says here: -By 2100, the worlds population wHi
halle reached 10 billion:
Carol Will have reached 10 billion?
Peter Yes, 10 billion!
Peter This is horrific. Usten to this: -In a few years, the
AIDS epidemic will be claiming a million lives a year!-
Carol Will be claiming a million lilies a year?
Peter Yes. terrible. isn't it.
By 2100, the world's population will halle reached 10 billion!
10 billion?
Have reached 10 billion?
Will have reached 10 billion?
In a fll'N years, the AIDS epidemic will be claiming a million
lives a year!
A million?
Oaiming a mi llion lives a year?
Will be claiming a million lives a year?
Unit 12 T 127 Looking ahead
1 Peter This is horrific. listen to this: -In a few years,
the AIDS epidemic will be claiming a million lives a
year!-
Carol Will be claiming a million lives a year?
2 Peter I don't believe this! It says within 50 years. the
blue whole will have died ouI!
Carol Will have died aut?
3 Peter Oh, and listen to this: By 2030, 50% of the
world's workforce will be working from home!
Carol Will be working from home?
4 Peter This is incredible. In 2030. the water level will
have risen by 50 centimeters!
Carol Will have risen by 50 centimeters?
5 Peter Can this be true? It says. within two
generations the average life span of a person will
have increased by 20 years!
Carol Will have increased by 20 years?
6 Peter And listen to this one: Within 50 years, streets
will disappear in citi es. People will be traveling in
robot vehicles on sky roods!
Carol Will be traveling in robot vehicles on sky
roods?
3 Grammar: future progressive and
fu ture perfect
a Match these predictions from the article with the
descriptions that follow.
1 By 21 00, the worl d's population will have
reached 10 billion.
c
In only a few years, the AIDS epidemic will be
clai ming a million lives a year.
This tense is used for activi ti es that will be in
progress at a particular time in the future.
b This tense is used for acti vi ti es that will be
completed before a definite time or event in
the future.
b Read through the predictions in the text in
Exercise t again. Whi ch are in the future perfect
and whi ch are in the future progressive?
c Complete the following article about the future.
Use the future perfect or the future progressive.
An optimistic future
By the year 2025, many of us
1 will he li ving (l ive) in
neighborhoods where the air is clean
and where places to work, play, and
do our shopping will be close at
hand. Many people, III fact,
2 will be working (work) from
home. Those who have to go out to work
3 will he usi ng (use) clean
hydrogen-powered transportation that
wi ll produce little or no pollution. People
4 will he returning (return)
to riding bicycles because of the increased
awareness of the effects of poll uti on and
the importance of regular exercise. We
5 will be geUing (get) some
energy from windmills but much of it
will be generated in our own homes by
rooftop solar panels. Most homes
6 will have also installed (also install)
a basement fuel unit, which will
produce hydrogen to be used on days
when there is no sunshine. In order
to avoid chemicals, many people
7 will be Growing (grow) food
in their backyards or buying it from nearby
organic far ms. Since these far ms will
employ natural forms of pest control,
carcinogens 8 will have di sappeared
(disappear) from food produced in this way.
d Which areas of the article do you agree with?
Which areas do you disagree with? Which view of
the future do you feel is more realist ic: the view
stated in the listening or the one in the text above?
4 Pronunciation: echo questions
a Listen to Peter and Carol discussing an article
about the future. What are the two predictions?
b Listen agai n. What is Carol's reaction to tile
predi ctions? Is Carol reaUy asking Peter a
questi on?
c Listen and repeat what Carol says.
@ d Now listen to six things Peter says and respond
with an echo question.
e In pairs, make some crazy predicti ons about some
of these aspects of the future, and respond to each
other with echo questions.
computers entertainment money the world
water food
5 Speaking skills
11 We can use the future perfect and future
progressive for prodictions in the near future and
for personal predictions. Look at the time
expressions commonly used with these tenses
and add them to the chart below.
by tilen within a month before December
withi n a generation this ti me next week
before the government changes by next June
by next summer by 2010
Near future
by Saturday
this ti me tomorrow
next mont h
by then
within a month
before December
this time nexl week
before the government
changes
by next June
hy next summer
Distant future
in 20 years
wilhi n the next 20 years
wiLhin a generation
by 2010
by then
before the government
changes
h In pairs, make predictions about your personal
future and the future of your country. Use these
topics.
education work populati on the economy
traffic potlution travel
By 2010. I'll be working ill my father's company.
Within the next two years. I wjll /Jove graduated.
l ooking ahead Uni! 12
Unil12
f h game
This is a team game and the aim is to be the first team to cross the finish line. You move forward one space
at a time by correctly answering questions on seven different topics; General knowledge. Sports, People,
Words. Grammar. Science. and Entertainment. The team can discuss the question together and when they
decide on the answer they wish to give. they tell the team secretary. Only the secretary can give the
answer. If another member of the team says their answer before the secretary. the team is penalized and
has to move back one space. The questions are given to the team by the referee or "Quizmaster".
The only cxC{)ption to the correct answer - one space forward rule is when you land on the "wild card". This
type of card is unpredictable and may result in you moving forward, backward or stayi ng where you are.
The game is played in two teams of three or four players.
There can be 8S many pairs of teams as
needed. Each pair oftoams has a
Quizmaster whoso job it is to read
tile questions to each learn and to
keep scoro. The Quizmaster is
not pari of a learn. It is also the
job oftho Quizmaster to
control the two teams the
same as a referee does in a
soccer game.
looking ohead
-
Objectives Topic: end-ol-year quiz
Grammar
language and conlent
of Student's Book
Reading
instructions
U5tening
a quiz
Speaking
an end-af-year quiz
The aim of this activity is to provide a fun, light-hearted way of practicing spoken English, and
reviewing some language al the end of the course. Read through the task first to make sure you
really understand it, and be sure you prepare enough photocopies of the quiz cards for your
students in advance of the game.
The secret of success is to manage the activity carefully. Work out in advance how you are going
to organize the classroom. For example, if you have 18 students, a good way to start is to give
every student a number by counting and pointing at students like this: 1. 2, 3, 4, 5; 1, 2, 3, 4. 5;
1, 2. 3, 4; 1,2,3,4.
Tell students to form groups. You should have four groups of four, and one of two students.
Tell groups 1 and 2 to si t facing each other around one of the quiz boards on the lefthand side
of the class, and tell groups 3 and 4 to sit facing around a board on the right-hand side. Tell them
that they are going to take a quiz and that they have to choose a secretary - one person who will
write down the group's answer for each question.
Tell students to read the rules of the game carefully. Go over any questions about the rules
before getting started.
Finally, give the quizmasters the quiz cards. Tell them to join the teams. Once they have tossed
a coin to decide which teams starts, they have to start asking questions.
You can find the quiz cards on page 1'129. (These should have been photocopied and cut out
in advance.)
Set a time limit for the quiz, and walk around the class as students play, answering any questions
they may have.
lookingoheod T 128 Unit 12
Quiz cards
Grammar
Change the word but in this sentence Wlthout changing the
meaning of the sentence. They are rich BUT unhappy.
(ANSWER: They are rich; however. thoy are unhappy.
Alt hough/Though/Evon thollgh thoy oro rich. they lifO
unhappy. They are unhappy although/even though \hey
are rich.)
2 Rephrase this sentence. Begin it by using II form of the verb
study. The only way to pass the exam is to study.
(ANSWER: St udying is the only way to pass tlle exam.)
3 Is thIS true or false
J
A noun d.:Iuse can be the subject or the
object of II senterx:e. (ANSWER: true.)
4 Name five different quantifier.;, for example, l'YE'ry.
(ANSWER: both. either. each. every, all (the). man),. II
lot of. II great/good deal of. severn!. some, (a) few, (a)
li n Ie. hardly any. half (01). II quarter f two- thirds or, no.
neither of the. nono of the ... J
5 Change the word to in this sentence without changing the
meaning of the sentence. I got up early to catch the bus.
(ANSWER: [ got up early so as to catch the bus. [ got up
early in order to catch the bus.)
6 Imagine you heard this sentence on the news and you want
to report It back to me. The woOd"s populatIOn will grow to
eight billion by 2020. Start : The newscaster. (ANSWER:
Tho nowscaster said (that) the werld's population
would grow to eight billion by 2020.)
7 In wtlich of these two sentences is the event more likely to
happen?
a) If I get the job. 1"11 buy a cell phone.
b) If I got the job, I'd buy a cel l phone,
(ANSWER: in a). II"s the first condit ional.)
8 Your boy/girlfriend is leaving to study in Canada for two
months. Make himlher a promISe. (Many possibilities
here. They have to be logical. howc\'er. Possible
answer: 1"1/ call you evory day if you IOTllllmo 10.)
9 Make two predictions about the future, use the future
progresSIVe in one and the future perlect In the other.
(There are many possibilities here. but the sentences
have to be "predictions" and they also have to make
sense!)
' spons
Where and when did karate start? (ANSWER: Japan, In the
17th century)
2 What is Muhammed Ali's daughter's name? (ANSWER: leila)
3 What does the INOfd karate mean? (ANSWER: empty hilnd)
4 Can you name three different martial arts? (ANSWER: karate,
Judo, tae kwon do, capoeira.)
5 What is the name of the internat ional sports comp!?tition
wtlere teams from around the world compete for the title of
the best soccer team? (ANSWER: World Cup)
6 Name five trad and field spoIlS. (ANSWER: the long jump,
the high jump, sprinting, the javelin. the discus, the hammer,
hurdles, distance running)
7 INhat is the modern internatIOnal sportll1g competitIOn In
which people of all nationalities compete in varIOUS sports?
(ANSWER: Olympic Games)
8 In which sport do pjayers "slam dunk"? (ANSWER: basketball)
9 Can you give me the first and se<:ond most popular spectator
sports in the U.S) (ANSWER: Number 1 is football. Number
2 is basebal l. )
10 Which sport did Sebastian Cae excel In? (ANSWER: distance
runlllng)
Unil12 T 129 l ooki ngaheod
General knowledge
Where did C a ~ r a come from originally? (ANSWER:
Africa)
2 Which insect can Jump 100 centimeters? (ANSWER: a flea)
3 Who wrote A Hundred Years of Solitude? (ANSWER:
Gabriel Garcia Marquez)
4 Which (feature can lift 50 times its own weight? (ANSWER:
an ant)
5 Name the country in Asia which consists of four large islands.
(ANSWER: Japan)
6 What does IQ stand for?
(ANSWER: Intell igence Quotient)
7 Name one International e<oIoglcal organization? (ANSWER:
Greenpeace. Friends of the Earth)
8 What is the world's population? (ANSWER: six billion)
9 Can you give me the names of three of the biggest ki llers in
the deveklped world? For example, strokes.
(ANSWER: heart disease. vinlses like influenza ami
AIDS. and cancer)
10 Name the country that has a population of about 1 billion
people, many of whom are Hindus, (ANSWER: Indial
Science
What is the everyday term for the chemical formula CO/
(ANSWER: carbon dioxide)
2 What does 'GM' stand for In "GM foods "?
(ANSWER: Genetically Modified)
3 What percentage of our body weight is water?
(ANSWER: 60%)
4 What am I describing: A substance that a doctor prescribes
to cure people of an illness, or an illegal substance that
afferu people mentally or physically when they take it?
(ANSWER: a dmg)
5 Name the process in wtlich heat is unable to escape from
the atmosphere and causes the temperature of the eanh to
nse. (ANSWER: The Greenhouso Effect)
6 What is the name of the unit used for measuring
temperature? (ANSWER: a degree)
7 Can you give me the chemical formula for watef?
(ANSWER: HP)
8 What IS the name lor the complete set of genes in a living
thll"lg? (ANSWER: The genome)
9 Name at ledst three of the possible efferu of dirnate change.
(ANSWER: Climate change will forte some species of
birds to migrate; water resources will increase or
decrease: there will be more floods IlIld drought. Sea
levels will rise in some constal areas. There will be heat
WIiVes and Illore air pollution, which in turn will cause
infectiolls diseases to spread. There will, however. be
some benefits. too. Moderate warming will fa,or some
fanners.)
10 HooN much of the earth's surface IS coYef!'d by water?
(ANSWER: 70%)
More Quiz cards ore on on page T260 !II
_bIe
C E<iIori(JI Moo:miIon de o SA de C.V 2006
USEFUL LANGUAGE .
. sa heads or '0115.
When you toSS a com. you Y
A,
Heads.
Qui l.JllastCr: . , You slar!. I Tails, yOll lose.
Heads, you \I'm.
The other team star1s.
The Rules of the Game
1 Decide how many pairs of teams will play.
2 Select one Quizmaster for pair of
teams.
3 Move into your teams and select a team
secretary.
4 Quizmasters. join your teams. Your
teacher will give you the questions.
5 Quizmasters, toss a coin to see which
team starts.
6 Quizmaster5, read a question from the
categOl)', then check it to shaoN that it has
been used.
7 If the team answers correctly, they move
forward. If the answer is incorrect, they
stay where they are and wart until it is
their turn again.
8 The other team is nO'N asked a question.
9 Cootinue until the game is finished.
10 If the teams finish befOfe others in their
class, they should 'MlI'k in their teams and
WTlte some more questions to ask the
opposite team.
l ooking ahead
Unil12
LANGUAGE RESOURCE
Grammar Summary
1 Functions of conditional s
We often use conditionals to express functJons su:h as advice
and promises. These are often based on the loon of the rll'St
conditionaJ (see Unit 4). but sometimes use modal verbs and
imperatives in the main clause instead of Vt1II\'VOf'I't. Here are
some convnon fooctions of !irs! condillOl"\als:
Advice
If you want /0 moot new people, try joining dubs or a gym.
Offers
Contact me if you need clarification on any of these points.
Suggestfons
Why not travel by train if you want 10 see more of /he
countryside?
Requirements
If you want /0 open 8 bank account, you must provide proof of
identity.
Promises
/'11 be very careful If you Jet me use the car lomght.
Warnings
If you don't tell me what the problem is, I can't help you.
2 Future progressive and future perfect
Use
We use the future progressNe to talk about a situation 01" an
action thai will be in progress at a definite time in the Mure:
Next Sunday. I'H be lying on the beach in Rio.
Don'/ caRJlffllhis evening - he'll be watching the bg game.
We use the future perlect to talk about a situation Of an actoo
that win be completed by or befOff! a specific time in the future:
Wail for me. I'H have finished the dishes in five minutes.
Julia will have completed her course In physiOtherapy by June.
Fo=
future progressive: wilVwon'r + be + -ing verb
We'll be wsitlng at the end of the pia/form when your train
arrives.
ruture perfect: wllVwon'r + have + past participle
They'll have demolished the building by the rime you arrive.
so I'll take some pictures for you.
We often use the prepositions by and before with the future
perfect
1'/1 have sent the report to you by/before Friday.
We oftefl use the tIme expressions in X weekslmonthslyears
and within (Ihe next) X weel<slmonthslyears with the Mure
progre5SlVe:
People wiD be traveling in fuel efficient cars within the next
ten years.
In two weeks /he politiCians win be arguiflg about something
completely different.
Complete the paragraph with the future progressive or
future perfect of the verbs in parentheses.
This tllne tomorrow I 1 will he O),jllJ;,.. (tIy1 to England. By two
o'ckx:k. 12 wjll have arrjved (arrive) in London. My sister
3 will be (wait) for me. I hope. \lVhile I'm in England. I
4 will be sla)'illa (stay) WIth he( and her husband in the
country. 1 5 will he (stay) with them for a week and we
6 will II!: goine... (go) for lOts of country walks. The fdlowing
wool< t 7 will be stayjng (stay) in a hotel in london. I
8 will he dQjna:.,. (do) a 101 of shoppng and going to shQv.Is.
By the end of my stay, I 9 will have sl!lilll. (spend) a lot of
money but r 10 will haVe seen (see) a lot of great shows.
looking ahead
Vocabulary Summary
1 Tests
passltail a tesVexam
get goodIbad scorestgrades
be tested on a topic/subject
lake/retake a lesVexam
review /0( a tesVexam
2 Further education
lake a course
enter a graduate program
major in artIhiSlory
be accepted to a cotlege or university
do a degree in biochemistry/modern languages
take a course in history
Replace the words in italic with a word or phrase from
the two li sts above. Make any changes necessary.
I Ihink it's very diffICUlt 10 eH#eF Harvard. be accepted to
2 I don't think I will ever e.' ItIs English exam. pass
3 1 19th'; on my last malh test. got good grades
4 She eel6:R88 excellent grades on the exam. gol
5 I expect to flAeM IH)' eefle8 68tff68 in electronics
next year. graduAte
6 1he exam was unfcur - we /19
M a novel we hadn't sludied. were tested on
7 Harry 13 computing at COllege now. is taking
8 I liitlfl'f j8688 my driving test so now I have to 96 it ageiR.
failed relake it
-
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-
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-


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The writing part of an exam
1 Looking at an exam question
Read this exam question. How easy would it be for you
to answer this question?
Section 3: Writing
You have 60 minutes to complete this section. You may
make notes and write drafts on the paper provided.
Write your final answer neatly in the test booklet.
Question 1
Imagine you have just seen the following advertisement
for an international TV magazine. Write your article for
the International TV magazine (150-1S0 words).
InlemalionallV magazine
What is your favorite show on TV?
Why do you like it?
We are looking for short artictes answering these
questions. The best three will be published in
January's edition of International TV magazine.
Successful ent rants will receive a free subscription
to the magazine fer .one year!
2 Examining a sample answer
a Read this lest-laker's answer. Has the question been
completely answered? Do you think this would pass
or fall? Why?
j wrJ.e to w an op."/UOlt on. q:. til- TV
I
t
__ 1
usually bqp >VK1y fad /axi5. !.- I
i:eLeYl/nq tius and -me fdvre j trof.ed aJ; tk ,
!la-nue OUWY5 shylY. {/a-nue b!:. a.;huns I
e:ve:ry#u:1/.fl Ln a wry !A-mp'.e ". he I-.a.s a
ACTION PLAN I>
Your action plan: werking with vocabulary
REVIEW
your action ptan: working with vocabulary
pairs, Icek at the new vocabulary entries you have made
Since Unit 11. Talk about any new techniques you have tried.
b Look at the answer more carefully. Use the
examiners' criteria and the scoring system tc give the
student's work a final score.
Criteria
Score for
this work
1 Content: hew fully did the candidate answer
the question? /5
2 Accuracy: how accurate is the grammar and
vocabulary? /5
3 Variety: how varied is the grammar and vocabulary? /5
4 Organizatien: How clear is the text? Are ideas
logically .organized and does the writing flow
smoothly? /5
5 Style: Hew appropriate is the style for the context? /5
I.e. is it too formal, too infermal. or jusl right?
6 Reader: Hew easy would it be for the reader te
understand what the writer says? /5
Total score for Question 1
Scoring system
5 "" ex.cellent 4 := very good 3 == good 2 '" borderline
1 = poor 0 := very poor
3 Editing the sample
In pairs, impreve the student's answer by correcting
the mistakes, which are underlined.
4 Having a strategy
a In groups. discuss these questiens.
1 Have yeu ever written a timed essay in yeur
language or in English?
2 a list of differences between writing a
timed essay and .one witheut a time limit.
3 Will you ever have to write a timed essay in
English in the future? If yes, when?
b Many people think that passing an English test only
requires. good Eng.lish. That is true but yeu need
test-taking strategies, too. As tests are timed, good
time management IS essential. Having a structure
for approaching writing is crucial, as well. Look at
these seven recommended steps. There is one
mistake in the order. Can you lind it?
1 Read the question very carefully.
2 Make notes that answer the question.
3 Organize your notes into paragraphs.
4 Write a draft using complete sentences.
5 Revise your first draft.
6 Allow time te proofread your final essay.
7 Write your essay again.
130
Put yeur strategies into action! Write your answer te the exam question in Exercise 1.
looking ohead Unit 12
a Fill in the blanks using an appropriate expression of quantity. In some cases, two answers may be possible.
everyone all both hardly any a little a few several two thi rds half
1 A OK, sir, which ofthese shirts would you like?
B I need more shirts so I'll take bothlalVeyetJ one of them, please.
2 A Do you usc any salt in your cooking?
B JUSI enough to give the food a little more flavor.
3 A Why are there so few students at school today?
B There was so much snow, that hardly any of the students came.
4 A Is all ofthe equipment in the computer room new?
B No, bul most of it is. Yes. over 90% of it is new.
5 A When my mom died she len me 33.33% of the property, to be precise.
B And the other two Ibirds are equally divided between your brother and sister, right?
b Compl ete the second sentence so that it means tbe same as the firs t one. Use the words in parent heses.
1 You have to wear a helmet at all times on the building site
(worn) A helmet must be worn at all times on the building site.
2 It is a requirement of the government to spend more money on public healt h care.
(ought) The government requires that more money ought to be spent on public health care
3 "I have no idea who the murderer is." she said.
(claim) She claimed to havelthat she had no idea who the murderer was .
4 ;'I' m thinking about what you said," she said.
(told) She told me that sbe was thi nking about what lsaid .
5 II's the weather I like most ahout Greece.
(thi ng) Tbe weather is tbe tbinl that 1 like most about Greece
c Choose the correct answer, a, b, c, or d to fill in the blanks
in the article on the right.
1 a gOI b were gettin.t. c get @)lave been getting
2 a mi ght have been (JYwill be c have d have been
3 a are increasing @ vi\l have increased
c will be increasing d increase
4 a would have b may @ vould d will
5 a will never be b had never been beard @ vould never have
hoon d won't be
d Match the two halves to make complete and
logical sentences.
1 Give me a call e
2 If you lend me five dollars, d
3 If you take that without asking her. b
4 If you want to joi n the swimming club. c
5 Try linding a cheaper apartment a
a if you want to save money.
b she' ll be angry.
c you have 10 be at least 12 years old.
d I'll pay you back tomorrow.
e if you need my help.
Global warming
or global warning'f
The effects of
carbon di oxide in
the atmosphere
1 WOrse
and worse and if
nothing is done
they wi ll COntinu:
to have a
damaging effect
the qual ity of
life. The Water
has been
[lsmg in coastal areas and if . .
Whole cities 2 action IS not taken
opini on is th ffi threatened. However'
One farmer told us that e ects of climate change.
the increase in rain. IS crops had benefited from
Experts predict that b
temperatures 3 b end of the cenrury
P - y 2.5 degrees. '
Greenmore of the U .
said that if we didn't tak . ruverslty of Maryland
climate change 4 e action SOOn, the effects of
long-term effect Could be accelerate and the
Professor Greenmore Furthermore.
hadn't been invenrcd Slog If r.he automobile
heard of. J a warmmg 5 ___ _
e Choose the best hmse from the list below to complete the sentences. Use the verb in parentheses.
future perfect future progressive present perfect present perfect
1 By March. we will have finished the house. (finish) future perfect
2 This time noxt year. we will be Jjying in our new house. (live) future progressive
3 In ten years. scienti sts will have found life on Mars. (find) future perfect
4 I dou' t w;lI1 t lo watch the midnight movie. I have watched enough TV ror today. (watch) present per fect
5 1'111 exhallsted. I have_been working all day non-stop. so I'm goi ng to bcd. (work) present perfect progressive
f Read the text below and look carefully at each line. Some of the lines are correct and some have a word which
s hould not be there. Check (v) the correct lines and cross ()O those where there is an extra word.
G!\'I Foods: a possi bl e solut ion?
1) Genetically modified food has become a conlroversial subject
21 in recent yea rs. Many I)f'scien1i sts argue that GM food should be
3) adopted as the onl y solution to the problem of feeding the world.
4) whOSE) population has been \1If increasing at alarming rates.
5) Scientists predict that it will by Ihe end of the
6) 2'lst century. If we do not accept GM foods. famine wil! increase.
7) The oplion of GM food should ,1.6 be taken seriously by environmcntal
8) orga nizHtions. If they are reall y opposed to the use of pesticides in
9) fa rming, thell they must consider the fact that GM foods are resistant
10) to insects and if we J}JIe" change 10 GM foods in twenty years.
11) pesti cides could become a thing of the past. Environmental organizutions
12) say that GM foods should not jd' be imposed un til we know more about t he dangers.
g Think ortwo words that are ofte n used with the following containers.
1 A bagof; __ ' __ _
2 A can of: , __ _
3 A jar of; ___ ' ___ .
4 A bottle of: __ , __
5 A carton of: ___ , ___ _
h Choose the best definition of the following words,
1 A pesticide is
_ K-
If
/C
chemi cal used to kill insects. b a medicine given to animals. c a substance that makes plants grow.
2 The genome is
a someone who is very intelligenl. (li), he complete set of genes in a living thing. c the history of a fami ly.
:J An implant is
a something YOll pul in the ground. mmet hing placed in a person. animnl. or plant. c something you feed animals.
4 Crops aro
a food for nnimal s. <!!lant s that are grown for food. c meat and vegetables.
5 A flood is
a a period of exlreme dryness. b water used to make plants large amount of water that suddenly covers an area.
Which kind orTV show do these lines come from? Choose from the list orTV shows in the box.
tal k show current affairs documentary drama movie music program quiz show
reali ty TV s itcom soap opera s ports show t he news va riet y show
1 Harry; But you can' t leave me, C.1roline! I love you! And whal about the children? soap opera
2 Bot h teams now have 12 points. OK. Team B, t hi s question is for you. When did ... qui z show
3 News has just come in about the conti nuing civil war in Zalibad, Our report or, Diane Case has this ... the news
4 A long pass ... Janssen passes the ba ll but Makelele int ercepts. moves past Wilson and shoots. II 's a goal! What a goall
The goalkeeper didn' t stand a chance, sports show
5 Host: And when did you know you wanled to be an aclress? talk show
Act ress: Since I was about six. I used to si ng and dance for guests when they ...
Complete t he text with a word or words from the box. Not all the words are used.
did getting into pass good grade fail a test degree in retake reviewing for
I had a hard time 1 . getting into college. ! failed my final high school exams, so Illfld to 2 retake them. I spent all
summer 3 reviewing for the exams while my friends were out having fun. But I passed them and tlnally entered the
uni versity that fall . I did a four.year 4 ..degreeJn chemistry and aft er that 15 djd a Master's and specialized in
petrochemicals. I' ve been working with a petrochemical company ever s ince then.
Song 1 Beautiful
Beautiful by Christina Aguilera
"Everything has its beauty
b
. J)
ut not everyone sees U Confucius
,...-------
1 Getting started
a Work in groups. Here are a famous American person and place which many people
consider to be beautiful. Do you think they're beautiful? Why / Why not?
b Choose three people or places from your country and tell your group why you think
they are the most beautiful.
2 Listening for gist
Read the questions and then listen to the song.
Whi ch is the most appropriate answer to these questions?
1 Where is the beauty the si nger describes in the song?
Q nside ourselves b in the world around us
c nowbere to he found
2 What ki nds of problems does the song refer to?
a global b famil yGPersonal
3 What is the overall tone of the song?
@ ptimistic b neutral c pessimistic
;1'

3 Listening for deta il
a Lislen and complete the song lyrics. Nole that the expressions in numoors
four, five, and six arc repealed.
Beautiful
Don't look at me
Every day is so 1 wonderful then suddenly, it's hard to 2 breathe
Now and then I get 3 insecure from all the pain.
I'm so ashamed.
I am beautiful 4 no mailer what they say
Words can't bring me down.
I am beautiful 5 in every single way
Yes, words can't bring me down.
So 6 don' t vou bring me down today
To all your friends, you're 7 delirious
So consumed in all your doom.
Trying hard to fill the 8 emptiness , the piece is gone, left
the puzzle undone. Is that the way it is?
You are beautiful 9 no mailer what they say
Words can't bring you down, oh no.
'Cause you are beautiful 10 in every s ingle way
Yes, words can't bring you down, oh, no.
So 11 don' l yoy bring me down today
No matter what we do, no matter what we say,
When the sun is shining through
Then the clouds won't stay
And evel)"'Nhere we go the sun will always 12 shine
But tomorrow will find a way on the other side.
'Cause we are beautiful 13 no mailer what they say
Yes, words won'l bring us down, oh, no.
We are beautiful 14 no mail er what they sa y
Yes, words can't bring us down, oh, no.
So 15 don't you brillg me clown today .
b In groups, discuss these questions.
1 What is the song ahout?
Z Why does the subject pronoun change from ''I'' in the
first verse and chorus to "you" in the second verse and
chorus and then to "we" in the iast verse and chorus?
4 Finishing off
Discuss those questions.
1 Do you like the song? If yes, what is it you like? lfnot,
what don't you like about it? Use the ideas on the right to
help you.
Z There is an expression in English:
Slicks and stones con breok your bones but words can
never hurt YOII.
How much do you agree with this? Can you think of any
occasions when words havo hurt you or someone you
know?
wonhIlyria
sI"_'' ""'"
.........
Instruments
GLOSSARY
to bring someone down
to depress someone.
to be delirious
10 think or talk in a confused way
because you are menIally or
physically ill.
to be consumed in all your doom
to feel thaI your situation is so
terrible thai you can only feel
negative about everything.
Beautiful
Song2
I'll Be There For You by the Rembrandts
Fr iends
"Friends" is about a group of six young New Yorkers who share apartments and 1 hang out in the
same toffee shop_ They don't seem to have very much in 2 common . Monica, for instance, is a chef,
while her brother, Ross, is a paleontologist. The other characters have jobs ranging from massage therapist
to soap opera actor.
Over the years, their relationships have their ups and 3 downs From time to time, two oflhe friends
have a 4 fight and 5 fall out but before long, you know they're going to 6 make up and
become friends again. In fact, two of the characters, Moni ca and Chandler, get married, while two others,
Ross and Rachel. have a baby together. II looks as if Joey and Phoebe will never rea ll y 7 settle down.
either in thei r careers or private lives. But one thing that is constant throughout is their friendship. Each one
of them knows that if they are down, there wi ll always be someone 8 tbere for them.
1 Getting started
a Read this text about the American comedy series "Friends" and fill in the blanks. You can use the \........I
words in the box below or your own ideas.
settle fight fall bang there make downs common
b Wri te down the names of two or three of your closest friends. Read the questions and pick four
that you' d like to talk about. Think about what you can say about the friends you've chosen.
1 Do all your friends know each other or do you have separate groups of fri ends?
2 Are your friends male, female. or both?
3 Do you have a different relationship wi th your male and female fri ends?
4 How did you meet them?
5 What do you have in common with your friends?
6 Where do you usually hang out?
7 Have you ever really fallen out with any of your fri ends?
8 What kinds of things have you had fi ghts about?
9 How did you manage to make up with them?
10 Have you ever dated any of your fri ends?
c In pairs, talk about the questions you chose. Ask and answer the other questions
if you want to.
111 Be There ForYou
2 Listening for gist
'-- These sentences about the song are in the right order, but some of them are not
true, Listen and put ur" next to the true sentences and "F" next to the false
sentences, The first two have been done for you as examples.
1 Everyone told you life would be like this. J
2 You don't like your job. T
3 This was a great year for you, F
4 I' ll always be your friend. T
5 I know you' re my friend. T
6 You're lale for work. T
7 Everything's fine today. F
8 I'm an easy person to undersland. F
3 Listening for detail
Read the words of the song and then listen and fill in the blanks.
I'll Be There For You
So no one told you 1 life was gonna be this way.
Your job's a joke, you' re 2 broke your love life's D.D.A.
II's like you're always 3 stuck in second gear.
And it hasn't been your day, your week, your ffiDflth, or even your year, but .,.
I' ll be there for you
When the rain starts to 4 pour
I' ll be there for you
like I've been there 5 before
I'll be there for you
'Cause you're there for me 6 too
You're still in bed at ten and work began at 7 eight
You've burned your breakfast so far, things are going great.
Your 8 mother warned you there'd be days like these.
But she didn't tell you when the world has brought you down to your 9 knees
Chorus
No one could ever 10 me, no one could ever see me.
Seems you' re the only one who knows what it's li ke to be me.
Someone to face the 11 day with, make it through all the rest with
Someone I' ll always 12 laugh wi th.
Even at my worst, I'm best with you.
Yeah!
It 's like you're always stuck in second gear.
And it hasn' t been your day, your week, your month, or even your year. but .. ,
Chorus
4 Finishing off
Discuss these questions.
1 Do you like the song? if yes, what is it you like? lf llot, what don't you like about it?
Usc the ideas on the right to help you.
2 Have you heard it before? If so, how much of it di d you un derstand before?
stands for ' dead on arrival' , In other
words, your love life is a disaster!
stuck in second gear
This is 8 driving metaphor. You can
only go very slowly in second gear!
So if your life seems to be going
nowhere, you could say you' re stuck
in second gear.
singer's voice
images
central message
music
instruments ........
Song 2
5ong3
Cry Me A River by Justin TImberlake
1 Getting started
a Match the firs t and second hal ves of thase sentences.
1 He really burned his br idges when
he left the company when he --___
2 She's reall y blown her chance of
the job
3 This new computer program is
rea lly messing with my head,
a so can' , we go back to the old one?
b she's always been his favorite!
c told his colleagues exactl y what
he thought ofthem.
4 J bet he's going to give the job to d by arriving late for the interview.
Andrea; in fact I'm sure of it because "'-'
5 My whole world came crashi ng e it's a mystery to me.
down when I lost my job
6 Can you find out why the f it meant everything to me.
isn' , working because
b Guess the meaning of the words in bold from the context.
c Now check your answers by matching the expressions in bold with the correct meaning below.
a to get informati on 6 b to seem as if it has been destroyed 5 c to waste an opport uni ty 2
d to be sure of something 4 e to be driven crazy by somethi ng/someone 3
f to make sure there is DO chance of going back 1
d In the sentences above. the context is work. Now, wi th your parlner, use the same expressions to '-../
describe a relationship. For example, you could say: I bet my brother's going to marry his
girlfriend. I saw them looki ng at rings in a jewelry store.
2 Listening for gist
You're going to listen to a song in which a guy tells a gi rl about their relationship. Listen and circle
the correct answer for each of the questi ons below.
1 Whose plans were destroyed?
2 Who found out about them? 9 / hcr
3 Who burned their bridges? him.-D
4 Who wasted their opport uni ty?
5 Who cri ed a river before? CE!9'her
6 Who's going to cry a river now?
Cry Me A River
3 Listening for detai l
Complete the SOilS with the words in the box. Then listen and check.
leaving sad other refuse earth already talked honesty alone turn
Cry Me A River
You were my sun; you were my 1 earth
But you didn't know all the ways I loved you, no.
50 you took a chance, you made 2 other plans.
But I bet you didn't think the thing would come crashing down, no.
You don' t have to say what you did,
13 already know, I found out from him.
Now there's Just no chance, for you and me, don't let that be.
And don't it make you sad about it.
You told me you loved me. Why did you leave me, al l 4 alone 7
Now you tell me you need me when you call me on the phone.
Girl, I 5 refuse : you must have me confused with some other guy.
Your bridges are burned and now it's your 6 turn to cry.
Cry me a river. Cry me a river, Cry me a river. Cry me a river.
You know that they say some things are bener left unsaid.
But it wasn't like you only 7 talked to him and you know it.
(Don't act like you don' t know it).
AU of the things people told me keep messing with my head.
You should've picked B honesty ; then you may not have blown it.
Chorus
(Oh) The damage is done so I guess I be 9 l eaving
You don't have to say what you did,
I already know, I found out from him.
Now there's just no chance, for you and me, don't let that be.
And don't it make you 10 sad about it.
Cry me a river
Go on and just cry me a river
'Cause I've already cried
Cry me a river yeah yeah
Ain't gonna cry no more, yeah yeah
4 Finishing off
Discuss these questions.
1 Do you like the song? If yes, what is it you like? If not, what don't you like
about it? Use the idoas below to help you.
Images central mess. musk: instruments
Z Imagine that you wore one of the singer's closest friends. What things could
you say to him to mako him feel beller?
5ong4
Don't Let The Sun Go Down On Me
by Elton John
1 Gett ing started
a This song was a big hit for Elton John and George MichaeL Toll
your partner anything you know about these Iwo s ingers.
b The six highlighted words in the sent ences below are all in the
song. Before you listen to the song. read the sentences and then
match the words with the correct definitions below,
1 Sorry I'm late. I wenl to the wrong street - I must have
mis read the address. b
2 Pi ease do not di scard food containers Oil the beach. e
3 Unfortunately, his broken leg look several months to heal. r
4 A fr agment of a lost Shakespeare play has beon discovered in
tho British library. a
5 Don', dry your now I-shirt in the sun - the colors will fade. d
6 We don' , need a map. We're just goi ng to wander around tho city
for a few hours. c
a a small piece b read incorrectl y c to walk without any
directi on or fixed purpose d become weaker or less bright
e throw away f become we ll or whole again
c The tit le of the song you are going to hear is "Don't Let the Sun Go
Down On Me". Thinking ahout the six words in exerci se l b and
the title. how might they be connected with a song about a
relationship? For instance, how could "misreading" be a problem
in a relationship?
2 Li stening for gist
a Li sten and put the pictures in the order you
hoar them mentioned in the song. For
example, if you hoar about a door being
closed first. then write the number 1 next
10 that picture.
h Having listened to the song once. did
YOll learn anythi ng else about what
the singer means by the phrase "Don', leI
the sun go down on me"?
Don', leI The SUn Go Down On Me
.
3 Listening for detail
a Read tho words of tho song and then listen and fill ill the blanks.
Don't let The Sun Go Down On Me
I can't light no more of your 1 darkness .
All my pictures seem to fade to black and white
I' m growing 2 tired and time stands still before me
Frozen here on the :3 ladder of my life.
Too late to save myself from 4 falling
I took a chance and changed your way of life
But you misread my 5 meaning when I met you
Closed the door and left me blinded by the 6 light
Don't let the sun go down on me
7 Although I search myself, it's always someone else I see
I'd just allow a fragment of your life to wander 8 free
But 9 losing everything is like the sun going down on me.
I can't find, oh. the right 10 romanti c line
But see me once and see the way I feel
Don't discard me just because you think I mean you 11 harm
But these cuts I have they need 12 love to help them heal.
b Find tho six words you made predictions about in Exercise t c. Were your
predictions right? What connecti on do the words have with the
relati onship described in the song?
'--- 4 Finishing off
a Do you like the song? If yes. what is it you like? If not, what don't you
like about it ? Use the ideas below to help you.
words/tyrks stnger's voke
rhythm chorus
images cent,al message music instruments
b The expression, "Don't lot tho sun go down on me" could mean "Don't
tako away all hope", Hero are other expressions in English about "light"
and "hope".
There's /iSht at the end of the tunnel.
Look on the hrisht side.
The dorkest hour is just before the dawn.
Where there's life, there's hope.
c Do you have si milar expressions in your language?
Tell your partnor about a time whon you needed to use or hoar one of
these expressions.
50095
The Logical Song by Supertramp
1 Getting started
"Tho Logical Song" is about how
education in general and school
educalion in particular can shape
our personality and limi t our
individuality. Here are some
opinions about this subject.
the box thai represents yOW" opiniOn
for each sontence. Then compare and
discuss your answers with your
partner.
2 Li stening for gist
@ Tho song examines slages
in the si nger's life. Predict the order
of these slages and then listen to the
song and check your answers.
o 0
o 0
o 0
o 0
o 0
III The singer becomes angry and rebell ious.
CD The singer is happy and open to his world.
!II The Singer begins to quest ion his education.
o
o 0
o 0
o 0
o 0
o 0
W Tho singer is sent to a school where he is socialized.
The logicol Song
School days afe the best days
of your life.
o Children should be free to study
what and when they like. ..........
o The mai n purpose of school is
to preserve the status quo.
o It is n't the role of a school to teach
children what's right and wrong.
o Schools give children the di scipli ne ..........."
they need to become useful
members of society.
o AU good schools help chitdren to
discover and develop thei r creativity.
GLOSSARY
10 preserve the stalus quo
to keep things the
way they have been traditionall y.
3 Li stening for detail
a There are II number of adjectives inlhc song. Before you listen 10 it agai n.
compl ete the sent ences below with the most appropriate adjectivo.
responsible dependable presentable practi cal cynical absurd
1 For goodness' sake, put on a clean shirt! You've got to be presentahle for
tho interview.
2 Don', be so cynical . Thoro's somo good in everyone, you know.
3 Ms. Thornton is a vcry dependable empl oyee. In the ten years that she
has worked with the bank sho bas never been lale for work.
4 J wish you were a bit more responsi ble about your work: you just don't
seem to care.
S lie's 8 good candidate on papor. but he doesn't have much practical
expericnce in everyday business.
G YOli expcct me to bolieve that your dog ate your homework!? Marlin,
that is completely ah!>urd !
'-' b Now li ston to lho song and number tho words in the box above in tho ordor
you hear thom in the song.
c Now read lhe song and check your answers. Then listen to the song again
'- and fill in the blanks.
The Logical Song
When I was young, It seemed that life was so wonderful, a miracle, oh It was
beautIful, 1 magical [
And all the bIrds In the trees, well they'd be sInging so happily, Joyfully, oh, playfully
2 watching mel
But then they sent me away 10 teach me how to be 3 sensible , Io9l<al,
responsible, practICal.
And then they showed me a 4 world where I could be so dependable, clinical,
Intellectual, cynICal.
There are times, when all the world's asleep, the 5 questions run too deep for such
a simple man.
Won't you please, please tell me what we've learned. I know it sounds absurd, but
please tell me 6 who I am.
Now, watch what you say or they'll be calhng you a radical, a liberal. a fanatIcal
7 cri minal !
Oh won't you sign up your name, we'd like to feel you're acceptable, respectable,
presentable, a 8 vegetable I
4 Finishing off
Discuss these questions.
1 Do you like the song? If yes, what is it you like? if not, what don't you like
about it? Usc tho ideas on the right to help you.
2 Tho song takes a very nogative view of growing up and educati on. But what
do you think? Di scuss with your partner whether any of tbese sentences
wero true for you or someone you knew.
I cried a lot when I first wont to school.
I was more creative as a child Ihan I am now.
We wera made 10 feel responsible for our own learning.
It was hard 10 get inspired at school - the leachers wera too cynical.
We learned plenty of practi cal subjccls at school- it wasn' l just
inlcllcclunl stuff.
GLOSSARY
the Grammy Awards
(he mosl important
annual awards gi ven
to performers and
music writers by
the American Music
Industry.
1 Getting started
a Look at this list of words commonl y used when talki ng about the music
world. Check that you know all of them.
singer/songwriter studio label charts track album touring stage
musicians copies gig/concert band/group awards fans
b Read this short article and complete the text using some of the words
from Exercise la.
Norah Jones i s the daughter of one of India's most
famous 1 musicians , Ravi Shankar. However, she
has never li ved in India. She was brought up by her
American mother in Texas, but it seemed t hat music
was in her blood. She began si nging in church when
she was five and took up the piano two years l ater.
She played her f irst 2 gig on her 16th
birthday and went on to win a number of special
3 awards for her jazz singi ng.
In 1999, she moved to Manhattan and st art ed
pl ayi ng wi th a 4 group call ed "Wax Poetic",
but soon formed her own group. In 2000, t hey were
signed by America's most famous jazz 5 label
"Blue Note" and recorded their first 6 album
Come Away With Me. This was an incredible
worldwide success and the titl e 7 track
Away With Me was one of the most played songs 0 . ...........
the year.
She went on t o sell nearly 2 0 mi llion albums in the
fi rst t wo years and won eight Grammy Awards. -.........
In 2004 , Jones foll owed t hi s up with the album, Feels
like Home, which went straight to the top
of the 8 charts in 16 different countries. Since ____
t hen, t hi s talent ed 9 songwriter hasn't stopped
singi ng her unique bl end of country, jazz, and
c You're going to listen to one of Norah Jones' most famous songs, Come Away
With Me. All of the images on page 145 are mentioned in the song. Before
listening, make up a short story with your partner including all the pictures.
When you're finished, tell some other students your story. Which story is the
most romantic / the strangest / the most original?
Song 6 Come Away With Me
2 Listening for gist
Now listen to the song and put the pictures in exercise lc into the order
you bear them. For example, you' ll hear ''I'll write you a song" first, so
writ e " 1 " next to that picture.
b Wbafs the relationship between the si nger and the person she's singi ng to?
3 Listening for detail
a Read the lyrics and check the order of the pictures. Then listen again and
write the missing words.
Come Away With Me
Come away with me in the night
Come away with me
And I wi ll write you a song
Come away with me on a bus
Come away with me where they can't 1 tempt us
With thei r 2 lies
I want to walk with you on a cloudy day
In fields where the yellow grass grows
3 Knee high
So 4 won't you try to come?
Come away with me and we'll 5 kiss
On a mountain top
Come away with me
And I'll never stop 6 loving you
For I want to 1 wake up with the rain
Failing on a tin roof
While I'm 8 safe there in your arms
So alii ask is for you
To come away with me in the night
Come away with me
4 Finishing off
a Do you liko the song? If yes, what is it you like? If not, why not? Use the ideas
below to help you.
Do you find any of the images in the song beautiful, original , or romantic?
wordsllyrks singer's voke rhythm chorus
Images central message musK instruments
b In groups. discuss these questions.
1 Who do you think , they" are in verse two?
2 Why does tho singer ask her lover to go away with her "in the night "?
3 Why do you think the lovers in the song might need to leave?
4 Do you know any stories of lovers who have run away?
, .
... _- .
Unit 7 Lesson 3 Exercise 4b
Read the role your teacher gives you.
Role A: local resident
You really do not want the hostel to be built
on the land. Before the hospital was burned
down, the area was very pleasant to live in.
It has deteriorated over the last two years,
and you think it will get worse if the hostel is
built as it win attract some undesirable
people. You think this will affect property
prices and will become dangerous for the
children in the area. The area is quite bui\t*
up and you think the land should become a
park, with a children's play area, and maybe
a swimming pool. There is an industrial area
on the other side of the city, which you feel
would be a better site for the hostel. You are
also personaUy worried about how this
would affect the value of your property. You
recognize that such centers are needed, but
why on your doorstep?
Unit 8 Lesson 3 Exercise 4b
Emma
You are relieved that your parents know
about your hobby, but you are
determined to continue it. However, you
know that you are going to have to
make some compromises to continue,
because you need their support. You also
hope that they win buy you a motorcycle
for your 18th birthday. You'll have to
think of a couple of very good reasons
why they should. Be prepared to listen to
your parents' arguments and agree to
anything sensible. Reassure them
you will continue to study and you WIll
go to college. You really want a
motorcycle, but you'\I wait to get a good
one, and you have some money that you
can contribute towards the cost.
Role C: membe r of local chamber of commerce
Your concern is the economic weU-being of the city. It used to
be a very wealthy city, but that has changed over the last ten
years as a number of businesses have moved away. The area of
the city under discussion is a prosperous residential area, and
you feel that a commercial center, with banks, shops, and
businesses would be a much better use of the site. It would
encourage the wealthy residents to spend money, and as it is on
the outskirts of the city, it would also encourage people from
the surrounding area. You could also benefit financially from
such a project as you have a building company.
Role. B: social worker
re:1 PrOblem in the city with
two smau
P
are currently
enough beds. This ;ite aren't
t hostel that could
e ess people. Most f
homeless people d 0 the
problems in the i . 0 not cause
alcoholics and a few
people would stand a
chance of 9 tf etter
lived . h e mg treatment ;f they
m a ostel It wo Id I
that the h . u a so mean
jobs and could get
the city She wealth of
also a development would
fru t . r career as you are
s rated In your present job.
Mother
You are horrified at Emma's hobby
and you're very angry that she hid it
from ou. You also don't like Jake, her
boyfriend, whose bike she uses. You
want her to stop motorcycling but
you don't want to have a huge
argument about it. You're worried
that it's dangerous, especially racing.
Try to persuade Emma to stop racing
and to go the motorcycle only in
safe, places, I.e. not on main roads.
You re aware that she has probably not
had a proper course in riding a
motorcycle, and offer to pay for one
before she gets a bike of her own.
Role 0 : local doctor
You can't understand why the old
hospital isn't going to be rebuilt. It
was a small, old-fashioned hospital --
and after the fire all the patients
were. moved to the main city
hospItal. However, the main _
hospital isn't big enough to cater
for the whole city, so another
hospital is needed, and there is now
the opportunity to build one that is --
bigger and more modern, and
which could have specialist units.
Furthermore, a new hospital would "-
benefit you personally as your office
would probably be incorporated
into the hospital. "-
Father
You are also concerned about
Emma's hobby, but you're not as
worried as her mother. You know
that Emma is a sensible girl and
that she doesn't take unnecessary
risks. You are worried about the
cost of a motorcycle if she
continues, though, and the costs
of insuring it. You also feel that
she should be using a small, not
very powerful bike right now, as
she hasn't had a lot of experience.
You're prepared to pay some of
the money towards a motorcycle
for her birthday, but not a\1.
Unit 6 Lesson 2 Exercise 4d
Read the next paragraph of the story.
I climbed the chain-link barrier fence while the two
brothers took the tension out of the barbwire
strands at the top. Enough so I could straddle the
fence, get one foot on the concrete wall of the
aqueduct and drop some ten or twelve feet to the
bottom. Then they lowered the bikes down to me
on their belts. We rode for miles
this grant cOrridor of cement, the wheels of our
bikes bumping over the brown lines of caulking
used to seal the seams. Except for those seams it
was the smoothest, flattest surface I'd ever ridden
a bike on.
(Story ending: The bo% spend hours bike riding in
the aqueduct and through a tunnel, and they are
eventually picked up by the police and taken home.)
'-' Uni t 6 Lesson 4 Exercise 7a
Read the full version of the story of tho hitchhiker.
A friend of 8 friend was driving along the Massachusetts
Hi ghway one night when he noticed a young woman
walking along the side of the road. Concerned for her safety,
he pulled over and asked her if she would like a ride.
Without saying a word. she got into the car. As they were
driving, he tried to engage her in conversation, but she
remained silent and didn't say a single word during the
entire journey. At the end of the Highway, he stopped at
somo lights. The young woman got out of the car without
saying goodbye or thanks. Thinking sho was extremely
ungrateful, the man drove off and thought no more about her.
A feW days laler he was cleaning his car when he noticed a
purse on the floor. Inside the purse was Ihe address of a
house not too far away so he decided to return it to the young
woman. when he arrived at tho house, an old man opened
the door. The young man explained that he had come to
return the purse to the young woman who lived there. The
old man looked at the purse in amazement. "This purse
belonged to my daughter, but she was killed in a car accident
on tho Massachusetts Highway more than 20 years ago."
Unit 7 Lesson 1 Exercise 4c/d
Choose one part from each of groups 1. 2 and 3 to write
your description.
Group 1
Group 2
Group 3
Unit 2 Lesson 4 Exercise 3
A So, this question. Which of these does not go with the word white?
a) meat, b) bread, c) tea, d) egg.
B Well, we definitel y use white with egg .
e Isn't it meat?
D Na, I don't think so. Chicken is white meat.
e Oh, you' re ri i ht.
A It's c, tea, ri ght? We can have black tea, but we say tea with milk, not white tea, ri ght?
D Yes, that's right, so it's c. What's the next question?
A What is the name of the sea that separates the European and Asian parts of Turkey? Is it:
a) the Black Sea, b) the Sea of Marmara, c) the Mediterranean Sea, or d) the Caspian
Sea?
C Oh, that's difficult. I have no idea.
D Well , let's try to figure it out. It isn't the Mediterranean.
B No, that's right. And the Caspian Sea is in Russia, I think. What do you think, Laura?
A Yes, I think you're ri ght. So maybe irs the Black Sea?
C No, I think you're wrong, Laura. I went to the Black Sea when I visited Bulgaria a
couple of years ago.
D So ... do we all agree that it's the Sea of Marmara?
All Yes, let's put that ...
Unit 12 Lesson 3 Exercise 2c
So nuclear energy will probably be finally abandoned
because it is simply too dangerous. So what are the
options? Fossil fuels? If we continue to bum fossil fuels
like coal and oil the way we are doing now, we will have
run out of them within a couple of generations. We need to
look at clean, renewable energy sources like solar, wind,
and tidal power. But what is the present government
doing? In a word, NOTHING!
And the result? If we continue like this, our future looks
dark, very dark. If pollution continues to increase, our
towns and cities will have a permanent blanket of
pollution hanging over them. We'll be living in a world
where the sun doesn't shine. We'll be living in a world
where, when it rains, it will rain ACID ... acid rain. And
just imagine the impact of that on the health of our
children! Facemasks ... facemasks will have become
common in towns and cities. Vou see cyclists or the odd
person wearing a facemask today, but that's not the norm.
Imagine ... a world where every living person wears a
facemask. Imagine a world where every baby wears a
facemask. But I'm not talking about a science fiction
movie, I'm talking about your street, your town, your city
... I' m talking about your world!
We also foresee that there will be so much traffic, so much
traffic, ladies and gentleman, that parking will have
become a major problem. There will simply not be enough
space to park your car. Parking places on the street - fulL
Public and private parking lots - full! Double and even
triple parking on sidewalks! And our streets will be in a
constant danger of gridlock. Already gridlock is a
common, everyday problem. Imagine in ten years, my
friends! Just imagine.
And what about genetically modified food? This
government is responsible for a lack of clear policy on
genetically modified food: and the way things are going,
sadly, much of our food will soon be genetically modified.
It may look like the answer in the short term, but what
will the long-term effect be on the food chain and on the
health of our people?
And that's not all. The economy will continue to
deteriorate and, as a result, our young people will be left
without work: unemployment will have risen to
alarmingly high levels, perhaps as much as 25-30%! Our
only hope is a greener policy - a vote for the people party.
So on Thursday, vote for us, vote for ...
Unit 3 Lesson 2 Exercise zb
Figure out your partner's score llnd read the analysis. Do
you agree?
Internet addict or Internet phobe?
Scoring
1 a 3 b 2
"
5 a1 b3 ,2
2 a1 b3 ,2
6 a1 b3 ,2
3 a 1 b3 ,2
7 a3 b 2 01
4 a 3 b2 01
AnalYSis
18-21: You're hooked on the Internet! If you don't start
cutting back soon you may end up "disconnected" from
the real world!
11-17: You have a healthy interest in information
technology but you balance it with an interest in
7-10: Is your life affected at all by recent developments in
Information Technology? You are in no danger of getting
hooked but it may be a good idea to explore the Internet a
little more: it might enrich your life rather than limit it.
Uni t 4 Lesson 3 Exercise l b
Look at the analysis for your score. Do YOli agree?
Your score
Mostly a: you're a fair-weather friend, You use your friends and see
them when it suits you, but drop them Quickly if you no longer want
their friendship. Do you have any old friends?
Mostly b: you're a very good friend. but you're probably not quite as
honest In friendships as you should be. You don't say what you think.
so people don't always believe what you say.
Mostly c: you're a great friend. You probably have a lot of close
friends because you are very caring and loyal. You make friends easily
and keep friends fOl" a long time.
Unit 4 Lesson 4 Exer cise 38
Check your answers ami re"d the analysis for you.
a - O b- I c-l
a -I b- O c-l
a-O b - I c-l
Analysis
a -I b - l c - O
a - I b - I c - O
a -O b-l c -I
0-4: You haven't learned how to be assertive, have you?
You should take credit for the work you do and make
more of your career opportunities. Don't let people
take advantage of you _
5-6: You have your beli efs and you stand up for them, but
you also respect the rights of others to express t heir
views_ You've gotten a good balance into your life.
7 12. You've become a bit too aggressive: it's good to be
confident but you should try and show more
consideration for other people's feelings and views.
Answers and scores
Un it 4 Develop your writing Exer cise s b
Compare this model paragraph with the one you have
written.
___ '_'_. _ _ _ . __ . -1--
Ji-rwlLy, there is the quesb:on. rf fw.,edgm. and oLtgai:vm.s in tk fa-wLJi. On.
""" ,",wi, _ Imngs duua. On 1M dheo-, " 1m"!!,
')rkm. fw.,edgm. and are nd 6aLa-need, there is cqn,f{jd. JOy
exa'"rnfle, a !:ee?lL1ffY -wanis f:.o go !:o a po;.ty and tk pJ.;yenis dIJ nd -wani
tIwm. f:.o ffJ. )tow can flus ccnftid be ewied.
l
/3df.. pa..ties -need w 'WOYk. /;0
u">Ui.e:r1;a.nd the dhc:Ys peYSpx1:i've and I:d..e fq,- theiy O>+n
adions. .k paYenls -need f:.o 5Iurw theiy ciuld.Yen I:.Iu1l -wJh fw.,edgm. COmeS
so chi!d.Yen need w 5Iurw paren1:s t/uU; !:ky can -manage t/uU;
In my w"W, the sIwuld.. tei1l:J-.ei.y paYems wf1ere
t-ky aYe gccng, ..,.,.fll1f; k'le !:ky ...dt niurn. fu:rme, and ask. !:o go.
7k tkn needs !:o fuLfill theiy otligalwn. wY]! b.'Ie a paYe:n1
and a ciuld.'s /::rn1; is wi fmi<.e.n, freedom ...dt Of cau:r!e, alL !:fu.s
is ea5[ey sad I:f.an done. Hce-yey, by tnd and em?Y a-nd. genu..?1 Lo-ve
and wn.dedandJ.-ng can 6ecurne ewn.
Uni t 5 Devel op your l earning Exercise lb
Check the key to the questionnaire.
2536:
An excellent score! You're getting lots of good practice and if you
keep doing these things your confidence can only grow. As they
say, the best way to improve your speaking is to speak and
you're certainly doing that . But that doesn't mean you should sit
back and relax. Keep looking for ways to challenge yourself.
You're doing a lot of things riglit. Congratulations! But don't stop
there. There are still opportunities to take. Look down the list
and see what you can work on. And although having imaginary
conversations with yourself in English may sound half crazy, it
does work. So build on the good work you're dOing!
13-24:
0-12:
Things aren't too bad and can only get better. Most people feel
uncomfortable speaking in a foreign language but one thing is
for sure - it will only get better if you work at it. Start by
speaking more in class. You can also record yourself speaking
English or have imaginary conversations ;n English. It really
helps. So start today - life's too short to miss opportunities and
you never know where English could take you. Good luck!
Unit 7 Lesson 3 Exercise lc
Read the analysis for your score. Do you agree?
Analysis
G-8,
Well, you're very honest (If you've answered the
quiz honestly, of courser). Lying or cheating really
isn' t your thing, is ttl Good for your
9-19: You have been known to lie or try to cheat the
system a IJttle, but who hasn't' There may be the
odd occasion when being a little dishonest Is
acceptable, but don't do it very ottent
20-32: Have you really told the truth in answering the
questions or is that not In your nature' Your score
suggests that you think nothing of being dishonest
- but what do other people think about this!
Unit 9 Lesson 2 Exercise lb
Check your answers to the 1.Q. puzzles.
1 c 2 d 3 b 4 The man is very short and can't reach the
bulton for the 10th floor.
Communication activities 149
Student A
Unit 2 Lesson 1 Exercise lb
Read the text about SlIlma Hayek's cnrl y life. Complete the graph.
good
bad
CD
boen
1966
went to school
in Louisiana
kicked out
of school
went to
university
Livin' the Vida Loca
5alma Haye k is the first Mexican to
Hollywood movie star Since
become a R' Ha ek was bom in Veracruz,
Dolores Delio. Y
b
2 1966 He r parents
M 'co on Septem er, .
eXI, a rivate Catholic school in
sent her to P 11 The school
Louisiana when she was . behave
expelled he r because she used to mls t
constantly. and so she had to return 0
Mexico.
d' d Intemational Relations
In college she stu Ie d h
but she didn't finish her studies; instea e
d out with the intention of becoming
droppe arents didn't agree at
an actress. Her p 'd to goong
h Hayek wasn t use
wishes, she
Her first break w;S
local theate r, which didn t pay .
. Then she got a starrmg
was good experience. The
role in a popularTV soap opera. Teres
o
. .
d
Hayek famous m
shoW'S success ma e .
Mexico. Despite her success, she deCided to
quit the show and to move to L.A. to make a
career in Hollywood.
GLOSSARY
misbehave act in an unacceptable way
instincts natural feelings
150 Communication octivities


soap opera
moved to LA

became an
","""
dropped out
of university
Unit 8 Lesson 2 Exen:: ise 1 b
Read the text about karate. then go back to page 82.
karate
Karate is a form of martial art
originating over two
thousand years ago in India.
However, it is now known as
a Japanese martial art: it was
brought to Japan via China
and became established
there in the 17th century. The
word karate means "empty
hand", which describes the
open hand technique used
now - the sport used to
involve closed fist fighting
before it evolved into its
present form.
The aim of karate is to be in
total control of the muscles in
your body so that you can
use them with force and
accuracy. Experts often break
objects to show mental and
physical training but when
GLOSSARY
Martial arts:
they fight, their blows do not
make physical contact. The
sport is based on attacks with
the feet or the hands, but the
force and momentum comes
from the hips, so good
balance and hip rotat ion is
everything. Many people take
up karate as self-defense,
although for many others the
martial art and the
philosophy behind it form a
way of life.
martial to do wi th war or fi ghting
momentum the rorce thai keeps something moving
StudentB
Unit 2 Lesson 1 Exer cise 1b
Read the text and complete the graph about Sa1ma Hayek's life after sho moved from Mexico to the U.S.
good
learned
bad English
learned to
drive

Despemdo
@
Dogma
The Faculty


Frida was a
huge success
From Dusk TIll
Dawn bombed
Wild Wild West
Livin' the Vida Loca
Although Hayek was used to considerable
success and fame in Mexico, she decided not
to pursue her career immediatety in LA. On
the contrary, she used to avoid the movi e
crowd when she first arrived there. Instead,
Hayek spent her first year learning English
and she also learned to drive. The actress
got her first big break in 1991 when she
starred in My Crazy Life. Her next moyie
Desperado, which starred Antonio Banderas I
put Hayek on the Hollywood map:
Unfortunately, the movie that followed F
o . rom
usk. Till Dawn ( 1996). bombed at the box.
office. The Faculty (1998). a teen thriller, did
much and Dogma (1999), was a
success With both critics and audiences. In
the same year, Hayek had a starring role in
Wild Wild Wen. which also starred Will Smith
Kevin Kline. Unfortunately. the film was
a di saster. In late 2002, Hayek released Frida
based on the life of the famous
painter, Frida Kahlo. The film was a huge
success in the U.S.
GLOSSARY
pursue to follow a courso of action
bomb (in this context) to be a failure
Unit 10 Lesson 3 Exercise 311
Road the arguments against GM food and complete the
table on page 106.
GM food: the arguments against
Although we haven't proved that are
dangerous, there is an unpredIctabIlity and
uncertainty in genetic modific3tion because of a 13Ck
of knowledge about how genes work. We 3re not
saying that all GM cropS arc dangcrous. They won't
be. BUI we must ha\"C 3 right to look carefully al those
that are dangerous. We want 3 global ban on GM
. I which is why wc muSI find alternatives. For
Uta s, .
example, biotechnology provides resistance to certam
insects but only for 3 period of, say, five years .. The
alternative is to plant a kind of grass that gelS nd of
the insects. This was done with corn and the crop
doubled, and the grasses were used to feed
T his solution used local materials, not expensIve
technology.
Grecnpeacc says food supply is nOI the issue.
in the world is to do wi th money. Even dunng the
famines in Ethiopia, the government exported
from there because that was the way me economiC
". d Th,-', ne\"er been a serious faminc
systcm \\-"O,,,e. ...
in any country whcre mercs been a democracy.
GM solution is 3 quick, tcchnical solution thai wlil
lead to orner problems later. There are other
that can acmallY provide a better long-term solunon.
GLOSSARY
biotechnology science basad on cells and bacteria
ban stopping someone from doing something
Communication aetMties 151
Units 1 &2
Beautiful by Christina Aguilera
Lead in Bring in your own pidures of beautiful people and things: pop and film stars; locations in students' countries;
etc. Use these pictures when doing the group work task in exercise 1 .
Preseillalion
1Iemative
Addiflonol activity
1 Getting started
2
3
Put students in groups of four or five to do the task in Exercise 1.
Listening for gist
Read through the quest ions in Exercise 2 carefully as a class. Pl ay the song. Ask student s to listen
and choose the best answer.
Listening for detail
Pl ay the song agnin. Ask student s to listen and complete the lyrics. You may need to play it more
than once. or piny and pause. Let students check their answers in pairs.
If students have problems hearing the missing words, write them at random on the board. Students have to
listen and "choose" the word they hear .
Put students in groups of four or five to discuss the questions in Exercise 3b.
Answers: The song is ahout how everybody is beautHul inside, and should have the confidence
to feel beautiful, even if other people are criticizing them.
In the first verse the singer is singing about how she feels. ("ugly" and ashamed
because she's famous and has too much exposure). In the chorus. she is speaki ng
directly to the people listening to her. and saying tbat they should feel beautiful. too.
In the last verse and chorus, she is saying that everybody should feel confident about
being positive and "'beautiful".
4 Finishing off
Discuss lhe questi ons in Exercise 4 as a class.
What makes a person beoutifvl? Ask students to work in small groups to make 0 list of five or six things thot
make a person beautiful inside and/or outside.

Don't look at me
Every day is so wonderful then suddenly, irs hard to breathe.
Now and then t get insecure from all the poin.
I'm so ashamed.
I am beautiful no molter what they soy.
Words cont bring me down.
10m beautiful in single way.
Yes, words con't bring me down.
So dont you bring me down today.
To all your friends you're delirious.
So consumed in all your doom.
Trying hard to fill the emptiness. the pieces gone. teft
the puzzle undone. Is that the woy it is?
Song 1 T134-13S Beautiful
You ore beautiful no molter what they soy.
Words can't bring you down, oh, no.
Couse you ore beautiful in single way.
Yes, words can't bring you down, oh, no.
So don't you bring me down today.
No molter what we do, no molter whot we soy,
When the sun is shining through
Then the clouds won't stay
And we go the sun will always shine.
But tomorrow will find a wayan the other side.
'Couse we ore beautiful no molter what they soy.
Yes, words won't bring us down, oh, no.
We ore beautiful in fNCry single way.
Yes. words cont bring us down, oh, no.
Sa dont you bring me down today.
Units 3 &4
I'll Be There For You by The Rembrandts
Ask students what they know about Friends. Ask What are the names of the characters? What do they do? Can
you remember any words from the theme song?
1 Getting started
Ask students to complete the text with the words in the box. Let students check their answers in
pairs before discussing as a class.
Lead In
Vocabulary connected with friends: Vocabulary
share on apartment = live in the same apartment
hong oul (with friends I in cofesl = spend lime together
fall oul = hove an argument and slop being friends
make up = apologize and be friends again
sett!e down = stop being young and "free" - and get married, have babies, buy a house, etc.
Give students three or four minutes to prepare answers to the questions they have chosen. Then put
them in pairs to discuss their answers. In the feedback, ask three or four students to tell the class
what their partner told them.
2 Listening for gist
Ask students to read through the statements carefully. Play the song for Exercise 2. Ask students to @
listen and write T or F.
3 Listening for detail
Ask student to read the words of the song carefully, and fill in any blanks they can remember. Play ~
the song again. Ask students to listen and fill the rest ofthe blanks.
4 Finishing off
Discuss the questions in Exercise 4 as a class.
A friend is .. . Addi1ional acIivity
Ask students in pairs or small groups to complete the sentence starter above in five different ways. For
example, A friend is someone you can trust, A friend is forever, etc.
Ask students to share their ideos with the class.
6 S ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
So no one told you life was gonna be this way.
Your job's a joke, you're broke, your love life's
D.OA
Irs like you're always stuck in second gear.
And it hasn't been your doy, your week. your
month, or even your year, but .
rll be there for you
When the rain storts to pour
I'll be there for you
Uke rve been there before
I'll be there for you
'Couse you're there for me too.
You're sfill in bed ot ten and work began at
eijght.
You've burned your breakfast so far, things are
gOing great.
Your mother wamed you there'd be days like
these.
But she didn't tell you when the world has
brought you down to your knees that .
I'll be there for you
When the rain starts to pour
I'll be there for you
Uke I've been there before
I'll be there for you
'Couse you're there for me too.
No one could ever know me, no one could ever
see me.
Seems you're the only one who knows what irs
like to be me.
Someone to face the day with, make rt through
all the rest with
Someone rll always laugh with.
Even at my worst, rm best with you.
Yeah!
trs like you're arways stuck in second gear.
When it hasn1 been your day, your week. your
month, or even your year, but .
I'U be there for you
When the rain storts to pour
111 be there for you
Uke I've been there before
111 be there for you
'Couse you're there for me too.
I'll Be There For You T 136-137 Song 2
Units5& 6
Cry Me A River by Justin Timberlake
Lead in Write Cryan Ihe board. Ask When did you losl cry? Whot kinds of things make you cry? What do you think
Cry me a river means?
Idioms
1 Getting started
2
3
Ask students to match the sentence halves and then check their answers in pairs. Elicit responses
from the class and discuss the answers to Exercise 1 a to le.
You could explore the idiomatic nature of some of the language In feedback. For example, ask. What does
burn bridges literolly mean? Why is il a good metaphor for saying you can', go bock? Ask students how they
would express the idioms in theif language.
Ask students in pairs to try to use the vocabulary in the context of relationships. As you elicit
answers, note some good contextuaiized examples of the language and write them on Ule board.
Listening for gist
Read through the questions carefully. Play the song for Exerc;ise2. Ask students to listen and circle
the correct answer.
Li stening for detail
Ask students to try to complete the song with the words in tbe box. Let them discuss ideas with a
partner.
Play the song again. Ask students 10 listen and check.
Note Before they do the lask. point oul to students thai. here. refuse is a verb.
4 Finishing off
Discuss the questions in Exercise 4 as a class.
Additional acttvity
Raleplay one of the situations suggested by the song: friend trying to make singer feel better; singer telling
boy/girlfriend why the relationship is over.
'"
You were my sun; you were and now it's your turn to cry. never be. Oh the domoge is done so I Cry me a river
my earth. Cry me a river. INa chonce, you and me) guess I be leaving. IBoby go on and justl
SUI you didn't know oillhe Cry me a river And don'l it make you sod Oh the damage is done Cry me a river
ways I loved you, 1"\0. Cry me a river about it. So I guess I be leaving. rfou can go on and just)
So you took a chonce, and Cry me a rivef
You told me you loved me
Oh Cry me a rivef, yeah yeah
mode other pions.
You know tho1 they SCI'i INtrv did you leave me. all
IOhi
Cry me a rivef
But I bel you didn1 think your
some things ore betrer left olooo?
The domoge is done
IBoby go on and jus!)
thing would come crashing
unsoid.
!AI olonel
So I guess I be leaving.
Cry me a river
down, no.
WOSI"I11ike you only talked
Now you tell me you need
Oh
IGo on and just!
You don', hove to SCI'i, whot
10 him and you know it.
me when you call me, on
IOhi
Cry me a rivef
you did,
1000l ad like you don" Ihe phone.
The damage is done
ICouse rve already cried!
I already know, l lound CUI know it).
!When you call me on the
So I guess I be ... leaving.
Cry me a river, yeah yeah
from him.
All of these thilgs people phone]
You don" hove 10 sa(, who!
IAin1 gonno cry no more,
Now there's just no chance, lOkI me keep messing with
Girt, I refuse; you must hove
you did,
yeayeol
for you and me, there11 my head. me confused with some
lOon" hove to sa(, who! you
.,.....be.
[Messing with my head) other guy.
did)
Cry me a rivef
And don't it make you sod
You should've picked lrm not like them baby)
I already know, I found ou1
Cry me a rivef, oh
about it.
honesty, then you may not
Your bridges were burned
from him.
Cry me a rivef, oh
You tokl me you loved me.
have blown it.
and ncm irs your tum
II already know!
Cry me a river, oh
Why did you leave me, all
You dont hove to SCI'i, whot
Itt's your turnl
Now there's just no chance, Cry me a river, oh
alone? you did,
To cry. Cry me a river
for you and me, there'll (Cry me, cry me)
Now you teH me you need
(Danl hove to soy. who! you
IGo on and just)
""""' be.
Cry me a river. oh
me when you coi l me on the
didl
Cry me a river
INa chance, you and mel (Cry me. cry me)
phone.
I already know. I found out
IGo on and jus!I
And don't it make you sod Cry me a river. oh
Gi rl. I refuse; you must hove
from him.
Cry me a river
abou' it. (Cry me, cry me)
me confused with some
II already know, uh) IBaby go on and just)
Cry me a river
Cry me a river, oh
ather guy.
Now there's just no chance, Cry me a river yeah, yeah
IGo on and lustl
ICry me. cry me)
Your bridges were burned
for you and me, there11
5ong3 T138139 Cry Me A River


Units 7 & 8
Don't Let The Sun Go Down On Me by Elton John
Bring in pictures of. or CDs by. Elton John andlor George Michael. Use these 10 elicit ideas and information
about the singers.
1 Getling started
2
Elicit as much information about George Michael and Elton Jobn as you can from students.
E1ton John
Ellon John was born in England in 1947. His feol nome is Reginald Dwight He become famous in the 19705
when. writing with Bernie Toupin, he hod a 101 of lop len hils, including Rockel Man and Crocodile Rock. He is
famous for his outrogeous clothes and glosses. His most famous song is CondIe in the Wind. He was knighted
in 1998, so he is Sir Elton John.
Geof'ge Michael
George Michael was born in london )0 Greek parents. His real name is Giorgos Kyriatou Ponayiotou. He
become famous in 1982 when he and his friend Andrew Ridgley hod lOP len hils as the pop bond Whom! His
best-known albums are Faith and Older.
Ask student s in pairs to match the words to definitions.
Ask students to discuss how the words might connect to the song in pairs. Monitor and prompt. In
the feodback. encourage students to share their best ideas.
Li stening for gist
Lead in
Culture note
Ask students to look at the pictures in pairs, and tell each other what they think might be happening ~
in cach. Play tho song and ask students to listen and order the pictures. Have a brief d iscussion in
feedback about what the title ofthe song might mean.
Answer: "The sun going down" here means the end of the relationship - if the singer's lover
does not return. then it will be like the night falling.
3 Li stening for detail
Ask students to road the song carefull y. and see if they can remember or guess the missing words.
Play the song again. Ask students to listen and fill in tho blanks. ~
4 Fi nishing off
Discuss lho questions in Exercise 4 as a class.
Ask students in groups of three to think of a singer or bond they know well, and prepare to present a brief
description under these headings:
Additional activity
childhood influences career songs gossip
Ask one person in each group to make the group's presentation.
~ ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
,.. I con'tlight no more of your darkness. I con1 find the right romantic line
All my pictures seem 10 fade to black ond white But see me once and see the W!rf I feel
rm growing tired ond time stands sUIl before me Don1 discord me just because you think I mean you harm
Frozen here on the ladder of my life. Butlhese cuts I hove they need lave to help them heal.
Too lale to save mysell from falling
I look a chan<:e and changed your way of lile
But you misread my meaning when I met you
Oosed the door and left me blinded by the light
Don'tlel the sun go down on me
Although I search myself. Irs always someone else I see
I'd just allow a frogment of your life to wonder free
Bullosing everything is like the sun going dOWTl on me.
Dh. don11et the sun go down on me
AIIhough I search myself. irs always someone else tholl see
I'd just allow a fragment of your life 10 wander free
'Couse losing everything Is lik.e the sun going doWTl on me.
Dont let the sun go down on me
Allhough I seorch myself, irs always someone else Iholl see.
I'd just allow a frogmenl of your life 10 wonder free. baby, oh.
'Cause losing everything is lik.e the sun going down on me.
Dont let The Sun Go Down On Me T 140-141 Song 4
Units9& 10
The Logical Song by Supertramp
Lead in Write -able, -ible, and -af on the board. Ask students in pairs to write as many English adjectives as they con
thol end with these suffixes in one minute. Find out which pair gal the most, and ask them to read out their list.
1 Getting started
2
3
Ask students to complete the questionnaire, and check their answers with a partner. Elicit answers
from the class and find out who believes school is useful and who thinks it is harmful.
Listening for gist
Ask students to decide on the order of stages. Then play the song so that students can check their ideas.
Listening for detail
Once students have completed the sentences in Exercise 3a with the adjectives, play the song again.
Ask students to number the words in the correct order.
Let students read through the song to check their answers. Play the recording again. Ask students to
fill in the blanks.
Pronunciation note Note that the stress goes on the syllable just before -ible or - oble.
Addltionalocttvity
4 Finishing off
Discuss the questions in Exercise 4 as a class.
Ploy -guess the word." Divide the class into groups of six. Divide each group into two teams of three. Ask each
team to choose four -ible, -able, or -a/words from the lesson. or words they come up wi fh in the lead in. They
have to write a sentence fhat defines and contexlualizes each word they hove chosen. They read their words
aloud to the other learn in Iheir group, who have to guess which word they are describing.
-

When I was yaung, it seemed that life was so
wonderful.
a miracle, oh it was beautiful, magical!
And all the birds in the trees, well they'd be singing
so happily,
joyfully, playfully watching me!
But then they sent me awoy to teach me how to be
sensible,
logical. responsible, practical.
And then they showed me a world where I could
be so dependoble,
clinical, intellectual, cynical.
There are times, when all the world's asleep,
the questions run 100 deep
for such a simple man.
Won', you please, please tell me what we've
learned,
I know it sounds absurd,
but please tell me who I am.
Now, watch what you say or they'll be calling you a
radical,
a liberal, a fanatical, a criminal!
Oh won" you sign up your nome, we'd like to feel
you're
accep,able, respectable, presentable, a vegetable!
At night, when all the world's asleep,
the questions run so deep
for such a simple man.
Won't you please, please tell me what we've
learned,
I know it sounds absurd,
but please tell me who 10m.
Song 5 T142-143 The logical Song
Units 11 & 12
Come Away With Me by Norah Jones
Bring in a large picture or pictures of a rock band or pop singer. Brainstorm and write on the board as many
words as you con connected with the subjed of rock music.
1 Getting started
Ask students to discuss the words in pairs and look up unknown words in their dictionary.
In feedback, ask questions )0 make sure students know the more djfficult words, for example:
What do you call the place where bonds record musiC? (studio)
Whol is a live show by a band in a bar or club called? Igigl
Ask students to complete the text with words from Exercise la and then check with a partner.
Put students in pairs to create a story using the pictures. Then put students in groups of four or five,
splitting the original pairs, and have them tell their group their idea for the story, Elicit one or two
short stories for the class to hear,
2 Listening for gist
Play the song, Ask students to listen and label the pictures.
3 Listening for detail
Lead In
Let students read through the song to check their answers. Play the recording again. Ask students to ~
fill in the blanks.
4 Finishing off
Discuss the questions in Exercise 4 in groups and as a class,
Role-play an interview with Norah Jones. Student A is the interviewer and has to prepare questions to ask.
Student B is Norah and has to read the biographical details in exercise Ib again so that he or she is ready to
answer questions,
AddIIIonaI actMIy
~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ;
Come away with me in the night
Come away with me
And I will write you a song
Come away with me on a bus
Come away with me where they con't tempt us
With their lies
I want to walk with you on a cloudy doy
In fields where yellow grass grows
Knee high
50 won" you try to come?
Come away with me and we' ll kiss
On a mountain top
Come away with me
And I'll never stop loving you
For I wont to wake up with the rain
Falling on a tin roof
While I'm safe there in your arms
50 0111 ask is for you
To come away with me in the night
Come away with me
Come Awoy With Me T144-145 Song 6
Quiz cards ,<ooliouedfmmpogen291
Entenainment
What or who was 'Pong'? (ANSWER: The fi rst video game)
2 What kind of program has the highest audience ratings in the
U.S.? (ANSWER: football)
3 What do you (aU a magazine that you read on the Internet?
(ANSWER: an e--zine. The word combines two words:
'electronic' and ' magazi ne' ,)
4 Can you give me the name of three famous Reality TV
programs? (ANSWER: Big Brother. Tempt ation Island.
America's Next Top ModeL)
5 In the sentence The newy,papef has a massive drculiJtion,
what does the word circuldrion mean? (ANSWER: The
number of copies sold every day,)
6 Name three things you would expect to see on a language
school's social program. (ANSWER: examples might
include visits to museums. theatres. movie houses. clubs.
historical sights, famous places. and natural landmarks.
It might also include sports and SI)Or1 ing events as welt
as discos, special ceJooI'8tions such as Thanksgiving. etc.]
7 What does DVD stand for? (ANSWER: Digital Versatile
Disk)
8 Name five different kinds of TV program. (ANSWER: talk
shows, current affairs. document aries. drama, movies,
llUi z shows. et c.)
9 Name the sport where two people wearing special gloves
fight each other in a ring.
(ANSWER: boxing)
People
1 Name the lead singer of the British rock band, The Rolling
Stones. (ANSWER: Mick Jagger)
2 Which famous Australian actor directed a film about Jesus
Christ? (ANSWER: Mel Gibson)
3 Name five parts of the human body. (ANSWER: abdomen,
ankle, armpit, bottom. calf, elbow, fingers. fist , foot.
hand. head, heel. hip, knee, shin. shoulders. thigh, toes.
waist. wrist.)
4 Can you name the man who developed the theory of
'multiple intelligences'? (ANSWER: Gardner)
S 1Nhich disease does Muhammed Ali suffer from?
(ANSWER: Parki nson 's)
6 What was the infamous couple Bonnie and Clyde so well
known for? (ANS\ER: Robbing banks)
7 What is the opposite of an introvert ?
(ANSWER: An extrovert)
8 1Nho was the infamous German leader during Wood War II?
(ANSWER: Adolf Hitler)
9 According to one study, people evaluate each other using
the ' three Vs'. What are they? (ANSWER: Visual (the way
you look), Vocal (the way you solllld) and Verbal
(what you say).
10 By what name was the terrorist Inich Ramirez Sanchez better
known? (ANSWER: Carlos the Jackal)
T 260 QuizCords
Words
Is a tabloid newspaper small or big in size? (ANSWER:
small)
2 What do you stop doing if you suffer from anorexi.3?
(ANSWER: eating)
1 What do we call the father of your wife or husband?
(ANSWER: father-in-law)
4 What do you call those two lines of hair above your (?yeS?
(ANSWER: eyebrows)
S What is the colledive name for a massive number of trees in
a tropical region.....nere it rains a Iot7 (ANSWER: a
rainforest)
6 'IoIhat do you suffer from the next day if you have drunk too
much alcohoP (ANSWER: II hangover)
7 What do you call old or broken things which are worthless?
(ANSWER: junk)
8 Can you give me five different features of the human face?
(ANSWER: chin, ears. eyes, eyebrows, eyelids, forehead,
lips. mouth, nose)
9 lNhat is an ' Fl Student Visa' used for? (ANS\\'ER: Students
who want to study in the U.s. need this type of visa to
ent er and study there.)
10 What is the informal word for not having any money?
(ANSWER: broke)
Wild Card
Stand up and whistle a song by any English-speaking group_
If you do this successfully, move fOfWard two spaces.
2 Oh, dear! Teday's not your day. Move back two spaces.
3 Sing a song in English or move back two spaces_
4 Mime this type of person - someone.....no is aggressive_ If
the opposite team guesses the adjective correctly, your team
can move forwa rd one square.
S On a piece of P<lper and wi thout speaking a word, draw a
picture of someone in the class so that the other team can
guess their identity. I repeat you cannot speak! If they guess
correctly, your team I1'IOYe5 fOfWard two spaces.
6 Mime this film - Lord of the Rings: The Two Tovvers. If the
opposite team guesses correctly, your team can move
fOfWard one square_
7 Give eight different words for containers, for example, /)0'(.
If you are successful, you can move forward one space_
(ANSWER: tube. can. pack. tub, jar, carton, box, bottle,
!l nd bag.)
8 Don't move forward, and don't move back. Stay put!
\..
--
OEtIiIoricIMocniIondeMl!xko. SAdeC.V. 2006
For Exer cise 2 on Page 114 "-
Port 1
Friend So what exoctly is it you do, Johnny? Is il
computer programming?
Johnny Sort of -I design videa games. I've been
designing them since the ... I dunna ... the early
days, Ihe early 80s. ThaI's a long time!
Friend Yeah, over 20 years. There must have been a
101 of changes since then.
Johnny You bet! I remember the first videa game - it
was called Pong.
Friend Pong!?
Johnny Yeah! Anyway, il appeared in 1972 and il
was pretty bosic, as you can imagine. But since then
Videa games have been getting more and more
sophisticated. There are so many different kinds of
games now.
Friend Kinds of games? What do you mean?
Johnny Well, one of the most popular Kinds of videa
game is the 'heroic action" game. That just means
irs full of adventure and monsters and lots of pretty
violent odion. A good example 01 this type is
Commando - you moy have heard of iI.
Friend fr, no ... I've only heard of Tomb Raider.
Johnny Some Kind of thing. Then, of course, there
are loIs of sports videa g<lmes, like Pro-Evolution
Soccer, in which you can lake on Ihe identity of your
favorite soccer player, like, Zidone, Ronalda,
Bed:hom, whoever. and you can make up your own
dream team.
Friend Sounds awful. Something thaI really annoys
me oboul these games is the way they're all so
mole-oriented - all for the boys.
Johnny No. thaI's not true. There are video games
involving magic and mythological sell ings - thaI's
nat just for men or boys. something like Zelda is a
successful example of this type. And of course,
there's the horror video game, like the horror movie.
A classic of this type is Alone in Ihe Dark.
Friend Not really my scene, either. You know. I don't
understand. What is it that makes these videa
games so papular?

For Exercise 2 on Page 1I4 ,.
Port 2
Friend What is it that makes these video games so
popular?
Johnny Well, something that really allrods people to
videa games is the grophks - the grophks these
days are incredibly ollroctive and real. If yoU're
looking for realistic entertainment. then videa games
ore a good choice. Then they're simple to ploy; the
instrudions are really obvious. The thing \ really like
about them is the dynamism - to me they have the
dynamism of movies, but you can ploy them at horne.
And they hove the power and all the color of cartoons
and comic books - the use of color is fantastic. 1M
above all, they involve the players in imaginative
WfSo/S. In the movies the viewers are passive. but in
video games they toke port, they hove on active role.
Friend Mmm. I guess I can see that. But whot kind of
people do they allrac!?' bel irs all ...

For Exercise 2 an Page 114 ,.
Part 3
Friend ... I bet iI's all boys and yaung guys.
Johnny Well. yeah, the people who play videa
games are mostly young, and they do tend to be
young guys . they start from as young as six and
ploy till they be<ame young adults. Butl think that
really the commerciol success of video games is that
they appeaito all ages - you can find plenty of
adults playing. too, so I'd soy they ollrad all ages
from six to sixty.
Friend Why do you think irs mostly young guys, and
especially teenoge boys, who are attracted to
games?
Johnny II"s difficult to soy. I think port of it is that boys
seem to be attracted to new technology more than
girls. but sadly I think the things that may make them
attradive to guys are the adion and the violence in
so many of them. We know bays tend to be mare
violent than girls .
Friend Yeah. so whot oboutlhe harmful effects? You
know, some people say videa games have bod
effects on the people who ploy them. Do you think ...
Audiascripts T 261
Workbook Answer Key
Unit 1 Lesson 1
Exercise 1
1 tie, 2 was, 3 1Ned, 4 moved,
5 hated, 6 caIed, 7 ddn1, 8 made.
9 asked, 10 like
Exercise 2
1 amm, 2 chcv1ged. 3 did,
4 fould, 5 made, 6 WI'OIe. 7
8 gave, 9 e>!pIaned.
10 became. 11 caIed
Exercise 3
Ie, 2d, 3a, 4c
Exercise 4
1 didn', 2 worM. 3 means,
4 gave, 5 1ound, 6 doesn't have. 7
were, 8 calls
Exercise 5
1 Bi!lie, 2 Marisot 3 MartsoI, 4
Adriana, 5 AdriMa
Exercise 6
1 That's, name; 2 fri9"ds. SQ: 3
know, rane, means: 4 1i<e, rane: 5
o::vmon, COlIltry; 6 named,
aJYOIl8: 7 '/ohlal. MarisoI, mecn; 8
WhaI, S3f. name
Exercise 7
I e. 2g. lb. 40, Sa, Sa, 71, 8d
Unit 1 Lesson 2
Exercise 1
1 active. 2 attractl\lE!. 3 modest,
4 conservative, S romantic,
6 discipWned, 7 creatrve, 8 irritatng,
9 borI1g, 10 aware. 11 generous.
12 ""
Exercise 2
1 's doing, 2 know. 3 's practiCing.
4 Do you uroderstand, S like, 6 am
cooI<.ng, 7 f9C0QrMze, 8 ():Ies this
"""'"
Exercise 3
1 Are, waithg; 2 is annoying. 3 1m
cookhg. 5 are,
stlXlying; 6 am WOfkng, 7 'm not
dci1g. 8 are, watchi1g
Exercise 4
1 Do you lke tIJS rTIOIIie? 4 He owns
I'M:) ca-s. 5 I'm writJng you now to
i'Mle you to dnnef. 7 I believe you
den', know ead'I other. 10 Do you

Exercise 5
1 False, 2 TM. 3 False, 4 False, S
True, 6 False. 7 True, 8 False
Exercise 6
1 generous. 2 OI"gar1i2ed, 3 rot'l'lMtic,
4 irritatng, 5 conservative, 6 SErious,
7 active. 8 friendly
T262
Unit 1 Lesson 3
Exercise 1
1 hazel, 2 rose, 3 fai". 4 bkJe, 5 tar, 6
hazel. 7 blond, 8 rose
Exercise 2
1 negatIVe. 2 fl.n. 3 cold, 4 dIAl, 5
QLDeI , 6 radical
Exercise 3
1 happy, 2 ptXe, 3 aggressive, 4 duI,
5 respectable. 6 radcaI, 7 negalive
Exercise 4
l c, 2 a, 3 c
Exercise 5
1 True, 2 False, 3 True, 4 False, S
True, 6 False, 7 True. 8 True
Unit 2 Lesson 1
Exercise 1
1 was, 2 used la, 3 used to, 4 was
used to, S weren1 used 10. 6 used
la, 7 played, 8 scaed
Exercise 2
1 used to take; 2 isn't used to
3 used 10 hate, 'm used
10 dOIlg: 4 used to waII:: 5 used to
have: 6 'm not used to ctivi'IQ
Exercise 3
2, 3, 5, 6
Exercise 4
SfnpIe past: yesterday, tOO roorni'g.
on my lasl birthday
Simple past and used to: when I
was a ctWd, whef11 was 14. on my
birthday, last year, al nne o'clock
Exercise 5
I C, 2 b, 3 a 4 b,5 c, 6 a 7 c, 8 b
Exercise 6
2.6. 10,7,4, 9,8,5, I, 3
Unit 2 Lesson 2
Exercise 1
1 Mart" Martilez, 2 Grace McBride,
3 MartIl'1 Martinez, 4 Martin Martinez,
5 Grace McBtide. 6 Martil MartIl'1f!.Z.
7 Grace McBride
Exercise 2
Maley. cats, were. 82, six, react la,
PatA, dressed. in
Exercise 3
1 lend: 2 pay; 3 earn: 4 buy, waste:
5 1'111: 6 borrow: 7 sperd; 8 cash: 9

Exercise 4
1 False, 2 True, 3 False, 4 True, S
True, 6 False, 7 False, 8 True, 9 True,
10 False
Exercise 5
1 !llQ(ley, 2 inyWment 3 4
wrow, 5 6 i'.&il.!thy, 7

Exercise 6
Convwsa\ll.)l'l A is about Iendi1g
""""'"' """'Y,
Convwsation B is about paying too
IllJCh /c( scmething.
Conversation C is about someone
whO is rri:serIy,
Conversation 0 is about paying too
fl'k.Idl /c( a bad ieI 'Ce,
ConversatlCtl E is about someone's
"""',
Exercise 7
1 True, 2 FalSe. 3 True, 4 FalSe, S
TM
Unit 2 Lesson 3
Exercise 1
I I wish I were lamous. 2 I orly I had
more lriends. 3 1 wish I hadn't spool
aI my money. 4 If Oft.t I hadn't
ooived tate. 5 I wish I had a beller
job. 6 1 wish I hadn't eaten so rructl!
7 If crit I had lislened in SChool. 8 If
orly I hadn't beerl so stupidl
Exercise 2

Exercise 3
I looked, 2 had pa.d, 3 cn.tl fly, 4
hadn't Ixu;trt, 5 ooJd, 6 hactl'\, 7
asked, 8 hadn't argued
Exercise 4
I !Uprise, 2 interest 3 SU'P'ise.
4 SU'pi:se, 5 r\leresl, 6 interest
7 St,I'pise, 8 " terest
Exercise 5
I 10lII'ld. 2 graduated from, 3 Qlit, 4
opened, 5 team, 6 opened, 7 the job

Exercise 6
Across: 5 fortune, 6 receipt, 9
refuse, II wish, 12 know1edge, 14
....,
Down: 1 alford, 2 proof, 3 fame, 4
COI..Jl, 6 revise, 7 casI1, 8 1emporary,
10 ransom, 13 tend
Unit 3 Lesson 1
Exercise 1
1 SInCe, 2 fa. 3 sh:::e. 4 /C(, 5 lor, 6
fa. 7 SR)8, 8 sh::e
Exercise 2
For: 25 years, a few holr's, a tcng
time, a week, eiglt r'I'IhJtes
Since: 2003, March, ttls anernoon,
last week, yesterday
Exercise 3

Exercise 4
I True, 2 True, 3 False, 4 False, 5
True, 6 False, 7 True, 8 False
Exercise 5
1 speaker I, 2 speaker 3, 3 speaker
2, 4 speaker I, 5 speaker 4, 6
speaker 2, 7 speaker 3, 8 speaker 4
Exercise 6
1 nsilg, 2 fallilg, 3 /aIIi);;!, 4 risilg. 5
risi'lg, 6 7 rising, 8 ta1ing
Unit 3 Lesson 2
Exercise 1
l allactment, 2 chat. 3 'Iirus, 4
emoIicon, 5 doY.Tioad, 6 orb, 7
internet, 8 h<n:Ie, 9 progran. 10
M , II crash, 12 website
Exercise 2
l c, 2 d, 3 e,4tl, 5 a
Exercise 3

Exercise 4

Exercise 5
1 False, 2 False, 3 True, 4 True, S
False, 6 True. 7 False, a False, 9
TM
Exercise 6
1 crine, 2 M, 3 dowIioad, 4 bg
off. 5 aash. 6 file, 7 Wus, a
allach'nenl
Unit 3 Lesson 3
Exercise 1

Exercise 2
1 d, 2 i. 3 1, 4 a, 5 c. 6 e, 7 g, a j, 9
h, 10 b
Exercise 3
I ever, 2 never, 3 just. 4 recently, S
recenUy. 6 already, 7 st . 8 just
Exercise 4
1.4,6,8
Exerci se 5
1 I have aready read this book. 2 I
sUI haven't spokoo to Jack. 3 Have
you seen Mile yet? 4 The gossp
has just started. 5 Have you fM!l
used a cha1 room? 6 Have you tned
to pefSUade Mary yet? 7 I have
recently thoulj1t about my iU1tJ'l!. 8 I
have neyer heard aJYIhilg so
-Exercise 6
1 COIl'o'eI'SaIoo 2, 2 cx:n.oersaIion 4,
3 conversatoo I, 4 corwersa100 3
Unit 4 Lesson 1
Exercise 1
I Inp!essions, 2 nterestO';!, 3
altraclive, 4 judgment. 5 tasci1atng.
6 appealing, 7 expressions, 8
conversatoo, 9 a1traction
Exercise 2
1 interested, 2 bored, 3 .,terested, 4
interesled. 5 bored, 6 bored, 7
bored, a "terested
Exercise 3
1 defme plarVroutne,
2 3 arrangen"I9'lI,
4 ll\entlOl1, S iltentlOn,
6 <M'Tocgement, 7 definite
planllO.JIne, 8 arrMgE!ITIent,
9 iltention
Exercise 4
1 is gcW'Ig shopping, 2 are haWlg
k.n::h, 3 IS visitng, 4 are playing
terris, S is going to, 6 is going
sYNmlilg, 7 is meetng
Exercise S
1 are going: 2 leaves: 3 Ate, going to
watch: 4 is goilg 10 cal: Sare,leaVng:
6 does, start: 7 starts: 8 are going,
9 am going to visit; 10 are, do4ng
Exercise 6
1 B,a; 2 A, c: 3 C,b; 4 D, d
Unit 4 Lesson 2
Exercise 1
1 a'e going to, 2 wiI, 3 Wll , 4 is
goog to, S is going to, 6 wi, 7 is
going to, 8 is going to
Exercise 2
2,3,4,5,7,10
Exercise 3
t False, 2 True, 3 True, 4 False,
5 True, 6 True, 7 False, 8 True
Exercise 4

9 a, 10 a
Exercise S

Unit 4 Lesson 3
Exercise 1
1 WOUd see, 3 wanted, 6 marry, 7
met, 9 saw, 10 would help
Exercise 2

Exercise 3
1 make new friends, 2 SlJUCk !,.p a
3 best friend, 4
friend, 6 a
... "'"
Exercise 4
Patien::e 3, trust I, rT'O'I9y 2,
respect I, srnilat age 4, a sense of
tvnor 2, good at tiStenng 3, SIfT'i(I'
tastes 4
Exercise S
1 Well, 2 Su'e, 3 1 rne.YI, 4
absol utely, S you see, 6 S\Ke
Exercise 6
Across: 4 garbage, 7 tend, B
silcefa, 10 counterpart, 13 select.
15 Mlsist. 17 postt.re, t 8 tradrtiOnal
Down: 1 react. 2 trend, 3 inOk;:ate. 5
aW!(j, 6 protective, 9 ig1ote, 11
pursue, 12 cohabit, 14 aspire, 16
""""
Unit 5 Lesson 1
Exercise 1
1 d, 2 b, 3 1. 4 a. 5 j, 6 i. 7 h, 8 c. 9
9, 10 e
Exercise 2
1 0, 2 H, l C, 4E, 5 A 6 F, 7 9, 8
G
Exercise 3
1 f, 2 c, l ;, 4 9, 5 b, 6 i, 7e, 8 a, 9
h, 10 d
Exercise 4
l b, 2 b, 3 a, 4 b, 5 b, 6 a
Exercise 5
1 hadn't started, wouldn't have
become; 2 had lived, would have
been: 3 hadn't flown, wouldn't have
struck; 4 hadn't been, woojdn't have
invented: 5 had been, wouldn't have
left: 6 hadn't made, W(:Mjdn't have
desigled: 7 haoo't foond, woUd
have died: 8 hadn't inve1ted,
WOl.IIcn', have become
Exercise 6
1 pericIil, 2 radilm, 3 !T<JVl1Y, 4
penci, 5 dshwasher, 6 plastIC, 7
gadget. 8 sc:i.<>s<Ys
Unit 5 Lesson 2
Exercise 1

Exercise 2
1 protejn, chocolate, Slbstance:
2 calories, mreais, 'Jitarni1s;
3 lfflWgetened, unheaHhy, potatoes:
4 circulation, cartdlydrate,
chOCoholiC
Exercise 3
l D, 2 A, 3 E, 4 B
Exercise 4
I balar'ced diet 2 protel1, 3 h&aHhy,
4 vitamins, 5 fat, 6 calories,
7 overweig1l. 8 fiber
Exercise 5

Exercise 6
2,5,7,8,9
Unit 5 Lesson 3
Exercise 1
1 had been travetng: 2 had been
Io<lkng: 3 had, made: 4 had, taken:
5 had, attacked: 6 had lailed: 7 had
made; 8 had faJen out
Exercise 2

Exercise 3
I CoUnbus, 2 Columbus,
3 Columbus, 4 Eriksson, 5 Vespucci,
6 Vespucc:i, 7 Eriksson, a Vespucci
Exercise 4
1 b, 2 a, 3 a, 4 b, 5 a, 6 b
Workbook Answer Key
Exercise S
1 CoUOOus. 2 Eriksson, 3 Magellan,
4 MageIarl, 5 Eri<sson, 6 Cok.rrtJus,
7 8 MageIan, 9 Colntlus
Unit 6 Lesson 1
Exercise 1
1 C, 2 L, 3 L, 4 C, 5 L 6 C, 7 C, a L
Exerci se 2
1 have written, 2 have written, 3
have been, 4 have been, 5 not have
been, 6 have been e)l8CUled, 7 have
had, 8 have protected, 9 have
corne, 10 not have been
Exercise 3
The secood, third, fifth Bf1d eighlh
sentences are correct.
Exercise 4
, Cervantes, 2 died, 3 Shakespeare.
4 SlI'PI1Si'Ig, S didn't go to, 6 oo.Jd
have, 7 ltao/. 8 ten, 9 slave, 10
"",,',
Exercise S
1 C, 2 f\C, 3 C, 4 NC, SC, 6 C
Exercise 6
I b, 2 a, 3 a, 4 a, 5 c, 6 c
Unit 6 Lesson 2
Exercise 1

Exercise 2
1 horror stOfY, 2 k:rve story, 3 non
fiction, 4 SCience flCtlOr1, 5 detective
"""
Exercise 3
l E, 2 D, 3 B, 4 C, 5 A
Exercise 4
l c, 2 e. l b, 4 d, 5 a
Exercise S
1 FaJse, 2 True, 3 Not mentioned, 4
True, 5 True, 6 FCWl, 7 F.vse. a
False, 9 Not mentioned, 10 True
Exercise 6

Unit 6 Lesson 3
Exercise 1
I passIVe, 2 passive, 3 active, 4
passive, 5 passive, 6 actIVe, 7
active, 8 passive
Exercise 2
1 was written: 2 are rsoc!: 3 were
sold; 4 are beng printed: 5 ts beng
written: 6 be banned; 7 were filled: a
has, been annot.llCed
Exercise 3
1 IS tne latest n this arr-.aDng series,
2 but then you are a Potter far'!,
you wonl nm, 3 and the
4 For
ttose of you who h special ellecls,
S YCUlQ viewers mIQh1 find paris of
the movie rather fnghlerWlg, 6 There
IS also some acthg, 7 1eadng
8 but for thJse
caugh1 !,.p 11 the magi;
Exerci se 4
I False, 2 True, l False, 4 True, 5
False, 6 True, 7 True, a False, 9 True
Exercise 5
I shotjd be banned, 2 wrote, 3 have
beefI sold. 4 should be released, S
are reading, 6 are wailing, 7 was
shown, a prediCted
Exercise 6
Across: 1 urban, 6 mask, 7 rave,
a tore, 11 biography, 13 creek,
14 myth, 16 offshoot, 1a romantic,
""'"
Down: 2 reserrtie, l poetry, 4 JX>1.
5 bal, 6 meIar'd'oIy. 9 bait.
10 dr<rnatic, 12 tlstori<n, 15 moIat.
" '-
Unit 7 Lesson 1
Exercise 1

9 b, 10 c
Exerci se 2
I B, 2 A, 3 D
Exercise 3
1 d, 2 g, l b, 4 a, 5 e, 6 h, 7 c, a f
Exercise 4
1 acawniC, 2 3 1OQ1lfident.
4 detJJaQding, 5 el\troverted, 6
hQnest, 7 Mll!l!!igent, a optimi:itic,
9 10 mabie
Exercise 5
I oval, 2 bushy, 3 eyelids, 4
wmkIed, 5 hoOOld, 6 jaw, 7 bor'rt,
.-
Exercise 6
1 False, 2 True, 3 True, 4 False,
5 True, 6 False, 7 False
Unit 7 Lesson 2
Exercise 1
l b, 2 c, 3 1, 4 a, 5 d, 6 e
Exercise 2
, Despite, 2 A!tt'ough, 3
NeY8I1he1ess, 4 In spite 01, 5 evm
thoug/1, 6 In spite 01, 7 Mhough,
8 However, 9 Nevertheless,
10 Although
Exercise 3

Exerci se 4
2,3,5,6,10
_ T263
-J _ ___ _
Workbook Answer Key
Exercise 5 Exercise 2 Exercise 4 Exercise 5
1 (] order to, 2 so that, 3 so that 4 1 I. 2 d, 3 i, 4a, 5 g. 6J, 7b, Be, 9 1 inJected, 2 stress, 3 e>:pectancy. 4
9 b, 10 C in order 10, 5 so that, 6 In order to, 7 C, 10 h hygiene, 5 ctronic, 6 arose, 7
Exercise 6
n ordef \0. 8 so that
Exercise 5


Exercise 3
mage has t!lwiJys t'oeewl ifl1n1ant.
Exercise 6
2.3,5,8 b.rt f'XIYI8days it seems to be CW'I Speaker 1 obesity, Speaker 2 stress,
obsesso'l. This CIbsessm does nO: Speaker 3 alcohol, Speaker 4
Unit 7 Lesson 3
Exercise 4
m., rn.:ritest in the pdlxes in srnoki'v;j. Speaker 5 lack of exercise,
many rea5CIlS It! pq)Ie
IfEI"ti 01 the r;ja?;sf maga2i'Ies. but in 1 b, 2 a, 3 a, 4 b, 5 a
Exercise 1
W<I1Mg IQ lea'n a..rmtiaI art, I:!ut
the h.n::Ireds of dets that n a'QlJ"Ij
1 tying. 2 waitng, 3 raIaxng. 4
two reasons n most corrm::n. Ill:
WId the (rl'IOU'1\ of spEWlt CIl
first Q{ these dyrmic nature Qj
them. In fact, women in the U.S.
Unit 10 Lesson 1 exaggerati1g. 5 copying. 6 being. 7
most martial arts. Men, II. fHlicIJar,
sperd ahlost len times !'I'ICftl on
steali'lg. 8 teli'lg
am attracted .tb:....II:l!l mage tIJaI many
deti1g II'm they do on IW"Id
Exercise 1
Exercise 2 martial arts have. 1m secood
other beauty products. Ten times the
1 drinkable, 2 bocke's, 3 shortage. 4
1 tyilg. 2 arguing, 3 (iStuTtliog, 4
reason. and ODe that is corrmon
8(J)()U')\I .AJ\t'oou;11 women sperd a lot
drop, 5 lush, 6 faucet, 7 supply, 8
determirW'lg, 5 imagination, 6 telling,
amoog women, i:l....as...a means Q!
on ciothes Md jev.'e/fy. INs <YTIOUlt is
drains
7 dleatng, 8 gett ing, 9 difference
self-defense. In fact, il today's
stil cdy a Itrd of the amot.J'lt spent
society, ITlO!e aD!:! more people feet
on keeping thin, And, the probjem is Exercise 2
Exercise 3
IbaI they need able lQ protect
that most of these diets dor1'l \YOI1(,

1 10 meet, 2 to pass, 3 telling, 4 to themselves walki'lg ak:lng
The reason fOr 1M is that ....toer1 you
Exercise 3 call, 5 smoki'Ig, 6 COOling. 7 telling, streets, especiaIy at nigtlt.
stM cielilg, )'CU' txx:ty records tt'is.
8 watching, 9 to let, 10 waitng
Exercise 5
Then, ....tlen you start eatng agail,
1 Waading, 2l1:1derstand, 3 70%, 4
vas txx:ty begI'ls to store some 01
'Nithoul, 5 <r1"IOIXIt, 6 reuse, 7 1%, 8
Exercise 4 1 c, 2 a, 3c, 4 b, 5 c, 6 a, 7 a
the foOd as fat () order to
dink, 9 vital, 10 responsible
1,3,6,7,10
Exercise 6 OO'I"pEII'lSate fOr !he next tine yoo
Exercise 4
Exercise 5
1 heel, 2 wrist, 3 waist, 4 toes, 5
So, !he dtr'Iger is that cnce
1 twdy 001, 2 SIMlraI, 3 fM:J:y, 4
1 conversation 4, 2 conversatOl l , abdomen, 6 ankle, 7 head, 8 knees
yoo begrl deti1g you CM never Slq>!
Vfrf ittkI, 5 a g'EIaI deal 01, 6 a lot 01,
3 comersatiOn 5, 4 conversatkln 3,
A worryilg ttKlutjlt lor m<W'Iy
7 Few, Shall, 10 very ittkI
5 c:ooversatiOn 2
Unit 8 Lesson 3
Exercise 5
Exercise 6
Unit 9 Lesson 2 1 Not Ef1OIJI'}1, 2 Not Efn.I!1J,
1 b, 2 c, 3 a, 4C, 5 b
Exercise 1 3 Not Ef1OIJI'}1, 4 Sane, 5 Seme,
1 see, 2 Pri'lg, 3 Exercise, 4 go, 5
Exercise 1
6 Not enou;tI, 7 Seme, 8 &xne,
Unit 8 Lesson 1
to meet, 6 soong, 7 choose, 8

doing, 9 watching, 10 watch
Exercise 6
Exercise 2
1,5,7, S
Exercise 1 Exercise 2
3,4,6,7,8
1 how, 2 'MIat, 3 why, 4 why, 5 t'oN, 2,3,6,7,6
Exercise 3
Unit 10 Lesson 2
6 what. 7 Where, 8 'Nhere
Exercise 3 1 The man, 2 The WOfl'\af1, 3 The
Exerci se 2
1 the man, 2 the man, 3 the woman,
woman, 4 The woman, 5 The man,
Exercise 1
1 why I like SOCC8f so 1l1\..d1, 2 how 4 the man, 5 the worna.n, 6 the
6 the man, 7 The man, 8 The man,
1 b, 2c, 3 h, 4 a, 5 f, 6 d, 7e, 8 g
tmgs people together, 3 how you woman, 7 the worna.n, 8 the man
911",,,",,,,,,
spend your money, 4 whal we need
Exercise 4
Exercise 4
Exerci se 2
to think abOut. 5 how he won thai
1 False, 2 Not mentioned, 3 True, 4
1 {;QgrWtive, 2 3 dissmlinate,
1
race. 6 why is so impOrtant to wil.
4 mnP<llhize, 5 assessing, 6 CD!&lJ is that 3
7 what is reaItt i'npc:rlant. 8 .....nat I
Fatse, 5 True, 6 True, 7 False, 8 True
8
me the jar: of!:l!loe'i, 4 We.t:l!lOO.
dislike about boxing,
Exercise 5
a1i:itic, 10 ablties
mther tube of toothpaste. 5 He..a1t1
Exercise 3
1 watching, 2 goilg, 3 10 do, 4
6 We!ii::t
Exercise 5
two ca100s 01 iI.!iI; 7 'MIa!

geninQ, 5 stay, 6 to meet, 7 pay, 8
""""
1 inlelgence, 2 assessing, 3
lIIr&lr: is that .I6l!lliIi!le!: of ic:e=qeooJ?
Exercise 4
dscredited, 4 abiities, 5 runericaI, 6
8 A 1<aIl.0I
1 abilitY, 2 <XlrT'QIiIliIor, 3
Exercise 6
spatial, 7 dsciminate, 8 artistic, 9
Exercise 3
ccqdina:tOl, 4 detmmination, 5
Across: 1 shil, 4 evasion,
"""'"
1 rnusI be, 2 sholJdn1 be aIowed, 3
Ill(l1EII'izil, 7
5 capture, 6 protect, 9 slave
ought to be n::teased, 4 sholJd be
Down: 1 SCEI"aio, 2 mcmentlITl.

3 defeaI, 7 rage, 8 calf
Unit 9 Lesson 3
erwxuaged, 5 rrus!n" du'rlp, 6
Exercise 5 sholJd try, 7 our,jlt to be W, 8
1 Fasa, 2 True, 3 True, 4 False, 5
Exercise 1
our,jlt to pay, 9 shoUdn't pay, 10
True, 6 True, 7 True, 8 False, 9 True,
Unit 9 Lesson 1

shoUd'l't be W
10 False
9c, 10 c
Exercise 4
Exercise 6
Exercise 1
Exercise 2

1 definr.g, 2 cIefJ:lir);j, 3 defrirog, 4
1 shot, 2 captiJed, 3 essence, 4
ron.oofirMg, 5 ron-<lefrilg, 6
1 eIl't you, 2 isn't he, 3 do you, 4
Exercise 5
expression, 5 rvt, 6 tape, 7
definng
can'l you, 5 have you, 6 7

IXIbaarable, 8 turned, 9 favorite, 10
arEW'I 't they, 8 don't they, 9 haven't
,.,..."
Exercise 2
you. 10 she
1, 3,5,7,8, 10
Exercise 3 Unit 10 Lesson 3
Unit 8 Lesson 2
Exercise 3
2,5,6,7,10
Exercise 1
1 anemia, 2 anorexia, 3 bald, 4
Exercise 4
1 has; 2 wit find; 3 is being
depression. 5 diSOfder, 6 dizzy, 7
Exercise 1
obesity, 8 indigestion, 9 nauseated,
1 dlecki'lg, 2 asking, 3 askilg, 4
rnported; 4 have a.1!ecCt seen; 5
1 so that. 2 in order 10, 3 to, 4 in
1 0 faHgue, 11 obsession, 12 pi'npIy
cIleckrlg, 5 Checkilg, 6 asking, 7 can be clone; 6 started, knew
order rot 10. 5 So as not to, 6 "
chec:kt1g, 8 asking, 9 askilg, 10
order 10. 7 to, 8 So lhal
"""
T264
Exercise 2
1 ab,I}dant, 2 con!imf\ated, 3
jarme. 4 5 11!:&Lish, 6
geaetiCS, 7 irrlI:!Bltng, 8 W:Iity, 9
QeSlicides, 1 0
Exercise 3
1 True, 2 True, 3 False, 4 True, 5
False, 6 True, 7 False, 8 True, 9
False, 10 False
Exercise 4
1 wasnt 2 had conduCted; 3 had,
produced; 4 sI'IOUd be. wished; 5
had. COfTllIeled: 6 .....ood be; 7
wasn't: 8 didn't taste: 9 COUldn't
help: 10 were tryilg
Exercise 5
Across: 2 Iremeodous, 4 enriCh,
6 inspect. 9 slum, 12 spring,
13 melt, 14 estimate, 16 lush,
17 Sl.KVive, 18 flood, 19 modify
Down: 1 genes, 3 dump,
5 compost. 7 slop, 8 Climate,
10 IiIter, 11 ntensify, 12 scarce,
15 a1d
Unit 11 Lesson 1
Exercise 1
a 4, b S, c 2, d 8, e l, f 5, g 3, h 7
Exercise 2
1 seen, 2 been recording, 3 seen,
4 viSited, S frished, 6 been taI<ng,
7 been waitilg, 8 watched,
9 """""
Exercise 3
1 griwing stuff, 2 would-be,
3 promise, 4 prtne-time,
5 provocative, 6 cast members,
7 switch to, 8 cope
Exercise 4
1 has been going; 2 has asked;
3 has beer'! tryilg; 4 hal/9 knOwn;
5 has dreamt; 6 have, read: 7 have
been planning, haven't had; 9 Have,
seen, 10 have heard
Exercise 5
1 False, 2 True, 3 True, 4 False,
5 False, 6 True, 7 False, 8 True,
9 True, 10 True
Unit 11 Lesson 2
Exercise 1
1 Neutral, 2 En'llhabC, 3 Neutral,
4 Errp'laoc, 5 Neutral, 6 Neutral,
7 Errp'latiC, 8 Emphatic, 9 Neutral,
10 Emphatic
Exercise 2
1 games, 2 e<mem, 3 contermcng,
4 5 cassette recorder,
6 gMlIiI a-cade, 7
Exercise 3
1 begiri'lg, 2 begffiing, 3 end,
4 end, 5 6 eoo, 7 ero,
8 begi'ri'lQ
Exercise 4
l treatng. 3 sirTlJIe. 4 lot ,
5 O:Iicating, 6 spendng, 7 amou'll.
8 forget, 9 1mes, 10 prevent
Exercise 5
l D, 2 B, 3 A, 4 C
Unit 11 Lesson 3
Exercise 1
1 buy. 2 would, 3 hadn't been, 4 will,
5 watched, 6 WQIjd have watched.
7 cidn't have, 8 WQIjd have been,
9 wiI watch, 10 wOOd yOJ have
..".
Eltercise 2
1 made; 2 haal't seen; 3 don't stop;
4 watched; 5 were; 6 WOIJd have
taken; 7 'd have bWght; 8 wOOd
have; 9 would, take P1I1
Exercise 3
1,4,5,7,10
Exercise 4
1 h. 2 e, 3 j. 41, 5 i. 6 d. 7 0, 8 a,
9 C, 10 9
Exercise 5

9 c, 10 0
Exercise 6
1 movie. 2 dr<rna, 3 quiz.
4 program, 5 news, 6 variety.
7 sitcom. 8 reality
Unit 12 Lesson 1
Exercise 1
1 f, 2 g, 3 d, 4 a. 5 h, 6 c, 7 e, 8 0
Exercise 2
1 fa!, retake; 2 pres&n!; 3 g-ade;
4 reviewi'lg, exam; 5 sette; 6
certificates
Workbook Answer Key
Exercise 3

9.
Exercise 4
1 Bad, 2 Good, 3 Not StnI, 4 Good,
5 Good, 6 Not StnI, 7 Bad, 8 Bad,
9 Good, 10 Bad
Exercise 5
1 exam, 3 Illlake,
4 QQil1Iess, 5 6 D!![VOUS,
7 awam, 8 forgm
Eltercise 6
1 waste, 2 forget, 3 pressIXe,
4 ability, 5 weaknesses. 6 CheCkng,
7 Text A, 8 Text B, 9 Text B,
10 Text A
Unit 12 Lesson 2
Eltercise 1

9d
Exercise 2

Exercise 3
1 take, 2 pass, 3 1'101es, 4 ca<eEr,
5 get, 6 enter, 7 graduated,
8 accepI, 9 take, 10 grades
Eltercise 4
1 True, 2 False, 3 True, 4 False,
5 False, 6 False, 7 True, 8 TI\I8
Exercise 5
Dew Juan, This is a diff\cutt
questiOn, and one that I've been
asked before. I tlWi<: it's inportant
for young people today to realize
how useful rt can be to speak
another language, especiaty English.
I have a few questiOnS I'd like to ask
you; Is 'fOOl son interested in
learning English? Has yoot son evet'
been to an EngliSh speaking COlI"Itry,
somewhere like the U,S, or Sritaf1? If
I were you. I'd tal< to y;n son and
find out v.t.ether he'd Mke to spend a
lew monthS in the U.S. or Britan,
co..tI be very good for tis english. I
tq:le acMce J.x1y
""""'.
Unit 12 Lesson 3
Exercise 1

Exercise 2
1 have viSited, 2 be wcr1Ii1g, 3 be
suffering, 4 have beccme, 5 have
risel, 6 be using, 7 have Idled. 8 be
"'" Exercise 3
3,4,5,7,10
Exercise 4
When sdentists.Q'Jt from ScotlWxl
created a sheep named dolly. they
accomplished what many had
thought was an iT1possib1e. Not ooly
dkl Daly take after her biological
mother, she was n fact a carbon
copy QI_
CIorWlg of a bit more limited sort has
been around lor years. Scientists
have t!e!i:a already ctoned rrioe and
/rogs, buI these were ;..m from
embryos. 'Nhat it made DoIy such a
t:reakt1Tou!tl was thai she was
ctoned form the DNA 01 an adult.
The abi1y to cIcne using DNA leads
III to many posslJiIiIies. These
range from being ate to save II:!l:
species to reprOO.dlg
lor use in
operations.
'Nhat frigltoos many people is the
dea that SOO'leCIOe rniglt 10 cIeci:Ie
to clone a complete person, thus
aeating a mocIern day Frari<enstein
monster.
Exercise 5

9 d, 10 d
Eltercise 6
Across: 1 dynamic, 4 overt ,
6 retake, 8 mirror, 10 sUI , 12 fossil,
14 onine, 15 grade, 16 PtJ"nal.
17 tricky
Down: 2 comI:>I'latiOn. 3 decade.
5 toss, 7 eigibIe, 9 optiOn,
10 snapshot, 11 donilg, 13 lack
-key T265
Workbook Audioscript
Unit 1
Track 2
A Hi! I'm MarisoI. 'M'Iat's y<:u
-'
B I'm Actiana.
C AncIl'm Bile.
A Bile! Thai's M IAISI.IaI name.
C YeOO! Well my dad's illO jazz. so
I was named altar Sime Holiday.
A VIIho's he?
C Not "he" Bilie Holiday was a
""""".
A CtI, sorry. But v.t1y'S She
famous?
C She was a jaZZ from
Amo'ca.
B What did you say yru name
was?
A Marisol, but my friends call me
So"
B Wr'rf do \hey cal you Sol?
A 'MlIn I was YIlllQ. I was
--
B I stJ don', get it.
A WeI, Sol means "$1.1'1" Of
"Stmy" and my parents
decided 10 call me Sol.
e And what does MarisoI mean?
A It me<ns"SlIYJy sea" i1
SpMsh. "M<r" is sea" and
"sol'" IS 'SIJl",
C M! What atxluI yw ncrne,
Miana? Do you know what it
""""" B Yes. It's V8f\j funny because it
means "dark and rict1",
C 'Ntr{s that firrly?
B Because I'm neither and,
TfW<l'f. I don', reaIy ike it.
A WrJ.t nor? It's such a beaulmJ
""".
B Maybe, but pretty CXlI1ll'01
il my cowlry.
Track 3
1 l'baI.:s an tnJSUaIlliIIIl!I.
2 My I!if!l!:IS call me SIll.
3 00 you I!ailtt what you IiIDIl
...",
4 00 you 1M you' QiIDIl:7
5 It's pretty Q;XD[[l!;!l i'I my
"""".
6 Were you I1lIIIilld
7 Wba1 does n::mJ.?
8
"'"
Track 4
1 A So, which one's GIeg?
B O'I! Wei, he has bkn:l t\ai',
A Oh I know who you me<Yl -
he's the one with the
amazh'J green eyes.
B No, thaI's actually his
t:ro!her Sirnc:wl. Gteg has
da1Ier eyes than twn. In fact
tt'e{re real)' dcr'k brown.
A Does he have a 1M?
B Oh, no! He has realy lair
skirt He doesn't have a tan
al aiL 1'1 introduce you whoo
I see hill.
2 A How would you like yw
coflee, Mile?
B What 00 you mea-I?
Audloscript
A Well, black Of \'<'hi te?
B White, please.
A wtch of these cups is
YOOO;'
B 01! MIne's the bUl one.
C No, that's nw.e.
B CtI SOtry. wei 11 have it n
ye'IcN one.
A
""'.
3 A So whiCh ones do )'(Xl thilk
we should send?
B wen we can't send the red
""" A 'Wtry not?
B WeI, red is rcmanti::, isnl it?
A weJ, what aboot the yf!kIN
"""" B I'm not SlXa.
A Come on, we have to
"""".
B Wei. I like these.
A Prid You have to be jokng.
B They're not pink, they're
""'.
A Look, I ctiiI: we shoJd send
the yellow ones.
B on! OK. then.
Unit 2
Track 5
In 20:13, the rT"II:Me "Ffija' ,
starTing actress SaIrna Hayek, was
released. In teday's progral1 we're
goilg to take a brief look al the ife
01 this amazing woman. Frida KahlO
was born on July 6", 1907 n her
pamt's ho.Jse 1'1 a Slb..dl 01 Mtm:o
Qty. The f.:rit horne, caIed Gasa
Aru - 8lIe House - was tot by her
father a few ye.:rs before she was
born, Mel she was to ive (II her ife
there. She was ctYisteoed
Magdalena. Garmoo Frieda KahlO Y
Galderon - She dropped the "e' from
Frieda 11 about 1935. ctoog'og the
spelling to F-RI-D-A. AI. the age of
seven. she bec<me sick Mel was
diagnosed as suffemg frool polo
Mel rTlISS8d tIYae yea-s 01 school.
later,11 1922, when she entered the
Natiooal pr-epiM"atory school, she
gave her date of birth as 1910.
Some hiStorians think she did this as
rt was also the yeat of the Mexican
""""'00.
n 1925, Ka'*l was ... a bJs
acOOIn on her W'i# home fn:m
sctcd. The acOOIn almost proved
fatal <n:l certarlj chaflged her iIe.
was alter this acddent that she
started paio:1ting. The year after Itis,
she was ntrOO.lced to [)ego RrMa
Md mcrried hm 111929. By 1938,
Ka'*l was t:Uking I..P a reputallCI'l
atWld the wor1d <n:l traveled to f'.eN
YO!\!. to shcm her YOk n a Sln8aist
embfuI, the 194Qs, she
tat.9'l1 att Md was given the rane
"Los FridQs- by her stLder1ts. Her II1ai
n p..bIic was <1.ri1g a
demcI'lstra\k:l'l against the overthrow
01 PreSIdeflI M)enz of Gwtemala.
Seven dayS tater on 113, 1954,
she dOO at the age d 47.
Track 6
GalS in the cash
When Grace McBride died, her
family was n for a so.xprise. Grace,
12, ived alone WIth her five cats n
an old house n the loYII'l 01 f'.eN
Haven. Maile. When Glace's !emit
saw her wiI, !hey Oscovered she
was worth over S20 milliOn <V1d she
had left aI to her catsl RaU
Sar.chez, a local resident, said,
eatne as a shock. She I'lE!YEI" spent
<ny money Md was Mvays weaing
the same cbIhes."
Track 7
, """"
2 nvestment
3 "'"
4 """""
5 receipt
6 _hy
7 lottery
8 creda
Track 8
A A So what happened?
B Wei, I was expecl ing him to
pay me back today.
A M::l he dktl'l?
B No, <V1d he borrOwed
,,.,,
B A How rn.dI?
B FIVe tuJdred doI<r.;.
A That's OJIrageotJSl H's not
worth that muct1,
B Yeah, wei! All the cheaper
stores were closed.
C A So, how was the date?
B AasastB'.
A Wtr{! 'Mlat happeMd?
B I've never met a'1)'OfIe IKe
hin, He 6'IEI'l made me pay
for rT'ri diYler!
A Hewhat?
o A Three hundred doUars, and
was tefflble.
B So ycu WOlUl't go agatl.
A No, way! H wasn't worth
ElYQ"'I hall 01 that.
E A So, how's the rew;:b?
B WeI, it's not bad.
A And the mooey?
B Well, I get twice as Il1Udl as
before.
Track 9
A Sat{s getti1g nmied again.
B Agai1!
2 A I saw Matk yesterday.
B lIh,lU1.
3 A Great haifcuI.
B a-.
I
Tha.rrl\s,
4 A I passed the exam.
B Amazing!
5 A We're goilg to Florida.
B """"
6 A I'm I"IaW1g a party.
B When?
7 A He's almost 60.
B No way!
8 A Look! IS(1"\ that Brad Pitt?
B Yeah!
Unit 3
Track 10
on! I hate them. H realty annoys
me whM someone's eel phone
goes off 11 a teS\alnnt (X whM
ycu're tablg to them.
2 Cell a:;h:I'les! I c:otttl't lM:! 'MthoIJ
mi'le. I cal't lnagi'1e haw people
SI..J'.1ved i'l the past without them.
3 I bought this lantastic phooo
last week. I can take pictlJ"ElS,
play ganes, Mel even su1 the
internet - H's great.
4 wtTt WCUd I want a eel phone?
I don', wartt to be ate to
conta:t me ni;tlt 3f'd day. And
wtlen I go on - wei, aI
I want is peace and
Track 11
1 Do you have a cell phone?
2 How tong have you had yCIl.I'
eel phone?
3 INhen did you buy yCIl.I' eel
""""
4 Do you use yru eel phone a lot?
5 Does anything annoy)'(Xl about
ceA phones?
6 'Mlat's the most aTOYf'9 thtlg
about eel phones? I
7 WWd you be ate to m.:mge
withOut ycu cell phone?
8 How often do you text yCIl.I'
"""'"
Track 12
1 A So, hOw good are yoo?
2
3
4
B WeIA. I'd have to S<l'J fm
probably one of the best
A """"
B weJ, I don't wa'1I to SOI..I'ld
A
B
A
B
A
B
A
A
B
A
B
A
B
A
B
mrr.odesI ... but let's say
I'm the arty person t kI1O'N
who can do it.
No way!
Wllat do ycu mean?
I'm not gcWIg.
Qh, come on! H's orty lor a
day.
No, 00, 00,
Stop shouting.
No!
Have yoo heard the news?
Wllat news?
Jack and Mgeta have
cp.
No! Reatt?
"""'" "'"
Yes?
ThIs soup is realy not hot
""",,,.
on! I'm sorry, sir. 1'1 get you
MOther bov.1 rigtlt away.
Unit 4
Track 13
1 A I ive JUSt around the COfT)9(.
B Realty?
2 A Do you want to know my
-,
B Not rea/tt.
3 A can I get ycu a drn<,
8
Workbook Audioscript
4 A I work in the travel industry. them will get married in the next workir.g model was invented by B Sure, but for me rt's pasta,
B Do you? few years. Alexander Graham Bell in spaghetti with
5 A Do you like the party? A That might be true, but it MaIch. 1876. It takes name mushrooms.
B Mmmmm. doesn't mean that they won" from Greek and means "far
Track 20
6 A Do you know John, too? have children. =>d"
B YoM B Mmrnmm ... well, that's true, 5 This was inveflted by accider1t
Welcome to Chox, the biggest
7 A Would you like to dance? but I still don't think the in 1946 when Dr. Petey leBaron
chocolate factory in the world. V'Illile
B
To dance? fXlPlI\ation daJbIe. Spencer found that a chocolate
we walk around the factory, tel
a A Great party! bar that was in his pocket had
you a little bit about chocolate. Of
B Absolutely! [interested]
Track 16
rnej\ed while he was workilg
course, many of you will know that
1 A So, what qualit;es do you
with mK:rowave radiation.
chocolate Ofiginally comes from
Track 14
think are impJrtant in a
6 Earty versions of this were made
Central i\merica, But you might rot
A So, how did you first meet? friend?
from DOe piece of metal .
know that the Aztecs used to use
B Well, rt's so funny. I was B Oh, without a doubt, trust.
Modern crossblades are used
cocoa beans as a kind of money. In
-
running for the bus and A Why trust?
by clothes makers and barbers.
fact, on one of his voyages to the
tripped. B Well. rt's no good if someone
7 The ear1iest types of these
Americas, Coh.mbus was given a gift
A AM'
is jealous or if they don't
didn't have arms, they rested on
of cocoa beans, It wasn't the
B There he was, helping me to respect you for who you are,
the bridge of the nose. They
early nineteenth century that
my feet - was really 2 A For me, has to be money.
were probably invet1ted in Italy.
chocolate as a food, rather than a
embarrassing. B Morey'?
8 This was by a
drink, became popular, the
2 A What about you, 00w did A Come on! t'm joking. H you
Norwegian clerk named Johann
real popularity of chocolate does not
you meet? can't take a joke, then I
Vaaler. Originally rt was a
really come down to the cocoa itself.
B Oh! Nothing unusual, we wouldn't want you as a
triangular shape made of wire.
No, what makes chocolate so
were at scho:xlI together, friend,
is very usefut for keeping pieces
addictive is all the extra things that
A Did you date at school? B
"""
of pap9f together,
are added to rt - none of them
B No! In fact I didn't him at 3 A Qualities of a friend?
9 The modern ' lead' was
dangeroos, t hasten to add. One of
all. B Yeah!
invented in England. It
the main ingredients is sugar, whch
3 A So, 00w Ioog have you A Well, I haven't really thought
oontained no lead and was
is added to take rmw the naturally
known Jake? about it. but I'd guess I'd
given its name by mistake, It is
bitter taste of cocoa, As many
B AtXlut seven weeks. need them to be able to
useful fOf writing and drawing
poisonous plants would normally be
A N1CI 00w did you meet? listen to me.
and can be erased very easily,
bitter, people naturally have a ' sweet
B I was waiting fOf a bus and B Well, you talk enough,
10 This was invented by a
tooth' . Chocolate also contains a
there he was, getting off, I A Very fulny,
secretary from Texas, USA, It
natural "love drug" - Tryptophan. So,
thougtlt, "He looks nice! ' B N1CI another quality?
was very popular as it was easy
when people eat chocolate, they feel
A But if he was getting off , A Sometl1ing you don1 have,
to correct mistakes,
happy and relaxed! One question I'm
"'" .
B Arld what 's that? often asked is, ' Is chocolate good
B Oh, rt was easy! I dropped A Patience, of course.
Track 18
for you?' Well, interestingly,
my purse and he helped 4 A I've never understood 00w 1 protein /I chocolate II scientists in a number of countries
pick up all the things, FIOI18 and Marl< can be such substance have found that chocolate contains
4 A You wouldn't believe how t good friends. 2 calories II minerals IllIitamins chemk:aJs that have benefrts, In
met my boyfriend, B What do you mean? 3 unsweetened II unhealthy II Japa!1, for example, scientists have
B Go 00. A WeB, she's about 22 and he potatoes found that part of the cocoa bean
A I was working as a waitress must be at !east 50. 4 circulation II carbohydrate /I contains a chemical that helps
in a restaurant and I spilled B So?
-<
prevent tooth decay! N1CI in the
SOUp over this man, A Well, I think that's too big an
Track 19
U,S., they have found that eating
B [)on', ten me - he's OON age difference and they chocolate helps fight heart diseasel
your boyjriend. don't even the same
1 A So, Mike, INhat do you like
A Yep! things,
eating?
Track 21
B That's pretty funny, B
""'"
B Well, I'm a vegetarian so I A Hey Jane, INhat are you
A Sure, She likes going out to
don't eat meat. reading?
Track 15
discos and he just likes a
A But does that mean you B I'm reading an arbcle aoout
A A1l<Ji, did you see that show on
quiet time fishing.
onty eat vegetables? Columbus.
TV last night? B No! In fact, I guess I had A Columbus? You mean the glJ)'
B What show? to choose one thing, rt who discovered America?
A The one about the world 25
Unit 5
would be fish. B Yeah! Except he didn1 discover
years from now. 2 A So, FIOI18, INhat do you like
""""".
B Oh! That one, yes.
Track 17
eat ing? A What do you mean? 01 course
A Isn't incredible that the
John S, Thurman invented this
B I guess I'm a litHe bit of a he did,
population of the world is going
1
"""""'"
B Well, put rt this way, most of the
in t899. The first model used
to double,
gas for power. He went from
A How much do you eat eacll time the places he tanded on
B Yoo don't believe that, do you? week? were islands - what he called
A &lre, [)on't you?
door-to-door cleaning
B Oh! At least a bar a day! the West Indies.
B No, They didn't have any
carpets.
3 A So, Sandra, what do you A I've neve..- understood that -
""""'" .
2 William Cullen, a Scotsman,
like eating? why did he call them the West
A Sure they did. They showed the
was the inventor of this
B I guess I'm not like many Indies? They're nowhere near
birth rate and the increase in
technology and Faraday later
""'"
India.
people's life expectancy.
used the idea, The first electric
A What do you mean? B No, wel l, Columbus didn't
B Yeah, but they forgot to mention
model wasn't invented until
B Weil l don't really like realize that . In fact. he thougllt
1803, It wasn't until almost 100
that fewer people are gening
years later that peope could
chocolate, Given the choice, he'd sailed around the world
married and many are starting a piece of cheese is what I'd and reached the Spice Islands,
their families later, SO the
buy one to keep their f()(Xj cool,
have as my comfort food, what we know as Indonesia,
population won't grow as
3 Both Joseph Swan and Thomas
4 A So, Miguel, INhat do you like A Wow! But still, he was the first
quickly as they think,
Edison invented the electric
eating? European to reach America,
A Do you think fewer peope will
version in t878. lt was an
B Ah! A difficutt question, fI.ty B Probably not. Most people think
get married?
invention with a bright Mure,
favome food is probably 1JJal. honor should go to Leit
B Sure, Most of my friends aren't
4 Marconi, who some people
Italian, but I don't like piZZa. Eriksson,
married and I don't tl1ink any of
think invented this, only made
A But that's Italian, A Leifwho?
the idea popular, The first
AudIoscript
Workbook Audioscript
B Leif Eri<sson. He was a Vi<ilg
expk)rar 'AOO landed n C<nada
arnost 5IXI yeas before
CokJmbus set sal n the
fifteenth centl.r1.
A AAd why do we cal Arnefica
and not CoIumbusiand Of
something?
B WfA that's easy. Arnefica was
named alte' the FIofentne
"""'"
A '" why?
B Because he was the Iirst person
to re<ize that the Americas
were no! pM 01 Asia and were,
n fact, a separate cootflent.
A .A.rnaMgt
Unit 6
Track 22
1 Do you think M.:v1owe rni!1l1
h<MI been the real
-'
2 I guess he may have.
3 No, It (3l', have been MaOOwe.
4 I think COlJj have been de
""".
5 Surely it 0:::000', have.
6 II's amazing to think that
Cervantes and Shakespeare
migtlt have died on the same
My.
Track 23
A Fa 1M, reacMg is abou1
reIaXilg. I dal't WMI to have to
think \'He I'm reaci1g. just sit
back <V1d erPt it. For me, the
best ItW'Ig is a good klYe story -
you know, whefe the man gets
the WOIl"a"I n the end.
B Give me a good murder mystery
Mf day. For me, the best part is
trying to figure out who dunnit!
UI'\Iess there's a good twist n
the plot, then I'm rot happy.
C FICtion! Wasta 01 tme. 'Mlat's
the point 01 reaOOg abou1 stull
that iSn't even NcrN, a
biography ex a 000k about real
events, that's ....nallll<e. I think
fflEIClng SI'IOUd be 10" learning.
no! just for ILnt
o People said I wcUd fYW' out 01
them. but wtr{? They have great
stories, amazirlg cmracters,
and the pictures just add to the
whOle thir,g, My favorite has to
be SpiOerman - but I hated the
"""'.
E I don't rdy have tine. But H
I'm goi'Ig to read SClI'lleII'i'g,
!hen I W<VlI it to make me 1aI.qi.
The last tx:dI. I read was so
ftroy it made me cry! Now
that's what I caB good.
Track 24
Everyone has heard about Harry
Porter. but....nat about other fantasy
books? Fantasy books have been
arOO'ld lor many years. CXle of the
best kNOwn is The Lord of the Rings
by J.RR TeoI<8l. The Lad 01 the
Rings is about the age--<t:I battle
between good and eW - a theme
otten fOlIld illTl(l'l'J fantasy 000ks.
Ttfden created his own world, caIed
Middle-Earth, with races 01 00 own
OIention, as wei as ffiCI1y traditional
mythical races such as elves,
dwarves, and wizards. Probably the
most noticeable thing atxJut Tolkien's
work is how real his world seems.
Since Lad 01 the Imgs, many
fantasy writers have tried to create
eq.,eJt vMd Mel rea!isoc worlds. But
not I.I'1II HatTy Potter has WI')'OOe
managed to succeed. ex cc:use,
arl)U19 ....ro cx:mpares Hogwarts
with Midcle-Earth wi anger Mel
outrage Ttfden fans. However, HaIry
Porter has already exceeded The
Lord of the Rings in one way - and
that is financiaJly.
Unit 7
Track 25
TNs man has a pretty pk.mp
face. His ips ae vesy hAl 00t he
has a Iaitt smaI rose. He has
ttwl eyebrows abo\Ie i&'ge eyes.
2 TNs man has an angular face.
He has a pointed nose and a
prominent ctMn. His ears stick
out and his eyes are fairly dose-
....
3 TNs man has really deep-set
eyes l.I'Ider bushy eyebrows. !-is
Iorehead is klw and he has a nat
""".
Track 26
,
""""'"
2
"""""
3
""'.,."
4
"""""'"
5
"""""'''' 6
"""',
? intelligent
S optmistic
9
-
10
"""""
Track Z1
,
AeoIy?
2
""""
3 AeoIy?
4 Oh, nol
5 00, nol
6 Oh, no?
7 Mm"",
S
"""""
9
-"
10
_"
Track 28
A IIo'1c7N Illi best Iriero's
boyfrierd is SEOOg someone
else. I r.st doo't know W I
Should tell her.

01 CXlUfS& you s!'lotjj!
A But d I do, shl3'1 be so
-

If you doo't. and she firds
out you knew, she'. be reaIy
8IYT'I with you.
2 A Vvhere did you get that?


A That jacket. S'oWmWlg il the 200B

I bo..o;1l1
","""".
A

A But StXeIy if 'PI're Iookilg at

I did! the 2004 Olympics. the best
A Yeah, rigltt Yoo moment has to be Manhew"

No, I didn't. I txlught it. Pinsent winning his fro1h gold
A 'Nhat with? Yoo're always in four difftwent Olympics.
00rr0wing I"I"'O"le'I from me!

WOO?

OK, so I stole it. Yoo won't A You know, the British rtMte(,
tel anyone, wi) yOOl

Oh yea,! But vbj was he so
3 A 'MIat are you going to do?
.... "

AbouI....nat? A WeI, team wasn't the
A WfA, you have !tYee Ixlxes laYoriIe, IItri. the Ganacians
01 cigarettes Mel at least were. 'MIat was anazing was
two bottles 01 whske,-. the lac! that team Oft.! won

So? by less than taf a second. H
A So, the limit's one box Mel you ttri: atxJut after two
one bottle. iOCmeters of rowilg to win by

I know that, but the customs a fraction of a second .
officer doesn't need to. unbelievable! The team had so
C AnyItmg to declare? much stamina and

No. det9l'1'l'Wlation .
4 A Hey! Stop cheamg!

Woo!

swm A Yeahllwl ....nat was reaIy goot
A But 'PI're cheatilg. was the bok on tis lace after

So? If yw keep quiet, he'd won. Frst 01 aI he
nobOOy wi know. coIapsed Md then he cried his
A But that's not fair. eyes out when he g:rt tis

Sh! H you don't the
"""'.
teadW wi he<w".
Track 31
5 A Are you coming to the party
tcright?
There are many reasons for people

I can't. My mom won't
wanting to learn a martial art , but
"".
two reasons are most common. The
A Come on. Tel her you're
first 01 these is the dynarric nature 01
going to a frierd's to do
most nwtiaI arts. Men, in particlJl<M',
some sctooI worK.
are anracted by the inage that many

I can't.
of the martial ats have. The second
A Don't be such a baby!
reason, Md one wtictt is COI'T'lTlCtl

Oh, ok then. Mom, can I go
00"0I1Q women, is as a means 01
toJerny's?
self-defense. In fact, il leday's
C Wrrf do you w<'1t to go
society, more m more people leal
""'"
that they need to be able to

We're going to catch up on
themselves when walking aIoo;I
some school wO!K.
streets, especially at night.
C School work! You're not
Track 32
lying to me, are yoo?
A HtJ1! Look at lt1is article hero.

No, mom. Can I gJ?
Another woman darning she
can c:orrpete against men.
Unit 8

Vvhat do you mean?
A Wei, everyc:ne knows that men
Track 29
<W& better at sp:::rtS than
""""". ,
-

""''''
2
"""','''><
A Yes, faster, stronger better,
3 coordinaton

Wei, not an sports are about
4 determination
strength.
5 mesmeriZing
A Tell me one that isn't.
6
,,,,,",,

Gymnastics.
7
""'-
A Huh! That's not a real sport.
S
""""
'Nhat? or COlI"S9 it is.
Track 30
A WeI, you stxJN me a woman
A WON! look at this j:tloto.
....ro can beat men at n.ming or
boxilg 01 ...

Yean! It kild 0(

Fb..rmg - what about PaJja
captlX9S the rooment.
Radciffe, the Bmish rna<alhon
A 'Nhal's the !1OOtest sporti1g
runner? She can beat most men
moment for you, Pete?
in the marathon.

lkl1, has be Michael Phelps
A Yep! Most, bot not all,
wiming his fifth gold medal of

And there's that golfer ... Wrj .
the 0I'ympic games in Athens.
MiChelle Wei. She beat a load of
'Nhat I loved was the look of
men in a tournament.
astonishment on his face when
A .A@in, k:lts, bot not all.
he reaized what he'd dOlle,

She was oriy 14, she'. get
Just Jnagine, this guy was my
belter.
nineteen and he could easily be
A &.re, but so wi the men.
B WeI, I thi'lk the maill'9aSCJl
men don't want women
COI1l)8ting in the S<ITIEI events is
because they're afraid eX bei'lg
beaten.
A Noway!
B So, is the reason?
A WeI ... not lair.
B Fait? Far Ior....oo? Aanit
you're aI just scared.
Unit 9
Track 33
A Look at this! Another 1.0. test
B Yaat1! There seems to be one in
fMJfy magazine nowadayS.
A Have you &vef taken one?
B Yes, and I still don' t beUeve they
""'"
A Vllhat do you 1ll6lI1?
B WfA, for example. SQI'l1e ol the
QOeSIions to do with
shapes. To be hcroest, I've neY9I"
been very good with spatial
tli'lgs, but it doesn't mean I'm
rot intEligent.
A &.e, but you can learn, can't
yo./?
B CII, come Ofl! That's noI the
point.
A Wf;J, what is?
B Wf;J, bok at ttis one. You're
gM3n three and a bIri
square, then you're asked to
Choose from leu dtferent
Shapes end deC:XIe which one
best fits the empty space.
A Easy! the thil"d shape.
B But how do you know that?
Why can't be the second
""" A Because you have to think
about the color 01 the
backgrourd, as wei as the
"""'.
B Well, I don't see how that tasts
.,telligence.
A But one 01 the ideas now is that
there MI different ki'ods 01
inteIigenCEI.
B Vllhat. like musical inteligence
Mel ilterpersonal intelligence?
A Yes, that's right. I ttri:. it's caIed
inteligenCe$.
B M:I how many typeS eX
inteligera are thInI
to be?
A Oh! I think it's eight.
B .Alld how rnarrt 00 these so-
caIed tests check?
A ProbOOIy r:rit two or tIYee.
B WeI, thEw"e you go, then. I'm
ctMousIy intelgent in one of the
other ways.
A Sure.
Track 34
1 cognitive
2 spatial
3 discriminate
4 empathize
5 """'"
6 intelligence
7 discredted
8 """"'"
9 artistic
1 0 abilities
Track 35
1 You're American, aren't yoo?
2 ThaI's bad lor YOU. isn't it?
3 You exercise fNefy day, don't
yo./?
4 Men don't lYe as long as
women, 00 they?
5 You're rrmied, aren't you?
6 You're wi toniojlt,
..." yo./?
7 Ths lastes great, doesn't it?
8 You cooked this didn1
",,1
9 II wasn't you.
10 You want rTlO!e. don't you?
Track 36
1 To be honest, Ws rIOt surprising.
People just don't watd1 what
they eat. The arncu1t of junk
food eaten nowadays, well,
people are asking lor
2 My husband suffers from this.
He's;Jways WOIl)Ylg that he'.
lose !-is job. H means that he
leaves lor work at about seven
in the morning and I'm kicky
he's home before nine at rj;;jht!
3 It's so easy, isn't it? You get
heme after a long day at work,
poll" one to you
retax. The next thing you know.
you've dru1k half a bottle! It's
easy to say you don1 have a
proIjem, but I think a lot 01
"""" do.
4 Wei, I've art down. I used to go
through aOOut a pack a day, but
now I probably orty have about
five a day. I know it's unhealthy.
but I need something to calm
my nerves.
5 'Twice a week' . my doctor said,
but it isn't that easy. I tried to
sign to a local hea/lh dub
but it cost $25 a week! I know I
should waJ<..to work, but it's;;st
so easy to drive everywhere,
isn't it?
Unit 10
Track 37
1
-
2
""""" 3
-

"""
5
"'"
6 foore1
7
""""
8 drains
Track 38
A On today's program we have Dr.
Paul Roberts, one of a number
01 wOOd experts on water. Good
afternoon, Dr. Roberts.
B Good afternoon.
A So, Dr. Roberts, water?
B Yes, water. Something that is
viIalto us. In lact, most people
jllS! dont realize how il1portant
Workbook Audioscript
water is 10 us. To start with,
atnost three-quarters 01 the
SLM"face 01 the earth is coYOred
with the stull. H's pretty /\my
that we cal 0lI" planet "Earth.
because it ShOIJd realty be
caIecI "INat&<".
A ""'"
B WeI, \hirl( abrut it - we <idn't
have water. then we WOlIki'I',
""" He.
A It's that
B Oh, yes! Pro we ffilISt also
remember that lhe
--.
A You mean that the amount of
water doesn't change?
B No, the only thing that changes
is wI'le!e is. We recycle water
all the time. After all , that's part
of its beauty. Water starts Off in
the ocean, evaporates " to the
air, then !oms douds. After
that. it rains onto the lend, and
the water goes into rivers and
strewns, .....tlich in tum go back
"to the oc:e<Vl - a 00;Ie 01 tile.
A Wei. hOw rru::h do we use?
B Not a lot. In fact. we can r:rit
Qri; about one pen:ent of the
water, which is far less than you
lind in the ICe arru"Id the Natfl
and South poles. It's also
interestng to see what we 00
with water.
A What do you mean?
B Wf!j, gNen how is,
<maZing hOw rru::h we
waste. 'Nhen we talk about dirty
water crd contaminated water.
the ones who MI guilty.
It'S absokJIeIy scandalous how
we continue to pollute the YefY
thing that keeps us alive.
Track 39
1 Gan I have a bag of d1ips?
2 How rroch is that bonle of
"";o9?
3 Pass me the jar 01 honey .
4 We need Mother t!.be 01
toothpaste.
5 He ate a v.OOIe bar 01
ChocoIa.te!
6 We drink two C<W10flS 01 juiCe a
doy.
7 IMIat ftavcI" is that container 01
k::ecnxm?
8 A can 01 beans,
Track 40
1 ,b .. ,,,,,,,
2 contarmated
3 ,..,...
. ......
5 """'"
6 genetics
7 implanting
8 """"
9 pesticides
1 0 resistant
Track 41
A Look at this packet.
B Vllhat?
A It says "Contails no GM
ingredients."
B Wei that's!1XJd then, isn't it?
A W"fI
B 'Mla.t do you me<I"I Wrr{?"
A Wei, ....nat's the big deal?
B It's reaIy important 10 know
what's in OIS food.
A But what does GM me<I"I?
B GeoeticaIy rnc.xifiOO.
A I krDw that! But what does
geneticaly mcdified !TI9a"l?
B WeI, messed with, I
""".
A Oh, come on! AI food is
messed cro.n:I with. 11ll6lI1,
lhink of an the lertizers that are
""'.
B Not atways -there's organic
lood.
A And you're telling me that
orgaric food is better for me?
B It's probably healltl ier.
A No, just more expensive.
B Wei. you get ....nat you pay lor.
A I tel you ....nat, I don't know
....nat all the fuss is about. I
1Tl!m. they're r:rit vegetables.
B No. look. this is GM free.
A How can mil. be GM free?
B It means the WNS haven't been
led with food that's been
""""".
A .AIXI what atlererce does thai
""'"
B WeI, do you rernerrber allhose
scaes abrut Mad CoN Disease
a lew years back?
A Yep!
B W9I that was all caused by the
cows being led contcrnina.ted
lood.
A So you're S8"ying that GM is the
same as contanYlated.
B No. I'm just saying that unli I
know ....nat 's in rt am....nat it
does. I'm not going to eat rt .
A Well, you won't catd1 me
worrying atxJut it. After ai, you
r:rit live once.
B Exactly.
Unit 11
Track 42
Have you seen the latest reaity
IV"""'
2 Why's he baking so happy?
3 How long have you been
""'"
4 How many have you seen?
5 I've never watchi'lg Tv.
6 They've aI becO'ne nalicroal
'""""""
7 How rTQ"ly tines has he been
'"""""
8 Have they firished?
Track 43
1 The thing I really hate about this
"""
2 The way in l'Alich games
become addictive
3 the terrible graphics.
4 the tlWlg lhat amoys mel
5 One tt"Wlg that stops people
buying vk.1eo games
Workbook Audioscript
6 the twgh cost. 0 &re, pretty funny. novelist Annie Jones. and yet I was still pretty
7 the tI1ng thai pefSU&CIes Ptq)Ie A No. adictive trash. e Hi. successful, so reafty
\0 buy the game. e Wet I'd prefer to watch that A First, Dr. Parks. Dr, Parks, are to S2tj.
8 An exciting commercial than some doct.rnentary on exans a fair way of frong out 7 Tests! Completely pointless, if
people""",,. how srra1. people ere? you ask me.
Track 44
A Just shows hem sI'\aI::Jw you B 01 cx:use they n. How else 8 They don't a thing! I
A ()l10dayS program we'lS
"'.
WOI.M:I we go about it? We've passed my math exa-n 00:1 yell
askJ'g Ate I'Ii:1eo games bad fa
0 Hey! No need to be Ilde. been usilg exaTIS oo:Ilests stiI e<n'1 baance my acc;x)U'11$.
)OO? In \he stLdo I have Ryan
2 A On tonigll's show 'He'A.! silce we first stood on two legs. 9 In my company we use them III
Ferguson, who has been
gcMng to be taJIOOg to It's absurd to say they don', the time to sea how wei people
carrying out research on this
Samantha Wilson, star of wOO<. cope under pressure. For us
topic for more than three years.
Channel 1's latest reality e I'm sony, but I think that's that's probably !he most useful
Good evooing. Ryan.
SOOw, Gocx:I evOOng,
-.
thing about them.
B Good evening.
Sa-Mntho. B
""fI
10 To be tn'lest. many peopIa take
A So, Ryan, are ..;deo games bad
B Evening, it's geat to be e They my measue hcr.v goOO a test Mel then forget
"'yo.(? here. Please cal me &vn. someone is at Iakilg tests, not EM!J)1hing. " paape had to
B Thai's a Vf1fY ilterestng
A OK, Scm, so 1I<tla1's ike to how sma1 they are. retake !hem f!NelY few yen,
question because it treats the
be a celebrity? B WeI, I'm sony you leellhat wWof. then it WOUld be afferent. But
topic as vert black and white. In
B WfA. strange reaty. One but tests are a proven way 01 as it is, no one remembers what
reality it's not as clear cut as
minute I was wOfking in my showing ij someone smart they did in a test, so what's the
that, as there are two Sides to
local supErlTIaIket and the e Oh, come on! You can't reaIri pOOt?
the issue. On the one hand
next ffWute .. wei, I'm believe that. I mean, does
Track 48
there is of evidMce to
ctong shcJNs Ike this. passirY;j exans Show v.tleIher
Show that W:teo games can be
A An:j how dd you get on the you'. be su::x::essfU in ife?
,
""" bad. FrstIy, Ihero are medcaI
-""'"
B &re ..
2 ..-
reasoos. For ex<rTllIe, they can
B I kM of wrote in. I"d e In wtich case, J be
3
"""
damage you'" eyesight. After ai ,
watched the first series Md
"""""'.
4 pOOtless
isn't natural to spend hoIxs on
thOught. "That kXlks M ' , so A Vv'hat cIo you mean?
5
"""'" end staring at a computer Of TV
when I heard they were e Well, lief! school at 16 without
6
"""""
screen. People also suffer from
maktlg MOlher show, I passirY;j ant of my ex<ms.
7
",,",
backadle from sittOg in
thoulj11. "Come on, you can A 'MIat, not even EngIsh?
8
-
l.l'lCOI'llkrta chairs, as wei as
cIothat". e No! I was tentlle at Ergish.
Track 49
headaches and even problems
A An:j what was actl.l8ti B Yes, but we're not taIIing;..st
WfJa:xne to WoocI<n::l Language
with tOOr tmds Md fingers. ... ,
atout school exams. I mean,
School. We h::Jpe that you'" time here
Secondy, there are the
B It was tooiJle! You you have to be able to rTI6aSI.I"e
will be both and useflJ.
psyd'loIogicaJ reasons. MMy 01
believe how nasty othef some peqJIe's knOwledge.
We teach CM!I: 12.(0) students a
these games are extremely
people can be! And to know e
-
year. wt1ich is a considerable
vioIeI1t and this can't be good
that the wt'toIe COlKltry B Well. WOI.Jd you want to employ
number, We offer a wide range 01
for young people. But, as far as
knows all ycu secrets, M engineer to build a tri:Ige W
COO"SeS, h;IuOOg TOEFL and
I'm concemOO, the biggeSt
they're watcti"g everyttWlg they'd fajed thai' 9' 'gi I0OI i WJ
Business Engish. P.J 0lJ'" teachers
problems we social. These kids
you do - even when you're
""""?
we n.y quaified <n:I have
Jose the abity to sociaize -
-.. ... e WeI, I guess not, but . .
experience 01 workilg in a variety 01
most play these
A So. H you had the chcr'lce to B An:j WOI.Jd you want to go to a
ro.xatiOnal inStitufuns. This ooabIes
g<mes aIore. HcM'eYtY. there
do it again, WOI.Jd you? doctor who hadn't passed
us to grve students wtlat they
ere also some positive effects
B Oh, yeah! Sure, was reaJIy medical school?
reQUire, We also our students
and these should oot be
bad at the time, but now I'm e No, but that's different.
with theW accorrmodation needs.
Jorgelten. One thing I've noticed
famous. aren't I? B In what w<J(?
There ere <itlerent types of
is thatl'T'Wly kids who play lots
A I'lld you ttWlk it was worth e They need to Show know
accorrvnodation available, from
01 these gcrnes have
.,
stuff, rut thai's not the same as
I'lc:lnestay to seII-oontained
Q..ick reactiorls and geat hcn:I-
B [)efi1tetj, I1CM' I'm makilg being soo::essfU.
apMmer1ls. makilg it possiJIe lor us
eye coordnation. Ar'IOIh&- tlWlg
lots 01 money and 11 never A OK Tt\CJlk you both. I think
to find somethi to slit
that ij the kids are pIayi1g
have to wOOl. in a yoJ've both!1Y&1 us !lings to
who o:mes. we also have iYI
garnes, at least they be
think about . let's go to OU" li"st
extensive social program, including
gelling into trouble on the
A Well, Sam, thank you for caner. Leanne on line one.
vigjts to the theater Of sporting
streets.
being my first guest on the 0 Yes, good morning ...
events, Those of you....no are
Track 45
-.. Track 47
nterested in pwtic:tlating and not
,
A Wr:m! Did you see lhat Show
,
A waste of lime. You
just watchi1g be dsappoiltecl.
on TV last ni!;tlt?
Unit 12
00her kn:lw it Of you cion'\.
So, if you have 'iflt (JJ8Stions ..
B 'M'ich one?
2 WfA, it makes people reW:lw
Track 50
A
Tho ___
Track 46
what they've stU(ied and that
,
optirristic
!anile in Africa.
can orVy be beneficial.
2
-",
e INrri wooId you want to
A The phone-in on teday's show
3 Well, it really depends on the
watch that stuff?
is about exams and how
test, doesn't it? I guess some
3
-
they ere. Before we
4 arne(iorate
A Because it's ro.xational.
are good, but others 8 a
5
...... "'"
e But TV stnJId be reIa.xi"1g,
take yr:AJI cals, we have two
waste of time.
6
-
oot ,-.
guesls in the studo that have
4
''-''''-''-
7
,.h,,,
B So I guess you watch aI
dfIerilg W3ws on the vakJe 01
because I wortc. wgJ ISIder
those soaps Md reaity
exMIS. ArstIy, Dr. Ivan ParIts
8
..,.
who the head of Awonl. one
""""",.
9 scientifc
"""'.
of the IeOOng exam boards in
5 has to be the w&i. I
10 tl'8f1SlX(lation
e Not aD, but some of them.
mean, how else WOI.Jd you find
0 Me, too.
the COUltry.
out who knows things?
A Vohlat? You watCh that stuff
B
""'.
6 I failed aI my exams at SChOOl
as well?
A I'lld OU" secord guest is the
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Student's Book text C.R. C Kale Fuscoe, Barbar.J Garside. Luke Prodromou 2006
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First put>lished 2006
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Unit I : Lesson I extract from 'Why people use pseudonyms' by Alex McNeil first
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Attit[!]de
Build Positive Attitude
Ensuring that students have a positive attitude to learning is
the key to thei r success. Through a series of high-interest topics,
challenges, and reflective activities, Attitude engages students
in a learni ng experience that is both meaningful and relevant
to their current reality_
Develop with Attitude
Attitude introduces a unique focus on the development of
study and writing skills, empowering students to become
effective learners through awareness-raising activities, learning
tips, and fol low-up tasks.
Communicate with Attitude
With sol id learni ng foundations, students will have the
confidence to express t hemselves, reflect who t hey are, and
approach learning with attitude!
Attitude lets you be who you really are - in English!