Perspectives TG Adv U10

10 Ideas
Unit at a glance 10A Getting ideas

Students will
• talk about how to get their ideas across
across pp116–119
• read about the power of photography to change Information about the photo
people’s perspectives
The photo shows members of the audience at a TED
• learn about how people respond to new ideas Summit in 2016. TED is a non-profit organization whose
• watch a TED Talk about the secret of giving an mission is to spread ideas through talks and conferences,
excellent talk making the ideas accessible to all. TED stands for
• write a review Technology, Entertainment and Design, which were the
original topics that the organization covered when it
10A Vocabulary started in 1984, but now a wide spectrum of subjects are
Making your point, e.g. make eye contact, jargon, covered, in many languages and reaching communities
concisely across the globe.
Listening
An interview with Dr Emily Grossman on To find out more about TED, use the search term ‘TED
conveying the concept of electricity to students organization’.
Grammar
Advanced question types VOCABULARY Making your point p117
Pronunciation
Question intonation 1
• Focus students’ attention on the photo or project it using
10B Vocabulary building
the CPT. Ask if anyone has ever stood up and asked a
Adjectives ending in -ful and -less, e.g. doubtful,
question in a situation like this. If they have, ask them to
fearless
tell the class about it.
Reading
Earthrise • Look at the questions and give your answer to one of
Critical thinking them to model the task. (For example: I went to an event
Understanding quotations recently where one of my favourite authors was reading from
her new book. I’ve loved her work for years, and I felt really
10C Grammar nervous, but did finally ask a question – and got a really
Subordinate clauses lovely reply!)
10D TED Talk • Put students in pairs to discuss the rest of the questions.
TED’s secret to great public speaking, Chris Go round and check they are doing the task correctly and
Anderson notice errors, difficulties, or where they use L1. Help them
Authentic listening skills by correcting or giving them the English they need, and
Collaborative listening make a note of any language points to go over.
• At the end of the task, give some feedback about language
10E Speaking
that came up, and focus on errors to correct. Share some
Giving a presentation
interesting things you heard with the class, or ask students
Pronunciation
to share their own experiences.
to
Writing Extension
A review To extend the discussion, you could ask students to talk about
Writing skill three famous people (living or dead) they would like to meet.
Reference What three things would they ask each of them? Why?
2
• Tell students they are going to take a quiz about getting
ideas across, but that first they will be looking at the
vocabulary in the quiz. Tell them to work individually and
find ten words or phrases in the quiz that match the
meanings in 1–10. They can use a dictionary if necessary.
178 Unit 10 Ideas
Adv_TG_89146_U10_178-196_BrE_ptg01.indd 178 11/29/17 1:06 PM

• When the first few students have finished, put students in
Teaching tip
pairs to check and help each other. Then stop the task and
Vocabulary: exploring collocations
check answers with the class. Write them on the board. You
Remind students that asking simple questions about
could remind students that no two synonyms are ever
vocabulary allows them to explore collocations of words.
completely interchangeable all the time and that context is
For example, if they come across an adjective + noun
very important. If you can think of any times when one of
collocation, they could ask: What else could be described as
the synonyms given here could be used while another
ADJECTIVE? What other adjectives describe NOUN? If they
couldn’t, tell students and maybe give extra examples. For
have a verb–noun collocation, they could ask What else do
example, you can convey your thanks to someone but not get
you VERB? What other things can you do to NOUN? For noun
across your thanks to someone; you can support a football
+ verb collocations: What else does NOUN do? What other
team or support Barcelona, but you don’t back up Barcelona.
things VERB? and for verbs + adverbs: What other things can
• Put students back into pairs and ask them to discuss what you do ADVERB? How else can you VERB (apart from ADVERB)?
they think the other six words or expressions in the quiz mean.
• When a few pairs have finished, go through the answers by 3
asking the whole class for their ideas. As you check their answers,
• Tell students they are now going to take the quiz. To model
you might want to clarify meanings, give extra examples and ask
the task, give your own answers to the first couple of questions
questions about some items to check the whole class has
and explain those answers in as much detail as you can. When
understood the vocabulary. For example: Can you think of three
you finish, allow students to ask you further questions.
different situations where eye contact is important? What’s the
opposite of sticking to the point? (going off the point/topic), etc. • Give students time to answer the questions, then put them
in pairs to discuss their answers and explain why they chose
them. As they’re talking, go round and help by correcting or
Answers
giving them the English they need.
1 jargon 2 back up 3 lose my train of thought /
mind goes blank 4 precise 5 rephrase 6 gestures • When a couple of pairs have finished, stop the activity. Ask
7 concisely 8 elaborate on 9 analogies 10 convey for a show of hands to see who chose which answers to
each question. If you want more information, choose one or
Definitions for unused words and expressions: two students to ask why in each case.
make eye contact – what happens when two people look • To finish, give some feedback about new language that
directly into each other’s eyes. When someone avoids eye came up, and look at any errors to correct, which you may
contact, it may mean they don’t want something about have written on the board. You may also want to talk
them to be seen. They could be lying, masking their students through the Exam tip below and ask some
emotions or insecure in some way. different students how they revise vocabulary before exams.
facial expressions – the thoughts or feelings showing on
Exam tip
someone’s face. Certain facial expressions are signals of
specific emotions like happiness, surprise and anger that Revising a little bit of vocabulary a lot: spaced
are universally recognized. practice vs massed practice
Remind students that when they revise for an exam, it has
engage attention – make somebody interested enough been proven that we remember most when we do a little bit
to keep listening of revision frequently, rather than trying to do a lot all in one
misinterprets – misunderstands something go. Revising the night before an exam, when they know what
stick to the point – focus or concentrate on the important part of will be tested, might work for some people, but doing this
the problem or story and keep talking about a particular topic when they take a general (proficiency) exam such as IELTS or
TOEFL doesn’t work for anyone because there are too many
mind goes blank – can’t remember a particular thing or possible words and too much grammar that could be tested.
unable to think of something to say; when giving a talk,
it’s much more likely that your mind will go blank if you’ve
4
tried to memorize your speech.
• 65 Look at the instructions and give students time
to read through the summaries, then play the audio.
Fast finishers • Tell students to compare their answers in pairs, then go
Students could think of at least one extra collocate for each through them, making sure students justify their answers.
of the nouns and adjectives in bold. For example: back up a
Answers
theory / your story / your argument.
1 e 2 b 3 c 4 a 5 d 6 f
Unit 10 Ideas 179

Audioscript 65 electricity. Put them into small groups to discuss what they
1 I think if you want to get your ideas across clearly, you need already know about how electricity works, how it was
to stick to your point; what I mean is, you shouldn’t give too discovered and any important principles or experiments
many irrelevant examples; or to put it another way, you connected to electricity that they know.
should avoid getting distracted by interruptions. 6
2 Hmm. Sorry, I’ve no idea about that one. I can’t think of anything.
Background information
3 A huge amount of meaning is conveyed by body language.
For example, your facial expressions, eye contact, gestures Dr Emily Grossman is a British scientist and TEDx speaker
and your posture can make you come across as confident who gives talks and writes about science to show people
or nervous, friendly or aggressive, open-minded or defensive. how exciting it is, and to make it more accessible by
Your tone of voice is important too. If you vary your explaining complex concepts in a way that everyone can
intonation, you sound interested and interesting, but understand. When she is doing this she describes herself as
a flat monotone makes you seem bored and boring. a translator. She is also passionate about encouraging
4 Umm, where was I? What was I saying? young people, especially girls, to follow careers in science.
5 If you want to communicate well, then make
understanding your goal. • Look at the instructions and explain that students will now
look at some key vocabulary connected to the topic of
6 In semantics or pragmatics, the Gricean maxims are electricity. Tell them to read the short text, then put them
communicative principles that were proposed as an into pairs to label the diagram with the underlined words.
elaboration of Grice’s Cooperative Principle. He distinguished You may need to help with the following vocabulary:
four categories, with several submaxims.
atom: the smallest unit of any chemical element
5 MY PERSPECTIVE charge: the amount of electricity that something carries
• Put students in pairs or small groups to discuss the questions. flow (n): the continuous movement of something in one
Give your own opinion about one of the questions to model direction (in this case, electricity)
the task if you want to. When you finish, encourage students voltage: the amount of power in an electric current. Voltage
to ask you two or three further questions. (For example: The is measured in volts.
first time I spoke at a conference, I was incredibly nervous. I had • Check the answers with the class and write them on the board.
tried to learn my talk off by heart, so my mind went blank a
couple of times. I had to pause and look at my notes, but trying Answers
to find my place was difficult. What I should have done was just 1 circuit 2 battery 3 current 4 electrons
have a few notes, then I think I would have relaxed more.)
• Go round and check students are doing the task correctly and
7
notice errors, difficulties, or where they use L1. Help them by
correcting or giving them the English they need, and make a • Look at the instructions and ask students to read the
note of any language points to go over with the class. questions. Deal with any language questions that arise.
• At the end of the task, ask the whole class how people can • 66 Play the audio once straight through, then give
convey confidence or a lack of confidence non-verbally. Make students time to compare their answers in pairs.
sure students explain as much as they can about their ideas. Give • Go through the answers, making sure students justify
some feedback about new language that came up, and focus on their answers.
errors to correct, which you may have written on the board. You
can also share some interesting things you heard with the class. Answers
1 avoid jargon; use (concrete) examples; use metaphors
Suggested answers and analogies
Confidence – look someone in the eye, stand up straight, 2 horses racing around a race track
speak clearly – neither too quietly or too loudly, nor too 3 No, they are all equally effective.
fast or too slow – smile naturally, don’t make too many
nervous gestures, emphasize points with your hands
Audioscript 66–68
Lack of confidence – look down, don’t stand up straight,
mumble, speak too fast or with too many hesitations, I = Interviewer, E = Emily
perhaps a nervous laugh, some nervous gestures I: So Emily, how do you think people can get their ideas
across most effectively?
LISTENING p118 E: Well, I think there are three main points to consider. Firstly,
avoiding jargon where at all possible. Secondly, using
Lead in concrete examples that are relatable and relevant to your
If you are starting a new class here, you could begin by audience. And thirdly, where possible, illustrating your point
saying that in this lesson, students will read and hear about by using a metaphor or an analogy.
180 Unit 10 Ideas

I: So could you tell us how you use analogy to help you Go round and help if necessary. There is no need to check
explain things? the answers at this point.
E: Sure. So one of my favourite examples is when I’m teaching • 67 Play the second part of the interview again. Give
electricity and I ask students to imagine a racetrack. students time to compare their answers with a partner.
I: Sorry, you do what? • Go through the answers, playing the audio and pausing
after each answer if necessary.
E: Yeah, so I say what’s your favourite type of racetrack, would
it be horse racing or motor racing? So let’s say they say
Answers
‘horse racing’. I say OK, so imagine the horses running
1 f 2 d 3 a 4 c 5 g 6 e 7 b
round a race track. In our analogy the horses represent
electrons and the race track represents an electrical circuit,
and the electrons are moving around the circuit. 9
Now, actually, in real life electrons are super tiny, so we • Put students in pairs to discuss what they remember before
actually think of bundles of electrons or packets of electrons they listen, then ask two or three pairs for their ideas and
called coulombs, so let’s say the horse represents a coulomb write them on the board. Don’t say whether they are correct
and actually the electrons are just the tiny little hairs on the or not at this stage.
horse’s back. Now, one of the questions that students often • 68 Play the audio again, then check answers with the
ask me is ‘what’s the difference between current and class. Encourage students who give their answers to use the
voltage?’ So I say, imagine you’re standing at the side of the actual language the speaker used if you feel they need an
race track. If you were to count the number of horses that additional challenge.
run past each second, you’d be measuring the current.
So that’s horses per second or in the real situation, Answers
coulombs per second, units of charge per second. cartoon (of a horse) – to make people smile or giggle
Now, for voltage let’s imagine that it’s a circular race track and diagram (of a race track and electrical circuit) – so that
that the horses are starting off in a stable and coming back to people can see how to bring the analogy together with
the stable. Now, in the stable they get fed, they get fed bales of the real-life situation
hay which gives them energy and they use this energy running
round the track. Now, in real life electricity … the stable 10
represents the battery and inside the battery the units of the • Put students in pairs or hold a whole-class discussion to
packets of electrons get given units of energy called joules. So find out if students liked this way of finding out about
the voltage is the number of bales of hay – energy – given to electricity. Did they think it was an effective analogy? Ask
each horse, or the number of joules of energy per coulomb. them if they can think of any other analogies that could
I: And isn’t it hard to think of analogies for some situations? have been used here.
E: Absolutely. So not all situations will be sort of able to be • Ask students what analogies they would use to describe
explained by an analogy. So yes, finding the analogy in the one or more of the following: language learning, the way
first place can be tough but when you hit on one, it’s gold. the brain works, globalization, climate change.
I: So you think analogies work better than, say, examples
or visuals, do you?
GRAMMAR Advanced question types p118
E: No, absolutely not. I think that the three go hand in hand. To prepare for teaching the following exercises, see Grammar
I think a great analogy can speak, you know a picture reference on page 146.
speaks a thousand words, they say, and absolutely, but to,
to, to bring it together with visuals, to have, you know, if I 11
was doing it in a public talk, I would talk about the horse • Tell students they are going to look in more detail at
racing analogy and then I might flash up a cartoon of a different ways of making questions, and different functions
horse to make people smile or giggle, or I might actually do that questions can serve. Put them into pairs and ask them
a diagram of a race track and have it next to a diagram of to try and remember the answers to each of the questions
an electrical circuit so that, you know, I’d have the horse from the interview. Stress that they should try to remember
flashing up at the same time as an electron flashing, so that the exact words they heard.
people could actually see how to bring the analogy together • Ask students for the answers to each of the questions.
with the real-life situation. So I think there’s space for both. Write them on the board and get everyone to contribute
I: That’s really interesting. and try to reconstruct the exact answers. If students need
help, you could write words, or first letters of words, on
8 the board to remind them.
• Ask students what they can remember about the horse
analogy that Dr Grossman used. Then ask them to do the
matching task and see how much of it they can do.
Unit 10 Ideas 181

Answers Grammar reference and practice
a Well, I think there are three main points to consider. Ask students to do Exercises 1–3 on page 147 now, or set
Firstly, avoiding jargon where at all possible. Secondly, them for homework. If you do them in class, when you
using concrete examples that are relatable and relevant go through the answers, refer back to the rules in Exercise 3
to your audience. And thirdly, where possible, illustrating or the explanation. This helps to reinforce the grammar rules.
your point by using a metaphor or an analogy.
b Sure. So one of my favourite examples is when I’m Answers to Grammar practice exercises
teaching electricity and I ask students to imagine a 1
racetrack. 1 Don’t you know what this facial expression means?
c Yeah, so I say what’s your favourite type of racetrack, 2 Could you tell me what this facial expression means?
would it be horse racing or motor racing? (also possible: Can you tell me … / Do you know … /
d Absolutely, so not all situations will be sort of able to I’d like to know … / Don’t you know …)
be explained by an analogy? 3 You understand what this facial expression means, do you?
e No, absolutely not. 4 What do you think this facial expression means?
5 (I’m sorry) it means what?
12 2
• Ask students to match the questions in the Grammar box 1 You understand tip and tongue, don’t you?
to the question types 1–5. 2 Isn’t it fascinating how languages differ?
3 Sorry, on the what?
• Check answers with the class and write them on the board.
4 When do you think I’ll speak English like you?
Ask students how they made their decisions and what they
5 Can you tell me what kind of expressions you mean?
know about each of the question types.
6 Doesn’t Greek have the same expression?
Answers 3
1 e 2 c 3 d 4 b 5 a a 5 b 3 c 1 d 6 e 2 f 4
13 14
• Put students in groups to answer the grammar checking • Look at the instructions and explain that the questions
questions. in 1–6 all come from an interview that students will hear.
First, they should try to complete each question with up
• You can either go through the answers now or wait for
to three words.
them to read the Grammar reference on page 146.
• 69 Play the audio while students check or complete
the questions. Then go through the answers, asking what
Answers
kind of question each one is.
1 The tag is the same polarity (affirmative/affirmative) as
in the statement. Most tag questions have the opposite
polarity in the tag from in the statement. This tends to Answers
expect a positive answer. 1 Don’t you (Do you possible but not one of the target
2 We use statement word order rather than inverting the forms; could be 3rd person singular and plural)
verb and the subject, i.e. you use. When the introductory (negative question)
phrase isn’t a question there is no question mark, e.g. I’d 2 Could you tell (polite indirect question)
like to know (how you use analogy). 3 would you (tag question)
3 We add not to the verb. This is more likely to expect 4 it’s, what (echo question)
a yes answer. 5 are we (tag question)
4 Usually an answer repeating or expanding on what 6 do you think (indirect opinion question)
has just been said. Echo questions tend to ask for
clarification or express surprise. Audioscript 69
5 It could be placed at the end, i.e. How can people M = Male, F = Female
get their ideas across most effectively, do you think?
This position means that the question reverts to M: Obviously, there are thousands of different languages
normal question word order. Putting do you think in the world, but don’t you think that gesture is
after the question word, or before the question, forces international?
the actual question into statement word order F: No, not at all! That’s a common mistake that people make
(as in indirect questions). and then they don’t understand it when their gestures aren’t
understood when they’re in a different country. There are huge
differences in the meaning of gestures around the world.
M: Could you tell me something about differences in the
meaning of gestures?
182 Unit 10 Ideas

F: Of course. Well, to take a really common gesture, the head • 15b 70 Explain that the class will now look at some
nod … different meanings rising and falling tones can convey.
M: … to say yes … Tell students to read a–d, then play the questions again,
stopping after each one.
F: … that’s the point. In most places – western Europe, the
Americas, south-east Asia – yes, that is the case, but there • Ask which of the four extra meanings students feel each
are some countries, such as Greece, Turkey and Lebanon, question conveys.
where a single head nod actually means ‘no’.
Answers
M: So you’d say using the wrong gesture is all about
a 3, 4 – echo questions (Q4) indicate surprise and usually
confusion, would you?
rise; Q3 here could suggest surprise
F: Again, no. Some misunderstandings can actually lead to b 2, 3 – both questions are genuinely asking for
offence. For example, the thumbs-up gesture, which is information, when the voice often rises; falling (Q6) –
generally understood to mean ‘Everything’s OK’, is actually when we ask for information using wh- questions, the
an offensive gesture in Greece and Sardinia. Even voice more naturally falls
something as vital as making eye contact – you and I look c 1 – the use of the negative don’t you think suggests a
each other in the eyes when we speak, but in some request for confirmation
cultures, for example, some African countries, sustained d 5 – the question tag here suggests that the speaker is
eye contact can be seen as aggressive. And touching other expecting the listener to agree
people is a real issue. For example, in Thailand and Laos it’s
considered taboo to touch someone on the head. 16
M: I’m sorry, it’s considered what? • 69 Look at the instructions and play the interview one
F: Taboo, that means it’s something we just don’t do, or just final time.
don’t talk about. • Put students in pairs and ask them to compare their answers
M: Oh, OK, thanks. We aren’t necessarily conscious of our and add anything to their notes that they missed.
gestures, though, are we? • Check answers around the class. Where possible, try to use
F: No, so it can be really problematic. language from the actual interview when paraphrasing the
answers for everyone to hear.
M: Clearly. What do you think is the answer?
F: Well, when we teach languages, we should focus on the Suggested answers
non-verbal as well as the verbal communication, but that, 1 No. Common mistake that people make, then don’t
of course, wouldn’t cover many countries. The other thing understand when gesture not understood; huge
is that travel guides could include more information on differences in the meaning of gestures around the world.
non-verbal communication and tour companies could 2 the head nod = yes in most places – western Europe,
ensure that they inform their clients before they travel. the Americas, south-east Asia; in some – Greece, Turkey
15 PRONUNCIATION Question intonation and Lebanon – a single head nod = no
• 15a Ask students to look at the questions in Exercise 14 3 No, can lead to offence rather than just confusion.
again and decide if they think each one will end with a The thumbs-up gesture, generally understood =
rising or a falling tone. ‘Everything’s OK’, is offensive gesture in Greece
• When most students have finished, get ideas from the and Sardinia.
whole class. Where students don’t agree, ask them to justify Making eye contact – OK in some countries but,
their answers. Don’t confirm or deny the answers yet. e.g. some African countries, eye contact can be seen
70 Play the audio and stop after each sentence. Ask
as aggressive.
•
Touching = a real issue, e.g. in Thailand and Laos it’s
whether the question ends on a rise or a fall.
taboo to touch someone on the head.
4 taboo = something we don’t do or don’t talk about
Answers and audioscript 70 5 no, so it can be a problem
1 Don’t you think that gesture is international? [fall] 6 teach non-verbal as well as verbal communication
when teach languages; include in travel guides
2 Could you tell me something about differences in the
meaning of gestures? [rise]
17
3 So you’d say using the wrong gesture is all about
confusion, would you? [rise] • Put students in pairs. Tell them to decide who is asking the
questions and who is being interviewed. They should then
4 I’m sorry, it’s considered what? [rise] use the questions from Exercise 14 and the answers from
5 We aren’t necessarily conscious of our gestures, though, Exercise 16 to recreate as much of the interview as possible.
are we? [fall] Then change roles and repeat.
6 What do you think is the answer? [fall]
Unit 10 Ideas 183

• Go round and check students are doing the task correctly
and notice errors, difficulties, or where they use L1. Make a 10B Iconic images pp120–121
note of any language points to go over with the class.
• At the end of the task, give some feedback about new Lead in
language that came up, and focus on any issues with Tell students that in this lesson they’re going to read about
question tone that you heard. famous photos and the power of photographic images. Put
18 them into groups and give them one minute to talk about
each of the following.
• Look at the instructions and do the first item with the
whole class. Then ask students to work individually to A photo that: you always keep with you; shocked you; made
rewrite the rest of the questions, following the patterns you laugh; you’ve put on your wall or used as a screensaver;
in the Grammar box. Stress that there are many different you wish you’d taken; made you want to do something new or
ways the questions could be rewritten. go somewhere new.
• Put students in pairs to compare their ideas.
• Ask the whole class how they rewrote each question. Write VOCABULARY BUILDING Adjectives
their suggestions on the board and where multiple answers ending in -ful and -less p120
are possible, accept any that you think are correct. Ask
students which one they think works best and why. 1
• Books closed. Explain that students are going to look at
Suggested answers two common suffixes and write the following adjectives on
1 Can you tell me if you use many gestures when you the board: thankful, skilful, powerless, jobless. First, ask how
speak? they might use each adjective and accept any possible
2 Sorry, you do/did what? / What did you say you did? / answers you hear. (For example: I’m just thankful to be alive.
You said you did what? She’s a very skilful player). Then ask what the opposite of
3 Why do you think these gestures help people to each adjective is. (There are several possible answers but
understand? expect: thankless, untalented / unskilled / not very good,
4 Isn’t it easier just to rely on speech when we explain powerful, employed / in work.) You could also ask in which
something? context they might use each of these adjectives too.
5 So, you would use fewer gestures when you talk to • Ask students what they notice about adjectives ending in
someone from another country, would you? -ful and -less. Then either read out, or ask students to read,
the explanation box. Ask if anyone can think of any other
19 adjectives that can take both suffixes and any others than
can take one but not the other.
• Put students in pairs to list the gestures they often use
• Look at the instructions and do the first item with the whole
when speaking and what they mean. To model the task,
class. Then get students to do the others individually, using
you could give one or two examples that are true for you.
a dictionary if necessary. While they work, notice any words
(For example: I tap the side of my nose to show that
they look up, ask you about or underline. When most have
something’s a secret.)
finished, get students to compare answers in pairs.
• Go through the answers and write them on the board. As
and notice errors, difficulties, or where they use L1. Help
you write, it’s also a good idea to ask questions to the class
them by correcting or giving them the English they need,
to check they understood the adjectives. For example: If the
and make a note of any language points to go over.
decor in someone’s house is very tasteful, what might it look
• When a few pairs have finished, stop the activity and put like? If a family is wasteful, what do they do, or not do?
the pairs into groups of four. Tell the groups they should
compare their lists and ask each other questions using the
Answers
different kinds of questions outlined in the Grammar box.
Both: doubtful / doubtless, fearful / fearless, fruitful /
• At the end of the task, give some feedback about new fruitless, meaningful / meaningless, tactful / tactless,
language that came up, and focus on errors to correct, tasteful / tasteless, thoughtful / thoughtless
which you may have written on the board. You can also
share some interesting things you heard with the class. Only -ful: eventful, forgetful, regretful, wasteful
Only -less: heartless, pointless, worthless
Homework
Set Workbook Lesson 10A exercises on pages 110–113 for Fast finishers
homework. Students could think of nouns that the adjectives can
describe. They can use a dictionary if necessary. Where
adjectives can be followed by -ful and -less, do both
adjectives collocate with similar nouns or different? Ask
students to write example sentences for each adjective.
184 Unit 10 Ideas

2 5
• Look at the instructions and stress that both options in each • Look at the instructions and give students time to read through
case are possible. Give students time to read 1–6 to check the exercise and ask any questions about language. Remind
they understand them. You may need to explain that a them that the answers are the options which are not mentioned
tactless remark is undiplomatic and may hurt or upset and they should find evidence in the article for the other two
people who hear it. options in each question. Do the first item with the whole class.
• To model the task tell the class about a fruitful or eventful • Put students in pairs to do the rest of the exercise and go
journey you’ve been on. (For example: I bought a chest of round and check they are doing the task correctly.
drawers from eBay and had to collect it from the seller. I drove • Ask different pairs to give their answers and to explain
about 50 miles to pick it up but there was no one at home how they made their decisions. Say if they are correct – or
when I arrived. I looked at the text message I’d had from the ask another pair to explain why they’re wrong.
seller to arrange the pick-up time and realized I was a day too
early. I had to go home and do it all again the next day. That Answers
was a fruitless journey!) When you finish, encourage 1 a (b line 15; c lines 17–18)
students to ask you two or three further questions to find 2 b (a line 26–27; c lines 32–33)
out more. 3 a (b lines 37–39; c lines 50–51)
• Give students a minute or two to prepare their stories. Tell 4 a (b line 52–54; c line 54)
them to use a dictionary or to ask you if they need help 5 b (a lines 57–59; c line 61)
with any vocabulary.
• Put students in pairs or ask them to share their own 6
experiences with the whole class. Listen and take notes
as they talk. Put students in pairs to discuss the questions. They might
want to highlight parts of the article that help them with their
• At the end of the task, if students have worked in pairs,
answers. Then check answers and collect feedback around the
share some interesting things you heard with the class and
class.
give some feedback on how well they used the -ful/-less
adjectives, and teach new language that came up.
Answers
1 It transformed people’s attitudes to a world they had
READING p120 hitherto taken for granted. (lines 22–23)
2 That the divisions between countries (national interests,
3 wars) and its problems (famines, pestilences) are less
Do this as a pair or whole-class discussion. If you do it as important than the unity of the Earth: From out there it
pairwork, ask students about their ideas when they have really is ‘one world’. (line 65)
finished talking, but don’t give any answers at this point. 3 Many people think it led to the birth of the
environmental movement and the first Earth Day
4 celebration in 1970. (lines 66–68)
• Tell students to read the article and to find the
71 4 People became aware of its smallness, fragility and
answers to questions 1–3 from Exercise 3. Set a time limit vulnerability (line 69) and that there was no other
of about ten minutes. sanctuary in the solar system, and so they needed to
• At the end of the time limit, ask students to compare their conserve Earth’s resources. (lines 70–71)
answers with a partner. 5 Students’ own answers.
• Check answers round the class. Where possible, try to use
language from the actual review when paraphrasing the CRITICAL THINKING Understanding
answers for everyone to hear. quotations p120
Answers 7
1 the Earth as a blue planet, partially covered by white • Tell students to read the box, or read it out yourself. You
swirling clouds, and contrasting starkly with the empty could ask the class to suggest other ways of introducing
backdrop of space and the dead grey lunar surface quotes they can think of – and which show a more positive
(lines 42–46) attitude to the quote, which a more negative one. Then put
2 It was the first view of the planet from outer space students into pairs to discuss the questions.
(line 68). Seeing the Earth like this for the first time • Go round and check students are doing the task correctly
transformed people’s attitudes to Earth. and notice difficulties or where they use L1 and help them
3 It shows the Earth rising above the surface of the moon by correcting or giving them the English they need. When a
(in the same way that we normally see the sun rising above few pairs have finished, stop the activity.
the surface of the Earth). The South Pole is in the white area • For question 1, ask one or two different students to explain
on the left of the Earth (not explicitly mentioned in the text their ideas and then ask the rest of the class if anyone wants
but can be deduced from the picture). to add anything. You might add that we often use According
Unit 10 Ideas 185

to in a letter of complaint (e.g. According to your website …,
but in reality … .). Check question 2 by asking the class 10C Ideas worth
which option in each case sounds stronger and more
persuasive. Finally, ask pairs which quotations they found spreading pp122–123
and what they add to the article. You could also ask
whether there was anything anyone disagreed with.
GRAMMAR Subordinate clauses p122
Answers To prepare for teaching the following exercises, see Grammar
1 As X says implies that the writer agrees with the person reference on page 146.
quoted. According to means it’s just the opinion of the
1
person quoted.
2 • Explain that in this lesson you’ll be talking about new ideas
a explains: Explains refers to a fact. Suggests refers to a and how they spread. Ask students to read the opening
personal idea of the writer. paragraph and discuss the questions in pairs. You may
b demonstrates: Argues refers to a personal opinion. need to explain:
Demonstrates means ‘show clearly that something is If an idea is met with resistance, lots of people refuse to
true or that it exists’. accept it.
c points out: Says is just a statement. Points out refers to If you propose a new theory/idea, you suggest it; you put it
indicating a fact or situation. forward for consideration.
3 Lines 35–40 are dialogue, not quotations. Students’ If an idea is ridiculed, people laugh at it.
opinions on the effectiveness of the quotations may
vary. It is likely that the writer chose all the quotations to
illustrate the writer’s viewpoint; this is most explicit in
them by correcting or giving them the English they need.
the quotation in line 63.
lines 45–47: the dead grey lunar surface, which Borman • When a couple of students have finished, ask the class to
described as ‘a vast, lonely, forbidding expanse of nothing.’ change partners. When a few have finished, either stop the
His personal opinion, based on observation. activity or ask students to change one last time.
lines 48–51: Anders observed, ‘I was immediately almost • At the end of the task, give some feedback about new
overcome by the thought that here we came all this way to language that came up, and share some interesting things
the moon and yet the most significant thing we’re seeing is you heard with the class.
our own home planet.’ His personal opinion, based on
memory. Note that observed here means ‘commented’. Answers
lines 52–55: Borman also said that glimpsing Earth was Students’ own answers, but here are some ideas:
‘the most beautiful, heart-catching sight of my life, one
Pythagoras declared the Earth was round in about 500 BC;
that sent a torrent of nostalgia, of sheer homesickness,
world remained unconvinced until Aristotle stated it again
surging through me’. Personal opinion.
in 350 BC; not universally believed until Columbus sailed
lines 62–65: as Borman remarked, ‘Raging nationalistic
round the Earth in 1492 and it was proved to be round.
interests, famines, wars, pestilences don’t show from that
distance. From out there it really is “one world”.’ The use of Aristotle claimed the Earth was the centre of the universe;
as shows that the writer is using the quotation to back this was believed until 1600s when the theory was put
up the writer’s point. forward that the Earth revolves around the sun.
lines 72–75: Lovell concluded, ‘It was the most beautiful Steve Wozniak’s ‘personal computer’ wasn’t well received
thing there was to see in all the heavens. People down here by the company he worked for (not Apple). They thought
don’t realize what they have’. Lovell’s opinion, quoted to it was useless and that nobody would use one. They
reflect the point made by the writer in the previous rejected it five times. So he teamed up with Steve Jobs …
sentence: People realized there was no other sanctuary in
In 1903 an MP in the UK said that he didn’t believe the
the solar system, and so they needed to conserve Earth’s
resources and protect it from pollution and destruction. introduction of cars would ever affect the riding of horses.
8 MY PERSPECTIVE 2
• Put students in pairs to discuss the questions, or hold a • Tell students they are going to read a text about
whole-class discussion. a Hungarian physician from the 19th century and that as
• Optional step. Ask students if they can think of any other they read, they should think about what he did to spread
times when images have had a major impact on society. his ideas – and what he could have done to ensure greater
acceptance of these ideas.
Homework • Set a time limit of three or four minutes for students to read
Set Workbook Lesson 10B exercises on pages 114–115 for the text, then ask them to compare their answers in pairs.
homework.
• Check answers with the class and deal with any vocabulary
students ask about.
186 Unit 10 Ideas

Answers 4 After she had taken her final exams, she started working
His idea was that doctors should wash their hands before in the local hospital.
they delivered babies. He got it because he noticed that 5 Antibiotics are being overused today, which results in
fewer mothers died when giving birth in hospital wards more resistant bacteria.
run by midwives. He could have published his results and 6 As he had spent his early training in geriatrics, he
the statistical analysis sooner; he could have conducted understood his elderly patients.
trials in other areas to try to show the link. 5
1 breaking 2 Not having 3 Initially discovered
3 4 having realized 5 Viewed 6 being taken up
7 depending on 8 not using
• Explain that the Grammar box contains examples of different
types of subordinate clauses from the text. Either get students 6
to read the box silently, or read it out yourself. Look at the 1 Having had a brilliant idea, I wanted to tell the world!
instructions and remind students that a present participle is 2 But not being well-known in my field, I knew I’d have to
the -ing form and the past participle is the -ed form. find someone to champion me.
• Put students in pairs to discuss the six grammar checking 3 Having identified the leading scientist in the field, I
questions. When a few pairs have finished, stop the activity. decided to write to her.
4 But once expressed in words, my idea didn’t seem so
• You can either give the answers now or wait for students to
brilliant after all.
read the Grammar reference on page 146 and then ask the
5 So, having reconsidered my decision, I went back to the
grammar checking questions to the class or nominate
drawing board!
individuals to give their answers.
Answers
4
1 participle clauses: a, b, d, f, g, h. The difference between • Look at the instructions and do the first item with the
these and the other subordinate clauses (c and e) are whole class. Then put students into pairs to discuss the
that participle clauses use -ing or -ed forms (and don’t options in the rest of the sentences.
show tense or person), whereas the other clauses start • Go round and check students are doing the task correctly
with a conjunction and use normal (finite) verb forms. and notice errors, difficulties, or where they use L1. Help
2 active participle clauses: a, b, d (giving), g, h; passive them by correcting or giving them the English they need.
participle clauses: d (run), f. The -ing form (present Make a note of any language to go over with the class.
participle) expresses an active meaning; the -ed form • When a few pairs have finished, stop the activity and check
(past participle) expresses a passive meaning. the answers with the class. Make sure students explain any
3 h We put not before the participle. differences in meaning between the correct options.
4 having worked = having + past participle
5 b mothers (who were) dying at the hospital, d hospital Answers
wards (which were) run by midwives 1 Worked is incorrect because it expresses passive, and this is
6 c expresses reason and e expresses time. They can an active sentence. The other two options mean the same,
express time, i.e. that the action in the participle clause but Having worked could express time as well as reason.
happened before the action in the main clause, as in 2 Having offended is incorrect because it is active; the
clauses a and f, or other notions such as reason, as in other two mean the same.
clause h. It is quite difficult to be sure of the notion 3 realized is incorrect because it is passive; not realizing
expressed sometimes, though. suggests the same time as the main clause, i.e. because
they didn’t realize, whereas not having realized suggests
Grammar reference and practice an earlier time, i.e. because they hadn’t realized.
4 Discouraging is incorrect because it is active; the other
Ask students to do Exercises 4–6 on page 147 now, or set
two mean the same, expressing reason, but are
them for homework. If you do them in class, when you go
grammatically different.
through the answers, refer back to the grammar checking
5 once discovering is incorrect because it is active; the
questions in Exercise 3 or the grammar explanation. This
other two mean the same, but the first includes a time
helps to reinforce the grammar rules.
conjunction.
6 Being proved is incorrect as it suggests present, where past
Answers to Grammar practice exercises is needed, i.e. having been proved; the other two are both
4 correct, but the third option includes a time conjunction.
2 Because they weren’t fit enough to go home, the
patients had to remain in hospital.
3 When (he was) left to his own thoughts, the researcher
realized where he was going wrong.
Unit 10 Ideas 187

5 they need, and make a note of any language points to go
over with the class.
• Tell students they are going to read a text about Blanca
Treviño, who is an innovative Mexican businesswoman. • At the end of the time limit, stop students and put them in
Look at the instructions and do the first item with the pairs to read their texts to each other. What similarities and
whole class. Once someone gives the answer raised, ask if differences can they see in the two stories? At the end of
it’s active or passive (passive) and why (by her parents). the task, ask the whole class what similarities and
Explain that it’s a reduced clause and the ‘real’ meaning differences they noticed.
here is that she was born and she was raised in Mexico and • Give some feedback about new language that came up,
she’s very well-known. and focus on errors to correct, which you may have written
• Get students to complete the rest of the paragraph on the board.
individually, then ask them to compare their answers
with a partner. Answers
• Check answers around the class. For each correct answer, Students’ own answers, but here are some ideas:
ask how students decided. Write the answers on the board A On returning from his holiday, Alexander Fleming
as you go through them. discovered that he had accidentally left a dish containing
bacteria open. There was a green mould growing, which,
Answers the bacteria not having spread, wasn’t poisonous. This
(Possibilities in brackets need a conjunction, which isn’t mould was penicillin and it went on to save many lives.
provided, but students may add these in.) B Dr John Kellogg worked in a US hospital with patients on
1 raised / having been raised strict diets and allowed only bland food. He had been
2 Having studied (After studying / After having studied / cooking wheat (for them) one day, which, having been left
After she had studied) for too long, went stale. Not having much money for the
3 led 4 enjoying 5 Promoting (As she promotes) meals, Dr Kellogg flattened the wheat and toasted it. When
6 featured 7 known he served it to the patients, it proved to be very popular.
6 Extension
• Put students in pairs to discuss the questions, or hold a Working in pairs again, students could look at their partner’s
whole-class discussion. text and discuss any errors they notice, any ways in which
• To extend the discussion, ask students what aspects of they think the texts could be improved, and any extra
Blanca’s story sound more traditional/conventional. Do they information they think it would be good to include.
know of any other famous female entrepreneurs, and/or
does Blanca remind them of any other business people 8 CHOOSE
they’ve heard of? The idea is for students to make their own choice of activity
here. However, you might want to make the decision for them,
Suggested answers in which case explain why. Alternatively, you may decide to let
How is she innovative? She’s a female business leader, she’s students do more than one task. You could divide the class
the president of an IT company, she promotes women in into groups and have each group do a different task – or you
business, she’s one of CNN’s Leading Women, she’s could have a vote on which task the whole class should do.
extremely influential. For the vote:
What obstacles faces females in business? The glass ceiling, • put students in pairs or groups to decide which they prefer.
prejudice from men, unequal pay compared to men. • take a vote on each task.
• if the vote is tied, ask one student from each side to explain
7 which is best and take the vote again. You can decide if
• Put students in pairs and check that everyone knows there is still no change.
whether they are A or B. Look at the instructions and set a Fast finishers
time limit of about ten minutes. Stress that while students Students could do one of the other tasks or extend the task
should use the basic ideas given, they can rearrange the they chose to do.
order information is presented in, add ideas of their own –
using their own general knowledge or extra information Homework
sourced online – and be sure to use subordinate and • Set Workbook Lesson 10C exercises on pages 116–117
participle clauses in their texts. for homework.
• As students write their own texts, go round and check they • You might want to tell students to watch the track called
are doing the task correctly and notice any errors or Unit 10 TED Talk on the Perspectives website before they
difficulties they have, particularly where these involve come to the next class.
clauses. Help them by correcting or giving them the English
188 Unit 10 Ideas

10D TED’s secret to great 1
• Ask students to read the Authentic listening skills box to
public speaking pp124–125 themselves or read it out yourself as they read along. Then
look at the instructions and prepare everyone to listen and
• Tell students they are going to watch a TED Talk about what take their own notes.
the secrets to a great TED Talk are. • 72 Play the audio once straight through while students
• Focus students’ attention on the quote. What do they think take notes. There is no need to check anything at this stage.
it means? Do they agree with it? Audioscript 72
• 10.0 Tell them they are going to see a short text on the
Some people think that there’s a TED Talk formula:
DVD to introduce the talk and the speaker, and play the
About the speaker section. Then do the vocabulary exercise. ’Give a talk on a round, red rug.’
• After they finish, write the key words from the About the ’Share a childhood story.’
speaker section on the board and ask students to retell it ’Divulge a personal secret.’
aloud, or ask them to write as much of what it said as they
can. Correct as necessary. ’End with an inspiring call to action.’
No. That’s not how to think of a TED Talk. In fact, if you
About the speaker 10.0
overuse those devices, you’re just going to come across as
After a long career in journalism and publishing, Chris clichéd or emotionally manipulative. But there is one thing
Anderson became the curator of the TED Conference in 2002. that all great TED Talks have in common, and I would like to
He has developed it into a worldwide organization in which share that thing with you, because over the past twelve
different speakers communicate their ideas. years, I’ve had a ringside seat, listening to many hundreds of
In this talk, Chris shares some components of great public amazing TED speakers, like these. I’ve helped them prepare
speaking and discusses whether there is a formula for how their talks for prime time, and learned directly from
to go about preparing and delivering a successful TED Talk. them their secrets of what makes for a great talk.
His contention is that good speakers should stir their 2
audience’s curiosity by being provocative but not
• Put students in pairs to compare their notes on giving a
manipulative. Good speakers can communicate a great
TED Talk and Chris’s experience. Again, there is no need to
idea, whether that is aesthetic or analytical, by following
check answers at this stage. They should add anything
a few simple guidelines.
to their own notes that they learn from their partner to
Chris’s idea worth spreading is that a great idea is the core build a fuller picture.
ingredient to a truly great talk, because our ideas have the
potential to change someone else’s perspective for the better 3
or inspire someone to do something differently. • Repeat the task. Play the audio while students add
72
to their notes, then ask them to compare with a partner.
Answers to About the speaker • Check answers around the class by asking students what
1 components = b (separate parts) they heard about giving a TED Talk and Chris’s experience.
2 formula = c (fixed plan or method to achieve a Write the answers on the board.
specific result)
3 go about = a (begin)
Answers
4 contention = a (argument)
TED Talk: Give a talk on a round, red rug. / Share a childhood
5 stir = b (wake up)
story. / Divulge a personal secret. / End with an inspiring call
6 provocative = c (challenging and making people think)
to action. / If you overuse those devices, you’re just going to
7 manipulative = b (trying to influence people in a
come across as clichéd or emotionally manipulative.
dishonest or controlling way)
8 aesthetic = b (connected with beauty) Chris’s experience: over the past twelve years / listened to
9 analytical = a (based on a detailed thoughtful many amazing TED speakers. / He’s helped them prepare
examination) their talks for prime time, and learned directly from them their
secrets of what makes for a great talk.
Authentic listening skills Collaborative
listening p124 4
• Explain that the students will now hear another extract
As well as teaching aspects of phonology and listening skills,
from the talk and that this time they should listen and see
these tasks also:
how much they understand. Tell them not to take notes.
• allow you to pre-teach some vocabulary.
• allow students to read and hear new language before they
listen to the whole text.
• allow students to tune in to the speaker’s voice and style.
Unit 10 Ideas 189

• Play the audio once straight through. Then put
73 5
the students in groups of three again to compare what • Look at the instructions and give students time to read
they heard. through the questions. Deal with any questions about
• Ask the whole class for ideas on what they heard and write language that students have. You might need to explain
them on the board. Where possible, try to use language that the idea of things being teleported comes from science
from the actual talk when paraphrasing the answers for fiction and involves things being sent very quickly, usually
everyone to hear. Establish whether there are any details still in the form of energy or signals.
missing, or anything anyone is still unsure about. If so, clarify • 10.1 Play Part 1 of the talk straight through, then get
what you want the class to listen for second time around. students to compare their answers in pairs. Go round and
• Play the audio again, then ask students to compare in notice how well students did without saying anything. If
groups, then check again with the whole class and add you see the majority have not understood, be prepared
anything to the notes on the board. to play Part 1 again.
• Ask students how they felt about this way of working together. • Go through the answers, making sure you get students
Did they find it useful? Can they see any opportunities for to justify their answers. If necessary, play Part 1 again,
working like this in their school life? (For example: comparing stopping after each answer.
notes after lessons, doing homework collaboratively.)
Audioscript 73 Answers
1 coming across as clichéd or emotionally manipulative
Haley Van Dyck!
2 an idea
Over the course of 18 minutes, 1,200 people, many of whom 3 the same brain-wave patterns
have never seen each other before, are finding that their brains 4 interconnected neurons
are starting to sync with Haley’s brain and with each other. 5 by listening to a voice and watching a face
They’re literally beginning to exhibit the same brain-wave 6 a pattern of information
patterns. And I don’t just mean that they’re feeling the same
emotions. There’s something even more startling happening.
TED Talk Part 1 script 10.1
Let’s take a look inside Haley’s brain for a moment. There are
billions of interconnected neurons in an impossible tangle. But Some people think that there’s a TED Talk formula:
look here, right here – a few million of them are linked to each ‘Give a talk on a round, red rug.’
other in a way which represents a single idea. And incredibly, this ‘Share a childhood story.’
exact pattern is being recreated in real time inside the minds of
‘Divulge a personal secret.’
everyone listening. That’s right; in just a few minutes, a pattern
involving millions of neurons is being teleported into 1,200 ‘End with an inspiring call to action.’
minds, just by people listening to a voice and watching a face. No. That’s not how to think of a TED Talk. In fact, if you
overuse those devices, you’re just going to come across as
clichéd or emotionally manipulative.
Watch p124
If you are short of time or want a different approach to the But there is one thing that all great TED Talks have in
video, you may want to watch the whole talk all the way common, and I would like to share that thing with you,
through with only some brief checking questions. A version because over the past twelve years, I’ve had a ringside seat,
of this is on the DVD and is labelled as TED Talk with activities. listening to many hundreds of amazing TED speakers, like
At the end of each section, there is a short gist question. these. I’ve helped them prepare their talks for prime time, and
Pause after each question on screen so students can give learned directly from them their secrets of what makes for a
their answers, then play the answer. great talk.
And even though these speakers and their topics all seem
Answers to gist questions on DVD completely different, they actually do have one key common
Part 1 ingredient. And it’s this: your number one task as a speaker is
What message does Chris want to convey? to transfer into your listeners’ minds an extraordinary gift – a
b The most important element of a talk is having a good idea. strange and beautiful object that we call an idea.
Part 2 Let me show you what I mean. Here’s Haley. She is about to
What is the main topic? give a TED Talk and frankly, she’s terrified.
c how talks can change a person’s worldview Presenter: Haley Van Dyck!
Part 3 Over the course of eighteen minutes, 1,200 people, many of
What is Chris’s main aim? whom have never seen each other before, are finding that their
a to give practical advice on how to plan and deliver a talk brains are starting to sync with Haley’s brain and with each
other. They’re literally beginning to exhibit the same brain-
wave patterns. And I don’t just mean they’re feeling the same
emotions. There’s something even more startling happening.
190 Unit 10 Ideas

Let’s take a look inside Haley’s brain for a moment. There are crucial. You need them to be as reliable as possible – a guide,
billions of interconnected neurons in an impossible tangle. But to the scary but wonderful real world out there.
look here, right here – a few million of them are linked to each So that’s why ideas really matter. If communicated properly,
other in a way which represents a single idea. And incredibly, they’re capable of changing, forever, how someone thinks about
this exact pattern is being recreated in real time inside the the world, and shaping their actions both now and well into the
minds of everyone listening. That’s right; in just a few minutes, future. Ideas are the most powerful force shaping human culture.
a pattern involving millions of neurons is being teleported into
1,200 minds, just by people listening to a voice and watching 7
a face. • Ask students to read the summary and complete as much
But wait – what is an idea anyway? Well, you can think of it of it as they can from memory. Allow time for them to
as a pattern of information that helps you understand and compare their answers with a partner.
navigate the world. Ideas come in all shapes and sizes, from • Ask the class what they think the answers are and write
the complex and analytical to the simple and aesthetic. ideas on the board. If there is disagreement, note down the
different possibilities, but don’t yet give correct answers. If
6 there are no suggestions for any particular gaps, write the
• Look at the instructions and give students time to read number and leave a space on the board.
through the exercise. • 10.2 Play Part 2 of the talk straight through again. You
• 10.2 Play Part 2 of the talk straight through. Go round might mention the Exam tip below at this point.
and notice how well students did without saying anything. • Check answers with the class and confirm whether the
If you see the majority have not understood, be prepared to answers on the board were correct.
play Part 2 again.
• Go through the answers and, if necessary, play Part 2 again, Answers
stopping after each answer. 1 carefully linked together
2 worldview
Answers 3 components
1 e 2 a 3 c 4 reliable
5 change forever
6 shape
TED Talk Part 2 script 10.2
Here are just a few examples shared from the TED stage.
Exam tip
Sir Ken Robinson – creativity is key to our kids’ future.
Using both listenings to get the answer and, if in doubt,
Sir Ken Robinson: My contention is that creativity now is as guessing
important in education as literacy, and we should treat it Remind students that in many exams they will hear a text
with the same status. twice, so if they miss some answers, they shouldn’t panic
Chris Anderson: Elora Hardy – building from bamboo is but try to listen for them the second time. Then, at the end
beautiful. of the second listening, if they still have any missing
Elora Hardy: It is growing all around us, it’s strong, it’s elegant, answers, they should make a guess. Sometimes the
it’s earthquake-resistant. context may give them a hint. In most proficiency exams
there is no penalty for getting a wrong answer.
Chris Anderson: Chimamanda Adichie – people are more
than a single identity.
8
Chimamanda Adichie: The single story creates stereotypes,
and the problem with stereotypes is not that they are untrue, • Put students into pairs to guess what key ingredients of a
but that they are incomplete. good talk they think Chris will mention. Get ideas from the
class and note them on the board.
Chris Anderson: Your mind is teeming with ideas, and not just
• 10.3 Play Part 3 of the talk straight through.
randomly. They’re carefully linked together. Collectively they
form an amazingly complex structure that is your personal • Check the predictions that have been written on the board.
worldview. It’s your brain’s operating system. It’s how you
navigate the world. And it is built up out of millions of Answers
individual ideas. 1 Limit your talk to just one major idea.
So, for example, if one little component of your worldview is 2 Give listeners a reason to care.
the idea that kittens are adorable, then when you see this, 3 Build your idea piece by piece out of concepts listeners
you’ll react like this. But if another component of your already understand.
worldview is the idea that leopards are dangerous, then when 4 Make your idea worth sharing.
you see this, you’ll react a little bit differently. So, it’s pretty
obvious why the ideas that make up your worldview are
Unit 10 Ideas 191

TED Talk Part 3 script 10.3 • 10.3
Play Part 3 again while students complete the exercise,
So if you accept that your number one task as a speaker is to then allow time for them to compare their answers in pairs.
build an idea inside the minds of your audience, here are four • Go through the answers, making sure you get students
guidelines for how you should go about that task: to justify their answers.
One, limit your talk to just one major idea. Ideas are complex
things; you need to slash back your content so that you can Answers
focus on the single idea you’re most passionate about, and 1 a single idea
give yourself a chance to explain that one thing properly. You 2 elaborate on
have to give context, share examples, make it vivid. So pick 3 help listeners realize what they don’t know
one idea, and make it the through-line running through your 4 build on the audience’s current understanding
entire talk, so that everything you say links back to it in 5 be very helpful
some way. 6 rehearse your talk
7 relevant to
Two, give your listeners a reason to care. Before you can start
8 inspires large or small changes
building things inside the minds of your audience, you have
to get their permission to welcome you in. And the main tool
10
to achieve that? Curiosity. Stir your audience’s curiosity. Use
intriguing, provocative questions to identify why something Put students in pairs to discuss the questions, or hold a
doesn’t make sense and needs explaining. If you can reveal a whole-class discussion.
disconnection in someone’s worldview, they’ll feel the need to
bridge that knowledge gap. And once you’ve sparked that Answers
desire, it will be so much easier to start building your idea. Degree to which he includes the four ingredients:
Three, build your idea, piece by piece, out of concepts that Students’ own answers.
your audience already understands. You use the power of Examples of the advice in Exercise 9:
language to weave together concepts that already exist in 1 You should focus on a single idea. He focuses on building
your listeners’ minds – but not your language, their language. an idea.
You start where they are. The speakers often forget that many 2 It’s helpful to elaborate on your main idea. He gives
of the terms and concepts they live with are completely examples of other TED speakers.
unfamiliar to their audiences. Now, metaphors can play a 3 You should help listeners realize what they don’t know.
crucial role in showing how the pieces fit together, because He sparks curiosity with his examples.
they reveal the desired shape of the pattern, based on an 4 You should build on the audience’s current
idea that the listener already understands. understanding. He assumes they know about TED Talks.
For example, when Jennifer Kahn wanted to explain the 5 Metaphors can be very helpful. He uses the metaphor
incredible new biotechnology called CRISPR, she said, ‘It’s as used by another TED speaker.
if, for the first time, you had a word processor to edit DNA. 6 It’s a good idea to rehearse your talk. We don’t know if he
CRISPR allows you to cut and paste genetic information did this.
really easily.’ Now, a vivid explanation like that delivers a 7 An idea worth sharing is relevant to your audience. He
satisfying aha moment as it snaps into place in our minds. wants to get across the point that ideas are crucial, which
It’s important, therefore, to test your talk on trusted friends, is relevant with a TED audience.
and find out which parts they get confused by. 8 A good idea is one that inspires large or small changes.
His suggestions on how to speak in public will inspire
Four, here’s the final tip: make your idea worth sharing. By that
everyone.
I mean, ask yourself the question: ‘Who does this idea benefit?’
And I need you to be honest with the answer. If the idea only
serves you or your organization, then, I’m sorry to say, it’s 11 VOCABULARY IN CONTEXT
probably not worth sharing. The audience will see right
11a 10.4 Tell students that they are going to watch some
through you. But if you believe that the idea has the potential
clips from the talk which contain new or interesting words or
to brighten up someone else’s day or change someone else’s
phrases. They should choose the correct meaning for each
perspective for the better, or inspire someone to do something
one. Play the Vocabulary in context section. Pause after each
differently, then you have the core ingredient to a truly great
question on screen so students can choose the correct
talk, one that can be a gift to them and to all of us.
definition, then play the answer. If you like, you can ask
9 students to shout out the answers. If helpful, either you or the
• Look at the instructions and give students time to read students could give an additional example before moving on
through the sentences first. Deal with any questions about to the next question.
language. Ask them to do what they can of the exercise
based on their first viewing of Part 3.
192 Unit 10 Ideas

Answers
1 sync with = c (work in the same way as)
them by correcting or giving them the English they need.
2 startling = a (astonishing)
3 tangle = a (state of disorganization) • Next, put students in groups of four and tell them to decide
4 make up = b (combine to form) together on the five best strategies. Then put them in
5 see right through you = b (understand thoughts or groups of eight and finally have a whole class vote.
feelings you are trying to hide) • Give some feedback about any new language that came up,
6 weave together = b (link into a complex pattern) and share any interesting ideas or arguments that you heard.
• 11b Check students understand the words in italics and Exam tip

teach them again, if necessary, or ask students if they can Speaking: don’t dominate, and make sure you ask what
recall the example in the talk. Give one or two of your own your partner thinks
examples. (For me, unless a story has well-developed When they are in a pair in a speaking exam, part of what
characters and a few plot twists, I’m often disappointed.) Tell students are tested on is how well they manage and share
students they can ask you further questions to find out conversations. They might find themselves paired with
more and answer any questions they have. someone who doesn’t speak English as well as they do,
• Tell students to think about their own examples and give but even then, they need to give their partner an
them a few minutes to write them down. opportunity to speak. They should ask questions like What
do you think? or What would you do? to get their opinion,
• Put students in pairs to share their ideas and go round and
and if their partner doesn’t know how to say something,
check students are doing the task correctly. Notice errors,
they should help them say it.
difficulties, or where they use L1. Help them by correcting
or giving them the English they need.
• Get students to change pairs and continue monitoring. Homework
• At the end of the task, give some feedback about new Set Workbook Lesson 10D exercises on page 118 for
language that came up and look at any errors which you homework.
may have written on the board. You can also share some
interesting things you heard with the class.
12 MY PERSPECTIVE
• Look at the instructions and give students a few minutes
to look back through the book and decide which talk they
most enjoyed. Once students have chosen, tell them to
analyze why they enjoyed that talk and think it worked
so well. They could refer to some of the ideas from Chris
Anderson’s talk when trying to decide this.
• Put students in pairs to share their ideas. Go round and
check students are doing the task correctly and notice
errors, difficulties, or where they use L1. Help them by
correcting or giving them the English they need, and make
a note of any language points to go over with the class.
• At the end of the task, give some feedback about new
language that came up, and focus on errors to correct,
which you may have written on the board. You can also
share some interesting things you heard with the class.
Which was the most popular talk?
CHALLENGE
• It’s probably best to conduct this as a balloon debate. First,
look at the instructions and give students time to read
through the strategies. Then tell them to choose the five
they think are most important and to number them from
1 (most important) to 5.
• Put students into pairs and tell them to compare their ideas.
They should then agree on the five best strategies, persuading
each other of their own choices if necessary. Before students
start talking, you could point out the Exam tip on the right.
Unit 10 Ideas 193

10E Changing Audioscript 74
Put your hands up if you’ve ever had a diary. I guess that’s

perspectives pp126–127 most of you!
Well, I’m going to talk to you about how keeping a diary
changed my life.
Lead in So, let’s start by looking at my very first diary. As you can see,
If this is a new lesson, you might want to start by getting
it’s one of those really cool diaries with a lock and padlock.
students to do a word shower, writing down all the words
I got it on my twelfth birthday and I wrote in it every night for
and phrases they can remember from the previous lesson.
a couple of months, before I went to sleep. In those days, I just
Get students to do this individually, then share in pairs or
used to write about funny or exciting things that happened to
groups and then pool all the ideas as a class, perhaps writing
me, family vacations, classes at school, going out with friends,
them on the board.
stuff like that. But then I lost interest and stopped writing in it.
So, how did this diary have such a life-changing effect on me?
SPEAKING p126 Well, something happened when I was fourteen. I had a big
argument with my best friend. It left me feeling really angry and
1 upset and confused, with my thoughts and emotions tangled
• Put students in pairs to discuss the questions or hold a up. I read a blog about how putting things into words can help,
whole-class discussion. To model the task, you could tell the so I got out my diary and wrote everything down. And then I
class whether you have ever kept a diary, when, what you noticed two things happening. First of all, I started feeling a lot
wrote in it, when you wrote it and if you still do it today. less stressed. But more than that, it felt like I’d cleared my mind
Encourage students to ask any questions they may have. and I started to realize that maybe I was wrong about the
Then give them time to share their own experiences. argument. I’d misinterpreted what my friend had said to me and
• If students are working in pairs, go round and check they hadn’t really taken her situation into account. Long story short,
are doing the task correctly and notice errors, difficulties, or I went to my friend, apologized for the misunderstanding and
where they use L1. Help them by correcting or giving them now we’re best friends again. If I hadn’t written in my diary, who
the English they need, and make a note of any language knows, we might still be upset with each other today!
points to go over with the class. Now, the really interesting thing I’ve learned since then is that
• At the end of the task, give some feedback about new there’s a lot of research about the benefits of keeping a diary.
language that came up, and focus on errors to correct, Yes, it relieves stress and it boosts your mood. But it also
which you may have written on the board. Find out who improves your creativity and develops your empathy. When
keeps a diary and why, and what students think are the you write, you use your left brain, which is analytical and
rewards and challenges of keeping a diary or a blog. rational. And that means your right brain is free to create and
to feel. So, to summarize, writing in a diary removes mental
Answers blocks and it allows you to use all of your brainpower so you
Students’ own answers. Some ideas: can understand yourself and other people better. And there’s
Rewards: Provides a record and helps you remember one more benefit – if you write in English, you never know, it
important events; helps you get your thoughts in order; might just improve your language skills too!
you can write down ideas; if you’ve no one else to talk to, Well, that’s it. Thank you for your attention. Are there any
you can pour out your feelings to your diary. questions?
Challenges: You may be too tired to write it on some days. 3
It can be time-consuming. It can be a challenge to find the
right words to express your ideas clearly. • Put students into pairs to compare any notes they made for
Exercise 2 and anything else they remember about the talk.
• 74 Play the audio again while students add to their
2 notes. Ask them to compare their notes with a partner
• Look at the instructions and give students time to read again and add anything they missed.
the questions. • Collate students’ notes on the board to build up the full talk.
• 74 Play the audio straight through while students
make notes. Answers
• Check the answers with the whole class. 1 The writer’s first diary
keeping a diary changed her life / when she was twelve
Answers she got a diary for her birthday and in it wrote every
1 She involves the audience with a question: Hands up if night for couple of months – funny or exciting things –
you’ve ever kept a diary. She also shows them a real then lost interest
object (her diary).
2 1 c 2 b 3 a
194 Unit 10 Ideas

of an experience they have had that changed their
2 A life-changing experience
perspective. To help them with ideas, you could suggest
when she was fourteen she had a big argument
some kinds of experiences that they might want to think
with her best friend / she was angry and upset and
about (e.g. a trip abroad, a conversation that altered their
confused / she read a blog about how putting things
opinion of someone, something they learned/came to
into words can help, so she wrote everything down.
understand, a book or film that changed their outlook in
Two things started happening: 1 started feeling a lot
some way). To model this, give an example of your own.
less stressed, 2 cleared her mind, started to realize that
maybe she was wrong / misinterpreted what friend • Give students a few minutes to think about ideas about
had said and not taken her situation into account / transformative experiences and note down some key
apologized for the misunderstanding, they’re best words only. Then put them into pairs to explain what they
friends again. thought of and how it changed their perspective.
3 Research about the benefits of keeping a diary • Next, tell the students to work individually again and to
it relieves stress, boosts your mood, improves creativity, plan how they will structure their talk. Set a time limit of
and develops your empathy / writing uses left brain – about ten minutes. Encourage them to refer back to the
analytical and rational so right brain is free to create and four key ingredients for a great talk mentioned by Chris
to feel / writing in a diary removes mental blocks, so you Anderson and to think about how to build these in. Stress
can use all of your brainpower and understand yourself that they should also think about how to begin their talk
and other people better / writing in English might and use some of the phrases in the Useful language box. As
improve your language skills they work, go round and help with any questions students
ask and provide any extra language you think they need.
4 7
• Look at the instructions and ask students what they • Put students into small groups and tell them to decide who
understand by signpost expressions. Ask if anyone noticed is presenting first, second, etc. Set a time limit for each
any signposting phrases being used in the talk. Do the first speaker and stick to it. Then allow time for the rest of the
item with the whole class, then ask students to do the rest group to ask each speaker questions.
of the exercise.
• During the presentations and the question sessions, go
• When a few students have finished, stop the activity and round and monitor. Make a note of any language to deal
get them to compare their ideas in pairs. with in feedback.
• Go through the answers with the whole class. See if • When everyone has given their presentation, ask each
anyone can remember how each sentence starter was group which presentation they thought was the best and
used in the talk. why. Invite the best speakers to give their presentations to
the whole class if they’d like to.
Answers • To finish, you could give some feedback about new
1 b 2 f 3 f 4 e 5 c 6 d 7 a language that came up and deal with anything you noted
while monitoring.
5 PRONUNCIATION to • There are several ways you could vary this final task.
• Tell students to listen to the expressions and pay attention You could:
to to in each one. • ask the students to give their presentations to the whole
• 75 Play the audio and ask students to comment on group (if you have a relatively small class).
each instance of to. Can they see a rule for its • either design a criteria for grading the presentations
pronunciation? Play the audio again, pausing after each yourself or get the whole class to come up with one.
expression and getting the class to repeat each one. Ask a Decide which categories to focus on (e.g. pronunciation,
few students to repeat individually, making sure they use range of lexis, use of phrases from this lesson, accuracy,
the correct linking sound or weak form. etc.) and how many possible marks speakers can score in
each section. The students can then use the criteria as
Answers they listen to each presentation.
1, 4, 5, 6 weak form /tə/ before a consonant sound • set the preparation for homework and encourage the
2, 3, 7 /tuː/ + linking /w/ before a vowel sound students to use a PowerPoint or some other form of visual
aid when presenting during the next lesson.
6 • get students to record their presentations at home and
send you the files. These could then be shared via email,
• Tell the students they are now going to plan short
or uploaded to a class blog.
presentations of their own. They should start by thinking
Unit 10 Ideas 195

WRITING A review p127 Answers
8 1 Such stage presence
2 This encore
• Explain that in the next part of the lesson, the students
3 These solos
will be learning how to write better reviews. To model the
4 such energy
task, describe an event that made a big impression on you
5 This concert
and why. Try to use expressions from the Useful language
6 These classic songs
box and encourage students to ask some extra questions
to find out more. Put them into pairs to discuss an event
they have attended. 11
• Go round and check students are doing the task correctly • Look at the instructions and give students time to make
and notice errors, difficulties, or where they use L1. Help some notes about the event they described in Exercise 8.
them by correcting or giving them the English they need, • Focus on the Useful language box and go round the class,
and make a note of any language points to go over with asking students to complete each sentence starter in an
the class. appropriate way. Encourage students to use some of these
• At the end of the task, give some feedback about new expressions as they write their review, as well as to follow
language that came up, and focus on errors to correct, the model on page 154. If you are going to give students a
which you may have written on the board. You can also mark, tell them it will be higher if they write their review in
share some interesting things you heard with the class, or a similar way and use language they have learned. You
ask a few students to share their experiences with the class. could also give them an exam criteria and marking scheme.
Refer students to the Exam tip content on this page and
9 remind them to be vigilant for errors they often make so
• Look at the instructions and ask students to read the review that these don’t become fossilized.
on page 154 and answer the questions. • Set the writing for homework or set a time limit of about
• Check answers with the class, asking which parts of the twenty minutes to do it in class. If it is done in class, go
review helped students decide their answers. round the class and notice any errors as students are
writing, or help them if they ask you.
Answers Fast finishers
The writer came away feeling uplifted and optimistic about
Students could check their writing for errors, or they could
the power of music to bring people together – because
plan/write a second piece of work.
Guerra conveys the message that life is good (and because
of the 9,000 fans of all ages who were loving every moment).
Exam tip
Writing: keeping a record of errors to avoid
Extension Remind students that when you have given them back
Ask students whether the concert described sounds like the corrected written work, they should notice any errors that
kind of thing they would enjoy and/or whether they have have been highlighted and corrected, and keep a record of
been to anything like that before. them in their notebook. The next time they do a piece of
writing they should look back at these notes, then check
10 WRITING SKILL Reference their work to ensure they haven’t repeated them.
• Either get students to read the explanation box silently, or
read it out yourself. Then look at the instructions and do the
first item with the whole class. Put students into pairs to Homework
complete the rest of the exercise. You might need to help Set Workbook Lesson 10E exercises on pages 119–121 for
with the following items: homework.
A soloist is someone who performs part of a piece of a
music alone. A solo is a piece of music performed by one
person.
If you have rapport with your audience, they like, understand
and respect you, and you feel the same way about them.
A set is a series of songs that a band or singer plays during a
performance.
An encore is a short performance given after the main
performance because the audience wants more.
• Check the answers with the class.
196 Unit 10 Ideas

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10 Ideas

Unit at a glance 10A Getting ideas

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• 11b Check students understand the words in italics and Exam tip

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