High Flyer Upper Intermediate TB

1. AN A A C E V E D O
M A R IS O L G O W ER
Lo n g m a n

2. Addison Wesley Longman Limited
Edinburgh Gate, Harlow, Essex CM20 2JE
England and Associated Companies throughout the world.
‘ © Addison W esley Longm an Lim ited 1996
All rights reserved; no part of this publication may be reproduced,
stored in a retrieval system, or transmitted in anyform or by any
means, electronic, mechanical, photocopying, recording or otherwise,
without the prior written permission of the Publishers.
First published 1996
Printed in Spain
by M ateu Crom o
ISBN 0 582 25605 4
Acknowledgements
W e are grateful to the following for permission to reproduce
copyright material:
Guinness Publishing Ltd for a simplified and adapted extract
on ‘M onopoly’ in The Guinness Book ofInnovations; Newspaper
Publishing pic for an adapted extract from article ‘Teenagers
and how to survive them ’ by Nicholas Roe in Independent
21.9.94; Scholastic Inc for an extract from Goosebumps - You
Can't Scare Me by R. L. Stine. Copyright (c) by Parachute
Press.
Though every' effort has been made to trace the owners of
copyright material, in a few cases this has proved impossible
and we take this opportunity to offer our apologies to any
copyright holders whose rights may have been unwittingly
infringed.
Designed bv Vic Joslin
Cover designed by Clare Sleven
Cover photo by G areth Boden/Longman

3. A N A A C E V E D O
M A R IS O L G O W E R
Lo n g m a n ^

5. Contents
In tro d u ctio n : W elcom e to H igh F lyer
page
3
T he course 3
T h e com ponents 3
T he strands in H igh Flyer 3
leach in g and learning with H ig h Flyer 6
T h e first lesson 9
U n it 1 Crossing borders 10
U n it 2 Exploring the world 16
U n it 3 T h a t’s what friends are for 22
U n it 4 Kicks and thrills 29
U n it 5 Parents in the classroom 36
U n it 6 Revision 41
U n it 7 D on’t judge a book by its cover 47
U n it 8 Puzzling puzzles 52
U n it 9 H om e and away 57
U n it 10 M yths and legends 62
U n it 11 Rocking ’n ’ rolling 68
U n it 12 Revision 73
U n it 13 W hat’s on the box? 78
U n it 14 Just the job 83
U n it 15 A slice of life 89
U n it 16 Dreams and worries 94
U n it 17 In the dead of the night 100
U n it 18 Revision 106
U n it 19 How was it done? 111
U n it 20 Young people in the news 118
U n it 21 Behind the scenes 123
U n it 22 Land of the brave? 128
U n it 23 L et’s keep talking 134
U n it 24 Revision 139

6. Introduction
Welcome to High Flyer
The course
High Flyer is a two-book course especially
designed for young teenagers who have reached an
intermediate level of English. It follows a solid
grammar syllabus and includes development of the
four skills, while focusing on topics that reflect
young people’s interests.
The components
High Flyer U pper Interm ediate consists of:
A Students’ Book with 24 units arranged in four
blocks of six units each. The sixth unit is a revision
of the grammar and skills work featured in the
previous five units. It includes project work, a
summary of the teaching points in the block and a
series of grammar practice exercises.
Two Class Cassettes to accompany the Students’
Book.
A W orkbook with 24 units which provides further
practice in all elements of the syllabus and reflects
the topics in the Students’ Book. It can be used in
class or set for homework.
A book of Tests to help monitor students’
progress.
This Teacher’s Book with detailed unit by unit
notes and an answer key for the exercises in the
Students’ Book, W orkbook and Tests.
The strands in High Flyer
The course consists of the following strands
running parallel through both levels:
Gram m ar
Learners of English who have reached an
intermediate level in their early teens may have
already acquired the basic rules of English grammar
in a subconscious way. However, given learners’
relatively limited exposure to English, there may
not have been sufficient opportunity for practice,
which would have allowed them to arrive at
accurate production. At the intermediate plateau
stage, it is therefore necessary for them to take
stock of and to revise what they know. They can
then add to that knowledge.
Second language acquisition research has shown
that the grammar of the second language does not
develop unless an effort is made to consciously
analyse, learn and practise it.
The core of High Flyer is a grammar syllabus
which starts, at the Upper Intermediate level, with
a revision of the past tenses. Each unit revises or
presents two different grammar points in the
context of a topic, through a reading or listening
text. The rules of form and use of each point are
then explicitly highlighted in a grammar box, like
this:
So/such . . . (that) introduces a result.
1 so + adjective (+ that + sentence)
George is so charm ing (that) everyone wants
to be his friend.
George is very charming. As a result, everybody
wants to be hisfriend.
2 so + adverb (+ that + sentence)
He plays basketball so well (that) he is always
chosen for the school team.
3 such + a/an + adjective + singular noun (+ that
+ sentence)
Peter is such a good student (that) teachers
hold hint up as an example.
4 such + adjective +plural/uncountable noun
(+ that + sentence)
They were such good friends (that) they
became known as the ‘Three Musketeers’.
(from Unit 3)
These grammar boxes have deliberately been kept
succinct so as not to overload or intimidate
students. The back of the Students’ Book contains
a grammar reference section with further
information for teachers to refer students to in class
or for students to consult when studying on their
own.
The grammar boxes are followed by controlled and
then freer practice of the structure. This allows the
rules to be internalised so that learners can achieve
linguistic competence.
3

7. Introduction
Vocabulary
In order to be competent speakers of English,
learners at intermediate level have to considerably
expand their knowledge and store of vocabulary.
This includes knowing the meaning, connotation
and collocation of words. To this greater end High
Flyer includes two types of vocabulary work:
Vocabulary - Exercises that recycle the new
vocabulary from the texts, e.g.
5 Find words in the text to match the
definitions.
1 To take something away from
somebody. □ _ □ _
2 To make something suitable for new
conditions. _ □ ____
3 A long, organised journey made for a specific
purpose. □ __________ D_
4 A drug used to treat an illness.
□ □
5 This word describes something which hurts a lot.
_ □ □ _
Com plete this word with the letters in the
boxes and find out a quality explorers must
have.
Explorers have to b e _________U ____ S.
(from Unit 2)
Word watch - Information and tasks that enable
learners to increase their awareness of the way
words in English are formed and used. This
awareness enables learners to deal with new words
independently, e.g.
We can add a prefix to a word to form the
opposite, or near opposite. Some o f these prefixes
are:
un- unhappy, unrepentant
in- indirect, inefficient
im- (usually before'm’ or ‘p’) immoral, im possible
il- (usually before T) illegal, illogical
ir- (usually before ‘r’) irregular, irresponsible
dis- disagree, disapprove, dishonest
(from Unit 20)
In High Flyer Interm ediate, students were taught
to make efficient use of monolingual dictionaries.
This work is continued in High Flyer U pper
Interm ediate: the teacher’s notes include
suggestions for further dictionary work.
Reading
Successful understanding of a written text involves
an awareness of the conventions of formal English,
as well as the use of a variety of reading strategies.
The course includes a large range of authentic texts
such as magazine articles, newspaper stories,
pamphlets, poems, play and novel extracts, letters,
publicity materials etc. as well as a story in
instalments in each book.
High Flyer U pper Interm ediate recycles die
reading strategies taught at the Intermediate level
and develops more complex strategies such as
reading meaningful groups of words in order to
increase efficiency, and identifying the writer’s
angle, e.g.
Efficient learners don’t read word by word. They
move their eyes along the lines o f a text, taking in
meaningful groups o f about three to six words at a
time.
(from Unit 5)
The storylines in each book provide an opportunity
to read for pleasure. Students’ attention is engaged,
not only by the suspense of die stories in itself, but
by the ‘W hat do you think will happen next?’ type
of questions.
Listening
For a listener to interpret a speaker’s intendon and
really understand what is being said, he or she
needs to know about the background, the form of
discourse, the context and the syntax and semantics
of the language. Since a student normally has no
control over the speed of a listening text, listening
tasks can be nerve-racking and demotivating,
especially for the younger student.
High Flyer makes learners aware of all that
successful listening entails. A variety of tips and
tasks help students develop strategies for successful
listening such as guessing what speakers have been
talking about and identifying the speakers’ attitude,
e.g.
When you have missed the beginning o f a
conversation, you can still guess what the
speakers are talking about. To do this:
1 Try to pick out key words in order to guess the topic
of conversation.
2 Try to make deductions about what was said before.
(from Unit 14)
4

8. Introduction
The course includes a variety of listening text types
(conversations, prepared talks, interviews, extracts
from plays, advertisements, etc.). The cassettes
have been recorded using a variety of accents to
reflect the English-speaking world.
Speaking
In its ‘Get talking’ sections, High Flyer includes a
variety of pair and group communicative tasks and
problem-solving activities for students to practise
and improve both the accuracy and fluency of their
spoken English as well as some of the interactive
skills used in everyday conversation, e.g.
When you take part in a discussion:
• Support what you say with reasons or
examples.
• Listen to others. Don’t interrupt them.
• Involve those who are not taking part. Ask, ‘What do
you think?’
(from Unit 20)
Writing
Successful writing requires a higher degree of
organisation and planning. This skill develops
gradually both as a side effect of reading and as a
result of practice in the different stages which
constitute the process of writing.
High Flyer teaches and trains learners in the
various steps involved in writing clear coherent
continuous prose of various types. H igh Flyer
Interm ediate concentrates on the process of
writing, from paragraph organisation to editing
one’s work. H igh Flyer U pper Interm ediate
concentrates on the characteristics of different text
types, from formal letters to descriptions and from
narratives to reports and compositions which
present arguments, e.g.
When you write a description of someone, write
about the person’s general appearance, give some
details o f physical characteristics which you think are
important, and include some information about the
person’s character.
(from Unit 15)
Pronunciation
Regular pronunciation exercises help raise students’
awareness of and sensitivity towards some of the
main features of English pronunciation. Individual
sounds, rhythm, word stress and aspects of
intonation are all dealt with through activities that
move from recognition to production, thereby
improving both listening and speaking skills, e.g.
12 *-=-* Listen to three mini-dialogues.
a) Which is the most important stressed syllable in
each answer?
1 W hat do you think of Monopoly?
It was a remarkably good idea.
2 Are you sure?
Yes, it was a remarkably good idea.
3 Don’t you think it’s too complicated?
No, it was a remarkably good idea.
b) Why are different syllables the most important
stressed syllables in each answer?
c) Practise saying the three mini-dialogues.
(from U nit 19)
Project work
A project is an extended language activity executed by
students, both in and out of the classroom. Since
projects involve research and putting together
information, they bridge the gap between language
study and language use and ensure genuinely
communicative integration of the language skills, e.g.
9 In groups, you are going to write a
newspaper for your town or your school.
a) Agree on what you are going to write about, for
example personalities, events, etc.
b) Decide what article you each want to write.
Gather your information. (Interview the people
you want to write about, for example.)
c) Write your individual articles.
d) When your articles are ready, stick them on
large sheets of paper to make a newspaper. Try
to include some pictures if you can.
(from U nit 6)
Since students are free to choose what they include,
they generally find projects exciting and
motivating. Project work also gives young people
valuable practice at working in teams.
H igh Flyer includes a project in every revision unit.
5

9. Introduction
Teaching and learning with High
Flyer
Each unit of the Teacher’s Book contains clear and
detailed notes on preparing and carrying out
exercises, as well as suggestions for further practice.
As the length of lessons can vary, adjustments can
be made for shorter or longer class periods by
setting some of the exercises for homework or by
incorporating Workbook exercises into class time.
Elicitation
At the upper intermediate level, students have a
considerable store of language which they will have
acquired from different textbooks and from
informal learning from songs, magazines, travel,
etc. -
Elicitation involves drawing information out of
students, or guiding them towards producing
answers by themselves rather than telling them
directly.
Elicitation is important because:
- it gives students the opportunity of showing what
they know and so keeps them interested.
- it tells the teacher how much the class knows and
how much work students still need to do.
At times, however, it may be necessary to prevent
very good students from monopolising the class.
Dealing with the grammar boxes
The boxes that highlight the presentation or
revision of grammar points feature examples of the
structures which are generally taken from the
reading or listening presentation texts. The
grammatical structures appear in bold letters, while
the meaning is explained in italics immediately after
the example. For each grammar box you can use
any combination of the following techniques:
- Go through the box reading aloud and pausing at
several stages to ask ‘concept questions’ and so
check that the meaning of the structure is clear to
students. The detailed unit by unit teacher’s notes
include suggestions of concept questions.
- Write the examples on the board and underline
the relevant grammar either before or after
students look at the book.
- Having written example sentences on the board,
elicit from students the rule of form or an
explanation of the meaning (even if you simply say
Does this mean
- Deal with the point(s) on the board before
referring students to the box in the Students’ Book.
- Ask the class to read the example sentence(s)
aloud or repeat them after you.
- Elicit other examples.
- Ask students how the grammar point is expressed
in their language.'l'hc comparison/contrast will
help reinforce the point.
- Get students to look at the grammar box and
discuss it in pairs before you go through it.
- Get students to copy the examples into their
exercise books.
The detailed unit by unit teacher’s notes include
suggestions for handling each of the grammar
boxes.
The grammar notes at the back of the Students’
Book contain additional information on the
grammar points. Sometimes it is appropriate to
refer students to them immediately after going
through the box on the unit page (for instance in
the case of the grammar box on page 65). At other
times, as in the case of wish (Units 16 and 17), it
will be better to refer students to the grammar
notes later, after the structure has been presented in
its entirety. Students will also be able to make use
of this section for self-study purposes e.g. when
writing a composition for homework.
Dealing with the starred skills boxes
There are various ways of dealing with the
strategies in the starred boxes. You can elicit the
strategy from the class before they read the
information in a box (e.g. Ask: What doyou do when
you want tofind a number in the phone book? Do you
read all the names on the page? before dealing with
the reading skills box on page 42.) Alternatively,
you can simply go through the box with the class,
or ask students to read and discuss it before you go
through it.
Different people have different learning styles, so
6

10. Introduction
some students will find some suggestions in the
starred boxes more helpful than others. Since the
objective is for these strategies to become part of
the students’ repertoire, it is important to get
students to react to the suggestions. Ask them to
reflect and tell you if they do the same thing in
their own language or if they have ever employed
any of the strategies when learning English.
Encourage students to think about and develop the
strategies that work best for them.
Pair- and groupwork
In order to increase the amount of oral practice in
class, High Flyer includes activities where the
whole class works together as well as activities done
in pairs or groups.
Pairwork maximises the amount of practice that can
be done and encourages students to co-operate and
to learn from each other. Working in pairs can also
be a welcome change from the lockstep class where
the teacher stands at the front and dictates the
rhythm of the class - a rhythm which may be too
fast for some students, and yet too slow for others.
Having students work in pairs frees the teacher to
walk around the class and monitor individual
students, act as prompter, help the weaker students
and even participate in discussions.
However, successful pairwork needs careful setting
up and monitoring. To help achieve this you can:
- read through the instructions with the class and
make sure these are clear before putting students
into pairs. You can check comprehension by asking
students to explain in their own words what they
are going to do and/or by getting a good pair of
students to demonstrate the activity.
- make sure you do not let the activities go on for
too long.
With difficult classes where there may be discipline
problems, you can remain at the front of the class
to oversee what is happening (although the
advantages of this must be weighed against the
benefits derived from walking around listening to
how students are doing).
Groupwork - 4/5 students working together is a
good size - has all the advantages of pairwork but is
more dynamic and gives more opportunity for
discussion. Problems can be minimised by using the
same strategies as for pairwork.
The easiest and most time-effective way of
grouping students is according to the way they are
sitting. But you may want to organise the groups in
a different way. In groups that include weaker and
stronger students the weaker students can learn
from the stronger ones, while the stronger students
may benefit from being called on to demonstrate or
to help. If the weaker students are being dominated
by the strong students, it may be better to form
separate groups of weaker and stronger students.
This way you can give more attention to those
students who need it most.
One reservation many teachers have about pair-
and groupwork is that it can cause too much use of
the mother tongue. The freer the activity, the more
students in a monolingual class will slip into their
own language. Some use of the students’ own
language may be helpful for clarification, as long as
the focus is still the production of English.
However, at this level, students should be
encouraged to use only - or mostly - English.
High Flyer gives practice in some of the language
necessary for actually carrying out pair and group
activities (e.g. What doyou think?) and you can
extend this range as necessary (e.g. It 'syour turn).
During the activities, go round the classroom
monitoring students and reminding and prompting
them to use English where they seem to be slipping
into the mother tongue.
Monitoring students while they are doing a task
Walking around while students are doing a written
exercise or oral work in pairs gives the teacher the
opportunity to see how well the different language
points have been understood and to give more
personalised attention to individual students. It is a
good opportunity to improve the rapport with
students, to praise or to re-explain a point. It also
frees the teacher from the role of controller and
allows him or her to act as facilitator, as a resource
or as a prompter.
With classes of adolescents, however, it is often
necessary to keep an eye on the whole group while
walking around helping individual students.
Spending time bending over to help a student
sitting to one side of the room may be the ideal
opportunity for another student, who may have
finished, to start disturbing other students. In a
case like this, you will need to go over and give
him/her an extra activity. If an individual student
7

11. Introduction
has serious problems understanding a point, it
might be better to see him/her after the lesson is
over and re-explain the point then instead of
holding up the rest of the class.
Feedback
After students have completed an activity, they, and
the teacher, will want to know how they have done.
There are essentially two types of feedback which
you can give:
Formfeedback
This is when the teacher lets the students know
how correct the language was. This can be done by:
- the teacher reading out the correct answers.
- individual students reading out their answers, if
appropriate, with the teacher writing them on the
board or recording them for a later session.
- students writing their answers on the board with
the teacher commenting on how accurate they are.
- students writing the answers on the board with
the class commenting on how right or wrong they
are and why.
- students working in pairs or groups correcting
each other’s work.
The above suggestions range from the most
teacher-controlled and most economical in terms of
time, to the most student-controlled, which take
longer but which can be the most beneficial.
Student to student correction can be the most
profitable in terms of the learning experience. A
considerable amount of reflection and peer
teaching can take place in this situation. However,
students need to be used to learning more
independently and they need to be able to say
whether things are right or wrong and why.
In practice, a variety of feedback techniques should
be used, with a progressively greater emphasis on
peer correction as the students get used to making
linguistic judgements.
Whichever method of feedback is used, the teacher
should take a mental or written note of the most
frequent mistakes for any revision work that needs
to be done.
Contentfeedback
This concerns the results of the activity or how well
it was completed rather than the language in which
ideas and answers are expressed. The topics in High
Flyer have been carefully selected to reflect the
interests of teenagers, so students will feel inclined
to express their opinions. It is therefore important
that feedback sessions focus on what students say or
how the task was done, as well as on how correct
the language was. This way, students will feel that
their opinions are respected and will come to regard
the English language as a medium of
communication, not just as an academic exercise.
Correcting written work
W hether it is compositions, quizzes or tests,
correcting written work takes a vast amount of a
teacher’s time, which can be wasted if students are
not encouraged to reflect on the corrections and
learn from their mistakes.
Instead of writing the correct version of every'
mistake, you can write the correct version only
when the student was attempting a structure
beyond his/her level. For other mistakes you can:
- underline the mistake and indicate the type of
error in the margin (i.e. tense, vocabulary, word
order, etc.).
- underline the mistake without indicating anything
in the margin.
- indicate the type of error in the margin and ask
the student to decide what the mistake is and
correct it.
- put a cross in the margin.
Whichever suggestion you follow (they are given in
order of the degree of difficulty for students), make
a note of recurrent mistakes so that you can plan
revision work.
W hen handing back students’ work, get them to
read it through and correct the mistakes, either
individually or in pairs. Walk round helping where
necessary. If appropriate, go through the answers
with the whole class, revising points where
necessary.
You may want to ask students to rewrite and hand
in some pieces of work. You may even offer to mark
the work again so that students see how much they
have improved.
Talking to colleagues
Teaching can be one of the loneliest jobs. A teacher
can end up simply walking into the classroom,
closing the door and teaching without any support
8

12. Introduction
or guidance. Talk to your colleagues about your
teaching. Share ideas for classroom management or
good activities. Do not be afraid to ask how they go
about teaching a particular point. Teaching is a
constant process of learning.
We hope you enjoy working with H igh Flyer.
Ana Acevedo
Marisol Gower
The first lesson
The students for whom H igh Flyer is intended are
at a very important stage in their personal and
emotional development. They will be discovering
individuality and independence and will not
appreciate being treated like children. Let them
know how the course will be assessed and what the
assessment will consist of. Tell them about the
learning activities they are going to do during the
course and the reason for these activities. High
Flyer includes games and competitions in order to
motivate, concentrate or relax students. Students
should recognise that there is a time to work and a
time to play.
Introducing the textbook
The usefulness of a textbook as a learning tool
increases in direct proportion to the users’
awareness of the way it is organised. If the class is
new to H igh Flyer you can help students become
familiar with the structure and features of the book
by organising the following competition. Explain to
students that the object is for them to gain
familiarity with how the book is organised.
The High Flyer quiz
Instructions
- Divide the class into two teams. The quickest way
is to stand at the front with half the group to your
right and half the group to your left. With your
arm, draw an imaginary dividing line between
Team A and Team B. You may want to let the teams
choose a name.
- Write the team names on either side of the board.
- Explain that the winning team is the one with the
most points. Points are awarded if a member of a
team answers a question about the book correctly.
If an incorrect answer is given, the other team gets
the chance to answer the question and win an extra
' point.
- Ask the questions, nominating die student who is
to answer (a member of each team in turn). If you
don’t know the students get them to make name
signs by folding a sheet of paper in half and writing
their name in large letters on one half.
Q uestions
1 IIow many units are there in High Flyer
U pper Interm ediate?
2 How many Revision units are there?
3 How often do they appear?
4 W hat two grammar points are presented in
Unit 15?
5 Which unit is about pop concerts?
6 W hat is Unit 13 about?
7 In which unit will you revise the Passive voice?
8 In which unit will you read about secret agents?
9 For two points: how does the book indicate
advice for better writing?
10 For two points: Ts this symbol only for advice on
writing?
11 Which sections in the book will help you revise
a particular grammar point?
12 W hat do Revision units contain on the last
page?
13 W hat is the name of the story that runs through
High Flyer U pper Interm ediate?
14 How many episodes are there?
15 Where do you look if you want to find out what
is in a unit?
Answers
1 24
2 4
3 Every sixth unit
4 Sequence of adjectives and phrasal verbs (2)
5 Unit 11
6 Television programmes
7 Unit 19
8 Unit 24
9 Starred boxes
10 No, it also indicates advice on reading, listening,
speaking and word building (Word watch).
11 The Grammar practice section of the Revision
units and the Grammar reference section at the
back of the book.
12 A summary of the grammar and skills work
covered in that block of six units.
13 Vision of Danger
14 Eight
15 The table of contents
9

13. Unit I
Crossing borders
i p I p l l i P i n
Talking about the past revision of the Present
Perfect, the Present Perfea Continuous, the Past
Simple, the Past Continuous and the Past Perfect
luestions
i E l l I l l i E :
Reading: introductory paragraphs ot articles
Writing: Organising and writing an article
Predicting the structure and
listening material
Vocabulary
Adapting to a new culture
m
Exercise I
• Get students into pairs. Read out the instructions
for the exercise. Start by eliciting names of
countries where English is an official language.
Write a few students’ suggestions on the hoard, e.g.
Great Britain, Northern Ireland, South Africa
• Elicit information the class may have about the
first country on the list. Write the information next
to the name of the country in note form. Tell the
class to do the same for the other countries and to
add names of countries to the list in the same way.
Set a time limit to make sure the task doesn’t go on
for too long.
• At the end of the time limit, stop the activity and
ask pairs to compare-their answers with other pairs.
• Take feedback by asking a few pairs to read out
their answers.
Answers (English speaking countries): Great Britain:
England, Scotland, Wales. Northern Ireland, the Irish
Republic, the USA, Canada, Australia, New Zealand,
South Africa, Zimbabwe.
Exercise 2
• Ask students to read the whole exercise on their
own, silently. After a few minutes, ask them to
think of their own answers to the questions.
Remember to give them enough time to do this.
• Demonstrate the activity: get students to ask you
the questions and answer them briefly. Students
then do the same in pairs.
• Take feedback: ask individual students to tell the
class about their partner’s answers. Show interest in
the responses by asking follow up questions: Why
doyou think you wouldfind those particular things
difficult? What doyou think you could do about this?
etc. Encourage other students to ask this kind of
question too.
Reading
• Ask students if they ever read articles in
magazines or newspapers. Get them to tell the class
what kind of articles they prefer to read (in their
own language) and what makes them read them.
• Ask students to read the skills paragraph. Ask
these questions to check understanding: What do
articles in English often include? (an introductory
paragraph) Why is the introductory paragraph
important? (you can predict what kind of article it is
and it helps you decide if you want to read the
article or not) What two kinds ofarticles are
mentioned in the information? (serious and light).
Students should answer in their own words.
• Ask students whether the articles they read in
their language contain this kind of introductory
paragraph and if so, whether they use this
paragraph for the same reasons.
Exercise 3
Vocabulary
to make the most of something to interpret for
to overtake to work out
fellow pupils flabbergasted
• Tell students that they are going to read three
alternative introductions for an article. They must
decide in each case whether the article will be
1) serious and formal or 2) light and entertaining.
Tell them to pay particular attention to the words
used: are they long, complicated words or words
they use when they talk?
• Give students time to read the paragraphs on
their own. Then they discuss their answers in pairs.
• After a while, stop the activity and take feedback
orally from the whole class. Insist on a justification
for students’ answers. At this point, do not say
whether students are right or wrong.
• Ask students which of the paragraphs would make
them want to read the rest of the article and why.
10

14. Unit I
• Tell students to read the article to check their
response to the third introductory paragraph. Tell
them not to worry about details in the text at this
stage but to concentrate on whether the article is
serious or light. Do not at this point answer
questions about vocabulary.
• Conduct whole-class feedback to find out
whether or not students were right about the third
introductory paragraph. Confirm students’
responses to introductory paragraphs 1 and 2.
Answers: 1 Formal and serious because of the
vocabulary and the mention of the political reasons.
2 Informal: it addresses the reader directly with a
question but doesn’t give any other information.
3 Informal: it quotes what people actually said.
• Ask students to say what the general idea of the
article is. (difficulties people experience when they
move to another country)
C ultural notes
Cam bridge is one of the oldest universities in
Britain. It is considered one of the best in the
country and entry is very competitive.
Public schools are in fact private fee-paying
schools. The academic standards are generally
considered to be very high and it is often difficult
to get a place at such a school.
Spain is one of the favourite holiday destinations
for English people, which is why Piotr jokes that
going there for their holidays means they really
behave like the British.
Szkola Podstawowa is the school which pupils in
Poland attend from the age of seven to fifteen.
Exercise 4
• Read out the questions, clarifying them if
necessary, (e.g. ‘focuses on’ = is about, ‘academic
success’ = how well they are doing at school, ‘makes
a link with’ = refers to the same thing as)
• Ask students to read the article again and match
each paragraph with one of the questions. Take
feedback from individual students as soon as the
first few have completed the task. Ask the class to
say whether they agree and ask students to justify
their answers by quoting parts of the text.
Answers: 1 paragraph 4 (lines 12-17) 2 paragraph 2
(lines 4-8) 3 paragraph 7 (lines 29-32) 4 paragraph 5
(lines 18-22) 5 paragraph 6 (lines 23-28) 6 paragraph
3 (lines 9-11)
• Do some vocabulary7work at this point: ask
students to choose three new words from the text
which they would like to learn. (See ‘Vocabulary’,
page 10.) Ask them to read them in the context and
to try to guess what dtey mean. They should then
check their guesses in their dictionaries.
• Ask students to try to teach their new words to
the class by either explaining them or giving other
examples to illustrate their meaning. Be prepared to
intervene to help students.
Exercise 5
• Ask students to look at their answers to Exercise
2. Are any of the things they mentioned also
mentioned in the text? (Their difficulties and their
parents’ difficulties may be most relevant here). Do
this orally and fairly quickly.
Gram m ar
Revision of past tenses
Students have already learnt all the tenses in this
box. The objective is to remind them of all the
different ways they should know of talking about
the past.
• Ask students to tell you the different past tenses
they can remember. If your students don’t know the
grammatical labels for the tenses, ask them to give
you example sentences.
• Write their suggestions on the board and provide
the names of the tenses if students don’t already
know them. Remind students that the Present
Perfect is a past tense too despite its name.
• Go through the tenses in the grammar box,
making sure that students understand the different
concepts, e.g. For ‘Piotr has won a scholarship.’ ask
When did he win the scholarship? Yesterday? Two
months ago? (We only know it was sometime in the
past but we don’t know exactly when.) e.g. For ‘I
saw that girls were playing on grass.’ ask Did the
girls stait playing before or afterJoasia arrived?
(Before) Did they stop playing when they saw her?
(No, they continued to play.)
Exercise 6
• Ask the class to go through the article and to
underline in pencil all the past tenses they meet. A
way of breaking up the task could be to put
students into groups of 3/4. Each group then looks
at a different paragraph.
I I

15. Unit I
• Ask them to match the verbs they underlined
with the different concepts in the box. Do the first
one with the whole class to demonstrate the task.
Then ask students to do the same with the rest of
the tenses they underlined. Don’t let this go on for
too long.
• Take feedback: put students’ answers on the
board. Then, if the task was carried out in groups,
students take a few minutes to check the other
groups’ answers. At this point you may want to ask
students to give you further examples of the
structures by making sentences about themselves
and their friends and family for each tense in the
box. e.g.
TEACHER: Pedro, what exciting things have you
done this week?
PEDRO: I’ve watched two football games and I’ve
bought some comic books.
TEACHER: When did you watch the games? Who
won?
PEDRO: I watched one game on Sunday . . .
Answers:
Present Perfect: have made (1.3) and willprobably
continue to, has been accepted (1.5) we don't know when,
has won (1.7) we don't know when, have made (1.21) and
willprobably make more, has adapting been . . . ? (1.23)
and the adaptation process will continue, have adapted
(1.29) and they willprobably adapt completely
Present Perfect Continuous (one explanation only)-.
has been visiting (1.7), have been living (1.29)
Past Simple (one explanation only)-, went (1.1), arrived
(1.4), emigrated (1.9), went (1.9), had to have (1.10), left
(1.12), didn’t know (1.14), started (1.15), studied (1.15),
had to talk (1.16), needed (1.17), had to do (1.18), had
(1.19), asked (1.19), took (1.20), wanted (1.21), were
(1.24), heard (1.25), thought (1.25), was (1.26), played
(1.26), was (1.27), saw (1.27), was (1.28), went (1.31)
Past Continuous: were overtaking (1.11) they started
before the end ofthefollowing 12 month periodand
continued, was attending (1.12) she attended until they left
Poland, were playing (1.27) they started before she arrived
and continued
Past Perfect (one explanation only)-, had done (1.13),
had studied (1.15), had been (1.25)
Exercise 7
• Ask students to read the instructions on their
own. Check understanding and demonstrate the
exercise by doing the first sentence with the class.
• Circulate and make a note of any recurring
problems. Special attention - in the form of
concept checking - can be devoted to these
problems at the feedback stage.
• Take feedback: students dictate the answers and
you write them on the board. When the whole
exercise has been corrected on the board - do
students agree with what is on the board? - give
students time to correct their mistakes in their
exercise books. Circulate to make sure that this is
done correctly.
Answers: 1 have emigrated, left 2 arrived, were having
3 has been suidying 4 hadn’t studied, arrived, had
been 5 has attended 6 had not been, moved 7 went
Listening
Exercise 8
• Elicit different types of things students listen to
on the radio, e.g. interviews, stories etc. Ask
students which is their favourite type and which
they find most difficult/easy to follow and why.
• Read out the information in the box. When they
listen in their own language, does knowing the type
of material they’re going to hear help? Why?
• Ask students to look at the BBC World Service
text. Where does it come from? Tell students
they’re going to listen to what has been circled. Ask
them to answer the questions about it, clarifying
them if necgssary.
• Fake feedback and write students’ suggestions for
question 3 on the board.
• Students listen to the programme and check their
answers to the three questions.
• At the final feedback stage, elicit the correct
answers in order to confirm or reject students’
predictions.
Answers: 1 a radio programme 2 an interview 3 open
question
TAPESCRIPT:
INTERVIEWER: In today’s edition of The Young
Internationals, we talk to Richard Scarfi. Seventeen-year-
old Richard went to live in Argentina three years ago.
Richard, you’re originally from the USA, aren’t you?
RICHARD: T hat’s right. I was born in Austin, Texas.
INTERVIEWER: And you went to Argentina after your
parents got divorced.
12

16. Unit I
RICHARD: Well, they got divorced a year before we went.
I think my mum felt a bit lonely in the States. She was
born in Argentina and she wanted to be near her family.
INTERVIEWER: W hat about you?
RICHARD: Well, I wasn’t too sure. I didn’t want to leave
my friends, but Tcouldn’t really stay with my dad. H e’s a
pilot and he’s away most of the time.
INTERVIEWER: So you went with your mum.
RICHARD: Yeah. The three of us talked about it a lot. We
decided it was best if I did.
INTERVIEWER: Has adapting to a new country been
difficult?
RICHARD: Sort of. Now I like it a lot. But so many things
seemed different at first . . . and I came in the middle of
the school year.
INTERVIEWER: It must have felt very strange.
RICHARD: Yes, it did. I’d never had to wear a uniform
before and the classes were a lot more form al. . . and
serious. And then there was the language .
INTERVIEWER: Didn’t you speak Spanish when you
went?
RICHARD: N ot much. Mum had always spoken to me in
Spanish, but I usually answered in English. And I’d
never studied in Spanish. 1just didn’t know the words
for schoolwork. I didn’t do very well at first.
INTERVIEWER: And how are you doing now?
RICHARD: Quite well. I hope to pass my exams and and
get accepted at university to do journalism.
INTERVIEWER: Do you miss the USA?
RICHARD: N ot very much now, but I miss football games.
American football, that is. My friends keep trying to
convert me to soccer - it’s the national sport in
.Argentina. They’ll be angry with me for saying this, but
it's nowhere near as good as American football.
Exercise 9
• Tell students to read the notes and point out that
they are incomplete. Can they complete any of
them at this stage? Take an example answer to
demonstrate the activity.
• Students listen to the programme again. Tell
them to listen for the relevant parts carefully.
• At the end of the recording give students time to
complete their notes and to compare them with
their partner. Go round, check and help.
• Play the cassette one last time to give students a
chance to recheck their answers.
• Take feedback by asking students to give the
information using complete sentences, e.g. Richard
emigrated to Argentina . . .
Answers: 1 3 years ago 2 to be near family 3 pilot,
away most of the time 4 went to Argentina with mum
5 more formal and serious 6 worn uniform 7 to pass
exams and go to university 8 American football games
W riting
• Read through the skills paragraph. You may wish
to get students to match the points with the article
on page 6 of the Students’ Book.
Exercise 10
• Tell students they are journalists. They arc going
to use their notes in Exercise 9 to write an article
about Richard.
• First tell them to cover the writing skills
paragraph and elicit the main points mentioned
there as a reminder.
• In pairs, students decide how to organise points
1-8 from Exercise 9 into development paragraphs.
Remind them that each paragraph should be about
a different point. Suggested groupings: 1 and 2, 3
and 4, 5 and 6, 7 and 8.
• Individually, students think about what will go in
their introductory and concluding paragraphs.
Elicit what would attract the reader’s attention.
• Individually, students write their articles.
• When students have finished, stick the articles on
the wall and give students time to circulate in order
to read them. If this is not possible in your class,
collect the articles and redistribute them so that
students have the chance to read other students’
work. Tn either case, ask individual students to
make brief oral comments about another student’s
article they liked and why.
• Collect in students’ work for correction.
Reading
Exercise 11
Vocabulary
transatlantic quartered (computer screen) gist
mundane awareness
• Ask students to look at the photograph and to
read the title of the article on pages 8 and 9. Ask
them to guess what the article is going to be about.
Write a few of their suggestions on the board, e.g.
13

17. Unit I
Young people getting together via computers.
• Ask students to read the introductory paragraph
of the article only. Ask them to add three more
suggestions about the content of the article, e.g. It’s
about British and American pupils who get
together. It will mention high-tech equipment.
• Ask students to read the rest of the article to
check the suggestions.
• During whole-class feedback, ask individual
students if suggestions were correct. Elicit any
other main points in the article.
• Ask students to match the paragraphs of the
article with the points in the writing box. Now that
students have completed the task, you may want to
clarify some of the new vocabulary.
Exercise 12
• Read out the dialogue with a good student. Point
out that some information is missing. Ask students
to read the text again to complete the dialogue in
pairs.
• Take feedback: ask students to read out complete
exchanges, not just the missing parts. Give students
time to correct their work in their exercise books.
Suggested answers: 1 It’s a conference between people
in different places. They see only video images of each
other. 2 It’s a project which sets up video conferences
between schools all over the world. (The purpose of
the project is to increase young people’s understanding
of other cultures.) 3 Video cameras and computers
linked to the Internet. 4 . . . the transmission wasn’t
very good. 5 water pollution 6 . . . also talked about
less serious things.
Gram m ar
Revision of negative constructions
• Write the following sentences on the board
before students look at their books: The children
didn’t waste any time. I never talked to them. They
didn’t do anything wrong. Nobody wasted any time.
Didn’t you get nervous?
• Ask students to look at the sentences on the
board carefully. W hat do they all have in common?
(They are all negative.) Ask them to identify the
part of each sentence that makes the sentence
negative.
• Ask students to look at the grammar box on page
9.
• Go through the information in the box with the
class. Get students to identify the auxiliary verb in
sentence 1 and the infinitive in 2. Elicit other no-
and any- words.
• After reading each item 1-5 ask students to make
true sentences about themselves. Elicit these
sentences by saying:
1 Tell me about thingsyou should have done this week
but you didn’t do.
2 Tell me somethingyour parents always tellyou not to
do.
3 Tell me about thingsyou never did during the last
school holidays. ■
4 Tell me about a day when you didn’t talk to anybody
for several hours.
5 Tell me about things nobody does in this class.
• Now elicit negative questions from the class by
telling them the following anecdote. A friend of
mine had to sleep in the garden because he didn’t have
his keys. It was awful because he was very cold and he
just couldn’t think ofwhat to do to get in. Doyou have
any ideas?
• Students think of different things your friend
could have done to get in. Then ask them to use
negative questions to express their surprise/disbelief
at your friend’s stupidity, e.g. Wasn’t there anyone at
home to open the doorfor him? Didn’t he think of
phoning? Couldn’t he break a window?
Exercise 13
• Ask students to read the instructions on their
own, then go through the example with the class to
demonstrate the task. Give students time to do the
exercise and circulate to check that the task is being
done correctly but do not interfere unless students
ask you specific questions.
• Ask individual students to write the correct
answers on the board as they finish. Check the
answers with the rest of the class and make sure
students correct their work.
Answers: 2 One girl didn’t know anybody in the
States. 3 Most people had never seen anything like it.
4 Nobody did anything wrong. 5 There isn’t anybody
in the computer room. 6 Dave never swims in the sea.
7 I haven’t been anywhere in the last week. 8 Tt’s
important not to panic. 9 Haven’t you done your
homework?
14

18. Unit I
Exercise 14
a)
• Tell students to imagine they had a chance to
participate in the Global Schoolhouse project. Go
through the instructions in a) and the example in
order to clarify the activity. Elicit further examples.
• Students carry out part a).
b)
• Make groups of 3/4. Students use their notes to
tell the rest of their group what single country and
what single topic from their list they would like to
discuss in the Global Schoolhouse project.
• Students must tty to persuade the group to make
the same choice.
0
• Check that each group has come to an agreement
as to the topic and country they wish to work with.
Ask the groups to make a list of questions they
would ask the people in the country of their choice
about the topic they chose in b). Go through the
example and elicit further examples from a couple
of groups to make sure everyone understands the
task.
• Students carry out part c).
d)
• Ask groups to swap their work with other groups.
• Take feedback: write down the topics and
countries chosen and see which were the most
popular in the class. Choose a couple you have
found particularly interesting or original and ask
for the opinion of the rest of the class.
Workbook
Students are now in a position to do pages 4 to 5 of
their Workbook. Don’t forget to go through the
grammar information at the back of the Students’
Book to clarify this unit’s grammar points further.
W orkbook answer key
Exercise I
I T 2 T 3 F 4 T
Exercise 2
1 He grew up in Canada.
2 Because he wasn’t white/was an Indian.
3 Because nobody liked the Indians.
4 Because Christopher Columbus thought he had
sailed round the world to India, not to North
America.
5 Because he never let anyone know that he was an
Indian.
6 Fine. No, because our heritage is romantic/
interesting and we’re proud of it.
Exercise 3
Suggested answers:
1 W hat was Gordon’s father doing when he met his
wife?
2 How did he feel while he was growing up?
3 Who first called Native Americans ‘Indians’?
4 How many Indians are registered in Canada?
5 How did Gordon succeed / make it in the while
man’s world?
6 Are Gordon’s children embarrassed by their father?
Exercise 4
2 portrayed 3 was growing up, treated 4 went, didn’t
tell 5 have never suffered 6 called, had sailed
7 set aside, have come 8 has been trying
Exercise 5
2 We emigrated because my father could no longer
earn . . .
3 People worry about cruelty to animals so no one
wants to buy . . .
4 1 hadn’t ever been to .. .
5 Many American kids learn nothing . . .
6 Don’t you all live . . .
7 Nobody believes that a . . .
8 . . . they told me not to talk rubbish!
Exercise 6
2 f 3 c 4 b 5 a 6 d
15

19. Unit 2
Exploring the world
_
Gram m ar
Be /get used to
m m . % m ■pf.
• t - Kf
Clauses of concession: even though and despite
Skills
Get talking: Negotiating a solution to a problem
Pronunciation: Word stress
’ *r ;
Vocabulary
Explorers and expeditions
Exercise I
Vocabulary
to haul sledges mind over matter
• Students look at the advertisement. Which words
stand out? (Ranulph Fiennes/Mind Over Matter).
Ask students if they have ever heard of the person.
If they have, get them to tell you what they know.
Then ask them where they might find this
advertisement (in a magazine/newspaper).
• Go through the questions with the class and tell
students to find the answers as quickly as possible.
• Take feedback: individual students read out their
answers and point out the parts of the
advertisement where they found the answers.
Answers: 1 The book Mind Over Matter. 2 Ranulph
Fiennes’s crossing of Antarctica 3 £5.99
4 Great Britain
Reading
Exercise 3
Vocabulary:
polar conditions dehydration
gets rid of to deprive
(to be) characterised by to adapt
latitudes expedition
depression medication
frostbite painful
Note: the last five words are the answers to
Exercise 5 so do not explain them before students
have done the exercise.
• Students look quickly at the text and the
photograph. Ask them what they think it’s about
(problems of polar expeditions).
• Tell students to read the text to find four things
which make expeditions to Antarctica difficult and
to make a note of them.
• Take feedback: individual students write the
difficulties on the board. Does everyone else agree?
Students compare the difficulties mentioned in the
text to those they wrote in Exercise 2. Find out
how many students correctly anticipated the
difficulties.
Answers: 1 not being used to extreme cold, which
causes madness 2 long periods of time spent in
darkness causing depression (SAD) 3 very low
temperatures causing frostbite 4 high altitude causing
altitude sickness
Exercise 2
• Ask students what question the advertisement
asks. (Could you do it?)
• Elicit information students may have about
Antarctica. Write students’ suggestions on the
board.
• Tell students to look at the information on the
board and to think of things which would make an
expedition to Antarctica very difficult and why. Ask
them to make a list. You may want to do this
exercise in pairs to save time.
• Fake feedback: ask students to read out the items
on their list. Don’t concentrate on one student or
pair but rather involve the whole class: ask the class
what they think of other people’s answers. Don’t let
this discussion go on for too long.
Exercise 4
• Go through the instructions. Check that students
have understood the situation and what they have
to do. Ask: Who answers questionsfrom readers? What
happened to the questions to these answers? What can
you do to help?
• Go through items 1-5 with the class, clarifying
them if necessary.
• Fell students to read the text again to form the
questions to match the answers. Do the first one
with the class to demonstrate the task. Start reading
out the text and ask them to raise their hands when
they hear the answer. Elicit the correct question.
• Give students time to write the questions and
check them with their partner.
• Take feedback. Ask students to tell you the line
numbers or the paragraph where they found the
‘answers’. To test them get pairs of students to ask
16

20. Unit 2
the question and reply. Do the exchanges sound
natural and logical?
Suggested answers: Accept any variations on the
following: 1 W hy did explorers on polar expeditions
often go mad? 2 Can SAD be treated? 3 Do polar
explorers still get frostbite? 4 W hat are some of the
symptoms of altitude sickness? 5 Why is Antarctica
one of the highest regions in the world?
Vocabulary
Exercise 5
• Tell students to read the instructions and to do
the first part of the exercise on their own. Tell them
to write their answers in the spaces provided.
• Circulate to check students’ progress.
• W hen students have found all five words, go
through the second set of instructions with the
class. Do not take feedback on the answers to the
first part of the exercise until students have found
the word to complete the sentence. This will in
itself tell students whether their answers to the first
part are right or wrong.
Answers: 1 deprive 2 adapt 3 expedition 4 medication
5 painful Explorers have to be adventurous.
• You can at this point answer any vocabulary
questions students may have on the text. Write on
the board the words students want to know and write
the line number where they appear. Ask the class to
look at them in their context first. Can they guess the
meaning (either from die context, because the word
looks like a word in their language or because it
contains an English word they already know)?
Pronunciation
^ Exercise 6
• Write the word latitude on the board. Ask
individual students to read it out loud. When
somebody reads it correctly, ask him/her to repeat
it for the class. Conduct choral repetition a couple
of times followed by individual repetition.
Exaggerate the stress and beat it with your hand.
• Now mark the stress on latitude on the board using
the boxes: a little one for the unstressed syllables, a
large one for the stressed syllable. If necessary repeat
the procedure with another example.
• Tell students to work in pairs and ask them to
mark the stress of the words using the boxes. While
students do this, write the words on the board but
mix them up.
• Take feedback: ask individual students to go to
the board and mark the stress of each of the words.
Do not confirm or reject answers yet.
• Tell students to listen to the cassette to check and
correct their answers.
• As a class, check that what is on the board is
correct. Students come to the board and correct
what is there as necessary.
• Give pairs of students a few minutes to work out
which word is the odd one out in each of the items
1-4.
• Take feedback from students.
• Play the cassette again, pausing it as necessary,
and tell students to repeat the words as they hear
them.
□ p □ □ □ □ □ □ □ □
Answers: 1 latitude, temperature, Antarctica
□ □ □ □ □ □ □ □ □ □ □ □ □ □
2 environment, expedition, medication 3 climate,
□ □ □ □ □ □ □ □ □
painful, extreme 4 deprive, depressed, freezing
Gram m ar
Be /get used to
• Write the first example in the grammar box on
the board. (When people aren't used to living in
extreme cold, they have health problems.) Ask: Why do
people have health problems in extreme cold? What is
the reason? to try to elicit the form from students.
Underline arenVused to living. Elave an exchange
with students like this:
T : Have you ever lived in a n extremely cold place?
S: No, I h a v e n ’t.
T: Imagine it’s -30° outside. Do you think you will
have problems because of the cold?
S: Yes.
T: T hat’s right. Because the cold will be new and
strange to you: you are not used to living in cold
places. (Point to the structure on the board at the same
time.) But what about after a year in this cold place?
Is the cold very new and strange?
S: N ot a n y more.
T: So you won’t have so many problems because
you are getting used to the cold. etc.
17

21. Unit 2
• Ask students to look at the grammar box. Read
the first two examples in the box and the
explanations. Put the second example on the board
and underline aren't used to extreme cold. Ask
students to tell you what is the same in the two
sentences and what is different. (Same: aren't used
to. Different: one has a verb + -ing, the other a
noun phrase.)
• Get students to point to the verb + -ing and the
noun phrase.
• Read the explanation of the first two example
sentences in italics. Highlight the new grammar on
the board. Ask students to copy it and to highlight
the important parts too.
• Conduct choral and individual repetition of the
sentences where appropriate.
• Repeat the procedure for the rest of the grammar
box.
• Ask students questions about the text to elicit
answers using be/get used to:
1 Why did explorers often go mad in Antarctica?
(Because they weren’t used to living in extreme cold.)
2 When does the brain start working properly again?
(When the body gets used to the cold.)
Language note
Students are already familiar with used to and this
may confuse them. If this problem arises write this
at the end of the session:
I used to ride my bike to school. — > I don't any more.
It’s a past habit.
I am used to riding my bike to school. — > I do it often
so I'm not scared ofthe traffic. I'm familiar with it.
Extension
• Elicit information students may know about the
Sahara desert or some other extremely hot place in
the world, e.g. There are no trees. There is no shade. It
is very hot. There is a lot ofsand. etc. Write students’
information on the board. Be prepared to do a
certain amount of prompting.
• Ask students to relax and shut their eyes if they
want to. Set up a situation in a desert in a soothing
voice and tell students to try to visualise the things
you are saying: It is very, very hot. I look all around
me and all I can see is sand. . .
• When you have finished, ask students to tell you
how they feel: I ’m very thirsty: I'm not used to living
in a desert. I'm not used to this heat and I feel
uncomfortable.
Exercise 7
• Tell students to read Kirsty’s letter to her pen
friend.
• Ask general comprehension questions: Wheir is
Kirstyfrom? Who is she writing to? Where did Kirsty
go on holiday? Did she like it?
• Tell students to look carefully at the sentences
underlined and to replace them using (not) be used to
and get used to. Elicit the first answer as an example
to demonstrate the activity.
• Students check their answers in pairs where
necessary.
• Take feedback. Students read out the answers in
context. Write them on the board. Ask other
students to correct them.
Answers: adapted to - once we got used to conditions;
I was unfamiliar with - I wasn’t used to the noises; I
had never shared - I wasn’t used to sharing; I’ve
always had - I’m used to having my own room;
adapted to that - I soon got used to that; was not
accustomed to - I wasn’t used to the changes in
temperature; I never became accustomed to - I never
got used to; adapt to - you would get used to life in
the camp
Exercise 8
• Ask students to look at the photographs and
captions. Get them to ask each other questions
about the people e.g. Do you think Ella looks nice?
Wouldyou like to live in Northern Quebec? Have you
ever been to New York?
a)
• Go through the instructions for a) and the
example.
• Elicit further information from the class to
demonstrate the activity, e.g. It snows a lot.
• Ask students to work in pairs. Circulate to check
that the task is being done correctly and to make
yourself available to help students if they require it.
• Take feedback: write students’ suggestions on the
board.
b)
• Tell students that Ella, David and Alex are coming
to their country to live for a few months. Ask them
to make a list of things they think the foreign
students will probably find difficult in their country
and why. Go through the example with the class.
18

22. Unit 2
• Take feedback orally but write particularly good
examples on the board.
Extension
• Ask students to imagine the reverse situation to
that in Exercise 8. W hat would they have to get
used to if they went to stay with Ella, David and
Alex? Why? Would they like to do that?
W riting
Exercise 9
• Go through the instructions with the class. Ask
students to choose one of the people to write to.
• Elicit from students the format of informal
letters. They have already been taught how to write
an informal letter so this shouldn’t take long. Draw
a letter format on the board using students’
suggestions. Alternatively, you can simply refer
students to Exercise 7 for a model of a letter.
• Draw students’ attention to the expressions used
to give advice and make suggestions and elicit more
expressions. Write these on the board too. e.g. If I
wereyou, I would I think it would be a good idea to
...; I adviseyou to . . .
• Using the example from Exercise 8b and one or
two of the expressions already mentioned, elicit a
couple of examples of tips for Ella. e.g. You are
used to living in a cold climate. You will have to get
used to hot weather. Make sure you bring plenty of
light clothes and a sun hat.
• With the class, establish how many paragraphs
they need to write. Suggestion: one paragraph for
each of the main difficulties that Ella, David or
Alex will encounter.
• Ask students to make a plan for their letter. Insist
on short note forms. Circulate to check that
students are doing this correctly.
• Tell students that their letter should contain
approximately 150 words. They should look at their
notes and tick the information they want to include.
• Ask students to write their letters individually.
• Tell students to use a dictionary to check their
spelling.
• Collect the letters and display them. Allow
students to look at each other’s work. They should
read at least three other letters. Tell them to choose
the letter they liked best (not their own!) and to tell
the class why they liked it.
Reading
Exercise 10
• Tell students they’re going to read a short extract
of a poem. Ask them to read the extract and to find
out how many people are mentioned (three: the
writer and his companion and a third, unidentified
person).
• Ask students who they think the third person is.
Is he/she real or imaginary? Write students’
suggestions on the board.
Exercise 11
Vocabulary
hard-headed ghostly spooky to march glaciers
• Tell students to read the title of the article. Ask
them: What do you think the article is about? Write
suggestions on the hoard.
• Tell students to read the article to find out if their
mysterious person in Exercise 10 is mentioned.
• Conduct whole-class feedback: whose mysterious
person was mentioned?
• Ask students if they can think of an explanation
for the phantom travellers: are they an illusion?
Were the explorers going mad? If so, why?
Exercise 12
• Read the instructions and the sentences. Clarify
any that students may not understand.
• Do the first sentence with the class to
demonstrate the task.
• Give students a short while to read the article and
note down the answers.
• Take feedback from individual students.
Answers: 1 Marco Polo, Ernest Shackleton, Steve
Martin 2 Ernest Shackleton 3 Marco Polo 4 Fletch
5 T S Eliot - he wasn’t an explorer but a writer
Gram m ar
Clauses of concession: even though and despite
• Write this on the board:
Explorers are hard-headed and practical.
Many explorers have sensed a ghost.
• Point out that the first sentence says something
positive about explorers - that they are tough and
19

23. Unit 2
sensible. Ask them if the second sentence gives a
similar idea or whether it is a surprising/contrasting
idea.
• Ask students what word we can use to link the
two sentences (Explorers are hard-headed and
practical. However, many have sensed a ghost.) Write
this on the board and highlight However.
• To check comprehension, ask Do you expect hard­
headed and practical explorers to believe in ghosts? (No)
So the second sentence is a surprising consequence.
• Tell students they are going to learn some words
that we use to link one idea with a surprising
consequence. Ask them to look at the grammar
box.
• Read through the first example in the box.
• Write the model sentence on the board, under
the sentence with However. Highlight Despite the
fact that.
• Read the explanation in italics with the class.
• Repeat the procedure with the next two examples
of despite.
• In each case, ask students to say what is different
about the phrases that you have highlighted on the
board, (thefact that / feeling / thefailure).
• Ask students to identify thefact that + sentence,
verb -ing and noun.
• Follow the same procedure for even though.
• Ask students to write the examples in their
exercise books and to highlight the forms in the
same way as you did on the board.
Language note
Clauses of concession can also be introduced by
although and in spite ofe.g. Although he felt his
presence constantly, Martin never actually saw
Fletch. In spite of feeling his presence
constantly . . .
The order of the clauses can be reversed, e.g. Many
explorers have sensed a ghostly companion despite the
fact that they tend to be hard-headed. Theyfelt afourth
presence even though there were only three ofthem. For
more information look at the grammar information
on page 108 of the Students’ Book.
• Write these sentences on the board and ask
students to join them with despite/even though.
I hate spinach. My mother makes me eat it. (e.g.
Despite thefact that I hate spinach, my mother makes
me eat it.)
It was very cold. They wentfor a walk in the park. (e.g.
Even though it was very cold, they wentfor a walk in
the park.)
Peter had never played chess before. He won the game,
(e.g. Despite thefact that Peter had never played chess
before, he won the game.)
• Conduct choral and individual repetition of the
completed sentences as necessary.
Exercise 13
• Ask students to read the instructions for the first
part of the exercise and look quickly at the two
columns.
• After a short while, elicit a pair of contrasting
sentences. If students get this right, ask them to
continue doing the exercise. Otherwise, give the
instructions again and demonstrate the activity.
• Take feedback.
• Ask students to join their contrasting pairs of
sentences using the new words in the grammar box.
Do the first one with them.
• Ask individual students to write their sentences
on the board as they finish.
Answers (showing one ofthe possible structures in each
case): le) Even though it was very hot in the desert,
they wore heavy clothes. 2f) Despite the fact that
there was no vegetation in that part of the desert, they
thought they could see palm trees in the distance.
3a) Even though he was an experienced explorer, he
couldn’t finish the trip. 4d) Even though she gets
altitude sickness, she decided to climb Mount Everest.
5c) Despite knowing it was a dangerous expedition, he
agreed to go on the expedition. 6b) Despite being
very adventurous, I wouldn’t become an explorer.
Get talking
Exercise 14
a)
• Go through the instructions with the class. Do
the first one with them.
• On the board write Negotiating solutions: useful
expressions while the students work.
• Conduct feedback: ask students to read out the
unscrambled sentences. Write the expressions
under the heading on the board.
20

24. U nit 2
Answers: 1 Aren’t you forgetting that explorers also
need to be able to spend time on their own?
2 Don’t you think that experience is important too?
3 W ouldn’t you say that training is important?
4 Isn’t good health more important than experience?
/Isn’t experience more important than good health?
• Ask students to copy what you have written on
the board.
• Form pairs and make sure students understand
who is A and B.
• Tell students they are part of the selection
committee for a polar expedition. Explain that
there is only one place left and that there are two
candidates who want to go on the expedition. Tell
them they must agree on one. Check that students
have understood. Ask, What longjourney is going to
take place? (a polar expedition) How many places are
left? (one) How many people want that place? (two)
What isyourjob? (to choose one of these people).
b)
• Tell students that they each have a different
favourite candidate. Tell Student As to turn to page
102 and to study the information there. Tell
Student Bs to turn to page 105 and to study the
information there.
If your class is rather weak at understanding written
instructions, have Pair As and Pair Bs. In that way
you would have two students studying the same set
of instructions and helping each other. Then have
them work with another pair who read the other
set of instructions.
• Circulate and listen as students are doing the
task. It is useful on these occasions to have a pad
and pencil to hand to make notes on the sort of
things students are having difficulty with. This can
then form the basis for remedial work at a later
stage.
• Ask students to tell the class what they have
decided and have the class react to the different
solutions.
W orkbook answer key
Exercise I
1 Mars 2 stars 3 scientist 4 Earth 5 moon 6 planet
7 spacesuit 8 vacuum 9 rocket 10 astronaut
Exercise 2
2 B 3 E 4 F 5 C 6 A
Exercise 3
1 T 2 F 3 T 4 T 5 F 6 T 7 E 8 T
Exercise 4
2 Tom isn’t used to/hasn’t got used to living abroad.
3 The children weren’t used to sleeping in tents.
4 Human beings aren’t used to living in extremely
cold conditions.
5 W e have got used to the idea of travelling in space.
6 Astronauts aren’t used to being weightless in space.
7 Humans aren’t used to sleeping upside down.
Exercise 5
2 Even though the mountaineers were exhausted, they
reached the peak.
3 Despite having frostbite, Fiennes managed to walk.
4 Despite the bad weather, they were in good spirits.
5 Even though the Moon has no atmosphere, people
may live there in the future.
6 Despite never seeing Fletch, Martin often talked to
him.
Exercise 6
2 even though 3 despite 4 Even though 5 even though
6 despite
Exercise 7
1 ghostly, camping, frightened, surface
2 adapt, depressed
3 animals, scientists, interested, colony, temperature,
typical
4 explorer, accustomed, solution, computer, disorder
5 wildernesses
6 environment, technology, mysterious
Exercise 8
PEOPLE: explorers, astronauts, mountaineers, climbers
PLACES T O EXPLORE: deserts, planets, mountains,
glaciers, jungles, stars
ILLNESSES & SYMPTOMS: headaches, frostbite,
vomiting, altitude sickness, depression, dehydration
TRANSPORT & EQUIPM ENT: sledge, spacesuit,
rocket, tent
VERBS: freeze, colonise, haul, explore, travel
Exercise 9
2 tell the truth 3 take care 4 spend money and time
5 explore the unknown 6 make a discovery 7 have fun
8 keep in touch
Exercise 10 .
1 fit 2 clearly 3 depressed 4 spooky 5 adventurous
6 painful
21

25. Unit 3
That’s what friends are for
G ram m ar
Adjective + preposition combinations
So and such . . . (that)
Skills
Listening: Identifying a speaker’s attitude
Get talking: Expressing your attitude
Pronunciation: Using intonation to convey your
attitude
Vocabulary
Attitudes and relationships
Exercise I
• Ask students if they have a best friend. (Do not
ask who it is.) Ask them what makes that
relationship special.
• Go through the instructions and definitions.
Make sure students understand them.
• Pell students to tick the definitions they agree
with. Explain that they can tick as many as they
want.
• Tell students to write their own definition of a
friend in number 5. Give them some time to do the
activity. Meanwhile write on the board:
What is afriend? A friend is someone . . .
• As students finish, tell them to see if their partner
chose/wrote similar definitions. Get some of them
to write the definitions they have chosen/written
on the board to give slower students time to
complete the task.
• Take feedback starting with the definitions
students have written on the board. Ask the class’s
opinion of these definitions. Ask other individual
students to read out anything different that they
have.
• Ask students to choose the three best definitions.
These can then be written on pieces of cardboard
and put on the classroom wall.
Reading
Exercise 2
Vocabulary
to be keen on something to be embarrassed by
something or someone to be shocked by someone
or someone’s behaviour
• Tell students to look at the advertisement and the
accompanying questionnaire. Ask them who
publishes the questionnaire, what the objective is
and whether they have ever completed a
questionnaire like this one.
• Elicit the meaning of/pre-teach the above
vocabulary items.
• Students read the questionnaire and mark their
answers.
• Students work in pairs. Tell them to find out their
partner’s answers by asking the questions in the
questionnaire. If you like, you can ask students to
tell the class about some interesting things they
have found out about their partner.
Exercise 3
• Before putting students into groups, go through
the instructions and explain the object of the
exercise: to find a suitable pen friend for everyone.
• Put students into groups of 4/5 and tell them to
look at the fact files. Tell them they are from people
who have written to Hands Across the World.
• Tell students that in their groups they should
look at the answers to their questionnaires and
choose who would be most suitable for each
member of the group to write to.
• Go through the example. Ask students, Is it a good
ideafor Sylvia to write to Benny? (Yes) Why? (Because
they both love football.)
• If your class is slower, read the first fact file with
them and ask them to say whether they know
anyone in their group who should write to the
person on the card and why.
• Set a time limit of approximately 5 minutes.
• Students get on with the task. Circulate to help
with any problems. Take feedback by asking
students to give their answers and to say why they
have made their recommendations.
Gram m ar
Adjective + preposition combinations
• Go through the grammar box with the class.
Highlight each adjective + preposition
combination. After reading the examples for each
preposition, elicit further examples from students
by asking them to refer to the answers to their
questionnaires.
22

26. Unit 3
• Tell students that the best way to learn these
combinations is to memorise them as set phrases.
Note: For further combinations look at the
grammar information on page 107 of the Students’
Book. You may wish to do this now or at a later
stage, when students have had time to assimilate
these combinations. The grammar information at
the back of the book can serve to bridge the
practice in the Students’ Book units and the
individual work in the Workbook.
Exercise 4
• Go through the instructions and the example
with the class.
• Tell students to do the exercise on their own. Tell
them to refer to the box only when they can’t
remember what preposition to use with a particular
adjective. This will help them start memorising
them.
• Conduct feedback: ask students to write their
answers on the board. Ask the rest of the class, Is
that right? to encourage student correction.
• Make sure students correct their mistakes in their
exercise books so that they don’t keep incorrect
examples in writing.
Answers: 1 Hernan is good at tennis/playing tennis.
2 She’s terrified/afraid/frightened of the dentist/going
to the dentist. 3 I was amused by the story. 4 I’in
fond of Hannah. 5 W hat are you most worried about?
6 My teacher is shocked by rudeness. 7 I’m not keen
on basketball/playing basketball. 8 A lot of people (in
our school) are interested in the drama club.
Extension
• Tell students to swap books. Ask them to write a
fact fde for their partner. They should use as a
model the fact files in Exercise 3. This activity is
fairly controlled and so it is suitable for a slower
class.
• A more challenging alternative would be for
students to write small advertisements for an
international magazine in order to find pen friends.
Students should specify the characteristics they
look for in a pen friend.
• Encourage them to use the adjective +
preposition combinations they have just learnt, e.g.
I am a 15-year-old girlfrom ______. I am lookingfor
penfriendsfrom different countries. My idealpen fi-iend
should be interested in . . . I am keen on . . . so I would
like a penfriend who is . . . etc.
• Students’ advertisements can then be displayed
(anonymously if they want) and when time permits
(at the end of the class for example) students can
choose an advertisement to reply to.
• Students display their response beside the
original advertisement, perhaps in the course of the
following week.
• Don’t mark these papers. They are not pieces of
written work for the teacher to judge! The
objective is for students to communicate. Looking
at them though, will give you an idea of any
widespread mistakes and will allow you to plan
future remedial sessions.
Listening
In English, a person’s attitude in conversation is
expressed through stress and intonation as much as
by the words they choose to use, hence the
importance of using the correct intonation.
• Ask students how they can identify someone’s
attitude in a conversation in their own language.
Write their suggestions on the board as well as
example sentences (emphasising stress and
intonation if students suggest these).
• Read the information in the skills box with the
class. Compare the devices we use in English to
those given by the students. Are the devices used in
these languages similar?
L“J Exercise S
a)
• Tell students that they’re going to listen to four
people talking about pen friends. Read the
questions in a). Make sure students understand the
difference between them, particularly questions 1
and 3. (Stress now for question 1 and when you were
younger for question 3.)
• Tell students to listen and to decide which of the
questions all four people are answering. They
shouldn’t worry about details at this point.
• Play the cassette. Conduct feedback.
Answer: Do you think having pen friends is a good
idea?
23

27. Unit 3
TAPESCR1PT '
1
MANDY: Yes. Yes, I do. I’ve had several since I was in
primary" school. I still write to them and I’ve learnt a lot
about other countries. I think everyone should have one,
especially if you can practise the language you’re
studying at school.
2
TOM: Yes, I suppose it is. Although, if you don’t like
writing letters it might be a bit difficult! I once had a
pen friend in Scotland but we lost interest after a while
so we never wrote again. But if I found a pen friend who
liked the same things as me, I’d try again. You could
become really good friends.
3
HELEN: Pen friends? W hat for? They can never become
real friends because you may never even get to meet
them. And you can’t have a friendship through letters.
Besides, I don’t really like writing - letters or anything
else!
4
DAVID: Yes, it could be good but it can also be pretty
boring - if you don’t like the people you get very much.
The problem is you don’t always get to choose them
yourself. To tell you the truth, I can’t make up my mind
whether I like the idea or not.
b)
• Read out the four sentences and make sure
students understand the difference between them.
Elicit in particular that the fourth sentence
illustrates a more positive opinion than the second.
• Tell students to listen to the cassette again but
more carefully this time and to write the number of
the speaker next to their attitude.
Answers: 3 doesn’t like the idea at all. 4 is really not
sure whether he likes the idea. 1 definitely likes the
idea of pen friends. 2 is not 100 per cent sure it’s a
good idea.
c)
• Tell students they are now going to listen to some
sentences from the conversations. Read the
sentences with the class in a neutral tone. Tell
students to listen carefully and to underline the
words the speakers emphasise.
• Play the cassette.
• Take feedback.
Answers: 1 Yes, could, also, boring 2 Yes, do 3 Yes,
suppose
• Say the word Yes with a fall then a rise-fall to
show students the difference between the two
intonation patterns.
• Tell students to listen to 2 and 3 again and to
mark the intonation patterns used by the speakers.
• Play the cassette.
• lake feedback and ask students to match the
patterns with the attitudes they convey. Is speaker 2
enthusiastic and interested or doubtful? Likewise
for speaker 3.
Answers: 2 high fall expressing enthusiasm/interest
3 rise-fall expressing doubt/hesitation
• Conduct choral and individual repetition of both
patterns. Make sure students understand which
pattern expresses which attitude!
d)
• Tell students they are going to listen to the
complete conversations again. Tell them to listen to
the actual words more carefully this time and to
make a note of the reasons the speakers give for
their opinions.
• Play the cassette.
• Conduct feedback.
Answers: 1 Can learn about other countries and
practise the language you’re learning at school.
2 Difficult if you don’t like writing letters, could lose
interest but could become good friends. 3 Can’t have
real friendships through letters and you may never get
to meet. Also doesn’t like writing anything! 4 Could
be boring if you don’t like the people you get: you
don’t always get to choose them yourself.
Pronunciation
^ Exercise 6
• Tell students they’re going to listen to some mini
conversations.
a)
• Write the possible attitudes on the board:
1 enthusiastic 2 unsure 3 uninterested. Students
needn’t look at their books at this point: if you
24

28. U nit 3
write the words on the board students won’t be
distracted by other things on the page and you will
find it easier to hold their attention.
• Tell students to listen and to identify each
speaker’s attitude: 1,2 or 3. Play the cassette twice
if necessary.
• Conduct feedback. Does everyone agree?
Answers: 1 uninterested 2 enthusiastic 3 unsure
TAPESCRIPT
1
GIRL 1: John’s really nice, isn’t he, Julie?
GIRL 2 (iu l ie ): Yes, he is.
2
BOY 1:1 think Julie’s very pretty. Don’t you think so,
John?
boy 2 (Jo h n ): Yes, she is.
3
GIRL 2: W hat do you think of Tom. Isn’t he good-
looking?
GIRL 1: Yes, he is.
b)
• Play the cassette again and ask students to repeat
each response after they hear it.
• Conduct choral and individual repetition,
isolating the intonation patterns.
c)
• Tell students they’re going to hear some
comments. Tell them to respond to them with Yes,
it is and the correct intonation to convey their
particular attitude.
• Stop the cassette after each comment and ask
several students for their reaction. Repeat the
comments yourself to cue them.
• Every so often check with the student that you
have understood their attitude correctly by asking a
follow up question, e.g. Why don’t you like it?
depending on the comment.
TAPESCRIPT
GIRL: Isn’t th is exercise fun?
BOY: Football is the best sport in the world!
GIRL: Your country is the most beautiful country in the
world!
BOY: Your language is m o re difficult than English.
GIRL: Your mum’s cooking is better than any restaurant.
G et talking
Exercise 7
• Students open their hooks and look at the box
(Expressing your attitude). Tell them to copy the box
and to write the expressions in the correct place.
Meanwhile, write the box on the board.
• Take feedback: get students to write their answers
in the box on the board. Make sure students correct
their mistakes in their exercise books.
Answers: Positive: Absolutely!; Uncertain: I suppose,
I’m not sure, Yes, b u t . . .; Negative: Certainly not!,
N ot at all!
Exercise 8
Note: depending on the time available, this class
discussion can be done with the whole class or in
groups. If you decide to do it in groups, start the
activity as indicated below but don’t let the
discussion go on for too long otherwise students
won’t have anything else to say in their groups.
Simply demonstrate the task.
• Ask students if they think pen friends are a good
idea. Get their reactions, trying to elicit the
expressions in the box.
• Ask students if they would pay £5 (tell them the
approximate equivalent in their currency) to get
one.
• Ask students if they can think of ways of getting
pen friends without having to pay an organisation
like Hands Across the World.
• Write students’ suggestions on the board and get
the class to decide which are feasible and whether
they would be prepared to try to find some pen
friends. You may have to do some research yourself!
Organisations such as the British Council may be
of assistance or you could set up correspondence
between your students and other students in your
country by contacting the head of English at other
schools.
• If you have done the activity in groups, ask the
different groups to report their ideas to the class.
Then proceed as above.
25

29. Unit 3
Exercise 9
• Tell students to look at the article, read the title
and look at the pictures.
• Students suggest what is happening and how the
people in the pictures are feeling.
• Ask them if they have ever felt that way
themselves and ask them when (but only if they
don’t mind sharing this information with the class).
Suggested answers: First picture: one student is being
praised - her work is probably very good - and is
happy, the other looks jealous. Second picture: the
little boy is getting lots of attention from his parents,
the older boy is jealous. He feels left out.
Reading
Exercise 10
Language note
Jealousy is humorously referred to as the ‘green­
eyed monster’. Also, when someone is envious of
someone else we can say, ‘H e’s green with envy.’
Vocabulary
inseparable
affectionately
accomplished (athlete)
brainy
to hold someone up as an
example
to drift apart
to be fed up
to be struck by
to make a fuss
to spoil (the pleasure)
achievements
• Before students read the text, you may want to
teach a selection of the new vocabulary. Write the
words you have chosen.on the board. Then either
mime them or give an explanation. Students should
try to guess which of the words on the board you
are miming or explaining.
• Read the questions with the class before they read
the text. Clarify any problems students may have
writh them.
• Ask students to guess the answer to the first
question. Do not supply the answer yet.
• Tell students to read the text to confirm the
answer to the first question and to find the answers
to the other questions. The objective of this
exercise is to help students focus on the important
points in the text. They shouldn’t worry about the
details at this stage.
• Take feedback orally.
Answers: 1 jealousy 2 The Three Musketeers because
they were always together. 3 Jon was an athlete, Peter
was very clever and George was funny. 4 They were
jealous of each other. 5 It can encourage you to
become as good as those you admire and can help you
develop your own qualities. 6 Concentrate on your
achievements and don’t worry about what others think
of you; talk about your feelings. 7 It can be nice, like a
gentle wind and it can be very damaging, like a storm
(or variations ofthis).
• Ask students what they think of the advice given
in the text: if they were jealous of someone, would
they find it useful? Why (not)?
• Elicit other ways of dealing with jealousy in the
situations described in the text. Don’t insist on
students talking about their personal experiences if
they find it embarrassing.
G ram m ar
So and such . . . (that)
• Students close their books.
• Ask students to tell you what they remember
about George in the text. (He’s very charming.
Everyone wants to be hisfriend.) Write these two
sentences on the board. Then write: George is very
charming. As a result, everyone wants to be hisfriend.
• Tell students that another way of saying this is to
say: George is so charming that everyone wants to be his
friend. Write the sentence on the board and
highlight so chartning that.
• Ask students to tell you which words in the
sentence introduce a result (so that). Ask students
what part of speech charming is (adjective). Finally,
ask them to identify the sentence within the
sentence (everyone wants to be hisfriend).
• Conduct choral and individual repetition of the
model sentence as appropriate.
• Repeat the procedure with the other three
structures in the box.
• For each one begin with a sentence using as a
result. (2 John plays basketball very well. As a result,
he is always chosen for the school team. 3 Peter is a
very good student. As a result, teachers hold him
up as an example. 4 They were very good friends.
As a result, they became known as the Three
Musketeers.)
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30. Unit 3
• Highlight the fact that in each example sentence,
that can be omitted.
• Ask students to look at the grammar box and to
read it carefully. Answer any problems they may
have about it.
• Elicit a few sentences about the students’ friends
and family using the same patterns. Be prepared to
prompt.
Exercise 11
• This exercise combines practice of vocabulary as
well as so and such. Convey this to the students.
• Go through the example with the class. Take
number two as an example if necessary.
• Ask students to read the rest of the sentences
first, without attempting to complete them and to
say what kind of word they think goes in each
blank: so/such (a) or a vocabulary item?
• Once this has been established, get students to do
the exercise individually. They have to refer to the
text for the vocabulary, not do it from memory.
• Take feedback: write the sentences on the board
as students dictate them to you. Make sure students
correct their mistakes as usual.
Answers: 2 accomplished, so 3 so, so, hurricane 4 so,
tiniest, popularity 5 such a 6 such 7 such a
Exercise 12
• Ask students to read the instructions and the
example on their own.
• Ask a student to do number 2 in order to check
that the class knows what to do.
• Students do the exercise on their own in their
exercise books.
• Conduct feedback: ask individual students to
write their answers on the board.
Note: if time is short, ask students to do the
exercise on their own at home.
Answers:
2 His sister is such a popular girl that he feels proud of
her. 3 Jealousy and admiration are such common
feelings that most friends have felt them. 4 Our maths
teacher explains everything so patiently that I have a
lot of respect for him. 5 She had such long hair that
she could sit on it. 6 H e’s so funny that he makes
everyone laugh.
Exercise 13
• Check Exercise 12 if you set it for homework.
• Tell students you have a problem and tell diem
about it. Make up a problem involving jealousy.
• 'fell students to think about the article and to try
to give you advice.
• First elicit expressions used to give advice and
write them on the board, e.g. Why don'tyou . . . ?
I adviseyou to . . . I f I were you I'd. . .
• Then elicit full sentences giving you advice.
• Ask students to read the instructions for Exercise
13.
• Tell students to use their own ideas or, if they
can’t think of any, to use the information in the
article on page 16.
• If necessary, take number 1 as an example and
have a brief whole-class discussion.
• Get a student to go to the board. Ask the class to
tell him/her how to start writing an informal letter
in order to elicit the format.
• Tell students to write a letter of advice to one of
the people in Exercise 13 using the format and the
expressions on the board.
• Collect the letters for correction.
Extension
• Ask students to write anonymous letters asking
for help to solve a problem. When the letters are
ready (help students as they write their letters but
don’t correct them), display them in the class.
• Tell students to read the letters on the walls when
they have time. Tell them to choose one and to
write a reply giving advice.
• They should then display their reply next to the
letter they are answering by a date fixed by you and
the class. Make sure this is actually done by
reminding the class when you next see them.
Vision of Danger
s Episode One
Vocabulary
trapped to flap restless coach delight
• Tell students that they are going to read a story in
episodes throughout this year/book. Ask them if
they read a story in English the previous year and
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31. Unit 3
whether they enjoyed it. Ask them why (not).
• Get students to suggest elements that a good
story should have, in their opinion. Write their
suggestions on the board as a vertical list. e.g. lots of
action, romance
• Students copy the list into their exercise books.
They will use it as a check list to form an opinion
of Vision of Danger by the end of the story.
• Tell students to look at the title of the story and
the picture. Ask them what kind of story they think
it’s going to be. A romantic story? A mystery? A
thriller? Another kind? Do not give the ‘correct’
answer at this point.
• Tell students to read the questions before the
story.
• Tell them to read the first episode of the story as
they listen to it on the cassette to find out the
answers to the questions.
• Students compare answers with their partner.
• Take feedback orally from individual students.
• Teach the new vocabulary. Prepare a short, simple
definition of each of the words and write them on
the board. Ask students to read the text again and
note down the words being defined, e.g. heldfirmly
with no possibility ofescape (trapped); bus (coach);
unable to stay still (restless); great pleasure (delight); to
wave something large and sofi, like wings (flap)
• Take feedback: individual students write the
words next to their definition.
• Go through questions 3-5 with the class. Give
students time to consider their answers.
• Take feedback. For question 5, write students’
answers on the board and have students copy them.
They will need these to check their predictions
when they next read Vision of Danger.
Answers: 2.1 Because she feels things before others
know about them or before they’ve even happened.
2.2 Her feet simply took her there. It was as if she was
pulled by an invisible force. 2.3 She sees someone
who looks like her in a coach.
W orkbook answer key
Exercise I
1 afraid 2 jealous 3 embarrassed 4 annoyed
Exercise 2
C 2 Jealousy
E 4 Dealing with Peer Pressure
Exercise 3
1 a) 2 b) 3 a) 4 b)
Exercise 4
good at, shocked by, angry about, worried by, angry
with, cross with, afraid of, interested in, fond of, jealous
of, keen on, annoyed about, proud of, amused by, fed up
with, bad at, terrified of, embarrassed about
2 at 3 of 4 with 5 of 6 about 7 about 8 on 9 about
10 with
Exercise 5
2 such a 3 such 4 so 5 such 6 such a 7 such 8 so 9 so
10 such a
Exercise 6
2 It’s such awful weather, we’ll have to stay indoors.
3 I’m so happy (that) I could fly.
4 We had such a great time at the pop concert (that)
we can’t wait for the next one.
5 The teacher speaks English so quickly (that) 1can’t
understand a word.
6 Our gang is so popular (that) everyone wants to join
it.
Exercise 7
2 play a game 3 join an organisation 4 do well
5 pay attention 6 trust your best friend
7 enter a competition 8 feel jealous
Exercise 8
2 pretty/plain 3 worried/relaxed
4 excellent/unsatisfactory 5 definite/unsure
6 interesting/boring 7 serious/funny 8 brainy/stupid
Exercise 9
2 jealous 3 advertisement 4 experience 5 accomplished
6 competition 7 behaviour 8 annoyed 9 organisation
10 environment
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