2. OXIORD
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Thepublisherand theauthorswwldlike to thonkstre Hobbsfor thematerial she
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Theauthorsandthepublisherwoddlike to extendtheir speiul thanlcsto thefollou,ing
peoplefor their contributionto thedevelopmentof Solutius Adyanced'.Zinta
Andzane, LaMa; Olga Belova,CzechRepublic; Katalin Bergholdn6 K6zdi,
Hungary: Irena Budreikiene, Lithuania: Szilvia Csaniidy,Hungary; Henrik
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[dik6 Ddmdtdr, Hungary; Kati Elekes,Hungary; Danica Gondovd, Slovakia;
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Ricknd Cserj6s,Hungary; Rita Rudiatiene, Lithuania; Dagmar Skorpikovd,
Marta Szalka,Hungary; CzechRepublic; Gdbor T:imyik, Hungary; Katalin B.
T6th, Hungary; Kati Zentai, Hungary.
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3.
4. ThreeclassaudioCDs
ThethreeaudioCDscontainattthetisteningmaterialfromthe
Student'sBook.
TheWorkbook
TheWorkbookmirrorsandreinforcesthecontentof the
Student'sBook.lt offers:
r furtherpractice,lesson-by-lesson,ofthematerialtaughtin
class
. additionalexamtaskswithsupportforstudentsandteachers
c Challenge!exercisesto stretchstrongerstudents
r writinSguidesto providea clearstructuralframeworkfor
writingtasks
o step-by-steppreparationwithaudiomodelsforexam-style
speakingtasks
r cumutativereviewsto developstudents'awarenessoftheir
progress,withExamChallenge!sectionsto practiseexam-
typetasks
r a FunctionsBankandWritingBankforquickreference
. a dictionarydefinitionstyleWordlistwhichcontainsthe
vocabularyactivatedin the units
TheMuttiROM
TheMultiROMis aninteractiveself-studytoolthathasbeen
designedto giveguidance,practice,supportandconsolidation
of thelanguageandskillstaughtin theStudent'sBook.The
MultiROMisdividedintounitsandlessonscorrespondingwith
thoseoftheStudent'sBook.
r €V€rygrammarlessonin the bookis extensivelypractised
. alltargetvocabularyis consolidatedwithcrossword,word
search,andgap-fitlactivities
r onelisteningactivityperunitis includedsothatstudents
areableto practiselisteningattheirownpace
. speakingandwritingsectionshelpstudentsimprovethese
skillsoutsideoftheclassroom
. anaudioCDelementisincluded,withalltheaudioforthe
listeningtasksintheWorkbook,whichcanbeplayedona CD
player
TheTeacher'sBook
TheTeacher'sBookwasco-writtenbyauthorswithfirst-
handexperienceofteachingatthislevel.Inadditionto full
proceduralnotesforthewholecourse,it offers:
. optionalactivitiesthroughoutforgreaterftexibitity
o structuredspeakingtasksto getstudentstalkingconfidently
. teachingnoteswithusefuItipsandstrategiesto improve
students'examtechnioue
r 20 photocopiablepagesto recycleandactivatethe
language.ofeachunitin a fun,communicativecontext
TestBankMuttiROM
A seoarateresourceMultiROMcontains:
. Shorttests:twoforeachunit
. Progresstests:anA anda Bversionforeachunit
r Cumulativetests:oneforunits1-5 andoneforunits6-10
o Answerkeys
. Resultstable
o Audioandtapescripts
TheShorttests,ProgresstestsandCumulativetestscanbe
adapted.Youcanadd,removeandedittestsdependinguponwhat
youhavetaught.Youcanevenpersonalisethetestsifyouwant.
Website
fhe Solutionswebsiteis oartof theOxfordTeacher'sClubat
www.oup.com/elt/teacherisolutions.Youcanfind:
. extraactivities- includingr.rritllga.c soeaking- thatare
linkedto theSolutionsAcivc:cecS:,ce.:"sBook.Theseare
cleartyftaggedin theteac-'-g-::is.
o a fullWorkbookan51'e'<erA :- -::?-<e-::'anscripts
o a teacher'sguideto c'us:ex,az'c 7
.,i,ua::ul
Anotefromtheauthors
OurworkonSolutionsbeganwitha researchtrip.Wetravelled
fromcityto citywithcolleaguesfromOxfordUniversityPress,
visitingschools,watchinglessonsandtalkingto teachersand
students.Theinformationwegatheredonthattrip,andmany
subsequenttripsacrossCentralandEasternEurope,gaveus
valuabteinsightsintowhatsecondarystudentsandteachers
wantfroma newbook.Thesebecameourguidingprinciples
whilewritingSolutions.Mostpeoplewespoketo askedfor:
. a clearfocuson examtopicsandtasks
. easy-to-followlessonswhichalwayshavea ctearoutcome
o plentyof supportforspeakingandwriting
. plentyof extrapracticematerial
Inresponse,we designeda bookwhichhasa crystal-clear
structure:onelessonin thebook= onelessonin the
classroom.Weincludedupto thirtypagesof extravocabulary
andgrammarpracticewithintheStudent'sBookitselfto
providemoreflexibitity.Weincludedat leasttenspecific
lessonsto preparestudentsfortheschool-leavingexam,as
wellasensuringthatthe bookasa wholecorrespondsto the
syllabustopicsrequiredin theexam.Andwe recognisedthe
difficuttiesthatstudentsnaturallyhavewithspeakingand
writing,andthereforeensuredthattheseactivitiesarealways
wellpreparedandwellsupported.Achievableactivitiesare
essentialformotivation!
Ourresearchtripsalscitaughtusthatnotwoschoolsor classes
areidentica[.ThatiswhySolutionsisdesignedto beflexible.
Therearefivelevets(Elementary,Pre-lntermediate,
lntermediate,Upper-lntermediate,Advanced)sothatyour
studentscanbeginandendthecoursewithwhicheveris most
appropriateforthem.
Solutionshasbenefitedfromcollaborationwithteacherswith
extensiveexperienceofteaching74-19yearoldsandof
preparingstudentsfortheirschool-leavingexams.Wewould
liketo thankDanutaGrycaforsharingherexpertisein writing
theexamproceduralnotesin theTeacher'sBook.Themain
lessonnotesandculturalandlanguagenoteswerewrittenby
GrolineKrantz.Theculturenotesandphotocopiableresources
werebySueHobbs.
WeareconfidentthatSolutionswill beeasyto use,bothfor
studentsandforteachers.Wehopeit witlalsobeinteresting,
engagingandstimulating!
TimFallaandPaulA Dovies
Thecomponentsof
thecourse
TheStudent'sBookwith MuttiROM
TheStudent'sBookcontains:
. 10topic-basedunits,eachcovering8 lessons
. 5 LanguogeReview/ SkillsRound-upsections,providinga
languagetestofthe previoustwo unitsanda cumulative
skills-basedreview
o 1,0Getreodyforyourexamlessonsprovidingtypicalexam
tasks
. 27 pagesof extralanguagematerial:11 pagesof further
vocabularypracticeandextensionin theVocabutaryBuitder
ptus15 pagesof grammarpracticewithanintegrated
grammarreferencein theGrammarBuilder
r tip boxesgivingadviceonspecificskiltsandhowbestto
approachdifferenttasktypesin allfourmainskitls
Youwiltfindmoredetailson pages5-7 in thesection'Atourof
theStudent'sBook'.
4 | Introduction
,/
5. Solutionsandtheexam
AlthoughSolutionsAdvancedis abovethelevelrequiredby82
exams,it helpsstudentsdevelopandextendtheirlanguage
capabilitiesandfine-tunetheirexamtechniqueto atlowthem
to approach82 levelexamswithconfidence.
Typicatexamrequirementsarereflectedthroughoutthecourse
in thechoiceoftopics,tasktypes,textsandgrammar
structures.ln additionto this,Solutionsoffers:
Student'sBook
TheStudent'sBookincludestenexam-specificlessons
designedto familiarisestudentswiththetask-typesand
requirementsofthe exam.Thelessonsprovidestrategiesand
examtechniquesto givestudentstheskillstheyneedto tackle
examtaskssuccessfully.
Workbook
TheWorkbookprovidesfurtherpracticeof boththeoralandthe
writtenexam.Workin classcanbefolloweduowithWorkbook
tasksdoneashomework.
Challenge!sectionspractiseexam-typetasks.
ThelisteningmaterialfortheWorkbooklisteningtasksisonthe
MultiROM.
Teacher'sBook
Theexamlessonsin theStudent'sBookareaccompaniedby
'.rllproceduralnoteswithadviceandtipsforexampreparation.
AtouroftheStudent'sBook
-''rerearetenmainunitsin theStudent'sBook.Eachunithaseightlessons.Eachlessonprovides
-lateriaIforoneclassroomlessonof approximatety45 minutes.
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LessonA - Vocabularyandlistening
r 'ThisUnitincludes'statesthemainlanguageandskillsto
betaught.
r EverVlessonhasanexpticitlearningobjective,beginning
'l can...'.
. LessonA introducesthetopicofthe unit,presentsthe
mainvocabularyset,andpractisesit throughlistening
andotheractivities.
. Thislessonlinksto the VocabularyBuilderat the backof
thebook,whichprovidesextrapracticeandextension.
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LessonB focusesonfeaturesof naturaIspokenEnglish
andpresentsandpractisessophisticatedareasof
vocabularyandgrammar.
Newlanguageis presentedin a meaningfulcontext
througheithera listeningor readingtext,andoftena
combinationofthetwo.
Thelessonalwaysfinisheswitha speakingactivitywhich
bringsthelanguagefromthe lessontogether.
Learnthis!boxespresentkeyinformationin a clearand
conciseform.
Thislessonhasa linkto theGrammorBuilderatthe back
ofthe bookandprovidesextrapracticeandanintegrated
grammarreference.
Introduction
6. 1 Mh*ddr*ftqr*tuk.Meqb
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LessonG- Writing:Anatysis& Task
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textortextsandstudyingthestructureandformat.
StudentslearnandpractiseusefuIphrases.
Theclearwritingguidehelpsstudentsto producetheir
owntext.
Thissupportedapproachto writingincreasesstudents'
linguisticconfidence.
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LonguogeReview/ SkillsRound-up
r Therearefivetwo-pagereviews(afterunits2,4,6,8 and10).
r Thefirstlessonof eachreviewis a LanguageReviewof the
precedingtwo units.
. Thereareexercisesfocusingonvocabularyandgrammar.
r Themarksalwaystotal40,soit is easyto monitorprogress
throughthe book.
. Thesecondlessonof eachreviewis a Skil/sRound-up
whichcoversalltheprecedingunitsof thebook.
. Thelessonincludespracticeof allfourskills:listening,
reading,writingandspeaking.
. ThemateriaIis centredarounda youngmancalledEdgars,
whoisworkingin Britain.
drdtrqiftrbhhr:.. rl
Getreadyforyourexam
o ThereareGetreadyforyourexamlessonsaftereachunit
whichfocuson examskittsandpreparation.
. Thelessonsincludeexamtasksforreading,speaking,
listeningandgrammar(withwritingexamtasksin the
Workbook).
r Theselessonsalsorecyclelanguagefrompreviousunits
andtinkwiththe unittooics.
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Introduction
7. ,,
Memories
tEssol{ sul,ltlARY O | & &.lr;
Vocabulary:adjectivesdescribingemotionaIstates,words
describingmemoryand remembering,timeexpressions,prefixes
Listening:shortmonologues:listeningfor gistand specific
information
Speaking:describinga memory
Topic:familylifeand relationships
Eiqt@ Todo the lessonin 30 minutes,keepthe lead-
in brief,skip item3 of exercise7,askstudentsto describe2
insteadof 3 memoriesin exercise6 andsetthe Vocabulary
Builderexercisesfor homework.
i Lead-in 3-4minutes
Askthestudentsto brainstorm'importantfirsts'in a
person'slife,suchasthefirsttimeyourodea bicycte.With
a weakerctass,askthemto brainstormin pairs.
After1-2 minutes,putstudentsin pairsorgroupsofthree
andaskthemto sharetheirideasandpicktheirmost
memorable'first'.
Exercise1 page5
Askstudentsto lookatthe photoandelicitoneortwo
generalcommentsonwhatis happeningandhowthe
childmightbefeeling.Thenfocusontheadjectivesin
theboxandcheckunderstandingoftheirmeaningby
askingquestions.Ask:Whichwordmeansso impressed
bysomethingthatyoufeelnervousandfrightened?
(overawed);feelingworriedor unhappyabouta situation,
becauseyouthinksomethingbqdmighthappenor
you'renotsurethatwhatyou'redoingis rightT(uneasy);
confusedaboutwhereyouareandwhereyoushould
go?(disorientated);extremelyupsetandanxiousso that
you con'tthink clearlyT(distraught);thinkingor worrying
aboutsomethingso thatyoudon'tpayattentionto other
things?(preoccupied);feelingnervousorfrightenedor
havinglostconfidenceT(unnerved);feelingso emotionalin
responseto sonething thatyou don't knowhowto react?
(ovenrvhelmed);thinkingcarefullybeforeyoudosomething
becausetheremaybe risksinvolved?(circumspect);
extremelyconfused?(bewildered);extremelyquietandshy/
notwantingto talktootherpeopleT(withdrawn).
Asyouelicitthewords,listenoutforerrorsin pronunciation,
thenmodelanddrillthosewords;wordsmosttikelyto
be mispronouncedare:distraughtldr'strc:t/,bewilderedI
br qrldad/ andoverawed/.ai-rver'c:d/.
11rrpairsstudentsusethewordsto describethechitd's
:eel:rgsin moredetaihencouragestudentsto expand
1r :'e 'easonswhyhemightexperiencethesefeelings,
e'6; irr;6-rg he'sfeelingdistroughtas hisfatherisjust
mlmrrl,nm r8r,r€h:ifl;askoneortwo studentsto repeattheir
d{ffiiir'tiltiln'mcnil: :€ c"ass.
rm' eilimttt:irrinn:e n*s:e ci.asssituationsthatmightcause
Srllln ilffi ff]illnlml |1]f1[5..
rfiI,, rnrsier[.sfi:lJflefrfls!es::':e:heir rnemoriesof their first
dirul,ff rd.rlrrruw],..u3rn$:,e -evii €ir-s drier€ possible. Conduct
; tM,rig':lmrl mgdh*aL:'t,
Exercise2 pageI f) r.or
. Explainthatstudentsaregoingto listento fourspeakers
tatkingaboutaspectsoftheirchitdhood.Pauseaftereach
speakerto allowthemto choosea topicandcomparetheir
choicewitha partnerbeforecheckingtheanswerasa class.
KEY Speakerlc Speaker2d Speaker3f Speaker4b
Transcript1.01
Ben As I recall,the troublestartedwhenmy tittlesisterwasborn,
and I hadto moveintomy brother'sbedroom.Hehatedhaving
to share,and hetookit out on me- althoughof course,it wasn't
myfautt.Heusedto ptayattkindsof trickson me,particularly
whenI wasin bed- liketippingglassesof waterovermy pillow,
or puttingstrangethingsunderneaththe blanketsto scareme.I
complainedto my mumand dadtime aftertime,but eitherthey
didn'tbelieveme,or theyfetttheycoutdn'tdo anythingaboutit.
Withhindsight,I supposeit wasatlfairtyinnocent,and he never
actuallyharmedme,physicatty- but at the time,I foundthe whole
thingquitetraumatic,and I'm sureit affectedmy relationshipwith
mv brotheraswe becameadults.
Miranda I'vealwaysb'eenquitean obsessivesortof person-
andfickletoo. l'ttgetreallyintosomething- or somebody- for
a while,andthen changemy mindcompletely.Forexample,I'm
totallyfanaticalaboutgoingto the gym.lt'sthe mostimportant
thingin my life- for now.Butl'm sureI'ttgo off it completelyvery
soon.lwas exactlythesameas a chitd.l'd havea favouritedress,
for exampte,and I'dwearit attthetime.Therewasa denimdress
I hadwhenI wasfour.I cansti[[pictureit clearty- it hadflowers
embroideredaroundthe hem.I wouldn'twearanythingelse- for
weeks!Thensuddenly,I decidedI hatedit. lt wasthe samewith
videos:I'dwatchthe samefilm a hundredtimesuntilit became
completelyingrainedin my memory.Thenl'd neverseeit again.
My parentsalwaysthoughtI'd changeas soonas I grewup but I
haven't!
Phil Christmasis a veryevocativetimefor me,I guessbecause
it wasso importantto mewhenI wasa chitd.Asthattime of year
approached,I'd haveendtessconversationswith my mumand
dad aboutwhatpresentsI wantedFatherChristmasto bringme.
Theyalwayslistenedcarefully,askingquestionsto makesure
that I reattywantedwhatI saidI wanted.AndwhenI openedmy
presentson Christmasmorning,I usuallydiscoveredthat I'd got
whatI'd askedfor.lt wasa greatfeeting.Ofcourse,oncein a
whileI wasstighttydisappointed- forexample,oneyearwhen I'd
askedfor a real,futt-sizedaeroplane,I didn'tgetit. Butgenerally
speaking,FatherChristmaswasverykindto me,and I can'tcallto
mindmanydisappointments.And I didn'tfora momentsuspect
that my parentswerebuyingthe presentsfor me - at least,not
untilI wasmucholder...
' t I Unhl.Beginnlngs
/
Forfurtherpracticeof Prefixesgo to:
8. Sue Itwasmyveryfirstdayat primaryschoolandIwasso
upsetaboutleavingmymumthatI criedformostofthemorning.
Anitacameupto meatlunchtimeandtoldmenottoworry,that
everythingwouldbeOK.Shesmiled,andI feltbetter.I stillhave
a clearrecollectionofthatsmile.Webecamefriendsatonce,and
weremainedinseparableforyears.Wesatnextto eachotherin
class,wehadlunchtogether,wesharedoursecrets,ourfears
andanxieties,everything.Afterprimaryschool,AnitaandIwent
to differentsecondaryschoolsandsawmuchlessofeachother.
Westillsaweachotheratweekendssometimes,butgraduallywe
driftedapart.Intheend,welosttouchwitheachothercompletely
andl'venoideawheresheisnoworwhatshe'sdoing.lt'sa
shame,really- | stittthinkaboutherquiteoftenandwishwe
couldmeetup.ltwouldfunto reminisceaboutthegoodotddays.
Mindyou,ifwemetupnow,wemighthaveabsolutelynothingin
common!Perhapsit'sbetterjustto keepthenicememories.
Exercise3 pages 6) r.or
. Studentsworkindividually.Encouragethemto referto
thewordlistatthebackoftheWorkbook.Thenplaythe
recordingforstudentsto checktheiranswers.
. Duringfeedbackclarifythedifferencesin meaning
betweenthewords.Modelanddrillthewordswithtricky
pronunciation,name[y,hindsight lhatndsarV,traumatic
/trr:'metrk/andreminisce/,remr'nrs/,andhightightthefact
thatthe re in recollectionandreminisceis pronounced/rel
in contrastto theusualpronunciationofthe prefixrelil as
in rewrite,retake,rearrange,reorganise,etc,
. Witha strongerclasspointoutthattopictureis an example
ofa nounusedasa verbandaskiftheycanthinkofother
examptes(tofother,to mother,to bin, to knife,to network,to
rubbish,to pencil).
. Remindstudentsthatmanyofthewordsin the boxarepart
of fixedexpressionsandthattheyshouldrecordthefull
expressionin theirvocabularynotebooks.(Withhindsight,
asI recall,picturesthcleorly,ingrainedin one'smemory,
reminisceoboutthegoodold days.)
KEY
1 recall
2 hindsight
3 traumatic
KEY
1 occasionatly/ fromtimeto time
2 immediately/ at once
3 then/ atthetime
4 never-ending/ endless
5 never/ notformoment
6 altthetime/ thewholetime
7 repeatedly/ timeaftertime
8 finally/ in theend
Exercise6 pases
. Referstudentsto thetopicsin exercise2. Demonstrateby
describinga memoryof yourown,incorporatinglanguage
fromexercises1, 3 and4, thengivestudentsa minuteto
makenotesto describetheirmemories.
Exercise7 pases
. Studentstaketurnsto describetheirmemoriesto their
partners.Circulateastheydotheactivity,listening,
answeringquestionsandmakinga noteof anyimportant
mistakesto beusedin feedbackattheend.
Notesfor Photocopiableactivity1.1
S[am!
Teamgame
Language:revisionof negativeprefixes,adjectivesrelatedto
peopleandfeelings
Materials:onecopyofthegamecutuppergroupof 3-4
students.Oeacher'sBookpage124)
. Referstudentsto VocabularyBuitder1.1.
. Dividetheclassintoteamsof twoandgrouptwoteams
togetheraroundeachtable.Spreadouttheprefixcardson
thetableandputtheadiectivecardsin a pile,facedown.
Tel[studentstheyaregoingto playa fast-movinggame
whichyouwillnowdemonstratewithonegroup.
Exptainthatstudent1 isgoingto readoutanadjective
andtheotherplayersneedto decidewhichprefixmakesit
negative.Thefirstplayerto placehisor herhandoverthe
correctprefixwillwinthechanceto wina point.Nowhe
or shemustconferwithhis/ herteam-mateto providean
accuratedefinitionof theword.lf theycandothis,theywin
the point.Theteamwiththemostpointsatthe endwins.
Thestudentsshouldtaketurnsto pickupanadjectivecard
andreadit out.Thereadercannotplacehisor herhandover
a cardonthatturnbutshouldbeinvolvedin providingthe
definition.
Inwholeclassfeedback,reviewanywordswhichcaused
probtemseitherin choosingthecorrectprefixorfindinga
gooddefinition.
KEY
impractical,unwilling,unenthusiastic,disadvantaged,
illiterate,irrationat,immoral,impartial,unembarrassed,
dissatisfied,unwise,irresponsible,unreasonable,
unpredictable,immature,impatient,incapable,incompatible,
inefficient,irreligious,illogicat,disapproving,inconsiderate,
indecisive,immodest,intolerant,impolite,insensitive,
unimaginative,unreliable
i Lessonoutcome
Askstudents:WhathaveyoulearnedtodayTWhatcanyou
donowTandelicit:I cantalkaboutchildhoodmemoriesand
describehowIfelt.
4 picture
5 ingrained
6 evocative
7 catl
8 recollection
9 reminisce
Exercise4 page5
. Studentscompletetheexercisein pairs.Seta timelimitof
twominutes.Checkanswersasa class.
KEY
1 repeatedly
2 then
3 fornow
4 verysoon
5 altthetime
5 allthetime
6 never-ending
7 occasionally
8 never
9 immediately
8 never
9 immediately
10 finalty
Exercise5 page5
. Askstudentsto completethetextindividuallyusingtwo
synonymsin eachgap.Thenletthemcheckin pairsbefore
goingthroughtheanswers.
. Duringfeedbackhighlightthefoltowingpointsrelatedto
wordorder:
- Generallyspeaking,simpleone-wordadverbsof
frequency,e.g.occasionally,nevercomebeforea verb,
whitstlongeradverbialphrases,e.g.timeaftertime,
for thetimebeingsoundmorenaturalat the endor
beginningof sentences
- Notfora momentiscommonlyused,asit is here,in
sentenceswithdramaticinversion,e.g.Notfora moment
did I thinkaboutgiving up.
Unitl.Beginningst 9
9. tESSOl{ SUtIi|ARY OOo* "r
Grammar:habituatactions
Listening:dialogueaboutfamilysimilarities
Speaking:talkingaboutinheritedcharacteristics
Topic:scienceandtechnology,familylifeandrelationships
EiNEtr Todothe lessonin 30 minutes,keepthelead-
in brief,setexercise2 andtheGrommarBuilderexercisesas
homework.
t Lead-in 3-4minutes
r Writeontheboard'DNA'.Say:Doyouknowwhotthisis7
Talkwithyourpartnerandfindouthowmuchtheyknow
aboutit.Givethemoneminutetotalktogether.
o Elicitinformationfrompairstowriteontheboard.
Exercise1 page6
r Focuson the photoandquestionsandestablishthe
differencebetweeninherited(viaone'sgenes)andacquired
(viaone'senvironment),thenaskstudentsto discussthe
questionsin pairs.
Exercise2 pagee6) t.oz
. Studentsdothe exercisein pairs.Youcouldrunit asa
competition.Aftertheyhavecompletedandanswered
the questions,askstudentsto exchangetheiranswers
withanotherpair.Ptaythe recordingandpauseaftereach
sectionto altowthemto markthe answers.Twopointsare
awardedforeachquestion:oneforusingthe correctword
fromthe boxandoneforchoosingthe correctanswer.
KEY
t helixb
2 chromosomesa
AllofyourDNAisinheritedfromyourmotherandfather,butthe
partsarerearrangedin a waythatmakesyougeneticallyunique
(unlessof courseyouhaveanidenticaltwin).Thatiswhyyouhave
pointsof similaritywithyoursiblingsbutarealsodifferentfrom
them.lt isalsopossibleto inheritphysicatorpersonalitytraits
fromyourgrandparentsor moredistantancestors,sincerecessive
genescanbehandeddownthroughthegenerationsandonlytake
effectwhentwoareinherited,onefromeachparent.Thatis how
twopeoplewithbrowneyescanproducea chitdwithblueeyes.
Exercise3 pageo$) r.or
. Beforeplayingtherecording,givestudentsa few
momentsto readthroughoptionsa-f.Elicitsynonymsfor
resemblance(simitarity)andtroits(characteristics).
KEY a,b andd arementioned
Transcriptr.03
Tara lt'sstrange,becausephysicatty,thepersonI'mmostsimilar
to ismydad.We'vegotthesamehair,thesameeyes...andI've
definitetygotmydad'snose...unfortunately!Butintermsof
personality,it'smymumthatItakeafter.
Ben Inwfat way?
T Lotsofways.Forexample,we'vegota lotin commonwhen
it comesto dealingwithstressfulproblems.Andif I'mgoing
througha difficulttime,I'ltoftencallmymumto talkaboutit.She
understandsmebetterthananybodyelse- becausewe'reso
similar.
B I don'tthinkI'mparticutarlylikeeitherof myparents,really.
Butapparently,I'mthespittingimageof mygranddad.Hedied
beforeI wasborn,butI'veseenphotos.
Claire Andcanyouseetheresemblanceyourself?
B Definitely!lt'squiteuncanny.
C Hmm.Otherpeoplenoticea strongfamilyresemblance
betweenmearldmysister,butto behonest,I can'treallyseeit.
T Welt,Ithinkit'salwayseasierforoutsidersto seethose
similarities.
C True.Infact,whenwewereyounger,peoplewerealways
mistakingusfortwins!| usedto hatethat,becauseI'meighteen
monthsolder.
B Mybrotherlooksabsolutetynothinglikeanybodyelseinthe
family.We'veattgotstraight,darkhair- hishairiscurty...and
ginger!
T Maybetherewasa mix-upinthehospitat.
B Actually,whenwewereyounger,Itoldhimhewasadopted.
C Aaah,that'shorrible.
B I know.ButIwasontyeightornine,I didn'tknowanybetter.
T Didhebelieveyou?
B Yes,hedid.Hegotreatlyupsetaboutit,andthentoldmymum
- sothenI gotintotrouble.
C Servesyouright!
T Anddoyoulooklikeeitherofyourparents,Ben?
B Yes,I supposeso.I canseemydadin myselfquiteclearly.And
maybeoneortwofeaturesfrommymum- myeyes,perhaps.
T lt'sinterestinghearingyousaythatyou'veinheritedyour
grandfather'sappearance.Becausein myfamily,there'sthisweird
connectionbetweenmysisterandmygrandma.
C Ohyes?What'sthat?
T Wett,mygrandmother,apparently,whenshewasa litttegirl,
usedto suckthethirdfingerof herlefthand.Andmysister,when
shewasyounger,usedto doexactlythatsamething- thesame
finger.Andof course,sheneversawmygrandmotherdoingit - so
thehabitmusthavebeenpassedongenetically.
Exercise4 paseoS)r.or
. Playthe recordinga secondtime,pausingto allowthe
studentsto writedownthe completesentences.
lnheritance
3 basesa
4 genomeb
5 code c
6 trait c
Transcrlpt1.02
Everyhumanbeingintheworldbeginslifeasanegg- a single
cel[.Oncefertilised,thateggdevelopsintoa person.Buthow
doesonemicroscopiccellknowexactlyhowthatcomplete
individualshoulddevetop?
Theansweristhatalltheinstructionsnecessaryforanorganism
to devetop,suwiueandreproducearecontainedin itsDNA,
sometimesreferredto asthe'doubtehelix'becauseoftheway
thetwolongstrandsofgeneticinformationrunsidebysideina
spiral.Thenucleusofatmosteveryhumancellcontains23 pairs
of chromosomes.Eachofthesechromosomescontainsseveral
hundredorevenseveralthousandgenes,andeachoneofthese
isinturnmadeupofthousandsor hundredsofthousandsof
chemicalbuildingblockscattedbases.Thereareonlyfourdifferent
bases;it'sthesequencewhichdeterminestheinformation,fust
asalltheinformationoncomputerdiscs,CDsandDVDscan
ultimatelybereducedto a successionof onesandzeroes.
Intotal,thehumangenome,whichisa completemapof human
DNA,includesabout25,000differentgenes.Thesegenesareby
nomeansuniqueto humans,Chimpanzeesandhumansshare
around98%oftheirgenes- andeven50oloofthegeneticcode
of bananasiscommonto humans.Thatmeanswe'reallhalf
bananas!
10 Unitl.Beginnings
10. KEY
1 I'vedefinitelygotmydad'snose.
2 Intermsof personatity,it'smymumI takeafter.
3 We'vegota lotin commonwhenit comesto dealingwith
stressfulsituations.
4 l'mthespittingimageof mygranddad.
5 Otherpeoplenoticea strongfamilyresemblancebetween
meandmysister.
6 Mybrotherlooksabsolutelynothinglikeanybodyelsein
thefamity.
7 | canseemydadin myselfquiteclearly.
8 Thehabitmusthavebeenpassedongenetically.
.,.. .,rt:t:
.,ll:::,t
OPTIOTATEXTRAACTIVITY18
Vanishingsentences
www.oup.com/elt/teacher/solutions
Exercise5 page6
. Givestudentsfiveminutesto writetheirsentences.Let
themcomparesentenceswitha partnerbeforeaskinga few
studentsto readouttheirsentences.
Exercise6 page6
. Askstudentsto underlinetheverbformsandcheckthe
answersbeforegettingthemto completethechart.Dothe
firsttwotogetherto getthemstarted.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatcanyoudo
now?andelicit:/ cantalkabouthabitualactionsin thepresent
andpast.I candescribeinheritedcharacteristics.
tEssol{ sutMARY a o.,s ",,
Listening:a radiotalkaboutthehistoryoftheEngtishtanguage
Vocabulary:wordswhichhaverecentlyenteredtheEngtish
language
Speaking:talkingabouttheoriginsofthestudents'ownlanguage
Topic:sportandculture
Eiqt@ Todo the lessonin 30 minutes,keepthelead-in
brief, do exerciseL and 4 asa whole classactivity,and limit the
timegivento the discussionquestionsin 5.
t Lead-in 3-4minutes
o Putthestudentsin smallgroups.Askthemto thinkofany
wordsin their[anguagewhichmayoriginatlyhavecome
fromanotherlanguage(andwhichlanguagethatmightbe).
Afteroneortwo minutes,regroupthemsothattheycan
sharetheirideaswithotherstudentsandfinatly,conduct
whoteclassfeedback,elicitingideas,particularlyabout
whenandforwhatreasonscertainwordsstartedto beused
in theirlanguage.
Exercise7 paget
. Exptainthattheexcerpts1-5 illustratedifferentstagesin
thedevelopmentoftheEngtishlanguage.Givestudents
twominutesto matchtheexcerptswiththeworksof Engtish
literature.Askthemto explainhowtheymadetheirchoices.
KEY
1 d (altwordsarerecognisable,butsomeareuseddifferentty
or in a differentorder,e.g.fourandtwentyhours)
2 c (mostwordsarerecognisable,butdothis nolongerused)
3 a (hardtyanywordsareidentifiable)
4 e (altwordsandtheirusesarethesameastheyaretoday,
theimageofthegrandmotherexptodingissurrealand
contemporary)
5 b (thereis a higherproportionof recognisablewordsthanin
3, butfewerthanin 2)
KEY
1 usedto 5
2'tt 6
3 wereatways-ing 7
4',d 8
witt
isforever-ing
would
usually
a1 b4 c2 d8 e3 f 7 g5 h6
PROI{UilCtATtOil1{OTE- EXPRESStItG
DISAPPRO,VALWITHW'LL ANDWOULD
Whenwedescribea habitualactionin a neutraltone
we do notplace strest on wilt andwoAldandwe often . ,
contra€tthernto 'll and'd.Io:expressdisapp,r:gvalof a
habitualaction,,we alwaysusethsrfu,llstressedfornrof
will a:r::iitould.
Exercise7 page6
o Studentsdotheactivityin pairs.Circulateandmonitorfor
correctuseof habituaIlanguage.
Exercise8 pase6
. Focusontheinstructionsandtheexamplequestion.Asthe
studentscontinuethequestionnaire,walkaroundchecking
thatthequestionsarecorrectlyformed.
Exercise9 page6
r Studentsintervieweachotherin pairs.Encouragethemto
giveexpansiveanswerswithexamplesandto askfottow-up
questions.Conducta briefwhole-classfeedbackattheend.
. ,:t::, ,.:it :1.'
GUTTURE]IOTE . ET{GIISH TEXTS
Beowulf- Thepoemis abouta herocatledBeowulfwho
fightsmonitersanda dragon.lt is setin Scandinavia.In
2,002itwas mad€r:intoa film starri6g,&ayWinstoneand
AntonyHopkins.
TheCanterba.y,fales- lrnthiswork,a numberof pilgrims
tralreltogetherfromS.outhwarkin,Londonto Cantcrbury
andtetleachotherstorieswhentheystopeachnight.
Therearemanydifferentcharactersinctudinga monk,a
miller,a sailor,a:knightanda nln.,:,,, ':'
GeoffreyChaucer-Born1343,diedcirca1400,Chauceris
sometimescatledthe futherof Engtishliterature,asbefore-i
him,mostworkwasin Latinor French.Hewrotestories
andpoetrybutis mainlyknownforTheCanterburyToles.
ForfurtherpracticeofTalkingabouthabitualactions,go to:
^
Unitl.Beginnings( 11
11. alsobeenmadeintoafamo,usmusical.
TheCrowRoad- ThisnovelrisaboutS.iotsmanPrentice
McHoan.P-rentice'sUncleRorydisappearsmysteriously
whilewriting a bookcaltedlhe CrowRoad.Prenticesets
out to solvethe mystery.
lainBanks- Born16 February1954,lainBanksis a well-
knowncontemporaryScottishauthor.Hehaswrittenover,ri"
twentynovels,includingsomesciencefiction.Hismost
fumousnovelsto dateincludeTheWaspFacto,ryandThe
CrowRood,whichhasbeenadaptedfor BritishtelevjsfOn,
Exercise2 pagez 6) r.ozr
. Tellstudentstheyaregoingto listento a radioprogramme
aboutthehistoryoftheEngtishlanguage.Elicitideasabout
whattypeof informationtheymighthear.Ask:Whatfactors
influencethedevelopmentof o languoge?(wars,invasions,
immigration,trade).
. Focusonthequestionsandplaytherecording.Check
answersasa ctass.
KEY lOld 2Middle 3Modern
Transcript1.04
ThehistoryoftheEnglishlanguageisa compticatedone,mainly
becauseit isinevitabtytinkedwiththehistoryofBritainandits
inhabitants.Languages,tikepopulations,areinfluencedbywars,
invasions,immigration,tradeandmanyotherfactors.Butinorder
to simplifythestoryofEnglish,weoftendivideitshistoryinto
threemainohases.
Duringthefifthcentury,BritainwasinvadedbyGermanictribes
frommainlandEurope:theAngles,theSaxonsandtheJutes.They
displacedtheexistingpopulation- andtheirCelticlanguages-
to thefringesofthecountry:Wales,CornwattandtheNorth.The
languagesoftheinvadingtribesformedthebasisoftheEnglish
language.Today,weusuallyrefertothisAngto-Saxonlanguage
as'OldEnglish'andmuchofthevocabutarythatwestilluse
todayhasitsrootsinOldEngtish- particulartywordswhichare
connectedwiththeirfarminglifestyle:earth,ploughandsheep
arethreeexamptesofwordswithAnglo-Saxonorigins.Perhaps
surprisingly,OtdEngtishdidnotborrowmanywordsfromthe
CelticlanguagesofAncientBriton- maybebecausethetwo
populationsdidnotreallymix.OneofthefewisthewordBritain
itsetf- anotheristhenameof London'smainriver,theThames.
lt didborrowwordsfromLatin,however- schoolisoneexample-
aswe[[asadoptingtheRomanatphabet,whichisstillusedtoday
towriteEngtishandmanyotherlanguages.
Betweenabout800and1000AD,VikinginvadersfromNorway
andDenmarkcameto Britain,settlingmainlyinthenorthernand
easternpartsofthecountry.Manywordsfromtheirlanguage-
OldNorse- becamepartofOtdEngtish,andsomeofthese
surviveto thisday,suchasthecommonverbsget,takeandwant.
ThetransitionfromOtdEngtishto MiddteEngtishhappened
gradually- beginningaroundtheeleventhcentury.Grammar
becamemuchsimpler.InOldEngtish,thereisa complexsystem
ofinftections,iustasthereisinGermanorLatin.ButinMiddle
Engtish,thereareveryfewinftections.Toavoidthisresultingin
ambiguity,thewordorderbecomesmorerigid.Inotherwords,we
cantellwhichnounisthesubjectofaverbandwhichistheobject
notbytheendingsofthenouns,butbythefactthatthesubject
comesbeforetheverbandtheobiectcomesafter.Thisisofcourse
a featureof ModernEngtish,too.
Aswellasthe grammar,the vocabularyof MiddleEnglishis
differentfromOtdEnglish.Forexample,it containsa lot of French
words.Thisis becauseBritainwasconqueredbythe Normans
fromNorthernFrancein 1066.Forthe nextthreehundredyears
or so,Britainwasruledbythe French,andthe Anglo-Saxon
populationweremainlydeprivedof powerandwealth.The
superiorsocialpositionof the Frenchduringthattime is reflected
eventodayin someof the wordswe use.Forexample,the words
for the meatsbeef andmutton comefromthe Frenchwordsboeul
andmouton,whilethewordscowandsheeporiginallycomefrom
Anglo-Saxon.Thisreflectsthe factthatthe Anglo-Saxonpeasants
hadto lookafterthe animalsso thattheirFrenchmasterscould
dineon the meat.
Thethirdphase,ModernEnglish,isgenerallyagreedto begin
aroundthetimethattheprintingpresswasinventedattheendof
thefifteenthcentury.Inthe1700s,thefirstdictionariesofEngtish
beganto recordvocabulary.Thespettingofwordsbecamemore
stable;uptothistime,writersusedto spellawordhoweverthey
wantedto!Andasscienceflourished.thousandsofnewwords
wereaddedtotheEngtishlanguage,themajoritytakenfrom
Greek- forexampte,microscopeandbiology- or Latin,suchas
thewordscienceitself.
Theprocessofchangeisa continuousone- andthereis
noreasontothinkthatModernEngtishwittbethefinaland
everlastingformofthelanguage.Onthecontrary,it isalready
beingtransformedbyseveralpowerfulinfluences.Oneofthemis
theInternet;another,relatedinfluenceistheglobalcommunity
ofnon-nativespeakersof Engtish,whichfaroutnumbersthe
communityofnativespeakers.WhatwitttheEngtishlanguagebe
tikeinthefuture?Nobodycanbesure- butitwillcertainlynotbe
thesameastheEngtishoftoday.
Exercise3 pagezf) r.o+
. Focusonthesentencesandem0hasisethateachsentence
shoutdbecompletedwitha maximumofthreewords.Let
studentscompletesomeofthesentencesfrommemory.For
theothers,givestudentspracticein predictinganswersby
goingthroughandelicitingguessesforthetypeof answer
theycanexpect.
. Playthe recordingagainandcheckanswerstogether.
o Witha weakerclassgetstudentsin pairsto recaponwhat
informationtheyheardbeforetheylistenagain.
KEY
Romeoand'lulief - fhit:ii':me tragicstoryof a youngman
'andyou*gwomanwhofallin lovebuf,cannotbetogether
because,,of,thefeudbetweentheirfamities.Manyfamous
actorshaie ptayedthg Starringroles,e.g.La:urdilce
Olivier,JudiDench,1t,rhasbeenmadeintoa nurm,berof ,,.,ii
films,includingonestarringLeonardoDiCaprio.lt also
wasthe basisforthe musicalWestSideStory.
WllliamShakespeqre- BornApril1564,d16dAprll1616.
ThisEngtishpqqt'Endplaywrightis oftencalledEnglan.dis
nationalpoet.Heis bestknownforhisplaysbutalso
wrote154sonnetsandoth€r',psems.Hisplayshave
b€entrans,latediflto everymajorlivinglanguage,andare
performed,,moreoftenthanthoseof anyotherptaywright.
GreotEqectations- Thisnovelwaswrittentowardstheend
of Dicke:n,s'stife.lt is threstoryof the,orphanPip,writing
hislifeflomhisearlydaysof chitdhooduntitadulthood.
Charleg,,Dkkens-,Bom 7 February1812,died,9June
1870,Dickensisqnq of England'sbestknowi'Wctorian
novelists.Hewroteovertwen,tvnovelsandmanyshort,,:.::t,,,
stories.Wel[knownnovelsincludeOliverTwist,A
ChllStnasCarolandGreatExpectafions.Manyof his
novelshavebeenmadeintofilms andAliverTwisthas
7
2
3
4
5
Celticlanguages
andthe North
farmingIifestyte
thealphabet
northernandeastern
6 muchsimpler
7 French
8 printingpress
9 non-nativespeakers
12 | Unitl.Beginnings
12. Exercise4 page7
o Focusontheinstructions.Dothefirstquestiontogether
thenaskstudentsto continuetheexerciseindividuallvand
checkin pairsbeforeclassfeedback.
. Duringfeedbackaskstudentsto explainhowthewords
wereformed.
KEY
1 d (anacronymfromnotin employment,educationor
training)
2 h (fromshed andheadquarters)
3 a (frompeer andparent)
4 f (frommore andbourgeoisie)
5 c (fromner,yandrepeat)
6 b (fromslum andsuburb)
7 e (fromlocal andglobolisation)
8 g (fromlocal and-ivore(carnivore/ herbivore)
OPTIOI{ALACTIYITY-,N.EO[OGl5ll5,:,,
Writethefollowingneologisms(newwords)ontheboard
andaskstudentstotrytoguesswhattheymean.
EilNEtr Todo the lessonin 30 minutes,keepthe lead-in
brief,skip thesecondpart of exercise2 and askstudentsto
readthe textsfor thefirst timeat home.
i Lead-in 4-5minutes
o Tellthestudentsyouaregoingto givethemoneminute
to thinkofa sport,theequipmentneededto playit,the
numberof peoplewhoplayandtheplacewhereit is ptayed.
Theyshoutdnottalkto anyoneelse.Afteroneminute,put
themin groupsof fouror fiveandaskthemto slowlygive
piecesof informationabouttheirsport,pausingto givethe
otherstudentsinthegrouptimeto thinkandguess.The
personwhoguessesthesportfirstgetsa point.
r Asa class.elicitsomeof themoreunusualsoorts.
Exercise1 page8
. Referstudentsto thequotationandelicitideasaboutwhatit
means.Thenaskstudentsto talkin pairsfora minuteabout
whethertheyagreewithit,beforediscussingasa class.
KEY
RobertMorleyis probablysuggestingthatbaltsportsbringout
humannature'sworsttraits:a tendencvto warlikebehaviour,
violenceandcheating.
''l:.l:l"lll:::::':::...
r:::l,lilllrl:li:1i,..'
CUTTUREilOTE,;;."XnBERTli,Ofi,LEY
TheactorRobett'Mbitey(1908-igtiltgsknownror
being'portly'(overweight)witha doubtechin.Heoften '.,,
I ptayedratherpompouscharacterpaitsinfilms.lt'seasy .
,, to imaginqthAtsp,ortwasn'trealty'hJsthing.
r',,:i:::::,1:,i,. , r':l
Exercise2 page8
o Putstudentsintopairsto namethesports,checkanswers,
thenaskthemto thinkof tenmoreballsports.Stopwhen
thefirstoairhascomeuowithten.
KEY
Waterpolo,rugby,polo,hockey,basketbatt
Otherbaltsports:baseball,bittiards,bowling,cricket,croquet,
football,gotf,netball,squash,(tabte)tennis,volteybalt
Exercise3 page8
r Askstudentsto skimreadthetextsto findtheanswers
to thequestions.Seta timelimitofthreeminutesto
discouragethemfromreadingtoo intensivelyat thisstage.
Theywitlhavea chanceto readthetextin moredetaillater.
KEY
A rugby B basketbatlC baseball
Rugbywasinventedfirst(1823),baseballsecond(1839),and
basketbatlthird(1891)
Exercise4 pagea
o Focusonthereadingtip andaskstudentsto hightightthe
keywordsin thequestionsbeforetheyreadthetext.They
thenlookforsynonymsor paraphrasesinthetextand
underlinethe relevantsections.Checkanswers.
KEY
1B 2C 3C 4A 5B 6B 7C 8A 9B 10A
1 staycaliqn
2 fingxieqt
3 exergaming
4 babymoon
,,,,,,,'.,,.1,5 marmaladedropper
Elicitideas,but don'tcgnfirmor denyatthis:point.Next,
readout the definitionsbelowonebyone.Students-call
outtheanswers.
a lhe activityof playingvideogamesthatprovide
physicalexercise
b vacationta.keAl]a{r0i::neafone'shome
c a pieceof info:r:nia(ion,especiallyin a newspaperor on
televisionwhich,,isveryexciting,;,,,;,,,1,,.
d theannoyingfeelingof mistakenlythinkingyoucan
hearyourmobilephoneringing
e a speciaIhotidaytakenbyparents-to-bebeforetheir
firstbabyis born
KEY 1b zd 3a 4e 5c
Exercise5 pagez
. Askstudentsto thinkaboutthequestionsin pairsbefore
openingupthediscussionto theclass.
i Lessonoutcome
Askstudents:WhathaveyoulearnedtodayTWhatcanyoudo
now?andelicit:I canunderstanda talkabouttheoriginsand
developmentof theEnglishlanguage.I havelearnedsome
wordsthothaverecentlyenteredtheEnglishlanguage.
Sportingorigins
LESs()1{ SUmMARY a O. 'j;
Reading:threeshortarticles;multiplematching
Vocabulary:adverbsandadverbcollocations
Speaking:discussionaboutsport
Topic:sportandculture
Unitl.Beginnings( t3
13. KEY
1 largety
2 resolutety
3 promptly
4 supposedly
essentially
thus
roughty
ironically
9 widety
10 cateforically
11 onwards
12 loosely
CUTTURALIIOTE. PUBLICSCHOOL
:,Remindstrtdqntstriflecessary,that,a:rp!:bficqehool,in
directcontrastto whatitsnamesuggests,is actuallyan
expensiveandexclusivetypeof privateschool.Well-
knownpublicschoolsareEton,Harrow'andRugby,which,
likeotherpublicschools,placea lotof emphasison
traditionalsubjectsandsport.Theterm'public'refersto
the factthat in th,epa,sttheseschoolscouldbeattended
by anymemberof,.thepayingpublic,,a!,lopposedto a
,,.r:eligiousschoot;:t&tli1chwasopenon]ly,rb.:m€mberssf s ;,:,:
particularchurch.lt atsodistinguishedit fromprivate
educationat home.
Exercise5 page9
r Studentscomoletetheexercisealoneandthencomoare
answerswitha partnerbeforewholeclassfeedback.Eticit
a ouicktranslationto checkcomprehensionofsomeofthe
trickierwords.
LESSOI{ SUilll,lARY o | 0 r,
Grammar:ohrasalverbs
Reading:twoshortarticlesabouttheeffectofgenesand
environmentonpersonality
Speaking:talkingaboutpersonatitytraits
E!UI@ Todo the lessonin 30 minutes,setthe Grammar
Builderexercisesashomework.
t Lead-in 2-3 minutes
o Writeon the board:Notureor nurture?Askif anyonehas
everheardthisphrasebefore.lf not,tettthemit'sabout
whetheryourenvironmentandupbringingoryourgenesare
responsibleformakingyourpersonatity.Putthemin small
groupsto discusswhichtheythinkistrue,givingexamples
if theycanfromtheirlives,theirfamilyandfriends.Conduct
classfeedback.
Exercise1 page1o
. Focusonthetitleofthetextandaskstudentswhatthey
thinkit means.Theneitheraskstudentsto readthetext
sitenttyor getthemto takeit in turnsto readit aloudaround
theclassandexplainthemeaningofthequestion.Inpairs
theywritea sentencesummarisingtheanswer.Checkthe
answertogether,
KEY
Thetitle asksthe question:Whatorethefactorsthatdetermine
someone'spersonality?
Answer:Yourgenetics,yourenvironment,yourfreewill
Exercise2 page1o
. Gothroughthefourdifferenttypesof phrasalverbs.Write
anexampleonthe boardto iltustrateeachtype.(e.g.1 sit
down,2pointout- pointouta mistake,pointa mistakeout,
butpointit out notpoinffi,3 lookfor - lookfor thebook
notleekthe4ookJor 4, get owaywith)
. Dothefirstonetogether,thenstudentscontinueatoneor in
oairs.
5
6
7
8
LAXGUAGE ]IOTE . COTLOCATIOl{
Tofurtherillustratethe pointaboutcollocationin thelook
out!box,referstudentsbackto exercise5 andexplain
thatsomeofthesynonymscouldbesubstitutedintothe ' 1..,
text,whereasotherswouldn'tsoundnatural.Forexample,
looselybasedsoundsnatural,whereasvaguelydoesn't . "' ..
normallycollocatewithbased,andthereforedoesn't
soundasnatural.Likewise,statecategoricallycollocates
morenaturallythansfafeunambiguously.Collocationis
highlyimportantat advancedlevel,anda senseofwhich
wordscommontyco-occurcanonlybedevelopedthrough
maximumexposureto writtenands,,pgk€-n,,qng[sh.
Exercise6 page9
. Readthroughtheinformationaboutcoltocationsin theLook
out!boxtogether.
Introducethetopicof drugsin sportbywritingdopingon
the board,askingstudentsto tellyouwhattheyknowabout
it andif theyknowof anyrecentscandatsinvolvingathletes
thathavebeenbanneddueto a drugs-relatedincident.
Studentscompletetheexerciseindividuattyor in pairs.
Checkanswerstogether.
KEY 1b 2a 3b 4c 5a 6c 7c 8a
Exercise7 page9
. Beginbygivingyourownexampleof a sportwhichshould
beun-invented,givingreasonswhy.Dividetheclass
intosmallgroupsandaskthemto dothesame.Aska
spokespersonfromtwoorthreeof thegroupsto reporttheir
ideasbackto theclass.
I Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatconyoudo
now?andelicit:/ canunderstandanarticleabouttheoriginsof
sports.I canunderstondtheimportanceof collocationondhave
Iearnedsomeadverbcollocations.
KEY
a type4
b type2
c type3
d type1
e type1
f type2
type4
type2
c
h
Forfurtherprocticeof Phrosalverbs,go to:
unitl'Besinninss
14. Exercise3 page1o
o Readthroughthetookout!boxtogetherthenfocusonthe
instructions.Analysethefirstverbtogetherasa wholeclass
beforestudentscontinuealoneor in oairs.
KEY
1 to admitdefeat,to takebackanopiniontype1, active
2 to resist,notacceptbadtreatmentfromsomebodywithout
complaining,type4, active
3 to continueto dosomethinguntilit hasfinished,in spiteof
difficulties,type2, active
4 to stopdoingsomething,type1, active
5 to givesomethingto thenextgeneration,type2, active
6 to developintoanadult,typeL, active
7 to betheexplanationfor,type3, active
8 withmind= to decide,type2, active
Exercise4 page1o
o Studentsquicktyreadthetextto answerthequestion.
KEY
ldenticaltwinshavethesameDNA,soanydifferencesbetween
themmustbeaccountedforbvtheirenvironment.
Forfurtherpracticeof Phrasalverbs:passiveand infinitive
forms,go to:
Exercise5 page1o
r Studentscandotheexerciseindividuallvor in oairs.
EXTRA AGTIYITY - TURTHERPHRASAT
YERBS PRACTICE
Askstudentsto write-fivequestionsto asktheirpartner,
alongthe linesofthosein exercise5, usingtheoth€r
phrasalverbsin exercise3.fiowever,insteadofwritingthe
fuil phrasalverb,theyshouldwritethe:particle(adverbor -,:r':,
preposition)butbtankoutthemainverb.Theypassthe
questionsto theirpartnerwhofillsin the btanks;lheythen
intervieweachotherusingthequestionstheyhavewrit!!n.
NotesforPhotocopiabteactivity1.2
Phrasalverbs
Pairwork
Language:revisionof phrasalverbsin differenttensesand
inctudingpassiveforms,withandwithoutobjectpronouns
Materials:onecopyofthegamecutuppergroupof4 students.
(Teacher'sBookpage125)
. Referstudentsto GrammarBuilder7.2and1..3.
Dividetheclassin hatf.Thestudentsin onehalfarestudent
A andtheothersarestudentB.Teltthemthatyouaregoing
to givethemsomesentenceswithgaps.Thesegapsshould
befitledwithphrasalverbswhichshoutdbein thecorrect
form,includingpronounsif necessary.Putthestudentsinto
pairsof thesameletter,i.e.StudentA + StudentA, handout
thesentencesandgivethemtenminutesto dothistaskin
theiroairs.
Nowgiveeachpairof StudentAsa copyof the multiple
choiceanswersto B'ssentencesandviceversaforthe oairs
of StudentBs.Tetlthemnotto showthesemuttiplechoice
answerS.
Eachpairshouldnowtakeit in turnsto readouta sentence.
lfthe phrasalverbis correct,the pairscoretwopoints.lf it
is incorrect,theyhaveanotherchanceto scorea pointby
listeningtothethreemultiplechoiceanswers,choosingthe
correctoneandreadingthesentenceagainwiththe phrasal
verbin thecorrectform.NBit is importantthatthe multiple
choiceanswersarekepthiddenasthecorrectchoicesare
circled.
Youwillneedto monitorcarefullyandconductfeedbackat
theendto highlightanyproblemsyouhavenotedinterms
ofthe form/ tenseused.Theremayalsobecaseswhere
studentshavechosendifferentohrasalverbswhichmake
logicalsensein thesentencesortheymaywishto askwhya
certainphrasalverbis notpossible.Theseissuescouldalso
beaddressedduringfeedback.
KEY
StudentA
1 putherup
2 wasbroughtup
3 ranintohim
4 cheerhimup
5 droppedoff
6 havebeenlaidoff
StudentB
1 getawaywith it
2 hasbeencalledoff
3 turnedit down
4 getroundto (doing)it
5 letmedown
6 setoff
7 getthroughto him 7 to dropmeoff
8 putupwiththem/ it 8 wasbeatenup
i Lessonoutcome
Askstudents:Whathaveyoulearned?Whatcanyoudo now?
andelicit:I canusephrasalverbscorrectly.
LA]IGUAGETOTE- THEG.NATTAROF
PHRASATYERBS
Theaim'ofexercise2 isto remindstudentsthatknowing
a phnsatverbis notsimplya questionof understanding
its meaningbuf:bfknowinghowit beFravesgrammaticalty
aslwetl.Studentsarenqtt,expectedto remembrgrin the
futureexact,lywhata typ,e2 phrasalverbis in relationto
a type3, orto beableto statewhethera phrasalverb
is transitlveor separable,butjustto be awareof the
differentpatterns.Forthisreasonwhentheycomeacross
a new']ihrasalverbtheysho:iildmakea pointof inoticing'
the patternitta&es,andwhennotingjt downin their
vocabularybook,includinganexamplewhichshows
whichtypeit is.
KEY
1 breakit down
2 lookingintoit
3 comeupwith
4 giveit up
getawaywiththem
workit out
broughtup in differentfamilies
accountforthem
5
6
7
8
Exercise6 Pagero
o lf possible,getstudentsto workwitha differentpartnerfor
thisexercise.Encouragethemto usethe phrasalverbsin
theiranswersandto askat leasttwofollow-upquestionsfor
eachanswertheirpartnergives.
Unit1. Beginnings
15. tEssoll sutilARY o.o.,
FunctionalEnglish:reactingto opposingviews
Listening:a discussionaboutgeneticengineering
Vocabulary:adverbcollocations
Topic:scienceandtechnotogy,healthandfitness
i '--!
-!--,1
E!@@ Todo the lessonin 30 minutes,keepthe lead-in
brief,playthe recordingonceonlyand limit the discussiontime
in exercise7.
* Lead-in 3-4minutes
. Putthestudentsin pairsor smallgroups.Askthemto
brainstormwhattraitsmakehumansuniquein theanimal
world.Afteroneminute,askthemto thinkof anyanimals
thattheythinkdisplaytraitswhicharesimilarto human
beings.Giveanexampleif necessary;dogsareoftensaid
to showloyatty,dolphinsdisptayconsiderableintelligence.
Givethema minuteortwoto brainstorm.Nowaskthem:
Whichof theseanimals,blendedtogether,wouldbe the
closestto a humanbeingTAftera minutemorediscussion
time,studentssharetheirideaswiththeclassandgive
explanationsfortheirchoiceswherenecessary.
Exercise1 page11
r Focusstudentsonthequestionandtheoptionsandthen
askthemto quicktyfindtheanswerin thefirstparagraph.
KEY c
Exercise2 page11
. Askstudentsto readthe restofthe textandsharetheir
viewswitha partner.Keepthisbriefin ordernotto pre-empt
thediscussionlater.
Exercise3 page11O 1.05
. ln aweakerclasspre-teach:weird,alter,feotureandoffspring.
. Playthe recordingonceandletstudentscomparewitha
oartnerbeforeclassfeedback.
KEY
a Themanis in favour,thewomanisagainst.
b Thewomanthinksthe manisn'tbeingseriouswhenhe
startsfantasisingabouthavingSpidermanpowers.
Transcdpt1.05
Man Didyoureadaboutthatexperimenttheydidona monkey-
addinga genefroma ietlyfish?
Woman IthinkI sawsomethingaboutit onW.
M lt madethemonkeygiveoffgreentight.Weird,eh?
W Ithinkit'sterrible.
M Why?lt'sjustanexperiment.ThemonkeylookedOKto me- it
wasn'tin painoranything.ltwasjusta bit...welt,a bitgreen.
W Ijusthatethewholeidea.I don'tthinkyoucandefendanimal
experiments,froma moratpointofview.Wedon'thavetherightto
useanimalsinthatway.
M I don'treallyagreewiththat.Ofcoursenobodywantsanimals
to beharmedunnecessarily- butthesearereallyimportant
experiments.Withoutthem,scientistswillneverfinda curefor
seriousdiseaseslikecancer.
W That'slustanopinion- there'snoevidenceto proveit.
M I reckonit'strue,though.AndIthinkgenetictreatmentsare
thefutureofmedicine.Infact,in myopinion,scientistswillone
daybeabteto cureanydisease- seriousdiseases,I mean- by
atteringa patient'sDNA.I readthatin a magazinesomewhere.
Wouldn'tit beamazingif allthosediseaseshadcures?
W Butwherewiltit end?lt'sa dangerousroadto goalong,don't
youthink?| mean,westilldon'tknowenoughabouthowourDNA
works.Wemightmakealterationswhichcurea certaindisease,
butatthesametime,haveotherterribleconsequences- you
know,sideeffectsthatnobodypredicted.
M That'sa fairpoint,I suppose.Butin myview,it'sworthtaking
therisk- becausethebenefitscouldbesofantastic.Andthe
scienceisadvancingsoquickty- it'simpossibleto stopit,sowe
shouldlearnto livewithit andbehappyaboutit.
W Thatargumentdoesn'tmakesense.Justbecausesomething
seemsunstoppableisnoreasontowelcomeit.I mean,youcould
saythesameaboutglobalwarmingandclimatechange.Would
youwelcomethose?
M Well,I dotikea bitofniceweather.
W I iusthatetheideaof'designerbabies',withparentschoosing
al[thebestfeaturesfortheiroffspringbytookingattheirgenes.
Itiustisn'tright.Andyouknowwhatwitthappen- 'ordinary'
people,whohaven'tbeenspeciatlydesignedbytheirparents
usinggenetictechnology,willendupassomekindofinferiorrace.
Onlythegeneticallyperfectpeoplewiltgetgoodjobs,orhealth
insurance- orbeallowedto havechildren.
M Youdon'tneedto takethingsto suchanextreme.Nobody's
talkingaboutcreatinga raceofsuper-humans- it'smuchsimpler
thanthat.Whyshoutdn'tparentshavethechoiceofa girlora boy?
W Huh.I knowwhichI'dchoose. :
M Whatdoyoumean?
W I'mamazedyou'restilldefendingthiskindofexperiment.
Can'tyouseewhereitwilllead?Onedaythey'reexperimenting
onmonkeys,thenextthey'ltbecreatingsomekindof monsterby
combininghumanandanimalDNA.lt'slikea sciencefictionhorror
movie.
M I seewhatyoumean.ButI quiteliketheideaofsomehow
mixinghumanandanimalDNA.lmagine,youcouldhavea spider
geneinsideyouandbeSpiderman- watkingupbuildingsand
spinningwebs...
W Youcan'tbeserious.
M OrEagleman- withthepowerofflight...
W Nowyou'rejustbeingsitty.I'mnottalkingtoyouaboutit any
more.
Exercise4 pagerr
o Havingestablishedwhois in favourandwhoisagainst,the
studentscanworkoutwhomadeeachstatementwithout
hearingthe recordinga secondtime.
Studentsthenworkindividuatlyor in pairsto complete
thesentences.Pointoutthatmanyofthesearefurther
examplesof adverbcollocationsandshouldbelearnedand
recordedasa completephrase.
Duringfeedback,to checkunderstanding,askforsynonyms
forsomeofthe morechallengingvocabulary,e.g.
indefensibIe (wrong),modified (changed),unfo reseen (not
predicted),virtually(almost).
KEY
1 morally
2 genetically
3 eventua[[y
4 freely
5 entirely
6 realistically
7 widely
8 virtualty
Exercise5 pase116) 1.06
o Askstudentsto completethesentences,thenlistenand
check.
KEY
1 agree
2 prove
3 end 5 make
4 suppose 6 have;take
7 see
8be
t6 | Unitl.Beginnings
t
16. 4 qlterlybarbarie
5 lglatlyunethical
6 gdectty iustifiable
7 entirelyreasonable.
8 morallywrong
g,l:,:Virtuallvimpgggible
10 hishlyimprobable
Exercise6 page11
Transcriptt.06
1 don'treatlyagreewiththat.
2 That'sjustanopinion- there'snoevidenceto proveit.
3 Butwherewillit end?
4 That'sa fairpoint,I suppose.Butin myview...
5 Thatargumentdoesn'tmakesense.
6 Youdon'tneedtotakethingsto suchanextreme.
7 | seewhatyoumean.But...
8 Youcan'tbeserious.
EXTRA"PROf,iU:ilCIATIOilACTIVITY-'WORD
STRESS
The{oliowingadverb-adiectivecollocationsare_usefuI
fordiscussion.Writethemonthe board(withoutstress
marked)forstudentsto copy.Readthemout (stressing
themasshown)andaskstudentsto markthestress.
Wjth a strongerclasstheycanbe askedto write the
stressbeforilhearing,it.Mode[anddrillthewords .,i,,
'ghorally
andindividudlly,keepinrga snappypace.
1 environmentallyunfriendly
2 politicaltyincoryqg!
3 completelyunacggptable
lfllNnlf*ilfdilnm Todo the writing analysisand writing
taskin one45-minutelesson,keepthe lead-infor the writing
analysisbrief, skipexercise6 of the writinganalysisand the
Iead-infor the writing task.Askstudentsto brainstormondplan
in classbut to finish exercise7for homework.
r Lead-in2-3minutes
r Putthestudentsintopairs.Tellthemto askeachother:
What'syourfovouritekindof musicand whooreyou
listeningto thesedays?Doyou buyCDsor downloadmusic
files?Doyouprefersongsin Englishor your language?
r Givethemtwo minutesto tatkthenasksomestudentsto
feedbackonwhattheirpartnersaid.
Exercise1 page12
r Studentsreadthemodelandanswerthequestionin pairs.
MakesurestudentsunderstandIhatgig (meaningconcert)
canreferto a smallbandptayingin a smal[venueora big
namebandplayingat a verylargevenue.Aska fewstudents
to reportbacktheirpartner'sexperience.
o Witha weakerclasspre-teach:buzz(thesoundof people
tatkingin an excitedway),makeouf (distinguish),encore
(anextrashortperformanceof a songattheendof a
concert),stumbleouf (walkoutsidein anunsteadyway).
Exercise2 page72
. Focusonthewritingtip andaskindividualstudentsto find
examplesof shortsentencesanddeterminetheirpurpose.
KEY
I wasthrilled usedforemphasis
Wewaited usedto buildsusoense
Exercise3 page12
o Studentsrewritethesentencesindividuallvor in oairs.
KEY
1 Whenwearrivedat ourhotel,I wentstraightupstairsand
lookedoutof thewindow.Therewasthesea!
2 AsBenapproachedthedoor,hecouldhearfootstepsinside
theroom.Heturnedthehandle.Thedoorswungopen.
Hefinatlycamefaceto facewiththemanwhohadbeen
fotlowinghim.
3 TheplaygroundwashugeandI hadneverseenso many
childrenin oneplace.Theywererunningto andfro,
shoutingandbumpingintoeachother.lt wasterrifying.
Exercise4 pagetz
. Studentscomptetetheexerciseindividualtyor in pairs.
KEY 1 like 2 as;as 3 asif
Exercise5 page12
. Again,studentscandothetaskindividuallyorin pairs.Check
studentsunderstandthemeaningofmaze(labyrinth).Point
outthatosthoughcanbeusedasanalternativeto asrf.
KEY 1 tike 2 as;as 3 asif lthough
. Readthestatementtogetherandfindoutviaa showof
handshowmanystudentsagreeandhowmanydisagree.
Dividethestudentsintotwogroupsaccordingly.Thegroups
shoutdbeequalin sizesosomestudentsmayhaveto
'adopt'anotherview.Monitorastheywritetheirlists,
feedingin ideasif necessary.
Exercise7 pagett
r Askstudentsto finda partnerfromtheoppositegroup,sit
nextto themanddiscussthestatement.Circulateasthey
speak,notingdownexamplesof language(bothgoodand
bad)to highlightin a languagefeedbacksession.
:''1::l'l'I r::'r:r:irl
oP[toltAtspEAKtltcAcnvtTylF ,,,,:]i:
Presentation:sportsat school
www.oup.comlett/teacherlsolutions
I Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatcanyoudo
now?andelicit:/ canexpressmyopinionson ethicalissues.
t Essol{ suMilARY .. & {::
Writing:anaccountofanevent
Language:usingsentencesofdifferentlengths,usingsimiles
Topic:people
EI@U Todothelessonin 30minutes,keeptheleadin
briefondskipexercise6.
OPTIOIIATEXTRAACTIVITYlG
Similes
www.oup.com/elt/teacher/solutid{rs
Describing
^
Unitl.Beginnings[ 17
17. Exercise6 pase12
r Putstudentsin pairsto inventtheirownsimiles.Aska few
pairsto readouttheiranswers.
i Lessonoutcome
Askstudents:Whathaveyoustudiedtoday?andelicit:I can
describeanevent.I knowhowto createemphasisandbuild
tensionusingshortsentences.I canmakemywritingmore
descriptiveusing similes.
an
tESSOll SUMilIARY ..
Writing:a descriptionofanevent
Topic:people
EigE@ Todothelessonin30minutes,finishthewriting
taskforhomework.
i Lead-in 2-3 minutes
. Givestudentstwominutestobrainstormad.iectivesfor
feelings,e.g.delighted,depressed.Whenthetimeisup,
askthemtogiveyouadjectivesforanystrongfeelingsand
checkeveryoneknowsthemeaningofeachword.
Exercise1 page13
e Studentsdothematchingtaskindividualtyandthencheck
in pairs.Encouragethemto referto thewordtistatthe back
ofthebook.Checktheiranswers,eticitingquicktranslations
fortheharderitems,beforeaskingthemto thinkof
situationswheretheymightexperiencethesestates.
KEY
Possibleanswers
1 Theroomwasvast,withenormouswindows.
2 Shewasa slenderwomanwitha slimface.
3 Myclothesweresoakedandmyhairwasdripping.
4 | couldseethebreathtakingmountainsandthestunning
lakes.
5 Whenthe phonerang,I answeredit straightaway,andknew
atoncethatsomethingwaswrong.
6 | discoveredmyfather'sdiaryandcameacrossan old
Dostcardinsideit.
Exercises4 page13
o Askthestudentsto discusstheirpersonaImemories,and
encouragethemto asktheirpartnerquestions,in orderto
helpgeneratecontentfortheirwritingtask.Askoneortwo
studentsto reportbackontheirpartner'smemories.
Exercise5 page13
o Studentscopyandcompletethe ptanwithbriefnotes.
Exercise6 page13
. Focusonthe instructions.Askstudentsto formdifferent
pairsforthisactivity.
Exercise7 page73
. Givethe studentsfifteento twentyminutesto writethefirst
paragraphor twoof theirarticle.Walkaroundmonitoring
andhetpingandencouragingstudentsto self-correct.They
canfinishthearticleforhomework.
Exercise8 page13
. Studentschecktheirwork.lfthereistimeaskthemto swao
essayswitha partner.Theyshoutdassessthe essayin
termsof the criteriain the Checkvourworklisl.
oPTtoltALWRmilGACT|VITY,,IG. ,:
An accountof an event
r':f
www.oup.com/eltiteacher/solutions
t Lessonoutcome
Askstudents:Whathaveyoustudiedtoday?Whatcanyoudo
now?andeticit:/ candescribean event.I canusesynonymsto
avoidrepetition.
gDescribin
KEY
apprehensive,nervous
baffted,perplexed
disenchanted,disiltusioned
eager,enthusiastic
elated,thritled
petrified,terrified
reluctant,unwilling
remorsefu[,repentant
tense,uptight
Exercise2 page13
o Readthroughthewritingtip together.Youcouldpointout
thatevenin a richlanguagetikeEnglishthereareveryfew
truesynonyms.Wordswhichseemlikesynonymsusuatly
differveryslighttyin meaning,collocation,registeror
regionaluse.ThedictionaryextractshowshowtheOxford
AdvancedLearner'sDictionarygivesinformationaboutthe
differencesbetweenthesesynonyms.
o Studentsdothetaskindividuallvandchecktheiranswers
witha partner.
KEY lcross 2mad 3indignant 4mad
Exercise3 page13
. Dothefirstsentencetogetherandthenstudentscontinue
theactivityindividuatlyor in pairs.Makesurethey
understandthattheyneedto findanalternativeforbothof
the repeatedwordsin eachsentence.
event
{ 18
) Unitl.Beginnings
