Coursebook

Unit 3 Language Texts Communicative skills

Part 1 Vocabulary Reading Speaking
SB page 30 Works of art Discovered! Describing different art forms
Extend your vocabulary Talking about art / important
- discover objects
Part 2 Grammar Reading Speaking
SB page 32 Past simple and past continuous The picture of Dorian Gray Describing furniture
Vocabulary Writing
Furniture Reading and writing opening
Pronunciation sentences for a short story
Past simple regular verbs
Part 3 Vocabulary Listening Speaking
SB page 34 Audio and video equipment and Lecture on the history of sound Talking about kinds of music
instructions recording and listening habits
Extend your vocabulary Discussing situations in the past
- describing decades Writing
Grammar Writing instructions for using
Used to music equipment
Pronunciation
Used to and sentence stress
Part 4 Vocabulary Listening Speaking
SB page 36 Feelings Talk on music in film and TV Students connect music with
Extend your vocabulary Reading feelings and images
-just High Fidelity
Function globally Agreeing and disagreeing
Listening to opinions about films
Students idelltify and talk about kinds of film
Global English David Crystal text: The power of music
Students talk about nursery rhymes and early musical experiences
Writing A review of a concert
Using adjectives and conjunctions
Global review Grammar and vocabulary review
Extra speaking and writing practice
Study skills Students arrange conversation partners for practising English

Additional resources
eWorkbook Interactive and printable grammar, vocabulary, listening and pronunciation practice
Extra reading and writing practice
Additional downloadable listening and audio material
Teacher's Resource Communication activity worksheets to print and photocopy
CD
Go global: ideas Art - Ask students to find examples of Oscar Wilde's wittiest quotes and bring them to class
for further research Music - Ask students to visit Andy Price's Sound and Images website to hear more examples of his work
 Art & Music

The model is longer and more detailed than what

students will produce, but provides ideas.
Students look at the pictures for two minutes and write
down some notes in their first language to stimulate
Write out pairs of art and artists, eg Michelangelo + David; da
Vinci + Mona Lisa; Monet + Bridge over a pond of waterlilies,
ideas, working if possible with a partner with the same
Van Gogh + Vase with Flowers, etc. (one or two can be the mother tongue.
same as from Part 1). Put these onto small pieces of paper
Students then change pairs and talk about two or more
and give each student either a piece of art or an artist.
Students mingle and find their matching partner. At the end,
pictures each.
hear the pairs and elicit any information students know about
the artist / the work of art. Students remain with their new :;:~ Extra activity
partner for at least part of the lesson.
If your students are particularly interested in art, you could
give them some extra fluency practice by asking them to rate
the pictures in order of preference, giving reasons, working in
Vocabulary and Speaking (58 page 30) threes.
1 Students match the words to pictures, either
individually or in small groups, if they need to pool their
knowledge. Reading (58 page 30)
The text describes how four well-known pieces of art
Early finishers can predict how to say them, marking the
were discovered in strange and unexpected circumstances.
word stress: all of them have the stress on the first syllable
(except for /,self Ip::>:trgtJ).Drill the new words, chorally 1 ~ 1.33 Write the text heading on the board:
and individually. Discovered! True stories of how valuable works of art were
found in unexpected places. Tell them they are about to
read about some very interesting 'finds' or 'discoveries'
b statue of important pieces of art. Elicit the meaning of valuable
c sculpture
(adj) I'v<eljubl/ and unexpected (adj) IAmkslpektlcl/.
d sketch Give them two minutes to complete the skim reading
e old manuscript task: matching each text to a picture. Play the recording
f painting and check answers as they listen.
g self-portrait In a field b
h photograph Under a street c
On a wall f
At a market e

Several of these words contain consonant clusters which

may cause difficulties for students, eg manuscript, 2 Refer students to the glossary (SB page 31) and check
hmenjusknpt/; sculpture, I'skAlptSg/; sketch, /sketS/; these words as appropriate, eg What can you buy at a flea
statue I'st<etSu:/. market? Have you been to one? Where?

2 Tell students that they are going to describe the Students complete the sentences alone, then compare
pictures in pairs in English. answers before whole class feedback. At the end, ask
students which discovery they are most surprised by, and
Students read the Useful phrases box before listening to why. Also ask if students know of similar stories.
you give a model description, using one of the pictures, Aphrodite the goddess of love
eg (d) This picture looks as if it's been drawn in pencil. It
2 the Louvre, France
shows five faces, of young people. Most of them are girls, apart
3 electrical cables
from the one in the bottom right-hand corner who looks like
a young boy. The faces look thoughtful, and are not looking 4 the Museum of the Great Temple in Mexico
at the artist. It looks as if this picture was drawn from the 5 a reproduction of a Vincent Van Gogh
artist's imagination, but the faces look real. This painting 6 1.4 million dollars
looks European, though one of the fices isAsian. It's probably
7 a flea market
from the 20'h century. I quite like this picture as the faces are
beautiful and quite peaceful. There's something romantic 8 wooden picture frame
about it.
c-:: ~)
s~]Art & Music

Extend your vocabulary - discover Part 2

(58 page 30)
Write the word diSCOVeT on the board, and elicit the word Speaking (58 page 32)
class (verb). Elicit other words belonging to this word
family, giving prompts, eg noun? adjective? Students then tlrl < ".•Lead-in
complete the exercise in pairs. Tell students their task is to interrupt you as many times
as possible with questions, to stop you from finishing the
:~. Mixed ability description of your day, within three minutes. Start like this:
Stronger students can write two more gapped sentences At the weekend / On my last day off, I got up early and
using the same word family, as in the examples. They can decided to go to an art gallery. I sometimes really feel the need
read these out or put them on the board at the end, for other to see some art. As a child I used to paint. Anyway, I had a big
students to complete. breakfast, and then took the bus to the gallery .... and so on.
The students interrupt you with questions, eg: What time did
.you get up exactly? Which art gallery did you go to? What kind
1 discovery
of art did you like as a child? etc. Students then do the same
2 discover in threes, with one person talking and two interrupting.
3 discovered
4 undiscovered 1 Let students look quickly again at the pictures on
pages 30 and 31, for one minute. Students read the
unfinished sentences in exercise 1 in pairs, and try to
continue them orally; they work in pairs to recall any
The texts contain several natural examples of referencing. information at all about the separate discoveries. All of
Write these sentences on the board or OHP. Students should these sentences contain the past continuous.
try to complete these sentences without looking at the texts.
2 Ask students to check their memories with the texts
In 1820 a Greek peasant was working in his field when
___ found several blocks of stone.
themselves.

In 1978, workers were putting down electrical cables when

______ discovered a huge sculpture. Grammar (58 page 32)
A couple from the USA asked an art dealer to look at a 1 Ask students to work alone to put the verbs into the
painting in their home. While he was walking through the past simple. They can refer back to the texts to check.
house, dealer saw a different painting ... On
March 10,1991, painting sold for $1.4 million. arrived, asked, bought, discovered~ found, got, paid, saw,
Elicit suggestions to the board, writing in the missing words in sold, took
a different colour. Students check in their books if necessary.
Students are likely to find the last point the most interesting, 2 Let students put the verbs into two categories, and
the change from 'a' (general) to 'the' (specific). Draw coloured
check answers on the board.
arrows in each example, showing how the referencing works,
eg in the first example: Draw two columns, headed 'Regular' and 'Irregular'.
In 1820 a Greek peasant was working in his field when he Then call out the verbs (and extra ones, such as: be, go,
found .... ._---------+ drink, eat, wear) to individual students, for them to write
There is a focus on articles in Unit 10. in the appropriate column.

Regular - arrived, asked, discovered,

Speaking (S8 page 30) Irregular - bought, found, got, paid, saw, sold, took

Give students time to decide which task they want to do,

and then to. think about what to say. Consider whether Ask individuals to read out the three example sentences.
your students would benefit from a model from you. Ask students which of the examples are not the past
simple, eliciting them to the board: .Yorgoswas working
If they choose A, they can draw a little sketch of the item
in hisfield when he found ... ; While he was walking ... , the
first. This will help to focus them - it does not matter
dealer saw .... Elicit the name of the tense, and if possible
how artistic students are! Students should give as much
why it is used.
detail as possible, so set a minimum time-limit, which you
can choose together with the students, eg 1-2 minutes. Draw a time-line on the board and ask concept questions,
eg I/Vhydid .Yorgosstop digging? (because he found some
Monitor as students are talking in their pairs, and take
stone blocks). /lVbat's the main information in the sentence?
notes. Give feedback later on any points of interest, as
(He found some stone blocks). Which is the 'background'
well as relevant language points.
information? (He was working).
 Art & Music

were digging
2 discovered
3 were
4 found
5 was looking
6 was
7 put

Finally, ask students to read and find at least two more 8 visited
examples of the past continuous in the text Discovered! 9 were examining
Ask them where they found most of the examples: in tbe
10 saw
beginning, middle or end of eacb text? (Most are at the start
11 identified
as they give background information).

language note
Be aware that some students will .find the past continuous
Show students the icon. Write page 136 on the board and
form difficult to use actively. However, it's important to expose
ask them to find it. Show students the language summary
students to spoken and written examples of it in use at this
level.
on past simple and past continuous.

The continuous aspect is used to show what is happening at You can use exercise 1 on page 137 for:
a particular time: a) extra practice now
I can't talk now, I'm washing my hair (right now, at this point in b) homework
time) c) review a couple oflessons from now.
I couldn't talk this morning, because I was washing mihair.
Oust then, at that point in time). The answers are on page 142 of the Teacher's Book.
These actions are / were in progressat this / that point in time.
For this reason, when telling a story the past continuous (or Extra activity
past progressive) is often used to set the scene for an activity Ask students to complete these sentences in threes.
that interrupted it. The progressive aspect is often shown Encourage them to be as imaginative as possible, doing
by words such as 'while' or 'when', eg When/while he was the first one together. Students can keep to the topic of
working in the garden, he found some gold coins OR He was discoveries, or let their imaginations run!
working in the garden when he found some gold coins.
60 year old Freddie Smith was walking his dog one day
In many languages, the progressive aspect does not exist as when ...
a verb form and the 'progressiveness' is conveyed via the
2 The two young girls were working in their school garden
context, or via adverbials which mean 'at the point when' or
when ...
'while'.
3 While he was clearing out his cellar ...

3 Ask students to look at the three mini pictures in 4 ... when she discovered a huge dinosaur bone.
the text. Tell them they will find out about th~ee more Monitor and assist with language as necessary. Take feedback
discoveries, and use the visuals to elicit what these were. at the end. Give praise, particularly for the most interesting
sentence completions.
Students work individually on the grammar task. Monitor
carefully as students are doing this activity, to see how
difficult students find the differentiation task between Vocabulary (5B page 32)
past simple or past continuous. Students compare answers 1 Before students talk about the picture in pairs, check
III paIrs. their pronunciation, in particular: curtain lk3:t( g)n/; carpet
lka:plt/; mirror lmlrg/. '
In whole-class feedback, ask students why they have
selected which tense, and if necessary, help by using Students look closely at the picture and tell their partners
time-lines and concept questions such as: Whicb is tbe what sort of person lives in this house, giving the
background information in tbe example? What was tbe main following prompts orally to students: age, nationality,job,
event in tbe st01Y? Whicb verb forms are used? sex, likes / dislikes.

armchair; carpet; coffee table; curtains; lamp; shelf; sofa;

wall; window.
~:3 Art & Music

Extra activity
For stronger students, before starting exercise 2, you could Tell students that by the end of the novel Dorian's portrait - his
put the following adjectives on the board or on a handout: real self - is very ugly, not just old. Then students discuss the
modern; fashionable; antique; valuable; fancy patterned; plain; following points in threes.
unusual; comfortable 1) Can you usually 'know' a person from their face?, ie tell if
Clarify any words as necessary and drill. Then students they are kind or unkind?
complete exercise 2, trying to use at least three of these 2) Is it better to be good 'inside', or to have a beautiful
adjectives. appearance? Is physical appearance important at all?
3) How do men and women try to stay young and beautiful
2 Pair students. You could add the following prompts these days? Do you think this desire is more common
randomly over the board, to help students to provide these days than before? Why?
more details of each item they talk about in the pair chat:
What does it look like? Where did you get it? How long have
Background note
you had it? What are your feelings about it? What would you
like to change about it? Oscar Wilde is better known for his plays, and this was his
only published novel, completed in 1891. Dorian begins
the novel asa beautiful, likeable young man, but he qUickly
R.eading (5B page 33) changes, becoming very cruel and increasingly single-minded.
1 ~ 1.34 The text is an extract from the novel The He effectively exchanges his soul for beauty, and therefore
loses all sense of morality and pursues a life driven purely
Picture of Dorian Gray. Tell students they are going to
by his ego. By the end of the novel, although he keeps his
both listen and read to a part of a novel by Oscar Wilde.
handsome, youthful appearance, Dorian loves no one but
Students first look at the picture of Wilde, and at the
himself, and has even murdered to get what he wants. He
cover of the book, then read the information on Wilde. finally destroys his portrait in a rage, and in doing so, kills
Ask students open class: Is Wilde still alive? What did he himself and assumes his real age.
write? Introduce the book: it is a novel about a young man
called Dorian Gray who is not a very nice person. He has
a portrait of himself in his house, which he likes to look Pronunciation (58 page 33)
at. Clarify 'portrait'. Students read and listen.
1 ~ 1.35 If you think your students are able, they should
try to complete exercise 1 before listening.

1 decided - yes

0", Mixed ability 2 walked - no

3 stopped - no
Most students will benefit from re-hearing / reading the text.
If you feel students still need further gUidance to help them 4 looked - no
understand the text, set these questions: 5 opened - no
Cross out the incorrect option.
6 remembered - no
1 The painting was:
~ 1.35
a) on the wall b) in the library c) in the bedroom
1 Dorian decided to go to bed.
2 The painting was:
2 He walked along the hall.
a) of Dorian b) of Basil c) different
3 SUddenly Dorian stopped.
3 The face in the painting was:
4 The painting looked different.
a) beautiful b) cruel c) unkind
5 QUickly, Dorian opened the curtains.
4 Dorian wanted:
a) to stay young b) the painting to grow old c) to grow old 6 He remembered his exact words.

1c 2b 3a 4c
language note
When the infinitive ends in these unvoiced consonant
sounds, eg Ik/, ISI,Ip/, Itl, Isl then the past simple ending is
2 Students read the questions in exercise 2. Before pronounced It!, eg push, pick. If it ends in a It! or Idl sound,
discussing, ask students to write down some short answers then the past simple ending is pronounced IId/, eg pat, nod.
on their own. Monitor and assist where appropriate. If it ends in 1m!, InJ, Ill, Ivl or a (semi)vowel sound, then the
past simple ending is pronounced Id/, eg sigh, climb, marry.
~3 Art & Music

2 Model and drill the students, as appropriate.

Part 3
3 Let students i) first whisper the verbs quietly to
themselves, ii) check the pronunciation as a whole Speaking (58 page 34)
class, iii) say them to each other (one infinitive each in
turn, with their partner saying the past simple form in
response), iv) repeat the activity with a different partner,
but this time faster. You could bring in different examples of music that you
particularly like. Playa sample of each one, eliciting responses
At the end, ask students to think of other verbs which fall from students: What kind of music is it? Do you like it? Why/
into each of the three categories, asking students to write why not? Tell students why you like each one. Inform students
up their examples on the board in three circles: It!; lId!; that they will get a chance to talk about their own taste in
Id!. music later (Speaking exercise 3).

1 Write the following prompts on the board: instruments,

Writing (58 page 33)
people and jobs, place, sound, your feelings.
1 Ask different individuals to read out the opening lines
of the four stories and pause after each one for students to Ask students to work individually to find differences
think. between the pictures, and to look at the Useful language
and Useful phrases, clarifying any vocabulary if necessary.
2 Put students in pairs. If your students need support in Give an example yourself, then let students make notes.
terms of ideas, take one of the examples from exercise 1
and elicit suggestions of how to continue. Write up the 2 Put students in pairs to compare differences, then ask
first line, then the next three sentences of this story as a' for a few examples from different pairs for class feedback.
class.
3 Put students into different pairs. If students know each
Students choose their opening line and start to write in other reasonably well, ask them to predict their partner's
pairs (or alone, if students prefer). Give a time limit of answers to the questions.
about four minutes and monitor to see if they need extra
Students then check in pairs to see if their predictions
time.
were right.
3 Ask students to swap stories with another person or
pair, if they are comfortable doing this. Tell them to Vocabulary (58 page 34)
continue the new story with an additional three sentences,
1 Elicit from students where one can see these signs,
but not finish it.
to establish the context. Then students work alone to
Students then return the story to the original writers who unscramble them.
can conclude their story. Students pass the completed
2 ~ 1.36Ask students to listen and check their answers,
stories around, for all to read. Take these stories in, and
and repeat after the recording.
use them for diagnostic work.
61.36
Extra ac:tivity 1 play
For less strong or less imaginative students, give them the 2 rewind
option bf writing about somethiflg more tangible. Ask them to 3 fast forward
look back at the texts on p 31 and 32. Students "",ork alOne or
4 stop
in pairs to choose one of the stories, and to write it as a diary
5 pause
entry, in the first person. They should imagine that they are
the 'discoverer', filling in their diary. Start them off as follows: 6 eject
Today was an amazing day, which I will ne.ver forget. It stCjrted
quite normally I .... 3 Students work alone initially to match the words to the
pictures. They compare answers and answer the question.
You could also add: How often doyou use X? Where doyou
keep it?

audio cassette 9 MP3 player b

COc record f
OVO player d record player e
headphones h video cassette a
 Art & Music

4 ~ 1.37 Students complete the gap fill individually, In 1903, the first records were released with recordings on
before listening to check. both sides. People used to listen to these on record players
called gramophones.
~ 1.37 In the nineteen-twenties sound recording met film. The first
films with sound were called 'talking pictures'.
Right, to use this DVD player, first you plug it in here. To turn
it on, just press this button. Now press eject and put the disc In 1962 the company Philips introduced the audio cassette
in the tray. Close the tray and press play to watch the film. To tape player. One year later the first discotheque in America
turn up the volume, use this button. If it's too loud, turn down opened in Los Angeles.
the volume with this button. And, to turn it off, press here. The seventies and eighties saw the introduction of VHS video,
cassette walkman and CD. The CD revolutionised the music
industry.
It was in the early nineties that digital music and video
appeared. In 1996 the first digital music player was sold in
'l~~ Mixed ability Japan. One year later the first MP3 player came out but it
wasn't until the beginning of the 21st century that digital
If students find this difficult, encourage them to talk about a
music and MP3 players really began to become popular. In
CD player as this description will. be very similar to the model
2001 Apple released the first iPod, a portable MP3 player.
text.
The history of sound recording has always been to make
Monitor as they are writing, referring them to the model devices that are smaller, but contain more sound. The first
record played for only six minutes and needed a large
for relevant points of grammar, eg zero if clauses; use of
machine to play it on. The current generation of music players
the imperative; infinitive of purpose. go in your pocket and can hold more than 15,000 songs,
video and photographs.
Extra
~~~1 activity
Students change partners so that theiare working with 3 Give students time to read the notes before they listen
someone with a different item. Students first tell their partner agam.
what the object is, then they give oral instructip~s. For each
separate instruction that they hear, the listening partner mimes
the action, to demonstrate understanding. Then partners
Mixed ability
swap roles. If you think your students are able, they could work with their
books closed: they imagine they are college students, taking
notes on important points in a lecture. Then students open
listening and Writing (5B page 35) their books and try to complete the text, working in pairs to
share information after a few minutes. This is a considerably
This listening is a lecture about the history of sound more challenging task.
recording.

1 At the start, ask students to discuss the order of the Thomas Edison in 1877.
music gadgets, then to arrange them from oldest to office dictation, speaking books, education, talking
newest on the board on a cline: put pictures of the items clocks and music.
on card; get visuals from the internet, or simply write out
people play records on record players.
the words for students to come up with the order. Make
sure that students agree on the final order. first films with sound - called talking pictures.
Philips introduces audio cassette: 1962.
1963: first discotheque opens in Los Angeles.

record player
I
audio cassette
Video cassette
DVD player r 1970s-80s: VHS video, cassette walkman and CD - ends
era of the record.
1996: first digital music player sold in Japan.
records CD
2001: Apple iPod, a popular MP3 player, appears.
2 ~ 1.38 Students listen to check their predictions.
Note that not all the words in Vocabulary Exercise 3 are Current music devices can store 15,000 songs, video and

mentioned. photographs.

record; record player or gramophone; audio cassette;

video cassette; CD; DVD player; MP3 player Extend your vocabulary (58 page 35)
~1.38 Write the word decade on the board, eliciting the
In 1877, Thomas Edison made one of the first ever sound meaning. Let students complete the sentences, referring
recordings. Edison predicted that sound recordings would be to the explanatory notes.
used for office dictation, speaking books, education, talking
clocks and music. Students then change the sentences so that they are true
for themselves, writing them down to aid memorisation.
Then students compare their sentences in pairs.

'~f~~~
\,' Art & Music
 ;z Art & Music

1 the eighties
2 the sixties
3 the seventies and eighties Show students the icon. Write page 136 on the board
and ask them to find it. Show students the explanation
of used to.
Extra activity
You can use exercise 1 on page 137 for:
To practise this lexical area, ask the following general
a) extra practice now
knowledge questions:
b) homework
When did the first person step on the moon? (in the 1960s /
c) review a couple oflessons from now.
in the 60s).
2 When did the second world war end? (in the 1940s / in the The answers are on page 142 of the Teacher's Book.
40s).

3 When was the Queen of England born? (or adapt to local language note
context) (in the 1920s / in the 20s). Conceptually this structure is not difficult. However, there is a
Students then work in threes to think of three more questions potential confusion with the form to be used to (doing), eg I'm
each, which they then pose to the rest of the class. You could used to living in this city now, but at first I found it strange. Do
do this as a team game. not mention this at this level unless it arises.
In actual usage, used to phrases are interspersed with past
simple and other relevant tenses, avoiding repetition. Once
Grammar (5B page 35) the concept of a repeated habit or state is established, it
1 Students read the points under Grammar, then ask typically changes to the past simple, eg Some families used to
them to look at the photo and say how their lives were ' have a radio. Very few had a TV at the time.

different.

Students then rewrite the four sentences with the target Pronunciation (58 page 35)
language. Students make at least two additional sentences 1 ~ 1.39 Students first try to say the two sentences
of their own, based on the photo. Monitor carefully in to each other, as naturally as possible. Hear one or two
this controlled practice activity, to check for accurate use examples, then listen and compare with the recording.
of the target language. Elicit the position of the stresses and the schwa (the weak
form). Drill chorally and individually.
In feedback, write at least two of the examples up on the
board, and focus if necessary on meaning and form: My brother used to play the guitar.
Most women used to be housewives. I didn't use to listen to classical music.
Ask concept check questions, eg Are most women still
housewives? (Answer: probably not); 1iVerethey housewives 2 Students work in pairs to mark the stresses in the
on one occasion? (No, all the time). example sentences (grammar exercise 1, SB page 35).

1 Most women used to be housewives. ~1.40

2 People didn't use to have lots of things. 1 Most women used to be housewives.
3 Most families didn't use to have a television. 2 People didn't use to have lots of things.

4 Some families used to have a radio in the living room. 3 Most families didn't use to have a television.
4 Some families used to have a radio in the living room.

2 Elicit the question form, using question 1 from

exercise 1: What did women use to do? Write this up on the 3 ~ 1.40 After listening and checking, students
change
board. Students then complete the task alone. pairs and repeat the sentences, this time paying close
attention to their pronunciation.
1 What music did you use to listen to?
2 Where did you use to go to school?
3 Did you use to have long hair? Students choose a topic below and prepare a mini-
presentation of 90 seconds for next lesson. They should
3 Put students in pairs. As they are using the questions in discuss the past and the present; what has changed. Elicit
one or two examples in class, eg Families used to have only
exercise 3, encourage the use of the weak form of to It'dl.
one phone in the house. Phones were bigger ... They do
research at home, and find relevant visuals.
TRANSPORT TELEPHONES MUSIC EDUCATION
SOCIAL LIVES
 Art & Music

4 Instruct students to imagine a film scene which goes

Part 4 with the music extracts. They read the four questions .
...:,.".,~
..>:_~L.:~;}'gJ~_~-;.
Leadmin Play the recording (quite loudly!) and elicit some initial
Write up the adjectives from exercise 1 randomly over the suggestions, then replay it. Encourage students to be
board. Check students are familiar with most of the words. imaginative.
You provide mini-situations to describe one of the words at
a time, using the starter sentence: I felt this when ... , eg I felt 5 Students compare ideas in pairs. Take whole class
this when I was watching TV last night. I was eating toast and feedback on interesting areas as this stage links to the next
wearing comfortable clothes. I'd just finished all my marking. one.
(Answer: relaxed). Students listen, and write down the answer,
to compare later with their partner. Start with the easier listening (58 page 36)
adjectives.
This listening text is a monologue: an expert (Price)
describes the importance of music in film, giving
Vocabulary (58 page 36) examples.
1 Students match the words from the sentences to the 1 i§ 1.42 Before listening, focus students on the picture
words in the box in pairs. New lexis is likely to be: cheerful and details of Andy Price, getting one of the students
I'tjldfl/, miserable I'mlzrdb( d)1/, anxious lceI]kS dS/ and to read the description. Elicit the kind of music such
possibly calm /ka:m/. composers might choose to show sadness and anger,
considering the type of music and the instruments.
Students discuss the meaning of the words in pairs, then
check their understanding in a monolingual dictionary, if . If possible, play some film music your students are likely
possible. \iVhen checking the task, drill the words. to recognise, while students try to name the film.
Put the new adjectives on the board and elicit the
preposition, where appropriate, egfrightened of; scared of,
anxious about, etc. scared, tense, calm, safe, sad
~ 1.42
cheerful = happy, calm = relaxed, miserable = sad, Music has always been a very important part of film and
frightened = scared, sleepy = tired, anxious = tense television. A film can be completely transformed depending
on the kind of music you use.
For example, if you want the audience to feel scared you want
language note to use some kind of tension music. Here is an example of
You may want to remind students of the structure: music that makes people feel tense or scared. It uses violins
played on a very high note and very quickly.
X + makers) + object + adjective/
pronoun verb: Gentle music is good for making an audience feel calm and
-l- -l- safe. I use guitar, violin or even piano. This kind of music is
good with love scenes.
Doing me (feel) happy
homework I sometimes use choral music for certain special scenes, or to
make people feel sad. I use this for when a character dies in
The gerund is looked at more closely in Unit 5.
a film.
Finally, sometimes individual characters or ideas in a film
2 Students should write these sentences down. Monitor have their own kind of music. I did the music for the British
to check for accuracy, in particular with regard to the television programme Robin Hood, and every time the
target lexis. character of Robin appears you hear this kind of music. It
uses trumpets, which are always good instruments for heroes.
Students read out their sentences in groups, to find any In the past, to record the music for a film, the orchestra
similarities. Take whole class feedback on any points of used to play in front of a large screen showing the movie,
interest, at the same time focusing sensitively on accuracy so the composer could get the timing just right. Now with
computers, it isn't so necessary. Everything is much easier,
of the target lexis.
and we do a lot of the work in the studio.
3 ~ 1.41 Ask students if any of them mentioned music
in exercise 1: some people use music to calm or relax 2 Give students time to read the text first and to ask any
them. Elicit other ways people use music, eg some people questions, before listening. Clarify the word 'audience'.
listen to heavy metal to help release anger!
To facilitate the listening task, allow students to predict in
Students listen and note their feelings on hearing the pairs what the answers are first. Play the recording again.
music, then compare their reactions in pairs. Be prepared to pause the recording and / or to replay
parts.
 Art & Music

1 has always been 4 sad

2 scared 5 trumpets
3 love scenes 6 used to play

~ Background note
Robin Hood is an English folk tale dating from Medieval times.
Robin Hood and his gang of men lived in the woods in central
England, and stole from the rich to give to the poor. This
romantic and moral legend has been the topic of films, TV
series, comics and plays.

3 After checking answers in pairs, if necessary get

students to check with the audioscript. Ask students if any
information was surprising or interesting for them.

Extend your vocabulary - using just

(S8 page 37)
To focus students, write the word 'just' and the numbers
1-5 down the board. See if students can give you 5
example sentences I phrases with the word 'just' in. If .
possible, try to elicit examples with different meanings of
'just'.

Then ask students to identify examples with similar or

different meanings. They may mention examples which
are not in the book, eg He's just left! (only a moment ago);
I'm just making a cake (at this time).

Students read the examples and complete the task in pairs.

1 Just be quiet please. (for emphasis)

2 It was just a mistake. (means 'only')
3 Thank you for the CD, it's just what I wanted. (means
'exactly')

Speaking and Reading (58 page 37)

1 and 2
Put students in pairs to write names of pop groups, but
if this is not suitable for your students, go straight to the
discussion in exeraise 2.

3 ~ 1.43 Introduce the extract from High Fidelity. Pre-

teach the words: misery (n) (remind them of 'miserable',
exercise 1, SB page 36), violent (adj), violence (n), gun (n)
and melancholy (n) (see glossary). Students work in pairs
to answer the question. You could conclude by playing
students a sad, heart-rending pop song of your choice.

4 Ask students to work in pairs and discuss these two

questions. You could write up the following: Do you think
that films and computer games are violent? Can yOlt tbink of
examples?
 Art & Music

Function globally: agreeing A: I agree with you there, John. So what films do you
think we should see?

and disagreeing B: Well ...

3 A: What about this one?
These lessons in Global are designed to provide students B: What, a musical?
with immediately useful functional language. They all A: I know you think that musicals are terrible.
follow a similar format. B: Absolutely, you're absolutely right. They are awful!
A: Well, maybe but ... I read this-one was different. We
Warm up (5B page 38) always see the same films anyway.
B: Oh please. We see lots of different films. Last week we
Aim: to introduce the topic via a quick speaking task or
saw a French film.
picture work.
A: Fine, you choose the DVD then.
Tips~
.• Do not over-correct here, especially in speaking
Conversation 1: No, they didn't.
activities.
•• Encourage students to use what language they can at Conversation 2: Action films and World cinema.
this stage. Conversation 3: A musical.

picture a musical picture c romantic comedy language focus: agreeing and

picture b horror picture d action disagreeing (58 page 38)
Aim: to draw students' attention to the items of
functional language.
listening (58 pag~ 38)
Aim: to present the functional language in context via a Tips:
conversation or series of conversations. .• Make sure students have time to understand the form
and meaning of the phrases, but you needn't translate
Tips:
them word for word.
.• Ask students to read the questions first before listening .• Students should be able to pronounce these phrases
.• Play the recording all the way through for each task intelligibly, so drill them.
(there are always two tasks).
• For multiple conversations pause the recording after 1 and 2
each one. ~ 1.47
• If students find it very difficult, play the recording a Agreeing Disagreeing
final time and allow them to read the audioscript at the I agree. I don't agree at all.
back of the book. Absolutely. Oh please!
Definitely. In between
You're absolutely right. Well, maybe but .
Conversation 1 c
That's what I think too. I sort of agree but .
Conversation 2 a
That's right. I sort of disagree but ...
Conversation 3 b Exactly.
!l§J 1.44-; 1.46
1 A: So, what did you think?
B: I don't know. Horror films, well, they should be thrilling,
Speaking (5B page 38)
you know, be a bit scary. Aim: to allow students an opportunity to use this
A: I think so too. language in a meaningful, real-world context.
B: And that film wasn't.
Tips:
A: Oh come on, it was.
B: No, I don't agree. It - was - not - scary.
•• There is sometimes a choice of task. Any task involving
reading a script will be easier than a task involving
2 A: Now, you believe that there are too many big budget
action films in the cinema. making students' own scripts. This gives you flexibility
B: That's right. for mixed ability classes.
•• Give students time to prepare this activity, and
A: And that there should be more space for films from
around the world. More world cinema. circulate and monitor carefully.
B: Exactly. There are lots of great films from other •• Correct sensitively, paying particular attention to the
countries, but we only see our own American films target language.
here. And I don't think that's right. •• If time allows, ask students to repeat the task, but with
a new partner.
 -. ,,'"}
_0:..\ ",'
".';: \.); Art & Music

Global English
These lessons in Global have two main goals. The first
is to give you and your students interesting information 2
about English and language in general. The second goal
1 music
is to provide students with practice in different kinds
2 word
of reading comprehension tasks that they are likely to
encounter in future study (for example, exams). 3 the voice
4 the baby, infants
5 the picture
Tell students a nursery rhymeinEnglish, if possible with 6 sounds
pictures or mime. Th,ere are also plenty available on video-
7 nursery rhymes
sharing sites such as YouTub~,whichyou can show.
Afterwards, .elicit the term nursery rhyme, clarifying the words
'nursery' and 'rhyme'. Before students do the warm-up,
elicit the word for a nursery rhyme which helps a baby sleep:
language focus (5Bpoge39)
lullaby. Aim: to highlight an interesting or useful aspect of
language in the text.

Warm up (5B page 39) Tips:

•• The language focused on here is to raise students'
Aim: to engage students with the topic, and highlight
awareness; do not expect them to produce it
potentially difficult vocabulary in the text.
immediately.
Tips: • This language is not tested or reviewed in future
•• Be generous in helping students here with any units, which means you have more flexibility with this
unknown words in the first task. material as to when and where you use it.
" Ask students to relate this task, wherever possible, to Music: tune, musical, singing, melody, rhyme
similar events or texts in their own lives. This will help
Babies: womb, pregnancy, born, infant, nursery
them with the reading.
•• You may want to give your students an overview of
the text before they read, possibly even in their first Speaking (5B page 39)
language. Make it interesting and involving.
Aim: for students to relate the material in the reading to
blows, fall, all their own language, culture and experiences.

Tips:
Reading (58 page 39) •• This is a short speaking activity and can be done in
Aim: to provide students with interesting information whole class mode or in small groups.
about English, and reading exam practice skills. • Wherever possible, ask students to think of and
provide examples in their own language but explain
Tips: thein in English too.
" Be ready to help less confident readers, explaining
h
words or ideas in simpler terms if necessary. Extra activity
.. Get students to read through the whole text once first Students work in pairs (with different first languages, if your
before doing the tasks. class-make-up allows it). They tell.each other a nursery rhyme
•• Many of these texts have been graded slightly, or not at in th(3ir first language. Their partner listens and enjoys the
l
i.....--....
all. There is a glossary of difficult words. Get students rhythm. The speaker can then explain briefly what it is about,
to read that first and reassure them that you do not where relevant.
,.,
1
expect them to understand every word or idea.
There are two tasks. The first is an easier task, often
.~
"
focusing on the gist of the passage. The second is a
more difficult task, similar to reading exam questions.
 ~3 Art & Music

Writing a review ... He is also a good songwriter, and he writes great rock
songs

Reading (5B page 40) ... Italian stadiums. Thousands of people go to listen to
him there.
] Tell students about a concert that you have been to,
The concert was held in Rome's Olympic stadium, and
giving details: what kind, when, where, what happened.
there were very many people there, so / but all the tickets
Students share information in pairs about a concert (any were sold out.
sort) that they have been to. They read Stefano's review ... the afternoon, and I had to queue for six hours. I was
and answer the questions. Students compare answers very excited to see Vasco Rossi.
before class feedback. ...9 o'clock in the evening, and it

1 Vasco Rossi 4 everyone shouted and sang ... everybody shouted, and in the middle of the concert
the crowd sang with him. It Was very nice.
2 5 yes, very much
When the concert finished there were many security
3
guards. Everybody went home very quickly but without
problems. I was very tired, so I also went straight home,
2 Students compare their feelings about the Rossi
but I was happy because of the excellent concert.
concert in pairs. Then, if possible, play some Vasco Rossi
music and get their response.
Language focus: adjectives (58 page 40)
Background note If you have dictionaries with a thesaurus, where
Vasco Rossi (born 1952) is a well-known Italian singer and alternative words are provided for the target item, show
song-writer. His career has spanned over 30 years and he is how these work, using the words nice, good or great (see
nowadays extremely popular, both at home and abroad.
the Macmillan Online Dictionary). Then pairs do the
exercise in the Student's book, using their dictionary to
check the meaning of the new synonyms too.
Writing skills: sentences (58 page 40)
the most talented live artists
1 Write up the first example and ask students what
is wrong. Prompt with the word 'Punctuation'. Ask a a talented songwriter
student to read out the correct sentence in their books. very tender and expressive/moving love songs
powerful rock songs
2 Find another example together as a whole class, then
students work alone to find twelve similar examples, it was very moving
before comparing answers.

Paragraph 1: ... Rossi, he ... ; ... songwriter, he ... ; Preparing to write (58 page 40)
... stadiums, thousands ...
1 Ask which concerts students have been to. For
Paragraph 2: stadium, there ; ... there, all ; students who have not been to a pop concert, suggest a
... afternoon, I ; ... hours, I ... ; evening, it ; folk or classical concert (they could also review a gallery,
shouted, in ... ; him, it ... ; exhibition or fair). Refer students to the guidelines in
Paragraph 3: guards, everybody ... ; ... tired, I also ... ; exercise 1. Give students time to make notes.
... home, I ...
2 Ensure that students are now working in different
pairs. Check the words in the Describing a concert box.
3 Write up this example from the text: He is also a good
songwriter, he writes great rock songs and also very nice love songs. Students talk through their notes to their partner, this
time trying to use full sentences. Give listeners a brief
First separate the sentence into two, as in exercise 1, then
check-list to listen for: Where exactly-town + venue;
ask for an alternative: elicit how to keep one sentence,
when; who with; performer(s); sort of concert; how full; what
with the help of another word (see exercise 3): He is also a
happened; response from audience; the music; your partner's
good songwriter __ he writes great rock songs and very nice
feelings both during and at the end.
love songs. Write up the conjunctions: and, but and so.

Tell students to find at least three places in the text Writing (58 page 40)
where they can join sentences or clauses together in this
Students write their review in class or for homework.
way, writing out the new sentences. Monitor and assist.
Remind them that this is an informal review, different
In feedback, if you have the facilities, use an OHP or
from those in magazines or newspapers. Highlight two
projector as it helps to see the changes.
areas to focus on: longer sentences and accurate use of
commas and using alternative adjectives.
~:3Art & Music

Global review Study skills

Grammar and Vocabulary (S8 page 41) Conversation partners (58 pOlge 41)
Aim: to review the main grammar and vocabulary in the 1 Students first read through the bullet-point questions
unit. quietly, before sharing ideas. Take whole class feedback,
then try to elicit ways to exploit or make opportunities
Tips:
to speak English, egjoining a club. Write these up on the
•• Students can do these exercises alone or in pairs, in board. Suggestions here will depend on your context:
class or at home, depending on their learning style and if your group is monolingual, learning English in their
your teaching situation. home country, then opportunities for speaking English
s Ask students to read the questions first to establish the
will be more limited.
grammar and vocabulary areas which are focused on.
s Encourage students to check their own answers by Focus students on the note about conversation partners at
looking back through the unit. the end of exercise 1. Invite responses.

Grammar ex 1 Grammar ex 2 Depending on your students, you could also approach this
1 did you pay did you use to listen task by giving students individual feedback slips:
2 didn't pay 2 used to listen / didn't use Name:
3 arrived / were waiting to like U70uld you like to have a conversation partner? U7hy / U7hy
4 found / was working not?

5 sold U7ho would you like to pair up with? (write 3-5 names):

Vocabulary ex 1 Vocabulary ex 2 This is more private and avoids potential embarrassment.

1 orchestra 1 frightened You may choose to leave exercise 2 until you have seen
2 concert hall 2 cheerful students' responses.

3 statue 3 anxious :2 Even if pairs are not sure about meeting up as

4 shelves 4 excited conversation partners, doing this task could help them
5 armchair decide. Students pair up with someone they might
work with as a conversation partner (let them choose, if
appropriate).
Speaking and Writing (5Bpage 41 )
Pairs should add additional topics to the third section
Aim: to provide extra speaking and writing practice that and/or to break down the initial suggestion: Finding out
will review and consolidate language presented in the about each other eg family, home, favourite food, feelings about
unit. English, feelings about the course, etc. Remind students that
Tips: they are talking here about meeting for a conversation,
not having the conversation.
•• Before speaking encourage students to think first
about what language they need to focus on from the At the end, again elicit students' feelings about having
unit, and a good way to start their conversation. a conversation partner. If keen, ask students to arrange
•• Before they do the writing practice, ask students to to meet by a given time, eg within ten days. Tell them
either make notes or discuss ideas with a partner to you will be asking for feedback on the 'experiment'.
activate useful language. Alternatively, set up a conversation group, if you have at
•• Monitor as students are working and note any points least four interested students: students meet once a week,
for feedback at the end. perhaps before or after class, with a different student-
selected topic each week, eg your weekend; hobbies;
music; favourite place, etc.

3 You can only do this task if (enough) students have

actually met! This task is quite challenging as it demands
a certain level of awareness. Provide prompts: conversation
topics; level of understanding of your partner; place you met;
level of interest; level of success (in %).

Students discuss their meeting in groups. At the end, they

write down their individuai responses, so that you know
whether to exploit this idea further.