Solutions intermediate teachers_book

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Anfu, Lsir b Hi-, lihoil Kati Elekes,Hungary; Danica
Go&ri' SHir rG h. mgrrF Natasha Koltko, Ulaaine;
Iteb r6h rHi-L- Hr $Fli- DaceMiska, latvia; Anna
llqrir Ik* h E rr.r lcloblk Zsuzsama Nyir6, Hungary:
Evehlrrd. ara ts* E radiE , HuDgarf" Rita Rudiatiene,
IithuuE E E- E [n5forptrrt, Czrcl Republic
Thcffi dt*rdLDH &drrqfD56lexia: a guide for
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lntroduction 4
Unitr Oncamera 10
6a readyforyoaraem| &2 18
Unit2 Memories 27
lanqaaqePara, and9tills Poand'upl-2 30
Unit3 Nineto five 37
6areadyfor@ara0m5&4 40
Unit4 Bodyandmind 42
lanquaqePiltAvaildStt'llsPoand-up5-4 50
Unit5 Ourfuture 52
6et readyforWara(dm5 A 6 67
Unit6 Tellingtales 63
lanqaaqePawv and9tr'llsFoand-ap5-6 72
Unit7 True[ove? 73
6et readyforyoaraem 7 & I 82
Unit8 Travel 84
lanqaaqePuav andStt'llsPoand-ap7-8 93
Unit9 Spend,spend,spend! 94
6et reaAypr yoaraem I & lO 103
Unit10 Inspiration 105
lanqaaqePmar and9tr'llsPoand-ap9-lO 774
6o readyfor82 e,cansl-4
Dyslexia:aguideforteachers
Photocopiableresourcebank'
776
720
723

ThreeclassaudioCDs
ThethreeaudioCDscontainallthelisteningmaterialfrom:-.r
Student'sBook.
TheWorkbook
TheWorkbookmirrorsandreinforcesthecontentof the
Student'sBook.lt offers:
r furtherpractice,lesson-by-lessonofthematerialtaught-
class
o additionalexamtaskswithsupportforstudentsand
teachers
o Chollenge!exercisesto stretchstrongerstudents
r writinSguidesto providea clearstructuraIframeworkfo'
writingtasks
. regularSelf-checkswithCondo statementsto promote
consciouslearnerdevelopment
. cumulativereviewsto developstudents'awarenessoft':
progresswithExamChallenge!sectionsto practiceexan-
typetasks
t a FunctionsBankandWritingBankforquickreference
. anirregularverbslist
o a Wordlistwhichcontainsthevocabularyactivatedin the
Student'sBookunits
TheMuttiROM
TheMuttiROMisan interactiveself-studytoolthathasbee.
designedto giveguidance,practice,supportandconsolida::-
ofthelanguageandskiltstaughtintheStudent'sBook.The
MultiROMisdividedintounitsandlessonscorrespondingr""r-
thoseoftheStudent'sBook.
o €v€rygrammarlessonin the bookis extensivelypractise:
andisaccompaniedbya simpleexplanation
. alltargetvocabularyisconsolidatedwithcrossword,wo':
search,andgap-filtactivities
. oneexam-typelisteningactivityperunitisincludedsot'=-
studentsareableto practiselisteningat theirownpace
. speakingandwritingsectionshelpstudentsimprovethe::
skillsoutsideoftheclassroom
. anaudioCDelementisincluded,withalltheexamlisteni-i
tasksfromtheWorkbook,whichcanbeplayedona CDpia'e'
TheTeacher'sBook
TheTeacher'sBookgivesfullproceduralnotesfortheStude--
Book,inctudingideasfortacklingmixed-abilityteaching.In
addition,it offers:
. optionalactivitiesthroughoutforgreaterflexibitity
r structuredspeakingtasksto getstudentstalkingconfide-:
. usefultipsandstrategiesto improvestudents'exam
technique
o a teacher'sguideto dystexiain theclassroom
. 20 photocopiabtepagesto recycteandactivatethe
languageofeachunitin a fun,communicativecontext
TestBankMultiROM
A seoarateresourceMuttiROMcontains:
. A Placementtest
r Shorttests:twoforeachunit
. Progresstests:anA anda Bversionforeachunit
o Cumulativetests:oneforunits1-5 andoneforunits5-i:
. Answerkeys
. Resultstable
o Audioandtapescripts
TheShorttests,ProgresstestsandCumulativetestscanbe
adapted.Youcanadd,removeandedittestsdependingupo-
whatyouhavetaught.Youcanevenpersonalisethetestsifr: -
WANT.
Website
TheSolutionswebsitewithproceduraInotesandkeysforthe
Workbookis atwww.oup.com/ett/teacher/solutions
A notefromtheauthors
OurworkonSolutionsbeganin thespringof 2005witha
researchtrip.Wetravetledfromcityto citywithcolleaguesfrom
OxfordUniversityPress,visitingschools,watchinglessonsand
tatkingto teachersandstudents.Theinformationwegathered
onthattrip,andmanysubsequenttripsacrossCentraland
EasternEurope,gaveusvaluableinsightsintowhatsecondary
studentsandteacherswantfroma newbook.Thesebecame
ourguidingprincipleswhilewritingSolutions.Mostpeoplewe
spoketo askedfor:
r a clearfocuson examtooicsandtasks
. easy-to-followlessonswhichalwayshavea clearoutcome
. plentyof supportforspeakingandwriting
r plentyof extrapracticematerial
Inresponse,wedesigneda bookwhichhasa crystal-clear
structure:onelessonin theboox= onelessonin the
classroom.Weincludedthirfypagesof extravocabularyand
grammarpracticewithinihe Str,dentsBookitsetfto provide
moreftexibility.Weincti,deda: ieasttenspecificlessonsto
preparestudentsforthesc;col-teavingexam,aswellas
ensuringthatthebookasa whoteconespondsto thesyllabus
topicsrequiredin theexarl.Andwerecognisedthedifficulties
thatstudentsnaturalivFareridihspeakingandwriting,and
thereforeensuredtl.a:ti:es€activitiesareatwayswellprepared
andwellsuDDoted.Ac-isracieactivitiesareessentialfor
motivationl
Ourresearchtnip53i5oia-g.t js thatnotvvoschoolsorclasses
areidenticat.Tt'atiswhySolutionsis designedto beflexible.
Therearefiveler,e.sr'Elerne.r:ary,Pre-intermediate,
Intermediate,Upper-inte-e'diate,Advanced)sothatyour
studentscanbeginandendthecoursewithwhicheveris most
appropriateforthem.
Solutionshasbe"efitedfrorncotlaborationwithteacherswith
extensiveexpeienceof teaching14-19yeatotdsandof
preparingstudentsfortheirschool-leavingexams.Wewould
liketo thankAnitaOrrelanczukforsharingherexpertisein
writingthe proced;alnotesin theTeache/sBook.Themain
lessonnotes,c.rii;zi andlanguagenotesaswellasthe
photocopiabtesrppie'':entsintheTeache/sBookwere
providedbyCa:otineKrarrtz.
WeareconfidentthaiSorutionswillbeeasyto use,bothfor
studentsandforteac-es.Wehopeit wiltatsobeinteresting,
engagingandstimtilatingl
TimFalloandtoul A Dovies
Thecomponentsof
thecourse
TheStudent'sBookwithMultiROM
TheStudent'sBookcontains:
. 10topic-basedunits,eachcovering7 lessons
. 5 LonguogeReview"SkillsRound-upsections,providinga
languagetestoftheprevioustwounitsanda cumulative
skills-basedreview
r 106etreodyforyourexomlessonsprovidingtypicaItasks
andpreparationforthefinalexam
c 4 Getreodyfor82 exomslessonsallowingIntermediate
studentsto extendtheirskitls
. 30 pagesofextn languagematerial:10 pagesofVocabulary
Buildersptus20pagesof GrammarBuilderswithgrammar
referenceandfurtherexercises
o tip boxesthroughoutgivingadviceonspecificskillsand
howbestto approachdifferenttasktypesin allfourmain
skitts
Youwitlfindmoredetailson pages5-7 in thesection'Atourof
theStudent'sBook'.

TherearetenmainunitsintheStudent'sBook.Eachunithassevenlessons(A-G).Eachlessonprovides
materiaIforoneclassroomlessonof approximately45 minutes.
Solutionsandtheexam
SolutionsIntermediatenotonlyconsolidateswhatwasstudied
at Pre-lntermediatebutextendsit, providingcomprehensive
coverageof B1examrequirementsandfurtherdeveloping
students'languagecapabilities.Thislevelalsoaimsto
introducestrongerstudentsto theskillstheywiltneedto
progressto theB2level,layingthefoundationsforcandidates
whowittuseUpper-lntermediateandthengoonto sitexamsat
a higherlevel.
Typicatexamrequirementsarereflectedthroughoutthecourse
in thechoiceof topics,task-types,textsandgrammar
structures.ln additionto this,Solutionsoffers:
Student'sBook
TheStudent'sBookincludestenexam-specificlessons
designedto familiarisestudentsnotonlywiththetask-types
andrequirementsoftheexam.Thelessonsprovidestrategies
andexamtechniquesto givestudentstheskittstheyneedto
tackleexamtaskswithconfidence.
Fourextralessonsallowstudentsto getacquaintedwithB2
levelexams.
AtouroftheStudent'sBook
*turl'rdEd.onudddbrd
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Workbook
TheWorkbookprovidesfurtherpracticeforboththeoraland
thewrittenexam.Workin classcanbefollowedupwith
Workbooktasksdoneashomework.
ExamChallengeisectionspractiseexam-typetasks.
ThelisteningmaterialfortheWorkbooklisteningtasksis
availableontheMultiROM.
Teacher'sBook
Theexamlessonsin theStudent'sBookareaccompaniedby
fullproceduralnoteswithadviceandtipsforexampreparation.
t frffimil!'b'htuhebdihrk
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lessonB- Grammar
LessonB presentsandpractisesthefirstmaingrammar
pointoftheunit.
Thenewlanguageis presentedin a shorttextor other
meaningfulcontext.
Therearecleargrammartables.
Lookout!boxesappearwherevernecessaryandhetp
studentsto avoidcommonerrors.
Thislessonlinksto theGrammarBuilderatthebackof
the bookwhichprovidesextrapracticeandgrammar
reference.
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LessonA - Vocabularyandlistening
Theunitmenustatesthemainlanguageandskitlsto be
taught.
Everylessonhasanexplicittearningobjective,beginning
'l can...'.
LessonA introducesthetopicofthe unit,presentsthe
mainvocabularyset,andpractisesit throughlistening
andotheractivities.
Thislessonlinksto the VocobuloryBuilderat the backof
the book,whichprovidesextrapracticeandextension.
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LessonFpresentsa functionaIdialogue.
Thelessonalwaysincludeslisteningpractice.
Extravocabularyandstructuresarepresented,if necessary.
Studentsfollowa clearguidewhentheyproducetheir
owndialogue.
UsefuIfunctionalphrasesaretaughtandpractised.
Thestep-by-stepapproachof'presentation,practiceand
production'is suitableformixed-abitityclassesandoffers
achievablegoals.
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LessonGfocusesonwritingandalwaysinvolvesoneof
thetexttypesrequiredforthestudents'finalexam.
Thelessonalwaysbeginsbytookingat a modeltextor
textsandstudyingthe structureandformat.
Studentslearnandpractiseusefulphrases.
Thereisa clearwritingguideforthe studentsto produce
theirowntext.
Thissupportedapproachto writingincreasesstudents'
linguisticconfidence.
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LessonF- EverydayEngtish LessonG- Writing
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Getreadyforyourexom
TherearetenGetreadyforyourexamlessons(twoafter
units1, 3,5,7 and9)whichfocusonexamskillsand
preparation.ln addition,fourGetreadyfor 82 exams
lessonsintroducestudentsto the reouirementsof the
higherlevel.
Thelessonsincludeexamtasksforreading,speakingand
listening(withwritingexamtasksin theWorkbook).
Eachlessonincludesactivitiesto preparestudentsforthe
examtasksandprovidethemwiththe languageandskitls
theyneedto do themsuccessfully.
Theselessonsalsorecyclethe languagefromthe previous
twounitsandtinkwiththetopics.
a
a
Longuoge Review/Skills Round-up
Therearefivetwo-pagereviews(afterunits2,4,6,8 and10).
Thefirstlessonof eachreviewis a LanguageReviewof the
precedingtwo units.
Thereareexeicisesfocusingonvocabulary,grammarand
functions.
Themarksalwaystotal50,so it is easyto monitorprogress
throughthe book.
Thesecondlessonof eachreviewis a Skil/sRound-up
whichcoversalltheprecedingunitsofthebook.
Thelessonincludespracticeof allfourskills:listening,
reading,writingandspeaking
Thematerialis centredarounda CzechboycatledMarek,
whois tivingandworkingin Britain.
Introduction

Tipsandideas
Teachingvocabulary
Vocabularynotebooks
Encourageyourstudentsto recordnewwordsin a notebook.
Theycangroupwordsaccordingto thetopicor bypartof
speech.Tetlthemto writea translationandanexample
sentencethatshowsthewordin context.
Vocabularydoesn'tjustappearonVocabularypages.Youcan
askstudentsto makea tistof atltheverbsthatappearin a
Grammarsection,orto choosefiveusefulwordsfroma reading
textandlearnthem.
Learningphrases
Weoftenlearnwordsin isolation,buta vocabularyitemcan
be morethanoneword,e.g.surfthelnternet,hovea shower.
Makestudentsawareofthisandencouragethemto record
phrasesaswellasindividualwords.
Revision
Regularlyrevisepreviously[earnedsetsofvocabulary.Hereare
twogamesyoucouldtryin class:
. Oddoneout.Givefourwords,eitherorallyorwrittenon
theboard.Studentssaywhichistheoddoneout.Youcan
choosethreewordsfromonevocabularysetandoneword
froma differentset(arelativelyeasytask)or fourwords
fromthe sameset,e.g.kind,confident,rude,friendly,where
rudeistheoddoneoutasit'stheonlywordwithnegative
connotations.
. Wordtennis.Thisgamecanbeplayedto revisewordsets.
Calloutwordsin theset,andnominatea studentto answer.
Thestudentmustresoondwithanotherwordin theset.
Continueroundtheclass.
Studentsmustnotrepeatanypreviouswords.Forexample,
withclothes:
T: T-shirt
SL: jeans
T: sweatshirt
52: toD
Teachinggrammar
Conceptchecking
Theconceptis important.Donotrushfromthepresentation
to the practicebeforethestudentshavefullyabsorbedthe
meaningofthenewlanguage.Youcancheckthattheytruly
understanda newstructureby:
r askinBthemto translateexamplesintotheirownlanguage.
o talkingaboutthepracticeactivitiesasyoudothem,asking
studentsto exptaintheiranswers.
o lookingbeyondincorrectanswers:theymaybecareless
errorsortheymaybetheresultof a misunderstanding.
o contrastingnewstructureswithlanguagethattheyalready
knowin Englishandin theirownlanguage.
Practice
Practicemakesperfect.Learninga newstructureis noteasy,
andstudentsneedplentyof practice.Usetheextraactivitiesin
lheGrammorBuildersandontheMultiROM.
Progression
Mechanicalpracticeshouldcomebeforepersonalisedpractice.
Thisallowsstudentsto masterthebasicformandusefirst,
withouthavingto thinkaboutwhattheyaretryingto expressat
thesametime.
Teachingreading
Predictingcontent
Beforereadingthetext,askstudentstolookatthepictureand
tellyouwhattheycanseeorwhatishappening.Youcanalso
discussthetitleandtopicwiththem.
Deatingwith difficuttvocabulary
Herearesomeideas:
r Pre-teachvocabulary.Anticipatewhichwordstheywillhave
difficuttywith.Putthemontheboardbeforeyoureadthe
textwiththeclassandpre-teachthem.Youcancombine
thiswitha predictionactivitybyputtinga listof wordson
the boardandaskingstudentsto guesswhichoneswill
notappearinthetext.Forexample,forthetextaboutDoug
Bruceon page19oftheStudent'sBook,listthesewords:
subway specialist amnesio identity carnival
strangers college
Askstudentsto lookatthepicturesandtettyouwhichtwo
wordstheyarenotgoingto findin the text(carnivaland
college).Atthesametime,checkthattheyunderstandthe
otherfivewords.
r Havingreadthroughthetextonce,tellstudentsto write
downthreeorfourwordsfromthetextthattheVdon't
understand.Thenaskthemto calloutthewords.Youcan
thenexplainortranslatethem.
r Ratherthanimmediatelyexplainingdifficultvocabulary,
askstudentsto identifythepartof speechofthewordthey
don'tknow.Knowingthepartof speechsometimeshelps
themto guessthemeaning.
. Afterworkingona text,havestudentswritefourorfivenew
wordsfromthetextthattheywouldliketo learnin their
vocabularynotebooks.
Teachinglistening
Pre-listening
Thisis animportantstage.Listeningto something'cold'is not
easy,sopreparethestudentswel[.Focusonteachingrather
thanontesting.Herearesomethingsyoucando:
o Tellthestudentsin broadtermswhattheyaregoingto hear
(e.g.a boyandgirlmakingarrangementsto goout).
r Predictthecontent.lf there'sa picture,askstudentsto
lookat thepictureandtellyouwhattheycanseeorwhatis
happening.
r Pre-teachvocabulary.Putnewvocabularyontheboardand
pre-teachit.Translatingthewordsis perfectlyacceptable.
. Readthroughtheexercisecarefullyandslowlybeforethe
studentslisten.Ensurethatthestudentsunderstandboth
thetaskandallthevocabularyin theexercise.Uoucan
checkthattheyunderstandthetaskbyaskinga studentto
explainit in theirownlanguage.)
Familiarprocedure
It isn'teasyto [isten,readtheexerciseandwritetheanswers
allatthesametime.Takesomepressureoffthestudents
bytetlingthemyou'llplaytherecordinga numberof times,
andthattheyshouldn'tworryif theydon'tgettheanswers
immediately.Tellstudentsnotto writeanythingthefirsttime
theylisten.
Monitor
Whitethestudentsarelistening,standat thebackoftheclass
andcheckthattheycanallhear.
Teachingwriting
Usea model
Ensurethatthestudentsunderstandthatthetextin LessonG
seryesasa modelfortheirownwriting.
Preparation
Encourageyourstudentsto brainstormideasandmake
notes,eitheraloneor in pairs,beforetheyattemptto writea
composition.
Draft
Tellthemto preparea roughdraftofthecompositionbefore
theywriteoutthefinalversion.
Introduction

Checking
Encouragethemto readthroughtheircompositioncarefully
andcheckit forspeltingmistakesandgrammaticaIerrors.
Correction
Estabtisha setof marksthatyouuseto correctstudents'
writtenwork.Forexample:
sp indicatesa speltingmistake.
w indicatesa missingword
gr indicatesa grammaticalerror
v indicatesa lexicalerror
wo indicatesincorrectwordorder
Self correction
Considerindicatingbutnotcorrectingmistakes,andasking
studentsto tryto correctthem.
TeachingspeaKng
Confidencebuitding
Beawarethatspeakingisa challengeformoststudents.Build
theirconfidenceandtheywiltspeakmore;undermineit and
theywittbesilent.Thismeans:
o encourageandpraiseyourstudentswhentheyspeak.
r do notover-corrector interrupt.
r askotherstudentsto bequietandattentivewhilea
classmatespeaks.
. listenandreactwhena studentspeaks,withphraseslike
'Reatty?'or'That'sinteresting'.
Preparation
Allowstudentstimeto preparetheirideasbeforeaskingthem
to speak.Thismeanstheywillnothaveto searchforideasat
thesametimeastryingto expressthem.
Support
Helpstudentsto preparetheirideas:makesuggestions
andprovideusefulwords.Allowthemto workin pairs,if
appropriate.
Choraldrilling
Listenandrepeatactivities,whichtheclassdoestogether,
canhelpto buitdconfidencebecausethestudentsfeel[ess
exposed.Theyarealsoa goodchanceto practisewordstress
andintonation.
Teachingmixedabitityclasses
Teachingmixedabilityclassesis demandingandcanbevery
frustrating.Therearenoeasysolutions,butherearesome
ideasthatmayhelp.
Preparation
Tryto anticipateproblemsandpreparein advance.Drawup
a listofthefivestrongeststudentsin theclassandthefive
weakest.ThinkabouthowtheywilIcopein thenextlesson.
Whichgroupis tikelyto posemoreof a problem- thestronger
studentsbecausethey'ltfinishquicktyandgetbored,orthe
slowerstudentsbecausetheywon'tbeableto keepup?Think
howyouwillattemptto dealwiththis.TheTeacher'sBook
includesideasandsuggestionsforactivitiesandfillersfor
differentabitities.
Independentlearning
Thereisthetemptationin classto givemostofyourattention
to thehigher-levelstudentsastheyaremoreresponsiveand
theykeepthelessonmoving.Butwhichofyourstudentscan
bestworkontheirownor in pairs?lt'softenthestrongerones,
soconsiderspendingmoretimein classwiththeweakerones,
andfindingthingsto keepthefast-finishersoccupiedwhitethe
otherscatchuo.
Peersupport
lfyouaredoingpairwork,considerpairingstrongerstudents
withweakerstudents.
Projectwork
Provideon-goingworkforstrongerstudents.Youcangiveyour
strongerstudentsextendedtasksthattheydoalonein spare
moments.Forexample,youcouldgivethemreaders,askthem
to keepa diaryin Engtishorworkona proiect.Theycanturn
to thesewhenevertheyarewaitingfortherestoftheclassto
finishanactivity.
Correctingmistakes
Howmuchwecorrectshoulddependonthepurposeofthe
activity.Thekeyquestionis:istheactivitydesignedto improve
accuracyorfluency?
Accuracy
Withcontrolledgrammarandvocabularyactivities,where
theemphasisisontheaccurateproductionof a particutar
languagepoint,it'sbestto correctallmistakes,andto do so
immediatelyyouhearthem.Youwantyourstudentsto master
theformsnowandnotrepeatthemistakein laterwork.
Fluency
Withactivitiessuchasrole-playorfreergrammarexercisesit
maybebetternotto interruptandcorrecteverymistakeyou
hear.Theimoortantmistakesto correctin thesecasesare
thosethatcausea breakdownin communication.Weshouldn't
showinterestonlyin thelanguage;weshouldalsobeasking
ourselves,'Howwelldidthestudentscommunicate?'.During
theactivity,youcanmakea noteof anyseriousgrammatical
andlexicalerrorsandoutthemontheboardattheendofthe
activity.Youcanthengothroughthemwiththewholeclass.
Self correction
Givestudentsa chanceto correctthemselvesbeforeyousupply
thecorrectversion.
Modelling
Whenyoucorrectanindividualstudentalwayshavehimor her
repeattheanswerafteryoucorrectly.
Peercorrection
Youcaninvolvetherestofthe classin theprocessof
correction.Ask:ls thotanswercorrect?Youcando thiswhen
thestudenthasgivena correctanswerasweltaswhenthe
answeris incorrect.

tEssol{ sutMARY .. } tw
Vocabulary:clothes;describingclothes
Listening:a fashionshowcommentary;listeningforspecific
information
Speaking:describingclothes;beinginexacte.g.it'so kindof...
Topic:people
Todo the lessonin 30 minutes,keepthe lead-
in brief,spendno morethan3-4 minuteson exercise2 ond
set VocabularyBuilderand GrommarBuilderexercisesfor
homework.
t Lead-in 3minutes
. Doa quickclasssurveybywritingthesesentenceson
the board:I likewearingcomfortableclothes,Iikeboggy
trousersand loosetops.I liketo lookdifferentfrom other
people. lt'simportantto me to lookfashionable.I reallydon't
careaboutfashion.
r Ask:Whichof thesestatementsdescribesyoubest?Students
discussthesentenceswitha partnerfora minute.Findout
witha showof handswhichisthemostpopularattitude.
Exercise1 page4
. Askstudents:Whatorethesepeopledoingandwhereare
they?$heyaremodellingclothesat a fashionshow.)
. Beforestudentsdescribethephotos,checkthatthey
understandthemeaningof thewordsin thebox,bygivinga
translationandelicitingthe Englishword.
r Tellstudentsto workin pairsto describethephotos,giving
theiropinions.Askoneortwoof themto repeattheir
descriptionsto the restof theclass.
KEY
| 2 coat- alttheothersaresummerclothes
3 shirt- alltheothersarewornon legs
4 tie- alltheothersarewomen'sclothes
5 socks- alltheothersaretops
6 jeans- alltheothersareformal
ltcruDES 0 & i:
r clothesr describingctoth€s. compoundadjectives. nationalit,:,
. oresenttensecontrasto stateand dvnamicverc
ciifferentnationalities. discussinsthe issueof surveillanc,
rnh
letter
4-10 . Selfcheck1 page11
. Studentsmaketheirlistsin pairs.Goaroundgivinghetp
withvocabularyasnecessary.Thiscouldbedoneasa
competitionto seewhichpairof studentscancomeupwith
thelongestlistin twominutes.Askthewinningpair,and
oneother,to readouttheirlists.
r Withastrcngerclasselicitmorewordsto addtothelist.(E.g.
silksuede,denim,collar,v-neckroll-necksleeveless,hooded.
Exercise3 page+ C) r.or
o Focusonthelisteningtask.lf studentsareunsureofthe
meaningof outfit,explainthatit meansa setof clothesthat
youweartogether.Playtherecording,checktheanswerand
seeif studentscanremembertheohrasesthathelpedthem
identifythephoto.
KEY
Photo2 andtwootheroutfits
TRAISCRIPT 1.01
SpeakerOurfirstmodelhasaninformalbutstylishoutfit.He's
wearinganattractiveplain,brownleatherlacketanda
tight,cottonT-shirt.lt'slong-sleeved,Ithink.I particularly
likethosecasual,baggy,blackieans.
Thenextmodeliswearinga shiny,grey,nyloniacketwith
matchingtrousers.She'salsogota large,spottyscarf
aroundherneck- atouchofhumourfromthedesigner,I
feel- anda spotty,long-sleeved,blouse.Andonherfeet,
aresimplebutstylishblackteathershoes.Averyelegant
outfit,in myopinion.
Nowwehaveamoreunusualoutfit.She'swearingared,
stripytopandalong,dark,woolcoat.Belowthat,ashort,
stripyskirtandblack,leatherhigh-heeledshoes.lt'savery
strangelook- I'mnotsureIlikeit,andIdoubtitwittcatchonl
Exercise4page+O r.or
r Studentsworkin pairsto completethephrasesfromthe
commentarythen[istenagainto check.Witha weakerclass,
allowthestudentsto listento thecommentaryagainbefore
theycompletethe phrases.Theycanthenlistena thirdtime
to checktheanswersoryoucouldsimplygivethemto them.
Fashion
KEY
1 ptain,leather
2 tight,cotton
3 baggy,black
4 shiny,nylon
5 spotty
6 [ong,wool
2 a miniskirt e
b teggings f
c combattrousers
d fleece
3 Openanswers
Exercise2 page4
o Askindividualstudentsto readoutthewordsin each
category.Correctpronunciationerrors.Listenoutespecially
formispronunciationof thevoweIsoundsin leather
/'le6e(r)/,fur lfe:(r)/,andfurry I'fz:ril.Drawattentionalsoto
thefinaIconsonantlsl in looseandpointouthowit differs
fromfinalconsonantlzl in lose.
Exercise5 page4
r Studentscanworkin pairs.Attow2 minutesbeforechecking
answers.
g
h
roll-neck
hoody
poloshirt
v-neck
Forfurtherpracticeof Clothesvocabulary,go to:
Unit1.Onramera
KEY lshape 2colour 3material

Forfurtherprocticeof Orderof adjectives,go to:
KEY
1 2 That'sa smartstripycottonshirt.
3 She'swearinganawfulflowerycottondress.
4 Lookatthatbeautifulcheckwoolmini-skirt.
5 I tikeyourstripybaggybtuehoody.
6 Thisisa greatshinynytonroll-neck.
7 She'swearingridiculoustightfurryleggings.
LANGUAGE T{OTE. LIKE
Thefotlowingsentencesfromthelessonincludetheword
'like'in its3 differentuses:
I likewearingcomfortableclothes,tikebaggytrousersand
loosetops.lt lookslikea ...lt'sa bit likea ...
Inthefirstusage,likeis a verbexpressingpreference,
whereasthesecondusageis nota repetitionoftheverb
buta prepositionwhichmeans'forexample'.Theother
twounfinishedsentencesincludethesamepreposition
withanothermeaning('simitarto').Studentsshould
understandthesedifferences.
Exercise6 pase+
. Focusattentiononthespeakingtip.Emphasisethatthese
phrasesareextremelyfrequentin everydayspokenEnglish.
. Modelanddrillthephrases,concentratingparticularlyon
theunstressedpronunciationofof,herepronouncedsimpty
/r /. Keepthedritlingverysnappy!
OPTIOI{AL ACTIVITY
Askstudentsto describetheoicturesandanswerthe
followinghvoquestionsin pairs:Arethesepeople
professionalmodels?ShouldwefollowfashionZAltow3
minutes.Bringtheclasstogether.Findoutbya showof
handswhothinksthepeopleinthepicturesareprofessional
models/weshouldfollowfashion.Asksomestudentsto
justifytheiropinions.Aska fewotherswhytheydisagree.
KEY
t high-heetedhard-working
bad-temperedwel[-known
2 2 easy-going 6
3 high-heeted 7
4 hard-working 8
5 bad-tempered
3 2 well-known 6
3 old-fashioned 7
4 good-looking 8
5 high-heeted
old-fashionedgood-looking
easy-goinglong-haired
good-looking
well-known
long-haired
bad-tempered
hard-working
easy-going
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?EliciI:I can
describesomeone'sclothes,I canuseadjectivesin thecorrect
order,I cangive 'vaguedescriptions'of thingsthatarehard
to describeexactly.Ask:Whotusefulwordshaveyou learned?
Elicitnewwordsandphrasesfromtheclass.
NotesforPhotocopiableactivity1.1
Fashionquestionnaire
Painvork
Language:fashionandclothes
Materials:onecopyoftheworksheetperstudent(Teacher's
Bookpage123)
Handouta copyofthequestionnaireto eachstudent.Go
throughtheinstructionsanddothefirstexamptetogether,
thenletstudentsworkin pairsto filtin thegaps.Tettthem
notto answerthequestionsatthisstagesothatyoucan
concentratefirstonthecollocationsandnewitems.
Elicitorexplainthefollowingphrasesandsuggestthat
studentswritethemin theirnote-books:foshionpages,item
of clothing,motch,second-handshop,foshionsense.
Studentsaskandanswerthequestionsinpairsorsmall
groups.Encouragethemdeveloptheirconversationsbygiving
reasonsfortheiranswersandaskingfollow-upquestions.
Monitorandhetpasstudentsaretalking,notingany
commonmistakesandexamplesof gooduseof language
andconducta brieffeedbacksessionattheend.
KEY
1 enjoy
2 notice
3 spend
4 read
5 dress
6 item
7
I
9
generations10 judge
match 11 fashion
hand 12 buy
LESSOI{ SUMTARY.t *
Grammar:presenttensecontrast;stateanddynamicverbs
Listening:a dialogueat a busstop,a mobilephoneconversation
Speaking:talkingaboutfacts,habits,currentactionand plans
Todo thelessonin 30 minutes,keepthelead-in
brief,do exercise1 togetherasa classondsettheGrammor
Buildersashomework.
r Lead-in 3minutes
. Beforestudentsopentheirbooks,brainstorma listofthings
thatyoucandowitha mobilephone.Encouragestudentsto
comeupwiththecorrectverbsaswellasnouns.Writethe
students'suggestionsontheboard.Possibleanswersare:
sendandreceivetexts,mokecalls,takephotos,sendphotos,
surfthelnternet,setan olorm,listento theradioor music,
takevideos.
o Directstudentsto thepictureandaskwhichoftheactions
inthetistthegirlisdoingwithherphone.(Takinga photo.)
Exercise1 page5
Putthestudentsintopairsto describewhat'shappening
in thepicture.Youcouldencouragethemto giveasmuch
detailaspossiblebytellingthemyouaregoingto timethem
andthatbetweenthetwoofthemtheymustnotstoptalking
before60 secondsareuo.
Suggestthataswellasusingallthewordsintheboxthey
shouldgiveinformationaboutthepossiblerelationship
betweentheboyandthegirl,howtheyarefeelingand
whattheweather'slike.Remindthemalsoto tryto include
descriptivevocabularyfromthepreviouslesson.
Askonepairto repeattheirdescriptiontotherestoftheclass.
contrast
Forworkon Compoundadjectives,go to:
Unitl.0ncamera

Exercise2 pages
e Askstudentsto readthedialogueto themsetvesandthen
asktwostudentsto readit aloud.
Ask:Whyis Louisannoyedwith Carol?Whois Caroltaking
thephotofor?
Suggestthatstudentsunderlineexamplesof presentsimple
andoresentcontinuousintwoseoaratecolours.
KEY
presentsimple:Ourfilmstartsin fifteenminutes.Whatdoyou
dowiththemall?| usuallysendthemto myfriends.Shelives
in NewYork.
presentcontinuous:I'mtakinga photoofyou.You'realways
takingphotos.Whoareyousendingthatphototo?She's
comingto staywithusnextmonth.Whyareyousendinghera
photoof me?Thebusisleaving.
Exercise3 pages
. Studentsdothisexerciseontheirown.Checkasa class.
. Ina weakerclassaskstudentsto readouttheexamplefrom
thediatoguethatshowstherule.
Exercise5 pase5
o Monitorstudentsastheyworkin pairs,checkingfor
appropriateuseofthepresentsimpteandcontinuous.With
a weakerclassgivestudentsthinkingtimeto notedown
theiranswersbeforetheyspeak.Forfastfinisherswriteget
andmokeontheboardandaskthemto makeadditional
sentenceswiththeseverbs.
Exercise6 pages
o Directstudents'attentionto theLearnthis!box.lf studentsare
unclearabouttheconceptofa stateverb,explainthatit means
a 'nonaction'verb.Studentswilldevelooa naturalinstinct
astowhetheraverbisa stateverboranactionverb.Inthe
meantimeit ishetpfutforthemto learna listofstateofverbs.
r Studentsdotheexerciseindividualtyor in pairs.
KEY
1 belongs
2 prefer
3 wants
4 don'tunderstand
5 know,mean
6 Do,remember
7 Do,tike
KEY
l simpte
2 continuous
3 continuous
4 simpte
5 continuous
6 simple
Exercise4 page5
. Givestudentstwoorthreeminutesto completethedialogue
in oairs.Remindthemto usecontractionsratherthanfull
forms.Asyougothroughtheanswersaskstudentsto tell
youwhichofthe usesfromexercise3 eachverbrepresents,
e.g.Myphone'sringingis usenumber2 (something
happeningnow),We'reseeingthenewSpielbergfilm this
afternoonis usenumber5 (arrangementsforthefuture).
KEY
1 1 don'tremember
2 needs
3 doesn'tlike
4 is raining
2 1 'm enjoying
2 thinks
3 's having
3 1 a smells
2 a looks
3 a tastes
4 a feels
KEY
1 's ringing
2 'reseeing
3 'm looking
4 makes
5 lsshephoning
betong
Do(you)know
arewaiting
want
feel
'reconsidering
forget
's smelling
'm [ooking
'm tasting
's feeling
6 's shesaying
7 's alwaysintenupting
8 oftengo
9 areyoulaughing
10 finishes
5
6
7
I
4
5
6
b
b
b
b
KEY
I 1 Theplanetakesofftomorrowmorningat eighto'clock.
2 lt'squitewarmtoday.I'mnottakinga jacket.
3 Whatareyoureadingatthemoment?
4 I'mlivingwitha familyin lrelandfora month.
5 She'sa writersosheworksfromhome.
6 Theyaren'tgoingto thepartyonSaturdaynight.
7 Doyouusuallywearieansto school?
8,/
Exercise7 page5
. lf possible,askstudentsto workwitha newpartnerforthis
exercise.Demonstratetheexerciseyourselfbygivingthe
answersto thefirsttwoquestions.Getstudentsto askone
ortwofollow-upquestionsforeachanswertheirpartner
gives(althoughthiswon'tbepossiblefornumber2).
Monitorandnotedownanypersistentmistakesandwrite
themonthe boardforstudentsto correct.
o Conducta brieffeedbackaskingstudentsto reportbackto
theclassanythinginterestingtheyhavefoundoutabout
theirpartners.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatcanyoudo
now?andelicitanswers:I conusedifferentpresenttensesto
talkaboutthepresentandfuture.I understandstateverbs.
Ask;Whichstateverbscanvouremember?
2 1 a lives
2 a doesn'tdrive
3 a Do(you)speak
4 a ishaving
5 a are(you)meeting
5 a is alwaysleaving
b isvisiting
b isdriving
b are(you)speaking
b has
b does(thefitm)start
b doesn'twash
Forfurtherpracticeof Stoteond dynamicverbs,go to:
Forfurtherpracticeof Presenttensecontrast,go to:
Unitl.Ontamera

Elllilitt
Stereotypes?j
f-ESSOllSUMMARYaa&:.
Reading:a textaboutLondoners
Listening:descriptionsof nationatsstereotypes;matching
Speaking:talkingaboutnationaland regionaIstereotypes
Vocabulary:personalityadiectives
Topic:people
brief,askstudentsto readthetextbeforethe lesson,allowten
minutesfor thereadingexercises(2 and3) anddo exercise6 as
o wholeclassoctivity.
f Lead-in 3minutes
. Beforestudentsopentheirbooks,writeLondonontheboard
andexplaintotheclassthattheyaregoingto brainstorm
wordsassociatedwithLondon.Givethematopic,forexampte,
buildings.StudentsnameasmanyLondonbuildingsasthey
can.Continuewiththetopicsoftransportandfamouspeopte.
CULTUREIIOTES- tOl{DOTERS
Thetitle of the text;lkloybeit'sbecauseI'm a Lbndortelr
comesfroma famo.Ussongwrittenby HubertGreggin
7947.lI hasbecomea kindofanthemforLondon.
ALondoneris a personfromLondon.Inthiscase,adding
-ermakestheworddescribea person.lt isn'tthesame
forallcities.A personfromManchester,forexampleisa
Mancuniananda personfromLiverpoolisa Liverpudlion.
Exercise1 page6
. Beforeproceedingwiththeexercise,elicitor explainthe
meaningof the lessontitle,stereotypes(afixedidea
orimagethatmanypeoplehaveaboutsomethingor
somebody,especiallya race,nationalityorgender,which
isoftennottrue.Forexample:the Frenchareveryromantic,
theBritishonlydrinktea,theJapaneseworkveryhard).
. Focusonthephotoandthetitleofthetext.Askthequestions
to theclassasa whole.Askadditionalquestionssuchas:
Howaretheyfeeling?Whattimeofyeoris it?Wherearethey
going?alwaysaskingthestudentsto iustifytheiranswers.
Exercise2 page6
. Focusonthetask.Askstudentsto readthroughthetext
lookingonlyforinformationthatanswersthequestion.
Tetlthemto hightightanythingin thetextthatsuggestsa
negativeopinion,to hetpthemanswerthequestion.
KEY
1 loanna 2 Amir 3 loanna 4 Sam 5 Amir 6 Sam
Exercise4 pageo 6) r.oz
. Focusontheinstructions.Tellstudentsthatwhenthey
listenforthefirsttimetheyonlyneedto tryto geta general
understandingofwhattheteenagersaresayingandto write
downtheirnationatities.
. Witha weakerclass,pre-teacha fewkeywordsor phrases
thatyouthinkthestudentsareunlikelyto know.
KEY
1 Brazilian2 American 3 Japanese 4 Spanish
TRAilSCRIPT 1.02
1 Rosana | loveBrazilians- butmaybethat'sbecauseI'mfrom
Brazil!Thebestthingaboutthemis,theylaugha lotand
theysmilea lot.lfyouwalkdownthe street,youseelotsof
smiles!Anotherthingisthatthey'realwayswitlingto share
whatthey'vegotwithyou;evenif theyhaven'tgotverymuch
themsetves...They'renotat atlmean.
2 Ethan I'm fromNewYorkin the USA.lt's an enormous
country,of course,and peoplearedifferentin differentparts
of the States.ButI thinktherearesomecharacteristicsthat
aretypicalandthataresharedbyAmericansacrossthe
country.Letme giveyou an example.In generat,Americans
workhard- theystartworkearly,finishlate,andtheydon't
havelonghotidays.In my opinion,they'reproudof their
country,andveryproudto beAmerican,whatevertheirethnic
background.
3 lunko I'm nottypicatlyJapanese- I'm probablymorelikean
Australian,becauseI'velivedherein Australiaforyearsnow.
lapanesepeoplehavegotgoodmannersandshowrespect
to otherpeople,especiallypeopletheydon'tknow.Infact
sometimestheycanbe ratherformal.Personally,I'm not!
Anotherdifferencebetweenme and otherJapaneseis that I'm
veryopen,evenwith peopleI don't know.Japanesepeople
oftenhidetheirfeetings.Theydon'tlikeotherpeopleto know
whattheyarethinkingor feeting.
4 Carlos I'mfromSpain- fromthe south.nearSeville.I think
Spanishpeopte,in general,arequitewarm-heartedand
theylikemeetingnewpeopteandmakingnewfriends.The
Spanishdon'tliketo sitin silence- theyliketatking- they
canchatawayfor hourson end.That'smy opinion,anyway.
Exercise5 pagee f) r.oz
o Gothroughtheopinionswiththeclassanddealwithany
vocabularyquestions.Playtherecordingagainandpause
aftereachansweris givento givestudentstimeto write
theiranswer.Letstudentschecktheiranswerswitha
Dartnerbeforecheckineasa class.
KEY
al bE flcC gR hC
KEY Joanna
Exercise3 page6
. Studentsre-readthetext.Encouragethemto lookfor
synonymsforthewordsinthetask.Demonstratethefirst
question,showingthemhowto scanthetextuntittheyfind
theappropriatesynonymorsynonymousphrase(cotdand
unfriendly).Againencouragethemto underlinetheanswerin
thetext.
o Witha weakerclassstudentsshouldreferto thewordlistas
thevread.
dE eR
Exercise6 page6
o Checkunderstandingofthewordsinthebox.Altow
studentstwoto threeminutesto discusstheirideasand
notethemdown.Encouragethemto recyclewordsfrom
thetexttooandanyotherideastheymighthavesuchas
punctual,romantic,formal,etc.
Unitl.Oncamera

Exercise7 page6
. Askstudentsto readouttheirideasandseeif otherstudents
agree.Youcouldhavea discussiononstereotypesingeneral,
genttyguidingthemtowardstheideathatstereotypesusually
containsometruthbutthatwemustbecarefulnotto over-
generalise.Startthediscussionbyasking:Doyouthink
stereotypesarebasedon truth?Howdoyoufeelwhenpeople
makegeneralisotionsaboutpeoplefromyourtown/ country?
i Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whatcanyoudo
now?Elicit:I cantalkoboutdifferencesbetweennationalities.
Ask:Whotusefulwords,phrasesand ideashaveyou learned
fromthelesson?
KEY
1 1 notto spend
2 going
3 notto see
4 to buy
5 eating
6 doing
7 notto arrive
8 driving
Exercise3 page7
r Studentscanworkaloneorin pairs.Tellthemto referbackto
theverbsin thetable,includingthosethatarealreadythere.
KEY
t hearing
2 having
3 togo
4 to hate
5 taking
5 to co-operate
7 tobe
8 to see
9 being
Exercise4 pagez
. Again,studentscanworkindividuallyorin pairs.Asyougo
throughtheanswers,highlightthewordorderusedifthe
infinitiveisnegative:lpretendnottobeandNOT/pretendtonot
be.ExplainalsothatIfailtounderstandisafixedexpressionand
isa moreformalwayof sayingI don'tunderstand.
o Askstudentsto puta ticknextto thestatementstheyagree
with.Thenaskthemto comparetheiropinionwiththeir
partner's.Encouragethemto developtheirargumentsby
sayingwhytheyagreeandgivingexamples,if possible.
KEY
1 reading
2 to write
3 notto be
4 to understand
5 leading
Exercise5pagez$ r.or
o Letstudentscomoareanswerswitha partnerbefore
checkingasa class.Remindthemthatthereisoneopinion
whichdoesn'tmatchanyofthespeakers.
KEY
Speaker1: 3 Speaker2: 1 Speaker3: 2 Speaker4: 5
TRAT{SCRIPT1.03
Speaker1 Wett,if I'mhonest,I doliketo knowaboutthelivesot
famouspeople.I don'tadmitit,ofcourse!| mean,I neverbuv
thosemagazineswithphotosandstoriesaboutcelebrities
- you,know,Hello!magazineandtheothers.No,I neverbuy
them.ButwhenI'mwaitingto seethedentist,orthedoctor,
andI seethemagazinesonthetable,I havequicklook-
I nevertellanyone,ofcourse,- andI quiteenioyit,reatly.
Well,richpeopleoreinteresting,aren'tthey?
Itatil;ttliflit
Verbpatterns)
tEssoll suMMARY.. * "
Grammar/Vocabulary:verbpatterns
Reading:a shortarticle
Listening:shortmonologues
Speaking:tatkingaboutcelebrityculture
Todo the lessonin 30 minutes,do exercises2
and6 asa classandsettheGrommarBuilderashomework.
r Lead-in2minutes
o lntroducethetopicof celebritiesandpaparazzibyasking
studentsto namesomemagazinesthatcontaincelebrity
gossipandphotos.Ask:Whichmagazinesdoyouread?
Whichcelebritiesareyou interestedin readingaboutand
seeingphotosof?Wouldyouliketo befamousandseeyour
photosin magazines?
CUTTUREI{OTE- PAPARAZZI
. Thenamepaparazicomesfroma chamctercalled
Paparazzoin the Fellinifilm,ta DolceVita,whorode
aroundona scootertakingphotosof richandfamous
people.Thewordpaparwzooriginallymeans'a
mosquito'.
r Celebritieswhoarewell-knownforfightingback
physicallyorverballyagainstthe paparazziinclude
OasissingersLiamandNoelGallagher,JayKay(lead
singerof .lamiroquai),EwanMcGregor,SeanPenn,Mel
GibsonandPrinceHarry.
Exercise1 pase7
Focusonthephotoandelicitwhatishappening.Askstudents
to readthetextquicklyto decidewhichviewtheyagreewith.
Findoutthrougha showofhandswhatthemajorityofstudents
think.
Askifstudentsknowofanyfamousincidentsinvolving
paparazzi.Don'tencouragefurtherdiscussionabouttherights
andwrongsofphotographingcelebritiesatthisstageasthey
willhavea chanceto dothisinexercise4.
Exercise2 pageT
r Askstudentsto copythechartintotheirnotebooksandadd
theverbsfromthetextintothe correctcolumn.Dothefirst
exampletogetherandthenletstudentsworkalone.
r Duringfeedbackmakesuretheyareclearaboutthe
meaningof can'tface(notwantto do somethingbecause
it'stoodifficuttor unpleasant,e.g.I can'tfacedoingmy
homeworklthewashingup) andcon'thelp(notbeableto
stopyourselffromdoingsomething,e.g.I couldn'thelp
Iaughingwhenshewastalking).
KEY
verb+ infinitive:agree expect fail hope managepretend
refuse seem want
verb+ -ingform:avoid can'tface can'thelp enioyimagine
spend(time)
Forfurtherpracticeof Verbpatterns,go to:
Unitl.Oncamera

Speaker2 Yes,I oftenbuymagazinesaboutcelebrities- | tike
to readabouttheirIives.lt's interesting.And I liketo seethe
photos,too, but I don'tagreewith the paparazziwhowait
outsidepeople'shousesandthenfollowthem.Thatmustbe
tenible.lt's importantforfamouspeopleto havea private
life,awayfromthe cameras- just tikenormalpeople.
Speaker3 | don'treadthosemagazinesveryoften.I supposeI'm
quiteinterestedin famouspeopte,butI getboredwiththesame
namesandfacesallthetime.WhocaresaboutTomCruisethese
days?OrBritneySpears?ButeverytimeI pickupa magazine,
there'sanarticleaboutTomorBritney.lt'sridiculous!Theyneed
to find somenewcelebritiesto writeabout.
Speaker4 | buyall the celebritymagazinesassoonastheycome
out. I wantto knoweverythingaboutthesepeopte-
| .iustcan'tgetenoughinformationaboutthem!I'm notsure
why- | supposeit'stheglamourand romanceof it.The
beautifuldressesand diamondjewellery.I oftenthinkwhatit
mustbe tike,beingrichandfamous,and havingan exciting,
glamoroustife.Themagazineshelpmeto dream,I guess!
Exercise6 pagel
r FocusontheLearnthis!box.Givestudentstimeto read
it ontheirownandthengetthemto translatethepairsof
sentenceswitha partner.Seethe languagenotebelowfor
anexptanationofthechangein meaning.
KEY Openanswers
LAI{GUAGETOTE. VERBPATTERI{s
. Withremember,forget,stopandgo on the-ing form
referstoanactionthathappensbeforetheremembering,
forgetting,etc.andtheinfinitiverefersto thingsthat
happenafter.
. Try+ -ing meansto do somethingasanexperimentto
seewhatwill happen,whereaslry+ infinitivemeansto
makeaneffortto do somethingdifficutt.
. Althoughnotlistedin thisexercise,studentswillatso
haveheard/ikeusedwith-lng or infinitive.There
isa subtledifferencein meaningbetweenthetwo.
Compare:I likegoingiogging= | enjoyit. I liketogo
ioggingbeforeschool: I think it's a goodideato do
this(butI don'tnecessarityenioyit).
Exercise7 page7
. Givestudentsa minuteto thinkandmakea noteoftheir
answers.Asstudentsdothetask,goroundmonitoringand
checkingforcorrectuseofverbpatterns.Afterwardsconduct
a brieffeedbackaskinga fewstudentsto reportbackto the
classsomeofthethingstheirpartnertalkedabout.
Forfurtherpracticeof Verbsthatchangetheirmeoning,go to:
D1
KEY
l l ptaying
2 tostudy
4 to make
3 taking
5 to buy
6 to get
7 dancing
8 giving
3c2d
t Lessonoutcome
Askstudents:Whathaveyoulearned?Whatcanyoudo
now?andelicitanswers:I canidentifyandusedifferentverb
patterns.I canexpressopinionsaboutthepaporazzi.Ask:What
newverbsandphraseshaveyouleorned?
Surveillanc9ry
tEssol{ suillMARY.. a
Reading:an article;matching, multiple-choice
Listening:a song,Somebody'sWatchingMe
Speaking:a discussionaboutsurveillance
Topic:scienceandtechnology
Todo thelessonin 30 minutes,oskstudentsto
readthe textfor thefirst timeot home.
f Lead-in 2minutes
r Writesurveillance/sgrverlans/ontheboard.Exolainthat
if someoneisundersurveillancetheyarebeingwatched
veryclosely.Askl.Whois usuallykeptundersurveillance?
(Someonesuspectedof a crime,a memberof a gang,a wife
or husbandsuspectedof havinganaffair,etc.)Whokeeps
themundersurveillanceT(Thepotice,privatedetectives,
rivalcriminals,etc.)
Exercise1 page8
. Focusonthephotograph.Ask:Whotcanyousee?Students
wiltprobablysaycameraor videocamera.Directthem
towardsthewordsClosed-CircuitTelevision(CC-N)cameros
andpractisethe pronunciation/si:si:ti: vi:/.Ask:Whatis
a CCTVcameraT(ltis a televisionsystemusedforsecurity.
It iscalledclosedcircuitbecauseit isfora smalInumberof
viewersasopposedto broadcastft)
. ElicitwhereCCWcamerasarenormallyfound(shopping
centres,carparks,stations,airports,etc.).
Exercise2 page8
. Focusonthetaskandthenontheparagraphheadings.Ask
studentsto underlinethekeywords.Emphasisethatifthey
readthemcarefullyit witthetpthempredictthecontentof
thetext.
. Givethestudentsabout5 minutesto matchtheparagraph
headings.Makesuretheyunderstandthatoneheadingis
notnecessary.Encouragethemto sharetheirideasin pairs.
KEY A2 B6 c4 E3
Exercise3 page8
o Askstudentsto readthequestionsanddeaIwithany
vocabularyprobtemsthatarise.
r Givestudentsplentyoftimeto readthetextintensivelyto
answerthequestions.Theyshoutdunderlinethepartofthe
textthatgivesthemtheanswersandalsonotethenumber
ofthequestionnextto whatthey'veunderlined,sothat
duringfeedback,whenyouaskthemto giveevidencefor
theiranswerstheywittbeableto findit moreeasily.
KEY 1b 4d 5d 6d
Exercise4 pageg
. Gothroughthedefinitionstogether.Dothefirstoneortwo
definitionswithclassshowingthatmanyofthecluesarein
thewordsthemselves(cashmochine,monitoring).
Unitl.Oncamera

KEY
1 cashmachine
2 monitoring
3 passwords
4 itlegal
5 citizens
5 tag
7 download
8 software
9 shoptifters
Exercise5 pages f) r.o+
o Gothroughthewordsinthebox.Youmanyneedto explain
tricks- to ploya trickonsomeoneisto deliberatetytryto
makesomeonebelievesomethingthat'snottrue.
. Witha strongerclassstudentscancompletethegapsbefore
listeningto check.Remindthemto thinkaboutrhymeas
wellasmeaning.
. Witha weakerclassaskstudentsto readthroughthe lyrics
ignoringthegapsandthenptaytherecordingforthemto fitl
themin.
studentsto usetheideasandvocabularyfromexercise7
aswellastheirown.Allow3-4 minutes.-
Whenthegroupsareready,chooseonepersonfromeach
group.Theclassnowformthejury.Theirroleisto take
notesofthe argumentspresentedbyotherstudentsand
finallydecidewho- theopponentsortheproponents
- aremoreconvincing.
Thefourgroupschoosetheirspeakers,whotakeit in
turnsto presenttheirarguments.Theyhavea minute
each.Beforetheystart,explainthateverybodyshould
listencarefullyto theothersastheywitthavea chance
to respondto theargumentsofthe othergroupseither
strengtheningtheirpointorcontradictingit.
Whenthisroundis finished,allowgroupsto worktogether
againanddecidewhatto sayin thesecondround.Feed
phraseslike: ttlecompletelyagreewith ourfriendssoying
that ..., Wetotallydisagreewiththegroup whosaythot ..
After2-3 minutesletthe speakerstalkagain.Whenthey
havefinished,eachmemberoftheiurywritesdownon a
pieceof paper'for'or'against'statingwhosearguments
werethe mostappealing.
Readthedecisionof theiuryoutto theclass.lfyouwant
to becertainthatthereisn'ta draw,addyourownvote.
lf youwantto givefeedbackon students'mistakes,
considermakingnotesonthemisuseofverbpatterns.At
theendof activityreadyournotesoutto theclass.Elicit
corrections;putcorrectexamplesonthe board.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtodoy?Whotconyoud()
now?andelicitanswerslcan understandonarticleabout
surveillance.I cangivemyviewsonsurveillance.I havegot tt
knowthesongSomebodyWatchingMe.
Tail<ingaboutphotos
tESSOlt SUMilARY..,
FunctionalEnglish:talkingaboutphotos
Grammarandvocabulary:prepositions:looklike/lookasif/thouc,
Listening:dialogues;listeningforspecificinformation
Speaking:describingwho'swhoina photo
Topic:peopte
Todo thelessonin 30 minutes,keepthelead-i
brief,do exercise2 quicklyosa closs,keepto a limit of 3 or t
minutesfor exercise3 andkeeptheperformancesin exercist
brief.
r Lead-in 3 minutes
. Writethefoltowingquestionsontheboardforstudentsto
discussin pairsorsmallgroups:Doyouenjoylookingatoth,
people'sphotos?Whotsortofphotosdoyouenioylooking
at?Arethereanythatyoufind notsointeresting?Doyou likt'
havingyourphototokenTHavea quickclassfeedback.
Exercise1 page1o f) r.os
. Focusstudentsonthephotoandtheinstructions.Ptaytlr,
recordingforstudentsto readandlistenanddecidewho
Connor'ssisteris.
KEY
1 tife 3 home 5
2 price4 dream6
hair 9 tricks
showers 10 neighbours
phone 7
ry8
CUTTUREI{OTE- SOTEBODY'SWATCH'NGNE
Somebody'sWatchingMe wasfirstsungbyRockwell,an
Americansinger,withMichaelJacksonsingingbacking
vocals,in 7984.ln 2006,Beatfreakz,a Dutchgroup,made
a danceversionof it whichwasaninternationalsuccess.
Exercise6 page9
Dothisexerciseasa class.
KEY
paranoidWhenpeopteareparanoidtheyworrythatotherpeople
don'ttikethem,aretryingto harmthemorthatpeopleare
watchingthem.Withsurveillancepeoplereallyarewatchingthem.
Exercise7 page9
Gothroughthesentencesandansweranyquestionsabout
vocabulary,e.g.deter(putoff,stoppeoplewantingto do
something).Sometimesstudentsareshyto askwhenthey
don'tknowa wordorthinktheyknowthemeaning.ltwoutd
beuseful,therefore,to checktheirunderstandingbyasking:
Whichwordmeans...?andgivea definitionin Englishor a
translationofthewordyouraretryingto eticit.
Studentsworkin oairsto dividethesentences.
KEY For:2,3,7,9 Against:7, 4, 5,6,8
Exercise8 page9
. Youcouldfindoutthrougha showof handswhatstudents'
viewsarebeforetheystarttheactivityandpairthemso
thata studentwhois pro-surveillancesitswitha student
whoisantisothatdiscussionismoreanimated.Goaround
monitoringandfeedingin languageasnecessary.
ADDITIOl{AtSPEAKII{GACTIVITY
TellstudentsthatCCWcamerasaregoingto beinstalled
in yourschool.Brainstormandagreeontheplaceswhere
the camerasmaybe put(classrooms,halls,toitets?)and
whowill haveaccessto the screensandrecordedmaterial
(teachers,parents,thepolice?).
Dividetheclassintofourgroups.Twogroupsprepare
argumentsforor againstthe camerasfromthe pointof
viewof students.Twoothergroupsworkonargumentsfor
or againstfromthe pointofviewofteachers.Encourage
unit1. oncamera
,/

tAl{GUAGE I{OTE - LIKE
Thepreposition/ikein looklike+ noun/personmeans'to
resemble',in look/r'ke+ clausemeans'asiP.
Thedifferencemaybeillustratedwiththeseexamptes:
5helookslikea fomousmodel(: Sheresemblesa famous
personin herappearance).Shelookslikesheis a famous
model(= I thinksheis a famousmodet).
Exercise4 page1o
. Studentscompletetheexercisealoneor in pairs.Checkasa
class.
Exercise2 page1o
o Studentsdotheexerciseindividualtvordoit asa wholeclass.
KEY 1 at 2on 3 with 4in
IAI{GUAGE I{OTE - GUY
Studentswiltnodoubtbeveryfamiliarwiththewordguy,
whichisaninformalwordforman.ltcanbea veryuseful
wordto useat that'in betweenage'whenboysoundstoo
youngandmonsoundstooold.
Exercise3 page1o
. Gothroughtheinformationin theLearnthis!boxandelicit
furtherexamplesontotheboard.Practisethepronunciation
oflooksosthough.Thenaskstudentsto findthe
expressionsin thedialogue
KEY
1 Shelooksa bitlikeyou.
2 Helooksnice.
3 Youlookasthoughyou'rehavinga greattime.
Sarah Fromschoo[?
Connor No,Mikeand I ptayfor the samefootbaltteamon Saturday
morntngs.
Sarah Helooksas thoughhe fanciesyoursister.
Connor Whatmakesyouthinkthat?
Sarah Thewayhe'ssmilingand lookingat her.
Connor No,I don'tthink so.Anyway,he'sgota girtfriend.
Sarah Really?Shame.
Exercise7 pase1o
. Studentswritetheirdialoguesin pairs.Ina weakerclass
theyshouldwritefulldialogues.Ina strongerclassnotes
willbesufficient.Remindthemto usetheexpressionsfrom
thelesson.Circutateastheywrite,correctingmistakesand
hetping.
Exercise8 page1o
. Studentsactouttheirdialogues.Remindthemto speak
toudlyandclearly,to maintaineyecontactwitheachother,
andto showinterestin whattheotherpersonissaying.
Evenif theyhavewrittenoutthefulldialogueencourage
themto readaslittleaspossible.
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whotcanyoudo
now?andelicitanswers:I cantalkoboutphotos.I conidentify
whois who.I cansaywheretheyore in a photo. I cantalk about
howtheylook.
NotesforPhotocopiabteactivity1.2
Spotthedifference
Painrvork
Language:describingpictures,prepositions,present
continuous,clothes
Materials:onecopyoftheworksheetcutin halfperpairof
studentsOeacher'sBookpage124)
. Dividestudentsintopairsandgiveouttheworksheets.Tell
studentsthattheymustnotlookat theirpartner'spicture.
Explainthattheybothhavea pictureof a classphotobut
therearetendifferences.
r Remind/ elicitfromstudentsthelanguageof identifying
peoplein a photo:Theguyon theleft/right,Thesecondguy
on the left/righf, etc.
Studentsdescribetheiroicturesandaskouestionsabout
theirpartner'spicturein orderto findthedifferences.When
theyfinda difference,theVmarkit witha cross.
AskStudentA to beginbydescribingthefirstpersonon
theleft.StudentB listensandasksquestionsto findoutif
thereareanydifferences.Explainthatthedifferencesrelate
onlyto thepeople,andthattheremaybemorethanone
differencerelatedto eachoerson.
Stoptheactivitywhenmostpairshavefoundtheten
differencesandletthemcomparethepicturesto check.
Elicitthedifferencesfromthectass.Duringthisfeedback
teachthefollowingexpressions(Don'tpre-teachthemas
it wilt spoitthe activity):topull a (silly/funny)face,to leon
back,to fold your arms,to do a Vsign, to put/haveyour arm
roundsomebodv.
KEY
Frontrow
InpictureA theguyontheleftiswearinga stripyshirt.ln B he
iswearinga checkshirt.InpictureA heis leaningfonta'Cirith
hiselbowonhisknee.In pictureB heis leaningbackr,'i- 'ris
armsfolded.
InpictureA thesecondguyontheleftisn'earinga !aggi
T-shirt,in pictureB heiswearinga tightT-si';i
InpictureAtheguyinthemiddteofthef'o-:'.'", s r,ea-;-ga
long-sleevedT-shirt,in pictureB it'sgo:s-31sre€.es.
KEY
1 looked
2 looklike,looks
3 lookasthough/asifllike
4 tooklike
5 looksasthough/asifllike
Exercise5 page1o
. Doanexampletogetherasa classbeforestudentsworkin
oarr5.
Exercise6 pagero f) r.oe
. Lookagainat the photoin exercise1. Playthe recording.
Studentstabelthepeople.
TRAilSGRIPT1.05
Sarah Who'stheguyontheleft?
ConnorInthewhiteshirt?
Sarah No,inthegreyandwhiteshirt.
ConnorThat'sKim.He'sleffs brother.
Sarah Sohe'syourcousintoo.
ConnorYes.
Sarah Theydon'tlooklikebrothers.
ConnorOh,Ithinktheydo.Butthey'vegotverydifferent
personalities.Kim'sveryquietbutJeffs reallyoutgoing.
Sarah Who'sthegirlontherightinthewhitedress?
ConnorIthinkshe'sa friendofJeffs.I can'trememberhername
...Oh,it'sSandra.
Sarah Shelooksyoungerthaneveryoneetse.
ConnorYeah.shedoes.Ithinkshe'sabout74o(75.
Sarah Theguyinthewhiteshirtlooksnice.
ConnorHe'sa friendofmine.
Unitl.Oncamera ( 17

InpictureA thegirlintheskirtispullinga (sitly)face.Inpicture
Bsheissmiling.
InpictureA thegirtontherightiswearingglasses,in picture
B sheisn't.InpictureB sheisdoinga V-sign.InpictureA
sheisn't.
Backrow:
InpictureBthegirtonthelefthasgotherarmaroundthegirl
nextto her,in pictureA shehasn't.
InpictureA thegirlinthemiddlehasshoulder-lengthhair.ln
pictureB shehasshorthair.
InpictureBtheguyontherighthashishandontheshoulder
ofthegirtin themiddte,in pictureA hedoesn't.
tEssoll suillMARY .. &
Writing:a lettertoanexchangestudent
Reading:letters;identifyingtopics,inserting sentences
Topic:people
Todo the lessonin 30 minutes,studentsfinish
the writing taskfor homework.
f Lead-in 2-3minutes
. Writeexchangestudentontheboard.Elicititsmeaning
andbrainstormreasonswhypeopletakepartin thiskind
of exchange.(Toimprovetheirforeign[anguageandget
to knowanothercountry'scultureandschoolsystem,to
experiencetheindependenceof beingawayfromfamily.)
Askstudentsif theywoutdliketo do it. Why/ Whynot?
Wouldtheyliketo do it in the UK?lf not, whichcountryT
Exercise1 page11
o Focusonthetwolettersandtheinstructions.Seta time
timitforstudentsto readthemandanswerthequestions.
KEY
Luc,FranceGeorge,England Gloria,Spain Sarah,Wales
Exercise2 pagetl
o Focusonthetopics.Givestudentsa fewminutesto re-read
thelettersandidentifythetopics.Makeit clearthata topic
maybementionedmorethanonceandnotalltopicswiltbe
mentioned.
CULTUNEilOTE - BRITISH SCHOOTS
Year11 isthelastyearof compulsoryeducationin British
schools.Studentsprepareforpublicexams,GCSEs
(GeneralCertificateof SecondaryEducation)duringthis
year.Studentscanchooseto stayonforanothertwo
yearsafterthisto studyforA-levels,whicharetheBritish
equivalentof school-[eavingexams.
Exercise4 page1r
. Readthewritingtip asa class.Gothroughtheinstructions
forthetask.Thisptanningstagecanbedonein pairs,
althoughthewritingstagewiLlneedto bedoneindividuaLly.
Exercise5 page11
. Allowabout20 minutesforthisstage.Walkaround
correctingandhelping.Whenstudentshavefinished,get
themto swapletterswithanotherstudentto checkfor
mistakesbeforetheyhandtheircompositionsin.Encourage
fastfinishersto writemoredetailedletters.
t Lessonoutcome
Askstudents:Whathoveyoustudiedtoday?Whatcanyoudo
now?andelicitanswers. I conwritea letterintroducingmyself.,
canorganisemyideosintotopics.
TOPfC.e&
Peopte,healthandtifestyle,shoppingandservices
t Lead-in 2-3minutes
. Standin frontoftheclass,andaskstudentstosaywhat
adjectivestheywoutduseto describetheclothesyouwear
(e.g.casual,formal,trendy,traditional,colourful).
r Askstudentsto workin pairs,anddescribetheirpartner's
ctotheswiththreeor fouradiectives.
r Coltectsomeadiectivesontheboardandcheck
comorehension.
ExerCiSe1 page12 2-3minutes
. Checkthatstudentsunderstandtheadjectives.
. Studentsthinkofctothestheyliketowear(ratherthanthose
theyarewearingto class),andchoosefouradjectives.
r Getfeedbackfroma fewstudents.
Exercise2 paget2 f) r.oz 8-10minutes
@
a
a
Explainto studentstheyaregoingto hearsomeone
describinghowdifferenttypesof peopleusuallydress.
Allow1 minuteforstudentsto readthroughtheinstructions
andthetaskitems.Tellstudentsto payparticularattention
to negativestatementsastheymayoftenbemisleading.
Theymayfindit usefulto undertinenegativeexpressions
aswellaskeywords.ldentifyingkeywordsis easierifyou
analysewhatkindof informationmaybefalse.
Remindstudentsthata pieceof informationisonlycorrect
if it agreeswiththe recordingtext,andis onlyfalseif the
recordingmakesit clearthatit is untrue.lfthereis no
informationin thetextabouta statement,theyshouldmark
Notstatedratherthanusetheirowniudgement.
Askstudentsto checktheircompletedanswersafterthe
secondlistening.
Ptaythe recordingtwicewitha 3O-secondpausein between.
Checkanswers.Discussstudents'exoerienceofthetask.
KEY
George 1 e
Gloria 1 e
2g
2d
3b
3c
4a
4a
Exercise3 pagert
. Focusattentionontheinstructions.Studentsworkin oairs
to matchthesentenceswiththegaps.
KEY 1e 2b 3g
Unitl.Oncamera
4a 5f 6c 7d
KEY 1F 2I 3F 4N5 5NS 6F 7F 8T

TRAilSCRIPT 7.07
Sometimespeoptefeettheyshoulddressin a certainwaybecause
it'sfashionable,buttheycanend up feelinguncomfortablein the
clothesthey'vechosen.Youcanavoidthis byclarifyingwhatkind
of wardrobepersonalityyouare,and chooseandwearctothesthat
suityou.Therearefourwardrobepersonalities:Dramatic,Classic,
Romanticand Naturat.Butit's certainlypossibleto be a mixtureof
lifferentpersonalitiesor to changeovertime.
Jramaticwardrobepersonalitieshavea clearlydefinedstyleand
.rrenotafraidto standout fromthe crowd.A typicalDramaticwill
re drawnto vivid,brightcotoursand shockingcombinations.They
:oveto dressup onedayand be completelycasualthe next,but
lheirmainaimis to drawattentionto themselves.Someenjoy
dressingin designertabelsbut manypreferexpressingtheir
individualitybyshoppingin second-handshops.
Classicwardrobepersonalitiestendto be farmoreself-confident
fhanDramatics.Theirchoiceof clothingis oftenconservativeto
,eflecttheirreservedpersonalities.Classicshaveexcellenttaste
,lndoftenbuyexpensiveclothesthatwitllastforyears.Their
,efinedtasteextendsto theirchoiceofiewelleryand eventheir.
nairand make-upwhichis sophisticatedbut alwaysunderstated.
Classicstakepridein theirappearanceandwilt tookspotlesseven
ivhendoingthegardening!
Romanticwardrobepersonalitiesloveto lookartisticand avoid
the cteanlinesandminimaldetaitthatClassicpersonalities
love.They'reattractedto anythingthat communicatesluxury
andexpense.Theyloveexoticpefumes.Youcanoftensmella
Romanticbeforeyou canseethem,and onlyan expensiverangeof
make-upwilldo. However,too oftenRomanticsoverdothe detait,
oerfumeand make-uo.
Thelastwardrobepersonalitytypeis Natural.Forthem
comfortabte,practicalclothingis of the greatestimportance.They
oftenleadveryactivetifestylesandtendto seeformalclothesas
too restrictive.Theirwardrobeis minimaland manydo not even
owna make-upbag.ExtremeNaturalsneedto be carefuInotto
presentthemselvespoorlyat formaloccasions.
It is importantto beawareof yourwardrobepersonalityand
expresswhoyou reallyare. Butremember,don'tbe afraidto
changeand reftectthe differentsidesofyour personality.
Exercise3 page12 5minutes
. Askstudentsto lookat thetitteof theartictein exercise
4 (Sizezero)andto tryandpredictwhatit witlbeabout
(modelswhoareextremetythin).
. Exptainthatthekeyto completinga gapfilttasksuccessfully
isunderstandingthecontext,andunderstandingthegeneral
themeof thetext.Tel[studentsthatthisexercisewillhelp
withthis,soit is importantnotto fitlin anygapsyet.
r Studentsskimreadthetextto decideontheanswer.
r Checktheanswerin pairs,thenhavea quickclassfeedback.
KEY b
ExerCiSe4 pagetZ 7}-Tzminutes
Exptainthatin a Useof Englishtaskthemissingwordstend
to begrammarwords(e.g.prepositions,auxiliaries),verb
formsor partsof phrasalverbs,collocationsor phrases.
lftheygetintothehabitof learningnewvocabularywith
wordsthattheyusuallygowith,it witlhelpthemin thiskind
oftask.
Otheritemsteststudents'knowledgeofvocabulary,
theseoftenincludesynonymsorwordsthathavesimilar
meanings,falsefriendsandwordsoftenconfusedby
languagelearners.Encouragestudentsto recordsuchnew
vocabularywithexamplesillustratingthedifferencesin
meaning.
Advisestudentsto readthetextcarefullyandto tryto
eliminateanswersthataredefinitelywrongwhentheyfirst
gothrough.Theyshouldthenre-readthetextandmaketheir
choices.Remindthemto checktheircompletedanswers
attheend,andmakesuretheydo notleaveanyquestions
unanswered.Intheexam,thereisnopenaltyformarking
thewronganswer.
Checkasa class.
KEY
1c
2b
5c
6c
7c
8a
9c
10a
3c
4b
Exercise5 page12 5minutes
Readtheinstructionsasa class.Explainthatintheir
descriptionsstudentsshoutdtryandfocusoneachofthe
threepointofviewmentioned.Encouragethemto tryto
gobeyondtheseto scoremorepointsin theexamtask,by
speculating,forexample,whathashappenedbefore/what
isgoingto happenafterwardsor bybringingintheirown
relevantexperiences.
Focusstudentsonthefirstphotoon page12.Brainstorm
someusefulvocabularyandstructuresthattheycoulduse.
Referthembackto lessons14and1F.
Studentspreparesomequestionstheycouldaskaboutthe
photoindividually.
Theydothetaskin pairs,askingandansweringquestions
aboutthepicture.Askthethreequestionsaroundtheclass
to followup.
ExefCiSe6 page72 8-l0minutes
o
a
Readthequestionsasa class.Pre-teachoffthepeg(buying
ready-madeclothesratherthanhavingclothesmadeto
measure),andaskstudentsifthereisa wordorexpression
witha similarmeaningin theirown[anguage.
Explainthatinthistypeoftaskthefocusisonfinding
similaritiesordifferencesbetweenthetwosituations,not
ondescribingthedetailsofeachimage.Theycanmention
specificdetailsto illustrateanypointstheywantto make.
Allowa minuteortwoforstudentsto collecttheirthoughts
abouteachofthequestions.
Modelthetaskwitha strongerstudent.
Studentsin pairstakeit inturnsto dothetask.Encourage
themto noteanydifficulties,goodor Jacpoints,andgive
feedbackto eachotherafterthevboif.finished.
Conducta classfeedbackbvaskineaboutthedifflcultiesor
issuestheydiscussei.
+ Lessonoutcome
Askstudents:Whothoveyouleorned,/prlctisedtodayT
Elicil:I havepractisedcompletinga true/false/notstated
listeningtask.I havepractiseda multiple-choiceclozetask.I can
comporeandcontrastphotosanddiscusstheissuesinvolved.
Getreadyforyourexam1

TOPIC a & /.&
People,society,freetime
t Lead-in4 minutes
. Writefomousandpopularontheboard.Elicitthenoun
forms(fame,poputarity).
. Ask:Whatcouldyoudo to becomefomous?andnotesome
of thestudents'ideasontheboard.
r Ask: Whichof thesethingsbroughtfamea hundredyears
ogo?Underlinetheappropriatenotes.
r Ask:Wosit easierto becomefamousin thepastor is it
easiertoday?Why?Conducta shortclassdiscussion.
ExerCiSe1 page13 5minutes
o Studentsworkin pairs.Encouragethemto expresstheir
opinionsandsupportthemwithat leasttwodifferent
argumentsandexamptes.
r Aska fewpairsto reportbackto theclass.
EXefCiSe 2 page73 t5-76 minutes
Askstudentsto readthewholetextandthesixheadings
carefu[[ybeforetheystartcompletingthematchingtask.
Remindthemthatoneoftheheadingswillnotbeneeded.
Explainto studentsthateachparagraphin a textis
organisedaroundonekeyidea.Thefirstsentenceof a
paragraph(thetopicsentence)usuallysetsupthiskey
idea,whichthe paragraphthenexploresin moredepth,
andthelastsentenceusuallysummarisesthetopicofthe
paragraph.lf studentsunderstandthis,it witlbeeasierfor
themto completethetask.Theycanunderlinethoseparts
ofthetext(keywords,etc.)thatidentifythekeytopicof
eachparagraph.
Studentscompletethetaskindividuatty.Tellthemto check
theiranswerswhentheyhavefinished,andto makesure
theremainingheadingcannotbematchedto anyofthe
paragraphs.
Checkasa class.Askstudentsto iustifytheirchoicesby
supportingthemwithexamplesfromthetext(forexample,
usingthefragmentstheyundertined).
Youcanaskfastfinishersto readthetextagain,andmakea
listofthe advantagesanddisadvantagesoffamethearticte
mentions.
KEY 1B 2D 4F 5A
ExerCise3 page13 5minutes
. Studentsworkindividually,usingthecontextto matchthe
definitionsto thewordsorexpressions.Theyshoutdusethe
informationinthearticleto dothisratherthandictionaries
ortheirnotebooks.
r Checktheanswersasa class.
Exefcise4 page13 5minutes
. Studentscanworkin pairsorsmallgroups.Encourager
to saywhattheyknowandthinkaboutthestarsaswel
describetheirlooks,thewaytheydress,theirpersonal
andhowtheyfeelaboutfame.
. Youcanaskthemto bringintoclassphotosoftheirfav,
stars,oryoucanbringin somephotosfrompopular
magazinesor printedofftheInternetyourself.
EXefCiSe 5 page13 8-10 minutes
@
Readthroughtheinstructionsandthefourdescription"
asa class(NBthefilmsdescribedarefictitious).Check
comprehensionof keyvocabulary,or pre-teachepic,
subtitles.
Checkthatstudentsunderstandtheconceptof cinema
certificates(agetimits).Ask:Istherea similarsystemit,
country?Whatarethe differentcertificates?Areyoual[o
toseea 15film if youare14butyouareoccompaniedi
adult?
Askstudentsto thinkaboutwhattypeof fitmstheyusu
tike.Aska fewstudentsaroundtheclassforexamoles
Studentsworkin pairs,anddiscussthefouroptions.5'
time[imitof 5 minutesforthepairsto agreeorcompror
ona film.Referstudentsto theFunctionsBankinthe
Workbookforusefulphrases.Walkaroundandmonitoi
activity,makinga noteof anyseriouserrors(mistakesi:
appropriacyaswellasgrammaticalerrors).ComebackI
theseerrorsin a laterlesson,butdo notinterruptthecL
activity,asit focuseson practisingfluencynotaccurac'
Asksomepairsto reportbackwiththeirconclusions,ar
explainthereasoningfortheirdecisions.
CUTTUREIIOTE . FIIT CTASSIFICATION
TheBritishBoardof FilmClassification(BBFC),originalL
BritishBoardof FilmCensors,istheorganisation
responsibleforfilm,DVDandsomevideogame
classificationwithintheUnitedKingdom.
Theycurrentlyissuethefoltowingcertificates:Uc(suitar
forall,especiallyforyoungchildrento watchon theiror
U (suitabteforatD,PG(atlagesadmitted,butparentsai
advisedthatcertainscenesmaybeunsuitableforchili'
under7),124(suitabteforthoseaged12andover.Thc
agedunder12areonlyadmittedif accompaniedbyan
adul0,15(onlyforthoseaged15andover,nobody
youngerthan15mayseea 15filmin a cinema),18 (on
forthoseaged18andover,nobodyyoungerthan18 nr,
seea 18filmin a cinema).
Inthe UnitedStates,theMotionPictureAssociationof
America(MPM)issuesratingsformovies,butthisis no
compulsoryfor cinemasto enforce.
Theycurrentlyusethe followingratings:G(general
viewing:similarto U inthe Ul0,PG(similarto PGin the
Ul0,PG-13(parentsstronglycautioned:somematerial
maybeinappropriateforchildrenunder13),R(restrictr
viewersunder77 requireaccompanyingparentor adull
orolderwithphotolD)andNC-17(noone17or underi,
admitted),
I Lessonoutcome
Askstudents:Whathaveyoulearned/practisedtoday?Elic
hovepractisedusingkeywordsandtopicsentencesto mol
headingsto parographs.I haveproctisedworkingout the
meaningsof unfamiliorwordsfromcontext.I hqve.learned
mokearrangementsforon eveningout.
3C
KEY
1 publicity
2 cheering
3 snap
4 critics
5 inthepubticeye
6 gossip
7 crew
8 location
9 premiere
20
) Getreadyforyourexam2
./

GrammaF pasttensecontrast. usedto. exclamatorysentences
Speaking. talkingaboutfeetings. describingearlymemories
r discussingimportantdays. describingand reactingto a story
Writing . a narrative
Howdidyoufee[?
, THts,uf,tr txcLUDEs a @
Vocabulary. feelings. nounformation. adiectiveprefixes. adjectives+
hrAnncifi^n< o <enrranrino urndc o -oi/-inn ediorrirrac r nhrrcrlrrorhc
LESSOI{ SUMMARY .. E
/ocabulary:adjectivesforfeelings
-istening:shortmonologues;listeningforgistandspecific
r1lrmatiOn
Speaking:talkingaboutmemoriesandfeelings
Topic:people
Todo the lessonin 30 minutes,keepthe lead-in
-,'ief,setthe VocobularyBuilderexercisesashomeworkand
'ep exercises7 andI brief.
+ Lead-in 3-4minutes
. Writethefollowingadlectivesontheboard:irritated,
disoppointed,scored,excited.Ask.Whatis the connection
betweenthesewords?(Theyarealladjectiveswhich
describefeetings.)Askstudentsto workin pairsto makea
listof threethingsthatmakethemfeelthesefeelings.For
example,scared:heights,spiders,rollercoasterrides.Aska
fewpairsto readouttheirlists.
Exercise1 page14
" Checkthatstudentsunderstandandcanoronouncethe
adjectivesinthebox.Thewordswhichoftenpresent
problemsof pronunciationareguiltyl'grltil,jealous
'cl;cles/,relievedlrr'litvdl,scaredlskeadlandembarrassed
rnr'brclast/.Modelanddrittthemchorallyandindividually.
. Focusonthephotosandeticitthefirstanswerbeforeasking
studentsto continuein oairs.Insistonfullsentences.
I(EY
I upset
2 excited/delighted
3 bored/confused/nervous/depressed
4 fedup/irritated
5 amused/pleased/excited
Exercise2 paget4
. Todemonstratetheactivity,mimeoneoftheadjectives
yourselfandask:HowdoIfeelTAskanothercoupleof
studentsto dothesameinooenclassbeforethestudentsdo
theactivityinclosedpairs.Watkaroundmonitoring,listening
outespeciallyforcorrectpronunciationoftheadiectives.
Exercise3 page14
. Studentsworkindividuatly.Letthemcompareanswersin
pairsbeforecheckingwiththerestoftheclass.
KEY 1b 2c 3a 4c 5b 6a 7b 8a
Exercise4 paget4 f) r.oa
. Explainthatstudentsaregoingto hearfivedifferentpeople
talkingabouteventsintheirtife.Pointoutorelicitthatthere
aresixeventsandonlyfivespeakerssoonewitlnotmatch
anyof them.Ptaytherecordingonce.Checkanswersasa
class.
prepositions. sequencingwords. -ed/-ingadjectiveso phrasaIverbs
nKEOO K pages72-78 .Self checkpage19
KEY 1c 2b
TRAilSCRIPT 1.08
Speakert WhenI wasten,myparentsdecidedthattheywanted
meto goto StMartin'sSecondaryschool.Youneededto pass
a difficultexamto getin.SoI tookthe exam- and I failedit.
WasI disappointed?Notreally.I didn'twantto passtheexam,
becauseI didn'twantto goto StMartin's.I wantedto goto
WhiteStoneComprehensive,withallmyfriends.Sofor me,
failingwasbetterthanpassing!ButI didn'ttellmy parentsthat,
of course.
Speaker2 | remembermy bestfriendat primaryschoolwas
caltedMandy.Wewerealwaystogether- we sat nextto each
otherin class,we playedtogetherin the ptayground.Thenone
day,I gotto schootand Mandydidn'twantto sit nextto me
- shewantedto sit nextto Karen.Urgh!Karen!| stilldon't tike
the name.At the time,I feltreattybad.I gotangrywith Mandy
aboutit, andshoutedat her- but ofcourse,thatdidn'thetpl
Speaker3 WhenI wassix,I reallywanteda bikefor my birthday.
I remembergettingout of bed reallyearlythat morningand
goingdownstairs.Inthe middteof the livingroom,was
an enormouspresent,allwrappedup in colouredpaper.I
couldn'twait!| unwrappedit, and insidewasa fantasticnew
bike.lt wasthe bestpresentever!I'll neverforgetthe feeling
whenI tookthe paperoff and sawit forthe firsttime.
Speaker4 WhenI wasaboutnine,mycousingotmanied.lt was
quitea bigwedding- atlthefamilywerethere,andlotsof
friendsfromourvillage,too.I wasreattytookingforwardto it.
ThenI sawthe dress- the dressthatmyparentswantedmeto
wear.lt wasawful- bigandshinyand pink,andnotthe kindof
thingI tikedwearingat al[.I alwaysworejeansandT-shirts.But
myparentsinsisted.I feltso uncomfortabtein thatdress- and
whenmyfriendssawme,myfacewentbrightred!
Speaker5 lwasfivewhenI startedschool.I remembermymum
sayinggoodbyeatthe schoolgate.Ithinkshewascrying!|
didn'tcry- butI didn'tfeetgood.Alttheotherchildrenseemed
enormous!AndI didn'tknowanybodythere.ltwasatlsostrange
andnew.Iwantedto run!| wantedto openthegateandrunallthe
wayhome.Infuct,I remembertryingto openthegateandescape,
butI couldn't!
Exercise5 page14 f) r.oa
o Playtherecordingagain,stoppingaftereachrecording
forstudentsto notedowntheiranswers.Witha weaker
class,stopaftereachspeakerandaskcomprehension
questionsto guidethemto therightanswer.Forexample,
afterthefirstspeakerask:WhatwostheexamT(entranceto
StMartin'sschool)DidhepassT(No)Didhewonttogo to
StMartins?(No)5o howdid hefeel?(relieved).
KEY
1 relieved
2 jealous
3 detighted
4 embarrassed
5 scared
Exercise6 page14
r Youcouldkeepthisexercisebrieforyoucoulduseit asan
opportunityforsomeextendedfluencypractice.
. Focusattentionontheeventsin exercise4. Startoffby
givingyourownminianecdoterelatedto oneoftheevents.
Thengivestudentstimeto lookattheeventsandnote
downsomedetails.Write:WhatTWhere?Who?When?Whv?
5a4f3e
.^
Unit2.MemoriesI 21

onthe boardasa prompt.Encouragethestudentsto ask
questionsto helptheirpartnersexpandontheirstories.
. Thiscouldalsobetreatedasa diagnosticexerciseto see
howwellstudentsusenarrativetenses,whicharecovered
inthenextlesson.
Exercise7 page74
. Makesurestudentswritenotes,notfullsentences.Go
roundhelpingstudentswithideas.
Exercise8 page14
. Again,encouragefollow-upquestionsifthereistime.
Circulateandnotedownanyimportantmistakesto beused
fora brieffeedbackattheend.Rememberto includesome
positivefeedbackasweIt.
o Aska fewstudentsto reportbackontheirpartners.
Forpracticeof Nounformation,go to:
KEY
1 -ment:disappointment,embarrassment,excitement
-ion: confusion,frustration,irritation
-ness:homesickness,neryousness,sadness
o Focusontheinstructions,getstudentsto readthetextand
thenasktheclassto sayhowthethreepeoplemighthave
reacted.Youmightneedto explainbounceandstare.
KEY
Possibleanswers:a scared b irritated c embarrassed
Exercise2 pase15
r Focusonthe bluewordsin thetext.Eticitthathadcomeis
pastperfect,werechattingis pastcontinuousandwentis
pastsimple.Thengetstudentsto writep.s.,p.c.andp.p.
nextto theotherverbs.Askstudentsto tellyouwhichof th,
verbsareirregular(go,sit,throw,come,do).
KEY
pastsimple:went sat threw bouncedlandedsmashed
pastperfect:hadcome haddone
pastcontinuous:werechattingwasrainingwasstaring
Exercise3 page15
. Givestudentsa fewminutesto lookattheLearnfhislbox
andcompleteit individually,thenreadit asa class.
KEY
1 pastcontinuouslt wasrainingandthe skywasgrey
2 pastsimple / threwa stone,it bouncedoffa tree,londedon
3 pastsimple;pastcontinuousWhenmyauntcomeoutside
wasstaringatthe brokenwindscreen
4 pastperfectI couldn'tbelievewhatI haddone
KEY
I 1 broke,wasplaying
2 asshining,decided
3 had,got
waswaiting,saw
waslistening,didn'thear
wasgetting
Katehada showeraftershehadptayedfootbalt.
Theplantsdiedbecausewe hadforgottento waterthem
Wewentoutafterwehaddoneourhomework.
I boughta newmobilephonebecauseI hadlostmyoldone
Theircarstoppedbecausetheyhadn'tboughtanypetrol
I lockedthedoorafterI hadleftthe house.
2 1 embarrassment
2 disappointment
3 confusion
4 excitement
5 homesickness
5 sadness
t Lessonoutcome
Askstudents:Whathaveyoulearnedtoday?Whotconyoudo
nowTElicit:I cantalkaboutdifferentfeelings.Ask:Whatuseful
wordsandphraseshoveyoulearned?
Pasttensecontrast
tEssoil suMilARY .. * *'
Grammar:contrast:pastsimple,pastcontinuous,pastperfect
Reading:storiesaboutearlymemories
Speaking:tatkingaboutyourearliestmemory
Todo the lessonin 30 minutes,do exercises5
and6 asa classandsettheGrammarBuilderashomework.
t Lead-in 3minutes
o Writethe headingchildhoodmemoriesontheboard,
followedbythististof important'firsts':
your firstEnglishlesson your firstCD your firstbest
friend your firstbedroom yourfirst ...
. Askstudentsto thinkof moreimportantfirstsandaddthem
to thelist(firstdayat primaryschool,firstexam,firsttrip
abroad,firstdate,firstmobilephone...)Studentstakeit in
turnsto telleachotherwhattheycanrememberaboutthese
firsts.Encouragethemto usethefeelingsadjectivesfrom
thepreviouslesson.
Exercise1 page15
o Focusonthephoto.Askstudentsto describewhattheycan
seeandwhatmighthavehappened.Elicittheirideas.You
mayneedto teachwindscreen.
Exercise4 page15
o Studentsdiscussthedifferencebetweenthesentencesin
pairs.Gothroughtheanswersasa class.
. Ina weakerclassstudentsmayfindit difficuttto formulate
sentencesexplainingthedifferences.Askconceptquestion
instead.E.g.ln numberone,did Kimopenthepresent
beforeI got to thepartyT(No.)Alter?(Yes.)
KEY
1 KimopenedhispresentsafterI arrived.
2 Kimwasinthemiddteof openinghispresentswhenI arrived
3 KimopenedhispresentsbeforeI arrived.
Exercise5 page15
o Studentscandothisexercisein pairs.Whenyougothrougt
theanswersaskthemto explainwhythewronganswersar,
wrong(inthestudents'own[anguageif necessary).
4
5
6
22
3
4
5
5
7
Forfurtherpracticeof Pasttenses,go to:
g Unit2.Memories

KEY
- 5roke,wasdoing
- Left,hadrained
: ,,rasbringing
- arrived,helped
5 hadworked,stopped
6 wasdriving,crashed
7 gotup,had,went
8 had,hadn'teaten
Exercise6 page15
. ln a weakerclasspre-teachdoll,tap andceiling.
. Studentscanworkin pairs.Letthemcomparetheiranswers
withanotherpairbeforecheckingasa class.Forextrafreer
practice,beforeyoumoveontothepersonalisedstoriesin
exercise7,youcouldaskstudentsto closetheirbooksand
tryto retetlSytvia'sstory.
KEY
t had given
i was playing
3 noticed
4 decided
5 had washed
5 took
/ put
8 wasshining
9 waswaiting
10 heard
11 looked
12 waspourlng
13 hadn'tturned
14 haddecorated
Exercise7 page75
. Tellthestudentstheyaregoingto talkaboutoneoftheir
earliestmemories.Gothroughthequestionstogether.Give
themtimeto choosewhattheywantto talkaboutandplan
whattheywantto say.Monitorandhelpwithvocabulary
whilethey'remakingnotes.
. Modeltheactivityfirstbytetlingthemthestoryof oneof
vourearliestmemories.Youcouldpausefromtimeto time
andgestureforthemto askyouquestions.
Exercise8 page15
. Studentstelttheirstoriesto thewholeclassorto a oartner.
Monitorwhiletheyareteltingtheirstories(iftheydo it in
pairs)butdon'tovercorrectat thisstageastheyareunlikely
to getallthetensesrightstraightaway.
OPTIOl{AL ACTIVITY . METORIES
Afterthestudentshavetoldtheirchitdhoodmemorystoryto
a partner,youcouldputthemintonewpairsandaskthem
to recounttheirfirstpartne/sstoryto theirnewpartner.You
mightneedtowamthemthattheywitlbereteltingthestory
sothattheypayfultattentionto altdetails.
t Lessonoutcome
Askstudents:Whotdidyoulearntoday?Whatcanyoudonow?
andelicit:I condescribemyearliestmemoryusingdifferent
posttenses.
NotesforPhotocopiabteactivity2.1
WhenAndymetSandy...
Groupwork
Ianguage:pastsimple,pastcontinuousandpastperfect
Materials:onecopyoftheworksheetperstudentor perpairof
students(Teacher'sBookpage125)
. WriteWhenAndymetSondyontheboardandexplainthat
studentsaregoingto writea storyabouthowthesepeople
metandwhathappened.
. Studentsworkindividuallyor in pairs.Handouta copyof
theworksheetto eachstudentor pairofstudents.Readjust
thefirstquestiontogether.Givestudentsabouta minuteto
writetheanswerto theflrstquestion.Theycanwritemore
thanonesentenceandthevmustwritesentencesinfull.
Remindthemthatthestoryisin thepastandencourage
themto usea rangeof pasttenses.Thequestionsin italics
arethereasprompts.Theydon'thaveto answeratlof them.
Tellthemnotto showtheirsentencesto otherstudents.
Whentheyhaveansweredthequestion,askstudentsto fold
thepaperbacksothatthetheiranswerisonthereverse.
Theypasstheirpaperto thestudent(s)ontheirleft.Tettthem
notto lookattheanswerstheirneighbou(s)havewritten.
Givethema minuteto answerthenextquestion.Aftera
minutetheyfotdthepaperoverandpassitto theleft.
Theyrepeattheprocessuntiltheyhaveansweredatlthe
questionsandfinishedthestory.Attheendtheyunfoldthe
paperandtakeit in turnsto readoutthestoriesto theclass.
Therestofthestudentslistenandcheckthatthelanguage
iscorrect.
Finally,havea voteonwhichisthefunniest/ most
interestingstory.
tEssol{ suMilARY o. * i:;
Reading:atextaboutPoppyDay
Listening:3 shoftinterviewsaboutPoppyDay;listeningfor specific
information
Speaking:talkingaboutrememberingsoldiers
Topic:Engtish-speakingculture
brief,setthe VocabularyBuilderexercisesashomeworkond
askstudentsto readthetextfor thefirst timeot home.
t Lead-in 4 minutes
r Beforestudentsopentheirbooks,writeWARontheboard
andwritebattle,soldierunderneath.Givestudents,in
pairs,twominutesto writedownotherwordsor phrases
associatedwiththetopic.Eticitthephrasesontotheboard.
Exercise1 page16
Focusonthephotoandelicitasmuchinformationas
possible:Whocanyousee?Whereis it?Whattimeofyear
is it?
Focusonthetaskandaskstudentsto readthetextfairly
quicklyto underlinetherelevantsentences.Theyshouldnot
bedistractedbysentencesthatarenotrelevantto thetask.
KEY
PoppyDay,11thNovember...
ThefirstPoppyDaywas...
Then,at 11a.m.on 11thNovember...
Manypeoplestopandthink...
Thereareceremonies...
Themostimportantceremony...
Exercise2 paget6
. Studentsdotheexerciseontheirownwitha timelimitof 5
minutes.Emphasiseto studentsthatwhendoingmultiple-
choicequestionstheyshouldreadalltheoptionscarefully
andnotiumpto anyconclusionsaboutthecorrectanswer.
Unit2 . Memories

KEY 1b 4b
Exercise3 pase16 f) r.oe
o Focusontheinstructions.Makesurestudentsunderstand
thatwhentheylistenforthefirsttimetheydon'tneedto do
anymorethantickthe peoplewhowearpoppies.
KEY 7/ 2X 3,/
TRAISCRIPT1.09
KEY
1 impossibte,disabled,unemployed
2 1 Mymum'sveryimpatient.
2 Mybedroom'squiteuntidy.
3 Mywriting'salwaysitlegible.
3 Openanswers
Mytifeis quitedisorganised.
I eatat irregulartimes.
I thinkI'mquiteinsensitive.
i Lessonoutcome
Askstudents:Whathaveyoulearnedtodoy?Whatcanyou
do nowTElicit:I haveleornedabouthowsoldierswhohave
fought in warsorerememberedin Eritain.I candiscussthe
significanceof importantdoys.I havelearnedhowto change
themeoningof adjectivesbyaddingprefixes.
tEssot suMilARY ... e
Grammar:usedto
Listening:descriptionofa ghosttown;multiplechoice
Speaking:tatkingaboutpasthabitsandsituations
Todo the lessonin 30 minutes,keeptheleod-
in brief,settheGrammorBuilderashomeworkondlimitthe
performancesin exercise70.
i Lead-in 2minutes
o Askstudentsto brainstormactivitiesthattheydo intheir
sparetime.Theythendecidewhichofthesethingstheir
grandparentscoulddowhentheywerechildrenandwhat
theymighthavedoneinstead.Don'texpectthemto comeup
withusedfo atthisstage.Thisisjusta lead-into thetopic.
Exerciset pagetr f) r.ro
r Focusonthephotoofthe people,ask:Whot'sthe
relationshipbetvveenthetwopeople?Howold do youthink
sheis?ln whichdecadewasshea child...the40s...the 50s
...the60s?Thenlookat thephotoof thevillageask:What
canyousee?Wheredo youthinkit is?Whendoyou think the
photowostaken?Howdoyouknow?Focusonthe task,ptay
therecordingandelicitanswersfromtheclass.
KEY 1 No 2 Yes 3No
Exercise2 pagetl
Studentsworkalone.Checkanswers.
KEY
Whatdidyouuseto do?
Weusedto sitandchat.
Didyouuseto watchtelevision?
Wedidn'tuseto leavethevillageveryoften.
5c3a2a
4
5
6t
lnt.
Girl
lnt.
Girl
Int.
Girl
2
Int.
Boy
lnt.
Boy
Boy
3
lnt.
Girl
lnt.
Girl
lnt.
Girl
lnt.
Doyoualwaysweara poppy?
Yes,I do.
whv?
I thinkit'sveryimportantto rememberthesoldierswhodied
Inwars.
Whydoyouthinkthat?
Theymadetheultimatesacrifice- theygavetheirlivesfor
otherpeople.Weshouldn'tforgetthem.
No,I don't.
Whynot?
Well,I supposeit'sbecausethewarwasa longtimeago.lt
doesn'tseemveryimportantto me.Ithinkweneedto stop
thinkingaboutthepastandthinkaboutthefuture.
Don'tyoufeelit'simportantto remembersoldierswhogave
theirlives?
Ijustthinkwarisa horriblething.Weshoutdtryto forget
wars,notrememberthem.
Yes,I do.Always.
whv?
Becausewhenyoubuya poppy,themoneygoesto helpex-
sotdiersandtheirfamilies.lt'simportantto lookaftersoldiers
whentheycomehome.Mybrother'sinthearmy.
Butshouldn'tthegovernmentdothat?
Well,yes.Butordinarypeopleneedto help.Soldiersrisktheir
livesto protectthepeopleathome.
Exercise4 paget6 f) r.oe
. Witha strongerclassstudentscompletethe sentences
aloneorin pairsandthenlistento check.
r Witha weakerclass,gothroughthe sentencestogetherasa
classandpredictor rememberthewordsinthegapbefore
listeningto check.
KEY
1 important,died
2 made,gave
3 past,future
4 forget,remember
5 soldiers
5 protect,home
Exercise5 pagero
r Askstudentsto writea Yes,Noot Notsurenextto each
statementandthencompareanswersin pairsorsmallgroups.
Exercise6 page16
. Givestudentstimeto reflectontheirviewsaboutremembrance
andto pooltogethertheirknowledgeofspecialdaysdedicated
to soldiersdefendingtheircountry,thendiscussthequestions
in pairs.
ForpracticeofAdjectiveprefixes,go to:
usedto
24 | Unit2.Memories
t
./

KEY
: u[e1 past,different
- usedto 3 didn'tuseto
- usedto 4 Did
ixercise 3 page17
'
=ccusontheleornthrslbox.Studentscancomparewitha
rartnerbeforeyoucheckanswers.Attheend,askstudentsto
covertheboxandrecapbyasking:Doweuseusedto totolk
aboutpresenthobitsorsituations?(No)Whichtimeperiod?
past)5ohowdo wetalkaboutpresenthabits?(present
simple,sometimeswithusually)Howdoyouspellusein I
didn'tuseto7Makesurestudentsdon'tadda 'd' (acommon
mistake).
Exercise6 pagetT f) r.rz
r Writeghosttownontheboardandexplainor elicitits
meaning:a townthatusedto bebusyandhavea lotof
peopletivingin it,butis nowempty.
. Pre-teachthefollowingvocabulary:prospectors- peoplewho
searchanareaof [andforgold,oit,etc;foothills- the low
hillsnextto a groupof highmountains;mine- a largeholein
thegroundfromwhichpeopletakecoal,gold,etc.;goldrush
- a periodof intenseexcitementandmigrationcausedbythe
newsthata depositof goldhasbeenfound.
. Tellstudentsthattheyaregoingto listento a description
of a ghosttowncaltedFairview.Theirtaskisto saywhythe
townwasabandoned.Encouragethemto makea fewnotes
astheylisten.Letthemcomparetheirnoteswitha partner
beforecheckingwiththewholeclass.
o Youcouldaska fewmoregeneralcomprehensionquestions,
e.g.:Whereis Foirview?(Colorado,USA)Whenwasit
founded?(1859)
KEY
It becamea ghosttownbecausethegoldrushfinishedaftera
fewyearsandallthepeopleleft.
Thlrscnrpr t.tz
Fairviewis in Cotorado,USA,about300 kilometresfromthe city
of Denver.Therearehousesin Fairview- woodenhouses- and
shopstoo. Butthey'reall empty.Fairviewis a ghosttown- nobody
haslivedherefor morethan a hundredyears.
Fairviewwasfoundedaround1859,whenprospectorsdiscovered
gotdin the foothittsof the RockyMountains.lt grewquickly,as
peoplecamefromall aroundto lookforgold.Soon,it hada
populationof 2,000.Theyworkedin the gotdminesin the hitls
everyday,and in the evenings,theyateand drankin the saloon
in the centreof town.Today,the saloonis empty,likeall the other
buitdings,the minesareclosed,and nobodyworksin the hitls.
Thegold rushfinishedaftera fewyears,andgradually,the people
teft.Today,touristsvisitFairviewbecauseit's a pieceof American
history.Theyanivebycaror coachatongthe newroad.(Because
therewereno carswhenFairviewwasa busytown,therewas no
road.)Theybuydrinksand snackat a coffeebar- the onlynew
buildingin the town- buttheycan'tstayat the hotetbecauseit's
beenctosedfor a hundredyears.Sotheydrinktheircoffeeand
imaginewhatit wasliketo tivein a goldrushtown in the hills.
Exercise7 pagetl f) r.rz
r Focusonthesentences.Playtherecordingagain.Students
comparewitha partnerbeforeyoucheckwiththectass.
KEY
1 doesn'thave
2 don'twork
5 useto
6 did
7 useto
Exercise4 pagetl f) r.rr
. Playtherecordinganddritlthesentenceschoratty.Explain
thatyouaregoingto playthesentencesagainandthistime
youwantthestudentsto listencarefullyto howthe's' and
the'to'arepronounced.Eticittheanswersandthenplaythe
sentencesa thirdtimegettingstudentsto repeatchorally
thenindividually.
KEY the's' is pronounced/s/ thefo is pronounced/tel
PRONUI{CIATIOI{ ]{OTE - USED TO
Explainto studentsthatthe/s/ soundinusedtoiswhat
distinguishesit fromused,thepasttenseoffouse,e.g.I
usedmybikeyesterdoy.lnthetatterthe's' is pronounced/z/.
lt isatsousefulto pointoutthatwithusedto,thefinal'd' in
of usedisnotpronouncedasit isassimilatedintothe't' in
fo.So,I usedto/lveis pronounced/arju:stehv/.
Exercise5 page1z
. Readthroughthetasktogether.Pointoutorelicitthat
studentswitlknowwhentheyneedto writea negative
becauseofthewordony.Checkanswers.
KEY
1 usedto like
2 did(she)useto live
3 didn'tuseto do
4 didn'tusespeak
5 usedto work
6 Did(she)useto be
3 don'teat
4 buy
5 visit
6 can't
7is
I(EY
1 2 Whatdidyourgrandparentsuseto giveyouwhenitwas
yourbirthday?
3 Didthereuseto bea parknearyourhousewhereyoucould
play?
Exercise8 page17
. FocusontheinstructionsandthefirstexamDle.Students
candotheexercisealoneor in nairs.
KEY
1 lt usedto havea poputationof 2,000.
2 Peopleusedto workinthegoldmines.
3 Peooleusedto eatinthesaloon.
4 Peopledidn'tuseto buysnacksinthecoffeeshop.
5 Touristsdidn'tuseto visitthetown.
6 Peopleusedto stayat thehotel.
7 Theredidn'tusedto bea road.
4
5
6
8
22
3
4
Wheredidyourparentsuseto livebeforetheygotmarried?
DidyouusetowatchW onSaturdaymorningswhenyougot
up?
Whodidyourfamilyusetovisitattheweekend?
Didyourmotheruseto readtoyoubeforeyouwentto bed?
Didyouuseto getupearlybeforeyoustartedschoot?
didn'tuseto be
usedto work
usedto play
5 didn'tuseto be
6 didn'tusetowear
7 didn'tusedtodrink
Forfurtherpracticeof usedto,go to:
Unit2.Memories( 25

Exercise9 paget7
. Dividethestudentsintopairs.Makesuretheyunderstand
thattheyhaveto chooseonetimeperiod.Givethentime
to makenotes,notfullsentences,ontheirtopics.Goround
feedingin ideas.
Exercise10 page17
. Remindstudentsthattheyshoutdusetheirnotesas
prompts.Theyshouldn'treaddirectlyfromthem,butshould
lookattheotherstudentsastheyspeak.
i Lessonoutcome
Askstudents:Whatdidyouleorntodoy?Whatcanyoudo now?
andelicitanswers:I cantalkaboutthingsthotweretruein the
postbutaren'tnow.I havelearnedhowto useusedto.
ilgll$Ilt
LostinNewYork3
tESSOll SUMTARY .. & :.,
Reading:a magazinearticle;orderingevents,true/falsequestions
Grammar:pasttenses
Vocabulary:adjectives+ prepositions
Topic:people
brief,set the VocabularyBuilderexercisesfor homeworkand do
exercises3 and 4 asa class.
I Lead-in 2minutes
r Askthe class:Doyouhaveogoodmemory?Whotkindof
thingsdoyourememberbest?Names,faces,facts,songs,
jokes?Whatkindof thingsdoyoufind hardtoremember?What
doyoudoifyouhavesomethingimportanttoremember?
Exercise1 page18
. Toencouragethestudentsto skimreadthetextandnotget
distractedbywordstheydon'tknow,givethema timelimit
of 2 minutes.
KEY
1 False(hewaswearingT-shirt,shortsandflip-flops)
2 True
3 True
4 True
5 False(theyseemedlikestrangersto him)
6 True
Exercise4 pagere
. Studentsdotheexerciseontheirown.Remindthemto
analvsethecontextof thewords.
KEY
th
2a
7e
8k
17i
72f
3i 5r
4c 5b
9
10
g
d
KEY 2 isn'ttrue
Exercise2 page18
o Studentsdotheexerciseontheirownwitha timelimit
of 5 minutes.Letthemcompareanswersin pairsbefore
classfeedback.Witha weakerclass,givestudentsthefirst
answer(e).Youcouldaskthestudentsto speculatewhy
theythinkhelosthismemory.
KEY
1e 2b 3h 8d
Exercise3 page18
. Encouragestudentsto readthroughthestatementsand
underlinekeywords.Theyshouldsearchforthekeywordsor
theirsynonymsinthetextandunderlineanswersinthetext.
Wheretheanswerisfalse,thevshoutdwritethetrueanswer.
tAl{GUAGE T{OTE- PREPOSITIOI{ + VERBS
Pointoutthatprepositionsneedto befollowedbya noun
or pronoun.lfa prepositionisfoltowedbya verb,thenthe
verbwillbeinthe-ing formbecausethe-ing formof a
verbhasthefunctionofa noun..Anexamplein thetextis,
Hewasworriedaboutmeetinghisfamilyandfriends.
Exercise5 page18
. GothroughtheLearnthislboxasa class.Explainthat
thereisnologicto whya particutarprepositionfoltows
a particutaradiective.lt is importantthereforethatthey
considertheadiectiveandprepositionsasone'lexicaI
item'andrecordadjectiveswiththeirprepositionsintheir
vocabutarvnote-book.
KEY 1 at 2 about 3of 4 with
KEY
11h 2g 3e 5d 7b
Exercise6 page18
o Monitorasstudentswriteto checkthattheyarecontinuinr:
thesentencescorrectly,especiallyif theyareusingverbs
PROltUtCtATtOl{ - PREPOSIilOl{S
Exptainthatprepositionsthatcomeinthemiddleof a
sentenceandnotattheendareoronouncedasa weak
form.E.g.scaredof /av/ spiders,surprisedat /eti his
results.Forextrapracticemodelanddrillthefoltowing
sentences,exaggeratingthesentencestress:
l'm scoredof spiders.
He'ssurprisedat his results.
9he'sproudof herson.
8a6c4f
6i5a4c 7g 9t
ForfurtherpracticeofAdiectives+ prepositions,go to:
Unit2 . Memories

ADDITIO]IAL SPEAKIT{GACTIVITY
TelIstudentsthattheyaregoingto inventa similarstory
aboutsomeonewhohaslosttheirmemory.Writethe
followingscenarioontheboard:
A 22-year-oldmanwakesup in the emergencydepartment
of a hospital.(Where?)
Hehosa brokennoseand isn'tcorryinga walletor lD,
Hecan'trememberwhohe is.
Hismothertongueis Englishbut hecanspeakanother
languagefluently.(Which?)
Psychiatristsdiscoverhe hasa specioltalent.(What?)
Dividestudentsintopairsorsmallgroups.Theyinventthe
detailsofthestoryanddecidewhathadhappenedto the
manandwhathappenedto himintheend.Attow5-10
minutesforstudentsto plan,makenotesforandrehearse
theirstory.Remindthemto thinkcarefutlyaboutpasttenses.
Studentstelltheirstoriesto theclass.
t Lessonoutcome
{sk students:Whathaveyouleornedtodoy?Whatconyou
1onow?andelicitanswersI canunderstonda magozine
trticleabouto manwholost hismemory.I havelearnedobout
:djectivesand prepositions.
NotesforPhotocopiableactivity2.2
Adjectives+ prepositionsquestionnaire
Pairwork
-anguagearea:adiectives+ prepositions
',/laterials:onecopyof theworksheetperstudent(Teacher's
Sookpage125)
. Handouta copyoftheworksheetto eachstudent.Divide
studentsintopairsandgivethema timelimitof 1-2
minutesto completethesentencesin exercise1 withthe
correctpreposition.
NBSomeoftheadjectives+ prepositionsaretakenfrom2E
andtheVocabularyBuilder,othersarenew.
. Checkanswersandexplainanynewwords.Exptain,using
number8 asanexample,thataftera prepositionweneeda
nounora pronoun.lfwewantto useverb,it mustbeinthe
-ing form,whichisthenounformof theverb.
. Askstudentsto foldbacksection1 andfocuson section2.
Witha weakerclassstudentscanleaveit asit is sothatthev
canreferto theprepositionsin exercise1.
. Studentsworkindividuallyto makequestionsfrom
thestemsgiven.Forthistheyneedto writethecorrect
prepositionandcontinuethequestion.Theyshouldthinkof
questionswhicharepersonallyrelevantto theirpartner.
. Studentsaskandanswerthequestionsin pairs.Circulate
andcheckthattheyareusingtheprepositionscorrectlybut
encouragethemalsoto developtheconversationsbyasking
foltow-upquestions.
KEY
1of
2in
3bv
tEssoll suililARY a.8 tl
FunctionalEnglish:sequencingphrases;showinginterestusing
exctamatorysentences
Listening:dialogues;listeningforspecificinformation
Speaking:narratingevents
Grammar:exclamatorysentenceswilhHowandWhat
Topic:peopte
Todo the lessonin 30 minutes,set the Grammar
Builderashomeworkand keeptheperformancesin exercise8
brief.
+ Lead-in 2minutes
o Withbooksclosed,elicitthe worddate,by asking:Whot
is thewordweuseto talkoboutanorrongementto meet
a newboyfriendor girlfriendor somebodythatyou'd Iike
to becomeyourboyfriend/girlfriend?Thenaskstudents
to imaginewhatcouldgowrongona firstdate.Givethem
differentscenarios,e.g.at a caf6,in a park,in a restaurant,
attheoerson'shouse.
. Askstudentsto ooentheirbooksanddescribewhatthev
canseein theohoto.
Exercise1 pase2o f) r.rr
. Focusontheinstructions,playtherecording,askstudents
to turnto theirpartnersto answerthequestionbefore
checkingin openclass.Witha weakerclasspre-teachfray.
. Witha strongerclass,askstudentsto closetheirbooksand
dotheexercisejustasa listeningtask.
KEY
Martincouldn'tthinkof anythingto say.
Hetrippedandthrewa glassof orangejuiceoverthegirt.
Exercise2 page2o
o Gothroughthesequencingexpressions.Studentsdothe
exerciseindividuatty,byfindingtheanswersin thetext.
. Asyougothroughtheanswers,highlightthefactthatwhen
thesesequencersarewritten,theyarealt(exceptthen)
followedbya comma.
. Again,a strongerclasscoulddothisasa listening
exercise.Ptaytherecordingagainandaskthemto tickthe
expressionstheyhear.
KEY at first intheend
TATfGUAGEXOTE-
'nlAT
THEEflD
Studentsmighthaveheardat theendbefore.Explainthat
at theendis usuallyfollowedbyof,e.g.attheendof the
film, ot theendof the day,at the endof the matchwhereas
withrntheendtheemphasisis onthe factthatsomething
haschanged,e.g.Weweregoing to go to Caf€Zukbut in
theendwestoyedin thepark
Exercise3 page2o
. StudentsreadtheLearnthis!boxindividuatly.Check
understandingoftherulesbywritingupthefottowing
exclamationsandaskif thevarecorrector not.
then
4at
5 about
6 about
7 with
8 about
9 with
10 to
11 with
12 about

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