Contents

Student's Book contents pages 4

lntroduction 8

Units 1 to 12: notes and answer key 17

Grammar summary: answer key 137
Photocopiable tests 139
Photocopiable tests: answer key 157
Photocopiable communicative activities 162

Workbook answer key 176

IELTS practice test: answer key and audioscript 188

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 1
UNIT 1 Relationships Un it 2 Storytelling
03.19-03.37 More than two hundred years of immigration UNIT 1 Review
to the United States has shown that even immigrants who keep
their language, their way of dress and their own customs olten e: Well, that's very different from the biography I read.
share very similar values to the people already living here. Grammar Lead-in
Toe writer made his opinion very clear. He was very
Values that will eventually help malee them successful members 1 Ask students to find the answers in the text Personal response biased against Alain Pros! and took every opportunity
of American society. individually. Elicit ideas from the whole class. Ask members of the class to talk about a real person, to tell you so.
03.38-03.58 Lavinia Limon Toe immigrants who come living or dead, they have recently read a biography of,
seen a biopic about, read an obituary of, or read about in A: Was it good otherwise?
here, they have chosen, They have made an incredible leap to ANSWERS
leave everything they know, everythíng that gives them self- a newspaper or magazine. Ask them to give a few details e: Well, quite good but rather repetitive and not very well
A nuclear family is just parents and their children; about their lite and achievements. lt could also be just written. But there were a few good anecdotes in it. There
identity and self-respect to come here. And they have bought
an extended family includes other relatives such as somebody they like and know things about, such as a
into, they, you know, believe in American independence, freedom are better biographies out there, I'm told.
and democracy. grandparents, cousins, and aunts and uncles. sports person, or film or music star.
2 Members can support one another, share care for
children and elderly members, save money by eating Background notes
and living together. Ayrton Senna was born on 21 March, 1960 in Sao Paolo,
1 4, [1.6] Read the questions with the class to focus their Brazil into a wealthy family. In 1981 he moved to England
2 Ask students to underline the corree! verb forms in the listening. Play the recording, and ask students to answer and started racing in cars, with increasing success, until in
text, then check their answers with a partner. Elicit the the questions and discuss their answers with a partner. 1983 he won the British Formula 3 Championship. For the
corree! sentences from the class. Play the recording again for thern to check. Elicit answers next 11 years he worked his way up to become one of the
from the class. top drivers of his generation. In 1988 he joined Melaren,
where Alain Prost was number 1 driver, and a fierce rivalry
ANSWERS
developed between them. Controversy surrounded some of
1 is made 6 are being shared ANSWERS Senna's behaviour on the track, particularly in some of the
2 are related 7 have been choosing He was a Formula One driver; he died in a crash in 1994; intense battles with Prost. Senna often angered Prost by
3 has decreased • 8 have been changing he hada rivalry with Ala in Prost; he did charity work; he his aggressive driving. On one occasion, far example, Prest
4 help 9 are being lost was Brazilian. claimed that Senna's driving during a race went against
5 are looked after 10 has been taken 2 The film is neutral; the book was very biased against what he had agreed in a pre-race agreement. The end
Alain Prost. came in 1994 with the third race of the season at lmola in
3 Ask students to do this in pairs, then compare with ltaly. Already in qualifying his friend and fellow Brazilian
another pair. Elicit ideas from the class. Barrichello had crashed, breaking his arm and nose.
Audioscript 4, [1.6] Toen Austrian Ratzenberger was killed. Senna was very
concerned and upset; he called a meeting of the drivers to
SAMPLE ANSWERS
A: Have you seen the film Senna? lead them for moves for greater race safety. However, on
Advantages: family members can enjoy one another's the 6th lap of the race, Senna's car left the track at 330 kph
company, give moral support, share experience and e: No, 1 read a biography of him a few years back. !'ve
and crashed into a concrete wall, killing him. The Brazilian
knowledge, do activities together heard the film's really good. What did you think?
government declared three days of national mourning, and
Disadvantages: if you do not share the values and interests A: l thought it was fantastic. It's a documentary 3 million people lined the streets for his funeral.
of other members, you might not enjoy living in an essentially, but unlike most documenta.ríes there's no
extended family; you might want more independence, narrator. It just tells the story of his life through archive 2 4, (1.6] Ask students to decide the opposites of the
freedom and privacy footage. Actually, l'm nota huge fan of Formula One words in pairs - they may need to use a dictionary to do
sol wasn't really expecting to enjoy it, but it's really this. Toen play the recording again for students to hear
Vocabulary gripping. which ones were used.
4 Ask students to complete the words and phrases e: Oh, so it didn't really give any opinion on whether
individually, then check with a partner. Senna really believed he was superior to every other ANSWERS
driver or whether he acted unfairly sometimes ...
objective - subjective
ANSWERS A: No, not at all ... it leaves you to make up your own truthful - untruthful (lying)
1 fellow 5 flatmate mind about him completely. A lot of the film focuses on biased - neutral
2 travel 6 acquaintance his driving career, from his early wins to his death in a fair - unfair
3 true 7 blood crash in, ummm, 1994, 1 think it was. For much of it, he partial - impartial
4 mutual had this big rivalry with the French driver Alain Prost sympathetic - unsympathetic
and they took each other off the track at critica! times. accurate - inaccurate
5 Ask students to talk about the people in pairs. But the film doesn't say who was right or wrong ...
The speakers use: unfairly, objective, sympathetic,
impartía/, ieit; biased
Real lite although in the end you come down on Senna's side ...
6 Ask students to order the conversation in pairs. Check e: Well, you say it's objective, but of course the viewer's
opinion can be manipulated by the director ... just in the 3 Ask students to match the adjectives to the genres
the answers by asking students to read the Unes in order.
way he chooses to edit the film. individually, then check with a partner. Elicit the answers
A: Yes, no, 1 suppose that's true ... but it's nota from the whole class.
ANSWERS
sentimental film. Perhaps you feel sympathetic towards
The sentences in the Student's Book should be numbered SAMPLE ANSWERS
as follows: 1, 11, 9, 7, 13, 3, S, 6, 8, 10, 12, 4, 2 Senna, 'cos he seerned like a nice guy- ummm ... he
did a lot of charity work in his native Brazil - but it felt 1 d 2 e 3 a 4 e 5 b
very fair and impartial ...
7 Ask students to act out the conversation in pairs.
4 Ask students to describe a book or a film to a partner.
Speaking Encourage thern to use sorne of the vocabulary from the
8 Ask students to talk about a personal relationship in previous exercises.
pairs. Circula te and monitor their spealcing.
27
26 Unit 1
 UNIT 2 Storytelling UNIT 2 Storytelling

portrayal: the way that a character is shown in a film ora reproducing that was a much more difficult task, beca use 9 Read the examples of the past simple and present
2a The film of the book book each reader has their own very distinct idea of what perfect simple in the grarnmar box and ask students
scene: sections of a film are called scenes. In a novel, a this world was like. I think Jackson did a fantastic job, to complete the sentences with the correct form of the
Lead-in scene means an interaction in a particular place (a formal using the spectacular scenery of New Zealand for the verb. They should do this individually, then check with
section of a novel is called a chapter). film's location. The other thing about The Lord of tite Rings a partner. Elicit answers from the class. Refer to page 158
Personal response
theme: this refers to what the film or book is about, e.g. is that it's a very substantial work- three books, each of the Student's Book if necessary for further information
Ask the class to name five books which have been made
human cruelty, the importance of love containing over twenty long chapters - so Jackson had and practice.
into films. Try to get them to name the author of the book
to leave sorne elements of the story out. To compensa te
and the star and/or director of the film.
for this, he took the most important scenes and then put
Speaking and listening all the emotional force behind these. The result is that it
AN5WER5
4 Ask students to ask and answer the questions in pairs. 1 read, have never read, has read
has become one of the most successful films of ali time, a
Vocabulary books and films Elicit sorne specific examples from the whole class. blockbuster that has grossed alrnost $3 billion.
2 have been, was
:3 Have written, wrote
1 Ask students to talle about the photo and say what sort
5 4, [1. 7] Ask students to discuss the question, and 4 Did see, have seen
of film the location was for.
elicit sorne suggestions from the class. Then play the
recording and ask students to say which answer the film In 1937 J.R.R.Tolkien published The Hobbit, which has
AN5WER Pronunciation note
critic gives. gone on to become the third best-selling novel of all
Probably a cowboy film or western. time. From 1937 to 1949 he wrote the sequel, The Lord of Ensure that students are pronouncing have and has as
the Rings. lt is an epic fantasy story in three books, and /hav/ and /haz/ in unstressed situation, and also that they
AN5WER
became the second best-selling novel ever. use contractions ('ve and �) as far as possible.
2 Ask students to categorise the words in the box, then New Zealand film director Peter Jackson spent eight years
discuss their ideas with a partner. working on a three-part film version of the novel, which
carne out over the years 2001-2003. The three films won 4, Pronunciation the lettsr I
AN5WER5
Audioscript 4'¡1.1'.] • 2 and 11 Oscars respectively.
------ --------------- 1 Oa 4, [1.8] Ask students toread the examples and say
Books only: author, best-seller, chapter, publisher, readers P = Presenter; M = Mark Mowlam the words to themselves. Play the recording for students
Films only: blockbuster, box office, cast, director, location, p: Take a bestselling book, a great storyline and add a 6 4, [1.7] Ask students toread through the questions to listen, then again for them to repeat.
producer, screenwriter, script to focus their listening and write any answers they
great cast, an experienced director anda large filming
Both: audience, characters, plot, portrayal, scene, setting, budget. And what do you get? A box office success, remember. Play the recording again for them to check and Audioscript 4, [1.8]
storyline, theme, trilogy complete their answers. Elicit answers from the class.
you would think. Think again. There's no guarantee 1 loca tion 2 film 3 would
that a book that has enjoyed great success will make
3 Ask students to match the words in pairs and explain a good film. Sorne film adaptations have worked, AN5WER5
1 Ob � [1.9] Ask students toread through the words
the difference, and then compare their answers with others have flopped. So what's the secret? That was 1 a bestselling book, a great storyline, a great cast, an first, then play the recording while they listen and write
another pair. Ask students to look at the example and read the question I put earlier to film critic Mark Mowlam, experienced director anda large budget the corree! number next to each word. Check the answers
the information in the Wordbuilding box. Refer to page 19 who has followed the progress of many book-to-film 2 You have to give the screenwriter freedom to create and play the recording again for students to practise.
of the Workbook if you feel students need more practice. adaptations in his time and has recently reported on a script that flows, even if that means changing the
Elicit answers from the class. the making of Tolkien's The Hobbit. original.
:3 good films that are completely unlike the original book AN5WER5
M:Well, the goal is really to make a good film that remains
4 cooking 1 loyal (first 'I'), screenplay, plot, best-seller, trilogy
AN5WER5 true to the spirit of the book. There are many examples
5 a struggle between the forces of good and evil 2 loyal (second 'I'), faithful, told, details, felt, child
of adaptations which have failed beca use they tried 6 Because Tolkien created a very original other world and
Books Films :3 calm, half, should, walk
author screenwriter to remain too faithful to the plot and the characters of each reader has their own idea of what the world was like.
best-seller blockbuster the book. Probably because at the time the producers 7 He took the most importan! scenes and then put ali the
chapter scene worried that they'd alienate loyal readers if they emotional force behind these. Pronunciation: the letter 'I'
publisher producer departed too much from the original text. But in fact Note that the clear 'I' of /ove is often said to seem like /i:/,
readers audience that's a mistake: what works well on the page doesn't while the dark 'I' of milk is said to seem like /u:/. Note that
necessarily work well on screen: you have to give the 1 Ask the class to discuss these questions in groups of
the dark 'I' not only occurs before a consonant, but also
screenwriter freedom to create a script that flows, even three or four. Elicit sorne examples from the whole class.
before a pause, for example at the end of a sentence. so
Vocabulary notes if that means changing the original. there is still a dark 'I' at the end of faithfu/ whether the
Sorne of the words in the list can be used in relation to So what we find is a lot of good films - Sense and Grammar past simple and prasent sentence is He is faithful to his idea/s or My dog is very
both films and books, though they may have a different Sensibility, The Shining, for example - that are perfect simple faithful.
meaning in each context. completely unlike the original book. And readers are 8 Elicit examples of the past simple and present perfect
setting: has a similar meaning in both, referring to the generally OK about this because they think of book and simple from the class, then ask students to match the
place where tlie action takes place film as two separate works of art. But there are films ser, ten ces and the uses. Writing and speaking
cast: only refers to the actors who play the characters in that have managed to stay true to the book and still be 11 Ask students to make notes about a writer or
the film; we talk about charaeters in both nove Is and films good films. What they've done - a bit like in cooking, AN5WER5 filmmaker, using the language they have practised in this
audience: refers to the people watching the film, orto I suppose - is to put in all the book's good ingredients section. You could then have sorne students tell the whole
1 b 2 a :3 e 4d 5 e
the people who might watch a film (e.g. There isn't a big and then boil them down to a concentrated mixture class what they know.
audience for that kind of film in France.) that's packed with the flavour of the original work.
trilogy: a sequence of three books or films about the same Probably the best exarnple of this is the Lord of the Rings
characters trilogy by Peter Jackson. The central theme of the
plot: this is the storyline in a book ora film book - which is a struggle between the forces of good
and evil - perhaps wasn't so difficult to portray, but
J.RR. Tolkien created a very original other world and

28 Unit 2 2a 29
 UNIT 2 Storytelling UNIT 2 Storytelling •
Grammar past tenses review Sb 4, [1.11] Ask students to work in pairs and note Audioscript 4'¡1.121
2b A close shave 6 Read through the grammar box with the class to the syllables. Elicit answers from the whole class. Play the
remind them of the four tenses under discussion. Ask recording far them to check. Play the recording again and I was mountain-biking with a friend in Wales and we'd
students to match the tenses to the uses individually, then pause it after each sentence far students to repeat chorally just finished a long off-road climb out of the Dysynni
Lead-in Valley. It had been raining earlier but now the sun was
check with a partner. Elicit answers from the whole class. and individually.
Personal response shlning and we were feeling quite warm. Since the rest
Elicit / Explain the meaning of a e/ose shave (a near miss, of the route was downhlll on tarmac roads, I took off my
AN5WERS AN5WERS
a dangerous situation that nearly had serious results), bike helrnet and set off. Suddenly the road became very
then ask students if they have had any close shaves while 1 e 2 a 3 b 4 d 1 2 syllables 5 2 syllables
steep and the bike picked up speed quickly. There was a
driving, or know other friends or family who have. Ask 2 2 syllables 6 1 syllable
syllables turn ahead in the road and I knew I was going to crash.
them to describe the situation to the class. 3 1 syllable 7 2
4 2 syllables 8 2 syllables Toe bike went straight into a wall, but luckily I flew over
7 Ask students to complete the surnmary individually,
it and landed in a field of long grass.
and then check wi th a partner.
Reading Mr Charles Everson and his wife, Linda, were driving
9 You might want to pre-teach the difficult vocabulary home from church one Sunday when a cow fell from the
1 Ask students to discuss the three situations with a ANSWERS from the texts (see Vocabulary notes below), so students sky and landed on the bonnet of their van. Toe cow, whlch
partner. Elicit sorne suggestions about what would be the 1 were working can concentrate on the task. Ask students to complete had escaped from a breeding farm, had been grazing too
best thing to do from the whole class. 2 had the reports individually, then check with a partner. Have close to the edge of a cliff next to the road and had slipped
3 had told the class read the answers back as complete sentences.
2 Ask students to talk about their close shaves with 4 hadn't been / weren't and plunged 200ft. When the emergency services arrived
Altematively, the activity could be completed as homework. at the scene they found the cow dead and Mr and Mrs
dangerous animals, if they have had any. 5 shocked
6 knew / had known E verson in shock.
3 Read the rubric with the class to focus their attention, 7 hadn't been expecting / hadn't expected ANSWERS
then ask them toread and answer individually. Elicit
answers from the whole class.
8 didn't stop Report 1 Report 2 Speaking
1 was mountain-biking 11 were driving 11 Ask students to prepare a description of a near miss,
2 had just finished 12 fell
AN5WERS telling them that they can use a story about someone else,
Pronunciation contracted negative 3 had been raining 13 landed
or invent one, if they don't have a story of their own. They
1 A single rhino charged, but the guard acted quickly and 4 was shining 14 had escaped
fired a shot into the ground. The people were shaken.
forms 5 were feeling 15 had been grazing
should then tell their story to their partner, or to a group of
students.
2 Three young rhinos climbed onto the road in front of Sa 4, [1.1 O]
Ask students to listen and circle the 6 took 16 had slipped
the jeep, then disappeared into the forest. The driver contracted forms, then check with a partner. Elicit answers 7 set 17 arrived
stopped the jeep quickly. from the whole class. 8 became Homework
3 A female rhino (the mother of the three young) 9 picked
Students could prepare the story in Exercise 11 far
attacked the jeep and started biting it and pushing it; 10 went
ANSWERS homework, or write up their story after the speaking activity.
the driver managed to drive the jeep away.
------- weren't (1 syllable)
Vocabula notes
hadn't been expecting (2 syllables)
4 Ask students to work in pairs to guess the meaning didn't stop (2 syllables) off-road = riding across countryside, not on roads
of the hlghlighted words, then check the meanings in a
tarmac = mixture used far the surface of roads
dictionary.
bonnet = the cover of the engine at the front of a car
Audioscript 4, ¡1.101 a breeding farm = a farm where they breed anima Is to
ANSWERS
produce young
stretch their /egs = to walk around after sitting for a while Steve Wmter and Douglas Chadwick, who were working
in I<aziranga National Park, had three close encounters to graze = to eat grass
sprint= run very fast
with rhinos ali on the same day. Before entering the park, to plunge = to fall a long way down
/eap = to make a long jump
their guide had told them not to be afraid, so they weren't
veered off� went off sharply in a different direction
especíally worried, but clearly the incidents shocked them. Grammar note
slammed into = ran into with full force
They knew that filming in the Park was dangerous work,
wrestle = move by force but they hadn't been expecting to meet danger quite so Note that we can make sentences with more than one past
gouging = sticking something sharp (in this case teeth) simple verb, to indicate a series of actions:
soon or so frequently. But it didn't stop them carrying on!
into a surface He looked carefully around him, then he opened the door.
skidded = to slide out of control Background notes We can have sentences with a past simple and a past
continuous verb to indicate interrupted past action:
White Rhino: These live in Africa, and are the biggest
species. They weigh over 3,500 kg. are 3.5-4.6 m long, and I was washing the car when the boys arrived home.
5 Ask the class what the effect of these verbs is on the
1.8-2 m high. They have 2 horns. V1ie can use two past continuous verbs to indicate
story.
Black Rhino: These are similar to the White Rhino. There simultaneous past action:
are only around 2,000 of them left in the wild in A frica. Whi/e Pau/ was cooking lunch, Jane was c/eaning the
ANSWER windows.
lndian Rhino: These are usually slightly smaller than the
They are dynamic verbs of motion, which add interest and
White and Black Rhino, and only have one horn. They live·
excitement.
in Nepal and northeastern India. 10 1, [1.12] Ask students to complete the last sentence
Javan Rhino: This is an endangered animal, with perhaps of each story in pairs. Play the recording and ask them to
only 50 left in the wild in Java and Vietnam. They are a listen and compare, and check their answers to Exercise 9.
smaller species. Afterwards discuss their suggestions and the originals.
Sumatran Rhino: This is the smallest, with a single horn.

30 Unit 2 2b 31
 UN IT 2 Storytelling
,-, ,-,
UNIT 2 Storytelling
.., •
5 Ask students to find the words and expressions to Conversation 4
2c Once upon a time match the definitions, then check with a partner. 2d What a disaster! A: The lift got stuck between floors 25 storeys up and two
of the occupants were completely panic-stricken.
AN5WER5
Lead-in Lead-in e: What a nightmare!
1 Once upon a time 5 moral
Personal response 2 villain 6 witch Personal response A: It was. Toen the lights in the lift went off and one of
Ask the class to tell a fairy story- one from their country if 3 wise 7 cruel Ask the class to mention sorne recent disasters (natural or them started screarning.
they are a monolingual class, or an internationally known 4 faraway lands 8 ever after man-made) they have heard about in the world. Ask them e: Yeah I think I would have done the same thing.
one if they are of mixed nationalities. (Try to avoid those to comment on their causes and effects.
in Exercise 2.) They should take it in turns to continue the Conversation 5
story incident by incident around the class, correcting each Critica! thinking close reading
other if somebody goes wrong. A: The tyres on my bicycle were badly worn and when I
6 Ask students toread the statements and decide if the Real lite reacting to stories hit a bump in the road one of them burst.
information is true, false, or not given in the text. Elicit 1 Ask students to discuss things that go wrong, in pairs, e: Poor you!
Reading answers from the w hale class. and then elicit some of their comments for wider class A: Well, 1 came off and cut my hand. Thank goodness
1 Ask students to discuss their favourite stories in paírs, discussion. there were no cars behind me.
then report back to the class. AN5WER5
2 'I, (1.13] Ask students toread the situations with e: That was lucky.
2 Ask students to discuss the questions about the fairy 1 N 2 T 3T 4 F 5 F 6T
a partner and discuss what they think happened next.
Conversation 6
tales in pairs. You may need to explain some of the language used (see
Vocabulary notes below). Elicit ideas from around the A: My computer froze without any reason while I was
Teaching note
class. Toen play the recording for them to see how clase working.
AN5WER5
Suggest students go through the reading passage and find they got to the original. e: Really? How strange.
1 The Frog Prince the statements that are'clearly supported or contradicted
2 and 3 Students' own answers. by information in the text. Then they should spend more A: Yeah, 1 thought I'd lost about four hours' work, but
time checking whether the remaining statements have any AN5WER5 when I rebooted the computer I searched for some
supporting information. Note that the information may be 1 Another bus carne in 15 minutes. of the key words in my document and I found a
3 Elicit answers to the questions from the class and anywhere in the text. lf they can't find information that 2 He put his hands over the hole. temporary file which had most of the document in it.
discuss the suggestions. Toen ask them to read the text supports or contradicts the statement, the answer must be 3 She had to wait for someone else to come home. e: That was good thinking.
very quickly and find out if they were correct. 'not given'. 4 The lights went out and a person in the lift started
screaming. Vocabulary notes
AN5WER5 5 She fell off the bike and cut her hand.
7 Ask students to work in pairs to summarise the 6 Most of the work had been saved into a temporary file. we were left stranded = on our own, with nobody around
They carne from ordinary local people. At first the brothers Grimms' achievement. to help
just recorded them and wrote notes about them, then
to get caught on something = to get hooked onto
Wilhelm polished and reshaped them to make them more
acceptable to children and parents. SAMPLE ANSWER Audioscript §, (1.13] something so you cannot move without tearing or
breaking it
They have made a set of old folk tales popular right
around the world. Conversation 1 to bend something = to turn something - usually metal -
Vocabulary note at right-angles to its previous shape
A: The bus broke down on the motorway, so we were ali
to account for = be the reason for to snap = to break suddenly
left stranded until help could arrive.
to charm = to please Word focus keep panic-stricken = hit by panic (stricken is one form of the
e: What did you do?
the core = the central part of 8 Ask students to do this individually, then compare past participle of strike)
their answers wi th a partner. A: Luckily another bus came within about 15 minutes and badly worn = the surface has become smooth, or there is
enchanting = magical
we ali transferred to tha t one. very little of it left
gender roles = what is expected of men and women
AN5WER5 e: That must have been a relief. a bump = a raised area
humble = rncdest, from a peor and simple background
implied = suggested something without saying it kept each other company: sat together as friends Conversation 2
occupied = in the control of another country keeping records of: taking notes so they didn't get lost A: My trousers got caught on the door hancile andas I 3 'I, (1.13] Read through the expressions with the class,
scho/arly footnotes = serious academic notes keep your promises: do what you have promised to do walked away they tare. and check that students understand them ali. Ask them
striving = fighting against difficulties 1 don't forget about the time - remember to check it e: Oh, that's awful. to work in pairs and say which ones were used in which
2 stay happy, don't get depressed conversations, then elicit answers from the whole class.
suppressed = not allowed - pushed down 3 not telling people something they aren't supposed to know A: Yes, I had to walk right across the restaurant back to Don't confirm or correct their answers. Finally, play the
thrived = continued and increased 4 make sure you know about ali the changes our table with my hands over the hale. recording for them to check.
5 stop you doing what you were going to do e: How embarrassing!
6 write a diary regularly
4 Ask students to read and answer the questions Conversation 3 AN5WER5
individually, then check their answers with a partner. 1 That must have been a relief.
A: l bent the key trying to force it into the door lock and
Writing and speaking when I tried to straighten the key it snapped.
2 Oh, that's awful. / How embarrassing!
AN5WER5 9 Ask students to make notes about a traditional story.. 3 Yeah, a similar thing happened to me once.
B: How did yo u get in? 4 What a nightmare! I Yeah, 1 think I would have done
1 They are popular around the world.
1 O Students tell their story to a partner. A: l went to the neighbours', but they weren't at home. So the same thing.
2 The brothers only sold a few copies of their books.
3 Germany was occupied by Napoleon and the French. l ¡ust had to wait 'ti! someone came home. 5 Poor you! / That was lucky.
4 These stories were told by one woman (Marie) and she Homework 6 Really7 How strange! I That was good thinking.
e: Yeah, a similar thing happened to me once.
had had French nannies who told them, so they were Ask students to write up the story.
probably not originally German.
5 Parents like the moral aspects, but not the violence.

32 Unit 2 2d 33
 1:11'111 �u:n y1:�111-u9

4b Ask students to work out the meaning of the words

Pronunciation linking and assimilation 2f History of film
2e A real-life drama in pairs, then use a dictionary to check. Elici t answers
4a 4,(1.14] Read the rubric and examples with the from the whole class.
class, and listen to the examples. Ask students to repeat Before you watch
them chorally and individually. Lead-in ANSWERS 1 Students work in groups. Ask them to look at the photo
4b 4, (1.15] Ask students to work with_a partner t� . Personal response 1 to shout in a loud, high volee. when you are in danger and discuss the questions. Take feedback from the class.
underline the sounds that are linked or assimilated. Eliat Ask the class to talk briefly about a recent real-life drama or pain, or excited
that has been in the news in the past few weeks or 2 to talk quietly to yourself, complaining about a person
suggested answers from the class and discuss them'. but AN5WERS
don't say what is correct. Play the recording a few times months. or a situation
:3 to talk quietly so other people cannot hear, often a 1 lt looks as if he might be sneezing.
for them to check, then play it with pauses for them to 2 in the late 19th century
complaint
practise chorally and individually. Writing a story 4 to speak in a ti red way, because you have had enough :3 Because it is an early piece of moving film.
1 Ask students to read the two questions to focus of the other person
ANSWERS their reading, then read the paragraph and answer the 5 to speak in a confident way, even though you do not 2 Before watching the video, ask students to predict
1 WhaU nightmarel feel confident which things from the box they will see.
questions. Elicit the answers from the class. 6 to go very slowly and carefuliy a long the edge of
2 Oh, thatllW'ul. Peor you!
:3 Ho=barrassingl something
4 Realiy? That'i.Ql[d.
ANSWERS 7 to jump up quickly While you watch
5 ThaLl:fas good.lhinking. 1 He had got his foot caught in a metal animal trap. 8 to almost fali over 3 Play the video for students to check their ideas for
6 A similar thing happeneuo me. 2 tired, hungry, nervous, not happy 9 to walk quickly and energeticaliy Exercise 2 and answer the question.
10 to turn slowly because you are afraid or worried

Pronunciation note
2 Ask students to work in pairs to identify the events and AN5WER5
actions and pu t them iol orQer. Toen elici t the order from 4c Ask the class to call out other verbs; list them on the We see ali the things listed except for actors arriving atan
Make sure students have understood that linking takes the class. Make sure they understand that they should board under speaking and walking (e.g. speaking: whisper, awards ceremony, an earthquake, an Osear statue and a
place: give the order the events happened, not the order they are shout, bawl, chatter; walking: trol, gollop, speed, hurry, race, scene from an animated film.
- when one word ends with vowel (or is a vowel, as in a) written in the story. crawl) and discuss what they mean. Mary Pickford is the other actor mentioned.
and the next starts with a consonant, e.g. lt's a long way.
- when ene word ends with a consonant and the next
5 Ask students to write the ending of the story about
ANSWERS Rowan and Chris individually. This could be done for 4 Give students time to read the events. Play the first part
starts with a vowel, e.g. He went away.
1 Rowan had been moaning about sore feet ali day. homework. of the video (to 01.36) for them to put them in order.
Assimilation is when one consonant gets mixed with the 2 They had something to eat (more than three hours ago).
one that foliows it, e.g. He went with them. :3 They weren't carrying many supplies. 6 Ask students to exchange their story with a partner and
AN5WERS
/ ta/ked to the prime minister. 4 Rowan was struggling. check their partner's story.
5 Chris was tired. 1 f 2 b :3 a 4 d 5 c 6 e
6 He wanted to get back to the camp before dark.
7 Ask students toread one another's stories in groups, or
5 Ask students to choose one of the topics listed (or have sorne individuals read their ending out to the rest of
7 '1 can't move,' cried Rowan.
the class for commen t.
5 Give students time to read the questions. Toen play
another if they have a more interesting story about it), 8 Chris walked back slowly. the second part of the video (01.37 to the end) and ask
and make sorne notes about what happened to them (or 9 'Reach down and try to free your foot.'
students to answer the questions.
someone else they know well, if they don't have a story of 10 Chris could see that Rowan was caught in a trap. Homework
their own). Ask them to get into groups of four to tell and Ask students to write a story of their own - real or
listen to the stories. Encourage them to use the reaction ANSWERS
3 Ask students to think about why the story starts when invented - in which they use different verbs of speaking
comments from the box as people tell the story - and to and moving. They can then bring them to class to share 1 go to new places and see the world in a different way
itdoes.
2 a presidential inauguration, arctic explorers, Wright
get the intonation correct. Circula te and monitor students' and read.
brothers' flights
speaking for later feedback. ANSWER :3 a plant growing and a hawk flying
to make the story more dramatic 4 Documentaries use actors, set design, lighting, costume
and even computer animation.

Writing skill 1Jsing descriptive words 6 Ask students to read the sentences from the script.
4a Ask students to discuss the meaning of the Toen play the video for them to complete them.
expressions with a partner. Toen elicit and discuss ideas
with the class.
ANSWERS
1 For overa century
ANSWERS 2 In the 19th century
Way of speaking: :3 Before long
cried = shouting in fear and/or pain 4 By the 1920s
moaning = complaining about everything 5 At the turn of the 20th century
said encouragingly = speaking in a happy, helpful- 6 Over the years
sounding, friendly way
Movement: After you watch
struggling = finding it hard to keep going 7 Students work in pairs to roleplay an interview with an
=
trudging walking slowly, when tired actor or actress, according to the instructions.
walking back = returning the way he had just come
8 Students work in groups to discuss the questions.

2f 35
34 Unit 2
 UNIT 2 Storytelling Unit 3 Science and
Videoscript
Part 1
00.01-00.20 For overa century, film has captured the
UNIT 2 Review
Grammar
technology
imagination of audiences all over the world. Motion pictures 1 Ask students to complete the text with the correct form
have allowed us to explore the unknown, bring histories to life of the verbs. Elicit answers from the class.
and allow generations to dream o! living li.ke the stars of the
silver screen. ANSWERS
Lead-in 3 4, (1.16] Read through the three predictions with
Personal response the class. Ask the class to suggest sorne justifications the
00.21-01.09 In the 19th century, inventors realised they could 1 have filmed 11 had parked
create the illusion of motion by presenting a quick succession of Ask students to work in groups of four to discuss this speakers might make for their predictions. Toen listen to
2 have never had 12 ran the recording and compare the justifications actually given
pictures. In the US, inventors Thomas Edison and William Dixon 3 felt / have felt 13 zipped question:
exploited thís idea and created the kinetoscope in 1891, bringing by the speakers with those suggested by the class.
4 wanted 14 assumed What are the five most important developments in science
motion pictures to the American public. 5 was sitting 15 had gone and technology in the history of mankind?
In arcades, viewers peeped at short films in a cabinet-like ANSWERS
6 called 16 waited Ask them to appoint a secretary to note their ideas, and
machine, which played continuously in a loop. Belore long, 7 wasn't 17 had died the reasons for them. Ask the secretaries to report back to Because sorne people are already living to be 100 and
projection allowed large audiences to view the spectacle at the 8 didn't take 18 looked the class and open the discussion to everyone. numbers are likely to increase.
local cinema or nickelodeon. Audiences were captivated by this 9 called 19 had locked 2 Beca use the technology already exists.
new technology. Everyday lile became entrancing on the big 10 were slowly approaching 20 had been playing 3 Because people will soon discover how to control the
screen. weather.
01.10-01.44 Soon enough, images ol roaring trains and
1 Read through the questions with the class, and invite
vaudeville acts were replaced by the complex story lines of 2 Ask students to answer the questions in pairs. Elicit students to discuss them. Elicit what effects these two
human melodramas. By the 1920s, the emerging film studio answers from the class. situations might have for them or for other people, e.g. Audioscript 4, (1.16]
system was centred in Hollywood, California. Toe increasingly they might lose hours of work on their computer, they
expensive productions drew crowds to fill newly-built movie ANSWERS might not have access to documents or contact details I expect that most of my generation will live to be
palaces. And actors li.ke Mary Picklord and Charlie Chaplin they need for an important meeting, etc. around 100 years old. There are already 12,000 people
became stars. They were the new American aristocracy, a
1 He hid in his tent.
in the UK aged over 100 and it's predicted that by
tradition that continues with Hollywood blockbusters and film 2 He thought they had made a noise in the kitchen.
3 The lions played in the kitchen and made a terrible mess. 2 Ask students to look at the picture and read the the year 2060 that number will have risen to about
stars ol today. caption. Read the first question with the class and one million.
Part 2 check they understand the meaning of breakthrough
2 I think people will be interacting with intelligent
01.45-02.24 But outside of Tmseltown's dream factories, film Vocabulary (see Vocabulary notes below). Ask the whole class for
machines even more than they do now. 1 read
has taken us to new places and allowed us to see the world in a 3 Ask students to choose the words to complete the the answer to question 1, then ask students to discuss
this article about things called chatbots which are
dilferent way. sentences índividually, then check with a partner. Elicit question 2 in paírs, and give reasons for their answers.
programmes that can hold intelligent conversations
At the tum ol the 20th century, newsmen carried cameras looking the answers from the class as complete sentences. with people in chat rooms on the Internet. These
lor real spectacles and history in the making. ANSWERS programmes already exist.
They filmed presidential inaugurations, explorers in the Arctic ANSWERS 1 communications
and landmark events li.ke the Wright brothers' flights. 3 1 don't think global warming is going to be the
1 impartial, accurate 2 Students' own answers (possible answers include: using problem that everyone says it is. By the middle of
In the hands of explorers and scientists, the camera has proven 2 author, characters the power of thought, more practica! applications of
an amazing window to the world, bringing home images of virtual reality). this century I think humans will have discovered
3 plot, gripping ways to control the weather. If you think about it, the
distant cultures and putting the lar comers ol the Earth into 4 audience, portrayal
clearer locus. benefits - commercíal and otherwise - are so great -
5 blockbuster, thought-provoking
for agriculture, for stopping natural disasters and so
02.25-03.13 Since !hose early days, documentary filmmakers Pronunciation note
have trained their lenses on reality, showing lile in new ways. on - that it's only a matter of time before someone
Activities that take hours or days to occur pass by in only 4 Ask students to talle about a film of a book in paírs. Read through the words in the box with the class, and works out a way.
seconds. Llkewise, film can revea! the agility ola hawk in slow have them repeat them chorally and individually. Check
the words where the stress is not on the first syllable:
4 Ask students to get into pairs to discuss which of the
motion. Real life predictions they think will come true. Elicit sorne ideas
ln places impossible for us to visit, the camera brings us images artificial, int!:11.igence, communi�tions, explor;J.tion from the whole class.
5 Ask students to match the news and responses
of great beauty. Note also the elision in medicine: /medsn/
individually, then check with a partner. Elicit the answers
Over the years, documentary filmmakers have leamed to from the class.
borrow lrom the studio blockbusters. While uruavelling the
mysteries of distant cultures or ancient histories, documentaries Vocabulary notes
employ actors, set design, lighting. costume and even computer ANSWERS
artificial= not natural, i.e. electronic or technological
animation to bring important moments back to life. 1 d 2 f 3 c 4 a 5 b 6 e
benefits = advantages, positive effects
03. 16-03.32 With these tools, we can leam, envision
and experience the past in a way inconceivable only a few
breakthrough = important new discovery that has a
serious effect
generations ago. Who knew that !hose early flickering images 6 Ask students to tell each other about theír bad
would have such a tremendous impact? experience in pairs. Circula te and monitor their speaking. interact = communicate with one another

Speaking
7 Ask students to work in groups of four and complete
the story. They should practise it together, so that they can
each tell the whole story. Give the students in each group
the letter A, B, C or O, then ask all the people with the
same letter to tell one another their stories.

36 Unit 2 37
 ..1·uc••'-c a,1u lt:t..nno1ogy

to focus their listening. Toen ask students to listen and ¡:>eop)e he argued are basjcally la.zy They won't do Extra activity
3a Is technology the answer? match the statements to the speakers. Play the recording anytbiog un)ess they are forced to by necessity. But what he
once while they jusi listen. Play the recording again for didn't take into account is that faced with disaster people Ask students to decide the meaning of the following
them to answer, then check with a partner. Check any are not lazy. Mankind and science will rise to the challenge words with prefixes, based on the previous exercise:
Lead-in new language, particularly the key words (see Vocabulary ... that is my sincere belief ... Oh, by the way, one more megaphone an instrument for speaking to a crowd
Personal response notes below). U necessary, play ita third time for them to thing: the necessity train arrives in hallan hour ... of people
Ask the class: What do you think are the main problems check, correct and complete. Elicit the answers from the microscope an instrument for looking at very
that wi// face mankind in the next 50 years? Ask students whole class. small objects
to make suggestions and invite others to comment on nanosecond
bright-eyed = enthusiastic, interested a tiny part of a second
them. Note the main problem areas they raise on the
board, and when they have discussed them say: Put ANSWERS famine = a time when there is no food and everyone is biology the study of living things
the problems in order of possibility by writing an arder 1 Thomas Malthus hungry ultrasonic beyond the leve! of sound
number next to them. Then discuss their suggested orders 2 Paul Ehrlich to starve to death = to die of hunger
and reasons for them as a class. :3 the speaker a dud = something which does not function 6 Ask students in the whole class to give their opinions
to .rtep in = to enter into a situation on this question, with reasons, and discuss any comments
Speaking Audioscript ,S, (1.17) to boost = to increase; to give power to made.

1 Ask students to discuss which problem the picture Helio everyone ... one moment, I'll jusi adjust my to conserve = to protect Pronunciation /r/ and Fe/ in
represents in a group of four. They could use dictionaries microphone ... OK, that's better. I can see a lot of hopeful- at heart = basically, deep down
to check the meanings of the words for this activity. Elicit
American English
looking faces out there. I'm speaking to a governrnent to take into account = to consider, to think about
answers from the class. committee tomorrow and I hope they look as bright-eyed 7a 4, (1.18] Ask students toread through the words
as you do ... Let me just say that I'm afraid that .tbllse.oí. in the box and think about how they say them. Elicit any
yoµ who have come logkio� for immediate answers to Background notes differences between their pronunciation and that of the
ANSWER speaker on the recording. Play the recording and ask the
overpopulation are going to be djsappointed but I hope I Thomas Malthus (1766-1834) studied at Jesus College,
congestion, overpopulation can at least gíve you sorne cause for optimism. I'm not going same question again.
Cambridge 1784-96, and then in 1797 became a curate at
to speak for too long because I'd like to hear what you have a country church. Between 1798 and 1826 he published six
to say too, but let me tell you first how I see the situation ... editions of his controversia! work An Essay on the Principie ANSWER
Pronunciation note of Population. From 1805 he was Professor of History and
In 1798 an English economist, Thomas Malthus, claimed that For N she says Id!. The Ir/ sound in the middle of the word
Read through the problems in the box with the class, and Political Economy ata small prívate college, and in 1818 he is pronounced more than in British English.
the population always grows faster than the food supply,
have them repeat them chorally and individually, taking was elected a Fellow of the Royal Society.
until war, disease or famine arrive to reduce the number of
care with word stress: Paul Ehrlich (born 1932) took a BSc degree at the
people. A century anda hall la ter in 1968, Paul Ehrlich wrote 7b § [1.19] Ask students toread the gapped phrases
epirkfilic. Q!/_efJ2S2PuiR.tion, po//JJ.tion, ¡¡¡¡verty University of Pennsylvania (1953) andan MA (1955)
in his book The Population Bomb that medica! science was
and PhD (1957) at the University of Kansas. From 1959 to focus their listening. Play the recording for them to
keeping too many people alive and that we had failed to he held various lecturing posts at Stanford University. answer, then give them time to check with a partner. Play
Vocabulary notes control the birth rate. He predicted that as a result hundreds He developed the idea that sustainability is dueto the recording again for them to check the words and focus
of millions of people wou!d soon starve to death. population, affluence and technology.
conge.rtion = when there is too much traffic and vehicles on the American pronunciation. Elicit the answers, and
or people cannot move freely But his bocnb was a dud. Yes, medica! science has extended ask students how they think a British speaker would say
epidemic = when there is a serious illness that spreads life expectancy and the population carries on growing: 4 'I, (1.17) Read through the sentences with the class. the phrases.
rapidly through the population around seven billion today and jt wil) probably peak at Check that they understand them all. Play the recording
overpopu/ation = when there are too many people living around 9 billjon by 2050. But mass starvation? lt hasn't and ask students to decide if the sentences are true or false, Audioscript and key 4, [1.19]
in an area happened. Why? Because science stepped in with better then check with a partner. Play the recording once more
seeds and better pesticides to boost food production and for them to check. Elicit answers from the class. 1 eight metres 4 a short letter
pollution = air, land or water that is dirty and affected by
chemicals it'.s aboyt to step in again with nanotechnology wltich will 2 an Internet site 5 a twenty-first birthday
in tum help us to engineer safer and cheaper foods. ANSWERS
poverty = when people don't have enough money to pay 3 a metal bar 6 a world beater
for food, clothing and a place to live So what about overpopulation? Let me gíve you a fact: See also underlined phrases in the audioscript
starvation = not having enough food to stay alive if in 2045 there are 9 bHHon people in the wor!d the 1 F (she doesn't have immediate answers) 7c 'I, [1.20] Play the recording for students to check
popy)ation density will still on)y be hall that of France 2 T the British pronunciation (see audioscript 1.19).
2 Ask students to stay in their groups to discuss the toda},. And no one complains about overcrowding there: :3 F (there will be 9 mi Ilion)
France is the world's favourite holiday destination! Sorne 4 F (it will help in the future) Grammar fu1:ure forms r<avi,ew
question of technological solutions to the problems listed.
Elicit sorne suggestions from the class. of the new megacities of Asia might not be such pleasant 5 F (the population density overall would be half that of
France) 8 Toe extra activity below could be done in preparation
places to live ... but the problem is not jusi the number of
6T for Exercise 8. Ask students to match the verb forms and
people. Toe problem is how people consume resources.
SAMPLE ANSWERS 7 T uses individually, then check with a partner. Elicit the
By 2030 more than a billion people in the developing world answers from the class. U you feel students need further
congestion: regulate traffic flow to keep traffic moving
will belong to the 'global middle class'. That's a good thing. clarification or practice, see page 159 of the Student's
epidemic: medica! technology can treat disease S Ask students to say what a prefix is (a particle added
But it will be abad thing for the p)anet if !hose people Book.
pollution: technological solutions can prevent factories, start eating meat and driyjng big cars evecy day. Sorne - to the front of a word to change its meaning). Read the
cars, etc. from emitting pollution (but often people don't ultra-cautious -people say we should bring in wartime information in the Wordbuilding box, then ask students
want to pay for them) to do the exercise individually, before checking with a ANSWERS
emergency measures to conserve resources. I don't think
starvation: pesticides. nanotechnology, GM foods that's the answer, but then I'm a scientist at heart (even if partner. Elicit answers from the whole class. Refer to page a 5 b 5 e 1 d 2 • 1
I'm semi-retired now). Forme the answer líes in innovations 27 of the Workbook for further information and practice. f 2 0 4 h 5 13

Listening like biofuels and other alterna ti ve energy sources ...

I'll talk about these specific solutions in the second part ANSWERS
3 4, [1.17) Ask students toread the three statements
about overpopulation, and the names of the three people, of my talk but let's just go back to Malthus for a moment. 1 d 2 f :3 b 4 a 5 e 6 e

38 Unit 3 3a 39
 UNIT 3 Science and technology UNIT 3 Science and technology

Extra activity Vocabulary notes Grammar futura continuous and

Revealed world future perfect simple
Ask students to first match the sentences in the grammar the issue = a problem
box with the uses a-i in Exercise 8 (answers below). This a fee = a payment of money 5 Ask students to match the uses and the sentences
will make it easier for them to complete Exercise 8. individually, then check with a partner. Elicit the answers
colonies = groups of people living together
a The necessity train arrives in half an hour. from the whole class. Read through the inforrnation in the
in the medium term = not immediate (short term) or far in Personal response
b lt will be a bad thing for the planet if ali those people grammar box with the class and check they understand
the future (long term), but in a few years' time Say to students: Think about sorne recent times that you
start eating meat and driving big cars. have used a paper map. Ask: What kind of map was it?
the differences in use explained in sentences 1 and 2. Por
c The population will probably peak at around 9 billion by (e.g. a single town plan, a book of road maps, a world further examples and practice, refer students to page 160
the middle of the century. 11 Ask students to find the time expressions from atlas) Why did you use it? Ask them to share and compare of the Student's Book.
Exercise 10 in pairs, and then arder them as required from this lnformatíón in a group of four. Finally elicit sorne
d Those of you who have come here looking for answers
are going to be disappointed. nearest to furthest from now. Elicit the answers from the details from the whole class. Build up necessary language ANSWERS
class in that order. You rnay want to write them on the on the board (e.g. town plan, atlas, map book).
e One moment, 1'11 just adjust my microphone. 1 b, c, e 2 a, d
board as they gí ve them.
f l'm not going to speak for too long.
Speaking
g l'm speaking to a government committee tomorrow. Grammar note
ANSWERS 1 Ask students to work in pairs to discuss how they
h lt will be a bad thing for the planet if ali those people
1 later today 4 in the coming years use printed and digital media. Elicit sorne details from Ask students to look at the structure of these two future
start eating meat and driving big cars.
2 tomorrow 5 in the medium term the class. Read the information in the Wordbuilding box tenses:
i Science is about to step in again with nanotechnology and make sure students are familiar with thís type of Future continuous: wi/1 be + the present participle of the
solutions. 3 in the next few weeks 6 in future
compound noun, where the first noun works like an main verb
adjective in front of the second noun which it describes. Future perfect: wi/1 have + the past participle of the main
9 Ask students to choose the corree! future forms in the Speaking Compare good advice with travel aduice, and a strict rule verb
text individually, then check with a partner. Elicit answers 12 Ask students to wo';°k iJ groups of four to discuss with a grammar rule to clarify the point. Refer to Workbook We often use the future continuous with a point in time,
from the whole class as complete sentences. and develop their plan to deal with overpopulation. One page 27 for further examples and practice. e.g. Next Friday /'// be swimming in the Mediterranean.
should be a secretary who keeps a note of everything or with a period of time,
ANSWERS that is said, Ask the secretaries to explain their plan and Reading e.g. Next week /'// be staying in an ltalian hotel.
5 will take
reasons to the rest of the class for further comment and 2 Ask students to talk about the picture and the labels We often use the future perfect with by + a time expression:
1 we II wait
1
8 starts
discussíon, on it in paírs, and answer the two questions. Elicit sorne e.g. /'// have finished this cleaning by four o'clock.
2 arrives 6 is 9 is speaking
3 1'11 begin 7 istalking 10 1 am going to show responses from the whole class. He'// have finished his degree course by next May.
4 goingto 3 Ask students to look carefully at the table to focus
Ask students to write an essay (150--200 words) explaining their reading, then read the article and complete the table 6 Ask students to complete the sentences with the corree!
1 O 4, [1.21 J Ask students to read through the their plan for preventing the overpopulation of the individually. They can then check their answers with a future forms of the verbs in brackets. They should do this
planet. When they have written it, ask them to share partner, befare you elicit them from the whole class. individually, then check with a partner. Elicit the answers
sentences and complete them with a suitable future forrn.
it in a group of tour, and rewrite it on the basis of any from the class as complete sentences.
Ask them to check with a partner. They should refer to the language or content comments made.
examples and the list in Exercise 8 to help them decide. ANSWERS
Elicit sorne answers from the class, and note them. Toen 2 reality 2.0 ANSWERS
play the recording for them to note the corree! answers. 3 information about ATMs, restaurants, etc. 1will be using, will have replaced
Afterwards, compare them with the students' answers. 5 how busy the restaurant is 2 will be sitting
6/7 two of the following answers: smart phone, special 3 will have become
Audioscript and key 4'[1.211 video glasses, contact lenses etched with tiny LEDs, a 4 will be putting
device that projects animated 30 computer graphics 5 will have got
1 World leaders are meeting in Geneva tomorrow to 9 show transcript of what people are saying 6 will be providing
discuss the íssue of overpopulation. 7 will have disappeared, will be using
8 will have become, will also be using
2 In the next few weeks, the govemment is going to Vocabulary notes 9 will be using
introduce a fee for each child that couples have after 10 will have found
Ensure students understand the meaning of the expression
their first two children. augmented rea/ity (AR). lt is a term used to refer to a
3 Scientists say that space colonies will be the only live view of the physical world where certain elements Speaking
are augmented (i.e. added to) by computer-generated 7 Ask students to work in groups of four to discuss
solution for overpopulation in the medium terrn. information which can include graphics, sound, words ar
the predictions. Elicit students' own pred.ictions for the
4 Doctors have saíd that in future they are not going to video. Also check that they are familiar with the following
vocabulary: technological future and discuss them.
spend so much effort keeping the old alive.
to superimpose = to put ene thing on top of another
5 Toe govemment will launch a new education Homework
sophisticated = very intelligent and complicated
prograrnrne la ter toda y to encourage women to have an interface= the place where two things meet Ask students to write a dialogue between a person
fewer children. making future predlctions about technological advances,
overload = too much of something to cope with
and a person who disagrees with them. Back in class they
6 People will have to change their lifestyles if they wraparound sunglasses = glasses that go around the head
can perform the dialogues with a partner.
want the world's resources to support the growing etched = cut into glass
population in the coming years. inconspicuous = not easily seen
to be absorbed in= to be occupied doing something

4 Ask the class to read and respond to each question in

turn, and discuss the issues as a class.
40 Unit 3 3b 41
 Science and technology UNIT 3 Science and technology

Background notes Critica! thinking balancing ar9uments

3c One size doesn't fit all Gandhi was born in India in 1869. From 1888 to 1891 he 6 Ask students to note the arguments individually. 3d Computer problems
studied law at University College, London. From 1893 to
Lead-in 1914 he lived in South Africa, where he became a legal ANSWERS Lead-in
and political activist for the rights of lndians; it was here
Personal response during many protests that he developed the concept Risks: it's difficult to take account of environmental, Personal response
Say to students: Think of two pieces of equipment (not of non-violent resistance. Returning to india in 1915, ethical and cultural considerations; there is no guarantee Ask students to tell a partner when the last time they
computer-related) which you have at home. They should he beca me involved in World War 1, leading a troop that it will be appropriate asked someone for help was, what the situation was
be things which you use a lot and which you real/y cannot of ambulance workers for the British Army. From 1918 Benefits: it can save money, save human effort, save time, and why. Also, ask them to tell each other the last time
do without. They should be things with moving parts, not onwards he led many national protests for the rights protect the environment someone asked them for help, what lt was and why. Elicit
simple objects like a knife ora pen. Ask them to talk about of the peor and the oppressed. He did much in the way a few situations from the whole class.
their objects in a group of four. Elicit a few examples from of social good, building schools and hospitals in peor 7 Ask students to compare their answers. Toen elicit
the whole class. rural areas. He was assassinated in 1948 and is generally answers from the class.
considered one of the greatest men to have ever lived. Real life asking for and otfering
Reading Ernst Schumacher was an economist and statistician, born t cl)nical help
in 8onn, Germany in 1911. In 1930 he won a scholarship to ANSWER
1 Ask the class to explain the meaning of one size fits a/1. 1 Ask students to ask and answer the questions in pairs,
study at Oxford University, and later went on to Columbia He is in favour of it if it is done correctly.
Explain that the phrase was originally used to refer to University in the USA. He carne back to Britain befare Elicit responses from the class.
clothing produced in one large size only, to fit everybody. World War II and spent 20 years as the Chief Economic
lt is now used about any product which is used in a range 2 Ask students to answer these questions as a whole
Adviser to the UK National Coal Board - one of the world's Vocabulary useful devices class. Find out the most comrnon source of technical help
of different situations. Ask students to suggest answers to largest employers, with 800,000 workers.
the question. 8 Ask students to complete the expressions individually, among the students.
As well as being influenced by the British economist then check with a partner. Elicit the answers from the class
2 Read through the three sentences with the class to Keynes, he was also intare5t:d in what Ghandi had to say as complete sentences. 3 (1, [1.22] Read through the two questions with the
focus their reading, then ask them to read quickly and find about organisations and labour, and in Buddhist ideas. class to focus their listening, then play the recording and
if they are true or false. Elicit the answers from the class. He carne to global fame with his 1973 book Sma// is elicit the answers from the class. If necessary, play the
Beautiful which changed many attitudes about economics. ANSWERS recording again.
ANSWERS 2 efficient 5 old
4 Ask students to work in pairs and discuss what the 3 long-term 6 easy ANSWERS
1 T 2 T :3 T 4 useful 7 renewable
devices are. Check their answers, then ask how the author 1 copy and print a map
uses them in the text. 2 take a screen shot or find a different map
Vocabulary notes 9 Ask students to tell each other about a gadget they
have at home, using language from the text and Exercise 8.
to empower = to give someone the ability to act for
themselves ANSWERS Audioscript 115 [1.22]
self-reliant = a ble to rely u pon themselves - able to cope a central heating system: a system for heating the whole Speaking B = Ben; S = Sophie
without help of a building from one source
10 Ask students to work in pairs to complete the B: Can you give me a hand? I'm having trouble making
to promete = to put forward an idea a device for shelling corn: a device that removes the edible
sentences and decide what the objects are. They can then this map.
corn from the hard centre
firmly = fixed, nota ble to move from tell the class, and see if everyone agrees. s: Hang on. I'm just finishing a letter. l'll be with you in a
a sewing machine: a machi ne that sews clothes, etc.
ethical = moral issues connected to right and wrong second .... OK. What do you want to do exactly?
an efficient cooking stove: a stove that cooks quicker and
to harness = to get hold of and control uses less fuel ANSWERS a: l'm just making sorne directions for sorne friends who
to pump through = to force through by mechanical means a solar-powered lamp: a lamp that works without 1 6 people 5 solar power are staying in our house next week. l'm trying to paste
to deploy = to use in different places electricity, using the power of the sun 2 strong nylon 6 6 hours this map into a Word document.
/abour-intensive = using a lot of man-hours a water purifier: a device that makes dirty water drinkable :3 put up in a few minutes 7 only fl.90 s: Are you going to email it to them? Because if so, you
4 only 2 kilos 8 light and a little heat could just email them the link to the map.
a f/eet = a group of vehicles He uses them ali as examples of appropriate technology
which is suited to the needs and capabilities of the users. Product 1 is a tent. Product 2 is a solar-powered light. B: No l'm going to print it out and give it to them when
gas-guzzling = to use a lot of petrel (gas in US English)
they get here, because we're going away ... The trouble
implications = outcomes and results 11 Read through the instructions with the class. Ask is it won't allow me to copy it.
5 Ask students to read the sentences and choose the
corree! meaning. Elicit the answers from the whole class. students to get into groups, and allocate each group one s: Let me have a look. Oh, 1 see ... Oh, it's a Google map:
3 Ask students to find the phrase and what the author of the four objects at the bottom of page 38. Ask students you can't select and copy them, I'm afraid.
says about this. Elicit the answer from the class. to follow the instructions to prepare and give their s: Oh ... what shall Ido then?
ANSWERS
make use of presentation. The other groups should ask questions. s: Well, you've got two possibilities. You can either take a
1 control 4
ANSWERS 2 not too complicated 5 appreciated Students should decide which was the best presentation screen shot ...
the term 'appropriate technology' has come to mean :3 be useful 6 a lot of petrel andwhy.
e: What's that?
not just technology which is suited to the needs and s: Here l'll show you. Just press Alt print screen like this,
capabilities of the user, but technology that takes Homework then open a new Word document and paste it in. That
particular account of environmental, ethical and cultural Pronunciation note
considerations. Ask students to draw a gadget from home, and draw should do the trick.
There are quite a lot of longer words in the text which arrows to different parts of it explaining what they are B: Oh, 1 see, but it's come out very small. That's going to be
The author says: that is c/early a much more difficult have the syllable stress on syllables other than the first. and how it works.
thing to achieve. He gives two examples of apparently too clifficult for them toread. What else do you suggest?
ab� ap12[S1JJriate, capa/lilities, conside1Rtions, •
'appropriate technology' where the technology was s: Have you tried looking for a different map? Jf you do a
de� em�ered, environmmtal, entrepre=
not in fact appropriate because it had unforeseen search, you might find one that you can copy.
imp/iíiJ.tions, indwrialised, intercm:st.iate, meroaaical,
consequences. e: OK ... l'll gíve that a try. Thanks ...
proCilílÍed, self-re/iant so�ticated, techno/sigJcal
s: Feel free to ask me again if that doesn't work.

42 Unit 3 3d 43

\ ¡
 UN IT 3 Science and technology UNIT 3 Science and technology

4 4, [1.22) Ask students toread through the word focus out of

expressions in the box to focus their listening. Play 3e A technical problem 3a Ask students to underline the examples of out of in 3f Augmented reality
the recording through twice while they complete the
the texts and discuss the meaning. They should compare
sentences. Ask them to check with a partner, and then
elicit the answers from the whole class.
Lead-in their ideas with another paír, Elicit ideas from the whole Befare you watch
Personal response class. 1 Students work in groups. Ask them to look at the photo
AN5WERS Ask students to talk about any problems they have ever and say what they can see, then discuss the questions.
had with any kind of electrical or optical equipment, AN5WERS Take feedback from the class.
1 making this map
describing what the problem was and what they did 1 gane out of business = no longer in business
2 paste this map into a Word document 2 Ask students toread the question and think of ways a
about it. 3 out of interest = l'm interested in knowing
3 email them the link to the map headset could be used.
4 don't go out of your way = don't do anything extra or
4 it won't allow me to copy it
make a lot of effort
5 take a screen shot Writing short email requests
6 press Alt print screen like this, then open a new Word 6 it is out of the question = impossible While you watch
document and paste it in 1 Ask students to match the emails and replies fírst, e out of my depth = it's too complicated for me
3 Give students time to read through the words in the
7 it's come out very small and elicit the answers from the class. Toen read the two
glossary. Play the whole of the video for students to check
6 looking for a different map questions with the class and ask them to decide the 3b Ask students to complete the sentences using out of
their ideas from Exercise 2 and answer the question. They
9 find one that you can copy answers and check with a partner before you elicit them plus the words in the box. Elicit answers from the class as
should not try to understand everything at this stage.
10 ask me again if that doesn't work from the class. complete sentences.
AN5WERS
AN5WERS AN5WERS
Pronunciation stress in two-syllable firefighters, pilots, tourists
D 2 B 3 e 4A 1 hands 2 blue 3 order 4 date 5 time 6 luck
verbs 1 customer-manufacturer
Sa !§; [1.23) Ask students toread the sentences to 2 customer-shop .. 4 Ask students to use the models (1-4) to help them write 4 Give students time to read the sentences. Play the video
thernselves and think about the stress indicated on the 3 friends their email. again for them to listen and correct the statements.
verbs. Toen play the recordíng, and have them repeat each 4 friends
2 1 They can't give him a new manual, but he can AN5WERS
sentence chorally and individually, with the stress on the MODELAN5WER
second syllable of the underlined words. download one. 1 Professor Feiner is working with a group of compute,
2 They can't exchange it, but it may be just out of ink. I ordered two cartridges for my printer from you. When
science students.
3 The friend doesn't know about it, but suggests a they arrived this morning, 1 was disappointed to find that
Sb Ask students to think of two two-syllable verbs in 2 The team wants to develop a virtual world that is
discussion board. the best before date on both of them had already passed.
integrated with the physical world.
pairs and then put them into a sentence to tell another 4 The friend is going away and suggests somewhere to Please could you send me two replacements?
3 The virtual world can provide extra information about
pair. take the bike. what you see and hear.
5 Ask students to exchange their email with a partner 4 A global positioning system allows the team to use the
5AMPLE AN5WERS and use the questions to check their partner's work. They equipment outdoors.
complete, compare, involve, direct, adjust. return, accept, Writing skill being polite should then write a reply. 5 The system is very good for people to find their way
provide, persuade, divide, control, expect, forget, appeal, 2a Ask students to underline the polite phrases around places they don't know well.
release, patrol, enjoy, dislike, contain individually, then check with a partner. Elicit answers MODEL AN5WER 6 Visitors to the campus can use the system to find out
from the whole class. about Bloomingdale Asylum.
I am sorry that we sent you cartridges which are out
6 Ask students to work in pairs, first choosing one of 7 Professor Feiner developed the technology beca use he
of date. 1 will put two new ones in the post for you
the tasks listed, then working out a conversation about it immediately. has a bad sense of direction.
AN5WERS
modelled on the one in Exercise 4. Circulate and monitor
1 Could you please tell me . 5 Give students time toread the questions, then play the
their conversations for la ter feedback. 2 Please can you advise me . video again for them to listen and answer the questions.
3 Do you happen to know .
Homework 4 Would you mind ... l'd be really grateful ...
AN5WERS
Students can'write up their dialogue from Exercise 6. A Sorry ... but
6 1 am sorry, but ... Please check the ... 1 integrate a virtual world with the real world, to give
e l'm afraid ... extra information about what you can see and hear
D I regret to say that ... 2 a to see where rooms are in a building filled with smoke
-------- t, to show information about their position on their
windscreen
2b Ask students to answer these questions individually, e to give documentaries about the history of a site
then check with a partner. Elicit the answers from the 3 a documentary that shows where the things were that
whole class. are being described
4 images of the old asylum building
AN5WERS
1 could
2 Could you is more formal and polite.
After you watch
3 less direct 6 Students work in paírs to roleplay an interview with
4 / regret to say Professor Feiner, according to the instructions.
5 do
------·-- � 7 Students work in pairs to discuss the questions.

44 Unit 3 3f 45
 creativity
• ,ucu:,-c..--npt UNIT 3 Review

·
00.05-00.22 On the campus of New York's Columbia befo re I found out tha t every weekend she beco mes a
Uníversity, researchers are airead y looking into the future. lt's Grammar Lead-in
street performer.
part of a programme designed to change the way we see the 1 Ask students to work in pairs to recall the global Persona I response
e: What kind of street performer?
world. Professor Steve Feiner and his group of computer science problems from the unit, without looking in their books. Ask students: What is your favourite kind of entertainment
students are working to, as they say, augment reality. and why? Ask them to get into a group of tour and tell A: Well, she turns out to be sorne kind of acrobat. She
00.24-00.35 Professor Steve Feiner The idea means ANSWERS the others what they think. Elicit sorne responses from the was brought up in a circus and she still gets together
essentially that we're trying to build upa virtual world that we whole class. at weekends with friends and puts on shows of circus
overpopulation, pollution, epidemics, poverty
can integra te with the physical world so the virtual world can skills with them in public places, like a busy shopping
provide extra, added information about what you see and hear. 2 Ask students to discuss wind turbines as a dass. 1 Read the instructions and exarnple with the class, then street on a Saturday aftemoon. She doesn't do it for
00.36--00.59 Using a head-wom device, this prototype read tltrough the words in each of the tltree categories, money - jusi for fun. But it's not what you imagine her
superimposes text and graphics overa person's normal field of
3 Read through the questions with the dass to focus their doing when you meet her ...
and check students are familiar with them. Ask them to
vis ion. reading. Ask students toread the text and answer. Elicit
make who-what-where combinations individually, then e: That sounds a bit like my neighbour. He works for
answers from the class,
Sophisticated tracking devices determine exactly where the compare their ideas with a partner. Elicit answers and a firm of accountants, watches a lot of sport, but in
user's head is oriented, allowing the computer to constantly alternatives from the whole dass. his &ee time he writes poetry. 1 don't think man y
update the information on display. lt's a relationship ali built on ANSWERS
people have read it, beca use he's rather priva te, but
numbers and hard work. 1 C02 emissions
SAMPLE ANSWERS he showed me a poema while ago that he wrote when
01.00-01.03 Professor Steve Feiner And it's based on 2 reduce C02 emissions to zero his little boy was sick in hospital and it was absolutely
our having very laboriously measured where things are. :3 stop using electricity; use gadgets which don't need a band + a gig + a live music venue / a club/ a concert hall
beautiful ...
energy; generate electricity that doesn't produce CO, a comedian + a show + a theatre
01.04-01.10 The systern enables usen; to view three-
4 They are only intermittent energy sources. a dance company + a performance/ a musical + a theatre /
dimensional graphics and imagery, mapping their location
a concert hall Vocabulary notes
within their surroundings.
4 Ask students to cho"óse !he correct verbs in the text a circus act + a show I a performance + the street / a
01.11-01.18 8/aine Bel/ This is actually very good for theatre to express a view = to give an opinion
ind.ividually, then check with a partner. Elicit the answers
going into an environment that usen; are very unfamiliar with a drama company + a play + a theatre to impose onese/f = to dominate, or make people take
as complete sentences.
and they need to get information about. an orche.stra + a classical concert + a concert hall notice of you
01.19-02.02 Imagine giving firefighters a clear view of an artist + an exhibition + a gallery to turn out to be= used when you find out that somebody
ANSWERS
building blueprints even as their vision is obscured by smoke, or something is different to what you thought
or providing pilots with information on the windscreen of their 1 don't reduce 6 are not going to stop
2 will continue 7 will be using
2 Ask the dass: What do you think is happening in the rather prívate = not very outgoing, keeping oneself to
cockpits. picture? Elicit answers and have a d.iscussion about the
:3 will have increased 8 will consume oneself
Utilising a global positioning systern, or GPS, Feiner's research activity and their experience of such entertainment, of
4 willcome 9 will have a wbiíe ago = sorne time ago
team is among the first to take augmented reality technology juggling in general, and of street performance.
5 happens 1 O will be generating
outdoors and into the real world where it might entirely change
the tourist experience, offering situated documentarles about the SAMPLE ANSWER 4 Ask students to work in pairs to answer the question.
history of a site. Vocabulary If they have never been surprised, ask them to tell their
A circus act is giving a performance in the street.
lt's already begun on Columbia's campus where augmented 5 Ask students to do this ind.ividually, titen check with partner about sometlting creative that somebody they
reality usen; can leam about Bloomingdale Asylum, an early a partner. Elicit the answers, having one student give the know does as a hobby. Elicit sorne examples from the
19th-century asylum for psychiatric patients which previously first phrase, and another the synonym. 3 jf; [1.24] Ask students to look at the questions to wholedass.
occupied this space. focus their listening. Play the recording tltrough once and
02. 03-02. 18 Professor Steve Feiner They would see ANSWERS ask for answers. If necessary, play it again.
the main asylum building overlaid as sort of a ghost image,
1 overload 4 neat
on top of their view of the library. And they could actually ANSWERS
2 breakthrough 5 handy
walk around that building and look at it and see additional
:3 appropriate 6 fix 1 teacher, accountant
information about it on the hand-held display.
2 the teacher is an acrobat / street performer, the
02.19-02.24 • lt's ali very educational but Feiner's motivations accountant writes poetry
6 Ask students to d.iscuss the issues in groups of four.
may be a bit more pedestrian.
Circula te and monitor their d.iscussions. Elicit answers
02.25--02.30 Professor Steve Feiner l have a very bad from the groups and d.iscuss them with the whole dass.
sense of direction. This is part of the reason why l want to be able Audioscript "[1.24]
to - to have this kind of technology. Real lite
02.31-02.36 U he's successful, you might never get lost ever A: People are never quite what you expect, are they?
7 Ask students to match these sentences ind.ividually, There's a teacher that I work with who's really quite a
again. then check with a partner. Elicit the answers. shy person ... never expresses a strong view or imposes
herself in a group. 1 worked with her for about ayear
ANSWERS
1 e 2 e :3 b 4 a 5 d

8 Ask students to prepare and act out the conversations

in pairs. Circula te and monitor their roleplays.

Speaking
9 Ask students to make pred.ictions about their life, in
pairs. Rernind them about the future continuous and future
perfect tenses. Circulate and monitor their speaking.
1 O Ask students to d.iscuss their partner's pred.ictions
wi th a new partner.
46 Unit 3 47
 �
J

oran art exhibition is a routine evenl Severa! festiva!s take

Grammar note
4a AII about Melbourne place during the wmter months including the International
4b Reverse graff iti
Film Festival in Ju!y and the Fringe Festival in September Note that while lots of anda lot ofhave exactly the same
which has loads of interesting (even if not always that good!) meaning, and can be used in both formal and informal
Lead-in comedy, dance and theatre acts. situations, loads of is informal and generally spoken rather Lead-in
Personal response
than written. Other informal spoken expressions with the Personal response
If the locals appreciate their art, they absolutely !ove their same meaning are: masses ot, stacks ot. heaps ot. piles ot,
Say to the class: Tell me sorne things you know about sport. Lots of people around the world wm know the Ask students: How dirty is the town where you live? In
tons of.
Australia. Elicit sorne information, and ask follow-up what ways is it dirty? You could prompt them with ideas
Australjan Formula One Grand Prix and the Australian
questions as necessary to elicit more information,
Open Tennjs which attracts over half a million spectators about smoke, water pollution, litter, uncared for bulldinqs,
e.g. What places do you know? What unusual animals 7 Read through the grarnmar box with the class, then ask When they have given sorne responses, ask: Does anyone
to Melbourne in a carnival atrnosphere, but few people
come from there? them to find the answers to the questions in the exercise do anything about it and if so, who? (e.g. the local council
will be familiar witb the sports Melburnjans themselves or local environmental groups). Discuss the issues as a class.
individually. They can then check with a partner befare
fQll¡¡w. Australian rules football and cricket enjoy a huge
amount of support and, if you have enough time, a visit to you elicit answers from the class.
Listening see either is well worth it jusi for the atrnosphere. If you're Listening
1 Ask students to work in pairs to talk about arts in their looking to participa te rather than jusi watch, why not try AN5WER5
1 4, [1.27] Ask the class to look at the four statements,
country and in their own experiences. Elici t sorne answers a bit of surfing or swimming? Cycling, jogging ora visir to 1 b = sorne; a = only a small number of
and then think about each one in turn. Invite comments
from the whole class. one of Melbourne's many gyms are other possibilities. Ali 2 yes, but hardly any is much more usual
3 a (/ots of)
and encourage discussion. Toen ask them to listen to the
2 Ask the whole class what they know about activities this information is on our website at thetravelshow.org so
4 b (a huge number of) recording and note the artist's ideas on the four statements.
and entertainment opportunities in Australia. If they don't do have a look if ...
5 b (isn't much) Play the recording again for them to check, complete and
know, encourage them to guess. 4 4, [1.25] Read through the statements with the class correct. Elicit the answers from the whole class.
to focus their listening. Play the recording again, and elicit 8 Ask students to choose the correct option individually,
5AMPLE AN5WER5 the answers from stud!!nts tIIUI1ediately. AN5WER5
then check with a partner. Elicit answers from the whole
surfing, trekking, watching / playing cricket, rugby, class as complete sentences. 1 Not true -the artist's intention might be to make you
Australian rules football AN5WER5 feel uncomfortable.
Sydney is internationally famous for its Opera House. 1 F (it has grey days and not many natural attractions) 2 Not necessarily - Monet did sorne of his paintings in
AN5WER5 5 minutes.
2 F (it is known as the cultural capital)
1 a lot of 5 sorne 3 Not necessarily - sorne can be a clever idea rather than
3 t, [1.25] Ask students toread through the questions 3 F (they are enjoyed by most people)
2 number 6 Hardly involving technical skill.
to focus their listening. Toen play the recording once 4 F (the festivals are in winter)
5 T 3 no 7 little 4 Certainly not - the artist's role is simply to presentan
while they listen and again for them to answer. Ask them 4 afew e many idea in a visual form.
6T
to check their answers with a partner, befare you elicit (see also underlined phrases in the audioscript)
them from the class.
Pronunciation weak form of Audioscript t, [1.27]
AN5WER5 Background note 9a 4f; [1.26] Ask students toread through the phrases 1 = Interviewer; w = Wtll
1 Sydney has natural beauty, while Melbourne has none. Australian rules football, which was founded in in the box to thernselves, and think about how of is 1: OK, Will, I'm going to fue sorne statements at you
2 easy access to lots of different cultural events Melbourne in 1859, is rather like a cross between rugby, pronounced. Toen play the recording while they listen. about what various people say art should be and I
3 art events, sport; they enjoy the arts, but love sports football and basketball. There are 18 players on each Ask them to say ofin the strong and weak form. want to know which of these you agree with. OK?
team. lt is played on an oval pitch with an oval ball.
9b Ask students to work on saying the phrases with the w: Er ... OK ... but I'm aiready a bit suspicious, beca use
Audioscript t, ¡1.25] Players are allowed to run with the ball in their hands as
correct pronunciation. I don't actually think that 'should' has a lot to do
long as they bounce it once every 15 metres, and they can
'Nature has done everything for Sydney, man nothing; pass to another team member by kicking it, hitting it with with it. People have a very fixed idea about what art
10 Ask students to turn to page 153 and look at the
man has done everything for Melbourne, nature nothing,' their fist or their open hand. They cannot throw it. Players 'should' be - a certain kind of portrait or landscape
charts. They should then complete the sentences about the
a visitar to Australia once noted. Herein lies the essential can be stopped by tackling between the shoulders and the very often ... but, anyway, anyway, 1'11 play the game,
knees. The object is to score by kicking the ball between charts with a partner. Elicit the answers from the class as
difference between Australia's two largest cities. Melbourne so ... let's hear what they say .
posts similar to rugby posts. The game is divided into four complete sentences.
is Australia's second city, but it has plenty of first-class 20-minute quarters.
1: Good, here's the first one then Art should be
qualities, from a buzzing arts scene to its enormous range AN5WER5 something pleasing for the viewer.
of restaurants. It ma¡r have a few grey da¡rs and a mudd¡r S Ask students for their responses to the questions about w: Mmm no, not necessarily - the artist's intention might
1 few 4 Many, hardly
river instead of a beautiful harbour but don't !et that be to make you feel uncomfortable, not to give you a
visiting Melbourne. 2 lots, number 5 enough, amount, lack
WQrI)'..)'l2U· Toe lack of natural attractjons has meant that 3 no warm feeling ...
Melbourne has had to create its own man-made 1: OK. What about this, then? ... Art should involve
pleasures ... and in doing so jt has become Australia's Grammar expressions of quantity
effort on the part of the artist.
cultura! capital. Theatre, music, street sculpture, fashion - in 6 Read through the instructions with the class. Ask Speaking
fact, there are hardly any forms of artistic expression which them to turn to page 176 and find the expressions in the w: OK that's more interesting, but still the answer is 'not
11 Read through the instructions with the whole class. necessarily' - Monet did sorne of his paintings in five
you can't find here - ali thrive, alongside a cosmopolitan audioscript individually, then check their answers with a
Ask students to get into groups and decide which area minutes.
mix of cafés, restaurants and pubs. partner. Elicit the expressions from the whole class. they want to research - make sure each group chooses a
What's great about Melbourne for the visitar is how 1: Oíd he? 1 didn't know that. That's amazing ... well,
different area. They should then follow the instructions to that ties in with the next one, perhaps. Art should
accessible ali these arts are. As well as traditional museums AN5WER5 make their report and present it to the class.
and galleries like the National Gallery of Victoria and concert involve technical skill.
'many or much': plenty of, enormous range of, an
halls, like Hamer Hall, there are an enormous number of enormous number of. loads ot, a huge amount ot, lots of
Homework w: Ummm ... 1 can think of quite a lot of examples of
smaller art spaces and venues which cater for every kind of successful art that wasn't technically dillicult, but was
'not much or many': hardly any, few, the lack of Ask students to write up their report findings into a
taste. Art is not somethlng for a small rninority. In fact, for paragraph. just based on a clever idea.
most inhabitants of Melbourne a weekly visit to the cinema 'sorne': a few, enough, a bit of
1: OK ... Art should have a social message or make a
political point.

48 Unit 4 4b 49
 UNIT 4 Art and creativity

w: No, certainly not. Is the Mona Lisa political? I don't Vocabulary notes 10 Ask students to do this exercise ind.ividually, then
think so. Look, ... an artist's role is simply to presentan
inspired by = getting ideas from
check with a partner. Elicit answers from the whole class 4c Hip-hop planet
idea in a visual form. Toe viewer's role is to give that as complete sentences. Be sure to point out where two
effort their time and attention and then they can say share a common aim = do something for the same reason words are possible, if students do not g:ive them both.
either 'Yes, I really like that', or ... 'That moves me', or as others Lead-in
'No, I'm afraid that doesn't do anything forme.' be commissioned by = be asked to do something for ANSWERS Personal response
someone or an organisation Ask students: Who is your favourite musician, and why?
2 4, [1.27) Read the question with the class, and then 1 Each I Every 5 Either
Elicit sorne answers from the class, and invite others to ask
to charge someone with = to say that somebody did 6 the whole
play the recording again while they listen for the answer. 2 Ali
something (iliegal} questions about a performer someone mentions.
Elicit answers from the whole class. :3 no 7 each I every
a mural= a wali painting 4 both 8 any
ANSWERS
to take drastic action =todo something serious to change Reading
a situation 11 Ask students to get into groups of four to discuss the
The artist's role is simply to presentan idea in a visual form. 1 Ask students toread through the types of music and
to scrape away = to remove the surface of something eight quotations and their relationship to the statements discuss the three questions in paírs, Elicit sorne answers
The viewer's role is to give that effort their time and
attention, and respond in sorne way. about art. Take the quotations one by one, and elicit from the whole class.
6 Ask students to read the article agaín to find the comments from the groups.
Ask students to say something about the characteristic
missing words to complete the sentences. They can do this
3 Read the words for types of artwork with the class, ind.ividually, then check with a partner. Elicit the answers 12 Ask students to complete the sentences using of each type of music. They can do this as a whole class,
and elicit descriptions of what each one is. Read the as complete sentences. determiners from the grammar box ind.ividually, then helping each other to extend defínitions.
Wordbuilding box with the class and d.iscuss the contents. check with a partner. Elicit answers from the whole class
See also Vocabulary note below, and refer to page 35 of the as complete sentences. Background not_e _
ANSWERS
Workbook for further information and practice.
1 dirt 4 drivers blues= black music expressing unhappiness at personal
ANSWERS situations, or else rocking along to forget the misery
2 poliution 5 confused
5AMPLE ANSWERS :3 advertising 6 clean 1 Ali 5 No classical = composed musir from Mozart onwards (i.e.
graffiti = writing or painting on public walis or vehicles 2 Either 6 any after Baroque), which can be solo instrumental, orchestral
such as trains or buses 7 Ask students to d.iscuss the two questions with a :3 both 7 Ali or choral
an installation = a physical set of materia Is of any kind 4 Each I Every country = traditional country musir from America, usualiy
partner. Elicit comments from the class and create a wider
arranged in a particular way in a particular space d.iscussion. quite baliadic, teliing life stories
a landscape = a picture of the countryside jazz= music branching out of the blues, based on
Background note
a sculpture uses salid materia Is such as wood, stone and Grammar determiners improvisation; instrumental, or vocal, and very various in
bronze to make abstract or accurate representations of The Turne, Art Prize, named after the famous British style (e.g. trad. modern, bebop)
8 Ask students to decide what the nouns are in pairs.
people and things. painter Joseph Maliord William Turner, was started in pop = mainstream popular music
Toen elicit answers from the whole class.
a sketch = a quickly drawn picture of something to give a 1984. lt is the majar British prize for artists under the age
reggae = syncopated music begun by black musicians from
general impression, or record a particular moment - often of 50. The f40,000 prize is awarded by a committee each
Jamaica
done in pencil ANSWERS year, and is related to exhibitions by artists during the
previous 12 months. The winner gets f25,000 and others rock = a driving, often blues-based, form of popular music
either + singular
shortlisted get smalier sums. The prize has generaliy been soul = a mixture of blues and gospel styles sung initially by
each + singular
Vocabulary note won by art at the more extreme and experimental end of black American singers
al/+ plural the spectrum, and entries have included Damien Hurst's traditional I folk = the music of the people, made over
Ask students to give examples of words using the suffixes every + singular shark in formaldehyde and Tracey Emin's bed. There is a centuries and passed down oraliy.
-ment (e.g. entertainment,. shipment,. argument) and any + singular lot of instaliation work, or events (e.g. lights going on and
-tion (e.g. relation, situation, attention), which are used both + plural off in a room), and sorne critics refuse to take it seriously.
for making verbs into nouns, and which are apparently 2 Ask for answers to the two questions from the whole
any + plural and singular class and encourage students to d.iscuss them. Do not say
without a clear meaning; and contrast this with -scape
which mea ns .'view of the'. no + plural and singular whether the answers are correct or not. Toen ask them
Speaking
Try to elicit other specific suffixes, such as -post(= a vertical the whole + singular to read the text to check their ideas and comment on the
13 Read through the instructions with the class and answers they gave befare.
upright support, e.g. lamppost, gatepost, goalpost), -side
ensure that they understand what to do. Ask them to get
(= next to, e.g. countryside, seaside, bedside (adj)) and
Grammar note into groups and discuss their competition and decide on ------------ -------
-view (= seeing, e.g. review, interview). ANSWERS
Explain that in grammar the word determine, is used to the rules - they can adapt ideas from Exercise 12. When
they have done this, they should write out their set of Hip-hop and rap talk about the unfairness of society,
describe a word which limits the meaning of a noun or
rules ready to swap with another group. where peor people don't have the same opportunities
Reading noun phrase, e.g. as the rich. (/nitia//y hip-hop srtists produced socially-
4 Ask students to discuss the questions as a class, gívíng sorne boys went (= not ali of the boys) 14 Ask groups to exchange rules, then d.iscuss a proposal conscious songs that described life on the other side of the
reasons for theif opinions. a// the boys went ( = the whole group of boys) for the other group's competition. They should then write trecks. where people are denied the same opportunities
out their artwork idea and gíve it to the other group. Toe as the rich. ... In poor urban communities around the
Some and a// limit the numbers of boys who went.
5 Invite suggestions for the meaning of reverse graffiti, groups should d.iscuss and evaluate the ideas against the globe, rap music is a universal expression of outrage at the
without saying whether answers are corree! or not. Ask criteria they set. injustice of the distribution of wealth.)
students toread the text quickly and find the answer.
9 Ask students to read through the information in
the grammar box, then answer the questions. Elicit the Commercial rappers talk about crime and about their
answers from the class as complete sentences. Homework wealth and lame (most commercial rappers in America
ANSWER brag about their /ives of crime and the things that fame
Write a dialogue between somebody who likes traditional and money have brought them, among which women
lt involves inscribing images through the layer of poliution ANSWERS paintings and somebody who likes modern instaliations, seem to be just another material possession).
or dirt on walls to show the original colour underneath. '"which they ask for and give their opinions about the art
1 b they like. People from poor backgrounds and rich suburban kids ali
2 b and e (but e is incorrect use of both) listen to rap and hip-hop.
:3 a and b
•
50 Unit 4 4c 51
 UNIT 4 Art and creativity UNIT 4 Art and creativity

3 Ask students to read through the questions to focus 6 Ask students to compare their answers with a partner J: Mrnm ... and what about the music?
their reacling, then read the article and answer the and discuss their feelings about hip-hop, They should then 4d Personal tastes T: lt's essentially the sarne score as the film- I think El ton
questions individually. They can check with a partner work together to write a summary paragraph about it. John wrote most of it, but it's all based on African
before you elicit answers from the whole class. Lead-in rhythms and vocals ...
Word focus coo/ Personal response r: Doesn't real!y sound Jike my kiod of thlng.
AN5WERS 7 Ask students to match the meanings to the sentences Ask students to think about two things (not people) which T: Oh .. Well, !'ve gota lot of time for Elton Tohn. I think
1 that the rapper was the best DJ in the world individually, then compare answers with a partner. they like very much and two things which they dislike, then he catches the mood of this really well. Have you heard
2 dance and graffiti Elicit answers from the class, having one student read a explain to a partner why they like or dislike them. Elicit Circle of Life?
:3 They move records backwards and forwards to make a sentence and another give the meaning. sorne responses from the whole class. Ask students to talk
r: Er ... no, I don't think so ...
scratching sound, or play a break over and over. about their partner's likes and dislikes as well as their own.
4 lt's cool. T: Well, l'm not going to sing it ... anyway I really
ANSWERS recommend it. Ir's not cheap to go but if you get a
5 Because it's the music of the poor and unhappy, which is
what many people in Senegal are. article: meaning 2 Real lite describing likes and dislikes chance you should. I can't bear the high prices they
6 the violence, and that women are treated as possessions 1 meaning 1 4 meaning 2 charge for musicals these days, but actually I didn't
2 meaning 2 5 meaning 3 1 Ask students to ask and answer the questions with a
mind for this one ... it was worth it.
:3 meaning 3 6 meaning 1 partner, Elicit sorne responses from the class.
Vocabulary notes
2 § (1.28) Read through the iterns in the box with the Background note
to boom = to make a loud deep sound class to focus their listening. Play the recorcling for them
Extra activity The Lion King musical is based on the 1994 Disney film of
to permeate = to move slowly through something to tick the boxes. Play it again if necessary. Ask students to the same name, which contains songs with music by Elton
bankrupt = having no money (literally), but here having Ask students to tell a partner three things that they think check their answers with a partner. Toen elicit the answers John and lyrics by Tim Rice. The musical made its stage
nothing of value to offer are cool (meaning 2). Elicit sorne responses from the whole from the whole class. debut in Minneapolis in spring 1997, and later that same
class. year moved to Broadway. lt has been performed in theatres
an aspiration = a goal, or aim around the word, collecting many prizes.
outrage = great anger at injustice ANSWERS

macho = with characteristics considered to be typically cost of tickets for musicals }(

male (e.g. strong, aggressive, not sentimental)
Speaking Disney comic characters X 3 § (1.28) Ask students toread through the
to embrace = to accept 8 Ask students to read the two sets of lyrics and then Elton John ./ expressions for describing likes and dislikes in the box,
discuss them in pairs. Elicit ideas from the whole class. musicals in general X and decide which of the phrases they heard.
4 Ask students to find the phrases in the text and write the music in musicals X Play the recorcling again and ask them to tick the phrases
what they mean. They should do this individually, then ANSWERS the visual effects ./ they hear. Point out that the form in the box may be
check with a partner. Elicit the answers from the class. Country song: family are always there for you thls production of The Lion King ./ slightly different to the form on the recorcling
Rock song: be your own person, assert your rights (e.g. different verb form, different pronoun, etc.). Elicit
the correct answers from the whole class.
AN5WERS
1 lt sounded as if something was wrong with the record. 9 Have this discussion with the whole class. Go through Audioscript § (1.28)
ANSWERS
2 People sometimes avoid stepping on the cracks between the genres one by one and elicit ideas from students.
J; Jake; T = Tom I love ...
stones in the pavement.
:3 life in the poorer districts (because in the US poor SAMPLE ANSWERS
J: Hey, Tom, how was The Lion King? I have a lot of time for ...
people - often black - lived on the far side of the T: � ... I'm not genera)ly a fan of musicals ... I can't bear ...
railway tracks, away from the town) blues: expresses pain and sorrow, origins in African-
American culture r: No, me neither ... I never feel particu)ar!y �jred by l'm not generally a fan of ...
4 masculine show of bragging and superiority
c/assica/: conformism, conventional the music in them ... which should really be the whole I never feel particularly inspired by ...
5 The society that we are passing on to our children lacks
a moral basis. country: traditional American values (white middle class), point of them ... with a few exceptions perhaps ... lt doesn't really sound like my kind of thing.
patriotic like West Side Story or Crease which have fantastic gets on my nerves
jazz: individuality, spontaneity music ... So what was so good about it? (See also underlined phrases in the audioscript)
Critica! thinking analysing contrasts
pop: conformist youth culture T: Well, visually it's absolutely stunning, the opening
5 Ask students to find the sentences individually. reggae: relaxed, often has a spiritual message, anti- scene particularly. All the animals - giraffes,
establishment. origins in African-Caribbean culture wildebeest, zebra, antelope- congrega te on the stage to Extra activity
ANSWERS rock: anti-establishment music set the scene, which is the plains of the Serengeti where a) Read through the phrases in the box in Exercise 3 and
soul: fight for social equality and civil rights, resistance to the story takes place. And they're in these fabulous have students repeat them after you chorally and
a I thought it was the most ridiculous thing l'd ever
oppression, origins in African-American culture costumes: they're difficult to describe but the effect individually.
heard
b I have come to embrace this music traditional I folk: continuity and stability, love of tradition is that they actually seem to move like real animals. b) Highlight the strength of meaning of the different
2 a an almost bankrupt New York City and roots Everyone in the audience was spellbound ... expressions. The ones in the /ikes column are ali of
I> in poor urban communities around the globe i: But is the story the sarne as in the Disney film? l similar strength. However, in the dislikes column there
:3 a socially-conscious songs that described life on the remember there were a couple of rather annoying is a difference between can't bear and gets on my
other side of the tracks Homework nerves (both quite strong), and the other expressions
characters in the film, like that bird, who's supposed to
I> brag about their lives of crime and the things that which suggest mild dislike. You could point out that the
Write 100 words about a song or piece of instrumental be there for comíc effect, well at least I think it is, but milder expressions are more polite and tactful.
fame and money have brought them, among which
music that you really like. lf you know, say who wrote it, actually after a while they begin to annoy you.
women seem to be just another material possession e) Next, ask students to personalise the phrases by
who performs it. Explain why you like it. ' T: You mean Zazu. Yeah, I know what you mean about
4 a the music was ali about identity: 1 am the best working in pairs, and asking and answering questions
I> exposes the empty moral cupboard that we have left tha t kind of Disney character - often they can gtl_Qn_ about their likes and dislikes.
for our children your nerves - but this production's different. lt actually
seems much more adult than the film ... It's very well
done. I found the story really moving .
•
52 Unit 4 4d 53
 UNIT 4 Art and creativity u N IT 4 Art and creativity

Pronunciation disappearing sounds Writing skill personalising your writing

4e You've got to see this 3 Read through the list with students and then ask them 4f Urban art
4a '1, (1.29] Ask students to look at the words in the
box and say them to themselves. Ask them to underline to work in pairs to find the personal forms in the review.
the sound they think is the sound which is not voiced Lead-in Elicit exarnples from the whole class. Before you watch
when we read the written word (i.e. which disappears). Personal response 1 Students work in groups. Ask them to look at the photo
Play the recording a couple of times for them to listen, Ask students: What is your favourite park? Why and when SAMPLE ANSWERS and discuss the questions. Take feedback from the class.
and decide whether they were correct. Elicit answers, do you go there 7 Have you ever seen any interesting Use pronouns: 1 find I my boyfriend and I / I was so glad we 2 Ask students to think of other kinds of urban art, then
by having students say the word correctly and indica te events happening there 7 Elicit responses from the whole did predict what kinds of art they think they will see in the
which sound disappeared. Play the recording again, and class. use active verbs: 1 find I took a walk I they complemented I video. Take feedback from the class.
pause after each word for students to repeat chorally and makes you see I makes you appreciate / the one I liked best
individually. Use contracted forms: it's I we'd have missed / l'd definitely
Writing an online review recommend
While you watch
ANSWERS 1 Ask students to read the review, then give their Use phrasal verbs:checking out/ look out of place I trying 3 Play the whole of the video for students to check their
responses to it, with reasons. to work out ideas from Exercise 2.
diffitrent, everyone, genitrally
Use conversational linking phrases: as well as I and by the 4 Give students time toread the list. Then play the video
2 Ask students to answer all three questions individually,
way
then check with a partner. Elicit answers from the whole for them to put the things in the order they see them.
4b '1, (1.:30] Ask students to do as they did in Exercise Share your feelings: 1 find that I absolutely exhausted I too
class. Check any new language from the review (see
4a, first reading and underlining the disappearing sounds tired to/ I was so glad we did I The one I liked best / lt was
Vocabulary notes below). so funny / l'd definitely recommend ANSWERS
in the words in the box, then listening to check. Elicit
1 e 2 c 3 g 4b 5 f 6 a 7 d
answers, by having students say the word correctly and ANSWERS
indica te which sound disappeared. Play the recording
1 an introduction • 4 Ask students to write their review. This could be done
agaín, and pause after each word for students to repeat 5 Give students time toread the information and
2 the occasion of the visit for homework, and then in the following lesson you could
chorally and individually. complete the table as far as they can remember. Toen play
3 the content of the exhibition continue with Exercise 5. Suggest that they can inventan
4 the details of where and when it is on exhibition or other artistic event, if they would prefer to the video again for them to check. Point out that sorne
ANSWERS 5 the author's recommendation doso. of the information is not specifically given on the DVD:
beautifylly, choc¡¡late, comf¡¡rtable, intitresting, medicine, 2 name of the exhibition and artist, descriptions of the students have to surmise which person it relates to based
ordin¡¡ry, secret¡¡ry sculptures, date and location, cost 5 Read through the checklist with the class, then ask on other information.
3 personal - she gives personal opinions and details and pairs to exchange their reviews. They should then give
the language is very informal each other feedback on their writing. ANSWERS
Extra activity Nick Posada: b, e, g
Ask students to work in pairs. Together they should write a Vocabulary notes Jafar Barren: a, e, d, f, h
short sentence for each of the words in Exercise 4a and 4b -------
(e.g. lt's general/y cold in winter. She wear.s different shoes Check students understand these words and expressions:
6 Give students time to read the questions. Toen play the
every day). Then they should take it in turns to say each atan angle = not horizontal or vertical video again for them to listen and answer the questions.
sentence and listen to see that their partner is making the to check out something = to find information about
sounds disappear.
to complement = to fit in with, to match ANSWERS
convex = curving outward, like a section of a sphere it invites us to see thlngs in a different way, e.g. playing
5 Ask students to work together to complete the (cf. concave = curving inward) music on buckets, showing graffiti in a traditional art
sentences using words from the likes / dislikes box in directed at = pointing at gallery, mixing jazz with speaking
Exercise 3. Elicit answers from the class. 2 Because his art has been painted over with graffiti.
to look out of place = to not belong to or fit in with the
surroundings 3 how to use colour and make their work distinctive
ANSWERS 4 lt's fast, unlnhibited and inventive.
reflect- a shiny surface reflects an image of things around it
5 classical jazz, rap and hip-hop
1 very 4 really / generally reflection = the image reflected 6 hip-hop, poetry, friends of his
2 really / a bit 5 really I generally
3 very / particularly 6 really / a lot
7 Play the last part of the video again (03.20 to 03.36) for
Cultural note: Anish Kapoor
students to complete the extract with words from the box.
6 Ask students to get into groups of four to discuss Anish Kapoor is a British sculptor who was born in
their likes and dislikes in the context of art and culture. Bombay, India in 1954. He studied at art colleges in the ANSWERS
Circulare and monitor their discussions, particularly their UK from 1973, and has lived in London since then. He
became known In the 1980s for his geometric structures, 1 come from 5 envelope
use of expressions for likes and dislikes, for feedback 2 emerge 6 boundaries
made of granite, limestone and marble. In the 1990s he
afterwards. used sol id quarried stone to make pieces which often had 3 authentic 7 one more step
different holes and cavities in them. Since 1995 he has 4 tothe edge
worked with reflection, using polished stainless steel. In
2009 he became the first living artist to have an exhibition
at the Royal Academy, London. His works are exhibited In After you watch
collections around the world, as well as being permanently 8 Students work in pairs to roleplay interviewing an
outside in many places. urban artist, according to the instructions.
9 Students work in pairs to discuss the questions .

•
54 Unit 4 4f 55

j
 1 � -
UNIT 4 Art and creativity

Videoscript
Development
UNIT 4 Review
00.01-00.40 Urban art is ali about innovation. From using
buckets on a busy street, to filling an art gallery with local Grammar Lead-in Audioscript 4, (1.:31]
graffiti, to mixing jazz with the spoken word - it invites us to 1 Ask students to discuss arts festivals they know about,
listen with new ears, and to look with new eyes. Personal response Speaker 1
and elicit sorne responses from the whole class.
lf you walk down this train tunnel in Washington o.e., say to the class: Give me sorne examples of development lt's always been our dream to have our own place in
2 Ask students to read the article and answer the question. that you know about - either in your home area, or
you'll discover the bright colours of urban graffiti artists. lt is the countryside which is self-suffi.cient. So recently we
around the world. Elicit responses to the examples
Washington's Wall of Fame, and Nicle Posada's work is here. But decided to buy a small piece of land in the hills. We're
students suggest.
unlortunately other people have covered the art he's created with ANSWERS going to build a home out of natural materials and try to
thelr own graffiti. genera te our own electricity using wind and solar power
lt's the largest arts festival in the world, it has great
00.42--00.54 Nick Posada Tiú.s is what happens when variety, it is a place where young performers can try to get so that we won't need to huy in any extra electricity from
nobody respects any type of work that someone spent their paint noticed.
1 Ask the cJass to look at the photo and match what they outside.
and their time on. Tiú.s is what the Wall of Fame in D.C. has come to. can see with the types of development listed. Elicit ideas
and check students' understandíng of the ctifferent types of Speaker 2
00.55-01.12 Although the Wall of Fame is open to everyone,
development (see Vocabulary notes below). At the moment a lot of students use their own cars to get
Posada says there are rules to be followed in the world of 3 Ask students to read and choose the correct options
graffiti - rules that not everyone understands. He says that real to the university which is four miles outside the city and
individually. They can then check with a partner before
graffiti artists understand how to use colour, and how to make you elicit answers from the class. ANSWERS not served by regular public transport. So we hope that
their work distinctive. this new rail link with trains running every half an hour
Probably economic (building new properties for sale) and
01.13--01.20 Nick Posada So you would use colours that will help reduce traffic congestion around the university
ANSWERS urban (building new housing in towns). Students may be
contras! one another. Ah, my piece is still there. l did this in, like, '99. and also reduce pollution.
able to argue for other types. The house looks as if it is
1 every / each 7 Afew
01.21--01.25 There is also an exhibition of Nick's work here at built of concrete, so it is probably not sustainable. Speaker 3
2 whole 8 many
the Govinda Gallery in Georgetown. l think this is the first mobile device to offer simultaneous
3 enough •. 9 lome/ several
01.26--01.34 Chris Murray Graffiti art has certainly 4 number 10 no translation. It listens to the speaker and then displays a
brought to public arta whole new dimension. Vocabulary notes
5 a lot/ much 11 Both translation of what they are saying directly onto the
01.35--02.05 According to Chris Murray, graffiti art is special 6 a lot/ plenty 12 all economic development = improving the wealth of a screen - absolutely incredible. It will transform
because it's fast, uninhibited and always inventive. Murray country, region or people communication between people speaking different
believes that graffiti is just one more step in the development product development = researching, improving and languages.
of pop art. Toe works have sold well - to young people, and to trialling something manufactured
collectors of pop art. In the gallery, people can enjoy the art in a
Vocabulary 3 4, (1.:31] Ask students to listen for the advantages
sustainable development = any kind of development
traditional setting - and they like it. lt's good for the artists, too. 4 Ask students to categorise the words individually, then which takes the environment into account that speakers say the development will bring. When they
02.06--02.11 Chris Murray It was a real reversa! for them check with a partner. Elicit answers from the whole class. have compared their answers with a partner, elicit them
personal development = improving yourself through
because they're used to being vilified and now they're belng from the class.
professional training, or in your private life
enjoyed and that's a good thing. ANSWERS
social development has a range of meanings including
02.14--02.39 People are beginning to appreciate the talents music: a gig, a band, lyrics, folk the development of social skills in children; change and ANSWERS
of Jalar Barron, too. Toe 28-year-old trurnpeter grew up in this art: a sketch, an installation, landscape, sculpture evolution in society as a whole; improving the lifestyle of 1 don't need to buy electricity from outside (therefore
nelghbourhood north of Philadelphia. Both his parents are jazz people through things like better housing, health care and reduce carbon footprint and reduce cost)
musicians. But Jafar wanted to mix more traditional, classical theatre: a show, a musical, drama company, a play
benefits from the state 2 reduce traffic congestion and pollution
forms of jazz with the rap and hip-hop music of his own 3 improve communication between people speaking
generation. urban development = building new houses in towns, and
5 Ask students to work in groups of four to discuss the also improving the environment in towns so life is better different languages
His first CD is an innova ti ve mix of both worlds.
questions. Circula te and monitor their discussion.
02.40--02.59 Jafar Barran l like to think the whole 4 Read the rubric and the example with the class. Ask
creation is a.U about music, to me, you know what l'm saying? 2 4, (1.:31] Ask students to match the examples with them to think about sorne examples of diiferent types of
And like, l think, 1 believe that the Most High is a musician. Real life the types of development individually, then check with a
development in their own lives, and then share them with
I guess it carne ft'om my exposure to hip-hop, and the poetry that 6 Ask students to do this individually, then check with a partner. Elicit the answers from the class. Sorne examples the class.
comes from that, and, you know, sorne friends of mine. partner. Elicit the answers in order from the whole class. might match more than one type of development. Toen play
03.00-03.19 Jalar now plays in clubs in the city where he the recording for students to decide which example from
grew up. He also now has a deal with a major recording ANSWERS the box in Exercise 2 each speaker is talking about. You may
company. like: d, f need to play the recording twice. Elicit answers from the
Toe stories of how these two artists developed., one musical, one class.
dislike: a, b, e, e
visual, do not surprise art history professor Don !Gmes.
03.20-03.36 Don Kimes lt's about sort of taking what it is ANSWERS
that you come froII}, what you emerge from, what's authentic for 7 Ask students to work in groups of four to discuss types a new housing project - urban
you, and pushing it to the edge of its envelope, to the edge of its of TV programmes (e.g. news, soaps, documentaries, a new university- social
boundaries, its limits and taking one more step. nature programmes, cartoons, not specific named a new railway line - economic / urban
03.37-03.58 Kimes says artists need to build on their own programmes). a zero energy house - sustainable
cultural background, because anything else would be false. Jt is
said that exploration and discovery are what art is truly about. a new smart phone - product
Urban artists - both musicians and painters - can take us to Speaking learning a language - personal
places where we've never been before ... even il it's as close as a 8 Ask students to stay in their groups of four to � Speaker 1: a zero energy house
nearby city street. these issues. Speaker 2: a new railway line
2_Peaker 3: a new smart phone
����������

56 Unit 4 57
 ucv·-e,oprllt:'U t UNIT 5 Development

Audioscript 41, [1.32)

Sa From reality to fantasy ANSWERS
Sb The Kerala model
1creating Toere used to be a lovely residential area right in the
2 to realise
Lead-in 3 a neighbour to lend city centre, but in the 1960s the local authority decided Lead-in
4 Little Dubai become to redevelop itas a shopping district. This in volved
Personal response demolishing ali the houses and making way for huge Personal response
Ask students: What is your ideal place to live? What sort car parks so that shoppers from out of town could park Ask the class what they know about India. Elicit whatever
of home, what sort of urban environment do you prefer? 5 Read through the instructions with the class, and ask
their cars. What's strange is that no one really considered information students can give you about places, people,
Elicit and discuss answers from the class. students to find the examples individually, then check
opposing the idea at the time. E ven the residents seemed languages, food, customs and so on.
with a partner. Elicit answers from the whole class.
to accept that the area had to be modernised. If you
Reading proposed converting houses into shops on such a big scale
ANSWERS Listening
toda y, I don't think you would be allowed to do it.
1 Ask students to work in pairs and ctiscuss the 1 to carry on developing; risk losing
Anyway, the result was that they spoilt the character of 1 Ask students to look at the two photos and the words
questions about Dubai. Elicit answers from the whole 2 seemed to be; failed to sell; want to copy; decided to in the box, and then decide which adjectives seem to
class. the centre. People shopped there in the daytime but at
abandon
night everyone avoided going there because it became a be appropriate to each. Ask for reasons why they chose
3 get people to invest
4 made people think again centre for drug dealing and crirne. Now, 50 years later, particular words.
ANSWERS
the local authority wants to transform it into a mixed area
1 a plane or helicopter again by building new homes. Toe trouble is that rents SAMPLE ANSWERS
2 buildings and roads, water, a park 6 Read through the grarnmar box with the class. If
are so high that ordinary people, like the ones who were Photo 1: hectic, exotic
3 Students' own answers. necessary, refer to page 162 of the Student's Book for
further exarnples. Toen ask students to do the exercise moved out originally, can't afford to live there anymore. Photo 2: exotic, fertile, tranquil
Background note
individually. Elicit ansi.¡¡!!rs trom the class. 9 41, [1.32) Ask students to complete the sentences
in pairs. Play the recording again for them to check their
Dubai is a city located on the Persian Gulf and Arabian ANSWERS answers, then elicit answers from the class.
2 'i[1.33] Read the question with the class to focus
Península. lt has long been an important trading centre their listening, then play the recording for them to find the
and port. After oíl was discovered in 1966, it expanded
exponentially, with many foreigners arriving for work. The
1
2
3
growing
to make
reducing
5 shopping
6 to create I ANSWERS
answer. Elici t the answer from the class.

7 construction slow 1 redevelop 4 converting

main income is now from tourism, property and financial ANSWERS
services. The city is famous for its spectacular buildinqs, 4 Dubai to become 8 building 2 demolishing 5 spoilt
3 modernised 6 transform The people don't earn much money, but the level of social
development is surprisingly high. People are literate, well-
Grammar note educated and healthy.
2 Read through the questions with the class to focus
their reading, then ask them to read and answer them 10 Ask students to replace the words individually, then
lt is important for students to understand that they need
check with a partner. Elicit the answers from the whole
individually, then check with a partner. Elicit the answers
from the class.
to learn the construction that a verb uses (i.e. -ing orto+
infinitive, etc.) when they learn the meaning of the verb. class as complete sentences. Audioscript 'i [1.33]
There are sorne general patterns that will help them: 1 = interviewer; J = journalist
ANSWERS ANSWERS
Verbs for likes and dislikes are often followed by -ing, e.g. 1: 1 know you like exotic places -have you tried visiting
1 lt was a sleepy village with a few people working there. like, /ove, enjoy. hate, can't bear, look forvvard to. 1 converted 4 modernised India?
2 shopping, holiday villas, a luxury lifestyle, business Verbs expressing hopes, intentions and decisions are often 2 transformed 5 demolished
followed by to+ infinitive, e.g. decide, hope, in.tend, plan, 3 spoilt 6 redeveloped J: 1 was just there actually - in Kerala in the south-west. 1
3 They are amazed but also suspicious.
prepare; want. was intending to go on to tour other parts of India, but
Kerala was so fascinating I stayed on ...
Vocabulary notes
Listening and vocabulary Speaking 1: Were you on holiday?
sheikh = the leader of an Arab tribe J: No ... well it was meant to be a holiday but actually it
7 Ask students to do this matching activity in pairs, then 11 Ask students to work in pairs to consider the
pearl divers = people who dive in the sea for pearls from elicit answers from the whole class. questions in Exercise 10 in relation to their own town. turned into more than that ...
oysters
Elicit suggestions for whole class discussion. 1: Oh dear ...
a gateway = (figurative) an entrance, a way in
SAMPLE ANSWERS J: Oh, no. I don't regret changing my plans ... I became so
to realise = to make real, to create Homework ioterested in the place that I started to write an article
green spaces I zone, high-rise building/ development,
ambitious = difficult, complicated leisure centre, luxury apartment / development, motorway Ask students to write 100-150 words about a particular fil12l.li.it for the newspaper I work for ...
interseetion = a point where roads or motorways meet intersection, pedestrianised zone / centre, shopping mall / example of development or redevelopment that they 1: Really? Is ita travel article?
landmark = a famous construction or natural feature centre, waterfront zone / development know about. Encourage students to use the new
vocabulary from this unit where appropriate. J: Not really. It's more socíologícal, 1 guess. l'm trying
to abandon = to -leave behind to show what a remarkable place Kerala is in the
heritage = history and culture 8 41, [1.32) Ask students toread the two questions to developing world. You see, it's a small state with a
focus their listening. Play the recording while they listen bjg: popylation and the average income is only about
and answer, then play it again if necessary. Elicit the $300 ayear. Usually that would mean people having
3 Ask the class to discuss their feelings about Dubai as a answers from the class. a fairly poor quality of life, but that's not the case. lo..
whole.
fact Kerala stands out as a kind of model of social
ANSWERS development Toe popuJation is bigbly literate and
Grammar verb + infinitive or -ing 1 A residential area in the city centre was redeveloped to well-educated and they seem quite well-off, compared
4 Ask students to complete the sentences with words make a shopping district. to other parts of India. They're healthy and live
from the text. Elicit the answers from the class. 2 No, it wasn't. almost as long as Americans or Europeans; it seems

58 Unit 5 Sb 59
 UNIT 5 Development

that infant mortality is aJso very low. A!so women 4 Ask students to read through the definitions and
who've umm a!wa¡rs tradjtional!¡r been the head of
Grammar verbs with -ing and to +
the househo!d continue to be ver¡, active land equall
think of the adjective to match each one, then turn to the
infinite Se Sustainable development?
aud.ioscript on page 177 and find the words. Elicit answers
pactid¡¡ants io societ¡r from the class. Read through the information in the 7 Ask students to choose the correct meaning for the
1: Mmm ... that's really interesting. I remember going Wordbuilding box with the students. Refer to page 43 of the verbs in bold in each pair of sentences. They can then Lead-in
there with my wife in the 1990s. But we were jusi Workbook for further information and practice. check with a partner. Elicit the answers from the class,
Personal response
tourists and my memories of it are as a very tranquil having students read a sentence and the correct meaning.
Ask the class: What do you understand by the term
and beautiful place, with gorgeous beaches and ANSWERS 'sustainab/e development'?, and elicit sorne examples of it
lagoons ... 2 well-off 5 cultured ANSWERS from them.
J: Well, of course that's the part of it that tourists like to :3 well-educated 6 politically engaged 1 b :3 b 5 a 7 b 9 a 11 b
spend time visiting. But tranquil is not necessari!y the 4 healthy 7 toleran! 2 a 4 a 6b e a 10 b 12 a
Reading
adjective I would use. Trivandrum, the main city, where
we stopped to visit an lnd.ian joumalist I know - a 1 Ask students to look at the photo, then d.iscuss what
highly cultured man, by the way- is absolutely hectic. 5 Ask students to d.iscuss the two questions in pairs and Grammar note the effects of a dam on the river might have been. Elicit
then make their suggestions for the whole class to d.iscuss. suggestions from the whole class.
Toe peo¡¡!e there are ver¡, politicall¡r engaged · the¡r With sorne verbs there is no difference in meaning
neyer stop debating· there are often strikes on the buses between verb + infinitive or verb + -ing. 2 Ask students to skim through the article to find the
or parades of demonstrators - sorne medica! students SAMPLE ANSWERS effects of the dam. Elicit add.itional problerns caused by
However, with other verbs (e.g. stop, remember. forget) the
started protesting when we were there and went on 1 the government providing good education and health meaning changes, depending on which form follows it: the dam that were not airead y mentioned by the class.
protesting for four days. care, the people are tolerant and politically involved She stopped picking flowers in the garden.
2 Students' own answers.
1: So why do you think it's such a successful society? (i.e. She was picking flowers and then she stopped.) ANSWERS
J: Well, there are essentially two reasons, 1 think. Toe. She stopped to pick f/owers in the garden. People from the area had to retrain to make a living from
first is that the Keralites are naturall¡r to!erant peo¡¡le· (i.e. She stopped walking so she could pick flowers.) the reservoir; they had to move to a new village, but
you find Hindus, Muslims and Christians ali living Pronunciation rhyniing words In the first sentence, the picking comes before the they now have electricity, sanitation, clean water, roads
peacefully alongside each other and foreigners are 6a 11, (1.34] Ask students toread the words and match stopping; in the second sentence, the picking comes alter and access to schools and health care. The dam may have
the stopping. a negative impact on water quality and fish, and there
treated no d.ifferently to anyone else. And secondly, the them ind.ividually, then check with a partner. Play the
could be issues like flooding.
govemment has invested a lot in health and education recording for them to check. Toen elicit the answers. Play
and goes on investing a lot. Toe land is incred.ibly the recording again for students to repeat. 8 Read through the grammar box with the class. 1f
fertile and well-organised - small farmers cultiva te
3 Read through the questions with the class to focus
necessary, refer to page 163 of the Student's Book. Ask their reading. Ask them toread and answer ind.ividually,
every inch of it so none is wasted, which J regret to say ANSWERS students to choose the correct answers in Exercise 8
is not always the case in sorne developing countries. then check their answers with a partner. Elicit answers
1e 2h :3d 4i 5f 6b 7c 89 9a individual!y, then check with a partner. and check students understand ali the key language (see
1: Sounds fascinating. Please remember to send me a copy Vocabulary notes below).
of the article when it's published ... I ANSWERS
J: Of course I will. Audioscript ',j [1.34] 1 maintaining :3 to tell 5 planning ANSWERS
2 living 4 to see 6 visiting
1 the World Bank
3 ',j (1.33] Ask students toread through the 1 state weight
2 Because they had stopped funding such projects
statements to focus their listening. Play the recording for 2 poor law 9 Ask students to complete the interview ind.ividual!y, then 20 years before because of criticism.
them to decide if the statements are true or false. Elicit check with a partner. Elicit the answers from the class and :3 over 1,000 megawatts
answers and check any new language with the class (see 3 low though check they understand ali the language in the interview (see 4 local people and people in Thailand
Vocabulary notes below). 4 head said Vocabulary note below ). 5 6,200
6 They may not be able to support themselves in the
ANSWERS 5 course force
I ANSWERS future.
7 the World Bank, but also Tiea, a villager
1 F (she went tor a holiday, but she was so interested that 6 main plane 1 reading 4 allowing 7 to say e Beca use it could be bad for the water and the fish, and
she wrote an article) 2 to visit 5 giving e to work there might be flooding.
2 T 7 stopped opt :3 to improve 6 to invest / investing 9 living
:3 T 8 none fun
4 F (they are equal but not superior) Vocabulary notes
5 F (the people are very politically engaged) 9 waste faced Vocabulary note
6T a showpiece = a model to show people
to imp/ement = to put into practice
6b Ask students to think of rhyrning words ind.ividually, to revitalise = to bring new lile to
land reforms = improvements and modernisations in the
then work in a group of four, to compare their words. the pick of the bunch = the best that there is
Vocabulary note way people are a ble to buy, own and use agricultural land
Elicit answers from the class.
tenant farmers = farmers who do not own the land they to resettle = to move and live in another place
socio/ogica/ = having to do with society- the people and farm, but rent it from a landlord infrastructure = roads, transport systems, schools, hospital,
the way they work in groups SAMPLE ANSWERS decent = well-paid, good quality sanitation = running water for washing, toilets, etc.
to regret = to wish the situation was different break: ache, bake, cake, lake, make, shake, take, livelihood = your means of earning money to live on
infant mortality = death in childhood foot: put, soot Speaking amenities = building, and services
household = the family living under one roof height: bite, fight, light, night, sight, site, white
10 Ask students to work in pairs, asking and answering grazing lands = fields where anima Is can eat grass (graze)
/agoon = a quiet inlet of water from the sea signed: bind, blind, kind, lined, mined the questions on page 155. to readjust = to change to a new situation
strike = a political protest where people don't go to work walk: cork, fork, pork, talk
word: bird, blurred, heard, herd, stirred Homework 4 Ask students to complete the sentences ind.ividually,
Ask students to write a 100-150 word paragraph about then check with a partner. Elicit answers from the class as
the happiness of their home society. complete sentences.
60 Unit 5 n Se 61
 __,..,...--.----------------::-:--::::-:�-----------------:-::-==:-�:=:-==:���������----¡U�NÑllTíS S Development
l -
-__ ANSWERS
8 Ask pairs to form groups of four to discuss what they A: That really depends on the opinion of the local residents.
found, and whether they think the darn has brought more Sd Evaluating a project Toe way I see it, it's probably a good thing- if residents
1 reservoir 4 make a living advantages or disadvantages to Laos. Elicit answers from like it and it means they'll use the park more.
2 showpiece 5 amenities
3 lives 6 flora and fauna
the class and cliscuss. Lead-in 1: Well, I just find it arrogant of them, actually ...
p: OK ... so what ought we to do? Personally, I don't think
SAMPLE AN5WERS Personal response we should lend them any more until we know what
Vocabulary re- verbs In general one could say that electricity for lots of people
Ask: What rebuilding or restoration projects are going on
local people think of the work they've done already.
in a town you know at the moment? What do you think of
5 Ask students to find the words beginning with re- in is a positive benefit, and better housing and facilities for them7 Elicit sorne ideas and encourage discussion. A: Yes, l'd go along with that, We need to ask them to
the article individually. Elicit the words from the whole the 6,200 people in 17 villages might be an improvement. conducta survey of local opinion and then show us the
class and write them on the board. Toen look at the However, there are all the other 110,000 people
Real life reaching decisions results.
Wordbuilding box and show how the noun redeoelopmeni is downstream of the dam yet to consider, and the long-
made from redevelop. Ask students to do the sarne with the term effects on the water and fish. 1 Ask students to work in pairs and consider the p: Exactly. Are we ali agreed on that then?
verbs in the list. Toen elicit them from the class. options, then choose three and rank them in order. Elicit 1: Yes, I guess so ... yes, that seems fair to me.
suggestions and discuss the ideas as a whole class.
ANSWERS Word focus pick 3 4, (1.35] Ask students to read the question to focus
2 4, (1.35] Read the rubric with the class, then give their listening. Then play the recording again. Elicit the
These are the re- verbs (underlined verbs mean 'to do them time to read through the notes. Play the recording
something again'): Vocabulary note answer from the class.
twice for students to complete the notes. Elicit answers
��reduce,��� The fundamental concept of picking can be either from the class as complete sentences.
��re/y.� CfiSijm AN5WER
removing something (often carefully) or choosing or
(There are also 3 nouns: revenue, reservoit; resources; and selecting one from among others. For example, if you pick Conducta survey of local opinion about the park before
AN5WERS
two adjectives: responsive, real.) a co/our you choose one_�olour from many. they give more money.
The nouns formed from the verbs above are: 1 050,000 They ali agree.
2 green space
revitalisation, resettlement reduetion, renewa/,
rebuilding, retraining, relocation, restoration, reliance, 9 Ask students to find the three uses of pick in the text 3 recreation
rehousing, readjustment. and decide what they mean in pairs. Elicit answers from 4 trees, grass, café, play area 4 4' (1.35] Ask students to read through the sentences
the whole class. Toen ask them to do the sarne with the six 5 fountain, t:B0,000 in the box carefully before they listen. Play the recording
6 tennis, mini
Critica! thinking fact or opinion sentences; elicit answers in the sarne way. (twice if necessary). Toen elicit answers from the class as
complete sentences.
6 Read through the rubric with the whole class, and ask ANSWERS Audioscript 4, (1.35]
pairs to find the exarnples of fact and opinion for the three
I picked my first bamboo (para 1); collect or break off AN5WERS
areas. Elicit answers from the whole class. p = Pa trick; A = Anna; 1 = Isabelle
from the plant 1 ask me 6 wayl
the pick of the bunch (para 3) ; the best one, the one you
P: OK, Anna, I believe you've prepared a brief summary 2 should 7 go along
ANSWERS of the Howard Park project ... 13 agreed on
would choose 3 Let's not
economic benefits they wi/1 pick up new ski/Is (para 9) ; learn
A:Yup 4 to consider 9 seems fair
fact: in 2010 the dam brought S5.6 million in sales P: Would you just like to take us through the main points? 5 depends on
1 criticise
opinion: it will generate around S2 billion in revenue;
2 ask for your help with ideas A: Yes, sure. Well, the Howard Park project began two
money will be spent on reducing poverty and renewing :3 increasing years ago. We agreed to lend the local authority
and improving the country's infrastructure €750,000 to redevelop a green space in the Howard's Vocabulary notes
4 chosen for unfair treatment
effects on local people 5 collect, come and get me in the car Hill area of the city. Toe aim was to give the local To give someone the benefit of the doubt » to accept
fact: 17 villages have been rebuilt and farmers retrained; 6 select residents a nicer park, first of ali, but also sorne new what someone says even though you are not sure that
they have electricity, sanitation, clean water, new roads, recreation facilities: a mini-golf course, two tennis they are 100% right
schools courts, a small café anda new children's play area. Let's not be too hasty; let's not act too quickly
opinion: life is much better than before; they will not be Toe play area was in terrible condition ... full of
Speaking in the spirit of; with the same aim
able to support themselves economically in the future rubbish ... it was actually quite dangerous. So here
effects on the environment 1 O Ask students to cliscuss the topics given in pairs and the way I see it; in my opinion
we are two years on: what progress have they made?
opinion: negative impact on water quality and fish malee sorne notes about what they think the impacts will to go along with sometninq » to agree with
Well, they've done a good job of cleaning the area up:
fact: established a protected area for flora and fauna be, and how they should deal with them. Elicit answers
they've planted trees and laid new grass, so it looks
from the whole class and open a wider discussion. much, much better. They've a1so built the café and
7 Ask students to cliscuss in pairs how they identified the children's play area. However, they've also done Speaking
facts and opinions. Homework sorne things that weren't part of the original plan. For 5 Read through the instructions in the rubric with the
Ask rtudents to write 100-150 words about one of the exarnple, they've built a fountain near the café and six class, then ask students to turn to page 153. Ask students
AN5WERS three situations, using their own ideas and others they months ago they a1so bought a sculpture, ata cost of to work in groups of four to discuss the project, using as
Opinion is introduced by: heard presented during the discussion. t:80,000, to place near the fountain. Now they've run many of the expressions they have practised as possible.
the bank says I thinks ... that . out of money and are asking for a new loan of f250,000 Circulate and monitor their discussions for la ter feedback.
the government has promised that . to complete the tennis courts and mini-golf course.
environmental groups warn J point out that ... What do you think? Homework
according to the World Bank ... 1: lf you ask me, that's completely wrong. They've been Ask students to write upa committee dialogue about the
it is estimated that ... spending moaey on things they had no right to. 1 don't project in Exercise 5 using sorne of the expressions from
Facts have normal present and past verb forms: think we should give them another penny. the box in Exercise 4.
17 villages in the flooded area have now been rebuilt . P: Well hang on a minute. Let's not be too hasty. l agree
in 2010 the dam brought S5.6 million in sales of electricity . that they should have told us about these other
changes. But we need to consider if they are in the
spirit of the original aims of the project ...
5d 63
 ,J
UNIT 5 Development UNIT 5 Development

Videoscript
Se Big cities, big problems ANSWERS Sf Aquarium on Wheels
Part 1
1 As a result I Consequently I Because of this
2 Then again I On the other hand / However Before you watch 00.18-00.20 speaker on video Let's gel this stuff out
Lead-in :3 In addition to/ As well as
1 Students work in groups. Ask them to look at the photo
and see what we've got here.
00.22-00.28 ln a classroom at the National Aquarium in
Personal response and the tille and discuss the questions. Take feedback Bal timo re, ten secondary school students are preparing far a
Ask the class to shout out sorne of the problems associated Vocabulary note from the class. lesson.
with living in a big city. List them on the board as they
give them. Then ask them to rank the list from most to
Draw students' attention to the fact that we have to 2 Ask students to read the list in the box and predi et 00.29-00.37 speakers on video 'But look at the
modify these expressions depending on the structures which things they think they will see in the video. Take camouflage on it .. .' 'The eyes .. .' 1Containers that are made from
least problematic for the individual living in the city. Elicit which follow them, for example: them .. .' 'We have a frog.'
their Ideas, asking for reasons and open it up to a class feedback from the class.
discussion. In additlon, 1lw:= many poor people living there. 00.38-00.45 They're also preparing a show-and-tell
In addition to rich people lilling there, there are also many While you watch presentation to give to a group of children and creating costumes
poor people. for a play that they've written.
3 Give students time to read through the words in the 00.48-00.50 speaker on video And where's the poison
Writing an opinion essay As well as the rich, there are also poor people living there.
glossary. Play the whole of the video for students to dart frog container? OK.
1 Ask students to make their lisis in pairs, then elicit As well as this, both rich and peor live there. check their ideas from Exercise 2. They should not try to
00.51-01.10 Dueto their age, this preparation and planning
ideas from the whole class, and discuss them. Note the use of the comma to separate the introductory understand everything at this stage.
appears to be schoolwork, but it isn't. ln fact, these students are
phrase where it is independent of the main part of the
2 Ask students to suggest what problems are caused by employees of a very special programrne called 'Aquarium on
sentence. ANSWERS Wheels'.
increasing numbers of people living in cities - not jusi
for the cities, but for the countryside and the country as a We see a boy dressed as a monkey, a computer, a fish tank, 01.02-01.12 DejaNé Jones There's a lot of kids who do
whole. Discuss the ideas raised with the class. 7 Ask students to write an opinion essay on the topic I a frog, a necklace, seash..:_lls, a toy snake. not have the opportunity to come to the aquarium, or see líve
given. They then exchruf!¡e essays with a partner to animals or anything like that, so we bring the aquarium to them.
3 Ask students toread the essay and decide what the check for structural correctness, and also for language 01.13-01.33 Toe overall objectives of Aquarium on Wheels
writer's opinion is; elicit the answer from the class. correctness. You might give this exercise as homework,
4 Give students time toread the sentences. Toen play are to entertain and educate. This year's goal is to explain the
the first part of the video (to 02.17) for them to choose the importance of the world's rain farests to young people.
with students checking one another's work in the
ANSWER corree! options.
following lesson. These student teachers want to help their young audience to
The writer thinks cities are good places to live if they are better understand conserva tion.

I
well managed. 8 Ask students to swap their essay with a partner and ANSWERS Toe play is about a species threatened by the loss of the rain
check their partner's work, following the criteria given.
1 a 2 b :3 b 4 a 5 b farest because it relies on it for food: the monkey.
01.34-01.46 speakers on video 'They're going to cut
4 Ask the class to look at the essay again and say down this tree.' 'They're going to cut down this tree?' 'Yes.'
whether it follows the standard formal. 5 Give students time to read the questions, then play 'How am I going to find my leaves to eat? That means I'm going
the second part of the video (02.18 to the end) for thern to to have to light other monkeys! 1 can't light other monkeys; J'm
ANSWER answer. going to mess up ":'Y hair!'
'Arguments against' come befare 'arguments for'. 01.47-01.53 George Faulk We're trying to get through to

1,
ANSWERS the kids that saving one tree can be importan! to ali the animals
communication skills, responsibility, organisation and in the rain forest.
5 Ask students toread the opening paragraph planning 01.54-02.06 For aquarium administrators, on the other hand,
(introduction) again, and answer the question. 2 go to college the programrne is about more !han just teaching biology, or
:3 responsibility even teaching about the environment; it's about offering student
ANSWER 4 how to organise and plan something employees lessons for life.
5 an environmental lawyer Martha Schaum is the programme coordinator at the aquarium.
Giving sorne statistics to illustrate the seriousness of the 6 lt gives her satisfaction to watch the students grow and
problem 02.07-02.17 Martha 5chaum Most kids like to play in
develop.
the water - let's be realistic - so marine biology is a really great
vehide to use to teach the other skills that they need to know.
Writing skills linking words After you watch Part 2
6a Read the table of linking phrases with the class and 6 Students work in pairs to roleplay an interview with 02. 18-02.24 One set of skills that the secondary school
ask for other examples from the essay (four of them are in Martha Schaum, according to the instructions. They students neecl a.re the com.munication skills necessary to get -
italics in the text, but there are others). should change roles and act out the conversation a second and keep - a job.
time. 02.25-02.35 Martha 5chaum I think far many of them
ANSWERS - probably far most of them - they are probably the first in their
7 Elicit ideas from the class about what the quote means family to go to college. And so what we're doing is coming along
Adding toan argument: In addition, also and ask students to answer the question. behind them and saying, 'You can do it.'
lntroducing a contrastlng fact: On the other hand,
8 Students work in groups to discuss the questions. 02.36-02.46 DejaNé Janes I wouldn't be the person I am
However, but
today if it wasn't far them.
Explaining the consequences: As a result, Because of this
Basically, they taught me responsibility. That's a big thing !'ve
leamed here.
6b Ask students to complete the sentences individually,
then check with a partner. Elicit the answers as complete
sentences. There are various equally correct options for
each answer.

64 Unit 5 Sf 65

ii
 UNIT 5 Development

02.47-03.00 Martha 5chaum They knew we were going

Alternative travel
to discuss the rain forest That's a big tapie. They had to decide
UNIT 5 Review
how they wanted to present it, the concept that they wanted to
use. They had to write the script They had to decide the sorts al Grammar Lead-in
things that they wanted in the lab. 1 Ask students to discuss the main industry in their town Personal response
6a Staycations
03.01--03.09 Through this work, the student teachers leamed or city and its effects on the character of the place. . e you been coldest? Where have you seen
an enormous amount about organisation and planning, and � Lead-in
2 R d th ti ith th l f th . din most ice and sno . nvite the class to talk about their
they also leamed a bit about thernselves as well. ea the ques the . e c ass 10 ocus eir rea experiences in these co ditions, and encourage them to Personal response
03.10-03.16 DejaNé Janes lt means a lot to me. Like I then as k em to rea ead e mtervíew and answer the sk each other questions.
said, 1 have been here lar three years and I really lee! li.ke I've questions. Elicit the answers from the whole class. ª Ask students to tell a partner about a recent holiday they
had, giving details about travel and the place(s} they
helped a lot ol people understand conservation. 1 Ask students to look at the photo of the ice hotel in stayed. Elicit sorne examples from the whole class.
03.17-03.24 However, lar many ol these teenagers, the real ANSWERS Cariada, read the caption and answer the questions - elicit
value of Aquarium on Wheels is more personal; it's about their 1 Tourism comments from the class.
dreams lar thelr lives. Speaking
03.25-03.33 5tudent employee Al fust it jusi seerned
2 That there should be a tourist tax so that the tourism
benefits the city and not just prívate companies.
2 'i (1.36] Read the questions with the class to focus
1 Ask students to work in pairs to ask and answer ali
li.ke a really cool job to work at the aquarium. Now that !'ve been their listening. Play the recording and elicit answers. U
the questions about their capital city. Elicit answers and
working here, !'ve finally laund out what I want to be. !'ve laund there are problems play the recording again.
discuss them with the rest of the class.
out that I want to be a marine biologist. 3 Ask students to complete the interview with the corree!
03.34-03.37 George Faulk I want to be an environmental forms of the verbs. Elicit answers from the class. ANSWERS 2 Ask students to talk about this as a class. You can
lawyer, so it helps me out a lot. 1 The hotel is a work of art; the coloured light is beautiful. extend 'local area' to cover región or country when it
03.38-03.52 5tude'!t employee lt really ... the ANSWERS 2 lt is cold and sleeping is difficult. comes to discussing taking holidays.
program.me really means a lot to me because I want to majar 1 living 4 to say 7 create I to create
in marine biology. And here at the aquarium I can get the 2 building 5.�o t�rn e, earning Audioscript 11, (1.36] Reading
experience that most other students wouldn't be able to receive.
03.54-04.09 The programme is proving to be advantageous
���������-
3 redeveloping 6 com,ng 9 to pay
I only get three weeks' holiday a year so I always choose
3 Ask students toread through the statements to focus
their reading, then read the blog and answer. They can
lar these students in helping them to prepare lar thelr luture the places I go to carefully. 1 try to go to places with check with a partner befare you elicit the answers.
professional lives. drama tic scenery ... and un usual places. lt can take time
Vocabulary
Fer Martha Schaum, the programme aUows her to achieve to get to these, but it's generally worth it. !'ve visited a few ANSWERS
personal and prolessional satisfaction from watching these 4 Ask students to match the words individually, then ice hotels in my time in Scandinavia, but Hotel de Glace is 1 F (you can camp at a local campsite)
teenagers grow as people. check with a partner. Elicit answers from the whole class.
something special. It's a real work of art. The fumiture and 2 T
04.10-04.16 Martha 5chaum This programme has meant fittings are ali made of ice- there's even an ice chandelier 3 F (you don't have any of the prob/ems associated with
more to me than anything else, because I've jusi, I have watched ANSWERS in the lobby- and the walls are decorated with pictures travel)
these kids grow and develop. 1 e 2 d 3 a 4 f 5 b 6 c carved out of the snow. Once the sun goes down and ali the 4T
04. 17-End The Aquarium on Wheels programme is having coloured lighting is switched on, the effect is stunning.
a powerful impact on more than just the rain forests; it's having But ... there is a but, l'm afraid - as a place to get a 4 Ask students to read the blog again and complete the
a positive effect on everyone involved with this very special 5 Ask students to complete the sentences with a suitable comfortable night, l'm not sure l'd recommend it. l know sentences. They should check with a partner. Elicit the
programme. word in pairs. Elicit answers from the class. it sounds obvious, but the place is really cold. Unless you answers from the whole class as complete sentences.
have a sauna before going to bed, you'll probably wake up
ANSWERS in the night feeling chilly, even in the special minus ANSWERS
1 transform 3 convert 40 degree sleeping bags you are given. 1 guess it's a bit like 1 the financia! crisis in 2008.
2 demolishing 4 spoilt, redeveloping lúgh class camping, if you like that kind of thing. 2 people spend money locally, at restaurants, far
example.
Background notes 3 holidaying in other, new places.
6 Ask students to work in pairs to discuss whether any of
the statements in Exercise 5 are true of their city. The Hotel de Glace (Ice Hotel) is located Skm north of
4
����������
complete Japanese experience.
Quebec City, on the slopes of the Laurentian mountains. lt
is rebuilt each December, and lasts far faur months until it is
Real life demolished in April. The beds are ali made of ice and lined Vocabulary notes
7 Ask students to work in pairs to complete the sentences with deer furs, covered with mattresses and with Arctic You might need to explain the origins of the title
with a suitable verb. Elicit answers from the whole class. sleeping bags to sleep in. Only the bathrooms are heated. Staycation as a shortening of 'stay-at-home-vacation'.
and they are located in a separate insulated structure. The
to be put off= to get a negative idea of something
hotel also has a nightclub, a cinema anda chapel, which is a
ANSWERS to catch on = to become popular
popular place to get married.
1 think 5 see to base oneself somewhere = to live in one place and
2 find 6 depends 3 Ask students to work with a partner to complete the move around from there
to take something a step further = to do more than you
3 ask 7 go questions. Check that they understand to travel light (to
4 seem
travel with little luggage). Elicit answers from the whole are doing
class. Then ask students to ask and answer the questions. remen « a thin Japanese soup with noodles and sometimes
8 Ask students to work in groups of four to discuss the a little meat or vegetables
issue. Elicit ideas from the class. ANSWERS bonsai = trees which are cultivated to remain very small
taiko drumming = a type of Japanese drumming, usually
Speaking 1 holiday 4 luggage 7 airline
8 take with several people playing drums together
2 self-catering 5 countryside I scenery
9 Ask students to work in pairs to discuss a project that 3 view 6 journey
they know about, covering the points listed carefully.

66 Unit 5 67

1 -.::i,
 UNIT 6 Alternative travel UNIT 6 Alternative travel

Vocabulary phrasal verbs with in 7 Ask students to work in their pairs to ask and
1 O Ask students to read the article and choose the correct
and out answer ali the questions. Circula te and monitor their
conversations for later feedback.
forms individually, then check with a partner. Elicit the 6b Voluntourism
5 Ask students to work in pairs to find and explain the answers from the class as complete sentences.
meaning of the four phrasal verbs with in and out. Elicit Grammarnot
answers from the whole class. Lead-in
8 Ask students to find the exarnples of not in the text, ANSWERS
Personal response
reminding them that in some cases it may be contracted. 1 not farget
ANSWERS Ask: When was the last time you volunteered to do
Toen ask them to match the exarnples to the descriptions 2 don't have to spend
something, and what was it? Ask far comments and
1 to stay in (to stay at home rather than go out 1-7. Elicit answers from the whole class. :3 don't want to spend
questions from other students as they listen.
somewhere far entertainment) 4 doesn't have to be
2 to get out (to leave one's home to do something 5 not to choose
interesting) ANSWERS 6 don't think you'li enjoy
1 decided llQ1 to go (after first verb, befare infinitive) 7 hope it isn't
Listening
:3 to eat out (to eat ata restaurant rather than at home)
4 to join in (to take part in something organised by others) 2 lf you don.'.1 want to stay at home (with auxiliary befare 1 Ask students to discuss the proverb A change is as good
want) as a rest in pairs, and then elicit cornments on it. If you
6 Ask students to complete the sentences with in or out; :3 you mustn.'.1 be put off (after must) Speaking have a monolingual class find out what the translation
they may need a monolingual dictionary to help them. 4 You don.'.1 have to (with auxiliary befare have to) 11 Ask students to work in groups of four to plan their is and whether it has a different literal meaning. With
Elicit the answers from the class as complete sentences. 5 The only people who hope this kind of holiday won.'.1 multilingual classes, ask them to back-translate their
staycation, following the instructions. Ask them to prepare
catch on (with second verb) version from their own languages and compare them.
Point out that while the verb to fil/ in a form is used in a presentation of their itinerary, making sure that ali four
6 1 don.'.1 think many people would want to take this much
British English, in American English fil/ out a form is trouble (with auxiliary befare think) members of the group explain part of the plan.
preferred. Read through the Wordbuilding box with the 7 let's llQ1 ignore the other benefits (after Let's) ANSWER
class. See also the Vocabulary notes below, and page 51 of
12 Ask two groups to get together, and make their
presentations and exchange their ideas about their lt means that if you do something completely different;
the Workbook for further information and practice. 9 Read through the exillllpl� in the grarnmar box with although it might be hard work, it feels like you've hada
staycation. If you wish the class to vote on the best
the class. Ask them to change each sentence in Exercise holiday from what you usualiy do.
staycation ideas, groups will need to make their
1 ANSWERS 9 to a negative sentence individually, then check with a presentation to the whole class. Circulate and monitor the
1 out 2 in :3 in 4 out 5 out 6 in partner. Elicit answers from the whole class. If you think language used for later feedback.
students need further exarnples and practice, turn to page Vocabulary notes
163 of the Student's Book. You may wish to preteach this vocabulary from the
Homework
Extra activity listening text:
1 ANSWERS Ask students to do a 100-150 word description of their a gap year =ayear between ending school and going to
Ask students to give synonyms far the phrasal verbs in staycation plan.
Exercise 5: 1 Let's not spend a lot of money on a fareign holiday. university, when students travel around the world
to try out= to try something far the first time 2 1 don't want to stay in a big modern hotel. to be conscious of something = to be aware of, to know
:3 1 don't think staycations can replace fareign holidays. about
to eat in = to eat at home
4 1 hope the accommodation isn't ali booked up. the point of = the objective, the aim
to drop in= to go into a building quickly (possibly to 5 1 told them not to wait until the last moment befare
visit someone) to lend a hand = to help
booking their holiday.
4 to get out= to leave the house to go to sorne 6 We don't have to go swimming - if you don't want to, to poach = to kili anima Is iliegaliy
entertainment orto socialise that is. a bush walk = a walk in the A frican countryside
5 to stay out= to not come home a monastery = a religious building where monks live
6 to fil/ in = to complete Grammar note orphaned = with no mother or father
The position of not with verbs is as faliows:
2 � (1.37] Ask students to look at the photo and
After the verb to be:
Vocabulary notes speculate about what people might volunteer to do there.
lt isn't a nice place. They weren't with us. Elicit suggestions from the class without saying whether
Sometimes the sarne verb has a completely different After an auxiliary:
meaning when used with in or out: they are correct. Play the recording for students to check
She hasn't booked yet. They didn't go to Spain. their predictions.
to drop in= to make a short visit to somebody, often We don't like camping.
unexpectedly
After modal verbs: ANSWER
to drop out= to stop taking part in something, e.g. a
competition, a course, ora club (often beca use it is too You tnustn't eat that! He can't explain it.
They help local people to find ways of making a living that
difficult) With an infinitive verb + to, not is befare to don't involve poaching or kiliing local wildlife.
Sometimes the same verbs are the opposite of each other lt's cheaper not to go abroad. (not /t's cheaper to not go
abroad.)
with in or out: ,...
In sentences with more than one verb, not is generaliy
Audioscript ,r, (1.37]
to eat in= to eat at home
to eat out= to eat in a restaurant
with the verb which is negative, e.g. They advised us not P = Presenter; K = Katie Sarnuel
to stay at that hotel. (They lfu! advise us, but the advice
Sometimes you can only use the verb with one of the was llQ1 to stay at that hotel.) P: ... Now, have you ever thought of doing a bit of
prepositions: building work during your holidays? Or helping to
The main exceptions to this are think and want. With a
to join in= to take part (but we cannot say to join out). negative opinion, not is always with think or want, even look after anirnals on a wildlife reserve? You probably
Sometimes a different verb is used to mean the opposite: though we might logicaliy expect it to be with the other thought that sort of vacation was for eighteen-year-
to stay in = to spend time at !lome verb. olds on their gap year, didn't you? But it seems more
to go out= to leave home for entertainment or activity I don't want to go to the party tomorrow. (Not / want and more working adults are opting for volunteer
1'0f to go to the party tomorrow.) vacations. With us toda y is Katie Sarnuel, author of
I don't think that's right. (Not / think that's not right). Good Trauel, a guide to alterna ti ve holidays. Katie, I can

68 Unit 6 6b 69
 UNIT 6 Alternative travel UNIT 6 Alternative travel

see that this might attract a few people, but for most 4 5, (1.37) Ask students toread the gapped sentences
of us, who only get a few weeks off ayear ... wouldn't
8 Read through the grarnmar box with the class and
to focus their listening. Play the recording while they ANSWERS
they prefer a more relaxing option? check that they understand how these questions work. If
complete the sentences. U necessary, play it again for them they need more examples and practice, see page 164 of the 1 1 can work for justa few days, can't I? (falling intonation)
K: Well, that depends very rnuch on how your volunteer to check, corree! and complete. Elicit the answers from the Student's Book, 2 Don't I have to pay for my accommodation? (rising
vacation is organised. Toe good companies in this field class as complete sentences. intonation)
Ask students to do the exercise individually, then check :3 1 can't do that online, can 17 (falling intonation)
are certainly conscious of the fact that this should be a
rewarding travel experience ... and not just a work trip. with a partner. Elicit answers from the whole class. 4 You've visited our website, haven't you? (falling
ANSWERS intonation)
P: But isn't the whole point of it to go and lend a hand to 1 gap 4 bush 5 Don't you have something in Colorado? (rising intonation)
people in need of help? It's not really a holiday as we 2 off 5 living ANSWERS 6 And you give training first. don't you? (falling intonation)
know it, is it? :3 rewarding / trip 6 heritage 7 You don't want to be a chef, do you? (falling intonation)
1 You like the idea of volunteer vacations, don't you?
K: Well, no, perhaps it isn't, but it is more like what real 2 Don't you think it's an interesting idea?
travel should be about: a cultural experience where 5 Ask students to get into groups of four to discuss the :3 You've been on a volunteer vacation, haven't you?
Audioscript 4, (1.40]
each side gives something and takes something. A three questions about thís type ol holiday. Elicit ideas 4 Didn't it seem strange to pay money in arder to work?
good example is a prograrnme next to Kenya's Tsavo from the whole class and open a wider discussion. 5 You won't be going again this year, will you? M = Mike; J = jeff
National Park, where volunteers help local people
M: Hi, I'm interested in helping out on the Great
to find ways of making a living that don't involve Grammar negative and tag questions Pronunciation intonation in questions Continental Divide this summer. My friend did four
poaching or killing local wildlife. So they help them
to plant crops, build fences, develop ideas for tourist 6 Read through the rubric and sentences with the class, 9a § (1.38] Ask students toread the sentences in days last summer. 1 can work for justa lew days,
and ask students to match them with the expectations the grarnmar box and say them to themselves, thinking can'tl?
businesses and so on. In return the locals take them
for bush walks, which are like mini-safaris, teach them (a-e) of the speaker individually. When they have checked about how they might sound. Play the recordings and let J: Absolute!y. Anything lrom two days to two rnonths.
about local wildlife, talk about the history of their with a partner, elicit the answers from the whole class. students listen and follow a couple ol times. Toen ask the M: That's great. 1 have about a week in June. How rnuch
community ... class for answers to the three questions. does it cost to take part?
ANSWERS
P: But the volunteers pay for the tríp, don't they? J: It's free.
1 a 2 b :3 b 4 c ANSWERS
K: Yes, of course, they have to pay for their air fares, M: Sorry? Don't I have to pay for my accommodation?
their living expenses and something to cover the 1 rises 2 rises :3 falls
Grammar note J: No, it's completely free. You jusi have to register by
organisation costs. filling out a forrn and sending it to us.
P: And do you need to be qualified to volunteer? I Discuss the way that we indicate the answer we expect Audioscript 4, [1.38] M: 1 can't do that online, can!?
imagine organisations don't want people turning up to with questions tags:
teach or build or whatever who have no idea of what Do you like visiting new places? (rising] Yes, now and J: Sure, you can. lt's on our website. You've visited our
Affirmative main verb + negative question tag expects a
they're doing, do they? yes answer: again. website, haven't you?
K: Again it depends ... There are a few projects which You like footba/1, don't you? Don't you like visiting new places? (rising] No, not at ali. M: Yes, !'ve hada quick look, And where on the trail can I
She enjoys reggae, doesn't she? You like visiting new places, don't you? [falling] Yes, 1 work?
are only open to people with professional experience
... um ... like people with a rnedical background ... Negative main verb + affirmative question tag expects a loveit. J: New Mexico, Montana, Wyoming ...
but for the most part, volunteers can be trained to do no answer:
You don't like visiting new places, do you? [falling] No, M: Don't you have something in Colorado? That's where
the work. Toe Cultural Restoration Tourism Project They don't play we/1, do they? you're right. 1 don't. I live.
(CRTP), which helps to restore cultural heritage si tes We don't want to go, do we?
J: Yes, we do. We have spaces in Wmfield anda few in
around the world, gíves volunteers the chance to work Note that the tag often relates to the answer we expect 9b 4, (1.39] Ask students to ask the questions in Mount Elbert.
with local architects and artists. They have a project rather than the answer we hope for, e.g. I can't do that Exercise 8 in pairs - they should both ask all the questions.
restoring a 300-year-old monastery in Nepal where you online, can 17 (= 1 hope that I might be able to do it online, M: And you give training first, don't you?
but I don't really expect a positive answer). J: lt's on the job training, unless it's very specific. We're
can get training in doing wall paintings from a world- ANSWERS
lamous painter. lookíng for a chef at the moment. You don't want to be
7 Ask students to find four more examples of questions 1 falling 2 rising :3 falling 4 rising 5 falling
P: So, you could acrually come back with a skill you a chef, do you?
expecting a particular answer from the audioscript on
didn't have when you left? M: No. 1 just want to help build sorne trails ...
page 177. Elicit them frorn the class. Audioscript 4, (1.39]
K: Absolute!y. 1t might not be a skill you'll ever use
again: helping to bottle-feed milk to orphaned lion ANSWERS You like the idea of volunteer vacations, don't you? Extra activity
cubs - that's a project in Zambia - is unlikely to be of Ask students to work in pairs to practise the dialogue.
lt's not really a holiday as we know it, is it? (expects no 2 Don't you think it's an interesting idea?
direct use to you back at the office in the UK, but we ali answer) When they have finished it, they should change roles and
benefit lrom new and different experiences, wouldn't 3 You've been on a volunteer vacation, haven't you? partners and do it again.
you agree? But the volunteers pay for the trip, don't they? (expects
yes answer)
P: Yeah, I'm sure tnat's true. So could you tell usa bit
4 Didn't it seem strange to pay money in order to work?
more about ...
I imagine organisations don't want people turning up Speaking
to teach or build or whatever who have no idea of what 5 You won't be going again this year, will you?
they're doing, do they? (expects no answer) 11 Ask students to do this activity in pairs at first, then
3 Ask students to decide which staternent best sums up 1 O 4, (1.40] Read the rubric with the class and check change pairs and do it again. They can change partner as
Katie's opinion. We all benefit from new and different experiences.
Wouldn't you agree? (expects yes answer) that they understand what to do. Toen ask them to make olten as they want. Circula te and monitor their questions
negative or tag questions from the prompts in bold and intonation for la ter feedback.
ANSWER
individually. They can check with a partner. Elicit answers
b lrom the class and encourage discussion where there are
different ideas. Finally play the recording for students to
check.

70 Unit 6
6b 71
 UNIT 6 Alternative travel UN IT 6 Alternative travel

4 Ask students to tell a partner the meaning of these Word focus mind
Ge Unusual places to stay words, or use a dictionary to find their meaning fírst. Elicit 6d Couch surfing
answers from the whole class. Extra activity
Lead-in Ask students what meanings of the word mind they Lead-in
ANSWERS know. You might expect that they would know mind as
Personal response a noun, meaning 'brain'. You might also try to elicit the Using words
Ask students to tell their partner about the most unusual ba/cony: a flat area projecting out from a building, on Start by asking: Do you know what surfing is? And elicit
which you can stand or sit verb phrase: Would / Do you mind if I open the window?
place they have ever stayed - it doesn't have to have meaning 'object'. the original meaning of the word {riding on the surf on
been on a holiday. After students have discussed their a balustrade: an elaborate railing around a balcony top of a wave on a board). Then ask students what they
experiences in pairs, elicit sorne descriptions of the places corridor: a long narrow space with doors into rooms along it Elicit sorne examples of each, e.g. She has a very creative understand by surfing the net {looking at different
from students, and encourage questions and comments mind - she's ful/ of ideas. Do you mind if l /eave my car websites on the Internet). Elicit ideas from students about
earth roofs: roofs on the top of the house that are made
from the others. here for 10 minutes? why the surfing image is used to talk about Internet use
of earth
sa/oon: a bar (because people often skim the surface of websites rather
8 Ask students first to look at the article and find the than exploring them in depth).
vau/ted ceilings: ceilings with pointed arches and made of
Reading expression with mind in each paragraph. In pairs, they
stone, like in a church should decide what the word class is (noun or verb) and
1 Ask pairs to make a list of their holiday preferences, what the expression means. They should then look at the
then compare the list with another pair. 5 Ask pairs to discuss which of the four hotels they Real life getting around
sentences in Exercise 8 and work out the meaning of these
prefer and why. Elicit sorne responses from the whole 1 Before they look at the text, ask students: What is a
2 Ask students toread about the four hotels and answer expressions with mind. Elicit answers from the whole class. couch? Elicit that it's another word for sofa.
class. Make sure they gíve reasons for their preferences.
the questions with their own opinions. Elicit answers from
the whole class, with reasons. Ask students to work in pairs and quickly read the article
Critica! thinking claims and ANSWERS and answer the questions. Elicit the answers from the
justifications Text: whole class.
ANSWERS 1 mind you {verb): used to make a concession, to soften a
period hotels and cave hotels 6 Read through the rubric with the class and ensure criticism ANSWER
2 prison hotels {except for the price) and art hotels students understand what to do. lt might be a good idea 2 bear in mind (noun): remember, be aware that
to have thern do this in pairs so they can confer. Elicit Couch surfing is planning a journey where you sleep on
3 if you had ... in mind (noun): wanted, intended
different people's couches; you have to be part of the
answers from the whole class. Sentences: network and allow others to sleep on your couch when
3 Ask students to read through the sentences fírst to focus 1 noun: 1 am undecided they need to.
their reading of the article, then read the article again and SAMPLE ANSWERS 2 verb: be careful
complete the sentences. When they have finished they 3 noun: decide to do something different
Prison hotel 4 noun: think hard about something 2 Ask students to look at the box and decide who says
can check with a partner. Elicit answers from the class as
Claims to be: a naval jail 5 noun: a lot to think about, often worries or difficulties which phrase - the host or the couch surfer. Elicit answers,
complete sentences. Check any new vocabulary with the
students (see Vocabulary notes below). Supporting facts: unfriendly, unheated, uncomfortable, 1 6 noun: 1 couldn't think but do not say if they are correct or not.
former prison guard, bread and tea, strict rules, make own
beds on a wooden bench and thin mattress 9 Ask students to prepare a quiz with three examples ANSWERS
ANSWERS Contradictory facts: none of expressions with mind in it, and exchange it with a Couch surfer: sentences 1, 3, 4, 11
1 a 2 b 3 a 4 b 5 a 6b 7 b 8 a partner. They can then discuss the answers together. They
Period hotel Host: sentences 2, 5, 6, 7, 8, 9, 1 O
can change partners and do it again.
Claims to be: authentic gold-rush town from 1 SO years ago
Supporting facts: Victorian furniture, Wild West saloon, 3 4, [1.41] Ask students to listen to the conversation
Vocabulary notes Speaking and writing and check their answers to Exercise 2.
earth roofs
mutinous = soldiers or sailors who attack their officers and Contradictory facts: large double beds, prívate bathrooms 1 O Ask students to get into groups of four to invent their
try to take over control unusual place to stay. Ask thern to make notes on the Audioscript 'IH1.41J
period {adj) = in keeping with a particular time in history
Cave hotel different aspects of the hotel, and gíve ita name.
Claims to be: primitive cave dwellings, inhabited since the M = Makolm; P = Paul
a gold-rush = thé time when thousands of miners arrived 11 Ask students to write up their notes into a short
beca use gold had been found
bronze age, homes of peasants M: Hi Paul, this is Makolm, your host. You ernailed me
Supporting facts: no TVs and fridges, antique furniture, description, like the ones on page 75. One of each group about staying next Thursday for a couple of nights.
a ghost town = a town where no one lives, and there are terracotta tiles should read their description to the rest of the class;
just the buildings p; Oh hi, hi Malcolm. Thanks for getting back to me. Is
Contradictory facts: comfortably furnished note the hotel narnes on the board. When they have all
Stetson hat = a tall cowboy hat {as worn in the photo)
that still OK?
been read out, the class can vote on which is the most
rustic = as in the country, simple, old-fashioned Art hotel interesting. M: No, that's all fine. 1 just thought l'd give you a call to
a sheriff= a kind of early policeman looking after the law Claims to be: art gallery and hotel combined explain how to get here, because it's a bit complicated.
in a town Supporting facts: rooms extreme in design Homework How are you getting to Hamilton, first of all?
a gold prospecto,; someone looking for gold Contradictory facts: not very comfortable Ask students to write 100-150 words on the most unusual p; l'm coming in by train sometime in the afternoon.

a balustrade = an elaborate railing on a balcony or in place they have ever spent a night {they may have M: OK. l wanted to pick you up, but my car's at the
front of a window 7 Ask students to discuss the three questions about introduced this place in the lead-in to the lesson). garage that day.
hotels in pairs, then tell the rest of the class what they feel;
vau/ted ceilings = ceilings with pointed arches and made P: Hey, that's kind of you, but I can make my own way.
others should comment and discuss their conclusions.
of stone, like in a church M: OK. Well l'm at work 'ti! about five thirty, so feel free
terracotta = a kind of ceramic made from red clay to come over any time alter six.
a peasant = a poor land worker P: That sounds perfect. And how do I get to you from the
claustrophobic = feeling small, enclosed and shut in town centre?

72 Unit 6
 UNIT 6 Alternative travel UNIT 6 Alternative travel

M: Well you could just get a taxi, but it's about eleven Writing skill formal language
kilornetres from the centre, so it won't be cheap. 6e A disappointed customer 4a Ask students to find the formal phrases in the letter 6f East Timor
Altematively, you can hop on a bus to Stoney Creek. that mean the sarne as the words and phrases 1-10. Elicit
Look out for the Stoney Creek Arena on your right the answers from the whole class. Befare you watch
and get off there. lt's only a twenty-rninute ride. Lead-in
1 Students work in groups. Ask them to look at the photo
Frorn there, Cherry Heights is another fifteen minutes Personal response
ANSWERS and discuss the questions. Take feedback from the class.
on foot, straight up King Street. Once you reach the Ask: Have you ever been disappointed by the service you
crossroads at Gray Road, the easiest thing is to give me got somewhere - for examp/e, in a shop, a restaurant ora 1 to express my dissatisfaction 2 Ask students toread about the four scenes and predict
a call and I'll come out and meet you. public office? Elicit sorne examples from the class. asking 2 we were informed which two of them they think they will see in the video.
for details of what the situation was and why the student 3 a discounted offer Take feedback from the class.
P: So bus to Stoney Creek, walk up King Street to Cherry 4 to receive
was disappointed. (lf they want to talk about hotels, ask
Heights and call from there? 5 after sorne discussion with
them to keep it for the next activity.)
M: Yup. Call when you get to the crossroads at Gray 6 opted to dine While you watch
Roa d. 7 wished 3 Give students time to read through the words in the
p: OK. Got it. That sounds great. If I get held up in any Writing a letter of complaint 8 my principal concern glossary. Play the whole of the video for students to
9 investigate check their ideas from Exercise 2. They should not try to
way l'll let you know, but otherwise expect a call 1 Ask: Haue you ever had any bad experiences on holiday? If 10 ensure
around six thirty. sorne students answer in the affirrnative, ask them to tell understand everything al this stage.
M: Great. See you next Thursday then. Bye. the class about it. Toen ask if they complained, and íf so, 4b Read the example with the class so that they can see
what happened. what to do. Ask students to do the exercise individually, ANSWERS
P: Bye.
2 Read through the rubric and questions to focus then check with a partner. Elicit the answers as complete b and c
4 'I, [1.41] Ask students to listen to the recording students' reading. Toen ask them to read the letter and sentences. There will be different correct possibilities.
again, and complete the sentences in the box. You will 4 Give students time toread the conversation. Toen play
answer the questions. Cheek s�dents understand the key
probably need to play it twice. Ask them to check with SAMPLE ANSWERS the first part of the video (to 00.45) for them to write Ann's
language in the letter (see Vocabulary notes below).
a partner befo re yo u elici t answers from the class as part of the conversation.
2 informed the receptionist that the room had been
1
complete sentences. reserved for two nights, not one.
ANSWERS
3 After I had discussed the issue with the manager, she ANSWERS
ANSWERS 1 Because she was not treated well at a hotel. apologised and promised to investigate the problem
2 She suggests the hotel investigates the situation so it with the shower. However, no action was taken. 1 In East Timor.
1 train doesn't happen to others. 2 We first came for a week's holiday.
4 1 would have expected the safety of the guests to be the
2 my car's at the garage that day 3 In general, yes; however, the restaurant could have 3 After about 36 hours.
3 kind of you principal concern of the staff.
really been fully booked. 5 Given the inconvenience this caused us, we expected 4 The quality of the marine life, the healthy coral, the lack of
4 you from the town centre environmental damage, the huge diversity of marine life.
5 a taxi sorne compensation.
6 The manager said no other rooms were available, but 5 Hundreds.
6 a bus to Stoney Creek 6 Because there is deep water close to the shore.
7 Stoney Creek arena Vocabulary notes that if the opportunity arose. she would move us.
8 ride an impression = an idea, a feeling
9 give me a cal! 5 Ask students toread through the situation and then 5 Give students time toread the questions. Toen play
discounted =ata special, lower price the second part of the video (00.46 to the end) for them to
10 meetyou write a letter of complaint to the manager. Ask them to lay
11 let you know hospitality = the good treatment of guests out the letter correctly, including addresses. They should answer.
to opt to do something = to choose use sorne of the expressions from the mod.el letter and the
compensation = money paid to make up for a problem exercises where appropriate, and organise it in a similar ANSWERS
Pronunciation intonation in sentences = completely, fully way to the mod.el.
thoroughly 1 lack of infrastructure and poor economy because of the
with two clauses You could give this exercise as homework, and do damage caused by war
Sa 4, [1.42] Read the rubric with the class. Ask 3 Ask students to answer the questions about writing formal Exercise 6 in the following lesson. 2 since 1999
students toread the two sentences to thernselves and letters in pairs. Elicit answers from the whole class. 3 The militia rampaged through the island (causing
think about what they should sound like. Toen play the
6 Ask students to exchange letters with a partner, and damage).
use the criteria given to check their partner's work. 4 preserving the natural environment
extracts from the recording for students to hear. Play them ANSWERS
5 environmental protection
severa! times, then pause for students to repeat chorally 1 writer's address: top right comer 6 They should talk to the government and make sure they
and individually. recipient's address: below that on the left-hand side have their agreement befare they do anything.
Sb Say the sentences, and have students repeat them 2 Yours faithfully is for somebody we do not know (when
we start Dear Sir/ Madam) 6 Give students time to read the extracts. Then play the
chorally and individually. Ask students to practise the five
Yours sincere/y is for someone we do know (when we whole video again for them to number the extracts in the
sentences individually, then with a partner. Encourage
start Dear Mr Smith) order they hear them.
them to help each other get the correct intonation. 3 in the opening paragraph
Circula te and monitor their intonation for la ter feedback. 4 in the final paragraph
ANSWERS
6 Ask students to work out a roleplay using the
inforrnation given and examples from the conversation 1 b 2 d 3 a 4 e 5 c
they have heard. Weaker students can write down
their script and read it. Circula te and monitor their
conversations for later feedback.
After you watch
7 Students work in pairs to roleplay an interview with a
government official according to the instructions.
8 Students work in pairs to discuss the questions.

74 Unit 6 6f 75
 UNIT 6 Alternative travel nit 7 l\Iaturalresources
Videoscript UNIT 6 Review
00.00-00.12 Welcome to East Timor, one of the world's Lead-in
newest countries. And, for the intrepid few, an emerging tourist Grammar 7a Water conservation
destination with unspoiled natural beauty. 1 and 2 Ask students in pairs to look at the photo and Personal response
00.13-00.37 Ann Turner We jusi booked a week's holiday suggest what it is, then read the conversation and find the Ask: What do you like most about the natural world?
Where do you enjoy going? What do you like seeing? Lead-in
here and went for three or four dives, and I think it took us 36 answer.
hours to make up our minds that this would be where we'd hope Elicit sorne responses from the whole class, and encourage Personal response
to spend the rest of our lives. comments and questions from the others.
ANSWER Ask: /n what ways do you use water, in your home and
We were absolutely stunned by the quality of the marine life outside? Elicit ali the different ways from the class and
Giverny. France - the garden of the artist Monet list them on the board (e.g. washing yourse/f- shower or
here, the healthy coral, the lack of environmental damage and a 1 Ask students to look at the picture and the vocabulary
huge diversity of marine life. box, and identify as many natural resources as they can. bath, flushing toi/ets, washing clothes, washing dishes,
3 Ask students to find the answer to this question. drinking, watering plants, watering the garden, washing
00.38-00.45 Hundreds of fish species have been recorded in Elicit answers from the whole class.
the car, cleaning around the house).
East Tímor 's waters, a diversity that's enhanced by having very
deep water so close to shore. ANSWER
AN5WER5
00.46-01. 15 East Timor is a former war zone and lacks a lot She's going to stay in France and visit sorne places there. air, animal, (fish), trees, sunlight, water Speaking
of basic infrastructure. She wants to spend more time finding out about her own
country instead of travelling to exotic places. 1 Ask students to work in pairs to discuss why we need
After East Timcr's vote for independence in 1999, lndonesia's
to save water. Elicit ideas from the whole class for wider
militias rampaged through the island. The subsequent recovery 2 Ask students to match the words and definitions
effort has been painfully slow. discussion, without commenting on what they say. Then
4 Ask students to complete the conversation with individually, then check with a partner.
ask students to read the text and check their ideas. Take
There are many changes to be made if tourism run by expatria tes phrases with not in them. Elicit answers from the class. feedback from the class. Ask: Why can't we use all the sea
is to boost East Tímor's meagre economy. AN5WER5 water on the planet? Take the opportunity to introduce
The govemment is anxious that new tourism developments AN5WER5 1 b 2 c :3 e 4 a 5 d sorne of the key language from the listening exercise on
don't ruin East Timor 's greatest asset: it's natural beauty. A
1 aren't you 6 hope it doesn't rain this topic (brine, salty / saline, desalination; see Vocabulary
spokesperson for the Ministry of Tourism has this message for
notes below).
developers. 2 decided not to go 7 haven't you decided 3 11, (2.1) Ask students to discuss in pairs what the
:3 not find 8 don't think 1 will use
01.16-01.35 Jase Teixeira We are still developing three 'R's might mean. Elicit suggestions, then play the
4 isn't it 9 not be AN5WER5
policies and regulations in relation to, say, the environment, for recording for them to check their ideas.
5 don't want to 1 O don't have to
example, and environment protection. So what they should do The majority of the Earth's water is sea water, which we
is they should be very careful to talk to government and not AN5WER5 can't use for many things.
to move ahead without govemment and local administration We use more fresh water than can be replaced by nature,
Vocabulary reduce, reuse, recycle
knowing exactly what they are doing and then getting the full so we have to use a lot of energy to purify used water.
go-ahead. 5 Ask students to complete the sentences with the correct
01.36-01.48 So as this new nation struggles to build its preposition individually, then check with a partner. Elicit
economy, it faces an age-old predicament: how to make the most the answers as complete sentences. Audioscript 5'¡2.11 2 Ask the class to look at the table of facts and answer the
of its natural assets without destroying thern in the process. questions.
. .. so if you always keep these three things in mind, it's
AN5WER5 actually quite simple to make a difference to your own
1 out 2 out :3 in 4 off 5 in 6 out personal consumption of natural resources. Number one Listening
and most important is reduce. In other words, try to buy 3 � (2.2] Read the two questions with the class to focus
6 Ask students to work in pairs to ask and answer the and use fewer goods. In the UK we throw away a third their listening. Play the recording for students to answer
questions in Exercise 5. of the food we buy. If we only bought the food we really as much as they can. Check students' understanding of
needed, this wouJdn't happen. Umm ... try to reduce the the key language (see VocabuJary notes below) and play
Real life energy you use too, for example switching the lights off the recording again if necessary. Elicit answers from the
when you leave the room or wnm ... walking somewhere class.
7 Ask students to match the phrases in the two columns
instead of taking the car. Toe second thing is to reuse. Mend
in pairs. Elicit answers from the whole class.
things that are broken. Think how you can reuse old things, 5AMPLE AN5WER5
such as those old jeans you threw out. If you hadn't thrown Liam 1 wastes a lot of water
AN5WER5 them away, you couJd have wom them the next time there 2 water companies will have to use more
1 J'm coming in by train. was sorne gardening or decorating to do. And lastly recycle. energy to treat water
2 The easiest thing is to hop on a bus. Only buy products that are made of recyclable materials: Ge mal 1 is interested in finding farming techniques
:3 1'11 pick you up from the station. like glass bottles or certain plastics; and when you have to use salt water
4 1'11 call if I get held up in traffic. finished with them, take them to a recycling point. OK, so
5 Look out for the Hoover building on your right. 2 dangerous waste from desalination could
that's three things to remember: reduce, reuse, recycle. destroy life in the sea
6 1 can easily make my own way.
7 lt's only a ten-minute ride. 4 .. (2.1 J Ask students to listen again and list the Daniel 1 thinks we waste too much water
8 How do 1 get to your house? examples the speaker gives for each of the three 'R's. (including himself)
2 rivers will get smaller, deltas will dry up
8 Ask students to work in paírs to give directions from AN5WER5 Carmen 1 is careful and saves water
public transport points to meeting places. Reduce: don't buy as much; switch off lights; walk 2 water will have to be transported from
somewhere instead of taking the car one part of the world to another
Speaking Reuse: mend things that are broken; wear old jeans for
9 Ask students to discuss in pairs what they think is most decorating or gardening
important for a holiday. Recycle: only buy products that are made of recyclable
materia Is take glass bottles, etc. to a recycling point
77
76 Unit 6
 uN1 1 , r.i,nura,-res-ou

Audioscript 41, ¡2.2J Vocabulary notes 7 Read through the grammar box with the class. lf they
seern unsure about any of the points, ask thern to turn to Background notes
Speaker 1 (Liam) to be conscious of somethinq » to be aware of, think
page 165 of the Student's Book and read the add.itional The Aral Sea is situated between Kazakhstan and
about something
J live in Manchester, which is probably one of the wettest information and do the practice. Ask students toread Uzbekistan, and the name means 'the sea of islands'
desalination ; removing salt the information in Exercise 7 and write the cond.itional
places in the UK. lf l had been brought. up somewh":"' like beca use there were once 1,534 of them. lt was one of the
Saharan Africa, where l had to walk miles each day ¡ust a plant; a factory sentences ind.ividually, then check with a partner. Elicit tour largest lakes in the world. However, the two major
to fetch water, I'd obviously be a lot more conscious of brine ; salty water the answers from the whole class. rivers that feed the lake were diverted to irrigate fields,
water conservation. But I'm afraid I don't set a very good to be guilty; to do something wrong mostly to grow cotton. Unfortunately, the channels were
example - er ... 1 probably waste a lot - leaving the tap ANSWERS not well-made, and lost up to 75% of the water before
delta; the area where a river branches to go into the sea it reached the crops. By 2007, the Aral Sea was 10%
running when J brush my teeth and so on. Oearly we're wetlands ; areas of marsh, reeds and pools 1 lf we hadn't bought such a cheap dishwasher, we would of its original size, and had divided into four separate
not going to run out of water in the UK, but I know water use much less water.
a salt tlet » flat salty area of land (e.g. in Utah) lakes, and by 2009 there were really only two lakes left.
conservation is important. lf we ali used less water, the 2 lf someone had told me that washing dishes by hand 8ecause of this, the former fishing industry was destroyed,
water companies wouldn't have to use so much energy to dam ; to block a river uses more water, 1 would have used the dishwasher bringing economic hardship and unemployment. Climate
treating water to make it clean. And of course that would to divert « to have the direction of movement changed more. change also contributed to the problem, with hotter,
be more envirorunentally friendly. to irriga te; to water cultivated land 3 lf you had used a car wash in the past, you wouldn't drier summers and colder, longer winters. The Kazakhs
have wasted so much water. have been trying to remedy the situation, and by 2008
Speaker 2 (Gemal) a basin ; a bowl
lf automatic carwashes were not so expensive, 1 would
4 had managed to raise water levels, reduce salinity and
J'm not saying the idea of desalination plants is wrong. lf have used them more. encourage the return of fish.
desalination methods didn't exist, this country would not 4 ,S (2.2] Ask students toread through the questions to 5 lf we hadn't built a big swimming pool in the garden,
have been able to develop in the way it has. Nowadays focus their listening. Play the record.ing once or twice for we wouldn't use so much water.
we use water in our homes more or less as we want to. students to answer. Elicit answers from the class. 6 lf we didn't water the garden when it was cool, the Vocabulary and speaking
But J don't think we can continue like this. You see, the water would just evaporate away. 1 O Ask students to work with a partner to match the
waste from the desalination process is a kind of brine with 7 lf the United States hadn't tried to cultivate areas
ANSWERS with a desert climate, they wouldn't have a water verbs and nouns to form common collocations relating to
a dangerously high salt content ... which will eventually shortage. conservation. Elicit the answers from the class. Toen ask
destroy life in the sea. l am interested in discovering
1 probably one of the wettest places in the UK
2 He leaves the tap running. ll lf we hadn't seen a shocking TV programme about how students to tell their partner whether they have ever been
farming techniques that use salt water. There are grasses 3 lt leaves behind a kind of brine. much water is wasted, we wouldn't have changed our involved in any such actions, and if so how. Elicit answers
and other types of plant that can grow with sea water. lf 4 farming techniques for plants that can be grown with ha bits. from the whole class.
we were to use more of these, it would give our natural sea water
fresh water springs a chance to recharge. 5 lt has dried up and become a salt flat. ANSWERS
6 irrigating crops and drinking water
Pronunciation contractions in
Speaker 3 (Daniel) . . conditionals consume: energy / water I food / petrol
7 She collects rainwater for the garden, washes in a basin
Americans (and J'm as guilty as the rest) use water like conserve: energy /water/ food / petrol / forests
there is no tomorrow. 1 think it's well-known that the
and does the washing up every two days. 8 41, (2.3) Play the record.ing and ask students to listen preserve: food / forests
8 lf more people did what she does, then the situation and read, paying attention to the pronunciation of the
Colorado River doesn't reach the sea anymore. lf you would not have got so serious. protect: anima Is/ land / forests
had visited the area around the old delta in Mexico contracted forms. Then play the traclc again for students to
listen and re pea t. run out of: money I time I energy I water/ food / petrol
100 years ago - rich wetlands, ful] of wildlife - you'd save: money I time I energy I water/ petrol
5 Ask the class to comment on this question and d.iscuss
be shocked to see it now. lt's ali dried up, ... a kind of 9 Ask students toread the facts and make appropriate spend: money / time
salt flat. The reason is agriculture. The river has been any answers that come up.
cond.itional sentences about thern. They should do this
dammed and d.iverted in various places along its route waste: money I time I energy I water/ land / food / petrol
Grammar mixed conditional sentences ind.ividually, then checlc with a partner. Elicit the answers
to irriga te fields and provide enough water for people from the whole class.
living in the desert areas of Nevada and Califorrua. 6 Read the rubric with the class and do the example 11 Ask students to write sorne sentences, and then share
Unless we change the way we think about water and together. lf they find it d.ifficult, use page 165 of the ANSWERS thern with others. They can use the answers to Exercise
stop wasting so much, the river will carry on getting Student's Book to review cond.itional sentences before 9 as models for their sentences. Discuss sorne of the
students do the rest of the exercise. It will help them to 1 lf farmers hadn't used the water to irrigate their fields,
smaller. sentences and ideas as a whole class.
the Aral Sea wouldn't be one tenth of its original size.
Speaker 4 (Carmen) understand whether the clauses refer to pastor present 2 lf they didn't have so many golf courses, Las Vegas
if they change each cond.ition into a staternent, as in the wouldn't have to import so much water.
My water needs are the same as most people's, 1 think: example. Ask students to work in pairs, and then elicit
J have a small vegetable garden; 1 have to wash myself 3 lf fewer tourists visited Greece each year, there
answers from the class. wouldn't be water shortages on many of its islands.
and my clothes. 1 don't have to save water, but I want
4 lf 8ritain hadn't used its North Sea gas immediately, it
to, you know. 1 collect rainwater for the garden, 1 fill wouldn't have to import 50% of its gas now.
a basin to wash in rather than running the tap, I wash ANSWERS
1 b: past situation and past consequences.
'-- ----
my d.ishes every other day. But now goverrunents are
discussing big projec.ts for transporting water from 2 c: past situation with present consequences (1 wasn't Extra activity
one part of the world to another using huge pipes and brought up in Saharan A frica, 1 am not conscious of
water conservation) Extend Exercise 9 by asking students to create a chain of
tankers. J think if more people thought and acted hke 3 a: present situation, present consequences (we don't conditions, e.g. for sentence 2:
me, things would not have come to this point, you use less water, the water companies do have to use a lot lf they didn't have so many golf courses, Las Vegas
know. of energy) wouldn't have to import so much water.
4 e: present situation, past consequences (desalinatio�
lf people didn't play golf, there wouldn't be so many golf
methods do exist, the country did develop the way rt courses.
has)
5 c: past situation, present consequences (you didn't lf people didn't have so much money and time, they
visit the a rea 100 years ago, you aren'! shocked to see wouldn't play golf
it now) See how long a cha in of sentences they can make.
6 c: present (unreal) situation, past consequences (people
don't act like me, things have come to this point)

78 Unit 7
7a 79
 J •
UNIT 7 Natural resources UNIT 7 Natural resources

2 Ask students to discuss these questions in pairs and 6 Ask students to discuss these questions in pairs, then
7b The minister for no oil then tell the class what they think. Open it upas a whole share their ideas with the class for further discussion. 7c A world of its own
class discussion.
Grammar wish, would rather and if only Lead-in
Lead-in Reading 7 Read through the grammar box with the class and write
Personal response 3 Read the three statements with the class to focus sorne examples on the board (see Grammar note below). Personal response
Ask: What petroleum-based products do you use their reading, then ask them to read the text and answer. For further information and practice, refer to page 166 Ask students with closed books: Can you name the four
regular/y? Ask students to list the products and talk about Elicit answers from the whole class. Check any difficult of the Student's Book. Ask students to choose the corree! largest islands in the world? Elicit suggestions from
how they use them. (Petroleum, or crude oil, is used to option in the sentences individually, then discuss their the class and see what they come up with. (Answer: 1
language from the text (see Vocabulary notes below). Greenland, 2 New Guinea, 3 Borneo, 4 Madagascar. Great
produce petral for different fuels, oil for lubrication, oil answers with a partner. Elicit the answers from the class.
for heating, pesticides and fertilizers.) Britain is eighth.)
AN5WER
AN5WERS
b
Vocabulary oil 1 don't destroy 3 don't appreciate Reading
2 supported 4 won't 1 Read through the instructions with the class. Give them
1 Ask the class to look at the expressions in the box, and Vocabulary notes
say which ones they know. If the class are not familiar with two minutes to read the facts. Toen ask them to cover
madness = foolishness, a strange thing to do
many of these, ask groups to pick an expression and check Grammar note their books and ask and answer questions with a partner.
the meaning in a dictionary, then feed back to the class. biodiversity = the interlinking ecosystem of plants and
animals in the environment Wish is used to talk about something that you would 2 Read through the questions with the class to focus their
Read the Wordbuilding box with the class, and ask students like to be different to the real situation, in the present reading, then ask them to read the article and answer the
to look at page 59 of the Workbook for further information unspoifed = (also unspoilt) natural and original or the past. lt usually expresses a sense of regret that questions. Elicit answers from the class. Check any words
and practice if you feel it is necessary at this point. innovative = new and exciting things are not different. they are unsure of (see Vocabulary notes below).
to suspeet = to believe sorneongts d�ing something bad I wish we had more forests in this country.
AN5WERS =
to exploit to abuse, to use badly I wish we had not cut down ali our forests. AN5WERS
=
oil field the underground 'lakes' of petroleum (crude oil) to make a deal = to do business I wish peop/e would use their water more carefully.
the rosewood and ebony trees
=
oi/ refinery the factory where petroleum is turned into a spokesperson = a representative who talks to the media Wish can also express a sense of anger or irritation: 2 lt is cut down with great difficulty, shipped down the
petral - impurities are taken out of it I wish you wouldn't waste so much water/ rivers, and then on to China (for lurniture) and western
an initiative = a plan, a project
oil reserves = the amount of oil left underground For strong wishes we can use if only: Europe (for musical instruments).
to absorb = to take in 3 the collection of medicinal plants; guiding tourists to
oil rig = the platform on which equipment is put to extract lf only we had more forests in this country!
u11dersea or underground oil (drilling rig) lf onfy we had not cut down al/ our forests! see lemurs; visiting a wild orchid conservatory
4 Ask students to read the four questions to focus their
oi/ slick = the layer of oil en water when there has been lf only people wou/d use their water more carefully!
reading, then read the text again to find the answers. Elicit
an oil spill the answers from the whole class, having ene student read Would rather is used to say what you would prefer to do, Vocabulary notes
oil tanker = the enormous ships which are used to or what you would prefer someone else to do. This usually
a question and another answer it. unique = there is only one thing like it
transport oil expresses a real possibility and is more neutral than wish.
a lemur = a special type of primate found only in
oil we/1 = the hale in the ground which goes down to the I would rather cyc/e to work than take the car.
AN5WERS Madagascar
oil lields and through which oil is extracted I would rather they planted more trees on the /and.
The photo shows an oil relinery. 1 Because Ecuador is quite poor, and the oil money would a logger = a person who cuts down trees
have helped the economy. to harvest = to collect a crop
2 Because it was hall of the total value ol the oil.
8 Ask students to choose the correct forms individually,
3 Only a lew countries have shown an interest and only and then check with a partner. Elicit answers from the tension = stress or aggression
Extra activity whole class as complete sentences.
Germany has promised any money. to deplore= to express disapproval
Ask students il they can think el any other nouns which 4 They are very pleased by it. slash-and-burn = the cutting and burning of trees and other
have many words which collocate with them. As an AN5WERS vegetation in order to planta crop In the space cleared
example you could give them the words farm or book
and ask them to think el as many collocations as possible 1 would stop 4 had 7 had taken, work to reverse = to change back
Background note 2 hadn't cut down
(farmhouse, farm buildings, farm animals, farm worker, 5 didn't have 8 would wake up hardwood = wood of deciduous trees as opposed to
farm /abourer. farmyard, farm produce; bookshop, Ecuador is a democratic republic el 15 million people 3 walk, went 6 muid speak conifers (pine trees)
bookshelf. bookcase, bookends, book token, booksta/1,
in South America. Ecuador is the Spanish word for the
a cyc/one = a strong tropical storm
equator. lt is bordered en the north by Columbia, to the
bookworm).
east and south by Peru, and to the west by the Pacilic Speaking a rosewood tree = a tropical tree giving hard, dark wood,
Ocean. The Galapagos lslands, 1,000 km to the west, are 9 Ask students to write their sentences, then read them to with a rose-like scent
Background note also part of Ecuador. Ecuador has the greatest biodiversity a partner. Elicit answers from the whole class. an ebony tree = a tropical tree with very dark, hard wood
per square kilometre of any country in the world, and in sacred = holy, having religious signilicance
Petroleum (otherwise known as crude oil) is a naturally 2008 was the first country in the world to build a clause
occurring substance which lies under the surface of the about the rights of nature into its constitution.
5AMPLE AN5WER5 back-breaking work = extremely hard physical work
earth. The world extracts it from many places, but the 1 1 wish I had enough money to buy a new car. a hand axe= a small tool used for cutting wood
three main producers are Saudi Arabia, Russia and the lf only my car didn't use so much petrol.
5 Ask students to complete the sentences individually, to erode = to move the earth or rock by constant water or
USA, with lran, China and Canada next, but producing less 2 lf only my company gave me more holidays.
wind on it
than hall as much as the blg three producers. The world then check their answers with a partner. Elicit the answers I wish my company gave me more holidays.
uses more than 30 billion barreis (= 4.8 cubic km) every from the class as complete sentences. I would rather work for a company that gave me more to silt up = when earth is washed down a river and blocks it
year, for a variety of purposes. The USA uses around 20% holidays. bleak = bare and unattractive
of ali oil produced. 3 1 wish I had more time to do sorne exercise.
to be obsessed = to think about only one thing
AN5WERS 11 only I got home earlier in the evening.
1 biodiversity 3 Petroecuador 5 appreciate I would rather get home earlier in the evening. a conservatory = a glass and iron construction for keeping
4 exploit 6 long-term plants in
2 reserves
mafia= organised criminals

7c 81
80 Unit 7
 UNIT 7 Natural resources UN IT 7 Natural resources

3 Ask students to complete the sentences individually, A: Mrrun ... well, 1 don't accept that. 1 used to believe in
then check with a partner. Elicit the answers from the class 7d The climate change debate Pronunciation sentence stress
clirnate change, but the last few winters here in the UK
as complete sentences. have been much colder than normal. To be honest with 6a 11, [2.5] Ask students to read the sentence and think
Lead-in you, I' d believe it more if I wasn't getting up in the about how it sounds. Toen play the recording a couple
ANSWERS rnoming and scraping ice off the inside of rny windows
Personal response of times for them to listen. Toen ask thern to repeat it
1 c 2 a :3 b 4 a 5 c 6 c 7 c e b rather the outside. chorally and individually.
Ask: How do you think people can be made to understand
environmental problems like those in Madagascar? Elicit E: Yeah, but that's not the point, Andy, is it? You know,
regional ternperatures may be lower, but average global 6b 4, [2.6] Ask students to underline the stressed
Critica! thinking emotive language sorne suggestions from the whole class. words in the four sentences individually, then check with
ternperatures carry on rising.
4 Read through the rubric and the phrases with the class. a partner. Elicit suggestions frorn the class without saying
Ask thern to find the words in the text individually, then J:
Mrrun ... Look- there's no doubt that the weather's whether they are right or wrong (you could write the four
Real life making your point changíng, but I don't believe it's a rnan-rnade problem.
check with a partner. Elicit the answers frorn the whole sentences on the board and rnark where they say the stress
class. 1 Read through the words in the box with the class and It's just part of a natural weather cycle. Yeah, 1 know falls). Toen play the recording and check, and correct
check that students understand their rneaning before they you'll say, 'Oh, that's just your excuse to drive a big car what is on the board, if necessary.
discuss the issues in pairs (see Vocabulary notes below). and fly to exotic places for your holidays,' but actually
ANSWERS
that's not the reason. 1 don't believe it sirnply beca use ANSWERS
1 unique ecosystems I exceptional riches Vocabulary notes no scientist has successfully proved it yet.
2 desperate situation I caught in a trap 1 We don't knl2lol that we're causing it, but sorne people
:3 alarmed / deploring CO, emissions » giving off/ producing carbon dioxide R: We're approaching this debate ali wrong by saying it's say we mjght be.
4 to rob the forests fossil tuels » coal and oil a big environrnental problern that we need to address. 2 ... scraping ice off the i.midJ! of my windows rather than
5 precious / majestic global werminq « the idea that the Earth's temperature is Beca use it's not justan environrnental problern. lt's an the�.
6 bleak landscape I the rosewood mafia increasing economíc problern, a social problern, even an ethical :3 � temperatures may be lower, but average
problern. � temperatures carry on rising.
the greenhouse effect: a lot of ffle radtatton from the
4 Because it's IlQljust an environmental problem. lt's an
5 Ask the class to discuss their ideas about the language Sun which warms the Earth is bounced back away from 3 4, [2.4] Ask students toread through the box to =mil: problem, a �problem, even an .e1blrn
the Earth, but so-called greenhouse gases (water vapour, see the phrases they need to complete. Toen play the problem.
used, and answer the questions. carbon dioxide, methane and others} trap the warmth recording again. Play it again if necessary. Elicit answers
and send it back to Earth, so raising the temperature. lt is frorn the class as complete phrases.
Vocabulary strong feelings rather similar to what happens in a greenhouse.
7 Read through the whole rubric with the class and then
6 Ask students to work in pairs to replace the words in natural weather cycle: the natural variations in weather, ANSWERS ask thern to get into pairs to choose a topic and work out
bold with more ernotive ones. including warming and cooling, from one period of time
to another. 1 you were losing your their arguments in favour of that solution. Suggest that
Elicit the answers frorn the class as complete sentences. 2 am happy to be a little more careful they rnake notes to help thern la ter. Also, suggest they
:3 the weather's changing think about what others rnight say against their argument
2 11, [2.4] Ask students toread the instructions, then 4 in climate change and decide how to defend it. When they are ready, ask
ANSWERS
play the recording for thern to put a tick or cross next to 5 no scientist has successfully proved it yet pairs with different solutions to get together and discuss
1 unique 5 majestic the names. If necessary play the recording again. Elicit the 6 it's a big environmental
2 desperate 6 back-breaking their ideas. Circula te and monitor their arguments for
answers frorn the class. la ter cornmen t.
:3 deplores 7 bleak
4 rob e obsessed with
ANSWERS Extra activity Homework
1 Erika: doesn't know :3Jane:/< Refer students to the audioscript in the back of their
7 Read the rubric with the class, then ask students 2 Andy: /< 4 Ralph: doesn't say Ask students to write up their arguments into a 100-150
Student's Book (page 178), and play the recording while word paragraph.
to work in pairs to write a description of a place or students fo/low. Then play it again and pause after the key
cornmunity needing protection. They could do this for
hornework, in order tp be able to do sorne research. When
Audioscript 'i [2.4]
phrases in the box for students to repeat them chorally
and individually. After that, ask students to practise saying
the texts are complete, they can read thern to the rest Erika; A: Andy; J : Jane; the different sections in pairs, and help each other with
E : R: Ralph their expression.
of the class (or if you have a big class, divide thern into
srnaller groups of four or five pairs). A: Erika, what do you think about all these people
who say that there's no proof that clima te change is
rnan-rnade? 4 'i
[2.4] Read the list of techniques the speakers use
E: OK, 1'11 tell you rny position. l don't know if clirnate with the class. Ask thern to listen and say who uses what.
change is rnan-rnade and I'rn not sure anyone can say for
sure. Let me give you an example ... urnm ... an analogy. ANSWERS
Imagine you were losing your hair and l told you a Andy (ice on the inside of windows}
tha t sorne peo ple had found tha t if they a te a banana b Ralph
every day it prevented hair loss. Even though you had e Erika
no proof it worked, you would probably try eating a d Erika (banana example} and Andy (illustration of ice on
banana each day, wouldn't you? Well, it's the sarne with the windows}
• Jane (/ know you'/1 say ... }
global warming. We don't know that we're causing it,
but sorne people say we rnight be with all the fossil fuels
we bum. And I, for one, am happy to be a little more
careful in how l pollute in case they're right.
5 Ask the class to cornment on these questions about
what was rnost effective.

82 Unit 7
7d 83
 J J l j

UN IT 7 Natural resources UNIT 7 Natural resources

Writing skills giving vivid examples Videoscript

7e Waste of energy 7f Galapagos energy
Sa Ask students to find the examples about lights and Part 1
towels and elicit them from the class, Before you watch 00.09-00.16 In splendid isolation, animals on the Galapagos
Lead-in evolved into urúque species found nowhere else in the world.
1 Students work in groups. Ask them to look at the photo
Personal response ANSWERS 00.21-00.30 This archipelago of 13 main islands is a thousand
and discuss the questions. Take feedback from the class.
Ask: When was the /ast time you wrote a letter with a pen kilometres or six hundred miles from the coast of Ecuador.
lights that are left on ali night, towels that are used once
on paper, and posted it? Elicit answers and details from and then sent to be washed 2 Ask students to read the summary and complete it 00.32-00.37 Remote, contained, a world unto itself.
the class, and encourage them to ask questions (e.g. Who using the corree! form of words from the glossary. 00.42-01.04 Alan Jye Toe cliché about Gala pagos of
was it to? Why did you write it? When did you send itn. course is that it's a living laboratory of evolution. And the
Sb Ask students to find the examples of energy waste ANSWERS volcanoes, their eruptions, actually show us that. You can see
and then elici t them from the class. how the plants and animals have developed in these areas either
1 haven 3 mainland 5 conservationists
Writing a letter to the press 2 skyrocketed 4 emissions
side of a lava flow created by an eruption.
1 Ask the class to answer these questions as a 01.06-01.12 But an alien species has invaded this tropical
ANSWERS haven: humans.
continuation of the lead-in activity. Discuss why they do /
don't read the letters pages of newspapers.
1 shop doors wide open blowing hot air into the street While you watch 01.13-01.19 ... They've been living here for more than a
2 fuliy-lit office buildings when the workers have left century. But in the past few decades, tourism has skyrocketed.
3 enormous flashing advertising screens 3 Play the whole of the video for students to check their
2 Read the three questions with the class to focus their ideas from Exercises 1 and 2. 01.24-01.38 And workers from the main!and have followed
4 a cooling cabinet in the supermarket that is completely
reading, then ask them to read the letter and answer the in their wake to open businesses and provide services.
open 4 Give students time toread the questions. Toen play the
questions. Elicit answers from the class. Sorne estímate the permanent population on the islands has
first part of the video (to 02.41) for them to answer. increased by as much as 300%.
6 Read the rubric and the example with the class, then 01.40-01.49 Lauren 5purrier In the 1980s there was a
ANSWERS
ask srudents to expand on three mor� phrases in the same ANSWERS local population of about 3,000 people living here in the islands
1 Mr V. Dupeyrat
2 to comment on the way that energy is wasted in way individually. Elicit examples from the class. 1 Because the islands were isolated, a thousand and today we have a local population of more than 25,000
kilometres from the mainland. people.
different situations
3 The letter uses various rhetorical devices quite SAMPLE ANSWERS 2 lt's a living laboratory of evolution. 01.52-02.06 Tourism brings much needed revenue but ali
3 On different sides of a volcanic eruption, plants and these people generate pollution through veh.icle em.issions and
effectively to persuade the reader: 1 trains which are never on time
animals have evolved differently. :::::�h�onsumption. And l!ke almost ali humans, they create
- rhetorical questions (why stop with hote/s? Would it 2 mobile phones that ring loudly in public places
4 more than a hundred years
not be better to mentían ... ) 3 TV shows about cookery / house makeovers I reality
5 from 3,000 to 25,000 (700%) 02.08-02.13 Conservationists worry the newcomers are
- strong language and exaggeration (mind/ess waste, shows
6 lt brings in money. having an adverse impact on the old-ti.mers.
overheated rooms, wide open, ful/y-lit enormous, 4 supermarket food that has too much packaging
5 computer programs which crash the first time you use them 7 lt killed 60% of nearby iguanas, but it made people 02.17-02.28 Recently, an oil tanker ran aground t,ying to deliver
complete/y open) aware of the dangers of poliution. fue! to the Galapagos, creating a spill that eventually killed an
- repetition (In the morning I wa/k ... At night I walk ... ; estimated 60 per cent of nearby iguanas. .
past ... past ... ) 7 Ask students to choose a topic from Exercise 6 and 5 Give students time to read the list, then play the second 02.32-02.39 Researchers now say even a small amount of
- the presentation of a series of personal examples write a letter based on the model in Exercise 2. They could part of the video (02.42 to the end) for them to tick the pollution can harm the island's legendary species.
foliowed by impersonal 'facts' do this for homework. When the letters are ready, ask things they see. Part2
- the example of speed limits to iliustrate the need for them to exchange them with a partner for comment (see 02.42-03.25 Fortunately, the oil spill tumed out to be a
legal measures below). ANSWERS wake-up call.
8 Ask students to comment on the organisation of their We see everything excepta bird with a red beak and a Now, with a series of ambitious projects, conservationists
turtle (we do see a tortoise). and corporations are working together with the Ecuadorian
3 Ask students to decide on the organisation of the letter partner' s letter, their use of examples and how persuasive govemment to minimise human impact.
individually, then check with a partner. Elicit answers it is.
6 Give students time to read the questions. Toen play Toe goal is to end the use of fossil fuels on the Galapagos in the
from the whole class. next decade and to use only renewable, non-polluting energy.
the second part of the video again for them to write the
answers. In terms of conservation, as well as appearance, the islands
ANSWERS would be 'green'.
1 c 2 a 3 d 4 b An example, tlús modem oil depot replaces a rusty relic that was
ANSWERS about to fa!! into the sea.
1 to stop using fossil fuels and use renewable, clean Contaminants in the fuel are removed to reduce pollution.
Word focus better energy, which wili reduce our impact on the environment 03.26-03.38 William Reinert Toe more we can work
2 a a modern oil depot which removes contaminants in together to provide ad vanced fue! so we can get closer and doser
4 Ask students to find ali the examples of phrases with the fuel to zero emissions vehicles, the more we can do that, the more we
better in them in the letter individually, then check with a b an ultra-modern petrel station with barriers to can approach the idea of a zero footprint.
partner. Elicit the examples from the class - you may want contain leaks
03.40-03.56 An u!tra-modem petrel station has barriers to
to write them on the board. Toen ask students to match e a plan to use cleaner boat engines and low emissions contain leaks.
the phrases with the five definitions. vehicles instead of cars
d a World Wildlife Fund recycling campaign There's an ambitious plan to convert boat engines to cleaner and
more efficient models and to replace cars on the islands with low
ANSWERS em.issions vehicles.
1 would it not be better to mention (c) After you watch 03.58-04.13 A World Wildlife Fund recycling campaign is
2 advertisers try to go one better than their competitors (d) 7 Students work in pairs to roleplay an interview with teaching islanders about the importance of keeping their domain
3 they should know better (a) pristine.
Leopoldo Bocheri More according to the instructions.
4 we had better increase its price (e) Lourdes Peñaherrera and her fami!y have won a World Wildlife
5 we would ali be better off if (b) 8 Students work in groups to discuss the questions. Fund awa.rd for reducing the amount of waste they produce.

84 Unit 7 85
 Natural resources enews
04. 15-04.29 'Not only us, but the whole community has UNIT 7 Review
to recycle,' she says. 'lt's to protect the enviro�ent. Almos!
everybody in our neighbourhood does it now. Lead-in 3 Ask the class to answer the fírst question as a whole
Grammar class. Ask them then to look at the six examples
04.33-04.42 Conservationists say hurnans will continue to Personal response
have an impact on the Galapagos but that combined efforts may 1 Ask students to discuss the question in pairs. individually before discussing them with a partner. Elicit
Ask a series of questions about students' newspaper habits: the answers from the class.
help keep destruction in check. 2 Ask students to read the two questions to focus their Do you read a newspaper? Which one? Where and when
04.43-04.57 'lt's a big challenge because we need many
reading, then read the blog. Elicit answers from the class. do you read it? Do you read it in print or online? What do
resources.' says one of the islands' mayors. Check their understanding of the language. you read? Elicit answers and encourage discussion about it. AN5WERS
'We need our people to cooperate and we also need intemational The Chinese parents story is soft news.
organisations to help with conservation.' celebrity gossip: soft news
04.59-05. 15 Naturalist Charles Oarwin once called the
AN5WERS 1 Ask students to match the two halves of each sentence
about news. Elicit answers from the class. Ask students to new housing: soft news
islands a 'little world within itseli'. They are aware of global environmental problems .
(e.g. deforestation), but they are not aware of how their discuss the meanings of the three English sa yings. Toen political scandal: hard news
Now the rest of the world has arrived.
own actions affect the world situation. ask them to translate back any sayings about news from interest rates: hard news
They can be the ruin of the Galapagos, or, perhaps with a united their mother tongue(s). travel feature: soft news
effort, they could be its salvation.
3 Ask students to choose the corred forms of the verbs science story: hard news
individually, then check with a partner. Elicit answers AN5WERS
from the class as complete sentences. Good news doesn't sel/. ( = newspapers make money Extra activity
out of disasters, deaths and accidents, not out of the
nice things that happen in life) Ask students to tell a recent news story they have read
AN5WERS
2 Bad news trave/s fast. (= we tend to hear about bad or heard about. Elicit stories from students and ask them
1 will say 4 switch 7 would know whether they are soft or hard.
e had had things sooner than good things)
2 would stop 5 would bi:,_ :3 No news is good news. ( = when you hear nothing, it
:3 leave 6 had been 9 taught
usually means that the situation is OK - this can be
related to the first saying)
Vocabulary
4 Ask students to find the odd one out.
2 11, (2. 7) Ask students to work in pairs to look at the
photo and caption and answer the two questions. Elicit
possible answers from the class, without saying what is the
AN5WERS correct answer. You might write their suggestions on the
1 waste: the other three are about protecting things board for la ter reference. Play the recording for students to
2 natural: the other three are about quantity check their answers. Discuss the real answers with the class.
:3 oil slick: the other three are all equipment
4 minerals: the others are ali in the atmosphere
AN5WERS
5 tall: the other three are ali extreme adjectives
1 to be near their children during their first days at college
2 beca use they can't afford to sleep in a hotel
5 Ask students to work in groups of four to discuss two
natural resources. Audioscript 11, (2. 7J
Real life N = Newsreader; MC = Martha Cash
6 Ask students to work with a partner to decide which N: And in China, hundreds of parents of first-year
speakers agree and which disagree with the statement. students at the University of Wuhan have been
Elicit answers from the whole class. sleeping on the floor of the university's gym so that
they can be near their children in their first anxious
AN5WERS days at college. As Martha Cash, our Far East
1, 2, 3 and 4 disagree, 5 partly agrees corresponden!, reports.
Me: China's policy of urging farnilies to have only one
child has meant that parents, already arnbitious for the
7 Ask students to decide which of the techniques the success of their children, become even more intensely
speakers use in Exercise 6 to make their point. focussed on helping a single son or daughter to make
it in the world. Going to university is of course seen
AN5WERS as a necessary first step in this joumey, but most
1 a 2 c :3 d 4 e 5 b Chinese farnilies are not particularly well-off and they
often make great sacrifices to support their children.
So staying in a local hotel during their children's first
8 Ask students to prepare a two- or three-sentence days at college is not really an option. That was how,
statement like the ones in Exercise 6. on a recen! visit to Wuhan in the centre of China,
we witnessed this extraordinary scene: a mass adult
Speaking sleep-in on the university gym floor. It seems odd
9 Ask students to work in groups of four to discuss the to us in the West to find parents so involved in their
three issues raised. children's education and lives when they are already
adults, but asan expression of parental concern, you
can't help but be impressed by it.

87
86 Unit 7
 •
j
UNIT 8 The news
UNIT 8 The news

Background notes Grammar note

Sa Alife revealed Sb And finally ...
Steve McCurry is an American photojournalist. born in Remind students about the other necessary changes in
1950. He is best-known for his photo The Afghan Girl changing direct to reported speech, as well as verb tense.
which appeared on the cover of National Geographic Pronouns and possessive adjectives:
Lead-in
Lead-in magazine in 1985. In order to report on the Afghan war Personal response
'My car doesn't work.' She said (that) hercar didn't work.
Personal response situation, McCurry had disguised himself in local clothes Ask students about their experience of radio and TV news,
Ask: Are you interested in other people� /ives? =
you . in order to cross the Pakistan border into rebel-held Places:
e.g. Are there any programmes you particular/y like 7 Why?
ever read biographies, or newspaper and magazine srtides Afghanistan just before the Russian invasion. He sewed 'l live here.' He said (that) he lived there. Elicit responses from the whole class about programmes
about people? Why / why not? Elicit sorne answers from his rolls of film into his clothing in order to get them Times: they regularly watch, newsreaders they like and so on.
the whole class, and encourage questions and comments. back safely. McCurry has won many prizes for his colour Encourage questions and comments.
'We're going tomorrow.' They said (that) they were
photography, including the coveted Robert Capa Prize for going the next day.
Best Photographic Reporting from Abroad.
'Mike arrived yesterday. • He said (that) Mike had arrived Vocabulary the feel-good factor
Vocabulary photography Sharbat Gula (born c. 1972) was orphaned by Soviet
the day before. 1 Ensure students are familiar with the adjectives in the
bombing in Afghanistan. She was sent to the Nasir Bagh
1 Ask students to read the quotations and find the words. refugee camp in Pakistan in 1984, where McCurry met box; quirky (meaning unusual, eccentric and different)
They can then check with a partner before you elicit them and photographed her. In the late 1980s she married 1 Read through the forms and examples in the grammar may be a new word for them. Ask them to decide which
from the class. Rahmat Gal, and they returned to Afghanistan in 1992. box with the class. If you feel they need more information adjectives fit into the spaces individually, then compare
She has three daughters: Robina, Zahida and Alía - a and practice, refer to page 167 of the Student's Book. Toen their ideas with a partner. Elicit answers from the whole
ANSWERS fourth girl died in infancy. McCurry tried to trace her ask students to report the sentences individually, and class as complete sentences. Read the Wordbuilding box with
unsuccessfully several times in the 1990s. He didn't find check with a partner. Elicit the answers from the class. the class and elicit sorne examples of -ing adjectives made
photograph: shot, snapshot. picture her until 2002. Her identity was confirmed by biometric
parts of a camera: shutter, lens Note that different object pronouns are possible. from verbs (e.g. interesting, terrifying, worrying). Look at the
technology, matching the patterns of her iris to those in .
what a camera does: record, caught on film, takes a shot the photo. McCurry took more ¡¡hotis of her for the Apnl information and exercises on page 67 of the Workbook if
2002 Nationa/ Geographic magazine, and a documentary SAMPLE ANSWERS you feel they need more practice.
2 Ask students to comment on the quotations as a class. called Search for the Afghan Girl was released in March 1 She complimented him on his amazing photos.
2002. Beca use of Sharbat Gula, National Geographic set 2 She encouraged me to do this professionally. ANSWERS
upa charitable organisation called the Afghan Girl's Fund, :3 She accused her of being far too modest about her own 1 optimistic I encouraging 4 quirky
Reading aimed at educating girls and young women from the talents. 2 amusing 5 appealing, charming
3 Ask students to look carefully at the two photos, and country; in 2008, this was renamed the Afghan Children's 4 She suggested I went on a proper photography course. :3 inspiring
then answer the questions with a partner. Elicit answers Fund, and was widened to include boys. 5 She promised to introduce me to her friend who is a
from the class without saying whether they are right or wildlife photographer. 2 Read the rubric and the example with the class, then
6 She apologised for not having introduced me to him sooner. ask them to think of a news story to tell their partner. Ask
wrong. Toen ask students to read the article and check Grammar reporting verbs 7 She urged me to enter the photo competition in
their answers. Elicit answers 2-4 again in the light of the sorne students to tell theirs to the rest of the class.
5 Ask students to find the sentences in the article National Geographic.
reading. Check that students are familiar with ali the 8 5he offered to lend me her camera if 1 didn't think mine
words and expressions (see Vocabulary notes below). individually, then complete the sentences and check with Listening
a partner. Elicit the answers from the class as complete was good enough.
3 'I, [2.8] Ask students to have pen and paper ready to
sentences. Ask students what the two basic forms are
Vocabulary notes 8 Ask students to do this activity individually. They malee notes on the four news stories they hear. When they
that follow the reporting verbs (the infinitive with to,
should check with a partner before you elicit the answers have finished, ask them to get into threes to compare their
a refugee = a person who leaves their home to seek preposition + -ing). from the class as complete sentences. Check students know notes. Elicit ideas from the class about the key points of
refuge (safety) somewhere else the meanings of the words (see Vocabulary notes below). each story. Check students understand the key words on
to stare = to look with a fixed expression for a long time ANSWERS the recording (see Vocabulary notes below).
iconic = well known and a symbol 1 to let 4 to return 7 to give
ANSWERS
intense = very strong 2 thinking 5 to fetch 8 about having Audioscript t, [2.8]
1 of being 5 to pose 8 to asking
:3 not to ignore
carefree = without worries or problems __6_f_o__fo_r_c
r _n_g
i _ 2 doing 6 to let 9 to talk And finally ... lt was thought that the large blue butterfly
:3 for doing 7 on being 10 getting
to erase = to rub out, to remove was extinct in Britain, but it seerns to have made a
6 Read the rubric and the example with the class. Ask 4 to take
remarkable retum. Toe large blue, which disappeared 30
weathered = made brown and hard by the weather
students to work in pairs and decide what actual words
to blame = to say who or what was responsible years ago, is only found in certain fields. What these fields
were spoken for the speech reported in Exercise 5. Elicit Vocabulary notes have in common is that their grass is very short, because
to force someone out= to make somebody move away the answers from the pairs, having one student read the
ethics = moral correctness (opposite = unethical) rabbits, sheep and cows graze there. Originally it was
from where they were reported version and the other the actual speech.
sneaky = in a cheating or crafty way believed that greedy butterfly hunters had killed off the
to f/ee = to run away to escape something bad
large blue butterfly, but it is now agreed that changes in
to beg = to ask people for help ANSWERS a telephoto lens = a lens that makes distant things bigger
farming techniques were responsible for its decline. As a
to bring up children ='"to raise, to help them grow up 2 1 don't think this picture will be anything special. to pose = to get into a particular position for a photo result of recent efforts to protect its natural habitat, it is
:3 Don't ignore the victims of war.
estimated that around 20,000 of these beautiful creatures
4 Please return to Pakistan.
4 Ask students to complete the sentences individually, 5 1 will fetch her from her home in the Tora Bora mountains. Speaking will be seen in the British countryside this summer.
then check with a partner. Elicit the answers from the class 6 The war torced us out of our homeland. 9 Ask students to discuss the questions in groups of four. And final] y, researchers believe they ma y ha ve found a
as complete sentences. 7 Please give us food and blankets. cure - or at least sorne relief - for the common cold. In
8 1 haven't hada hard life. Homework tests it was reported that people who started talcing zinc
SAMPLE ANSWERS at the first signs of a common cold got well sooner. There
Ask students to write 100-150 words entitled 'My
1 she had never been photographed before. Experience of Photography' stressing that this can be about have been many previous studies into the effectiveness of
2 nobody knew who the girl was. them as a photographer or as photographer's subject. zinc but they were inconclusive.
:3 he had not seen her for seventeen years. Toe new study, involving over 1,000 people of various
4 it is very hard. ages, found that on average people who took zinc

8b 89
88 Unit 8 -
 ,n • rne news

supplements recovered from their colds one day earlier 5 Ask students to work with a new partner (not one the recording and discuss what they heard. Finally, ask
than those who took nothing. Toe effectiveness of zinc they worked with for Exercise 3) and retell the stories. what rules they can make.
in preventing a cold in the first place was less certain, Toen discuss what they thought of them, according to the
Se From hero to zero
although it was said that those who took it regularly questions. Elicit responses from the whole class. AN5WERS
suffered less serious symptoms than those who didn't. lt was .iilid. that none of the previous studies had mn a Lead-in
And finally, believe it or not, eating chocolate might be Grammar passive reporting verbs clear answer.
Personal response
good for you after all. In the past it was thought that eating 6 Ask the class to answer the two questions about the lt is� that 100,000 chocolate bars have been li2ld in Ask: What has your experience of flying been like 7 Tell us
sweets would result in tooth decay and putting on weight. sentences from the text. Read through the grammar box the first week.
sorne good and bad things that have happened to you on
But now it is claimed that a new chocolate bar, invented with the class. If you feel students need further explanation Rule: auxiliary verbs like is, was, have, hadare not stressed. planes. Elicit sorne stories from the class, and encourage
by the world's largest chocolate maker, can actually slow and practice, turn to page 167 of the Student's Book. others to ask questions and comment.
the ageing process of your skin. Toe special chocolate Sb Ask students to practise saying the five sentences in
contains antioxidants, which help hydrate the skin and AN5WERS pairs, and check each other's pronunciation. Circula te and
monitor their pronunciation and stress. Reading
fight wrinkles. Toe market for healthy foods has grown by 1 We think that the large blue butterfly is extinct.
over five per cent a year in recent years and it seems now We estímate that we will see 20,000 large blue 1 Ask students to read the headlines and discuss their
9 Read the rubric and example with the class, and
that even the sellers of traditionally unhealthy snacks are butterflies this summer. content in pairs. Elicit suggestions about what happened
then ask students to change the sentences in.to passive
trying to get in on the act. However, doctors have warned 2 first sentence: said in the past from the class, without saying whether the ideas are
reporting sentences with it individually. They can check corree t.
against rushing out to buy extra chocolate - good skin and second sentence: said in the present
with a partner before you elicit answers from the class.
chocolate are not generally natural partners, they say. 2 Ask students to read the story and compare it to their
And finally, Costa Rica today has the honour of being AN5WERS version(s) in pairs. Did any pairs come up with the right
named the world's happiest nation. According to the latest 2 Thirty years ago it was said that the large blue was a story? Check that students understand the key vocabulary
Note how the same stem (/t was thought) can introduce
Happy Planet lndex, it is said that Costa Rica has the best common species. (see Vocabulary notes below).
ideas related to past, present and future, depending on
balance of human well-being - that is to say, good health, the tenses used in the main parf'of �e sentence. Note also 3 lt was said that hunters had caused the butterfly to die out.
a long life, low levels of poverty - and a low ecological that in passive reporting structures, the speaker (agent) is 4 lt was thought in the past that Costa Rica was a poor Vocabulary notes
footprint, in other words the amount of natural resources it almost always unimportant and not mentioned; for this country.
uses. In fact, Latin American countries took nine of the top reason these structures are frequently used when we want 5 lt is claimed that taking zinc helps if you have a cold. to freeze = (of a person) to be una ble to move or act,
ten places, while richer, so-called developed countries, like to avoid saying who the speaker is. 6 lt was said that none of the previous experiments had usually through fear
been conclusive. a vil/ain= a wrong-doer, a criminal
the US at number 74, were much further down in the list.
7 lt was claimed that eating the new chocolate would ultimately = in the end, finally
7 Ask students to work with a partner to find and underline improve your health.
Vocabulary notes----- passive reporting verbs in the audioscript on page 179. Elicit risky = quite dangerous
8 lt is known that eating too much chocolate is actually
extinct = a species which no longer exists the list of verbs from the class. Toen ask students to decide bad for you. a runway = the place where an aeroplane lands and takes off
to graze = to eat the grass in a field when the reporting happened and when the event happened to skid = to slide a long the ground out of control
for each example. 1 O Ask students to use the cues to make passive to gossip = to talk about somebody behind their back
greedy = wanting too much reporting sentences. Elicit the answers from the whole incompetent = unable to do a job
a cure= a way to make an illness better class. Toen ask students to discuss in pairs how true they
AN5WERS a mayday cal/= the emergency cal! for help
a supplement = something extra think the statements are. Elicit answers from the class,
it was reported that peop/e who started taking zinc at to evacuate = to get people out of a place of danger
inconclusive = not showing a clear result with reasons why they think they are true or not. Finally,
the first signs of a common co/d got we// sooner to ban someone from doing something = to legally
to prevent = to stop something happening reporting - past event - past (same time as report) their suggestions can be checked on page 155.
prevent someone from acting in a particular way
symptoms = the outward signs of being ill (e.g. headache, 2 it was said that those who took it regular/y suffered /ess to be betrayed = to have no support from others
serious symptoms than those who didn't AN5WERS
high temperature) wrongdoing = the act of doing something wrong
reporting - past event - past (same time as report) lt is believed that chewing gum when you peel onions
tooth decay = when teeth go bad a rumour = an unofficial story
3 it is claimed that a new chocolate bar ... can actual/y prevents you from crying.
antioxidants = substances which stop the effects of s/ow the ageing process of your skin 2 lt is said that Google's name originally carne from to reduce the flap setting = to move the flat parts on the
oxidation inside the body reporting - present event - present 'Googol', meaning a number with 100 zeros. edge of the plane's wing down (the flaps are moved up
to hydrate = to stop from drying out 4 it is said that Costa Rica has the best balance of human 3 lt is known that laughing regularly increases lile and down to help the plane take off and land)
a wrinkle = a line in the skin, usually a sign of getting older we/1-being expectancy by up to ten years. to take vo/untary redundancy = to leave employment of
reporting - present event - present 4 In 2008 it was reported that air pollution in the US had your own choice
an ecologica/ footprint = how much pollution you create 5 it was believed that greedy butterf/y hunters had ki/led fallen by 40 per cent since 1980.
and resources you use off the large b/ue butterfly 3 Ask students toread through the six statements and
5 lt was claimed recently that scientists studying the Zebra
reporting - past event - past (before reporting) fish had discovered a way for the human heart to heal decide if they are true or false - they should reread the
4 4, [2.8] Ask students to read through the four gapped 6 it is now agreed that changes in farming techniques itself. relevant sections of the text if they are unsure. Ask them
texts to focus their listening. Play the recording for them were responsib/e for its decline 6 In 2011 it was reported that a man whose house had to check with a partner before you elicit answers from the
to listen and complete the summaries. reporting - present event - past been crushed by a huge rock in the New Zealand class: have them read out the statement befare they say if
7 it was thought that eating sweets would result in tooth earthquake had sold the rock for $10,000. it is true or false, and if possible correct the false sentences.
decay and putting on weight
AN5WERS reporting - past event -future (relative to report)
Writing and speaking AN5WERS
1 large blue butterfly was extinct, it has made a return,
many more of them 11 Ask students to work in groups of three to write their 1 F (he let his co-pilot take the controls while he adjusted
2 a cure for the common cold, zinc supplements, they Pronunciation weak forms in verbs the wing flaps)
news story as directed. They need to make three copies of
recovered ene day sooner Sa ,S. [2.9] Ask students toread the sentences and their text, and after practising reading it aloud, join a new
2 F {The passengers escaped without serious injury.)
3 chocolate manufacturers, a chocolate bar which can mark where they expect the stress to be. Elicit answers 3 F (he had a wife and children)
group to read it, and listen to the other stories. 4 F (it was on/y read by the senior management)
slow the ageing process of human skin, that good skin from the class, but do not say what is correct. You could
and chocolate are not natural partners 5 T
write up the sentences on the board and have students
4 the world's happiest nation, the best balance of human 6 F (He began applying far jobs with other airlines)
come and mark where they think the stress is. Toen play
well-being, the USA, are a long way down the list

90 Unit 8 Be 91
 UNIT 8 The news UNIT 8 The news

4 Ask students to find the missing words in the text Vocabulary notes
individually, then check with a partner. Elicit answers Sd Spreading the news a deep sleeper = someone who is not easily disturbed
ANSWERS
from the class as complete sentences. @ctl2.Cding
when asleep
9Mer@ly
Lead-in heated = (of an argument) aggressive
ANSWERS lw!p@,ed
1 villain :3 incompetent 5 betrayed Personal response to take something someone says with a pinch of salt = to inf@-m.at@n
2 miraculously 4 let down 6 awarded Ask: Can you tell us about a traffic accident you saw or not automatically believe it
pr@22rt@n
have heard about? Where and why did it happen? Who to blow things out of proportion = to exaggerate the ruk@l
was involved? Elicit sorne examples from the class. extent or importance of things
s@-12lisingly
Critica! thinking different perspectives to get frustrated = to get annoyed, upset
5 Ask students to complete the table individually, then Real lite reporting what you heard to make contaet = (of cars) to hit each other 4c Play the recording agaín, and pause after each word
check with a partner. Ellcit answers from the whole class. to spread gossip = to talk about others to many people far students to repeat chorally and individually. Ask
1 !f, (2.1 O) Ask students to look carefully at the three students to practise saying the words with a partner.
ANSWERS pictures, and discuss with a partner what they think is 2. § (2.1 O) Ask students to discuss the six questions 5 Read through the rules of this activity with the class
BA staff he was gossip happening in each. Then play the recording for thern to with a partner and answer thern. Ellcit answers from the and ensure they understand what to do. Give them a
incompetent decide which picture the people are talking about. Play it whole _class, but don't say what is right or wrong. Play the minute or two to think up their true and false facts about
twice if necessary. Check that students understand the key recording for students to check their answers.
BA management banned him from to avoid bad
language (see Vocabulary notes below). �ernsel�es. Then ask thern to mingle and start exchanging
speaking and publicity inforrnation. Stop the activity after a few minutes, and ask
refused to clear his ANSWERS students to say what inforrnation they have heard about
name ANSWER
1 He was asleep. others, and whether they think it was true or false. The
AAIS he had saved lives to give a true B 2 Tara students in volved should revea] what is true or false.
by his action account of the :3 by one of them reversing into a space to let the other pass
incident Audioscript § ¡2.1 oJ 4 a local politician Homework
the newspapers he was incompetent increase 5 The police took them both away for questioning.
J = Jess; P = Phi! 6 He thinks Tara cannot be trusted because she Ask students to write a monologue of about 75-100 words
newspaper in which they are spreading sorne gossip (real or imagined)
sales i: Hi Phi!. Did all that noise in the street wake you up last exaggerates. He doesn't give an opinion of Chris, but
Jess says he's not the type to gossip. about someone; they should use phrases from the box to
night? give the information.
6 Ask the whole class to comment on these two questions. P: No, it didn't but then l'm a deep sleeper. What happened?
3 "(2.1 O) Read through the expressions in the box
r: Well, I didn't see it myself but I heard that it was an with the class and make sure that they are familiar with
Word focus word argument between two car drivers and supposedly it thern and the wa y they are u sed. Ask thern to use sorne
got quite heated.
7 Ask students to find the four expressions with word, of thern _to complete sentences 1-7 individually, then
and match them to the definitions individually, then check P: Really?? Who told you about it? check with a partner. Elicit answers from the whole class
with a partner. Elicit the answers from the whole class. J: Tara at number 42. lt seerns that both drivers got out of without saying what is correct. Note that various answers
their cars and started shouting at each other. She says are correct, though they may not be the same phrases as
ANSWERS they almost started fighting. those on the recording. Play the recording for thern to
1 had the last word :3 his word against theirs P: Hmm ... well l' d take what Tara says with a pinch of salt check their answers.
2 word went round 4 no word of it if I were you. She tends to blow things out of proportion.
ANSWERS
r: No, I believe her actually- people do get very
8 Ask students to work in pairs to decide what the frustrated by not being able to pass each other on this 1 1 heard, supposedly / apparently
street. Anyway, the pollee were called ... 2 it seems that I Apparently, / Supposedly,
expressions with word mean. Ellcit answers from the
:3 a pinch of salt if I were you, blow ... out of proportion
whole class. P: The pollee? It wasn't that serious, was it? 4 reckons
r: Well, no. The cars didn't crash or anything. But Tara 5 said, Apparently
ANSWERS says that they got out of their cars and started arguing. 6 his word for it, spread gossip
1 don't believe what I say She reckons that if the pollee hadn't arrived there 7 According to
2 1 didn't know what to say would have been a fight.
:3 people telling others about it
4 they promised P: Did the cars make contact? Pronunciation the schwa
r: No ... they were just coming in opposite directions and 4a 11, (2.11) Ask students to look at the two words
they met where the street gets narrow and neither one (apparently, supposedly) and think about how they are said.
Speaking would reverse to Jet the other pass. So they just stayed Then play the recording two or three times for thern to
9 Ask students to work in groups of four to discuss the there, in the midd.le of the road, with neither one gívíng listen. Play it again and pause for thern to repeat chorally
questions about the media. lf you have a multinational way. and individually.
group, try to make sure you have students from a range P: How childish.
of countries in each group, so that they can explore 4b 5, (2.1 2) Ask students to mark the words with
r: Yeah, it is rather. Someone said they'd seen one of the the schwa and the stress individually, then check with
sirnilarities and differences in media coverage. drivers before. Apparently he's a local polltician. a partner. Elicit their suggestions -you might write the
Homework P: It wasn't Tara getting her facts mixed up again, was it? words on the board and have students come out and
J: No it was Chris ... I think l'd take his word for it; he's mark the schwa and stresses on them. Do not say what is
Ask students to write 100-150 words on the media in their
not the type to spread gossip. correct. Play the recording for them to check.
country, using the ideas raised in Exercise 9.
P: So what did the pollee do about it?
J: Well, according to Chris, they took thern both away for
questioning ... surprisingly ...
92 Unit 8
Bd 93
 UNIT 8 The news

3b Ask students to rewrite the six sentences individually Videoscript

Se A residents' meeting to make them less personal, then check with a partner. Bf Mount Fuji
Part 1

Lead-in
AN5WERS Before you watch 00.16-00.24 Mount Fuji is one of the most significan!
1 One suggestion was to put speed bumps a long the street. symbols ol Japanese culture.
Personal response 2 lt was decided that this was not a good idea.
1 Students work in groups. Ask them to look at the photo
Karen Kasmauski, a National Geograpl,ic photographer, has
3 Another idea was that the speed limit should be and discuss the questions. Take feedback from the class. travelled to Japan to photograph the mountain.
Ask: Do you have a residents' association in the block or
street where you live? lf so, what does it do? lf not why reduced to 15mph. 2 Ask students to read the words in the box and predict 00.25-00.35 Karen Kasmauski I can't believe I'm looking lor
not and would it be a good idea 7 Elicit ideas from the 4 lt was agreed that probably no one would keep to that Fuji in the middle ola typhoon. l have three more days to go belore
which things they think they will see in the video. Take
dass, with questions and comments from others. speed limit. feedback from the class. l have to leave back lor the States, and hopelully between now and
5 Another proposal was to have a sign with arrows giving then I'll be able to see the mountain.
priority to drivers from one direction. While you watch 00.36-00.41 Mount Fuji is very importan! lor Japanese
Writing minutes from a meeting 6 The objection to that was that it would be impossible to people. Karen leels that this may be because ol its size.
enforce. 3 Give students time to read through the words in the
1 Ask students to read the report and answer the two 00.42-00.47 Karen Kasmauski The mountain dominates
glossary. Play the whole of the video for students to check
questions individually. then check with a partner. Elidt everything, and you can easily see how people would come to
their ideas from Exercise 2.
answers from the whole class. Check that students 4 Ask students to read the report, and look at the worslúp the mountain.
understand the key language (see Vocabulary notes below). suggestions on page 153. They should then work with 00.48-00.58 Another reason lor Fuji's irnportance is that
AN5WERS
a partner to write a report of a meeting at which the some people feel that Mount Fuji is a goddess. Many lestivals are
AN5WERS problems and solutions were discussed, saying which We see all the things in the list excepta bear. held to celebrate this goddess, and they usually include lots of
was chosen and what will happen next. You might ask dancing and fire.
Make Essex Street one-way; reduce the number of
parking spaces in the street; put up signs asking for care students to do this writing for homework.
4 Give students time toread the question. Toen play the 00.59-01.10 Karen Kasmauski These lestivals, called
video for them to write the descriptions. 'fire and water lestivals', are to sort of appease the mountain,
and consideration from drivers.
2 Putting up signs - because making the street one-way 5 When they have written thej.r re.Ports, ask pairs to give celebration and gifts to the goddess Mount Fuji, so that she
and reducing parking spaces would be inconvenient for exchange them. They should answer the questions about 5AMPLE AN5WERS will not destroy them.
residents. the report they are reading. 1 Mount Fuji is a significan! symbol of Japanese culture. lt 01.11-01.22 Karen starts her photography shoot at the base
is big and very steep. of the mountain, where many tourist attractions can be found.
2 They include lots of dancing and fire, and they are to Mount Fuji attracts a huge number of tourists, and after a visit,
Vocabulary notes keep the mountain happy. most want to go home with a gift.
a confrontation = a serious argument, even a physical fight 3 lt's misty and wet. 01.23-01.32 Karen Kasmauski You can have cookies,
=
road rage when one driver gets very angry with another
5 Give students time to read the sentences. Toen play the
cakes, candies, bento boxes, coffee cups, teacups ... whatever.
and is aggressive to them Whatever you can think of, that you can pul Fuji on, you'll
first part of the video (to 02.07) for them to decide if the find it.
the minutes= official notes on what people said and sentences are true or false. They should then correct the
decided to do ata meeting 01.33-01.37 For most Japanese people, climbing Mount Fuji
false sentences. still represents more than tourism.
an incident = an event, an interaction, usually with
01.38-02.06 Karen Kasmauski Oimbing Mount Fuji is a
negative associations AN5WERS mind exercíse. lt's really mind over matter more than anything.
consideration = care far others 1 F (it's a typhoon) There's a word they use, it's called 'gambatte', which is
2 F (because it's big and it dominates everything) 'persevere'. 'Persevere' is a big word in Japanese culture and
2 Ask students to think about the structure of the report, 3 T language.
and discuss it with a partner. Elicit answers from the 4 F (among the tourist attractions atthe base of the mountain) I think it's good that it's a misty day, because it's actually been
whole class. 5T able to cut down on the heat. And stopping to take pictures is a
6 F (it is spiritually significant and very important for good excuse to take a break.
AN5WERS Japanese tourists)
Part 2
1 the aim of the meeting
2 what action was decided 6 Give students time to read the topics. Toen play the 02.08-02.10 Climbing Mount Fuji has been spiritually
3 follow-up action second part of the video (02.08 to the end) for them to significan! lora long time.
write notes. 02.11-02.16 Karen Kasmauski So the original purpose ol
climbing Mount Fuji was a religious pilgrimage.
Writing skill impersonal language AN5WERS 02.24-02.33 Karen Kasmauski l think it's always kind of
1 She feels emotional an amazing event when you climb for 12 hou.rs, or Whatever, and
3a Ask students to find the phrases, and discuss the you come up and you see this gorgeous sunrise. lt just really is
2 Women weren't allowed to climb it until 1930. Climbing
question with a partner. Elicit answers from the class. quite an emotionaJ event.
the mountain used to be a purification process, but now
it is like an amusement park. 02.35-02.40 These days, Mount Fuji is a busy place that's lull
AN5WERS of climbers. In the past, it was d.ifferent.
3 lt's a big operation and a lot of work is needed to get
Dne propasa/ was to ask . food and drink up the mountain. 02.41-03.00 Karen Kasmauski Toe women were not
most people thought that . 4 People come to dean up the rubbish. allowed on the mountain until 1930, so these would be men
Another suggestion was to . climbing the mountain ... usually with 'tabis', which are these
The objection to this was ... After you watch little white socks, and a white outfit with the straw conicaJ hat.

7 Students work in pairs to roleplay an interview with So people would climb on the mountain sort olas a purification
it was agreed that ... process ol their soul.
She uses these phrases to keep the minutes impersonal, so a National Geographic photographer, according to the
instructions. 03.02-03.12 Karen leels thatclimbing Mount Fuji is an
it comes across as being a joint discussion and decision by amazing adventure that's almost like an amusement park. She
all the residents. 8 Elicit ideas from the class about what the quote means also leels that it's a national 'bonding experience' that brings the
and ask students to answer the question. people ol Japan closer together.
9 Students work in pairs to discuss the questions.

94 Unit 8 Sf 95
 J ' J

Talented people
J 1

UNIT 8 The news

There's a whole group of UNIT 8 Review

03. 13-03.39 Karen Kasmauski
people who opera te ... or who live on the mountaín to: about SlX
to eight weeks ata time that make this adventure poss1bl� for the
Grammar Lead-in
400,000 plus people that climb it during that six-week penod.
Personal response 9a An ordinary man
How do they get the food up there? 1 mean, there's vencling 1 Ask students to discuss the picture and the idea in
machines at the top of the mountain. How are tt:ie cans of sodas Ask: Can you name sorne people you think are talented,
pairs. Elicit ideas about it from the whole class.
brought to the top? Obviously there's sorne vehicle that has to and say what their particular talent is? Elicit sorne -Lead-in
bring it to the top and it's the bulldozers. 2 Ask students to read the text and find out if they were suggestions from the whole class.
Personal response
03.40-03.45 Managing Mount Fuji is a huge operation. At the corred. Check students understand the key language in
Ask: Who is the most ta/ented person you know
end of the climbing season, there's still more to do. the article (see Vocabulary notes below).
03.46-03.53 Karen Kasmauski Toward the end of the
season, they have a bunch of groups that come and_cleai:' up the Vocabulary notes
-------, 1 Ask students to work in pairs to match the words in the
box to the defínitíons. Elicit answers from the class.
personal/y? Describe their talents. Ask students to tell the
class, and encourage questions and comments.

mountain, beca use ... you know a lot of trash and litter IS left. a railway corrido, = the route of a railway line ANSWERS
03.54-04.12 Karen explains that cleaning up the mountain is
striking = interesting and unusual
Listening and reading
a talents e experience
a kind of community duty for most of these people.
to submit = (a document) to present � skills f knowledge 1 'IH2,14] Ask students to look at the photo and
When one Iooks at Fuji, it's easy to see the hard work that keeps e qualities g background discuss what they know about the event and the person
it in good condition. It's aJso easy to see that the effort IS well a photovoltaic ce//= a cell making electricÍty by
d qualifications involved. Elicit sorne answers from the whole class, but do
worth it. Mount Fuji is as beautiful as ever! electromagnetic radiation
not say if they are correct. Toen play the first part of the
sceptical = to feel that something is not as good as people say
conversation for them to check.
Pronunciation note
3 Ask students to complete the text individually, then
check with a partner. Elicit answers from the class. Note the position of the stress in the multi-syllable ANSWERS
words: experience, qualifications
Buzz Aldrin and the first Moon landing in 1969
ANSWERS
1 for being 5 will be covered 2 Ask the class to look at the photo and suggest what a
2 is 6 to submit mahout needs to be like. Elicit suggestions from the whole Audioscript t, (2.14]
::i to think 7 on coming class, and encourage discussion.
4 turning 8 (to) feeling A: Do you know this photo?
3 'I, (2.1 3] Ask students to listen to the description of e: Of course. lt's the first man on the Moon, Neil
the mahout's job and compare it with their ideas. Arrnstrong. Toe guy who said 'That's one small step for
Vocabulary
man, one giant leap for mankind.'
4 Ask students to find the odd one out in pairs. Elicit SAMPLE ANSWERS
answers from the w hole class. A: That's what everyone thínks, but actually it's his
knowledge and experience from the family, patience, fellow astronaut, Buzz Aldrin. Neil Arrnstrong took the
understanding of the elephant, ability to do hard physical photo -you can see his reflection in Aldrin's visor. But
ANSWERS
work, no formal qualifications you're right. It was that mission: Apollo 11 in 1969.
1 film (the others are ali words for photo)
2 scandal (the others are all types of article) e: Amazing to think that was over 40 years ago ... but
amusing (the others all look to a better future)
:::; what happened to Neil Armstrong after that?
4 camera (the others are ali parts of a camera) Audioscript t, (2.13]
A: He probably toured the world getting paid huge
5 promise (the others are to make someone else do
Both the mahout and the elephant start their training ata amounts of money for public speaking at corporate
something)
6 objection (the others are ali giving ideas) young age. A mahout generally begins to leam his trade dinners and official openings and that sort of thing.
-------�
S Ask students to discuss this in pairs, and then elicit
when he's about ten years old and is assigned a baby
elephant to look after. He'll probably be paired with this Background notes
sorne examples from the class. elephant for the rest of his lile. It's traditionally a fami!y Apello 11 was launched from the Kennedy Space Centre,
trade, with knowledge being passed down from one Florida on 16 July, 1969. lt was manned by three astronauts:
Real life generation to another. There are no formal qualifications Neil Armstrong (commander), Edwin 'Buzz' Aldrin (Lunar
for the job, but extreme patience is required. An elephant Module Pilot) and Michael Collins (Command Module
6 Ask students to do this individually, then check with a
will learn up to 65 commands in its lile - depending on Pilot). Ali three had been in space once befare. lt was the
partner. Elicit answers from the whole class. fifth manned mission and third lunar mission of the Apello
------- what work it's expected to do - and the mahout has to
teach these. Toe mahout must also develop an intima te programme. The lunar module Eag/e landed on the Moon
ANSWERS in the Sea of Tranquility on 20 July, and Neil Armstrong and
understanding of his elephant - something that only
1R 20 ::lR 40 5R 6R 78 80 comes with time and experience - so that he knows when Buzz Aldrin walked on the Moon on 21 July. The module
was on the Moon for 21 hours 31 minutes. While they were
it's sick or unhappy. In this way he can get the best out of
7 Ask students to work in groups of four, choose an there, the astronauts tested equipment, took films, tried
event and discuss the media coverage of it.
hís elephant. lt's a very physica! job and extrernely hard different ways of moving, collected 21.S kg of lunar rocks.
work. Toe elephant must be fed and bathed daily and They also left behind a number of Earth objects. The lunar
watched so that it doesn'r run away. module then returned to the command module which
Speaking had been orbiting the Moon, and they returned to Earth,
8 Ask students to crea te their news items in pairs, 4 Ask students to make notes about themselves under landing in the Pacific Ocean on 24 July. They then spent
the various headings from the box in Exercise l, then work 21 days in quarantine as it was fea red they might bring
including reporting verbs.
with a partner to ask and answer questions. pathogens from the Moon (it was later found there was
no life on the Moon). 600 million people watched the first
space walk on TV. The astronauts later toured 25 countries,
meeting heads of state such as Queen Elizabeth II of the UK.

97
96 Unit 8 e
 UNI 1 � tarenten peopre u,., 1-------:;, IQIC'lllt:U fJ�UfJle'

2 Ask students to read the article and give the Grammar article: the or zero article? 8 Ask students to complete the sentences individually,
information about Armstrong. 5 Ask students to do the matching inclividually, then then check with a partner. Elicit answers from the class as
9b Pushing the boundaries
check with a partner. Elicit the answers from the whole complete sentences.
ANSWERS class, having them read the use, then the example. Read
ANSWERS Lead-in
He was ordinary because he went back to a normal job and through the information in the grammar box. See page 168
only gave two interviews after the historie Moon landing. of the Student's Book for further information and practice. 1the, zero, the, the Personal response
He was extraordinary because of flying so young, his 2 the, the Neil Armstrong's aim was 'to push the boundaries of
Korean War record, the experimental flying he did, ANSWERS 3 zero, zero, zero, zero flight'. Ask: What other people have pushed boundaries
leading the Apollo 11 mission, being the first man on the 4 The, zero, zero and which ones? Elicit sorne examples from the class. lf '
1 c 5 The, the, zero, the, zero they are stuck, you might suggest Bill Gates (computing) as
Moon. 2 e 6 the, zero, zero an example.
3 a
4 g
3 Ask students to answer the questions inclividually, then
check with a partner. Elicit answers from the class, having
5 d
Pronunciation linking vowels Listening
6b
one student read a question and another answer. Check 7 f 9a jiJ, [2.15)
Read the rubric with the class. Ask them 1 'I, [2.16) Read through the questions with the class
students understand the key language in the text (see to read the phrases to themselves and decide which sound to focus their listening. Play the recording once, or twice if
Vocabulary notes, below). links the marked words. Toen play the recording for them necessary. Elicit answers from the whole class.
Grammar note
to listen and check. Play the recording again, pausing
ANSWERS Point out the difference between these two sentences: after �ach phrase for the class to repeat chorally and ANSWERS
1 Because he did the job he was hired to do, then kept She went to school on Saturdays when she was young. índividually Ask students to get into pairs and check and 1 to encourage young adventurers, scientists,
quiet about it. She went to the school on Saturday to take her son to play help each other with pronunciation of the phrases. photographers and storytellers to realise their potential
2 the US Navy; in return, Armstrong did service as a naval 2 National Geographic awards each one of them
footba/1.
pilot for three years ANSWERS USSl0,000, for research and exploration; articles and
3 his passion for flying; 'to push the boundaries of !light' With school, university, hospital, church, prison and other news about them appear in National Geographic
4 We ali know what happened after that. similar words we do not usually use the definite article 1 (j/ 2 fw/ 3 /r/ 4 Ir/ 5 {¡/, fw/ 6 fw/ 3 many different fields, including anthropology, space
5 he went flying after go to talk about normal attendance. However, we do exploration, mountaineering, music, storytelling
6 the thousands of people who worked in the space use the definite article in other contexts, e.g. to talk about
programme the building or place rather than the whole institution. 9b Ask students to work in pairs and think of sorne
The robbers were caught and went to prison. phrases which require the linking sound. They should Audioscript t, [2.16)
Vocabulary notes
/ go to the prison every Thursday to see my brother. then �omp�e their phrases with those of another pair and
practise saymg the other pair's sentences.
--------
Q: Can you tell us something about the Emerging
My mother was very i/1 and had to go to hospital.
the ultimate = the most perfect example of Explorers programme?
/ am going to the hospital to pick up my test results.
to hire someone = to employ them Speaking A: It's _an award scheme set up by the National Geographic
to be obliged to do something = to have to do it 1 O Ask students to illustrate their career or that of a Socrety to encourage young adventurers, scientists,
6 Ask students to work with a partner to find other parent in a cliagram, perhaps as homework, and prepare photographers and storytellers to continue their work
a mission = (military) taking part in a wartime attack
examples of each use in the article. Elicit the answers from to explain it. When it is ready, ask them to show it to a and to realise their potential. Each year between eight
to push the boundaries of something = to go further, do more the whole class. pactner and talle about it. and fifteen explorers, whose work is really outstanding,
the attention = media wanting photos and interviews
are selected and given money to help them continue
avionics = the science and technology of electronics ANSWERS their research and exploration.
applied to flight and space flight a the job . Q: So Emerging Explorers are generally young people,
a firm = a company, a business b the navy, the war in Korea, the Lewis Flight Propulsion are they?
Laboratory, the Apollo 11 Moon landing, the University
of Cincinnati, the Apollo Space programme; the USA A: Not necessarily. Emerging Explorers are generally
e (no true superlatives, but the ultimate professional; the people who are atan early stage of their careers. What
Vocabulary careers man who first set foot on the Moon) they have in common is that they are ali people who
4 Ask students to work together to find the missing a The rest, the weekend, the chance, the pilot are pushing at the boundaries of their field, whether
career words in the article. Elicit answers from the whole • the 1930s, the astronauts, the thousands of people, the that's exploring undiscovered deep water caves or
class. Read the Wordbuilding box with the class, and boundaries of !light watching the stars through a telescope.
note the constructions with and without a preposition. f speeds, altitudes, TV shows, experimental aircraft Q: And how does National Geograpltic encourage them?
lf students seem to need more practice and explanation, g graduated from high school, at Purdue University
A: Well, first of ali National Geographic awards each one
refer to page 75 of the Workbook.
of them US$10,000, which is in tended to go towards
7 Ask students to find the examples individually, then further research and exploration. Of course their
ANSWERS check with a partner. Elicit answers from the whole class. profiles are also raised by the articles and news that
1 follow 4 serve 6 work for appear in Naiional Geographic. In other words, the
2 graduate from 5 become 7 do, get, apply for magazine is a place where other interested people can
ANSWERS
3 do read about their work.
1 a) Korea b) aerospace engineering
c) July Q: And what kind of fields do the winners come from?
Vocabulary note 2 a) the United States b) the astronauts
A: We have so man y different types of explorer, chosen
c) the 1930s
Note that other verbs which can go with career are: plan, from fields as diverse as anthropology, space
cut short. You might also ask students
stsrt; end / finish, exploration, mountaineering and music.
for any other work-related expressions they know (e.g. to
get a promotion, to lose your job, to be unemployed, to
get a pay rise, to change jobs).

9B Unit 9 9b 99
 UN IT 9 Talented people
J-, _J., .., 1
J
UNIT 9 Talented people
Q: You mentioned storytellers earlier. What d.id you mean Grammar note
by that, exactly? 7 Ask students to complete the three profiles at the foot
Make sure students know that: of the page ind.ividually, then check with a partner. Elicit
A: Well, there are ali these people doing important work
answers from the class as complete sentences.
9c The king herself
out there in the various fields that l have described. - the relative clause always follows the noun it is defining
And that's great, but it's also very important that - a defining relative clause contains essentia/ information
ANSWERS Lead-in
everyone hears about this work. That's the skill of the - a non-defining relative clause contains extra
storytellers, communicating with pictures and words information, and requires commas 1 called the real-life Lara Croft by the New York Times Personal response
important facts about the planet and life on the planet 2 cycling a distance of 700 miles Ask: What can you tell me about Ancient Egypt? Elicit any
:3 threatening to harm her facts and information about the civilisation which students
in a way that grabs everyone's attention. A really good
4 Ask students to use the information in the grarnmar 4 fascinated by the truly big questions can give you.
example is Alexandra Cousteau, whose grandfather
box to complete the sentences ind.ividually, then check 5 playing music to take his mind off problems
Jacques Cousteau was well-known for his films about 6 who spends his time diving into water caves deep under
with a partner. Elicit answers from the whole class.
marine life. She works as a conservationist, trying to the ground (a reduced relatlve clause could be used Reading
persuade people to protect scarce resources like water. after a comma, spending his time ... )
Alexandra, inspired by her grandfather's success ANSWERS
7 undisturbed for 3.5 million years 1 Ask students toread the title in pairs and d.iscuss it.
as a storyteller, is researching ways in which the 1 Alexandra Cousteau, who is a conservationist, believes ... Toen elicit their suggestions.
8 provided by these dark and wonderful places
environmental community can use new media - social 2 Alexandra Cousteau, whose grandfather was an
networks, video games - to communicate its message. oceanographer, is a ... ANSWERS
:3 which 8 Ask students to find the e.ight adjectives ind.ividually, King is masculine, so one would expect the king himself
2 4, (2.16] Ask students toread through the statements 4 whose then check with a partner. Elicit answers from the whole (or the queen herse/f).
to focus their listening. Toen play the recording again 5 which class.
for them to answer. Ask students to check with a partner 6 The problem, which she says was created by people, is a
before you elicit answers from the class. Ask students to
corree! the false sentences if possible.
problem which people can ...

Grammar reduced relative clauses

. ANSWERS
independent, adaptable, analytical, patient, daring, easy-
going, articulate, passionate
2 Ask students toread through the lis! of events, and
then read the article and arder the events correctly
ind.ividually. They can check with a partner befare you
ANSWERS S Ask students to read the five sentences and decide elicit the answers in the corree! order. Check any language
1 T which participles are active and passive. They should do students don't understand (see Vocabulary notes below).
2 T this ind.ividually, then check with a partner. Elicit answers 9 Ask students to consider the question for a few
:3 F (they come from fields as diverse as anthropology, from the whole class. minutes, then tell a partner, giving reasons for the.ir ANSWERS
space exploration, mountaineering and music) choice. Elicit sorne responses from the whole class. 1 g 2 f :3 d 4 e 5 b 6 a 7 e
4 F (their skill is communicating with pictures and words
ANSWERS
important facts about the planet) Background notes
5 F (her grandfather made films about marine life) 1 passive 4 active
Vocabulary notes
6T 2 active 5 passive Kira Salak was born in Chicago, USA in 1971. She studied
3 active writing and literature to PhD leve!, and has published irony = an amusing or strange situation when things turn
prize-winning short stories and a novel. In 1995 she out differently from what you would ex¡:,ect
Background notes became the first woman to backpack across Papua New a dynasty = the family which rules a country
6 Read through the explanation in the grarnmar Guinea, which is chronicled in her Four Corners book. Her
Alexandra Cousteau was born on March 21, 1976, grand- box. Refer to page 169 of the Student's Book far more 2004 book The Crue//est Journey recounts her trip to Niger. a shrine = a holy place in memory of a religious person
daughter of world famous undersea explorer Jacques information and practice. Ask students to change the an account = a story
Stephon Alexander was born in Trinidad, but his family
Cousteau, who taught her to scuba dive aged 7. She grew
reduced relative clauses from Exercise 5 into full relative moved to New York City when he was eight. He did a to inscribe= to write in a hard surface
up travelling with her explorer father Philippe Cousteau.
clauses ind.ividually, then check with a partner. Elicit PhD in Theoretical Physics at 8rown University, then an obelisk = a square stone column which tapers to the top
She studied in the USA, and in 2000 founded EarthEcho
lnternational with her brother Philippe Junior. Then, answers from the whole class. post-doctoral research at Imperial College, London. He is
to erase someone's memory = to make people forget
in 2008, she established the Blue Legacy organisation currently an Assistant Professor at Penn State University. about someone
to continue her family's work in protecting the world's ANSWERS Kenny 8road is a professor at the Rosenstiel School of
a cult = a group who look up to a particular person
oceans. She was named as a National Geographic Marine and Atmospheric Science in Miami, and Director of
1 We have so many different types of explorer, who are a pit = a deep hole in the ground
Emerging Explorer in 2008. the University of Miami's Center for Ecosystem Science and
chosen from diverse fields.
Policy. In 2011 he was made Nationa/ Geographic Explore, to proc/aim = to make a public announcement
2 There are ali these people who are doing important of the Year.
work out there in the various fields. to assume control= to take over and be in charge
Grammar relative clauses 3 That's the skill of the storytellers, who are a regent = a person who takes the position of king or
3 Ask students to read the sentences a-e, and then d.iscuss communicating important facts about the planet. queen while a prince or princess is too young to do the job
questions 1-4 in pairs. Elicit answers from the whole class. 4 She works as a conservationist who is trying to persuade Speaking and writing intriguing = causing great interest
Read through the information in the grammar box with people to protect resources like water.
5 Alexandra Cousteau, who was inspired by her
1 O Ask students to write a description of someone they to act on someone's behalf =todo something instead of
students and check that they understand it. Refer to page 169 admire, then share their work in groups of faur. another person, with their consent
grandfather's success as a storyteller, is researching ways in
of the Student's Book for further information and practice. a convention = a traditional way of behaving
which the environmental community can use new media.
to learn the rapes= to learn how to do something new
ANSWERS
to have a claim to something = to believe that something
1 bIc is yours by right, legally
2 bid
:3 a/ e - the commas to be depicted = to be shown in a drawing or painting
4 e imposingly = in a way which dominates and looks powerful
to take one� revenge = to punish someone for something
they did to you
to wipe something out= to destroy something completely

100 Unit 9
9c - e ers 101
 UNIT 9 Talented people
UN IT 9 Talented peo ple

8 Ask students to complete the sentences with one of the s: OK - well ... they're certainly not easy places to adapt
3 Ask the class to suggest what different roles 9d Right for the job to ... although in fact you' d also be spending a good
Hatshepsut had in life. phrases from Exercise 7 individually, then check with a
partner. Elicit answers from the whole class as complete part of the time here in the office doing paperwork.
sentences. Lead-in p; Yeah, that's also fine. 1 was expecting that. I have quite
5AMPLE AN5WER5 a lot of experience of sitting ata desk ... for my studies.
wife, mother, regent, ruler, pharaoh, politician, cult leader Persona I response
AN5WER5 What sort of paperwork is it?
�k: Which ski/Is and talents do you think kept Hatshepsut s: Well, each trip in vol ves a lot of preparatíon and a
1 longed for in power for 21 years? Elicit suggestion from the class and
4 Ask students to read through the multiple-choice 2 long after J in the long term discuss them. cert�in amount of follow-up too. Keeping spreadsheets,
options to focus their reading before they read the article 3 As long as wntmg reports. Are you OK doing that sort of thing?
4 and before long
again. They should do the exercise individually, then Real lite describing skills, talents p; Yeah, I'm quite good with computers. l'm comfortable
check with a partner. Elicit the answers from the class as 5 at long last
with ali the usual programs - Excel, Word, sorne
complete sentences.
6 long after and experience financia! software ...
1 Ask students toread about Shelterbox and answer the s: OK. There's just one thing that's worrying me though.
AN5WER5 question. Check that they understand ali the key language You're clearly a bright person and you have a good
1 b 2 e 3 a 4 a 5 b 6 b Speaking (see Vocabulary notes below).
degree. How do I know that you won't just do this job
9 Ask students to read through the jobs in the box, and for a few months and then go and get a better paid job
check that they are familiar with them ali. Ask them to AN5WER with a bank or consultancy business?
Background note work in groups of four to discuss whether they think more lt is a charity. lt provides essential basic equipment for
women or more men do each job. Elicit answers from the
P: That's a good question. It's actually what a Iot of my
The Karnak Temple Complex is situated near Luxor, 500 km victims of a disaster. friends from university have done but !'U tell you
south of (airo. lt is the largest religious site in the world. whole class, and open it up as a wider discussion.
why that's not forme. Firstly, l'm really serious about
The site was developed over very many years, not least by 10 Ask students to look at th�tatistics on page 154, and Vocabulary notes wanting to help people in need. Secondly, I think I
Hatshepsut. She restored the Precinct of Mut (the ancient discuss the jobs with their group. Eicit answers from the
mother goddess of Egypt). Hatshepsut had two obelisks need to become more knowledgeable about the world,
a charity = an organisation which helps people in difficult before I use my economics degree to do something
erected at the entrance - at the time they were the tallest class.
situations
in the world. One of them still stands, while the other lies else .. ·. lf you put your faith in me, 1 will be absolutely
broken into two. She also constructed the Red Chapel and essential = absolutely necessary comnutted to domg the best job that I can ... for two or
5AMPLE AN5WER5
had two more obelisks made to celebrate her 16th year as cooking utensils = equipment used to prepare food three years at least.
Managers: company director, prime minister
pharaoh. However, one broke in construction, and it still (e.g. knives, pots, pans)
lies in the quarries at Aswan, enabling us to see how they Skilled trades: plumber
a kit= a set of equipment for a specific purpose Vocabulary notes
quarried obelisks. Professional: doctor, lawyer, nurse, teacher
Associate professional and technical: IT technician to be suited to= to have the right skills and personality
Low skilled: cleaner 2 ,S, [2.1 7] Read the rubric and the questions with the to cope with = to be a ble to do something difficult
Process, plant and machine operatives: machine operator
class to focus their listening. Play the recording and elicit to do paperwork e te do office work (work on paper)
Critica! thinking weighing the evidencs the answers from the class. Check students understand
5 Read through the rubric with the class and explain Sales: florist follow-up = collecting information and checking after
the key language (see Vocabulary notes below).
Administrative: secretary, senior civil servant something has ended
that they have to allocate a percentage according to
how clearly the evidence given in the text supports the Personal service: nurse a spreadsheet ::= software for numerical information
AN5WER5
statement. Ask them to weigh the evidence individually bright = intelligent (in this context)
1 working abroad
and decide a percentage for each statement. You could ask Homework 2 that the candidate will soon leave for a better-paid job to put one's faith in something I somebody = to trust or
them to underline the supporting sentences in the text. believe in something / somebody
Ask students to write around 150 words on Women
to be committed to something = to take on a task or
ar work in which they discuss whether there are sorne
5AMPLE AN5WER5 jobs women cannot or shouldn't do, what the situation Audioscript 4, ¡2.1 7J responsibility and do itas well as you can
1 100% 2 100% 3 50% 4 30% 5 50% 6 80% for women in work is and what things they think need
s = Sarah; P = Phil
changing. 3 4, [2.17] Ask students toread through the list of
s: So, you're 24 years old, you graduated ayear ago and phrases in the box. Play the recording while they complete
6 Ask students to check their answers with a partner you're looking for work with a charity. What attracted
before you elicit them from the class. Ask them to explain the phrases. Toen play the recording again for students to
yo u to Shel terbox? check and complete their answers. Elicit the final answers
the evidence they found. ln feedback, discuss with the
class what percentages they think should be allocated. lf
P: Well, l'm familiar with your work beca use I have a from the class.
friend who volunteered for you last year - packing
there is definite factual evidence, they might write 100%.
lf there is quite strong evidence to support the statement,
boxes - and I think it's a fantastic concept. But urnm . AN5WER5
but it is nota definite f�ct, they might write 80%. mainly l'm very keen on the idea of working abroad, .
1 volunteered for you last year
in different countries ... 2 working abroad
Word focus long s: Mm, 1 see ... and what makes you think you'd :3 economics
be suited to that? 1 see you studied economics at 4 difficult environments
7 Ask students to match the expressions with the Cambridge ... Oon't you think that's a rather different 5 the work
meanings individually, then check with a partner. Elicit world? 6 sitting ata desk
the answers from the whole class, with one student 7 computers
P: Yes, it's true that I specialised in economics 8 the usual programs
reading a phrase, and another giving the definition. but, actually, I'm good at coping with difficult 9 help people in need
environrnents. 1 spent three months helping to build a 10 the world
AN5WER5 school in Chennai in lndia last summer. And the year
1 e 2 d 3 f 4 e 5 a 6b before that I trekked across the Moja ve Desert. So I
think l'd be suited to the work.

9d 103
102 Unit 9
 UNIT 9 Talented people UNIT 9 Talented people

4 Ask students to discuss how well they think the 4b Ask the class to complete extracts I, 3 and 4 so that
candidate presented himself in pairs. Elicit ideas from the 9e Professional networking they are written as full sentences. 9f Queen of Egypt
whole class and discuss it further.
ANSWERS
SAMPLEANSWER
Lead-in Before you watch
1 1 am responsible for new products.
He sounds as if he has experience in ali the relevant a reas Personal response
3 1 published (the book) Learning in the l1st Century. 1 Students work in groups. Ask them to make notes
(coping with difficult environments, paperwork, computer Ask: What sort of relationship do you have with col/eagues 4 1 am involved in developing an innovative e-learning about what they know about Cleopatra. Take feedback
programs), but also seemed committed to the work of the at work? Do you meet outside the workplace? Do you programme for the car industry. from the class.
charity. He sounded convincing when he responded to the meet others in your profession social/y? Why or why not?
interviewer's concerns. Ask students to answer and comment and ask questions. 2 Ask students to predict three kinds of image they think
4c Ask students to shorten the six statements into note they will see in the video. Take feedback from the class.
form individually, then check with a partner. Elicit the
Writing an online profile answers from the whole class. While you watch
Pronunciation difficult words 1 Ask the whole class to discuss these questions about 3 Give students time to read through the words in the
Sa 41, (2.18] Ask students to think about the professional networking sites. ANSWERS glossary. Play the whole of the video for students to check
pronunciation of the words in the box individually, and 2 Ask students toread the profile individually and their ideas from Exercises 1 and 2. They should not try to
1 worked as PA to Marketing Director
decide how confident they are about the pronunciation of understand everything at this stage.
summarise the man's skills and qualities, then discuss 2 currently writing article for Nationa/ Geagraphic
each one. Play the recording for them to check whether 3 in charge of organising corporate social events
their ideas with a partner. Elicit responses from the class
they were right, nearly right or wrong. for further discussion. 4 took official photos for National Basketball ANSWERS
Championships
Cleopatra was Queen of Egypt, she ruled Egypt around
Extra activity 5 working for various charities
SAMPLE ANSWERS 50 BC. She was married to Marc Antony and committed
6 employed by local college to raise money
Play the recording again, pausing after each word for Main skills: identifying and res¡jt>nding to learning needs, suicide when she thought she was going to lose
students to repeat chorally and individually. Then check Alexandria to the Romans.
designing online programmes
for syllable stress - have them underline the stressed
His profile gives general information about what he does, 5 Ask students to write their own profile, using the one
syllable in each word. Next elicit the words from them, 4 Give students time toread the questions. Toen play the
but does not say much about the skills and qualities he on the page as a model. They can do this for homework.
with pronunciation and stress correct. video for them to write the answers.
needs in his job. When they have finished, they should exchange it with a
partner, and read it quickly to gaín a first impression.
Sb 4, (2.19] Ask students to listen to the words on the 6 Ask students toread each other's profile again in more
SAMPLE ANSWERS
recording and write them down with the correct spelling.
3 Ask students to read through the tips individually, and 1 They didn't have a good relationship.
decide if Barton McCready has followed each tip or not. detall and check the three points. They should tell each
They can then check with a partner before you ask 2 When he was in Alexandria in pursuit of a Roman
They can then compare their ideas with a partner. Elicit other about anything they think could be improved.
students to spell them out to you, while you write them general, she smuggled herself into his court.
answers and discuss them with the whole class. 3 Her influence prevented the Romans from taking
on the board. Ask students to work in pairs to practise
control of Egypt.
saying the words in Exercises Sa and Sb.
ANSWERS 4 He was angry that Cleopatra's son was declared the
Audioscript 1f, (2.19] successor to Caesar.
1 ? (includes photo but no recommendations)
2 .,, 5 at the Battle of Actium in 31 BC
clothes, February, folk, island, lengths, receipt, surface, 3.,, 6 He killed himself because he thought Cleopatra was dead.
7 She let herself be bitten by a poisonous snake.
thorough 4 ? (doesn't include school)
5 ? (does not describe what he did in each job in much
6 Read through the rubric and the jobs with the whole detail) 5 Give students time to match the sentence beginnings
class. Ask students to choose a job, and make sure it is with the endings, then play the video again for them to
different from their partner. They can make a few notes check.
about it if they wish, especially the weaker students. Writing skill writing in note form
Toen ask them to do the roleplay, using the Shelterbox ANSWERS
4a Ask students toread the four extracts from the profile
interview as a model. When they have done it once, they
and decide which is a proper sentence individually, 1 d 2 a 3 e 4g 5 f 6b 7 c
should swap roles and do it again. Circula te and monitor
then check with a partner and discuss why this is. Elicit
their interviews for later feedback.
answers from the whole class.
After you watch
ANSWERS 6 Students work in pairs to roleplay a first meeting with
2 is a proper sentence (it has a subject and verb, it has a Caesar, according to the instructions. They should change
capital letter and full stop). 1, 3 and 4 are written in note form. roles and act out the conversation a second time.
This is done to save space and avoid repetition, and
to make it easier for the reader to find the important 1 Read the quote with the class and ask students to
information. answer the questions.
8 Students work in groups to discuss the questions.

104 Unit 9 gf � n E;y 105

 UNIT 9 Talented people
Customs and
Videoscript
00.01-01.15 She has a reputation for beauty, power,
controversy and, ultimately, tragedy.
UNIT 9 Review
Grammar
behaviour
In 69 BC, Cleopatra was bom into Egypt's Ptolernaic dynasty; a 1 Ask students to write tire where necessary in the text
dynasty in decline and under the protection of Rome. individually, then check with a partner. Elicit answers
Al the age of 18, she became queen, and ruled Egypt with her from the class as complete sentences. Lead-in Vocabulary notes
younger brother, Ptolerny the 13th. But the royal couple did not Personal response a narrow view = a limited set of ideas about something
have a good relationship and Cleopatra was soon forced from ANSWERS Ask: Does your family follow any customs which are
power. But losing did not suit Cleopatra and she waited for a to interrupt = to speak when someone else is speaking
1 - 5 the 9 the / - traditiona/7 lf so, which ones and why7 lf not; why not?
chance to preve her capabilities. 2 - 6 the 10 - Elicit answers, questions and comments from the whole to point at someone = to hold out one's index finger
That opportunity carne when Julius Caesar, the winner in Rome's :3 - 7 the 11 - class. towards them
recent civil war, arrived in Alexandria, Egypt, in pursuH oí a rival 4 - e the 12 - tostare at someone = to look at someone continuously for
Roman general. 1 Ask the class to look at the picture and discuss the a long time
According to legend, Cleopatra managed to get herself into 2 Ask students to complete the two paragraphs with question as a whole class. to s/ouch = to walk in a lazy way with rounded shoulders
Caesar's court rolled up inside a rug. relative pronouns and participles individually. They can in a nutshe/1 = simply
Caesar was completely charmed. He defeated Cleopatra's rivals then check with a partner before you elicit the answers. SAMPLE ANSWER courtesy = politeness, respect
and helped her seize the throne. One of them is talking on her mobile phone, and the acode= a set of rules
Shortly ¡úter, she gave birth to a boy, Caesarion, whom she ANSWERS other is reading or sending texts or emails. Perhaps the
claimed was Caesar's son. behaviour is deemed incorrect and disrespectful in the
1 whose 6 composed
Forbidden City by the older ladies. 4 11, (2.20] Ask students toread the gapped sentences.
01.16-01.34 Egyptwas a very rich country and Cleopatra 2 which 7 hitting
was liercely determined to keep it independent of Rome. Her Toen play the recording so that they can listen and
:3 who e ct1usin,g complete them. U necessary, play the recording twice.
relationship with Caesar kept the Romans from taking direct 4 which 9 used
control of Egypt. But alter Caesar's murder, her position, and the 2 Ask the class to make suggestions about the quotation. They can check with a partner before you elicit the
5 where 10 worn
Make sure they understand the meaning of manners (polite
future of her country, became uncertain. answers as complete sentences.
01.36-02.02 Searching for people who could help her among
ways of treating other people and behaving in public).
Rome's new leaders, she was overjoyed when Mark Antony, ene 3 Ask students to close their books, then describe the Don't comment on their ideas at present, just encourage ANSWERS
of Caesar's potential successors, sent for her. module to a partner. them to express their ideas. Possible interpretations will 1 talk
follow in the next exercise. 2 interrupt
Like Caesar before him, Mark Antony was charmed by the Vocabulary
elegant Egyptian queen ... and her riches. :3 point, stare
4 Ask students to complete the sentences individually, 3 .. (2.20] Ask students toread the questions. Play 4 slouch, chew
Together they ruled Alexandria, an arrangernent that made then check with a partner. Elicit answers from the class. the recording for them to answer. Elici t answers from 5 inappropriate, offensive
Cleopatra a fully independent ruler. the whole class and check students understand the key 6 well-behaved, courtesy
02. 05-02.30 Cleopatra and Antony shared a hunger for power. language (see Vocabulary notes below).
ANSWERS
They eventually married and became the power couple of the
1 qualification, graduated 4 skills, did
eastem Mediterranean.
5 background, follow ANSWERS
Homework
2 experience, served
Antony tried to help her acquíre sorne Roman lands. And he :3 quality, do 6 knowledge, become Ask students to write 100 words on the rules that their
declared Cleopatra's son Caesarion to be the son and true 1 Good manners help you get on in society.
2 The customs of our society form who we are. parents made for their behaviour at home when they
successor to Julius Caesar. were children.
02.32-03.03 That insulted and infuriated Mark Antony's Roman 5 Ask students to make notes on their skills and
rival, Octavian, who went to war against them. experience, then use their notes to tell a partner about Audioscript 11, ¡2.201
themselves.
Antony and Cleopatra were quickly beaten al the Battle of
Actium in 31 BC. Well, a narrow view of this quotation is that you need to
Real lite
Legend tells us that Cleopatra spread numerous false rumours of have good manners or you won't get far in life ... Good
6 Ask students to complete the sentences with the corree! manners meaning the kind that we teach our chilclren: you
her death.
preposition individually, then check with a partner. Elicit know the kind of thing- don't talk with your mouth full;
His mind distorted by grief, Antony kilied himself. But word
the answers from the class as complete sentences. don't interrupt when grown-ups are speaking; don't point
carne she was still alive, and Antony's followers carried him to
Cleopatra where he died in her arms. or stare at people; don't slouch or chew gum; don't wear
03. 05-03.25 After 22 years as queen, Cleopatra was fighting ANSWERS clothes that are inappropriate or offensive; in a nutshell,
a losing battle. She tried unsuccessfully to make peace with 1 with 5 at be polite, well-behaved and show courtesy to others.
Octavian. Utterly unable to bear the pain of losing to the 2 in 6 about But I think what William of Wykeham really meant is
Romans, she took hold o.fa poisonous snake and let it kili her :3 to 7 on that each society creates its own code of behaviour and
with its bite. 4 with e about
customs, and that is what makes people what they are. So
03.26-03.48 With her death, the Ptolemaic dynasty was each culture defines itself by the way it behaves socially-
finished, and Egypt fell lirmly into Roman hands. 7 Ask students to discuss jobs that would and wouldn't how we eat, how we dress, how we celebra te, how we
Although her ambitions were never realised, Cleopatra lives on be good for them. Encourage them to gíve reasons for interact with one another. In fact, the different ways we ali
in history through her personal story of love and tragedy. their statements. find of doing essentially the same things.

Speaking
8 Ask students to describe someone they admire,
including the points given.

106 Unit 9 107

 UNIT 1 O Customs and behaviour UNIT 10 Customs and behaviour

Vocabulary raising children: verbs SAMPLE ANSWERS

10a Cruel to be kind 5 Ask students to compare the verbs in pairs; you may 1 Ob A matter of taste
Tiger mothers will accept nothing less than •¡,: grades in
1
want them to use dictionaries. every subject.
Lead-in Elicit the d.ifferences from the whole class. ... will often lack self-discipline and will fail to push Lead-in
Personal response themselves to achieve more.
Personal response
Ask the class to discuss the meaning of the section title. 2 ... many {parents) just follow their instinct.
{Jt means to do something which seems to be hard or ANSWERS They regularly get the top grades at school ... Ask: What is your favourite food, and why? and elicit
damaging, but which will make things better in the end.) bring up means helping with ali aspects of the child's 3 ... western parents are always telling their children not answers from the class; encourage questions and
to worry, ... even if they think they have been lazy. discussion.
development; educa te refers only to mental {and
perhaps social) knowledge
Reading 2 praise mean saying things are good; reward mea ns that 8 Explain the word a chore (a unenjoyable task one has
1 Ask students to look at the picture and then answer the something is given for good performance to do) before students start. Ask students to underline the Listening
three questions in pairs. Elicit answers from the class. 3 rebel means to fight against a system as a whole; correct verb forms individually, then check with a partner.
disobey means to deliberately do something you have 1 Ask the class to answer the questions about strante
Elici t answers and commen ts from the class, foods, and encourage questions and comments.
been told not to do
SAMPLE ANSWERS push oneself means to try your hardest even when it
4 ANSWERS 2 ,S, [2.22] Ask students toread the three questions
1 The mother is saying something to her daughter about is difficult; discipline onese/f means setting one's own to focus their listening. Play the record.ing and elicit
doing her cello practice. rules and keeping to them 1 are always telling 4 hopes, won't always admit
5 give in means to not stand up to people when they 2 will do 5 respond, need
the answers from the class. Play the record.ing again if
2 The mother looks quite relaxed, but firm, perhaps strict;
want their own way; spoil children mea ns to let them 3 want, perform 6 are always trying, buy necessary. Explain any of the key language.
the daughter is smiling. Perhaps the mother is telling
her to do her cella practice. do and have whatever they want ali the time
3 Students' own answers. 6 nag means to keep on telling people what to do and 9 ,S, [2.21] Ask students to put the verbs in the correct ANSWERS
complaining about their behjj_viour; peste, means to form individually, then check with a partner. Play the 1 the Nicobar lslands in the lndian Ocean
2 Ask students to work in groups of four to discuss the continually interrupt with questid'ns and demands record.ing for students to checlc the answers. 2 insects
7 shame means to make someone feel bad for what they
parental control issues. Elicit answers and encourage a 3 They cultivate certain fungi and moss for the insects
have done or not done; punish means to make someone to eat.
wider class discussion. suffer for what they have done
ANSWERS

3 Ask students to read the text and answer the questions {alternative correct answers are given in brackets)
individually, then check with a partner. Elicit answers 1 beg 5 are always misbehaving Audioscript f, ¡2.221
from the whole class. Check students understand the key Grammar habitual actions: present 2 will say {says) 6 depend
tenses, will 3 will pester {pesters) 7 play Different people's diets rarely surprise me these days.
language in the text (see Vocabulary notes below). 4 will do {do) 8 assume We didn't use to think so much about what we ate. But
6 Read through the examples in the grarnmar box with today'. well ... w� li�e in an age where people are just very
the class, then ask the class to answer the three questions.
ANSWERS
Refer to page 169 of the Student's Book for further
Audioscript t, ¡2.211 conscious of theír diets. A day hardly ever passes without
1 strict and ambitious Chinese mothers a story in the news about a particular food that's good for
2 TV and computer games only come after homework, information and practice. your health or bad for you if you eat too much of it.
I've seen this situation so many times in Mexico.
music practice, etc., and are banned if those things are So I was v":}' interested toread a story the other day
What happens is children beg their parents for sorne
not done; music practice has to be done well; going ANSWERS
sweets. At first the parent will say no. So then the about the diet of the Nochmani tribe of the Nicobar
out with friends is banned if duties are not completed; 1 will
homework comes first, and top grades are expected child will pes_ter and pester until the parent finally Islands in the lndian Ocean. People used to think that
2 present continuous with a/ways g,ves in - which they always do. It's against ali the these tiny islands - which are about 600 miles from the
3 Western parents are laid-back and give too much praise 3 present simple
for poor performance. rules of parenting. coast of India - that they were uninhabited by humans.
2 But in 2004 aid workers in helicopters spotted sorne
I teach in a school in San Francisco where we have tribespeople on a mountainside.
Grammar note quite a lot of ethnic Chinese and Japanese kids. By
Vocabulary notes Scientists were particularly surprised that there were
and large they will do what you tell them. But the
= your own basic feelings about how to behave The present continuous with a/ways is used to express inhabitants there, because people usually need
instinct other kids - wow - they are always misbehaving. You
annoyance at something somebody regularly does. lt mammals - you know, cows, goats and so on - and
to reara child (child-rearing) = same as to bring up emphasises and exaggerates the frequency with which can tell them ten times to sit down before they do.
their produce - meat, milk, etcetera - in order to live.
to highlight = to make something noticeable the behaviour takes place, by suggesting it is happening 3 Where I live in India, it's common for young children But the Nicobar islands have almos! no marnmals. So
to ban = to stop or prevent continuously. to work. Kids still depend on their parents, but they what were the Nochmani surviving on? Fish, perhaps?
harsh = unreasonably strong John is always /eaving the lights onl have a d.ifferent attitude to responsibility. Justas No. Amazingly, their diet consisted largely of insects, in
to resent = to dislike someone for something In more formal English, the same idea can also be children in every culture play naturally, so children in particular beetles, of which there were over 1,700 varieties
expressed by wi/1 + keep + -ing: India naturally assurne responsibility for working and on the islands, but also other insects and spiders.
laid-back = relaxed
John wi/1 keep /eaving the lights on! earning money.
self-discipline = the abirity to organise oneself This presented a problem for the aid workers, who' d
brought with them standard survival meals, including
7 Ask students to find the relevan! phrases in the text Speaking chicleen, beef and pork. Toe Nochmaní, who weren't used
4 Ask students to discuss the questions with a partner.
individually, then check with a partner. Elicit the answers 1 O Ask students to discuss the questions about the three to eating meat at ali, were disgusted by these offerings. Ali
Elicit answers from the whole class.
from the whole class. texts in Exercise 9 in pairs, then report their ideas to the they' d take from the aid workers were sweets and cakes.
rest of the class. Encourage questions and comments. 1t wasn't justa matter of laste either. If you're used to a
ANSWERS certain type of food - even insects - other types may be
1 Tiger mothers get good results from their children. 11 Ask the pairs to think of three examples. completely indigestible.
2 She says it seems harsh and perhaps it works which 12 Ask pairs to get together to discuss their examples. Insects are in fact very nutritious: high in protein and fat
suggests she is not completely sure. Circula te and monitor their discussion for future feedback. and low in carbohydrates, malcing them an ideal food
:3 Students' own answers.
source for humans. But what was even more amazing
was that justas we usually help our animals to live by

108 Unit 10
10b 109
 providing food for them, so the Nochmani cultiva te Grammar used to, usual/y, be used to Pronunciation /u:/ and /ju:/
certain fungi and mosses to attract and feed the insects and get used to
they eat. Perhaps we can learn from this tribe. If more of 9a 4, [2.23] Ask students toread the three sentences 10c A universal language
us could get used to eating unconventional foods such as 5 Ask students toread the five sentences {l-5) and match to themselves and think about the pronunciation of
insects, it might help the world's food problems. the verb forms to the meanings (a---<e) ind.ividually, then the words in bold. Toen play the recording far them to Lead-in
check with a partner. Elicit the answers from the class, listen to severa] times. Play the record.ing agaín, pausing
having them read the complete sentence befare giving after each sentence far students to repeat it chorally and Personal response
Background note Invite students to show the others an everyday gesture
the meaning. Read through the grammar box with the ind.ividually.
The Nicobar lslands are an archipelago in the eastern class and make sure they understand the structures and (e.g. waving helio, thumbs up, etc.), and ask them to
lndian Ocean, 150 km north of Sumatra. They have a warm their use. See page 170 of the Student's Book far further
9b Ask students to practise saying the /ju:/ words explain what it means. Discuss the gestures. lf you have
tropical climate, with heavy rainfall dueto the monsoons. in the box to a partner, and help each other to get the students from different countries, or ethnicities, do the
information and practice. pronunciation right.
They are largely covered by rain forests and mangrove gestures mean the same thing for ali of them7
forests, with sorne areas of grassland. The inhabitants
speak 6 dialects of Nicobarese, but they are part of India. ANSWERS 9c 4, [2.24J Ask students to practise the / u:/ words in
The people chiefly live by horticulture. In the aftermath the box ind.ividually, then listen and check. Reading
1 d 2 b 3 a 4 e 5 c
of the 2004 earthquake, on December 26th, a 10-15 m 1 Ask students to get into pairs to decide what the
tsunami hit the islands, destroying property, breaking up ANSWER
6 Ask students to work ind.ividually and use the actions are like and what they mean by demonstrating
sorne islands altogether and causing huge loss of lite. /u:/ follows Ir/ and /dy
information from the grammar box to help them choose them to each other, then classify them. Elicit the answers
the correct forms to complete in the three texts. They can from the whole class.
Vocabulary notes check with a partner befare you elicit the answers from Vocabulary and speaking ANSWERS
to spot someone = to notice them unexpectedly or with the class as complete sentences.
difficulty 1 O Ask students to work in pairs to categorise the food, Posture: sitting back in your cha ir; standing with arms
then check and share their answers with another pair. crossed
standard= normal, basic ANSWERS
Elicit answers from the whole class.
to be disgusted by something = to find something 1 do not usually finish Gesture: waving; a handshake
extremely unpleasant 2 get used to Facial expression: smiling; biting your bottom lip
ANSWERS
indigestible= notable to be eaten and used by the body 3 are used to eating Possible meanings:
4 usually assumes (possible other examples In brackets) Sitting back in your cha ir= feeling relaxed or feeling in
nutritious = (of food) ful! of goodness 5 used to sit a yoghurt (cheese, cream) charge
protein = compounds that are essential for life 6 usually eat b breakfast cereal (tinned foods, prepared mea Is, packet
get used to dining Standing with arms crossed = feeling impatient, intolerant
carbohydrates = organic compounds supplying energy 7 foods) or defensive
from food 8 used to be e rice (pasta, bread)
9 didn't use to eat Waving = saying helio or goodbye
fungus (plural - fung1) = flowerless plant (e.g. mushrooms) d chocolate bars (sweets, biscuits)
A handshake = saying helio or goodbye
moss = low-growing green plant. in bogs, on walls Biting your bottom lip = nervousness or fear
11 Ask students to complete the statements ind.ividually.
unconventional = not normal or usual Background note Smiling = friendliness or feeling happy
Toen ask them to circulate and compare what they have
The basic form of the traditional English breakfast consists written - the results will be very different depend.ing on
3 4, [2.22] Ask students toread the gapped sentences
of fried egg and fried or grilled sausages and bacon, with whether you are teaching a monolingual ora multilingual 2 Ask students to read the three summary sentences to
carefully and think what might be a suitable word or class.
toast, or fried bread. Other foods that are often included focus their read.ing, then read the text and decide which
phrase to complete them. Play the recording for them to are fried black pudding (a blood sausage), mushrooms, summary is correct. Elicit answers from the class. Check
write the answers, then play it agaín for them to check, tomatoes and baked beans (haricot beans in sweetish Homework students understand the key language in the article (see
and complete their answers. They can then compare with tomato sauce). The traditional breakfast has fallen out Vocabulary notes below).
a partner. Elicit the answers from the class as complete of favour in homes beca use it is very high in cholesterol, Ask students to write 120-150 words on one of these
sentences. very fattening, and generally unhealthy. However, it is still topics to do with food.
served and enjoyed in hotels and guest houses throughout My favourite mea! ANSWER

ANSWERS
the country, and many people enjoy it at home as a The best mea! 1 ever ate
weekend treat, or on special occasions.
1 b 2 e 3 a 4 b 5 c 6 c A traditional meal in my country
7 Ask students to complete the sentences ind.ividually, Changing eating trends in my country Vocabulary notes
4 Ask students to think about the questions raised for then check with a partner. Elicit the sentences from the
a few minutes, then work in a group of four to discuss class as complete sentences. to exploit = to fully make use of
them. Ask one student in each group to act as secretary to adopt = to use, to take on
and record what is said. Have a class feedback session ANSWERS a case in point = a typical example
where the secretaries r_eport their group's ideas. outstretched = reaching out
1 used to eat 3 used to take, get used to
2 usually have 4 am used to eating to bow = to lean the top part of the body forward
a profitable route = a more productive way
8 Ask students to reflect on their experiences relating to to be distracted = to be thinking about other things
the sentences in Exercise 7, and then tell a partner about it.
to tense up = to become tight and ready for action
Elicit sorne comments from the whole class. (opposite of relaxed)
to apply = to use
to invade= to move into

110 Unit 10
1Dc 111

____.......... ........_...11111111....-------------------...J
 UNIT 1 O Customs and behaviour UN IT 1 O Customs and behaviour

3 Ask students to choose the correct answer individually, 9 Ask students to match expressions e-h with meanings
1-2 in Exercise 8, then check with a partner. Elicit answers Audioscript 4, (2.25]
then check with a partner. Elicit answers from the class as 10d A pre-wedding ritual
complete sentences. from the whole class. M = Marie; E = Esther
M: 1 know of herma painting as a custom from Indian
AN5WERS AN5WE.RS
Personal response weddings ... but you carne across it in Turkey, didn't
3 b c 5 c 6 a e 2 f 1 g 1 h 2 you?
1 a 2 b 4
Ask: When was the last time you went to a wedding?
What was it like? Elicit sorne descriptions from students, e: Yes, in eastern Turkey when I was travelling there. It
4 Ask students to find the gestures described, and Speaking and encourage questions and discussion. takes place a few nights before the wedding.
then demonstrate them to each other in pairs. Have lntroducing the theme: weddings M: Was ita bit like a hen night?
1 O Ask students to work in pairs to describe custorns
sorne students demonstrate them to the whole class for Ask students to work in pairs to listas many words
from their country. If you have a monolingual, mono- e: Well, in the sense that it marks the last evening that a
comment. connected to weddings as they can. Elicit answers from the
ethnic class, then pul pairs together to discuss their bride spends with female family and friends, 1 suppose
ideas. If you have a multi-ethnic group, try to pair people whole class and make a list on the board (e.g. wedding / it is a bit like that. What happens is, typically, the
AN5WERS from the sarne country, and then pair them with another wedding dress I wedding guest / wedding breakfast /
women from both farnilies gel together, with the bride,
bridesmaid I best man/ wedding cake/ wedding ceremony /
Paragraph 3: sitting cross-legged with foot outstretched; pair from somewhere different. If you have sorne single wedding presents I marriage I to get married / bouquet / to celebra te with music, song and dance. But it's not
raising the eyebrows quickly as a greeting students, Jet them make notes by themselves to describe church I registry office /temple/ wedding ring / to give jusi a party. lt's an occasion for sadness too, beca use
Paragraph 4: bowing; shaking hands the custorns, and then talk to someone from a different away the bride I confetti / rice}. it symbolises the end of life as a single person and the
Paragraph 5: boredom: people look at other things, e.g. country. Elicit answers from the whole class. start of another stage.
watches, move feet restlessly, tap fingers, scratch head
4 Read through the first four sentence sterns in the
anger: the face muscles tense up causing a frown, the eyes Homework Vocabulary weddings box with the class. Play the recording agaín for them to
stare, the face goes red, the body tenses
Ask students to write 120-150 words about sorne 1 Ask the class to discuss the question as a class. Invite complete the sentences. Play it again for them to check
interesting gestures from their lllltuoe. comments and questions on what is said. Provide any and complete their answers. Elicit answers from the class
5 Ask the class to comment on the two questions as a wedding vocabulary students need to help them along. as complete sentences.
class, and encourage discussion about them.
2 Ask students to answer the questions in pairs, then
AN5WERS
Critica! thinking sources check with another pair. Elicit answers from the whole
class. 1 a few nights before the wedding
6 Ask students to underline the references to other 2 last evening that a bride spends with fema le family and
cultures individually. Elicit answers from the whole class. fríends
AN5WERS 3 sadness too
1 stag night (for the man} hen night (for the woman} 4 end of lite as a single person and the start of another
AN5WERS
2 bride (woman} groom (man} stage
Para 1: buying bus tickets in England, France and Australia 3 veil
Para 2: distance from speaker in Latín cultures, China, 5 4, (2.26] Ask students toread the six sentences to
Nordic cultures focus their listening. Play the recording and ask students
Para 3: sitting in Europe, in Arab countries; greeting in the Vocabulary note to order the sentences by writing the numbers l�.
Philippines and the USA
The stag party and hen night traditionally used to take
place the night before the wedding, although nowadays AN5WERS
7 Ask students to look at the text to find sources for the they are usually held about a week before. Sometimes a 6 t, 2 e 5 d 3 e 4
examples listed in Exercise 6. They should note them and people now go away - even abroad - for a weekend the
f 1
give a number as indicated. Elicit answers from the whole week before the wedding. In general, these parties often
class and discuss them with students. involve noisy public behaviour, and sometimes friends play Audioscript 'i [2.26]
pranks or tricks on the groom (less often on the bride}.
Sorne groups nowadays wear unusual costumes, with M: So what happens exactly?
AN5WERS
special T-shirts for everyone to wear naming the bride or e: Well, the ceremony begins with preparation of the
Para 1: bus tickets: O groom to be. The parties are supposed to be symbolic of herma. lt's traditional for this to be done by the
Para 2: distance: 3 (Proxemics, Statistics} the last night of freedom with your friends before settling
down into married life. daughter of a couple who have hada successful
Para 3: sitting: 213 (personal experience); greeting: 1
marriage thernselves. Toen, after the bride's head
(it is said ... }
------- Real lite describing traditions
has been covered in a red veil, her hands and feet are
decorated with herma. After that, a gold coin is pul
Word focus common 3 4, (2.25] Read the rubric and question with the into the remaining henna. While this is happening, the
class to focus their listening. Make sure they know what guests sing ... urnm ... separa tion songs - these are
8 Ask students to match the sentences and the meanings
henna is (a reddish dye obtained from a plan!, which is rather sad, as you can imagine. Toe party continues well
individually, then check with a partner. Elicit answers into the night. Toen, on the moming of the wedding,
from the whole class. used to colour hair and to decorate the body). Play the
recording through once and elicit the answer. Play it again a child presents the hennaed coin to the groom as a
if necessary. symbol of future prosperity and good fortune.
AN5WER5
a 1 t, 2 e 2 d 1
AN5WE.RS
The women of both families attend; they play music, sing
and dance.

112 Unit 10 10d 113

 ---� ... "'•11.;11 QflU Ue'flaVfOUr
6 .i¡, (2.27] Read through the linking words in the box
in Exercise 4 with the class.
10e Business customs 4b Ask students to wríte the eight shortened sentences
Ask students to work in paírs and tell each other what as fulJ formal sentences inclividually, then check with a
happens in the pre-wedding festivities in the correct order, partner. Elicit the fulJ versions from the class. 10f Eating insects
adding the appropriate linking words. Circulate and
Le�d-in
monitor their speaking for later feedback. Play the whole Personal response ANSWERS Before you watch
recording and let them listen and check. Ask: What customs do you know connected to.business First email
in this country? Elicit ideas from the students (if stude ts 1 Students work in groups. Ask them to look at the
� 1 1 forgot to tell you photo
Audioscript ,. [2.27] are ata loss for ideas suggest: being punctual, not takinq 2 1 just wondered what to expect
and cliscuss the questions. Talce feedback from the class.
mobile calls in meetings, exchanging business cards) and :3 1 don't want to put my foot in it. 2 Ask students to work in pairs to cliscuss their childhood
See auclioscripts 2.25 and 2.26 above. discuss what they say. experience of sweets.
4 Thank you in advance for your help.
Second email 3 Elicit ideas from the class about the questions asked.
Pronunciation the letter s
Writing an informal email 1 l'm glad to hear you're going out to China.
7a .. (2.28] Ask students toread the words in the box 2 lt isn't Shanghai you're going to, is it7 While you watch
and decide for themselves how the letter 's' is pronounced 1 Ask students to read the question about business :3 Anyway, this is my advice:
in each case. Toen play the recording for them to listen customs in other countries and discuss ideas as a class
.. 4 Good luck and I will speak to you soon. 4 Play the whole video for students to check their ideas
and check. Elicit the answers from the whole class. Elicit any examples they can give of business customs in from Exercísa 3.
clifferent coun tries.
4c Ask students to write the sentences as shorter
ANSWERS ANSWERS
2 Ask students to read the first email and answer the informa] versions individuaJJy. They can then check with
Is/: custom I dress I suppose (first 's') I symbolise (first 's') questions, then check with a partner. Elicit answers from a partner befare you elicit answers from the whole class. 1 countries in Asia, Africa, Australia and Latín America
the class. 2 No, it's a very old habit, dating back to the earliest human,.
lzl: friends I music I suppose (second 's') I symbolise
(second 's') I weddings SAMPLEANSWERS :3 Yes, inseets brim with vitamins and minerals.
ANSWERS 4 Yes, it is: producing a pound of caterpillar takes a tenth
1 Hope we can meet up soon.
of the resources needed for a pound of beef.
7b ,f; (2.29] Ask students to decide on th� 1 advice about how to behave in China 2 Bad luck that you didn't get the job.
pronunciation of the words in the box, then listen and He doesn't want to upset his business partners. :3 Back Tuesday night.
2
4 My New York address: 5 Give students time to read the list. Toen play the video
check. Ask them to think of three other words for each
5 Look forward to hearing all about it.
for them to number the foods in the arder they see them.
pronunciation and compare them with another pair.
6 Nota bad result, was it?
Vocabulary notes ANSWERS
ANSWERS
Ensure students are familiar with these words and phrases: 5 Ask students to read the email, then reply to it in an 1 g 2 b 3 e 4 c 5 h 6d 7 f
Is/: across I eastern I single I spends (first 's') I surprise (first 's') briefly = for a short time informal style, making appropriate suggestions for how
8 a
lzl: lose I rings I spends (second 's') I surprise (second 's') to put one's foot in it = to make a mistake, to do the things are done in their country. 6 Give students time to read the questions. Toen play the
wrong thing video again for them to complete their answers.
6 Ask students to work in pairs, exchange emails and
to be aware of = to understand and know
Extra activity check them against the four criteria listed.
ANSWERS
Play the recordings of ali the words, pausing after each 3 Ask students toread the reply and answer the Homework 1 Pismo beach, California
one for students to repeat chorally and individually. Then question, then check with a partner. Elicit answers from 2 for more than 10 years
ask them to practise with a partner, and help each other the whole class. Students reply to the email they checked in Exercise 6. :3 Because they are taught to avoid insects from an early age.
with their pronunciation. They then give it to their partner, who checks it for the 4 more than 1,400 I fourteen hundred
same criteria.
ANSWERS 5 lt has snob appeal, people can enjoy tasting gourmet
insects.
Speaking take business cards; eat whatever you are offered
8 Ask students to do this activity individually. U people
don't know what happens in a wedding ceremony in their After you watch
country, ask them to think about another ceremony with Writing skill elision in informal writing 7 Students work in pairs to roleplay a mea] at Larry's
many traditions associated. 4a Ask students to find four examples of elision and restaurant, accorcling to the instructions. They should
share them with a partner. Elicit answers from the whole change roles and act out the conversation a second time.
9 Ask students to get together in groups of four and class.
describe the customs; if the others in the group share the 8 Read the quote with the class and cliscuss what it means.
sarne culture, they should listen and add anything which
they think is missing. U they are from clifferent cultures, ANSWERS
ANSWER
they should listen and ·ask questions. First email
Something that has 'snob appeal' makes people feel
1 Forgot to tell you
Homework superior in sorne way. Gourmet inseets might have snob
2 Just wondered what to expect
appeal because they are unusual, and beca use they are
:3 Don't want to put my foot in it. very good for the environment.
Ask students to write 120-150 words describing a wedding 4 Thanks
ceremony (or other traditional ceremony).
Second email 9 Discuss the question briefly and ask students to give
1 Glad to hear you're going out to China their opinion by a show of hands.
2 Not Shanghai, is it?
:3 Anyway, my advice: 10 Students work in groups to discuss the questions.
4 Good luck and speak soon

114 Unit 10

10f 115
 J
J� J� -
j
UNIT 1 O Customs and behaviour
Unit 11 Knowledge and
Videoscript
���������- UNIT 10 Review
00.01-00.20 Every resort town in the US has a candy store.
But one store in Pismo Beach, California goes beyond the usual
toffee and caramel apples. lf Hotlix has its way, Americans will
Grammar
1 Ask students to discuss in pairs what they know about
learning
be snacking on everything from caterpillars and cockroaches ... Spanish eating habits. Elicit sorne ideas.
to meaJworm-covered apples.
2 Ask students toread the text and find the information Lead-in
00.22-00.29 Larry Peterman is a candy man on a mission.
For more than a decade, he's been promoting a valuable food about Spanish mea! times. Elicit answers from the class. Personal response 11 a Knowledge conservation
source that most Americans find revolting. Ask: What have you enjoyed learning most in your /ife,
AN5WER5
00.31-00.39 In a land of plenty, people resist. Larry knows and why? Elicit answers from the class and encourage Lead-in
why. From an early age, parents teach children to avoid insects. Breakfast: 8-9.30 a.m. Lunch: 1.00-3.30 p.m. others to comment and ask questions.
Personal response
00.40-00.49 Larry Peterman In our culture, from the Dinner: 09.00-11.00 p.m.
Ask: Have you learnt more from working in jobs, or from
time we're really small, we're taught to avoid insects. They might
bite you like a mosquito, you swat them. 3 Ask students to choose the correct forms of the verbs 1 Ask students to work in pairs to match the phrases; your formal schoo/ and university studies7 Why7 Elicit
they may need a dictionary. Elicit answers from the class. answers from students, and encourage comments and
This was kind of good ... this has kind of a good cricket in it. individually, then check with a partner. Elicit answers questions from others.
from the whole class as complete sentences.
00.50-00.57 But kids aren't the only ones munching on bugs. AN5WER5
Around the world, more than fourteen hundred insect species Reading
show up on menus. AN5WER5 1 d 2 c :3 b 4 a

00.58-01. 12 lnsect-eating or entomophagy is part of healthy 1 get used to 5 close 1 Ask students to answer the question in pairs, then elicit
2 aren't used to 6 will rest the answer from the class.
d.iets in Asia, Africa, Australia and Latin America. This trend 2 § [2.30] Read the rubric and the two questions with
is anything but new. Archaeologists have found evidence of it 3 used to live 7 used to be
4 usually eat the class to focus their listening. Toen play the recording
dating to the earliest humans. e.yvo�·t eat for them to answer. Play it again if necessary. ANSWER
01.15-01.35 Advocates of insect eating like to note that it's A botanist studies plants.
environmentally sound. Producing a pound of caterpillar takes Vocabulary AN5WER5
a tenth of the resources needed to produce a pound of beef. And
insects brim with vitamins and m.inerals. But despite all the 4 Ask students to work in pairs to find the odd word out 1 buying a second-hand car 2 Ask students in pairs to make a list of plants and plant
benefits, most Americans can't stomach bugs. in each group, and the reason for it. 2 consultan authority, do sorne research, study the products they use regularly. They should then compare
facts, make sorne reasoned judgements, process the their list with another pair. Elicit ideas from the class.
01.36-01.38 Larry Peterman Welcome, welcome, information, trust your instinct
welcome! Have a seat! AN5WER5
1 spoil -the others are things parents do to get their 5AMPLE ANSWERS
01.39-01.48 Unlike Larry Peterman, who celebrates thern at
his d.inner parties. The evening begins with Larry's versión of the children to behave correctly Audioscript § [2.30] fruit and vegetables in food; plant oíl (olive, maize,
classic shrimp cocktail. 2 educate - the others are about looking after children sunflower); plant extracts in shampoos and other
3 shame - the others are positive We rely on our intuition ali the time. Let me give you cosmetics (e.g. nettle); herbal medicines; pot plants for
01.49-02.16 Larry Peterman We just finished preparing
4 cheese - it is dairy, the others are carbohydrates a couple of examples. Imagine you're going to buy a decoration; coconut matting on the floor; wood for fuel,
a cricket cocktail. lt's a lot like a shrimp cocktail, only instead of
shrimp we use crickets. OK, folks. Here's the first cou.rse. 5 sit back - it is a posture, the others are gestures second-hand car. You have a basic grasp of car mechanics. building, furniture, etc.; paper
6 smile -the others are all bad manners So, first you consultan authority on the subject ... like a
'Oh yum!' 'Now enjoy.' 'My God, 1 just ate a cricket!' 'While 7 offensive - the other three are ali good behaviour
you're enjoying thís, l'm going down and get your next cou.rse.' motoring magazine. You do a bit of research to find out 3 Read through the questions with the class to focus their
02.18-02.20 Toe main course is a stir-fry, a special garnish.
what the best kind of car is, and try to pickup sorne tips reading, then ask them to read the article and answer the
5 Ask students to tell a partner about their postures, from experts and journalists. Toen you study the facts
02.22-02.37 Larry Peterman Here we go. Dinner is gestures and facial expressions. questions individually. Elicit the answers from the class.
about the car - how big the engine is, how economical it is Check students understand the key language in the article
served. 'Here we go, ready?' 'OK' 'Uno, dos, tres, go.' 'Yeah,
they're terrific. Yeah. All right.' 'Oh, thank you so much. Yeah, and so on - and ma.ke sorne reasoned judgements from the (see Vocabulary notes below).
you want the cricket.'
Real lite information you read about whether it's a suitable car for
02.38-02.41 Severai courses la ter, Larry presents his piece de
6 Ask students to match the phrases in the two columns you or not. In other words, you process the information. AN5WER5
resistance. with a partner. But when it actually comes down to buying a particular 1 She looks at the way people interact with plants.
'This is the best d.inner I've had.' car from a particular person, then ... in the end you have 2 in the rain forests of Ecuador and at Florida Atlantic
AN5WER5 to trust your instinct or gut feeling. Do I trust this person? University
02.44-03.10 Larry Peterman OK. Here it is, folks, what
you've been waiting for. Now don't let anybody dive in until 1 lt marks the moment when a child becomes an adult. Is a car of this age going to give me any trouble? No one 3 medicine and food
everyone's been served, please. We call thern a Pismo Surfer and 2 lt takes place on the child's 16th birthday. else can answer these questions. And that's how it is with
what it is is a banana with whipped cream and a really good .3lt is an occasion for celebration. many situations in life. Our knowledge is rarely perfect
4 lt symbolises leaving childish things behind. enough to mean we can ma.ke a purely objective decísíon,
Vocabulary notes
cockroach on it. You don't have to eat the wings. You don't have
to eat the head. Unless you want to. 5 lt's customary for the child to stand up and give a short to distinguish = to separate one thing from another
speech. 3 § [2.30] Ask students toread through the phrases.
'Do you know, do you know where this cockroach has been?' 6 Typically the ceremony begins with the parent walking Play the recording for students to complete the sentences. a cash-crop = a cultivated plant grown for money
'Probably not. How is the taste?' into the hall with the child. to engage with = to make connections with, interact
Larry Peterman We can do another one next week íf you like! 7 Once the child has given their speech people in the ANSWERS
audience can also say sorne words. 4 Ask students to answer the questions individually, then
03.11-03.13 Larry predicts he'll eventually win people over. 1 grasp 3 process
03.14-03.32 Larry Peterman As we become more and 2 find, pick 4 gut check with a partner. Elicit answers from the class, having
7 Ask students to talk about a traditional celebration in grasp = understanding one student ask and another answer the questions.
more insect-food oriented, our taste is going to change and so
their own country. Elicit sorne examples from the class.
I see a nlche for somebody that does gourmet insects. It could find out= get information
have sorne snob appeal, like, people taste wine, hmm, this is a AN5WER5
pickup= to get ideas, sometimes in unexpected ways
good one. Why, this bug is good. Speaking process = take all the information and make sense of it 1 She writes down information that they give her.
8 Ask students to discuss the questions in groups of four. gutfeeling: an instinct, ora feeling you have that you 2 They pass it on by word of mouth from one generation
cannot explain by logic to another.
3 She tells stories about her life in the rain forest.
116 Unit 10
117
 5 Ask students to discuss the questions in paírs. Toen Vocabulary learning
friend a card fer their birthday, but then you fergot.
elicit ideas from the class. Read the Wordbuilding box 9 Ask students to work in pairs to decide which words 11b Memory You recognised someone in the street and would have
with the class, and point out that idioma tic expressions are synonyms. Elicit answers from the whole class.
can make texts more interesting and convey more subtle spoken to them, but you didn't beca use you couldn't
meaning. For more explanation and practice, see page 91 Lead-in remernber their name. You promised you would post a
ANSWERS letter fer someone and two days la ter you feund it still in
of the Workbook. Personal response
absorb - take in connect with - engage with your pocket. You were going to write down a great idea
acquire - pick up grasp - understand Ask: What is the earliest memory you have from you had, but when you feund a pen and paper, the idea
Grammar cou/d, was ab/e to, manage chi/dhood? Elicit answers from the whole class and had gene. 1 could ge en, ... but I won't because I'm sure
be ignorant {of) - not know inspire - motívate
to and succeed in encourage questions and comments.
everyone recognises these common failures of memory.
6 Ask students to work in pairs to find the ferms in the text, 1 O Ask students to complete the sentences about their 5 'I, [2.33] Read through the questions with the class
then match each ene to a use. Elicit answers from the class. own experiences of learning at school. Then ask them to Speaking to focus their listening. Play the recording and ask them to
get into pairs to ask and answer the questions. find the answers. lf necessary, play it again. Elicit answers
1 Ask students to look at the picture fer ten seconds -
ANSWERS from the whole class. Check students understand the key
count the seconds out yourself - then close their books language (see Vocabulary notes below).
1 could distinguish - b SAMPLE ANSWERS and write down ali the objects they can remernber. They
2 were able to pick out, were able to engage - b 1 succeeded in inspiring should then combine their list with a partner.
:3 couldn't easily absorb - c ANSWERS
2 could you absorb / were you a ble to absorb
4 weren't able to remember - c :3 could you engage with
2 Ask the pairs to share their lists with another pair. 1 dates and the events related to them
5 Fadiman managed to persuade - a 4 Oíd you manage to pass/ Oíd you succeed in passing Elicit the list from the class with books still closed - try 2 She finds it is a burden.
6 Fadiman succeeded in getting - a 5 did you manage to acquire I did you succeed in acquiring to get as much inforrnation as you can about colour, :3 Because we store things externally en computers and
6 you couldn't grasp / you weren't able to grasp shape, material and so en. You might want to write it mobile phones, and don't use our memories as much.
en the board. Discuss any techniques students used fer
Grammar note
memorising the items, and any other applications these
Explain that, to talk about ability in the past, cou/d and Speaking techniques might have. Audioscript 'I, [2.33]
was ab/e to are virtually interchangeable, as are couldn't 11 'I, [2.31] Read the questions with the class to focus
and wasn't ab/e to. their listening. Play the recording and !et them note their ANSWERS Everyone would like to remember more but would it
He could / was ab/e to run very fastas a boy. answers. Elicit answers from the whole class. actually make us any happier?
a red toy sports car
They couldn't / weren't ab/e to leave because of the snow. I want to tell you the story of a 41-year-old woman from
a book: Homer's The /liad
However, we use was able to, not could, to talk about a ANSWERS California known in medica! literature as 'AJ', who
a box of matches with Peace written on it
particular action that someone succeeded in doing.
growing vegetables remembers alrnost every day of her life since the age of
1 a metal badge
After he fe//, he was able to reach the te/ephone to cal/ 2 She read a book by Joy Larkcom. 11. She remembers that at 12.34 p.m. en Sunday, the 3rd
for help. a silver cigarette lighter of August 1986, a young man she was attracted to called
a baseball with writing en it her en the te!ephone. She remernbers that en the 28th of
Manage to do and succeed in doing, when used in the
past, both imply that something was difficult to do, but Audioscript 'I, [2.31] 2 photos {one colour, ene black-and-white) March 1992, she had lunch with her father at the Beverly
that in the end, the desired result was achieved: an airmail letter and envelope Hills Hotel. It's a bit like certain smells that evoke strong
He didn't want to come with us at first but eventual/y we I became interested in growing my own vegetables a 2 metal tags {ene red, one silver) memories ... AJ's memory is stimulated in the most
managed to persuade/ succeeded in persuading him to few years ago because I was aware of how expensive a plastic toy figure intense way by dates.
join us. vegetables were in the shops. lt also struck me that a lot a white fan with signatures on it You'd think that being able to retrieve facts and
of the vegetables we buy are imported. lt occurred to me 6 medals: 1 round one with a long tricolour neckband knowledge in this way would make us more confident
that if more people grew their own, we wouldn't have to 1 Maltese cross with stars & stripes flag and wiser. But in fact fer AJ an incredible memory is as
7 Read through the grammar box with students. Fer import so many. 1 was really ignorant of the subject - 1
further practice and explanation, see page 171 of the 2 small heart-shaped enes with a head on a mucha burden as it is a benefit. That's beca use most
couldn't grow a thing- but luckily I managed to discover blue background memories are selective: they remember mostly important
Student's Book. Ask,students to complete the sentences a fantastic book written by a woman called Joy Larkcom. 2 small circular ones with striped cloth things and mostly good things too. AJ remembers every
individually, then check with a partner. Elicit answers That was six years ago and it's become more than a hobby. attachment
from the class. detail, good or bad, important or not.
It ne ver crossed m y mind tha t I would beco me an expert, something unrecognisable, black / khaki and red, mostly So when we curse our peor memories fer fergetting to
but now I get a lot of neighbours coming to ask me fer my out of picture on the left
ANSWERS senda birthday card, actually we should be grateful also
ad vice.
1 distinguish
fer ali the things that our memories hide away beca use
4 to work
2 to say 5 in passing 12 Ask students to choose a subject they know a lot Listening they don't need to be remembered or thought about.
:3 to use 6 save about (e.g. a hobby or interest) and answer the questions, Umm ... technology of course helps us with this. We
then discuss it with a partner. 3 Ask the class to discuss what sort of things they often don't need to remember the precise content of a report
ferget. Encourage questions and comments. or the exact time of a meeting, beca use it's stored en our
8 Ask students to underline the correct ferms Homework 4 'I, (2.32] Ask students to listen and compare their computer or in our mobile phone.
individually, then check with a partner. Elicit answers own memory problems with those discussed en the But interestingly, the growth of this technology- what
from the whole class as complete sentences. Ask students to write 120-150 words on How l learnt to ...
They can choose a work area or a hobby that they have recording. Elicit comments from the class. psychologists call our externa! memory - is having an effect
already talked about in this section. en what and how much we remember. Even our memories
ANSWERS Audioscript t, [2.32] of happy events - like parties or holidays - get stored in
1 was able to combine/ succeeded in combining photograph alburns en our computers. So our interna!
2 could look at Do these situations sound familiar to you? Have any of memories are probably worse than those of people 100 years
:3 managed to record these things happened to you? You were about to give ago. Medica! science is trying to address the problem of
4 wasn't a ble to do a speech or make a comment ata meeting, and then peor memory and this is what I want to ta!k about next ...
5 was able to visit your mind went blank. You were supposed to send a
6 were able to make

118 Unit 11
11b 119
 UNIT 11 Knowledge and learning
UNIT 11 Knowledge and learning
Pronunciation contrastive sentence
Vocabulary notes AN5WER5
stress 11c Who's a clever bird, then?
1 your mind went blank (you couldn't remember what to say).
medica/ /iterature = medica! articles and reports in
2 you forgot. 12a '5 [2.36) Ask students to underline the words in
professional journals and books 3 you couldn't remember their name. pairs. Elicit answers from the whole class without saying Lead-in
to evoke = to make you remember and think about 4 you found it still in your pocket. if they are corree! ar not. Play the recording for them to Personal response
to stimulate = to cause something to react in sorne way 5 the idea had gone. listen and check. Then ask them to practise saying the Ask: What is your experience of parrots? What do you
to retrieve = to get back, to find again None of the actions were completed because the person sentences to each other and getting the stress correct, know about them? Elicit sorne responses, questions and
wise = having a great deal of useful knowledge about life forgot to do what they had planned, or they couldn't comments from the whole class.
remember what they were going to do. ANSWERS
a burden = something which is physically or figuratively Using words
'heavy', and becomes a problem 1 1 was going to ask 5il.rilh to come, but I asked Kil1lL Ask students to look at the heading and the picture in
a benefit = something which helps us
10 Ask students to choose the verb forms individually, imlli¡j. the article and explain what they think the title means.
then check with a partner. Elicit the answers from the class 2 She was supposed to be in .Cil.irl2 this week, but she's ill. Explain that this a stock phrase used to anima Is and small
seleetive = partial, incomplete 3 He promised he would send me the l2tigj¡w, but he sent children. For example, a grandparent might say to a small
as complete sentences.
to curse something = to regret orbe annoyed by mea�. grandchild, 'Who's a /ove/y boy. then?' or 'Who's a lucky
something, to wish a situation was different from what it is 4 We would have been there by ten o'dock but the train girl, then ?' lt is one of the phrases that speaking parrots
AN5WER5 didn't get in until eleven fifteen. are often taught orare expected to say. lt is also used
6 1111 [2.34) Ask students to read through the sentences
and complete what they can individually. Play the
1 was going to ask
2 was supposed to be
3 would have told
4 it would have meant
5 was about to ask
6 would be
=
5 He was about to announce that he would ri:tire..thii.
but now he thinks he'll llill until �
6 The t2Yilcil were aoiog to build a new sboooioq mal! in
ironically to adults, e.g. an adult might say to a male
friend who has won sorne money, 'Who's a lucky boy.
then?'
recording for them to check and complete their answers. the centre, but resideoU oooosed the idea.
They can then check with a partner. Elicit the answers
from the class as complete sentences. Grammar note Reading
The future in the past is used fol"vari<>us reasons: 12b Ask students to complete the sentences individually, 1 Ask students to work in pairs to discuss the intelligence
then say them to a partner and ask them which words of any domestic animals they know about, and what
ANSWERS To talk about an intention which mayor may not have
were stressed. things they do that show they are intelligent. Elicit sorne
1 dates, smells 4 grateful been completed:
2 confident and wiser 5 externa! / was going to visit them, but then they went away for examples and observations from the whole class and
6 poor 5AMPLE ANSWERS encourage comment and questions.
3 important, good the weekend.
/ was going to visit them whether they wanted me to 1 1 was going to order a fili!ls. but I decided to have
micken instead.
2 Ask students to read the article and say how Alex
ornot. showed his intelligence. Elicit the answer from the whole
Audioscript 'i [2.34) To talk about a plan or appointment that changed: 2 They were supposed to be going on holiday to J!a.]y, but
they went to li[eece_instead. class. Check students understand the key language in the
We were going to meet at six; but he rang to say he 3 l would have driven, but � wanted to drive. article (see Vocabulary notes below).
(See audioscripts 2.32 and 2.33) couldn't come. 4 He said he would l!!@jt forme, but he went � me.
7 Ask students to work in groups of four to discuss the To talk about other actions in the past (not intentions) 5 We were about to 11.ux a new TV, but Jimmy g¡¡ye us an AN5WER
three questions. Ask the groups to appoin� a secretary that didn't happen as expected: 2ld.one.
by separation of objects by shape and colour, by doing
to keep notes on their ideas. Elicit suggestions from the / would have said he/lo, but 1 didn't see him. arithmetic, by telling other parrots to 'talk clearly'
secretaries and encourage comments and questions from To report our thoughts in the past:
the rest of the class. / knew what she was going to say. but 1 kept quiet. Speaking
/t was going to be a wonderful party. 13 Ask students to choose a situation in pairs and make Vocabulary notes
Grammar future in the past
8 fj [2.35) Ask students to read through the five In reported speech: upan excuse to explain what happened, using the future delibera te/y= on purpose, intentionally
sentences and think about what should be in the / told them (that) it was going to rain. in the past. They can write clown what they plan to say, or futile = of no use
make short notes. They then tell another pair and listen to
gaps. Play the recording and ask them _t� complete the to imita te= to copy, to do the same thing as someone else
sentences. Play it again if necessary. Eliat answers from their excuses. Elicit exarnples from the whole class and ask
to learn by heart = to memorise
the whole class as complete sentences. 11 f, [2.36) Read through the information and students to vote for the best ones.
a perch = a wooden bar for a bird to sit on
examples in the grarnmar box with students. If they
need more explanations and practice, refer to page 172 Homework rare = uncommon, not normal
ANSWERS
af the Student's Book. Toen ask students to complete the Ask students to write 100-120 words about their memory - the dynamics = the changes
1 were about sentences in Exercise 11 using the future in the past. Elicit a predator = a hunting, meat-eating animal
what they remember and forget, and how they help
2 were supposed answers from the class, and play the recording for them to themselves remember things. moody = changing from a good to bad state of mind
3 would have
4 would listen and check. regularly
5 were going
AN5WER5
3 Ask students to work individually to decide if the
1 1 was going to ask Sarah to come, but I asked Kate inste.ad.
statements are true, false or not in the article, then check
Audioscript 1111 [2.35) 2 She was supposed to be in Cairo this week, but she's 111.
with a partner. Elicit answers from the whole class.
3 He promised he would send me the original, but he sent
(See audioscript 2.32)
9 Ask students to discuss the questions about the
4
:;:,:
:�ºJi�·
have been there by ten o'clock, but the train ANSWERS
didn't get in until eleven fifteen. 1 NA 2 T 3T 4 F 5T 6 NA
sentences in Exercise 8 in pairs. Elicit ideas from the whole 5 He was about to announce that he would retire this
class. year, but now he thinks he'II stay until next year. .
6 The council were going to build a new shoppinq mall in
the centre, but residents opposed the idea.

11, 121
120 Unit 11 e
 __..r"..,.-o:o....,.. �ICl.l a Jiliat suggestions from the class about whkh method
A: Sorry. Could you speak upa little? 1 can't hear you very
ellc:It sorne answers from the whole class. they found most effective. If necessary, explam that the 11d Keep learning well.
most effective methods are !hose that get an idea across
Background notes most clearly. Discuss the ideas put forward. L: Yes, we have a one-year art appreciation course.
Materia Is
Dr Irene Pepperberg was born in Brooklyn, New_York A: Umm ... can you explain what the course involves?
on 1st April 1949. She studied chemistry at uruversity, Word focus Jearn Dictionaries for Exercise 1.
L: Yeah, it's a two-hour class once a week and, basically, it
eventually completing a PhD in chemical physics at Harv�rd 7 Ask students to find the expressions with learn in the teaches you how to look at art so that you get the most
in 1976. However, she made her name through her stud_,es text and decide on the meaning in paírs. Elici t answers from the experience.
of fanguage, cognítion and communication.with an Afncan Lead-in
from the whole class. A: No, sorry, I'm not really with you. Are you saying that
Grey Parrot whom she called Alex. Her.stud1es broke new Personal response
ground in the field of animal commurucation, but also it doesn't really deaJ with the history of art?
ANSWERS Ask: Have you e ver done an evening course in something?
drew a great deal of criticism from fellow researchers. L: No ... there's sorne history of art in it, of course, but
Pepperberg, who is currently an adjunct associate professor Encourage students to talk about what courses they have
/earn as you go along = to learn as you do something done, and where and when they did them, and discuss it's mainly Iearning about composition, techniques,
at Brandeis University, and a lecturer and research assoc,ate (compared to more formal learning, or learning the references and so on.
what the teaching and learning was like.
at Harvard, set up The Alex Foundation to support theory first, then putting it into pract,ce)
her research studies. When Alex died prematurely on /earn by heart = to memorise something so you can repeat A: Hmm ... Could you give me an exarnple of the kind of
September 6th, 2006 aged 31, she wrote a book called it exactly (e.g. a poem, a set of facts or dates; to /earn by thing students do in the class?
A/ex & Me, about her life with the parrot. She has also rote has a similar meaning) Real lite getting clarification L: Sure. Typically, students look at works of art and then
published The A/ex Studies about her research. /earn the hard way = to learn something through comment on thern. Toen they're told more about the
The African Grey Parrot lives in rain forest in west bad experiences (this is often used about people who 1 Ask students to look at the list of courses at Rousham
artist, what he or she was trying to achieve and then they
and central Africa. Adults grow to 33 cm, and have light stubbornly refuse to take good advice, but then find out Adult Education Centre, find out what the courses are
look at their work again, ... with fresh eyes as it were.

.
grey feathers, a cherry-red tail and a_n all�bla_ck beak. The by making mistakes) and decide which ones they would like to do. Elicit sorne
oldest reliable age known for a capnve bird 15 49.7 years, feedback from the class. A: Mmm, OK. lt sounds quite interesting. What was the
though records of 73 and 93 have been suggested. They course called again?
are very popular as pets, not least because �f th�ir ability 8 Ask students toread the sentences and decide on the L: Art appreciation .
to imitate human sound, and their general intelliqence, meaning of the expressions with learn. They should check Vocabulary notes
A: And when is it?
However, they have been over-exploited by the legal and with a partner before you elicit answers frorn the class.
A-leve/= the exam which UK students take befare they
illegal pet trade, with 350,000 wild birds taken between L: Every Tuesday - in term time, that is - from 7 p.m. tiJ
leave school at 18, and which qualifies them for university.
1994 and 2003. There are bans and limits worldwide, but 9 p.m., starting on ... one minute ... yeah, starting on
ANSWERS The exams can also be taken at any time in special
this does not always help. Also, their preferred nestmq colleges. the 29th of September. The cost is E298 for the year,
trees are those which are most important for the wood 1 learn the techniques that professionals know . . wtless you're a registered student.
trade, so their habitat is being reduced all the time. 2 learn to do the simpler things befare the more difficult appreciation = study and understanding of something
enes composition = how things are positioned in a painting
A: Hang on a second. That's too much to take in ali at
once. I'm trying to write it down. 1 didn't catch the start
3 You can always learn something new, whatever your age.
4 What I did - the mistakes I made - have taught me to
references = what other paintings, events, people the date. Did you say the 29th of November?
Critica! thinking rainforcing ideas painting is connected to
be more careful in future (= to learn the hard way). L: No, the 29th of Septernber.
5 to accept the situation even if we don't like it to catch = to hear
5 Read the rubric with the class and ensure that they
6 look at the mistakes that happened in the past and no worries = (colloquial) that is nota problem A: OK. Well, thanks. I'll have a think about it, but it
understand the concept of the reinforcernent of ideas in sounds good.
text. Ask students to find the eight ideas in the text and change their behaviour / policy to avoid making the
underline thern, then think about how they are reinforced.
same mistakes L: No worries, bye.
Elici t the answers from the class,
2 4, [2.37] Read the rubric and questions with the class
to focus their listening. Play the recording for them to 3 Read through the phrases in the box with the class to
9 Ask students to write two sentences individually, then answer. Play it again, if necessary, and ask students to check focus their listening. Malee sure students understand that
ANSWERS read thern out to a partner, missing out the expressions. their answers with a partner. Elicit answers from the class. Alunad uses thern to ask for repetition or explanation
1 Para 1: How does a scientist find out to what extent with learn. Their partner has to work out what the aussmg from the receptionist. Play the recording, and have
an animal is capable of thinking? (reinforced by expression is. ANSWERS students decide on the use of the phrases and mark them
paraphrase in the n'ext question) accordingly. If necessary, play the recording again for
1 history of art
2 Para 2: decided to investigate the thought processes Speaking thern to check and complete their answers. Elicit answers
of another creature by talking to it. (reinforced by 2 art appreciation, because it's notan examination-based
from the whole class, having students read a phrase, then
explanation of how, then a quote from Pepperberg) 1 O Ask students to do the quiz on page 154 in pairs. course
say what its use is.
3 Para 3: most researchers thought Pepperberg's They can then check the answers on page 1ss_. Elicit 3 He wants to think about it.
communication study would be futile. (reinforced by students' opíníons of the results - was the quiz accurate
ANSWERS
quote from Pepperberg) about what kind of leamer they think they are?
4 Para 4: Pepperberg wanted to get inside his mind ... Audioscript 4, [2.37] 1 What do you mean by ... ? E
(reinforced by examples) 11 Ask students to work in groups of four to discuss the 2 Can you speak upa little? R
. . . issues raised. Ask each group to appoint a secretary to
5 Para 5 (top of columrr 2): Many of Alex's cogn,t,ve ski/Is, A= Alunad (student); L = Liz (college receptionist) 3 Can you explain what ... ? E
such as his abi/ity to understand concepts of 'same' and note their answers. Elicit ideas from the secretaries, and A: Hi there, I'm interested in taking a class at your 4 l'm not really with you. E
'different' are rare ... (reinforced by paraphrase, Very d.iscuss leaming ideas as a class. college - urnm ... the history of art course. 5 Are you saying that ... ? E
few animals ... ) 6 Could you give mean example of ... ? E
6 Para 5: But parrots, like humans, live a long time in L: Is that the two-year A-leve! course? 7 What was ... again? R
Homework
complex societies. (reinforced by another example of A: Sorry, what do you mean by A-leve!? 8 Hang on a second. That's too much to take in all at
similarity and repetition of 'like humans') Write 120-150 words about something you would like to once. R
learn about, and how you would go about learning it. L: Toe A-leve! art history course is a two-year pre-university didn't catch
7 Para 7: A/ex ran through various tests (reinforced by 9 1 R
examples of the tests) course with examinations at the end of each year. 10 Did you say ?R
8 Para B: A/ex knew al/ the answers himse/f and was A: Oh no, no, no ... 1 don't want to take any exams. lt's
getting bored (reinforced by examples of how he just for interest.
behaves to show this) L: OK. In that case, we have a one-year art appreciation
course.
122 Unit 11
11d 123
 J
j
UN IT 11 Knowledge and learning
UNIT 11 Knowledge and learning
4 § (2.37] Ask students to listen to the recording again
and complete the phrases with missing parts. You may
need to play it twice. Elicit answers as complete sentences.
11e The wrong course 3b Ask students to match the words and phrases
individually, then check with a partner. Elicit answers
from the whole class. 11f Paraguay shaman
-
Lead-in
ANSWERS
Personal response ANSWERS Before you watch
1 What do you mean by A·level?
Ask: Have you ever written a letter of complaint? lf so, 1 whereas I while 1 Students work in groups. Ask them to look at the photo
:3 Can you explain what the course involves7
to whom and what about? Elicit sorne examples from the 2 while I So despite the fact that and discuss the questions. Take feedback from the class.
5 Are you saying that it doesn't really deal with the class, including what response the students got.
history of art? :3 On the contrary / But in fact
6 Could you give mean example of the kind of thing the 4 whereas 2 Ask students to work in pairs to discuss the questions
students do in the class? 5 But in fact and write their predictions. Elicit ideas from the class.
7 What was the course called again7 Writing an email about a While you watch
9 1 didn't catch the start date.
1 o Did you say the 29th of November? misunderstanding 3c Ask students to fill the gaps individually, then check 3 Give students time toread through the words in the
1 Ask students toread through the questions to focus with a partner. Elicit answers from the whole class as glossary. Play the whole of the video for students to
their reading of the email. Ensure they are familiar with complete sentences. check their ideas from Exercise 2. They should not try to
Pronunciation linking in question the words in the multiple choice options. Ask them to read understand everything at this stage.
forms the email and answer the questions individually, then ANSWERS
check with a partner. Elicit the answers from the whole 1 Despite the fact that I Although I Whilst ANSWERS
Sa '1, (2.38] Ask students to listen to the recording of class. 2 but in fact / but in reality 1 The plants are becoming extinct because of
the linked questions a couple of times.
:3 Although I While deforestation.
Play the recording agaín, pausing after each phrase for ANSWERS 4 but on the other hand 2 recording the properties of the plants before they
students to repeat chorally and individually. 5 whereas I whilst disappear
1 b 2 c :3 b 6 On the contrary
Sb Ask students to say the phrases in the box to a 3 a shaman, his wife, scientific researchers
partner, and help each other to use the appropriate
linking. U necessary, replay the dialogue (track 2.37), 2 Ask the class to give their responses to the question and 4 Ask students to choose a course from the Rousham 4 Give students time toread the sentences and underline
pausing after each of the phrases in Exercise 3 for students explain their reasons; discuss any different answers. College list on page 136, and then write a letter about a the information they think is false. Toen play the video
to repeat them chorally and índividually, misunderstanding that occurred when they enrolled for for them to check and to note the correct information.
SAMPLE ANSWER the course. They might do this for homework. Give them time to rewrite the sentences correctly, then
6 Read through the rubric and notes for each role with check the answers as a class.
the class, and ensure that they know what to do. Ask The request for a refund is justifiable: the course is more
advanced than was originally intended, so it is no longer
5 Ask students to exchange letters with a partner and
them to get into pairs and act out the dialogue. When check them using the listed criteria. They should tell their
appropriate for Karen. She is finding it hard to keep up ANSWERS
they have done it once, ask them to change p�ers and partner what they think.
and feels uncomfortable that she is holding other people
do it again in the other role. Circulate and morutor their back. 1 Before going into the forest, a scientist travels to a local
conversations for later feedback. Extra activity village by motorbike.
The tone of the email is very reasonable; Karen is 2 When they arrive, Gervasio, the local shaman, is
sympathetic to the teacher and the other students. Her Students write a reply to the letter they have just read, on chanting and praying.
Homework reasons for requesting a refund are well explamed. behalf of the administrator at Rousham College. They then :3 Gervasio and the team set off to look for a root / a
Ask students to write 100 words on An evening course 1 The administrator would be likely to react positively and give it to their partner toread. plant the scientists are interested in.
wou/d /ike to do explaining why they would be interested give a refund. 4 Gervasio and his wife lead the way.
in doing this course. 5 The local people make the root into tea.
6 Later, back in the village, Gervasio looks at a book the
Extra activity scientists have published.
In the light of the discussion in Exercise 2, ask students
to write a letter as the college administrator to Karen
Redman, discussing her problem and responding to her 5 Give students time to read the questions and answer as
request. many as they can. Toen play the video again for them to
check and complete their answers.

ANSWERS
Writing skill linking contrasting ideas
1 diabetes, malaria, common fevers and colds, cancer
3a Ask students to read and find the linking words or 2 by showing them where the plants are and sharing their
phrases individually, then check with a partner. Elicit the knowledge of the plants and their healing properties
answers from the class. :3 Because the plants are disappearing quickly.
4 to establish a spiritual connection with the forest
ANSWERS 5 Because they think it might be useful for cancer research.
6 help people to identify and study local plants
1 but in fact
2 so despite the fact that
:3 on the contrary 6 Give students time to read the extracts. Then play the
4 whereas
video again for them to number them in the order they
5 While hear them.

ANSWERS
1 c 2 e :3 b 4d 5 a

124 Unit 11
11f 125
 12 Toe economy
After you watch UNIT 11 Review
7 Students work in paírs to roleplay interviewing a
scientist, according to the instructions. They should Grammar Lead-in
change roles and act out the conversation a second time. 1 Ask the class to discuss these questions as a whole. Personal response 12a Saving for a rainy day
8 Students work in groups to discuss the questions. Encourage ideas, comments and questions. Ask: What do you know about the current stste of the
world economy? Elicit ideas and infermation from the Lead-in
2 Ask students to read the three questions to focus their
whole class, and discuss the present and future global
Videoscript reading, then read quickly to find the answers. Elicit the financia! situation and the reasons fer it. Using words
answers from the whole class. Ask students to look at the page heading and article title
00.04-00.20 Somewhere in this forest, maybe in this plant Saving for a rainy day, and ask them to discuss in pairs what
or that herb, there could be a cure for an illness like diabetes, ANSWERS they think the expression mea ns. (A rainy day is a metaphor
malaria, or even common fevers and colds. 1 Ask students to work in pairs, leoking at the picture fer difficult times: the expression means to save money
1 someone who speaks several languages well
But as the plants disappear, the potential cures disappear with and discussing the questions. Elicit answers from the when you have it, in case there is a time in the future when
2 teaching languages to people whole class.
them. things aren't so good and you need the extra money,)
:3 54
00.22-00.54 Toe rain forests of Paraguay have been a source
2 11, (2.39] Read through the rubric and questions with
of medicinal cures for a long time. Traditional folk healers often
the class to focus their listening. Play the recording fer
show us where to find the plants that provide the medicines. 3 Ask students to underline the correct ferms
them to answer. U necessary, play it again.
Reading
Paraguay's famous healers, called 'shamans', have a deep individually, then check with a partner.
knowledge of local medicinal plants -the equivalen! of the 1 Ask students to look at the picture and discuss what
knowledge contained in an entire medica! library. ANSWERS they know about Norway in pairs. Elicit answers from the
ANSWERS whole class, and discuss the country further.
But Paraguay has one of the highest deforestation rates in the 1 you spend more than 10 per cent of your earnings on
world. 1 was able to explain 5 were going to use 2 Ask students to read the article and answer the question.
&·WQ4Jld have remained energy; if you earn less than 60 per cent of the average
2 could speak
That's why resean:hers believe it's a priority to record the 7 Was he really able 2 if you have all that you need - a good work-life balance
:3 succeeded in getting anda happy family life
shaman's extensive knowledge befare the forest disappears. ANSWER
4 couldn't pay 8 was supposed to show
00.55-01.27 Toe joumey begins in Paraguay's isolated People have a very good quality of life and the country
Mbaracayu Forest Nature Reserve and the nearby native has a lot of money invested fer the future.
community of Tekoha Ryapu, where shaman Gervasio lives. Audioscript § (2.39]
To reach Gervasio, a group of researchers set out on a long
Vocabulary
journey through the reserve. 4 Ask students to complete the passage in pairs, then Poverty is a relative concept. Fer sorne people being peor Vocabulary note
check with another pair. Elicit answers from the class. rnay mean not having enough to eat; others consider
Meanwhile, at the village, Gervasio is using chants and prayers, work ethic = a strong belief in the value of hard work
themselves hard up if they can't afford to go on holiday.
perhaps to make a spiritual connection with the forest. Much depends of course on the cost of living, in other productivity rates = the amount of goods produced in a
When he feels ready, Gervasio and his wife take the group on the ANSWERS particular time
words how pricey basic geods and services are. In the UK
search. 1 acquire 5 pick ene definition of poverty is that you spend more than ten to redefine= changing the way something is seen
01.31-02.03 They are looking for a plan! called Suruvi, 2 trial
3 observation
6 grasp
7 ignorant
per cent of your eamings on energy - that is, the gas and maternity I paternity /eave = time off work fer new
aJso known as Jatropha isabelli, which is used to treat and cure electricity you use in your home. Toe trouble with this mothers and fathers
various illnesses. Scientists are very interested in this family of 4 feeling 8 engage
kind of definition is that something like energy might be subsidised = the individual does not pay the fu/1 price - the
plants for cancer research. Gervasio brings the root back to the much more reasonable in ene country than another. So rest is paid by the government
village where his wife puts it in a pot of water to prepare tea.
5 Ask students to tell each other about something they sometirnes poverty is expressed as a percentage of average
Scientists have published a book to help record and transmit
Gervasio's forest knowledge. Toe book helps people to easily
can do in pairs, and explain how they learnt to do it. national income - fer example, if you earn less than 60 per 3 Ask students to complete the summaries in pairs, then
cent of the average, you are classified as peor. Wea!th is check with another pair. Elicit answers from the whole
identify and study local plants.
Real life also a relative concept. Being well off doesn't necessari!y class as complete sentences.
02.04-02.24 Recording and studying Paraguayan plants for mean being loaded and surrounded by luxuries - two
possible medical cures � urgent business, sorne may even call it 6 Ask students to work in pairs to match each pair of cars and a second home in the country. Wea!th can aJso
an emergency. SAMPLE ANSWERS
phrases which have a similar meaning. Elicit the answers be measured by people's quality of life. You can be
Medicinal plants that were once healthy and multiplying are now from the class. 1 quality of life
considered rich if you have ali that you need - the basic 2 their natural thrift, strong work ethic
disappearing - and the possibility of finding new medica] cures necessities - a good work-life balance anda happy family
is disappearing with them. :3 a good family life, social benefits and long holidays
ANSWERS life. 4 its pension fund
1 d 2 c :3 e 4 a 5 b
3 Ask students to match the synonyms individually, then
check with a partner. Elicit answers from the whole class. 4 Ask the class to comment on this question, and discuss
the issue together.
7 Ask students to work in pairs to give instructions and
ask fer clarification and repetition. ANSWERS
1 b a
Grammar focus adverbs on/y,
2 :3 g 4 e 5 c
Speaking
6 d 7 f just even
8 Ask students to work in groups of feur to discuss 5 Read through the examples in the grammar box with
4 Ask students to work in groups of feur and discuss the the class and ask students to work in pairs to answer
learning experiences. questions about rich and poor. Elicit answers from the class the question. Elicit answers from the class. See also the
fer wider discussion. Grammar notes below, and page 172 of the Student's Book
fer further inforrnation and practice.

ANSWER

126 Unit 11
127

•
 J

--
UNIT 12 The economy UNIT 12 The economy

11 Explain to students that they need to rewrite each

Grammar note ANSWERS sentence twice, using one of the focus adverbs in each
Point out that focus adverbs are so calied beca use they ... so they only see their children ... sentence. Ask students to rewrite the sentences in pairs,
12b Don't do it yourself
emphasise (or focus on) a particular piece of information. 2 Even people with university degrees . then check with another pair. Elicit the answers from the
Ali three adverbs come befare the word (noun, verb or 3 ... a job is justa way to make money . whole class as complete sentences. Lead-in
adjective) they are focussing on. 4 The rich only represent ... I The rich represent only
about 5% Personal response
Only is used to focus on one thing to the exclusion of ali SAMPLE ANSWERS
others: 5 Even poor people usualiy have ... Ask: What would your ideal job be 7 Ask for ideas from
6 The state pension only gives you I The state pension Norwegians are happy that the country is saving for the the w_hole class, and reasons for their choice. Encourage
Only Mike could play the guitar. (Nobody else could questrons and comments from other students.
gives you just enough to live on . future, but they would a/so like to see the government
play it.)
increase spendmg on healthcare. / they would like to see
Mike could only play the guitar. (He couldn't play any the government increase spending on healthcare as we/1.
other instruments.) Grammar focus adverbs too, 2 Most countries have high public borrowing anda lot of
She's only joking. (She isn't serious.) debt too. I and a/so a lot of debt. Norway has neither Vocabulary domestic help
as well, also Teachers in Norway receive a good salary and if they ·
Note that the change in position of only in the same 3 1 Read through the list of jobs in the box, and ensure that
9 Ask students to read the sentences, and then find teach 'heavy' subjects, they get extra payments, too. / stud�nts are familiar with them ali. Ask students to look at
sentence above radicaliy changes the meaning.
similar ones in the article with a/so in them. Elicit from the they a/so get extra payments. the pícture and tell you what job the woman does.
Just has a similar meaning and use, but it is slightly less class what they notice about the position of the words, 4 Artists can get a grant - not a loan - from the
emphatic. government of around $20,000 ayear anda/so support ANSWER
She's just joking.
ANSWERS with ch,ldcare. / support with childcare as we/1.
Just Mike's playing the guitar tonight. (Nobody else is 5 The prices for food and drink seem very high to a maid
playing.) 1 Norwegians can also expect to get a good education. outsiders and fuel is expensive, too./ fuel is also
2 lt is also dueto the Norwegians' natural thrift. expensive. However, house prices are relatively fow and
Even is used to show we are surprised or shocked. 3 Norwegians also work hard. so property is a good investment. 2 Ask students to talk to a partner about the issues raised
Mike even writes the songs himse/f. (as weli as playing 4 Also, the country is saving ft>r tbe future. 6 Nurses in Norway get 42 weeks' maternity leave on full Elicit sorne feedback from the whole class. .
the guitar and singing) pay. They a/so have access to the hospital kindergarten
A/so comes before the main verb or after be oran
Even liz couldn't answer it! auxiliary verb. lt can be used at the start of the sentence, when they return to work. / They have access to the Listening
hospital kindergarten when they return to work as we/1.
Sue's birthday party was even better than last year's. foliowed by a comma. 3 '5 (2.40] Read the rubric and the questions with the
Note that even + comparative adjective is quite a common class to focus their listening. Toen play the record.ing for
way of showing surprise ata situation. Vocabulary money them to answer. Play it again if necessary. Elicit answers
Grammar note
from the whole class. Check any key vocabulary that
Point out that these focus adverbs have a similar 12 Ask students to complete the eight phrases with
6 Ask students to find other examples ind.ividually, then students need to understand (see Vocabulary notes
emphasising function to just, only and even, but each nouns from Exercise 11. They should do this ind.ividually, below).
answer the question. Elicit answers from the class. adverb has fewer possible positions in the sentence, as then check with a partner. Elicit answers from the class
explained in the grammar box in the Student's Book. having one student read the original phrase and another
student the new one. ANSWERS
ANSWERS We use a/so, as we/1 and too to emphasise something which
is additional information to what has already been said. 2 million; mostly Eastern Europeans
Para 2: Norway's success is not only the result of its huge
ANSWERS 2 He thinks it is a good thing.
reserves of oil. Note that we can also use as we/1 and too in short
Para 3: Laws just recently passed by the government ... sentences: 1 payment 5 loan
Para 4: lt is not even invested in new schools and hospitals. Paul: l'm going to the match on Saturday. 2 investment 6 debt
Yes, they ali come before the word they are emphasising. Bill: Me, too! 3 borrowing 7 salary Audioscript 15 [2.40J
Paul: 1 hope our team wins this time!
4 spending e grant
1 = Interviewer, D = David Stiles

1 Ask students to work in a group of four to match the Mike and John: We do as we/1! 1: Thirty years ago, the idea of getting a worker to hand
sentences to the clauses that would follow. Elicit answers Speaking wash your c'.11' wo_uld have been unthinkable - except
from the whole class, having one student read the 1 O Read through the grammar box with students. Ask 13 Ask students to work in pairs to prepare questions to to the very rích. Either you washed it yourself at home
sentence and another read the meaning. students to find the patterns in the article individually, as� other pairs about the economy of their countries. They on a Sunday morning or you took it down to the
then check with a partner. Elicit the answers from the nught also make notes about their own countries so they a u toma tic carwash at your local garage. Nowadays,
ANSWERS whole class. U you feel students need more information are ready to answer the questions from other students. y�u.can have it washed inside and out by a team of
and practice, refer to page 172 of the Student's Book. willing and capable workers for as little as f.6. So,
19 2e 3d 4b 5f 6a 7h ec 14 Ask them to work with a new partner to ask and what's changed? I have here with me David Stiles,
answer questions. author of The Servan! Economy. David, are we just
ANSWERS
8 Ask students to complete the sentences with the focus getting too lazy to do our own domestic chores or is
adverbs ind.ividually, then check with a partner. Elicit 1 sentence + too: the prisons are quite comfortable too! this part of sorne new economíc phenomenon?
answers from the whole class as complete sentences. 2 sentence + as we/1: and long holidays as we/1.
3 A/so, + sentence: A/so, the country is saving . o: Well, first of ali helio and thanks for inviting me onto your
Discuss whether the facts are true for the students' 4 a/so+ main verb: Norwegians a/so work hard . programme ... um so, yes in answer to your question,
countries. 5 be + a/so: lt is a/so due to ... ir's said that in Britain today there are more workers
6 auxiliary verb +a/so+ main verb: Norwegians can a/so doing domestic jobs than there were in the 19th century-
expect ... um ... perhaps as many as two million: gardeners,
nannies etcetera. And this is a d.irect consequence of
globalisation and the freeing up of the labour market.
You see, many of these workers are migrants - in the
case of Britain mostly Eastern Europeans. Umm and
I think that in capitalist economies, at any rate, the
richer classes will always provide employment for the

128 Unit 12 12b 129

 e economy

poorer classes. As the Victorian sa tirist Hilaire Belloc 5 Ask students to discuss this in pairs, then as a class. 1 O Ask students to choose their two things individually,
famously said, 'it is the duty of the wealthy man to give Encourage wider discussion of the issue.
employment to the artisan'.
then compare them with a partner's. Elicit sorne from the
class.
12c The gift economy
1: Yes, ... but that's the point, isn't it? A 19th-century style ANSWER
servant economy actually emphasises the inequalities The interviewer said: it seems more a statement of Pronunciation the sounds !JI, ltfl, /3/ Lead-in
between rich and poor in a society. confused priorities to me. Walking the dog and decorating and Id!} Personal response
o: Well, hmm ... yes, it can do, but it also crea tes the Christmas tree are supposed to be a p/easure, aren't Ask: What do you know about contemporary /ife in
they? 11a .. (2.41] Ask students toread the words and
employment. You don't have to be especially rich to Japan? Elicit anything students can tell you about custe
have a cleaner come once a week and tidy your house. think �bout ho� they are said. Play the recording two or traditions, politics, problems, the economy. ms,
Quite a lot of working people do that. A lot of so-called three times, while students listen and follow. Ask them to
6 Ask students to complete the quotation (play that practise saying them with a partner.
ordinary people get their windows cleaned every few part of the recording again if necessary), then discuss it
months. But there are sorne - er ... rich - people who as a class. Note that the true meaning of ariisan is a craft 11 b .. [2.42] Ask students to look at the words in the
get it into their heads that they're too busy or important box •n.d think about how they are pronounced. Play the
Reading
person, or someone who makes things with their hands.
to do any domestic chores. So they'll hire a personal In the recording the quote is interpreted in the wider recording and ask them to discuss with a partner which 1 Ask the class what they think the title of the section
shopper, and have someone walk their dog every day. context of giving employment to working people. of the four sounds in Exercise lla are in each word. Elicit and the article means. Don't say whether they are correct
If they're having a party at home, they'll get an outside answers from the class. Toen ask students to practise them or not, ¡ust encourage them to discuss ideas.
catering company to prepare the food. I know sorne with their partner.
ANSWER 2 Ask students toread the article and fi.nd out what a gift
people who even have their Christmas tree installed
in their living room and then decorated for them. That lt is the duty of the wealthy man to give employment to economy is, and three examples of it. Elicit answers from
ANSWERS the whole class.
really is a statement of wealth. the artisan.
/JI llf/ /3' ldtj
1: Hmm ... it seems more a statement of confused priorities fashion cheese television ANSWERS
agent
to me. Walking the dog and decorating the Christmas
tree are supposed to be a pleasure, aren't they?
Grammar causative v and get sugar choice usual arrange A gift economy is where people work for each other and
champagne general
7 Ask students to match the four examples to the two share everything.
o: Mmm of course, they are. But look at it another January examples: stone-age hunter-gatherers; Japanese
these are all things that crea te employment. As questions individually, then check with a partner.
way companies; neighbourhood groups on the Internet
long as staff are treated well -you know, as employees,
notas servants - and are fairly paid and their skills ANSWERS Vocabulary and speaking
are valued, justas you would show respect to your 1 b, d 2 a, e 12 Ask students to match the verbs and the nouns to 3 Ask stud"':'ts to choose the correct options individually,
hairdresser when you get your hair cut, then I don't see crea te DIY jobs in pairs. They can then check with another then check with a partner. Elicit the answers from the
a problem. 8 Read through the grammar box with the class. Point pair. Elicit answers from the whole class. Make sure class. Check that students are familiar with the key words
out that gel constructions are considered more informal students are familiar with sorne of the less cornmon words in the text (see Vocabulary notes).
Vocabulary notes than those with have. (see Vocabulary notes below).
ANSWERS
unthinkable = nobody would even think of doing it Ask students to complete the passage individually, then
check with a partner. Elicit answers from the class as ANSWERS 1 a 2 b 3 c 4 b 5 e 6b
willing = happy to do something
capable = good at doing something
complete sentences. Refer to page 173 of the Student's assemble - sorne shelves, a bed
Book for further information and practice. clean - a carpet, the bathroom
a servant = somebody who is employed to work in the decorate - the bathroom Vocabulary notes
house do - the garden, the roof
ANSWERS greed = wanting more than you really need
a phenomenon = a situation, an event fit - a carpet, sorne shelves, a tap =
the essence of the basic nature of
1 to do 5 to do fix - a tap, the roof
g/obalisation = the increased interaction between
different parts of the world
2 help 6 fix hang - a picture, sorne curtains social bonds = interpersonal connections
3 done 7 organise plaster - a wall to strive for = to try very hard
a catering company = a company that cooks mea Is 4 cleaned 8 looked put up - sorne shelves, a picture, sorne curtains sound (adj) = salid, good quality
a priority = the most ilnportant thing tile - a wall, the bathroom
abundance = plenty, when there is lots
9 Ask students to complete the sentences individually, to thrive = to flourish, to do well
4 " [2.40] Ask students to read the three questions, then check with a partner. Elicit answers from the class Vocabulary notes excess = too rnuch
then listen to the recording and answer. If necessary, as complete sentences. Note that ali the sentences can be gain = benefit
to plaster = to use a mixture of lime, sand and water for
play the recording again. Elicit answers from the whole completed in two ways except the first. making a smooth covering on walls
class. Read the information in the Wardbuilding box with
to fit = to put something into place by making it exactly
students and discuss this use of the + adjective. Other ANSWERS 4 As� students to match the words and meanings
the right size and shape (e.g. kitchen cupboards, carpet)
adjectives which are commonly used in this way are the 1 got sorneone to organise
índividually, then check with a partner.
old, the yaung, the sick, the infirm, the unemplayed. See also to put up = to attach to a wall
2 have a personal trainer take their children / have their
Workbook page 99. children taken ANSWERS
3 have a driver pickup their children / have their children 13 Ask students to look at the picture in pairs, and list 1 a gain b reward
ANSWERS picked up the jobs that need to be done. Toen they should decide 2 a thrive b strive
4 have a travel consultant choose their holidays I have what they will do themselves and what they will get help 3 a mutual
1 gardener, nanny, cleaner, personal shopper, dog walker b cornrnon
2 car washer, servant, hairdresser, Christrnas tree
their holidays chosen for them for. They should then exchange ideas with another pair. 4 a excess b abundance
5 they get a nanny to look after their children I get their 5 a prospects b aspects
decorator, outside caterer
3 Many people employ people like cleaners and car children looked after 6 a accuracy b promptness
6 get someone to pack their bags / get their bags packed
washers, but few people employ outslde caterers,
Christmas tree decorators, personal shoppers.

130 Unit 12
12c 131
 UNIT 12 The economy
UNIT 12 The economy
5 Ask students to work in groups of four to discuss the
nature of ernployer-employee relationships in their own 12d The bottom line Audioscript 4, [2.43]
country. Elicit ideas from the whole class. 3 t, [2.43] Read through the phrases in the box with
LA = Letting agent; w = Woman the whole class, and make sure they understand them.
Lead-in LA: So, you've hada look at the offices. What do you think? Play the recording and ask students to fill the gaps. U
Critica! thinking signposts to key necessary play it again for them to complete and check
Personal response w:
information Well, yeah, l really like the building. To be honest, it's their answers. Elicit answers from the class as complete
Ask: What do you understand by the word 'negotiating'? absolutely perfect for our needs.
6 Ask students to find the phrases in the article, and sentences.
What types of negotiations have you been involve� in?
decide what the key information is that they refer to. Elicit examples from students' work and personal life for LA: Tha t' s wonderful. So yo u' d like to take i t then?

7 Students should check with a partner. Elicit answers

questions and comment. w: Well, yes, idealiy l would but ... mrrun a key thing for ANSWERS
Using words us is how long we'd be tied into the lease. 1 perfect for our needs 6 move a bit
from the whole class.
Make sure students understand the section title the LA: Er ... lt's a fifteen-year lease. l think that was on the 2 tied into 7 is so low
bottom /ine, meaning the point beyond which someone details I sent you. 3 negotiate that down 8 leave it
ANSWERS 4 young business
will not go. For example, if you are trying to sell a 9 feel right
The real essence of human nature lies in the social bonds ... painting, you might think, 'l am asking !12,000 far it; and w: Yes, it was but I was hoping we could negotiate that 5 a big commitment
(paragraph 1)- social bonds are what is most important I am prepared to negotiate down a bit but [10,000 1s the down. Because if you look at it from our point of
for humans bottom line.' view ... we're a young business ... urrun ... we don't
shared social interests that is at the heart of the gift really know how things are going to go over the next 4 Ask students to discuss the uses of the phrases in the
economy (paragraph 1) - the gift economy is based few years ... who <loes? ... and let's face it, fifteen box with a partner. Elicit suggestions from the whole class.
fundamentally on shared social interests Real life negotiating years is a big commitment. So if your client could
But this is not only an idea that app/ies to a more primitive move a bit on that ... ANSWERS
1 Ask students to read the Herb Cohen quote, and then
way of life. There are a/so man y recent examples .. . . discuss their views on it as a class. LA: Hmrn ... I think what you have to appreciate is that Say what the important thing is: A key thing for us is/ Our
(paragraph 2) - the idea is still val id today a� well as bemg our client's main concem is to secure a renta! for a ctienrs main concern is
something that dates from early human society reasonable length of time. You know, at the end of the
Background notes Be direct: To be honest I Let's face it / At the end of the
Rather, they felt they were entering into a long-term - day, it gives thern sorne security. To tell you the truth, day I To tell you the truth l lf / were in your shoes / When
'gift exchange' - relationship (paragraph 3) - contrasts Herb Cohen was an internationally important American
that's why the rent is so low. Toe fifteen-year period is all's said and done
with US system and emphasises the importance of the negotiator. He worked with major companies such as
a kind of compensation for that. So I'm not at ali sure Talk about an obstacle to the agreement: That's a bit of
long-term relationship to the Japanese General Motors, government organisations such as the CIA
we're going to get anywhere there ... a sticking point / Is there not sorne way around that? /
the main gift given by the employees (paragraph 4) -the and FBI, and at the US - Soviet Union START Arms Control Perhaps if we ... , then we cou/d ...
most important thing that the workers gave the company Negotiations. He began formally teaching negotiation w: Oh ... that's a bit of a sticking point then, isn't it? Is
in 1963, and went on to work for many US universities. there not sorne way around that? Ask the other person to see your side: lf you /ook at
His two main publications are the bestseller You Can it from our point of view l l think what you have to
LA: Er ... Not that I can think of offhand. What d.id you appreciate is that ...
Word focus harcl Negotiate Anything, which has been transla_ted into 30 have in mind?
languages, and his 2003 book Negotiate Th1s! By Carmg
8 Ask students to work in pairs to find the three Not T-H-A-T Much. w: Well, perhaps if we signed a fifteen-year lease but
expressions with hard and then discuss their meanings. with a get-out clause after, say, six years, then we 5 Ask students to discuss in pairs how the negotiators
Elicit meanings from the whole class. could pay sorne kind of forfeit to get out of the could have done better. Eli.cit suggestions from the whole
2 !I, [2.43] Read through the rubric and the questions contract. class, and encourage discussion and comments.
ANSWERS with the class to focus their listening. Make sure students
LA: Um ... well the normal forfeit would be that you paid ANSWER
understand ali the language in the rubric, and what the
Paragraph 4: their hard work: conscientious work, effort the remaining nine years' rent, so I don't really think
woman is doing (trying to make an agreement about the that would work ... The woman showed that she wanted the property too
Paragraph 6: these are hard times: difficult times use of a building for her business - she is speaking to much: she wasn't prepared to walk away. The agent didn't
Paragraph 6: drive the hardest bargain: get the outcome the letting agent, or the person who manages the lease w: Oh, l see. Well, that's a shame because I realiy like it make any compromise, but he might have ended up
that is the most profitable for them and we need somewhere pretty urgently.
on the building and liaises with the owner). Play �e . . getting a better deal in the end beca use of this.
recording for thern to answer the questions; play it agam if LA: Look, we have other people interested in the
9 Ask students in pai'rs to discuss the meanings of the six necessary. Elicit answers from the whole class. prernises, so someone will take it ... U I were in your
expression with hard, then d.iscuss their ideas with another shoes ... you know ... and found the terms of the Pronunciation sentenc1? stress in
pair. Elicit ideas on meaning from the whole class. ANSWERS lease difficult, l think I'd just leave it. When all's said idiomatic phrases
and done, it has to feel right for you.
The woman seems to really want the building, she cares
ANSWERS a lot. The agent doesn't seem to care at ali, he says there w: But that's just the problern it does feel right for us. 6a ti [2.44] Ask students to look at the five phrases
are other people who are interested and that they can Give me a moment. I'm just going to cal! my business and try to decide which words are most stressed in each
1 bad feelings (resentment, jealousy) of thern. Play the record.ing, and ask them to underline
2 poor / short of money
find someone else (though this might not be true). partner and see what he thinks ...
2 how long the lease should be for, and whether it can be the stressed words. Play it again for thern to check and
3 bad luck (an expression for showing sympathy) LA: OK no problern ...
changed complete their answers. Elicit answers from the whole
4 badly or unfairly treated
3 a get-out clause with a forfeit after six years class. Play the recording again, pausing after each phrase
5 be critica 1, without understanding the other person Vocabulary notes
4 The woman phones her partner to see what he thinks for students to repeat chorally and ind.ividually.
6 focussed on the financial or commercial benefits, not
affected by sentiment or personal considerations about the situation. = a contract for the rent of a property for a set
a lease
number of years ANSWERS
to be tied to; committed to something (e.g. by contract) 1 To be h2!le.n ...
Speaking a sticking point = a point on which you cannot reach 2 A m thing for J.1i is ...
1 O Ask students to work in groups of three to discuss agreement 3 J&ú face it ...
gift giving customs. ottbend « right now without previous thought 4 At the .en.d. of the liay. ...
5 To .tl:11 you the 1W1h ...
a get-out cteuse e a part of the contract which fixes terms
if one person breaks the contract
a forfeit = an amount of money to pay as compensation

132 Unit 12
12d
 .1

UNIT 12 The economy UNIT 12 The economy

6b ti, [2.44] Ask students to look at the six phrases Writing skill sub-headings and
and try to decide which words are most stressed. Play 12e This is what I propose bullet points 12f Japan
the recorcting, and ask them to underline the stressed
words. Play it again for them to check and complete their 4a Ask the class to read the report in Exercise 3 again
answers. Elicit answers from the whole class. You may
Lead-in and answer the question about organisation. Before you watch
need to explain that phrases 2 and 3 mean the same as Personal response 1 Students work in groups. Ask them to look at the
Wlzen al/'s said and done and At tite end of tlze day. Play the Ask: Have you ever written a report? Elicit sorne responses ANSWER photos and discuss the questions.
recording again, pausing after each phrase for students and encourage students to ask each other for details. lt is in note form, not in full sentences (noun phrases, few
to repeat chorally and individually. Toen ask students to verbs). 5AMPLE ANSWERS
work in pairs to practise saying the phrases from Exercises
6a and b. Writing a report The main photo shows a man pouring tea in what looks
4b Ask students toread the unformatted report below like a Japanese tea ceremony. He is in a Japanese garden.
1 Ask the class to read and comment on the quota tion by
the rubric and rewrite itas indicated. Point out to students The smaller photo shows a busy Japanese city at night.
ANSWERS Pascal as a class.
that_ they sho�d write a summary and an advantages The caption refers to the traditional Japanese identity,
1 The l2llJ1QJI1 line for 11.$ is . section. Toe disadvantages will be dealt with in the next and the modern identity of an international city.
2 The 12.og and ibm of it is . ANSWER exercise.
:3The � of the lIJiller is . What he meant was that it takes longer to write
4 Qne. thing that's � me is ... something short, because one has to be more careful and 2 Ask students to write down the things they associate
5AMPLE ANSWER
5 To be frank, ... precise with one's words, and the drafting and cutting with Japan. Take feedback from the class.
6 Am J riglU in 1hinking that ... ? process takes time. Summary
Last month the company sent me on a two-week While you watch
'professional English' course at Falcan Business Language 3 Play the whole of the video for students to check their
7 Read through the rubric with the class to set the scene, 2 Ask the class to look at the four qualities and say Tra1n1ng m London, staying with a host family in west
then ask them to get into pairs and look at the relevant which one Pascal was referring"to. 1uso check students ideas from Exercise 2.
London. 1 was very rrnpressed by the course:
pages (153 and 155) to find their instructions. Ask them to understand the significance of the other three elements 4 Give students time toread the numbers. Then play the
do the roleplay together. Toen they can change partners Advantages
mentioned. first part of the video (to 02.04) for them to write what
and play the other role. Circula te and monitor their • well organised they refer to.
negotiations for later feedback. ANSWER
• spoke English in school and at home
• teachers very professional - good knowledge of business ANSWERS
conciseness world
1 the population of Japan
• small groups - individual attention
2 the number of main islands that make up Japan
Background note :3 the population of Tokyo
Pascal (1623-1662) was a French child prodigy, who 4c Ask students to compare their report with a partner, 4 the Meiji restoration
became an important mathematician, physicist. inventor 5 the bombing of Pearl Harbour
and comment on the similarities and differences.
and philosopher. As a teenager he invented the world's 6 the bombing of Hiroshima and Nagasaki, the surrender
first mechanical calculator, after three years' work and 5 · Ask students to complete the report with of Japan
50 prototypes. He went on to build 20 of them over the disadvantages and a recommendation. They should then
next ten years. He wrote influential papers on projective exchange it with a partner.
5 Give students time toread the questions. Toen play
geometry and probability theory. His writings on religious
the second part of the video (02.05 to the end) for them to
philosophy- the Provincial Letters and the more famous 5AMPLE ANSWER write the answers.
Pensées (Thoughts) published after his death - were very
influential, and the latter is among the classics of French Disadvantages
prose writing. He worked on the barometer and pressure, • little focus on my particular job (engineer) ANSWERS
invented the hydraulic press and the syringe, and also 1 a democratic constitution
inaugurated the first bus route in the world in Paris. In Recommendation
2 its cultural emphasis on education
his honour we still have the Pascal (a unit of pressure), I would recommend Falcan Business Language Training :3 a ritual b simplicity c the beauty of daily routine
Pascal (a computer programming language), Pascal's Law as a suitable school for other colleagues to attend an 4 European lmpressionist painters
(relating to hydrostatic pressure) and Pascal's Triangle English language course. Not only are the staff very
(mathematics). professional, and the teaching personalised, but living
with a host family is also very beneficia! for maximising 6 Give students time to match the sentence beginnings
English speaking time. The lack of focus on language for with the endings. Toen play the video for them to check.
3 Ask students toread the report individually and decide a particular job is not really a majar issue, as the rest more
what the aim and the recommendation are, then tell a than makes up for this. ANSWERS
partner. Elicit the answers from the whole class. a
1 2 d :3 b 4 e 5 e

ANSWERS 6 Ask students toread their partner's report and make

comments based on the three criteria given. 1 Ask students to work in pairs to describe the painting.
Aim: to report on potential new office space
Recommendation: to rent the premises
5AMPLE ANSWER.
The painting shows two women standing in the
foreground. One is holding an umbrella. There are
also sorne trees and part of a building or shrine. In the
background there is a lake with a bridge, anda small
boat. There are three birds in the sky. Everything is
covered with fresh snow.

134 Unit 12 12f 135

 UNIT 12 The economy
Grammar summary: answer key
After you watch UNIT 12 Review
8 Students work in pairs to roleplay a conversation
between two generations, according to the instructions. Grammar Unit 1 Unit 5
9 Students work in pairs to discuss the questions. 1 Ask students toread the article quickly and say what 1
1
caused Japan's poverty problern. 2c 3 e 4 e 5 b 6 e 7 a 8 b 2 growing 5 starting
Videoscript 2 3 to lend 6 to give
ANSWERS 4 to invest
Part 1 2 New plans are made ali the time.
Worke" had no social security benefits, and older people 3 Sorne new laws are being brought in (by the 2
00.15-01.10 It is a land of dual identities, one of neon glitz had to live on their savings when they retired.
and industrial innovation, the other given to the quiet shrines of govemment). 2 borrowing 5 to bring
Kyoto and honoured tea ceremonies. 4 The whole system has been changed since J was a 3 to inform 6 changing
With a population of over 127 million people, Japan is a country
2 Ask students to decide where the focus adverbs should student. 4 to ask
that harmonises the forces of what is western and modem with go in the sentences individually, then check with a partner. 5 The old way of life is being forgotten (by young
!hose that are traditional Japanese. people). Unit 6
It is a place where American baseball isn't out of place next to ANSWERS 6 Good manners haven't been seen for a very long time.
7 A lot of the old customs are still being respected. 1
Sumo wrestling. 1 But even the so-called advanced economies .
8 Is the way that people used to live being respected? 2 doesn't (didn't) want
The country of Japan is comprised of a chain of islands stretching 2 Japan, for example, justa few decades ago .
3 nottell
from north to south in the Pacific Ocean just off the Asian 3 ... with only the USA having a higher rate.
4 not to book
mainland. 4 One reason was that Japan a/so had one of the ... Unit 2 5 don't think
Honshu is the largest of the four main islands. The country's 5 ... contributed to the problem as we/1.
6 lt is even beginning to be a problem already. 1 6 not to stop
capital, Tokyo, is here.
2 Have you ever read 6 wrote
Toe bustling urban area of greater Tokyo is the largest 2
3 didri't like 7 have told
metropolitan area on Earth with a population of 35 million people. 3 Ask students to put the correct verb form to complete 3 did she 6 would they
4 enjoyed 8 did you find out
01, 11-01.48 The path to modemisation was forged under the the ad vice. 4 Haven't 7 Didn't
5 hasn't studied
Meiji restoration of 1868. lt was at this time, warlords known as 5 will they 8 Wouldn't
2
shogun retumed power to the Emperor Meiji and Japan began ANSWERS
1 was walking
moving away &om íts feudal past. 1 checked 2 play, to ask 3 cut. to help 4 tosee 2was
9 saw Unit 7
It looked to the West for a new, more modern political and industrial 10 had slipped
3 had been shining 11 had fallen 1
model. Before long. Japan was one of the dominan! powers in Asia
4 was setting 12 was struggling 2 hadn't protested, would be
and began expanding its influence in the region, occupying parts of Vocabulary
Korea, and gaining influence over parts of Oúna in the early 20th 5 heard 13 took 3 would have applied, knew
century. 4 Ask students to match words in the two columns 6 had come 14jumped 4 had, would join / would have joined
individually, then check with a partner. 7 ran 15 caught 5 hadn't worked, wouldn't have been
01.49-02.05 When World War IJ broke out, Japan sided with the
Axis powers of Italy and Germany. Its bombing raid on the US naval 8 reached 16 dragged 6 hadn't written, wouldn't feel
station at Pearl Harbour, Hawaii, on December 7th 1941, brought ANSWERS 2
the United States into World War !J. hard up - poor; hang - put up; decorate - paint; borrow Unit 3 2 wouldstop
02.06-02.19 The Japanese war effort carne toan end when from the bank -take out a loan; cheap - reasonable; 1 3 hadn't flooded
US Allied Forces dropped atornic bombs on Hiroshima and income - earnings; nanny- child-minder; owe money- 1 starts 4 understood
6 are giving
Nagasaki in August 1945. A week later, Japan surrendered. have a debt 2 Are ... going to go 5 had considered
7 start
3 11 give 8 's 6 weren't / wasn't
Part 2 5 Ask students to work in pairs to make these two lisis. 4willbe 9 '11 try 7 didn't !et
02.20-03.01 The post-war period has been one of incredible 5 'm meeting 10 is about / is going 8 had left
prosperity for Japan. The govemment is firmly rooted in Real life 2
democracy under a constitution based on drafts prepared by the
Allied Forces.
6 Ask students to order the conversation with a partner, 2 will have designed 5 will be working Unit 8
then check with another pair. 3 will have made 6 will be studying
Although it is a land of few natural resources, Japan has become one 4 will have discovered 1
of the most industrialised countries in the world. 2 admitted that she had inforrned the press.
ANSWERS
Its cultural emphasis on education has helped it become a world 3 thanked me for reading her article.
1 TA: So we're suggesting ...
leader in technology, manufacturing and finance. Its products
2 C: Yes it is, but to be honest ...
Unit4 4 complained about having to write business reports.
are exported around the world with brands like Sony and Toyota 5 apologised for making a mistake.
virtually ubiquitous. · 3 TA: What you have to appreciate ... 1 6 invited me to come to the newspaper office the next day.
4 C: 1 know they aren't . 2 lots of 6 a little
03.02-03.43 But beyond the bullet trains and neon of Tokyo, 7 offered to give me a lift to the press conference.
5 TA: 1 understand that . 3 much 7 almost no
there lies a rich cultural tradition. 6 C: 1 was hoping ...
8 told me that I shouldn't send that email.
4 few 8 enough
In prívate lile, guests may be honoured in a tea ceremony. The 7 TA: To tell you the truth . 5 2
many
emphasis in this ceremony is on ritual, simplicity and the beauty 8 C: Perhaps if we stayed . 2 Jt is understood that those people lived there for
of daily routine. 9 TA: OK, 1'11 give them a call 2
twenty years.
Those themes are echoed in the arts, where painters like 2 Every / Each SNo
3 both 3 It is suggested that people will travel to Mars next year.
Hiroshige captured moments of lile and were a great influence 6 Each
7 Ask students to continue the negotiation in pairs. 4 either 4 Jt was thought that women were less intelligent.
on European lmpressionist painters.
5 Jt was said that men had not seen the Arctic ice then.
03.44-03.57 Toda y, Japan continues to be a source of industrial Speaking 6 Jt was not believed that newspapers would become so
innovation andan important leader in the intemational community, powerful.
while keeping its traditions and culture always in focus. 8 Ask students to work in groups of four and discuss the
idea, then think of another domestic service idea.

Unit 12 -
137
10 lflUVUU"-\.IVOO
 Photocopiable tests
Unit 9 Unit 11
1
1
2b 3 a 4 a 5 a
Un.it 1 Test 5 Read the sentences. Match the uses of get to a word
with a similar meaning in the box.
2- 7 the
8- Grammar
3 the 2 be (in passive sentences) catch do I manage persuade
4 the 9- 2 would work 1 Complete the sentences with the corred form of the
5- 10The 3 would have told verb. Use the present simple, continuous, perfect simple reach receive
6- 4 was supposed to bring or perled continuous.

2 5 were going to start 1 Paul in a bank. (work) 1 We got the train from London to Glasgow.
2 This is the desert where the fossils were discovered. 6 was about to say 2 Jane in Australia for two years now. (live) 2 We got to the office in time for the meeting.
3 Equipment left on Mount Everest is regularly removed. 7 would have told
8 would pass 3 Mike can't come to the phone - he a 3 Jon is getting on very well at school.
4 1hat is the biologist whose papers were lost in the storm. shower. (have)
5 Lalce Titicaca, on the border of Bolivia and Peru, is 4 l couldn't get him to agree to the plan.
4 Jim never to the USA. (be)
very large, Unit 12 5 1 got a phone call from the bank today.
6 The prototype created by GreenSpace was copied by a 5 Where Peter ----- tennis at the 6 We got introduced to sorne interesting people.
rival company. 1 weekend? (play) (12points)
2 too
6 you ----- the new James Bond 6 Match the words 1--8 with the words a-h.
3 even
film? (see)
4 aswell
Unit 10 5 only 7 How he----- on at school at the
1 mutual a acquaintance
1 6 just moment? (get) 2 passing b friend
2 They will do anything to avoid getting wet. (14 points) 3 strong e companion
7 also
3 James rides his bike everywhere. 8 too 2 Rewrite the sentences in the passive. Do not include 4 true d bond
4 Nicola is always talking with her mouth full. by+ agenl
2 5 faithful e relative
5 He stays at work until 7.00 or 8.00 in the evening.
2 I had the accountant go over my accounts on Saturday. 1 The aid workers always gíve food to the children first. 6 blood f mate
6 Cats will sleep ali day rather than go out.
7 My mum is always complaining about the mess in my
3 We got the mortgage rate fixed last week.
7 fellow g student
4 She got her neighbour to pay for the new fence this
bedroom. 2 The guide is showing the guests around the hospital. 8 flat h respect
8 Jack gets to work early most days. aftemoon.
(8 points)
5 He gota friend to open an account last surnmer.
2 6 She had a new creclit card sent out this moming. Functions
2c 3 b 4 e 5 a 6 b 7b 8 a 3 My friends have helped me a lot with my English.
1 Put the expressions in the box into the corred spaces
in the conversation.
4 The man often tells me news about our neighbours.
Do you see much of What have you been up to?
(8points)
a nice surprise! I don't mean to be rude
3 Rewrite the passive sentences as active sentences. You're looking well.
1 Foxes are regularly seen around here by the residents.
CAROL: Jane!What• _

2 Ali the f!ats are being used by holidaymakers. JANE: Caro!! How nice to see you!2 _

CAROL: !'ve been working up in Yorkshire.

3 The car has been used by severa! people recently. JANE: Oh, how interesting!' -----
CAROL: Thank you. And what about you?
4 My mother is being helped by my sister this week. ----- Peter these days?
JANE: No, 1 haven't seen him for ages! Look, Caro!,
(8 points)
5 but l need to get back to work.
Why don't we meet up one evening- l'U give you
Vocabulary a ring!
4 Circle the word which matches the description. CAROL: OK, that'U be great!
(10points)
1 A person you meet every day at the office.
a a f!atmate b a workmate e a fellow student
2 Someone you've known for a very long time.
a an old friend b a true friend e a mutual friend
3 A person who lives in the same place as you.
a a fair-weather friend b a workmate e a flatmate
4 Someone who is a friend in good and bad times.
a an old friend b a true friend e a mutual friend
5 Someone who studies at the same place as you.
a a flatmate b a workmate e a fellow student
(10points)

IQU•ll•l3•)Qf·):jlj C National Geographic Learning 139

138 Grammar summary: answer key
Unit 1 Test Unit 2 Tes Unit 2 Test 4 Circle the corree! word to complete each sentence.
Writing Writing Grammar 1 They chose a really good __ in which to make the film.
Sa Read this informal email. Circle the most suitable 7a Complete the extrae! from the story with the words 1 Complete the sentences with the past simple or a scene b storyline e setting
expressions. from the box. present perfect form of the verbs.
2 This film is going to be very popular - it might even be

Oear 1 Mike / Sir, screamed stumbled muttered wearily apprehensively

1
film? (watch)
he ever the Ayrton Senna ª---·
a best-seller b blockbuster e box office
I hope all's well with you. l'm fine. As we've not been in touch 2 Paul me the story yesterday. (not tell)
for a while, 1 just wanted to let you know what I i 'm up to/ Toe weather was getting worse as the boys 1
----- 3 I love working with John- he's such a good __ .
'm occupied with at present. 3 l her about three times. (meet) a director b casi e audience
along the mountain path.
í've been staying with Larry Jones for the last month up here 4 When they the story for
'l'm so tired,' said Steve 2 -----. 'Is there much the first time? (hear) 4 Her --- of the heroine was absolutely brilliant.
in Scotland. lt's been pretty cold lately, although without
much rain, so I have been able to get out and do sorne further to go r a portrayal b character e actor
5 We carefully to what the old man told
sketches and watercolours far my exhibition. us. (listen) 5 l enjoy his books. Ali his __ are really believable.
'About a kilometre,' answered Kate, 'but it's not easy
I lt is my intention / My plan is to come back to London in going, I'm afraid.' a audience b casi e characters
early June, so that I have a month to prepare everything far 6 Toe girls what they were doing there
the exhibition. 1 hope you and Suzie will be around at that Steve 3 something about stopping for a rest, yet. (not explain) 6 lt's an exciting story with a fast-moving _
time, so we can do sorne things together. Write 12th July in but nobody bothered to comment beca use we knew we 7 They severa! good new novels last week. a location b plot e !heme
your diary and keep the evening free for the opening! "/ hope had to get back to the camp before night. (buy) (6 points)
we can arrange a meeting l l'm Jooking forward to seeing you
when I get back. Kate lead the way, but as she tumed the comer, 8 Mike still ----- us his African diary. (not send) 5 Complete the sentences with the words in the box.
'Ali the best I Yours faithfully, she • and jumped back.
(16 points)
an eye on his chin up a secret track of you a diary
Jonny 'What is it?' asked Robert, runniñg up to where she was 2 Circle the corree! form of the verb in these sentences.
standing and pointing.
(5 points) 1 Mike was I had been living there for two months when 1 It' s very hard to keep our customers if
He Jooked down , to where our camp had Imethim. we don't have a good database.
Sb Now write a similar letter to a friend, with three
been. 2 Toe boys were / had been wallcing along the road when 2 In traditional stories, the hero always has to keep
paragraphs, as follows:
'Oh no,' he said quietly. Toe rain had washed everything they saw the bear. -----in the face of problems.
1 introduction
2 your present situation
away. 3 l was I had been having a shower when the phone rang. 3 I can easily find out what I was doing then, because (
(5 points) keep
3 your future plans 4 My sister was / had been applying for jobs for months every day.
7b Continue the story, describing what the people did when she finally got one. 4 Toe new girl should be OK, but can you keep
next, and how the story ended. Use as many descriptive 5 Martina went / had been there twice last year. -----her forme, please?
verbs and adjectives as you can. 5 l'm sorry to keep after five o'clock, but ¡
6 l was bored beca use Steve told / had told us this story
many times before. need to ask you about the accounts.
7 Sally uisited / had tnsited them severa! times before she 6 l want to tell you about Dick, but I need to know that
tookme. you can keep first.
(14points) (12points)
Vocabulary Functions
3 Complete the sentences with the adjectives from the box. 6 Circle the phrase which best completes the conversation.
JIM: How are you this moming, Liz?
objective scary gripping touching uz: Well, my car broke down on the way to work.
thought-provoking original JIM: Oh, no! 1That's odd! [That's awful! /That's /ucky!
(15 points)
uz: I know. I was on a very busy road, too.
1 Toe film gave my friends and me a lot to discuss over JIM: Really? 'How strange! /That was a relief / Poor you!
Speaking the next few days. It was really .
9 Talle about three people you know in different ways. (15 points) uz: Luckily John carne past and he stopped to help me.
2 I think the director was very - he gave
Explain your relationship with each one, and how the the facts, and didn't give his own feelings. JIM: Well, 'that was lucky. /well done!/ that was cleuer.
relationships are different. Speaking uz: Yeah, it was. He gota mechanic to look at the car, but
(10 points) 3 It was such a love story - the audience
8 Tell a story about something interesting that were in tears for half the film! he found there was no petrol in it!
happened to a member of your family, or someone JIM: Oh, dear. 'Phew! / How embarrassing! /That was lucky.
4 l � he's .ª very director - he is always
you know. lnclude as many details as possible and use expenmenting with different genres and styles. uz: Yeah, l felt really stupid.
interesting language.
(10points) 5 l couldn't sleep after watching that horror film - it was JIM: Well, I once had the 'similar thing / same experience /
so ! a mghtmare ...
6 l enjoyed that thriller - the story was so _ (10points)
just couldn't look away.
(12 points)

Photocopiable tests @Q:(•Jlll3•JQf·j:jl:j C National Geographic Learning CU•Jl•J3•)Qf·j:jjj C National Geographic Learning Photocopiable tests 141
 4 Circle the correct word to complete the sentences. Unit 411
1 Doing it like that is very This way is much faster. Writing Writing
Grammar a cutting-edge b appropriate e time-consurrung 7a Read this short email requesting information. Match the 7 a Read the online review and complete it with the
1 Circle the correct future verb forms. 2 Quick solutions are not always the best in the --- · phrases in bold (1-4) with the descriptions in the box (a--<I). phrases in the box.
1 You need a microphone? ¡ one for you. a time b long-term e past
a am getting b get e will get 3 Look at this little tool, it's a really -- gadget. a phrase introducing a request e stating the problem One reason I liked it The entrance price varíes

2 Ladies and Gentlemen, quiet please. a handy b appropriate e renewable b detai\s of the product d additional detai\s Last week I visited I recommend it There's a large exhibit
Toe lecture . 4 This is a new machine, using --- technology.
a starts b is about to start c will start a time-consurning b cutting-edge e easy Two months ago 1 bought one of your 1 OT900 printers from _____ a new museum in south London. lt's called
3 We __ the speakers at ten o'clock. 5 This saves a lot of work. lt's a --- device. XL Computers in Manchester, a shop which has since gone out The Tennis Club and it's not far from the Wimbledon Park
a meet b are about to meet e are meeting a Iabour-saving b time-consurning e long-term of business. The printer works very well, but 2 there are sorne underground station. The museum is in a lovely old house in a
buttons on it which I don't understand, and there was no pretty garden. You can recognise it from outside by the tennis
4 The train __ early in the moming. 6 It's made of materials like wood. user manual in the box. l l thought there would be one on the net they use as a fence, and the giant tennis racquets on either
a Jea ves b is about to leave e is going to leave a long-term b cutting-edge e renewable Internet. but I cannot find anything. 4 Please could you tell me side of the gates.
s ¡ am afraid you __ late for the opening lecrure. 7 Toe machine should be to the job. where I can get one7 Thank you. You get a friendly welcome from the staff. 2 _

a are about to be b are being e are gmng to be a Iong-term b appropriate e time-consurning depending on whether you are an adult. a child ora student.
(4 points)
Also, members of any tennis club get a special discount if they
6 Many cities __ twice as big in the next twenty years. 8 This device uses only a little energy and is very -- · bring their card.
a are growing b will grow c grow a efficient b renewable e easy 7b Now write a similar short email using this information:
(Bpoints) _____ about Wimbledon, of course, which you would
7 Most people already know what -- next. • you bought a PV 2003 digital camera 2 weeks ago
expect as the museum is close to the club, which hosts the
a is going to happen b is happening e happens 5 Complete the sentences with a word from the box. • the photos come out well biggest tournament in Britain.
(14points)
• the films come out badly _____ was because everything is very clearly labelled,
business the blue your way interest my depth and many of the exhibits are interactive, so you can touch
2 Complete the sentences with the future continuous or • you want to return it and get a new one
order luck date things and press buttons to make things happen. In one room,
the future perfect simple. time his hands • ask how to do this you can actually hit a tennis ball to see how fast the ball travels.
1 In twenty years' time everyone (drive) ----- for people who like tennis, or sport in general.
electric cars. 1 We stop now because we're out of ----- lt is also good for families with children, as there is plenty to do
2 Toe town centre (changed) completely 2 That shop's gone. lt went out of last month. there.

by 2040. 3 You don't need to drive me home -1 don't want you to

(5 points)
3 they ----- (complete) the new go out of _
hospital by next spring? 4 Don't buy that milk- it's out of _ 7b Now write an online review of a new art gallery you
4 By 2050 people ----- (not use) PC computers. visited. Say when you went, where it is, what it looks
5 I really don't know - l'm completely out of
like, what exhibition was on, how much it cost, what the
s we still (wear) clothes like
atrnosphere was like, and why you would recommend it
these in ten years' time? 6 He won't be able to help you beca use the project is out or not recommend it.
6 ¡ don't think ¡ (work) for this company of now.
in five years' time. 7 I didn't expect a pay rise -it carne out of -----
7 I'm afraid we ----- (not finish) paying for our 8 We just sold the last one, so you're out of ----- (16points)
house until l'm 60. 9 Toe coffee machine is out of again.
8 ¡ don't think ¡ (retire) before l'm 70. Speaking
(16 points) 10 Just out of , why did you think that?
(1Dpoints) 8 Use the future continuous and future perfect
Vocabulary simple to talk about what changes you think will have
Functions happened in the world by 2050.
3 Complete the words using one of the prefixes in the box. 6 Complete the conversation with the phrases in the box. (1Dpoints)

mega micro semi ultra

nano
do the trick give that a try having trouble

feel free to have a look.

1 Milk which is halí-skimmed is __,,kimmed
(15 points)
milk.
sus: Hi, Jill. 1 wonder if you can help me?
2 The manufacture of artificial parts for living creatures with this program.
is called engineering.
l'm 1 Speaking
JILL: Sure, Let me'----- 8 Talk about your favourite and least favourite area
3 Extremely high sounds that cannot be heard are of the arts, explaining in detall what it is you like and
known as onic sounds. sue: It's this file. lt doesn't seem to be working.
dislike about them and why.
4 One thousand millionth of a second is a ----- JILL: Let's see ... have you tried pressing F4? (10 points)
second. sus: No. Hold on and 1'11 '-----
s Pop stars who are very well-known and popular JILL: That's it. Now press this key here, that should
everywhere are called tars.
6 Toe clima te which opera tes in a very small region is sus: Oh, yes. That's great. Thanks!
called a climate. JILL: No problem. s ask if you have any
(12 points)
more problerns.
(1Dpoints)

IQl(•JUl3•)Qf·!:ji:j e National Geographic Learning

14:JIJHIC•JQt·i:Jlj C National Geographic Learning Photocopiable tests 143

142 Photocopiable tests

Unit 411 6 When he said that to me, I'm afraid l
cool and was very rude to hirn.
my
Unit s Test Vocabulary
Grammar (12points) Grammar 4 Match the words 1-8 with a-h to make urban features.
1 Circle the corred expression of quantity to complete 4 Circle the corree! answer.
each sentence. 1 Put the verb in brackets into the infinitive or the -illg 1 motorway a spaces
form, as appropriate.
1 Who plays rock music? 2 shopping b centre
1 __ painters use colour in the way that she does.
a a band b an orchestra 1 What do you want ----- on Saturday? (do) 3 green
a a little b few e not much e in tersection
2 Who puts on a play? 2 His plans involved a large office. (build) 4 pedestrianised
2 __ of people carne to see the exhibition. d development
a a dance company b a drama company
a severa! b sorne e lots 3 He imagined the region to develop. (help) 5 leisure e apartrnent
3 Where do you see an art exhibition?
3 __ sculptures were accepted for the competition. 4 His friends all wanted shopping centres. 6 high-rise f mall
a a gallery b a club (construct)
a severa! b a bit of e not much 7 luxury
4 Who tells jokes? g building
4 There __ information about the artists in the catalogue. 5 She has managed ----- a small business. (start) 8 waterfront
a an artist b a comedian h zone
a aren't many b isn't much e isn't many 6 Paul has kept on money into agricultura!
5 Who plays a gig? development. (put) (8 points)
S __ young dancers won prizes this year.
a an orchestra b a band 5 Complete the sentences using the words in the box.
a hardly any b on!y a little e a small amount of (10points) 7 They have decided ----- their revenue to the
project. (donate)
6 __ the exhibits were installations, not paintings or 5 Add a suitable suffix from the box to the nouns below to holes in your brains up of the bunch up
sculptures. change them into another noun. Write the complete word. 8 We will enjoy ----- time in the new parks. you up
a much of b sorne e a large number of (spend)
1-dom (8 points)
7 There is __ interest in your work, John. -ian -hood -ness -ism -ist -scape -ship
2 Make sentences using the cues, and the in.6.nitive, 1 Business picks ----- when it gets warmer.
a many b no lack of e severa!
1 art on!y using to when necessary. 2 My boss a!ways picks ----- my ideas - it's
8 A surprising __ of artists are working with batik really annoying!
2 kind 1 Michael / paid / me / design / his first house.
this year. 3 I can pick from the station.
3 vandal
a number bmany e lots
(16points) 4 bore 4 I'm having problems with this and l'd like to pick
2 She / asked / her sister / lend / her f20,000.
2 Complete each sentence with one of the determiners s friend
from the box. Use each word once. 6 neighbour 5 They were all good, but Miss Jones was the pick
7 Brazil 3 He helped / Wa!ton / become / an importan! city.
I all any each both no either any 8 land 6 Don't worry, you'll soon pick ----- the skills.
(8 points) (12 points)
1 of the two artists could win the Turner 4 They invited / Jill / submit / plans for a golf course.
Functions 6 Circle the correct word to complete each sentence.
Prize this year.
6 Circle the correct phrases to complete the conversation. 1 Jane's leaving her job to __ as a nurse.
2 paintings are very beautiful, but I prefer JIM: Have you heard the new songs by Trisha? 5 She / wanted / us / work / on the project with them. a renew b retrain e rebuild
the dancer.
ANNE: I'm 1 the kind of music she sings, I'm afraid. 2 We are going to to a quieter part of town.
3 Do you think of these sculptures are good?
a not very inspiring e a big fan of a relocate b rehouse e rebuild
4 There was information about his technique. 6 We / wa tched / the city / grow larger / in a few months.
b not very keen on 3 Shall we -- the house next surnmer?
s artists try to say something new and JIM: Oh, 1 didn't know. a rehouse b rebuild e redecorate
different. (12 points)
ANNE: Yes, her voice really '--. It's so harsh. 4 We had to __ the garden wall.
6 They dídn't buy of my paintings last week. a gets on my nerves e gets a bit tired of
3 Write S if the two sentences have the sarne meaning, a rebuild b redevelop e redecorate
and D if they have a different meaning.
7 They won 1,000 euros for their work. b does something for me 5 If it isn't right, you will have to __ it!
(14 points) JIM: Oh, well, I just bought her new CD and I >__ ! 1 We should stop eating. We should stop to eat. __ a readjust b redo e redevelop
Vocabulary a sounds right up my street e can't bear it 2 I hate swimnúng in the lake. I hate to swim in the lake. (10 points)
3 Complete each sentence with the correct word from b could listen to it all day Functions
the box. ANNE: I'm • __ soul and jazz, but rap just irritates me. 7 Ask students to complete the dialogue with the
3 He's just started running. He's just started to run. phrases from the box.
a very inspiring b love e really into
lwith to lost really keep down JIM: ¡ see. I never" __ by jazz, butl love 1960s soul.
4 I tried getting a job at the supermarket. I tried to get a we ought to be too hasty the opinion of
a feel particularly inspired e sound up my street
1 We went to a---::---- cool party last Saturday at b like my kind of thing job at the supermarket. __ do you think we should do that's completely wrong
Pete's. (10points)
5 I regret sayíng he was ill. I regret to say he was ill.
2 We argued last week and she's very cool _
JACK: What '-----
menow.
(10 points) JILL: I think 2 ask them for more money.
3 If the computer crashes, just your cool
and try to fue i t. JACK: You know they won't give us any.
4 Don't try and eat it yet- wait for it to cool JILL: But ? ! How can we continue with the
_____ a bit first. development if they don't finance it?
s It's not very cool talle about school at the JACK: I know that, but we need to consider '-----
weekend! the directors. We shouldn't ! about
this. Let's think about all the possibilities first ...
(10points)
Photocopiable tests @QU•H•l3•)Qf·j:jij e National Geographic Learning e:tHHI3·iPt·i:J!j e National Geographic Learning Photocopiable tests 145

1e lntrndudion
 Un.jt__5...Je�j�������� Unit 6 Tes�---------- Unit 6 :te..s:!..__ _ 5 I'rn sure he could pass his exarns iJ he really
Writing Writing Grammar -----his mind to it.
8a Complete the opinion essay with the linking phrases 8a Read the letter of complaint and match the parts of 1 Write • to show where not goes in these sentences. 6 We don't have to go; there's still time for you to
from the box. the letter (1-5) to the descriptions a--<? in the box. -----YOur mind.
1 Toe warden asked us to walk on the grass. (6 polnts)
however on the other hand as a result furthermore a a formal greeting 2 I told them that I did want to stay there any S Complete the sentences with in or out.
because of this b a formal ending longer.
e a brief explanation of the reason for writing 1 Let's not go __ anywhere tonight. I'd really like to
d a formal request for action 3 There's. only a little money left so let's buy stay __ for a change.
Smoking has long been a major social problem. Originally e details of the complaint expensrve presents.
people saw itas a problem for the smokers themselves; they 4 I'm sorry but I do think that's correct 2 1 dropped -- at John and Sue's on the way home
were concerned with the individual smoker's health problems. to tell them about the new drama society we're
Dear 1 Sir/ Madam, 5 Tell her that she must cook anything for us tonight. starting and ask iJ they'd like to join __
------ in the last twenty years there has been a
change of view, as research has shown that smoking also harms 21 am writing to complain about the service 1 got from your taxi 6 Remember that you do have to go there. 3 Our daughter is trying -- a new club tonight so I
non-smokers. J recent public legislation has company on Friday 17th May. (6 points) suppose she'll be staying __ very late. '
been in favour of the non-smokers, with actions such as the '1 had booked a taxi to leave for Heathrow Airport at 14.30.
banning of smoking in the workplace and public building,, and The car actually arrived at 15.10 after I had phoned twice to ask
2 Write the correct question tag. 4 The only time grandpa seems to get __ these days
the extension of the ban to social places such as restaurants and where it was. Not only was the car late, but it was very dirty and 1 You like Living in France, ----- IS when we take him to eat ata restaurant for
clubs. the driver had obviously been smoking in lt on his way to collect Sunday lunch.
2 She enjoys reading novels, -----
These moves have been welcomed, especially by the majority me. Oespite having said I needed to go to Terminal 2, the driver (8 points)
first took me to Terminal 3. Ali of this meant that I had to rush my 3 They don't go camping.-----
of the public who are non-smokers. 3 _
6 Complete the sentences with the correct word. Toe
check-in and that l was nearly late for my plane.• Because of this
restaurant owners have not been pleased by these moves, 4 He doesn't do voluntary work, ----- first letter has been given for you.
because they now have fewer customers. There has been a very inadequate service, 1 request a refund of the í30 tare.
5 She's gota lot of money, _
significant drop in the number of smokers going to restaurants, I look forward to a prompt resporis"e frt,m you on this matter. 1 1 really don't like staying in hotels, so I usually book
and the industry claims that there are many closures every s Yours faithfully, 6 You'll come with us, ----- self accommodation.
week. • unemployment has increased. Gerald Hamstone 7 They went to Africa last year, _ 2 1 hate hotels where I don't have a v from
------ sorne people suggest that the smoking ban 8 You didn't invite me,----- mywindow.
actually hasn't helped reduce the number of smokers. What it (5 points)
certainly has done is reduce the damage from passive smoking (16 points) 3 Last time I flew to Italy, they lost my �----
to non-smokers and staff working in public places. 8b Write a similar letter to a travel agent with whom 4 1 can't afford to go abroad, so l'm having a
you booked a holiday in Italy, using the following
3 Write open or negative questions in the tense
indicated and using the cues. �-----this summer.
(5 points) information. Decide what compensation to ask for.
5 Do you get a off as holiday iJ you work
• there were no rooms a t the hotel yo u had booked, so 1 you I like / eat / Chinese foocl? (open: present simple) an extra Saturday?
Bb Write an opinion essay about the use of public
transport in big cities, compared to people using their you had to stay in another 6 I really don't like holidaying in towns, so I find a place
own cars. Discuss issues such as parking. rising fue! • you had paid extra for a view, but you had no view m the .
2 they / want / go / with him ? (negative: past simple)
costs, congestion, pollution, and govemment funding of • transport to and from the airport was supposed to be 7 It was a really long j , to get there by bus.
bus, train and metro services. included, but you had to pay 8 Toe �-----gave usa great discount on all our
• foocl was poor 3 he I visit / us / next week? (open: will future) flights last year.
(16 points)
Functions
4 she I tell / you / her news? (negative: present 7 Complete this conversation with the expressions in
perfect) the box.

(8 points) the easiest thing is to can make my own way

how do I get to look out for wanted to pick you up
Vocabulary
4 Complete the sentences and expressions with mind CAROL: Hi, Sarah. lt's Caro!. I'm at the airport.
with the words from the box. 1
your place?
SARAH: Oh, hi! l'm sorry, 12 , but Jim's using
(15 points) in how you go change put on the car.
Speaking (15points) went blank
CAROL: That's fine. Don't worry. I '-----· Just tell
9 Talle about what types of development you would like Speaking me what to do.
to see in the place where you live, to help improve the 1 O Describe a holiday you had, giving details about 1 She's busy ali day long. and has so much -----
SARAH: '-----get the airport bus to the central
Lives of the residents. Consider other people's views in when and where it was, and what was good and bad her mind, she often forgets things. bus station.
your arguments. aboutit. 2 lt's very cold and icy out there tonight, so mind
(10 points) (10points)
CAROL: OK. And what do Ido at the bus station?
SARAH: You need to get the 45 bus to Fairmont.
3 1 knew exactly what I was going to say, but when I saw
her my mind . CA ROL: Right ... and where do I get off?
4 Toe weather was so strange that I was ----- SARAH: ' the Mercedes car showroom and
two minds about what to wear. it's the next stop after that. 1'11 wait for you there.
(10 points)

146 Photocopiable tests IQUeJUI3•JQ!·j:jlj C National Geographic Learning IRUIIUl3•JQ!·j:¡.j C National Geographic Learning Photocopiable tests 147

L.
 5 Complete the sentences with a suitable verb.
U__nit..J--1���������- Unit__SJ_e�""-��������-
1 I want to-----ª year travelling.
Grammar Writing writing
2 We need to tigers or they will soon be extinct
1 Complete the conditional sentences with the corree! 9a Read this letter to a newspaper. Underline: 7a Read the minutes and complete them with the
3 We should not water by leaving taps on. words from the box.
forrn of the verbs in brackets. 1 the reason for writing
4 We ought to the forests as they are.
1 If Jane uses ali the water, we ----- (be) angry. 2 two examples that illustrate the problems agreed suggestion apologies objection proposal
5 If you don't your money, you won't be
2 If the boys had thought about it, they----- able to buy a house later. 3 two suggestions for action
(see) the problems. 6 If we keep using oil, we will soon ----- of it, Residents of Apartment Block 10, Victoria Road
From Ms Judy Roberts
3 MiJ<e will go with us if we (travel) by train. (12points)

' Sir, whilst applauding the idea behind the recent changes, From: John Roberts
4 People won't have enough water if they ----- 6 Circle the corred word to complete these sentences. your report (Council recycling initiative, 12th April) about the Re: the car·parking facilities
(not stop) wasting it. Town Council's insta/lation of recycling bins ignores a number
Thanks to everyone who wrote with I for
1 A machine for extracting oil from the ground is called
s Toe crops would have grown if you ----- anoiJ __ .
of important issues about what the Council have actually
done.
not attending Wednesday evening's meeting. These are the
(water) them. a rag b rig e rug
minutes from that meeting.
From what I have seen, the Council has put large numbers of
6 Toey would be more careful if they ----- 2 An oil __ crashed into another ship last níght, bins on the housing estates to the north of the town centre,
We met to discuss what to do about the car·parking facilities
outside our block, following an increasing number of residents
(knowl what could happen to the oil. (12 points) a boat b tanker e liner although the positioning of sorne of them could have been
being unable to park their cars in the spaces provided. One
better - for example, it is not pleasant to have two rows of
3 Toe oil comes out of an oil --- . _____ was to ask the Council to install a barrier
bins right next to a children's playground. They have also
2 Complete the rnixed conditional sentences with the a well b hole e mine provided many bins around the market and the town centre so that only residents could enter, but many residents felt it
corree! forrn of the verbs in brackets. shops, which is very good for stall and shop wcrkers. would cause problems with deliveries to the block. Another
4 Toe ship sank, leaving an oil -- on the w_ater. _____ was to put upa sign with the regístration
1 ¡ went to India last year. I now have malaria. a lick b trick e slick However, there is no doubt that the provision of recycling
number of each resident's car on it. The • to
(not go) to India, 1 ---- bins far those of us who live in the town centre is inadequate.
If ¡ 5 They make the oil useable atan t,¡¡ --- · this was that when people went away, the space would be
The point is that no residents want to walk a long distance
(not have) malaria. a factory b refinery e workshop with piles of old newspapers or bags full of glass bottles and unused, and other visiting cars would have nowhere to park.
2 Paul drives everywhere. He used a lot of petrol last 6 Toe oil lies underground in an oil -- . jars, so they will just put them into their own household bins. In the end, it was 5 that the best thing would
week. Equally, driving to deposit waste in recycling bins negates the be to put up sorne signs asking delivery vehicles and visitors to
a field b lake c pool .
green objectives of the Council's project.
If Paul (not drive) everywhere, he (6 pomts) park in the large space opposite the entrance, and other signs
pointing out that the main set of spaces were exclusively for
_____ (use) so much petrol last week. 7 Match the words and phrases 1--8 with synonyms a-h,
Would it not be better for the Council firstly, to think about
the use of the residents. Jackie Brown offered to write a letter
where they place the bins? Secondly, 1 would ask them to
3 Sue used to eat lots of junk food, and now she's on a diet. 1 individual a desperate provide further bins in suitable places around the town centre to the Council to ask if this would be possible.
If Sue (not eat) so much junk food, she housing areas.
2 to disapprove of b obsessed with (5 points)
_____ (not be) on a diet now. e majestic Ms J Roberts
3 very anxious 7b Write minutes for a meeting at which the following
4 People always lea ve the lights on, so we wasted a lot d back-breaking Town Centre Resident
of eJectricity last month. 4 hopeless discussion talces place.
(not leave) the lights on, we 5 very interested in e unique (5 points)
If people
f to rob Residents meet to discuss the Council providing a
_____ (not waste) so much electricity Iast month. 6 hard and tiring 9b Using this letter as a model, write a letter to a local
(8 points) g bleak children's playground near their apartments.
7 to take from newspaper about the following situation.
h to deplore Idea 1: it would be too noisy and would disturb people
3 Circle the corree! forrn of the verb. 8 ta11 and elegant • Toe Council has banned smoking from ali its offices.
(Bpoints) Idea 2: it would be very helpful for mothers with
1 ¡ wish people tried / would try to use less water. • There are special smoking areas, but these are in the young children; the nearest playground is 1 km away
halls where everyone has to walk, outside the main in the park
2 Would you rather eal / ale organic food? Functions doors through which ali staff pass, and next to the staff
3 Many councils wish they didn'I have / wouldn'I have to 8 Complete the conversation with these expressions. Agree: to place it at the far end of the gardens, not
kitchens which everyone uses.
deal with green issues. close to the apartments.
Look, there's no doubt that take the point is that • You are pleased about the ban in general, but want
Steve Jones will write to the Council
4 If only she cauld use / had used a computer, she might the smoking areas moved to places which are more
To be honest with you I don't accept that
get a better job. suitable.
5 Mike wishes he had saved / would save his money. .
(10 pamts) ¡ think the council has done a great job by putting
ANov:
recycling bins everywhere. Don't you agree?
Vocabulary JUOY: • , no, I don't.
4 Complete each sentence with one word from the box. ANOY: Oh, really ... why is that?
abunda ni scarce renewable ruov: Well,' the city centre, for example.
exhaustible
There are almost no recycling bins there.
(15 points)
1 Those butterflies used to be everywhere, but they have ANov: , . There are bins around the market.
become very now. Speaking
iuov: That's true, but • there are not (15 points)
2 Have another apple, they are really ---- this enough bins in the areas where people live.
1 O Talk about the positive and negative things about Speaking
autumn- recycling where you live, and make sorne suggestions for
ANDY: • we still need more bins, but at least 8 Talk about a recent local, national or international
what could be done better.
3 ¡ buy paper made from sources. they are doing something at last. news ítem you have heard about. Explain what
(10points) (10 points)
4 Qil is an resource, just as coal was. . journalists and reporters have said, and say what your
(4 pomts) opinion of the situation is.
(10 points)

148 Photocopiable tests

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16 lntroduction
 j

4 Complete the sentences with a word from the box. Unit 9 J 5 Complete the sentences with the correct forrn of a
verb from the box.
amusing charming encouraging inspiring Grammar
Grammar quirky amazing appealing 1 Complete the text with the where necessary. follow graduate do serve
optimistic
1 Complete the sentences with the correct forrn of th� Bear Grylls is one of 1 __ most famous British become work for apply for get
words in brackets. Use the past simple where appropnate. 1 He's really a very strange person. Everything he does adventurers. He grew up in' --- UK and stud.ied
is and d.ifferent. 1 Do you think John ----- the job that he wants
1 We (agree / tell) the joumalist what had '--- Hispanic stud.ies at • University of
in accounts?
happened. 2 She is so friendly and pleasant, and really is a London, then joined ' __ British Army. He has
_____ woman. practised many extreme sports and in• 1996 he 2 She worked very hard in the company and eventually
2¡ (persuade / the photographer / take) ----- a director.
3 I leve being ata party with Bill. He makes us ali laugh hada serious parachuting accident in Zambia. 7 __
the photos we needed.
with his comments. accident resulted in serious injury to his back and he spent 3 Petra ----- a career in education after
3 The editor (admit / believe) the a long time in • __ hospital, but amazingly, just 18 university.
d.irector's story at first. 4 I often feel depressed, but hallan hour with Liz makes
months later he climbed to the sumrnit of '-- Mount 4 My father the same company ali his lile.
4 Young reporters always (complain I me feel about the future. Everest. He has led expeditions to 1• __ Antarctic,
about / work) long hours. s I couldn't resist buying one of these toy cats - they 11
Himalayas and 12 __ South America. He has
5 jane----- from college next summer.
5 Toe article (blarne / the politician I for I make such presents. also worked for " __ charities and made 6 1 25 jobs before I finally got this one.
cause) the situation. 6 I thought my essay was bad, but the tutor made sorne " TV programmes about survival. 7 My uncle ----- in the arrny during the 1990s.
----- remarks about it. (14points)
6 Toe photographer (beg / the refugees I 8 Are you planning a specialist course?
let) him take photos of them. 7 I have heard her talk severa! times, and she is always 2 Complete the sentences with a relative pronoun. Do (8points)

7 The demonstrators (accuse I the very in what she says. not use that. 6 Circle the phrase which can be used in each sentence.
joumalist / of / lie) about events. s It's an ----- story, and I'm not sure that 1 He is the man----- wife won a million euros.
1 --, 1 have received the payment.
8 Toe reporter (offer / lend) me her phone I believe it. 2 Is that the woman made that sculpture?
(8 points) a As long as b At long last e Before long
when mine got broken. 3 These are the books my uncle wrote. 2 1 finally saw the film it first carne out.
(16 points)
5 Complete the sentences with one word. 4 This is the place he stud.ied. a long after b long for e befare long
2 Rewrite the d.irect speech using passive reporting 1 He d.idn't know what to say- he was ----- for 5 These are the physicists work won the 3 1 will go with you it doesn't rain.
verbs and it. words. Nobel Prize. a at long last b in the long term e as long as
1 People report: 'There aren't many sparrows in our 2 Why d.id they change their minds? They promised - 6 Are these the fields ----- he painted his first 4 When I am away from home I always __ my
townsnow.' they their word. masterpieces? mother's cooking.
3 Read about it in the paper, don't my word 7 My brother, lives in America, has a long alter b long for e before long
2 In the past people said: 'Radio will never be replaced forit invented a new kind of pen. 5 You will have to get a job __ .
byTV.' 4 We d.idn't read about how good it was, we heard by 8 Their inventions, changed the course of a long alter b long for e befare long
word of _ history, are on display in the museum. 6 It looks as though the situation will be ali right __ .
3 People thought: 'Computers are only for specialists.' s Whenever we argue, Peter always has to have the (8 points) a in the long term b as long as e long alter
_____ word. 3 Write reduced relative clauses using the present or (12points)
6 I don't know - 1 have heard word of it. past participles.
4 Everyone knows: 'Drinking lots of water is good for you.'
7 You can't prove it - it's jusi his word yours. 1 He lives in France, where he se11s his paintings to earn Functions
8 Everyone in the office knew because word went money. 7 Match the prepositions a-e with the expressions 1-5,
5 People believed: '1igers have been saved for ever.' then use the phrases to complete sentences A-E.
(16points)
2 It is an interesting topic, which is written about rarely. 1 1 am very familiar a to
6 Sorne people think.: 'Lile was better fifty years ago.' Functions 2 He's not so keen b in
6 Complete the sentences with one of these phrases. 3 They work for an energy company, where they are
3 She specialised e on
7 My friends said: 'That job isn't good for Jake.' I heard that trying to promete green energy.
take that with a pinch of salt 4 We're more suited d of
according to take no notice 5 !'ve lots of experience e with
(14points) apparently
4 Atice, who was inspired by her teachers, went on to
study physics. A doing a boring office job.
Vocabulary JAMES: , there was a problem in the office
3 Match the words to the definitions. _____ accounts - !'ve been here for years.
yesterday. (8points)
e practica! work than theoretical things.
1 to record a a person who takes pictures ANNIE: Really?Whathappened? Vocabulary
· professionally D this kind of engine, as I helped design it.
JAMES: Well, , Mike, there was an
2 a lens b an ord.inary or simple photo- 4 Match the words 1-5 with the definitions a-e. ----- this very particular a rea of plant sciences.
argument between Jane! and the boss.
graph, taken by an amateur 1 background a what you know from doing things (10points)
e the special glass which you look ANNIE: I would' of what Mike says - he
3 a photographer
always invents stories. 2 experience b certifica tes and degrees
through
d a part inside the camera that JAMES: Yes, but • the boss asked Janet to 3 qualifications e what you are like as a person
4 a shot
moves to take the photo leave and she refused. 4 qualities d everything about you: family,
5 snapshot e to take photos of things in order ANNIE: !'d • . Jane! is very good friends with education,experience
to remember them the boss, and Mike doesn't like either of them! e your natural abilities
(10points)
5 talents
f a general term for a photograph (10points)
6 the shutter
(6points)

@QU•iiel3•)Qf·!:J!:j e National Geographic Learning IQl[•Jllli•)Qf·j:jjj C National Geographic Learning Photocopiable tests 151
150 Photocopiable tests
 Uni_U)_J__es.]1.__������� Unit 101! Unit 10_tes__�-------- 4 If you always give children what they want, you
Writing Writing Grammar -----them.
Sa Complete the online profile with the corree! Sa Read this informal ernail, and underline five things 1 Choose the corree! present tense form of the verbs. 5 My mother used to us all day about
headings from the box. which show that it is written in informal English. tidying our room and doing our homework.
1 Mike's parents take / are taking him to a football match
Location lndustry Current every week. 6 1t is natural for teenagers to what their
HiJosie parents want them to do.
Past Education Summary Hope you're well. Haven't written fer sorne time as I was 2 Sue's dad is always saying / will always say how clever
she is. 7 You get into trouble when you ----- the
away.
school rules.
Just wondered if we could meet up sorne time next week? 3 Sorne kids are never doing / will never do what their
Profile (14points)
James Robinson
Let me know. parents tell them.
Speak soon 5 Write the food words from the box in the correct list.
Assistant Director, Sadler Plant Technology 4 His mum always tries / is always trying to make him
Jenny play the piano. pasta cheese sweets potatoes
------· Bristol. UK rice
5 Her father always attends / will always attend courses on crisps frozen hamburgers yoghurt chocolate bars
------· Plant techno/ogy (5 points)
bringing up children. breakfast cereal
------· developing innovative ways of improving Sb Now write an informal email to a friend. Include
plant growth, flowering and fruiting indoors 6 My parents are always telling / wi/1 always tell my Dairy products:
these things: friends ali my secrets.
• you haven't met for sorne time 7 My aunt lives / will /ive in a very strange way.
Research Assistant at Southampton University
Department of Botany • you have tickets for a concert on 22nd June 8 Those children break/ are breaking their father's rules
• if not free then, party at Stev.e's on 24th June again. Processed foocl:
• Assistant Development Officer, Oorset Tree Nurseries
Technical Director, Wilson's Plant Sciences (8points)
2 Complete the sentences with the corree! form of used
B.Sc. Experimental Botany, University of leeds
to, be used to or gel used to. Staple foods:
M.Sc. Photosynthesis Research, University of Southampton 1 When I was little, J eat a lot of sweets,
but now I don't.
I have been fascinated by plants since I was a child, and 2 1 didn't like to eat the local food at first, but I am Snacks:
have always studied British wild plants. After a university starting to it now.
degree in experimental botany, 1 went on to do research into
photosynthesis at Southampton University for three years, 3 -----you -----drink a Jot of milk
which led to my M.Sc. 1 then had three years of practica/ when you were a child?
(10points)
experience working with trees fer a nationally important 4 He not the way of life here.
nursery specialising in trees. After that I spent five years 6 Decide if the expressions with common mean shared or
5 ----- Peter the foocl in China normal. Write shared or normal.
directing the development work in the fruit production of
(20 points) when he was there last August?
apple and pear trees fer Wilson's Plant Sciences. Now, as
1 ----- 1 don't have anything in common with
Assistant Director at Sadler's Plant Technology, 1 am able to 6 We not swim in the river Jason.
put my research and practical experience to good use across Speaking when we were young, but we do now.
the range of areas which we are working on. 2 ----- lt is common for you to take off your
9 Talk about a festival ora tradition you know about, (6 points) shoes in people's houses here.
(6 points) and say what people do and what the sequence and 3 Write • to show where usual/y goes in these sentences. 3 Eating with your fingers is common
timing of the events is. Include details about when, practice there.
Sb Now write a similar profile for Anna Lake, who where and why it takes place, and what people are 1 Do you go to the seaside for your holidays?
went to Brighton College of Art, practised as a painter involved. 4 lt is common knowledge that John ha tes
2 They eat rice with all their meals. the boss.
for 10 years, having several importan! exhibitíons, but
then moved into the restoration of old paintings at
(15 points)
3 The children don't go to school on Saturdays. s _ Everyone can put their animals there -
Binningham Art Gallery, and is currently Director of the 4 Does she practise the piano after dinner? it is common land.
Leeds Art Gallery. 5 Michael doesn't like eating different kinds of meat. 6 ----- lt is quite com.mon to see people eating
insects in the street.
6 We drink tea with milk in it.
(6points)
(5 pointsJ Functions
Vocabulary
7 Complete the text with sequencing worcls from the box.
4 Complete the sentences with the corree! form of the J
verbs in the box. then next alter that final/y first

bring up reward rebel against spoil A Traditional Sritish Wedding

(14points) nag punish disobey ----- the groom and the best man arrive at the
Speaking registry office. 2 the guests start to arrive, and
9 Talk about the education and career of somebody you 1 If children behave badly, parents need to-----
the ushers show them where to sit. J the bride
them.
know, giving ful] details of their qualities, qualifications and her father arrive, usually in a special car.'·-----
and experience. 2 Ali parents their children in different ways. the ceremony takes place. ' everyone goes to a
(10 points) 3 lt is importan! to children when they do hotel or restaurant for a meal.
something really good.
(10points)

152 Photocopiable tests @QU•Jl•l3•jQf·j:jjj e National Geographic Learning IQl(H(ll3•tQf•j:jlj C National Geographic learning Photocopiab/e tests 153

1 1 16 lntroductlon
 4 Match the expressions 1--8 with the Unit 11 J
Unit 11 J definitions a-h. Writing Writing
Grammar 1 to leam the tricks of the a to find out you were 7a Underline the five linking phrases in this letter 9a Read thls report and write the section headings
trade wrong about an evening course.
1 Complete the sentences with the past forms of the verbs. �surnmary, advantages, disadvantages, recommendation)
2 to leam to walk before b to mernorise something m the corree! place.
1 He (could / understand) difficult maths Dear Sir/Madam
youcanrun
problems easily. e to have many problerns Irtarted a cou�e in Spanish at the college on 12th September.
3 to leam one's lesson The .person I spoke to at regirtration suggerted I went into
2 Toe students (succeed / complete) their while you leam
I visited the land where we are proposing to build 24 houses
the interrnediate group, but in fact I find that everyone is yerterday, 3rd June, and was generally impressed by the site lt
project in time. d to get better through much bett�r than me. Despite the fact that the teacher is very seems. to be very suitable for the kind of development we a;e
4 to leam to live with
3 Carol ----- (not manage / pass) her history making errors helpful, 1 find that I don't underrtand much. 1 think it would planning. However, location and access seem to be something
a situation
exam first time. be better lf 1 moved down into the beginner's group. of a problem. These are the details:
5 to leam from one's e to leam how professionals
4 Toe boys ----- (able / find) the solution after do things While I like the teacher and what he says is interesting, 1
mistakes cannot grasp some of the things that the class talks about
a lot of work. f to leam how to do The price is lower than we expected and budgeted for
6 to leam something whereas I know from someone in the beginner's group that
5 Bill (could / not / do) his homework something as you do it t�ey ar_e talking at my level. The teacher says he is sure I will • The land is ideal for building -well-drained and flat
by heart
last night. plck thinqs up if I rtay a bit longer, but on the contrary I think lt has a number of natural features which we can keep
7 to leam something as g to accept things without the sltuaticn will just get worse. ' to make the development more anractive - trees, a pond
6 Toe girls all (manage / finish) their making complaints
you go along I would be very pleased if you could arrange for me to attend and hedges
course with high marks. h to leam to do the simple
8 to leam something the beginner's class from next week.
7 Jake (not / able / solve) the difficult task things first
the hard way (16 points) I look forward to hearing from you. !he act_ual location of the land is close to a large
the tutor had set.
Yours faithfully industrial area, which makes it less attractive
8 My sister ----- (not / succeed / get) her 5 Match one of the phrases in.the l>ox to each John Giles Because of the layout of existing roads, access would
university degree. description of types of learning. have to be through the industrial area
(16points)
(Spoints) 4 _
to learn by trial and error to learn by authority
2 Underline the corree! form of the verb in these future 8 . Now write a similar letter to Weston College using I prop?s: buying the land, and designing our houses around
to learn by reasoning
in the past sentences. to learn by observation
this inforrnation: the ex1sting natural features. Because it costs less than
expected, we �ight b� able to pay for the building of a new
1 I would /wasgoing to call you, but my mobile didn't work. 1 1 leamt from the lectures of our professors at • You eruolled in the Tuesday Italian Cookery course access roa_d wh1ch avo1ds the industrial area. We would need to
2 Paul said he would play/ would have played in the match, university. They had all done a lot of research and • After three weeks, you find your basíc cooking skills consult w1th the Town Council over this first.
written many importan! books, -----
but then he didn't come. aren} good enough for this class, and your cooking (4 points)
3 Jane would play/ was supposed to tell thern about it, but 2 1 thought about all the different inforrnation 1 had, and hasn t been very successful
examined it carefully from all possible sides before 1 • You like the teacher and the classes are fun 9b Now write a similar report, using the following
then she forgot.
carne to my conclusion. ----- details:
4 Toe girls were going / would have come, but the snow • You want to change to General Cooking Skills on
prevented thern. 3 At teacher training college we spent hours watching Thursdays with the sarne teacher • your company is going to buy and restore a house
teachers teach in their own classroorns, and studying (15 points) • the price of the one you visited is more than you
5 He would / was about to lea ve when the phone rang.
films of teachers in different situations. ----- Speaking wanted to pay
6 What would you do/ would you have done in that • it �eeds less work doing on it than expected, though it
4 In the laboratory we tested our theories in practica! 9 Talle about a course or workshop that you attended.
situation yesterday? will need a new roof
ways. We tried things out and if they dídn't work, we ".Vh•t was good and bad about it. What was the tutor
7 Were they supposed to/ Would they come to tea yesterday tried again in a different way. ----- • it is in a nice part of town, with big gardens back and
(8 points) like? What did you leam from it?
aftemoon? (10 points) front - they need work
(14 points)
(16 points)
Functions
Vocabulary 6 Complete the extrae! from the conversation with the Speaking
3 Circle the corree! v�rb to complete the sentences. 10 Work with a partner.You runa business which
phrases in the box.
provides different services for homes (gardening.
1 It is the teacher who has to -- the students. do you mean you speak up
b acquire e motivate you explain cleaning. decorating). Try to persuade your partner to
a absorb
catch that Hang on use your services, explaining why he or she should use
2 Students need to the ideas that are presented to
your company.
thern. e: I'd like sorne inforrnation about your Spanish course. (10 points)
a inspire b grasp e motívate
A: Are you a beginner or do you have sorne experience?
3 If students are to __ a foreign language, they need e: What I by beginner? 1 did sorne Spanish
to hear it spoken lots. at school.
a inspire -b motívate e acquire A: It's probably best if you join the interrnecliate group then.
4 Students won't understand the game if they -- the e: Sorry. Can 2 a bit, please?
rules. A: 1 said you should probably join the intermedia te group.
a are ignoran! of e don't engage with It starts on 12th Septernber at 7.30 in Room 501, and if
b don't connect with you ....
e: > a second. Could • what
5 Good teachers __ their students to study hard.
b inspire e understand we will do in the course first, please?
a acquire
A: Toe website has all the details. lt's www.weston/
6 I find it easy to the interesting facts the teacher
Spanish/interrnediate.com.
tells us.
e connect wi th e: I'mafraidldidn't'-----Canyouspellit,please?
a absorb b inspire (10points)
(6 points)

jQ:j•)(•J3•]Qf·!:Jf:j C National Geographic Learning

14:C•H•I3•)4t·j:jlj C National Geographic Learning Photornni=thlo -tac+c

154 Photocopiable tests

 Photocopiable tests: answer key
Unit 12 Tes 5 Complete each sentence with the corree! form of a
verb in the box,
Grammar Unit 2 Te.51._
1 Write • to show where the phrase in brackets goes in give spend earn borrow
Grammar
_
each sentence. lend invest owe pay
1
Grammar
1 1 wanted to go to the party . (too) 1 works 1
1 He a lot of money in that new travel company. 5 does play
2 has been living 1 Has ... watched 5 listened
2 Did Steve go there ? (as well) 2 They had to __ a lot of money from the bank. 6 Have seen
3 is having 2 d.idn'ttell 6 haven't explained
3 They visited Nancy when in France . (also) 7 is ... getting
3 1 haven't got any money- can you --- me f:50? 4 has ... been 3 havemet 7 bought
4 Did she get sorne money ? (too) 4 When times are hard, people -- less in the shops. 4 d.id ... hear 8 hasn't sent
2
5 Have you bought an expensive car ? (also) 5 We quite a lot to charities like Oxfam. 2
1 Toe children are always gíven food first.
6 Pete opened a new bank account . (as well) 6 How much money do you __ in your new job? 1 had be.en 5 went
2 The guests are being shown around the hospital.
(6points) 2 were 6 had told
7 Peter is in trouble - he __ money to a lot of people. 3 l have be.en helped a lot with my English.
3 was 7 had visited
2 Complete the sentences with only, jusi or even. 8 1 have to __ ali those bilis by Friday.
4 1 arn often told news about our neighbours.
4 had been
1 lt was 40 years ago that man first walked (8 points) 3
on theMoon. 6 Match the verbs 1-7 with the words a-g. 1 The_residents regularly see foxes around here. Vocabulary
2 Quite a lot of people have been in space, but 1 fit a the living room 2 Holidaymakers are using ali the flats.
3
-----ª few have walked on the Moon. 2 decora te b the bathroom 3 Severa] people have used the car recently.
4 My sister is helping my mother this week. 1 thought-provoking 4 original
3 When times are hard, rich people notice 3 tile e sorne shelves 2 objective 5 scary
the difficulties. 4 put up d..a pjcture 3 touching
Vocabulary 6 gripping
5 hang e a carpet
41 eat ice cream in July and August. 4
6 plaster f a wall 4
5 Paul isn't good enough for the team. (6 points) 1 b 2 a le 2b 3a 4a Se 6b
3 e 4 b 5 e
6 1 got up so late, 1 d.idn't have time for a 7 Complete these expressions. Use one suitable word in 5
5
cup of coffee befare I lefl home. each space. 1 track of
1 catch 4 persuade 4 an eye on
7 He was late getting to the aírport but he----- 2 reach 5 receive 2 his chin up 5 you
1 Mick d.idn't feel bad about not getting the contract. He
managed to catch the plane. 3 do/manage 6 be 3 a d.iary 6 a secret
had no hard -----
8 1 don't trust the banks, so I invest in
2 My cousin lost her job - she's really hard ----- 6
priva te companies. 1 h Functions
(16points) now. 4 b 7 g
2 a 5 e
6
3 It was hard that the other team got a 8 f
3 Write sentences using causative have or gel. 3 d 6 e 1 That's awful! 4 How embarrassing!
penalty -we didn't deserve to lose. 2 Poor you!
1 Yesterday / 1 / get / cleaner / wash / windows 5 same experience
4 He's really tough - a very hard- director. 3 that was lucky.
Functions
5 She's feeling really hard ----------
7
2 They / always / have / a gardener / cut / grass because she knows she was the best but d.idn't win. Writing
(10 points) 1 a nice surprise!
2 What have you been up to?
7a
3 We need / get / a plumber / fix / the bathroom
Functions 1 stumbled 4 screarned
3 You're looking well.
8 Complete the conversation with the phrases in the box. 2 wearily 5 apprehensively
4 Do you see much of
5 1 don't mean to be rude 3 muttered
to be honest is there not sorne way around that?
4 Paul / want / have / an architect / design / an exten-
sion / to his house if I were in your shoes at the end of the day a key thing
Writing
A: Look, John, 1
for our company is to Sa
(Bpoints) 1 Mike
invest well.
Vocabulary 2 'm up to Grammar
s: I realise that, but 2 , the amount you have
4 Complete the sentences with one of the words in the box. 3 My plan is
to invest is small. No banks are interested. 1
4 I'm looking forward to seeing you
pricey hard up loaded reasonable A: 3 I mean, if the banks are not interested, 5 Ali the best le 2b 3c 4a Se 6b 7a
afford inca me" isn't there somewhere else we could invest our money? 2
s: • , l would try buying sorne shares in one will be driving 5 Will ... be wearing
1 1 am surprised he can to runa Ferrari! of the top 100 companies. 2 will have changed 6 will be working
2 1 wanted to buy a coat, but they were too----- But ! , it's your company and your 3 Will ... have completed 7 won't have finished
3 His annual comes not just from his job, money, so you will have to decide. 4 won't (will not) be using 8 will have retired
(10points)
but also from the flats he rents out.
4 lt's been abad year, so everyone is----- now. Vocabulary
5 After he won the lottery, John was reaUy -----
3
1 semi-skimmed 4 nanosecond
6 1 shop here beca use the prices are very _
2 bio-engineering 5 megastars
(6points)
3 ul trasonic 6 microclima te

156 Photocopiable tests IQ:[•JUl3•]Qt·j:j(j C National Geographic Learning 157

11 16 lntroduction
 3
4 6
4 b 5 a 6 e 7 b 8 a 1 Do you like eating J to eat Chinese food? 1 b
1 e 2 b 3 a 2 b 3 a 4 e 5 b 6 a
Grammar 2 Didn't they want to go with him?
5 1 3 Will he visit us next week? 7
1 time 6 his hands 1 todo s to start 4 Hasn't she told you her news? le 2h 3a 4g 5 b 6 d 7 f 8 e
2 business 7 the blue 2 building 6 putting
3 yourway 8 luck 3 helping 7 to donate Vocabulary Functions
4 date 9 order 4 to construct 8 spending 4 8
5 mydepth 10 interest
1 on 4 in 1 To be honest with you
2
1 Michael paid me to design his first house. 2 how you go 5 put 2 take
Functions 3 wentblank 6 change 3 I don't accept that
2 She asked her sister to lend her t:20,000. .
6 3 He helped Walton becom_e an importan! oty. 5 4 the point is that
1 having trouble 4 do the trick 4 They invited Jill to submit plans for a golf course. 5 Look, there's no doubt that
1 out, in 3 out,out
2 have a look 5 Feel free to 5 She wanted us to work on the project with them. 2 in, in 4 out,out
3 gíve that a try 6 We watched the city grow larger in a few months. Writing
6
3 9a
Writing 1 self-catering 5 day off
1 D 2 S 35 40 SD 2 view 1 Your report ... ignores a nurnber of important issues ...
6 countryside
7a 2 ... for example, it is not pleasant to have two rows
3 luggage 7 joumey
1 b 2 e 3 d 4 a of bins right next to a children's playground; no resi-
Vocabulary 4 staycation 8 airline
dents want to wallc a long distance with piles of old
4 newspapers; driving to deposit waste in recycling bins
1 e 3 a 5 b •. 7 <!/e Functions nega tes the green objecti ves ...
8 e/d
Uoit � Ie..s-
2 f 4 h 6 g 7 3 ... to think about where they place the bins; ... to
5 1 How do I get to provide further bins ...
Grammar 1 up 4 your brains 2 wanted to pick you up
1 2 holes in s of the bunch 3 can make my own way
1 b 2 e 3 a 4 b 5 a 6 e 7 b 8 a 3 you up 6 up 4 Toe easiest thing is to
5 Look out for
2 6
1 either 5 all 1 b 2 a 3 e 4 a Sb Grammar
Writing
2 both 6 any
8a 1
3 any 7 each Functions 1 a 2 e 3 e 4 d 5 b 1 agreed to tell
4 no
7 2 persuaded the photographer to take
1 do you think we should do 3 admitted believing
Vocabulary
3
2 weoughtto
3 that's completely wrong
Uoit 7 les 4
5
complain about working
blamed the politician for causing the situation.
1 really 4 down 4 the opinion of Grammar 6 begged the refugees to Jet
2 with 5 to s be too hasty 1 7 accused the joumalist of lying
3 keep 6 lost 1 wiJI be 8 offered to lend
4 don't stop
4 Writing 2 would have seen 5 had watered 2
1 a 2 b 3 a 4b 5 b 8a 3 travel 6 knew 1 It is reportee! that there aren't many sparrows in our
1 However 2 townsnow.
5 2 Beca use of this (As a result) 2 In the past it was said that radio would never be
1 artist S friendship 1 hadn't gone, wouldn't have
3 On the other hand 2 didn't drive, wouldn't have used replaced by TV.
2 kindness 6 neighbourhood 4 As a result (Because of this) 3 hadn't eaten, wouldn't be 3 It was thought that computers were only for
3 vandalism 7 Brazilian
5 Furthermore 4 didn't lea ve, wouldn't have wasted specialists.
4 boredom 8 landscape
4 It is known that drinking lots of water is good for you.
3 5 It was believed that tigers had been saved for ever.
Functions 1 would try 4 could use 6 It is thought that life was better fifty years ago.
2 eat 5 had saved 7 It was said that that job wasn't good for Jake.
6
1 b 2 a 3 b ' 4 e 5 a Grammar 3 didn't have
1 Vocabulary
Writing 1 us not to 4 do not think Vocabulary 3
7a 2 did not want s must not cook 4 1 e 2 e 3 a 4 f 5 b 6 d
1 Last week I visited 3 let's not buy 6 do not have 1 scarce 3 renewable
2 abundant
4
2 The en trance price varíes 4 exhaustible
2 1 quirky 5 appealing
3 There's a large exhibir 1 don'tyou 5 hasn't she 5 2 charming 6 encouraging
4 One reason I liked i t 2 doesn't she 6 won'tyou 1 spend 4 preserve 3 amusing 7 inspiring
s I recommend it 3 do they 7 dídn't they 2 protect 5 save 4 optimistic 8 amazing
4 does he 8 did you 3 waste 6 run out of

158 Photocopiable tests: answer key Photocopiable tests: answer key 159

•
 • • •
5 Writing
1 lost 5 last
Unit 11 Te
2 gave 6 no
Sa
Grammar
U.nit 12 Test
1 Location 3 Current 5 Education
3 take 7 against 2 lndustry 4 Past 6 Summary 1 Grammar
4 mouth 8 around 1
1 could understand
1 the Party too
Functions Unit 10 Test 2 succeeded in completing
3 d..idn't manage to pass 2 go there as weU
4 sorne money too
3 They also visited 5 you also bought
6 Grammar 4 were able to find 6 bank account as weU
1 I heard tha t 4 apparently 1 5 could not do 2
2 according to 5 take that with a pinch of salt 1 take 5 always attends 6 managed to finish 1 just 3 even 5 just
3 take no notice 2 is always saying are always telling 7 was notable to solve 2 only 7 just
6 4 only
8 d..idn't succeed in getting 6 even 8 only
3 will never do 7 lives 3
Writing 2
!
4 is always trying 8 are breaking
��:��:>'ay ��
¡ t
7a 2 1 was going to 5 was about to
the cleaner to wash the windows.
1 apologies 4 objection 2 wouldplay ave a gardener cut the grass
1 used to 4 is ... used to 6 would you have done 3 We need to get a plumber to 6x th b thr ·
2 proposal/ suggestion 5 agreed 2 get used to 5 Did ... get used to 3 was supposed to 7 Were they supposed to 4 Paul wants to have an . e. a oom.
3 suggestion/ proposal 3 Did ... use to 6 el.id ... use to 4 wouldhave his house. architect design an extension to

3
Vocabulary Vocabulary
1 you usually go 4 she usually practise
Unit 9 Test 2 They usually eat 5 doesn't usually like
3 4
3 don't usual!y go 6 ')Ne '!5UaJly drink le 2b 3c 4 a 5 b 1 afford
Grammar 6 a 4 hard up
1
4 2 pricey 5 loaded
Vocabulary 3 income 6 reasonable
1 the 4 the 7 Toe 10 the 13 - le 2h 3a 4g Sd 6b 7f Be
2 the 5 the 8 - 11 the 14 - 4 5 5
3 - 6 - 9 - 12 - 1 punish 5 nag 1 to leam by authority 1 invested 5 give
2 bring up 6 rebel against 2 to leam by reasoning 2 borrow 6 earn
2 3 reward 7 disobey 3 lend
3 to leam by observation 7 owes
1 whose 5 whose 4 spoil 4 spend
2 who 4 to leam by tria! and error 8 pay
6 where
3 which 7 who 5 6
4 where 8 which Dairy products: cheese, yoghurt Functions le 2a 3b 4c Sd 6f
Processed food: frozen hamburgers, breakfast cereal 6 7
3 Staple foods: potatoes, pasta, rice 1 doyou mean 4 you explain 1 feelings
1 He lives in France, selling paintings to eam money. 3 luck 5 done by
Snacks: crisps, sweets, chocolate bars 2 you speak up 5 catch that 2 up
2 It is an interesting topic, written about rarely/rarely 4 headed
6 3 Hangon
written about.
3 They work for an energy company, trying to promote 1 shared 4 shared Functions
green energy. 2 normal 5 shared Writing 8
4 Atice, inspired by her teachers, went on to study 3 normal 6 normal 7a 1 a key thing
physics. but in fact 2 to be honest
Functions Despite the fact that 3 Is there not sorne way round that?
Vocabulary 7 While 4 If I were in your shoes
whereas
4 1 First 4 After that 5 at the end of the day
2 Toen 5 Finally
on the contrary
ld 2a 3b 4c Se
3 Next Writing
5
1 will get 4 worked for 7 served 9a
2 became 5 will graduate 8 to do
Writing 1 Sumrnary
3 followed 6 applied for
Sa 2 Advantages
Hi]osie 3 Disadvantages
6 4 Recomrnendations
b 2 a 3 e 4 b 5 e 6 a Hope you're weU. Haven't written for sorne time as I was
away.
Functions l.Yst wondered if we could meet up sorne time next week?
7 Letmeknow
le 2c 3b 4a Sd Speak soon
A He's not so keen on Jenny
B !'ve lots of experience of
C We're more suited to
D I am very familiar with
E She specialised in

160 Photocopiable tests: answer key

Photocopiable tests: answer key 161

16 lntroductoon
 Unit 2 Communicative activity
Unit 1 Communicative activity Telling a story
Meeting an old friend Think about a story which you have read or seen recen ti y, e.g. a novel or short sto .
some notes about the details in the table below and then tell ry, ª film ora 1V prograrnme. Make
it Answer an ti th ' your partner your story whiJe th
Student A · Y ques ons ey may have about the details carefully Toen li t t ey make brief notes about
abou: about their story. Make comments, and ask questions for clarifications
a out your stories.
¡;r1o your partner's story, and make brief
' necessary. Afterwards, compare notes
Read the information on your role card about yourself and your partner. Toen roleplay the situation in which you meet
by chance after five years.
My story
Role-card My partner's story
Story title
You:
• married for three years, with a one-year-old baby girl
Where is it from?
• live in a house in Salten which you bought two years ago (book I film/ TV,
• still in the same job (Smith's Paper Factory), but you are now head of Exports -you were prometed author I director)
last year
Setting / location
• still interested in watching tennis, but you had to give up playing last year because of knee problems;
started to play golf
• still like photography, films, reading; stopped going to rock concerts because of baby
• you still keep in touch with Janet, another old school friend, who moved to Mtricht!ster after
University. She got divorced last year, and is thinking of taking upa new job in Leeds Main characters

Your friend:
• you were at school together from 11-18 in Salten; you stayed friends though you went to different
universities
• you both started working for Smith's Paper Factory when you were both 22; your friend left after
two years, getting promotion to a paper company in Canada
• you have kept in touch on and off, but recently haven't exchanged emails
Story: start

)<>---------------------------------------------------------------
Student B
Read the information on your role card about yourself and your partner. Toen roleplay the situation in which you meet
by chance after five years.

Story: middle
Role-card
You:
• single, no current relationship
• just moved back to stay with your parents at Salten
• you worked for Old Pines Paper Works in Ca nada for four years, but they have just been bought by an
American company, so you left - you didn't like the new conditions. You are looking for a new job now.
• you still play tennis regularly and play the guitar; in Canada you were in a blues band, and you hope
to join a band back in Salten
• you have lost touch with your mutual friend Janet Story: end

Your friend:
• you were at school together from 11-18 in Salten; you stayed friends though you went to different
universities
• you both started working for Smith's paper Factory when you were both 22; your friend stayed there
when you got promotion to a paper company in Canada
• you have kept in touch on and off, but recently haven't exchanged emails

162 @Ql[•J(li3•iQf·j:jl:j C National Geographic Learning 14:[.¡¡.¡3,J;t·i:fli C National Geographic Learning

Photocopiable communicative activities 163

li
 Unit 3 Communicative activity
Unit 4 Communicative activity
Making predictions about the future
Talking about likes and dislikes
Work in a group of four.
Each of you should choose one of the following topics:
.
Think about the nuu:'Y differ�t are�s of the arts (e.g. theatre, opera, musicals, classical music,
paintíng, sculpture, ínstallation art, jazz, blues and other different types of music). ballet, modero dance,
• transport and travel • food and drink • computers and technology • hom� and h�me_ life
Make sorne notes below about what will and won't have happened and what people � and won t be doíng in the area Choo�e ?ne gerue which you like and one which you dislike. Think carefully about what it is about
and dislike, and make sorne notes under the relevant areas in the table below. them that you like
you have chosen by 2050, using the verbs gíven and any others you can think of. Toen give a bnef talk to the other three
about the changes you expect in your area. When you have completed the table, work with two other students and ask and answer questions
dislikes. abo u t your lik es an d
Listen to the talks by the other three members of your group. Toen discuss the ideas presented and say whether you
think they are possíble, probable or unlikely.
The art form I like is:
The art form I dislike is:
Notes about my talk
Use music / sound

Replace

Beco me
. .
words

�
lnvent

Díscover
venue

Introduce

lncrease
action I movement

Oecrease

Disappear

colour I visual effects

other

164 Photocopiable communicative activities @Q:C•J(IJ3•JQ!·!:Jlj e National Geographic Leaming

IQl(•Jl•i3•jQf·j:jlj C National Geographic learning Photocopiable communicative activities 6

16 lntroduction
 Unit 6 Communicative activity
Unit 5 Communicative activity Talking about holidays
Deciding on a development project Complete the information in the table about a holiday you went on once and then ask .
A rich benefactor has donated one million euros ayear for the next three years to your home area (the whole class must complete the right-hand colurnn 0¡ the table with their information. ' your partner questions and
decide if this is a particular town, village, area of a city before you start).
Toe benefactor has said the money must be spent as follows:
My holiday My partner's holiday
• on a project which will benefit children up to 18 years of age
• the project must be sustainable and continuous Month / year
• the money may be spent on land, property, equipment, staff salaries, etc.
• the money will only become available when a firm project for development is presented to the benefactor's
representatives and is accepted Place, country

Part 1
Work in a group of four to crea te a plan for how the money should be spent. Use the table below to make your notes; Travel
add any other areas for consideration at the bottom of the table.

Target group
. . Accommodation

Overall aim
Food and drink

Buildings needed
Activities

Outdoor space needed

Weather

Staff
Peo ple

Equipment
lnteresting attractions

Entertainment

Best thing about it

Worst thing about it

Other
Part 2
Each group presents its project to the rest of the class, who are then the benefactor's representa ti ves. Toe other groups
should award points out of 20 for each project. Groups should not give points for their own projects. At the end the

-
points should be added up to decide the winning project.

@Qj(IJ(•l3•)Qf·!:Jl:j C National Geographic Learning

IQU•Jl•l3•)Qf·!:Jlj C National Geographic Learning Photocopiable communicative activitiPc: sa
166 Photocopiable communicative activities
 ··--=>-�i::::::.i•1

Unit 8 Communicative activity

Unit 7_Communicative activity --- --- Saying what's in the news
A quiz about water Think about a curren! or recen! news story (local, nationaJ or interna ti .
sorne notes about it in the My news story colurnn under the . h onaJ) which you know quite a lot about. Make
Student A different story. Tell your partner the story while they rnake vanous eadings. Work with a partner who has dealt with a
. sorne notes as you spe k Th lis
a · en ten to your partner's news
s t ory an d rna k e b nef notes about the fact. Afterwards cornp ar e 'id eas ab out the two
Ask your partner these questions about water. Keep a record of the number of correct answers they gíve. stories.

Running a tap fer five minutes uses the same energy as using a 60 watt light bulb fer: My news story My partner's news story
a 4 hours. b 14 hours. c 40 hours.
Who7
[answer b]
2 A six minute shower uses:
b 25 1 itres of water. c 55 litres of water.
a 1 5 litres of water.
[answer c]
3 What is the name fer a large sandy dry area?
[answer: a desert] What?
4 Why is the delta of the Colorado River in Mexico like a salt flat now?
[answer: because it has been dammed and diverted fer agricultura! purposes]
5 Cleaning Y2 kilo of wool uses: c 85,000 litres of water.
a 850 litres of water. b 8,500 litres of water.
[answer: c]
Where?
6 What is desalination?
[answer: the process of removing salt from sea-water]
7 Which uses more water to produce: a serving of goat meat ora serving of chicken?
[answer: a serving of chicken (580 litres compared to 42 fer goat meat)]

:<--------------------------------------------------------------- When?

Student B
Ask your partner these questions about water. Keep a record of the number of correct answers they give.

1 What is the name fer an underground water supply? Why?

[answer: an aquifer]
2 Making a hambur�er uses: c 2,500 litres of water.
a 1, 500 litres of water. b 2,000 litres of water.
[answer: c]
3 What is a lot of Las Vegas's water used fer?
[answer: watering golf courses] The outcome

4 How big is the Ara! Sea in central Asia compared to what it was in 1960?
a one tenth b one fifth c one half
[answer: one tenth] .
5 Making a 50g chocolate bar uses: c 14, 100 1 itres of water.
a 141 litres of water. b 1,410 litres of water.
Other important information
[answer: b]
6 What happens on many Greek islands each summer?
[answer: the 16 million tourists cause water shortages]
7 Which uses more water to produce: a cup of coffee or a slice of bread?
[answer: a cup of coffee (135 litres compared to 40)]

IQ:(e)(ei3•jQf•j:Jl:j C National Geographic Learning IQl(eJ(el3•]Qf·j:Jij C National Geographic Learning Photocopiable communir;:1tiv,=. =-ni,,;+;.,..,.
168 Photocopiable communicative activities

1 16 lntroduction
 Unit 9 Communicative activity Unit 10 Communicative activity
Raising children
Talents, skills and abilities . . .
Use the table below to interview two people about their education, expenenc e and talents. Make notes on their answers
in the appropriate boxes. Until they reach the age of majority, children should always do what adults tell
them.
><----------------------------------------------------------------
Children should never speak when adults are speaking.
Student 1: Student 2:
Education and qualifications ><----------------------------------------------------------------
.
Children should never talk with their mouth full when they are eating.

><----------------------------------------------------------------
Children should not chew gum in public.

Part-time jobs or voluntary

><----------------------------------------------------------------
Children should not stare or point at adults.
work (how long for,
responsibilities) ><----------------------------------------------------------------
Children should always be neatly and cleanly dressed in public.

><----------------------------------------------------------------
Full-time jobs (how long for,
responsibilities)
- . Children should always eat up all the food they are given.

><----------------------------------------------------------------
Children must expect punishment from adults if they misbehave.

><----------------------------------------------------------------
Children must always go to bed and get up at the correct time.

Special skills and talents that ><----------------------------------------------------------------

Children rnust never be late.
help in current job or studies

><----------------------------------------------------------------
Until they reach the age of majority, children should always do what adults tell them.
Future employment hopes
><----------------------------------------------------------------
Children should never speak when adults are speaking.

><----------------------------------------------------------------
Children should never talk with their mouth full when they are eating.

Hobbies, sports, skills apd ><----------------------------------------------------------------

Children should not chew gum in public.
abilities needed
><----------------------------------------------------------------
Children should not stare or point at adults.

><----------------------------------------------------------------
Children should always be neatly and cleanly dressed in public.
Other skills and abilities
><----------------------------------------------------------------
Children should always eat up all the food they are given.

><----------------------------------------------------------------
Children must expect punishment from adults if they misbehave.
Other ><----------------------------------------------------------------
Children must always go to bed and get up at the correct time.

><----------------------------------------------------------------
Children must never be late.

><----------------------------------------------------------------
170 Photocopiable communicative activities IQl[eJUl3•]Qf·j:jlj e National Geographic Learning IQl[•)(IIC•fQf·j:jlj C National Geographic Learning Photocopiable communir�th,o ::1...+;,,,., ......
enotocoptabta communicative activitiPc: 1.G._7.
 Unit 11 Communicative activity Unit 12 Communicative activity
The final quiz
The learning process
How much information can you remember from the book? Answer the questions.
Student A
1 What is 'blood thicker than' in the proverb?
Read the text below and learn the information it gjves you so that you can tell someone else. You may make notes if it
helps you to learn the information, but you cannot use your notes when you pass on the information. 2 Which city does Bella (Zhou Jiyang) live in?

3 What racing driver was featured in Unit 2?

4 What is the author of a filmscript called?

Woodpeckers in Britain
There are only three species of woodpecker in Britain. The largest of these is the green woodpecker, which is 5 What two endangered species live in the Kaziranga National Park?
around 30-35 centimetres long. Green woodpeckers live in open forests, as well as farmland, parks and even 6 What are Jacob and Wtlhe!m's surname?
large gardens. They feed mostly on ants, and frequently spend time catching them on the ground, unlike other
woodpeckers. They are bright green birds with a red head, and have a loud 'laughing' call. The next largest 7 What is augmented reality?
species is the great spotted woodpecker, at around 24 centimetres long. They are noticeable black and white
8 How is Melbourne different from Sydney?
birds. The males also have red on the back of their head, and both males and females have red on the lower
body and under the tail. They live in ali kinds of woodland, parks and gardens. They call with a 'kick' sound, 9 What is reverse grajfiti?
and also make a drumming noise on trees in spring. The smallest of the three is the lesses. sp"tted woodpecker,
10 When and where did hip-hop begin?
which is only the size of a sparrow - 15 centimetres long. They live in parks and river valleys. Their small size
makes them very difficult to see, however there has been a large decrease in numbers recently. Like the great 11 Who is Anish Kapoor?
spotted woodpecker it has a 'kick' call, and it also drums in spring.
12 What and where is the Butj Khalifa?

:,.,--------------------------------------------------------------- 13 Which organisation no longer finances hydroelectric projects?

14 What percentage of the world population lived in cities in 1800?

Student B
15 What and where is the Hotel de Glace?
Read the text below and learn the information it gíves you so that you can tell someone else. You may make notes if it
helps you to learn the information, but you cannot use your notes when you pass on the information. 16 What is a staycation?

17 In what country can you stay in a prison hotel and be treated badly?
18 Who hada garden at Giverny, France?
Thrushes in Britain
There are four members of the thrush family in Britain. The commonest and best-known of these is the 19 How much water do you need to flush the toilet?
blackbird, which lives in woodlands, but is very frequent in parks and gardens. Blackbirds are around
20 Where did Britain find a lot of gas in the 1970s?
25 centimetres long, and males are ali black with a bright yellow beak and eye-ring. They have a very
beautiful song. Pernales are dark brown. The song thrush used to be a common garden bird, too, but over 21 What is the world's fourth largest island?
the last 50 years numbers have dropped seriously. lt is about 20 cm long, with a light brown back and white
22 Who is Sharba t Gula?
chest covered in brown spots. As the name suggests, they sing beautifully, repeating each phrase twice. The
mistle thrush is like a larger song thrush, with similar colour and markings, but around 27 centimetres long. 23 What did Peter Burkill do that made him a hero?
They líve in more open woodland, although they do come to parks and gardens. They do not sing so well as
the first two. The fourth thrush is the ring ouzel, which lives in very different habitats - high rocky valleys 24 Where are they building supertrees?
and mountains. They are black like a blackbird, but have a white semicircle round their neck, which is very 25 What is a mahout?
distinctive. They are also not great singers.
26 When did Apello 11 land on the Moon?

27 Which woman became 'king of Egypt'?

28 What is proxemics?

29 What did Irene Pepperberg work with formany years?

30 What record does Norway hold?

172 Photocopiable communicative activities IQU•JUI3•JQ!·!:jlj C National Geographic Learning IQl[eJ(ll3•)Qf·j:jlj C National Geographic Learning
Photocopiable communicative activities 173

,,
 1
11
Photocopiable communicative activities:
Teacher's notes METHODOLOGY: Ask students to make notes about the
key points of a current or relatively recent news story used.Whi!eonestudenttaJks th
the text to check the inf .' e other student can follow
they know about (stress that it can be local, national or . 0rmatíon.
They should then get
mt��atíonal); they should use the headings to organise �;;;:,�� �ups _of four (two pairs) and discuss how
they
their ideas and make sure they have good coverage of the e. orrnatíon, what was difficult to remember, and
Unit 1 Unit 5 e�ents. Ask them to work with someone who has done a so on. Eliat sorne comments from the whole class.
different story. They should tell each other their stories
,,
AIM: To practise meeting people you know AIM: To discuss and evaluate a development project and make notes as they listen. Finally they can compare Unit 12
MATERIALS: A copy of the worksheet for each pair of MATERIALS: A copy of the worksheet for each student and discuss the two stories.
'i students AIM: To have a fun test on th ·
METHODOLOGY: First make a class decision about course e mteresting content from the
METHODOLOGY: Ask students to read through the which place the project relates to - it is irnportant to limit Unit 9
information and think themselves into the role they it to a small area, or the whole thing becomes too big and MATERIALS: A copy of the quiz questions for each
are going to play. lf necessary, ask them to look at the unmanageable. Ask students to work in tearns of four to AIM: To ask and answer questions about individual student, pair of students, or group of four (see below)
expressions in the box on page 16 of the Student's Book plan their project. They should use the language from the talents and skills MFIHODOLOGY: You could d thi .
o s in severa! ways:
befare they start. Stress that they are pleased to meet their box on page 64 when doing thís. Once planned, assign MATERIALS: A copy of the worksheet for each student (a) ln_dividuals ª-'.15"."er as many as they can within a
old friend, and want to find out as muchas they can about each group a letter (A, B, C, etc.) and have them present ;�::;:::,�e-limit.
MFIHODOLOGY: Ask students to think about their They exchange papers and mark
what they have been doing recently. They can change their project to the other groups, who discuss the merits
own answers to the various elements, and how to ask the
partners and roles when they have done it once. of the project and assign a score out of 20 for it. Collect
necessary questions correctly. They should then interview (b) Pairs work together and do the quíz.
all the marks after all the groups have presented and
two students and be interviewed thernse!ves. At the end (c) Teams of four do the quiz.
Unit 2 announce which project has won.
each student should find something positive to say about
the p�ople �ey mterv1ewed in terms of their professional For (b) and (e) y�u can decide whether to limit time and
1
1
AIM: To practise telling a story, using different past tenses Unit6 or priva te skills and abilities. make it competítíve as for (a), or keep it more relaxed.
MATERIALS: A copy of the worksheet for each student
1 AIM: To ask and answer questions about a real holiday
• METHODOLOGY: Ask students to prepare for 10 minutes, Unit 10 ANSWERS
completing the information in the My story side of the MATERIALS: A copy of the worksheet for each student 1 water
table. (You could gíve this as a homework task the METHODOLOGY: Give students a worksheet each, and ask AIM:_ To_ get students to discuss what is right in the 2 Shanghai
upbringmg of children :3 Ayrton Senna
previous lesson.) Ask them to tell their story, listen to their them to choose one holiday which they remember well, and
4 a screenwriter
partner and make notes, then compare their notes when to complete the My Holiday colurnn with brief notes about MATERIALS: A copy of the worksheet for each pair of A 5 tiger/single-horned rhino
ll they have both told their stories. it. They should then tell their partner about it and answer
questions about their holiday. Toen they change roles, and
and B students
MFIHODOLOGY: Get students into groups of ten. Give
6 Grimm
7 When we get extra information about things we see
Unit 3 _ listen to their partner and ask questions. They can make
each student a rule about childhood. Ask them to think 1llustrated on a computer or mobile phone
notes about their partner's holiday in the other colurnn. 8 Melbourne rs the art, architectural and sports capital of
about their rule, and how they feel about it (e.g. did it
AIM: To practise using future continuous and future Australia
1 apply to them_ when th�y were growing up? Would they
1 perfect to talk about hypothetical situations in the future Unit 7 apply ti to theír own children?). They should then mingle 9 Scraping dirt off walls to create pictures using the
white surface underneath
1 MATERIALS: A copy of the worksheet for each student with the other nm_e students in their group, and discuss
AIM: To have fun with the facts and figures about water 1 O New York Bronx in the mid-1970s
METHODOLOGY: Remind students of the use of the their rul'; and feelings about it with others, and the other 11 A British sculptor
gíven in the unit students rules. lf you wish, give them a set time - say two
future continuous and future perfect tenses by eliciting 12 the world's tallen building in Dubai
sorne examples of use (e.g. will have invented, won't be MATERIALS: A copy of the worksheet for each pair of A rrunutes with each person, then clap for them to change 1 :3 The World Bank
using). Ask them to get into groups of four and select an and B students partner and start a new discussion. Afterwards, ask the 14 2%
area for discussion. They should then make notes about METHODOLOGY: You might want students to read groups of_ten to sit in a circle and discuss the whole set of 15 An ice hotel in Quebec, Canada
what they think the situation will be in 2050, using the through pages 82-83 again briefly before they do this rules. Eliat ideas and opinions from the whole class, 16 A holiday where you stay at home
17 Latvia
verbs suggested on the worksheet. Give them a fixed time quiz. Ask them to get into pairs, and give each student an
18 Claude Monet (French lmpressionist painter)
limit to prepare, then ask them to take turns presenting A or B half of the worksheet. Tell them not to show them Unit 11 19 B litres
their ideas to the rest of the group. Toe other students to each other, as they have the answers on them! They 20 The North Sea
should comment on how likely the predictions are. should take it in turns to ask all seven questions, and AIM: To study and discuss the learning process 21 Madagascar
record the answers given by their partner, without saying MATERIALS: A copy of the worksheet for each pair of A 22 An Afghan woman whose face featured on the cover
whether they are right or wrong. Afterwards, they can and B students of Nationa/ Geographic
Unit4 discuss the answers gíven and see who got more correct 2:3 Prevented a British Airways plane from crashing
MFIHODOLOGY: Ask students to work in pairs A 24 In Singapore
AIM: To talk about likes and dislikes related to the arts answers. Remind them that it is for fun, and is not a test.
should read _the A text and B the B text, and they �hould 25 A person who trains a working elephant
MATERIALS: A copy of the worksheet for each student each memonse as much of the information in the text as 26 July 1969
METHODOLOGY: Once they have completed brief notes Unit 8 they can. They should work individually to do this, and 27 Hatshepsut
in their tables about their two areas, remind them of they can use any means they like. Give them a set arnount 28 The study of standards of personal space
AIM: For students to practise organising their thoughts of time - perhaps 15 minutes. After this, they should tell 29 An A frican Grey Parrot called Alex
the appropriate language to talk about them using the
about a story (in this case a news story) in an ordered way, their partner their information, without looking at the :30 The highest quality of life in the world.
expressions in the table on page 52. Ask them to get into
and then to present it text, or any notes, diagrarns or other learníng aids they
threes to talk, listen and ask questions about and comment
on each other's preferences. MATERIALS: A copy of the worksheet for each student

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Photocopiable communicative activities: teacher's notes 175

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