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Pearson Education Ltd
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Harlow
Essex CM20 2JE
England
and Associated Companies throughout the world.
www.pearsonelt.com
© Pearson Education Limited 2014
The right of Chris Sowton and David Albery to be identified as the authors of this Work has
been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.
All rights reserved; no part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise without the prior written permission of the Publishers.
First published 2014
ISBN 978-1-4479-4842-1
Photocopiable activities only
Illustrations by: Kathy Baxendale; Beehive Illustration (Roger Wade-Walker)
The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’
according to the following conditions. Individual purchasers may make copies for their own
use or for use by the classes they teach. Institutional purchasers may make copies for use by
their staff and students, but this permission does not extend to additional institutions or
branches. Under no circumstances may any part of this book be photocopied for resale.
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NEW LANGUAGE LEADER
UPPER INTERMEDIATE
TEACHER’S NOTES INTRODUCTION
Teacher’s notes: Chris Sowton and David Albery
Course authors: David Cotton, David Falvey and Simon Kent
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How language is developed
INTRODUCTION
FROM THE AUTHORS
Welcome to New Language Leader. In this introduction we
outline some of our ideas about the course and introduce
you to the features of the new edition. We have done our
best to create course materials that teachers and students
will enjoy using, and to enhance the new edition with
improvements and exciting new features. We very much
hope that we share with you – as teachers – a common set
of beliefs and practices, and a common sense of purpose.
Our approach
New Language Leader is an international course with a
global focus, and is aimed at citizens of the 21st century
world – people who cross (and communicate across)
national borders. We believe that students are curious
about the modern world, and that this course engages
with it. New Language Leader enables students to be better
informed and helps them understand and express their
ideas and feelings about the world. Whilst the course
is designed for anyone who appreciates a content-rich,
intelligent approach to learning, it is particularly suited
for students in universities, other higher education
institutions, and students preparing for university study
(for example, on foundation or other ‘university pathway’
courses). New Language Leader is not a course in English for
Academic Purposes: however, it contains ‘general English
with an academic flavour’ and can help students cross the
‘bridge’ from General English to being able to use English
in a more specialised academic context.
We believe it is important to offer students stimulating
topics that engage their interest and increase their
motivation for learning. As authors, we have made use
of our diverse backgrounds, personalities and interests
to provide students with a rich variety of different
topics. Each unit contains an ‘umbrella topic’ with a
different subtopic in each lesson, allowing us to explore
a range of issues within a single topic and also to recycle
vocabulary. The intelligent approach to the topics in the
course is intended to challenge students and allow them
to develop their powers of expression and analysis – and
in particular, their critical thinking skills. New Language
Leader reflects our belief that language learning is not
merely a form of training, but should be situated in a
broader educational context. We hope that students who
use the series will not only learn English, but – through
English – will also learn interesting things about the
world and about themselves. These insights should
be transferable to the world of academic studies and
employment.
New Language Leader is based on a broadly
communicative approach, with language contextualised
in texts and a task-based approach to practice and
language exploration. Pair and group work is an
important part of the learning process. The Common
European Framework and the Global Scale of English
has informed many of the speaking activities.
Throughout the units, there is careful development and
logical staging of new language, as well as substantial
recycling of previous language, enabling students to move
forward rapidly. The Language Reference and Extra Practice
sections consolidate and extend students’ learning, as do
the activities available on the MyEnglishLab.
The texts in New Language Leader not only provide
context for grammar and vocabulary, but also
systematically develop students’ reading and listening
skills. The reading texts are authentic or semi-authentic,
or at lower levels based on real sources, and are taken
from a variety of genres (for example, newspapers,
magazines, literature and publicity materials). Listening
skills are also developed throughout the course. Each
unit has a number of listening activities and there is a
wide variety of different listening texts (for example,
radio programmes, conversations, interviews, talks and
lectures), as well as a varied range of activity types.
There is considerable variety in the length of these reading
and listening texts: some are relatively short, but New
Language Leader also offers students an opportunity to deal
– in a supported way – with some longer texts. Students
who suddenly find themselves in an English-speaking
environment – whether in their home country or abroad
– often have difficulty with the large quantities of spoken
and written English that they are exposed to. This course
helps them to build up their confidence in handling
extended amounts of English. In addition, many of the
reading and listening exercises are based on exam-type
questions, including task types from IELTS (International
English Language Testing System) and PTE-A (Pearson
Test of English – Academic), major global tests of English
used in university entrance contexts.
There are constant opportunities throughout the
course for students to improve their speaking skills,
with speaking activities in every lesson. Students can
comment on the topics and discuss the issues that
arise, as well as talk about more personal experiences
and knowledge, through a variety of activities, such as
information gaps, personalised question and answer
activities, role plays and debates.
The Scenario lessons are an important communicative
feature of New Language Leader. Every unit includes a
Scenario lesson, devoted to extended speaking practice in
a real-life situation. Information has to be processed – and
decisions made – leading to a specific outcome. Students
are given support to carry out the task, including a pretask listening activity and a focus on key language.
The course contains comprehensive coverage of the
key English grammar. Grammar is contextualised and
students are encouraged to analyse and understand
grammar through an inductive approach with reference
to examples in reading and listening texts. The grammar
is practised in motivating and interesting activities. The
Language reference and Extra practice section at the back of
the book extends students’ knowledge of grammar and
provides further practice. These sections can be used in
class or for independent study at home.
Lack of vocabulary is one of the main problems many
students face. Consequently, students struggle to make
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sense of texts and express themselves. Put simply, they
need more words, and this need is especially acute in
a university context, with the additional demands of
subject study. New Language Leader has a wide range of
vocabulary, contextualised in texts and recycled through
the course. The Language Reference section now identifies
not only words taught in vocabulary activities, but other
vocabulary occurring in the course which is intended to
become part of the students’ active vocabulary.
Critical thinking, critical reading, and critical
listening
In the new edition, the skills work has been enhanced with
additional activities which focus on important academic
and career skills such as critical thinking, critical reading,
and critical listening. These are flagged up in the Coursebook
with a sub-heading in the task instructions, in green,
identifying the skill that students are developing: whether
that is reacting authentically to the text, identifying its
genre, exploring the assumptions made by the author,
paraphrasing key ideas, offering an alternative point of
view, and so on. These activities aim to make the students
more aware as learners of the skills they bring to texts, and
also to help learn to read and listen – even in a foreign
language – in a more personally engaged, purposeful, and
questioning way. A high value is placed on the ability to
handle texts in this way in many academic and university
contexts. Indeed, it is sometimes the case that learners finish
a university foundation course with excellent English, but
remain unable to participate meaningfully in academic life,
because they have not developed the ability to engage with
texts in this more critical fashion.
Writing skills and Study skills
Writing in English is often a student’s weakest skill. Even
with very able students, it often drags down their scores
in examinations in which they would otherwise perform
well. It is, however, an essential skill for university
students, as well as in many employment contexts. We
consider that writing is a skill in which – with a little
help – students can make significant progress. New
Language Leader has a page in every unit that is devoted
to the development of writing skills, and there are also
further writing activities throughout the course. Because
of the systematic approach to the development of writing
skills in the course, students should be able to make real
progress in their writing, and derive great satisfaction
from this. Again, there is a wide variety in the length and
type of tasks. We place considerable emphasis, even at the
lower levels, on discourse features of written English, with
frequent analysis of text models and plenty of writing
practice at both paragraph and text level. In addition, we
have included activities designed to encourage students to
be rigorous in checking their own writing.
Each unit also includes a Study Skills page, which
encourages students to be independent learners with a
high level of self-awareness. The skills that we cover in this
section are not just for students who are on educational
courses in universities, colleges and schools; they are also
transferable skills which will be useful to students in many
different contexts, including their careers and personal
lives. Study Skills are not just about the written language,
and in the new edition, three of the Study Skills sections at
each level are based on video clips (see below).
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Flexibility
Of course, we hope that your teaching context allows you
to use every page in the book! But the New Language Leader
format can lend itself to different teaching situations and
can be adapted easily depending on the length and type of
course you are teaching. Teachers are best placed to decide
on these adaptations for their own context, but for shorter
courses, you might consider setting longer reading work,
Meet the Expert video viewings, and Writing Skills work as
homework, and use classroom time to focus more on the
development of speaking skills, including the motivating,
extended Scenarios.
To conclude, we trust that you and your students will
find New Language Leader interesting, motivating and
enjoyable. We also hope that it will meet your students’
needs as well as providing something new. We welcome
your comments on the course and hope to have the
pleasure of meeting you in the future.
David Cotton, David Falvey, Simon Kent (Intermediate,
Upper Intermediate, and Advanced)
Gareth Rees, Ian Lebeau (Elementary, Pre-intermediate,
and Advanced)
COURSE DESCRIPTION
New Language Leader is a general English series for adults
and young adults. The course has a topic-based multi-strand
syllabus which includes comprehensive work on grammar,
vocabulary, pronunciation and the four skills. A significant
emphasis is placed on reading, writing and study skills
(suitable for learners in a university or university ‘pathway’
context) as well as speaking and listening.
New Language Leader has five levels and takes learners
from Elementary to Advanced. Each level offers 90 – 120
hours of work in the Coursebook, including the Meet the
Expert video materials.
COMPONENTS OF NEW LANGUAGE
LEADER
Coursebook
The twelve Coursebook units are divided into doublepage lessons, each with clear aims, which are designed to
make the course flexible and easy-to-use.
• Introduction lesson: in New Language LeaderUpper
Intermediate the first spread is where the unit topic
is presented with core vocabulary and lexis through
reading and listening texts, and where students
discuss some of the themes of the unit and activate
any previous knowledge and vocabulary.
• Input lessons: there are two further input lessons
in each unit (Lessons 2 & 3 in each unit). Here,
new language is presented through informative
texts with a balanced mix of grammar, vocabulary,
pronunciation and skills work.
• Scenario: in the fourth lesson, learners integrate
and practise the language presented in the previous
lessons through a more extended communicative
task. This major speaking activity is carefully staged;
the Key language section gives extra support by
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developing functional exponents. The final Task is
where students are really challenged to use English at
the limits of their competence and – through careful
preparation and post-task reflection – to become more
proficient and confident users of the language
• Study and Writing Skills: the fifth lesson consists of
a Study skills section, followed by Writing skills, which
helps students to write a text in a particular genre
(frequently based on a familiar academic text genre,
of the kind required in exams such as IELTS).
At the back of the Coursebook, you will find:
• Language reference/ Extra practice: this section
consists of one cross-referenced spread for each unit.
The left-hand page includes a grammar summary
for the unit, plus reference lists for Key language
and Vocabulary. The right-hand page provides extra
practice for consolidation.
As with all truly unscripted, authentic material, the
language level of the interviews will be found challenging
by some classes, but we feel that the authenticity of the
interview is a powerful motivator to understanding,
and the judicious use of transcripts, and splitting the
material into shorter chunks, will help students who are
in difficulty. The importance of exposure to real English
speech is clear: many users of New Language Leader will
have a pressing need to understand authentic speech on
academic topics, and many others will already be familiar
with authentic English-language video online.
In Upper Intermediate the Meet the Expert clips are:
Unit and lesson
Description
2 Environment
Dr Andrew McGonigle,
a volcanologist, gives a
talk about the importance
of understanding active
volcanoes and different ways
of preventing eruptions.
2.3 Extreme environment
• Communication activities: supporting material for
the information-gap, role-play and similar tasks used
throughout the course.
• Meet the Expert: material accompanying video clips
(see below).
3 Sport
3.3 Getting to the top|
• Audio scripts: transcripts of all the audio used in the
course.
Video materials
New Language Leader is enhanced with two entirely new
strands of video-based content which bring topics to life
and develop important learner skills. The video clips
for the course are available on the teacher and student
resource sites, as well as on the Teacher’s eText for IWB
and the Students’ eText Coursebook.
Activities for using the video in class are in the
Coursebook, and there are additional video activities on
the MyEnglishLab. The materials in the Coursebook focus
on the engaging content of the video, while the activities
on the MyEnglishLab explore the language further.
4 Medicine
4.3 Bionic Eye
5 Transport
5.3 Great railway journeys
7 Architecture
Every unit of the course contains a video clip, and there
are two distinct strands of video material.
7.1 Iconic buildings
Meet the Expert
8 Globalisation
In nine units, there is an authentic video interview with an
expert from a field of work related to the unit topic. The
purpose of these interviews is to bring the topic to life,
provide fresh angles, realistic spoken models of language
use, and allow students to relate the topics they have been
studying to their possible future fields of academic study
or careers. Many of the interviewees are leading academics
in their fields giving insights into their research and others
are major authors or figures in their professions. They have
all been selected first and foremost for the fresh angles they
can provide on the topics and because they have something
to say which will be new to the learners.
Freestanding classroom activities (approximately 45
minutes of additional classroom material per clip)
are provided in the back of the Coursebook. These are
signposted prominently at the end of the main lesson
the clip accompanies. This is the recommended point at
which classes could use the clips, although teachers may
vary this, for example using the clip at the beginning of
the relevant lesson as a lead-in.
8.1 Globalisation – good or
bad?
9 Art
9.3 Contemporary sculptors
10 Pyschology
10.3 Pyschology at work
11 Cultures
11.3 Understanding cultures
Dr Elizabeth Pummell, a
sports psychologist, talks
about the science of sports
Psychology and how different
mental techniques can
enhance athletes’ performance
and promote well-being.
Dr Tina Chowdhury, a lecturer
in Musculoskeletal Science,
talks about medical bionics
i.e. products that mimic the
functionality of the human body.
Monisha Rajesh, a journalist
and travel writer, talks about
a spectacular train journey she
made around India.
Laura Mark, an architectural
journalist, talks about one of
her favourite buildings, the Sesc
Pompeia in Sao Paulo, Brazil.
Richard Cook, a consultant and
coach, talks about the different
issues involved in working in a
global business environment.
Yulia Podolska, a sculptor
who grew up in Ukraine, talks
about her work and influences.
Dr Jack Lewis, a
neuroscientist, talks about
his work and experience of
studying the human brain.
Anna Colquhoun, a culinary
anthropologist and food writer,
talks about the impact of our
cultural surroundings on our
food, taste and ideas.
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TEACHER’S ONLINE RESOURCES
Study Skills video
In three of the units (Units 1, 6 and 12) the video clip
accompanies the Study Skills section, and focuses on
key skills students need for English studies, academic
life and careers (listening to lectures and talks; making
presentations; understanding and taking part in group
discussions). Each of these clips provides a model for
the students to view and analyse, and the accompanying
material focuses attention on the language used and the
communication skills on display (including non-verbal
communication, such as gesture and body language). In
these units, the video material is integrated into the core
lesson, rather than being in the back of the Coursebook.
In Upper Intermediate, the Study Skills clips are:
Unit and lesson
Description
1 Communication
Students watch a lecture about
public speaking, practise taking
notes and reflect on the advice
the speaker gives about ways
to structure a presentation and
conquer nerves.
1.5 Taking notes while
listening
6 Literature and film
6.5 Making an effective
presentation
12 Technology
12.5 Following a panel
discussion
Students watch a presentation
at a university film society,
reflect on the rhetorical
techniques used by the
presenter and then make their
own short presentations.
Students watch a panel
discussion about plagiarism,
make notes about the main
reasons for plagiarising and
discuss the difference between
acceptable paraphrasing and
plagiarism.
Audio
The audio material which accompanies the Coursebook
can be streamed or downloaded from the teacher and
student resource sites.
The class audio is also available to purchase as audio CDs.
MYENGLISHLAB
MyEnglishLab is Pearson’s easy to use Learning
Management System, now on a new, improved software
platform. The New Language Leader Intermediate
MyEnglishLab provides over 300 interactive activities,
focusing on grammar, vocabulary, pronunciation and the
four skills, in a media-rich environment, with plenty of
audio and video support. MyEnglishLab gives students
instant, targeted feedback, including answer-specific
hints and tips to help them work out language points for
themselves. Students and teachers alike can easily track
their progress through the grade book.
Teachers can assign tasks easily, monitor task completion
and performance across their classes, and create
Common Error reports enabling them to focus on class
and individual weaknesses and strengths. In addition
to the practice activities, teachers can also assign all the
course tests and assessments through the MyEnglishLab.
The teacher’s resource site contains all the support
teachers need: detailed teaching notes which accompany
the course; extra photocopiable activities; class audio and
video; a comprehensive testing and assessment package.
Teacher’s Notes
There are warning points to alert teachers about
possible problem areas as well as teaching tips to help
them. Taking into account teachers’ busy schedules,
the Teacher’s Notes are designed as lesson plans,
with ideas for extension and adjustment, which are
especially useful for mixed ability groups. There are also
suggestions for adapting material to focus on academic
English, or on exams skills.
warning points
extension
teaching tips
adjustment
academic English focus
exams skills focus
Testing and Assessment package
New Language Leader contains a comprehensive testing
and assessment package. Printable, photocopiable tests
are contained on the teacher’s resource site with full
instructions for their use.
There is a short Achievement Test for each unit, which
has grammar, vocabulary and integrated skills sections.
For a more developed assessment of students there is a
Mid-course Assessment, to be carried out after the students
have completed units 1-6 of the course, and an End-ofcourse Assessment, to be carried out after units 7–12. The
two major Assessments are based on descriptors from the
Global Scale of English, and they test Reading, Listening,
Language Use, Writing and Speaking separately. The
sections of these Assessments can be split out and used
over several lessons if preferred.
For teachers using the MyEnglishLab with their classes,
the full testing and assessment package is also available
on the MyEnglishLab. This takes a significant marking
chore away from the teacher, as it is scored automatically
within the MyEnglishLab – apart from the mid-course
and end of course Writing and Speaking tests, which are
submitted to the teacher for moderation.
SYLLABUS AREAS
Topics: the units are based on up-to-date topics of
international interest or new angles on familiar subjects
and many of the texts have been substantially revised
for the new edition. Themes have been carefully chosen
to engage the learners and to provide a springboard for
their own ideas and communicative needs. The video
material is completely new for the new edition.
Grammar: New Language Leader follows an established
syllabus progression and learners are actively involved in
developing their knowledge of grammar. The Grammar
sections in the input lessons focus on the main language
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points presented through the texts and learners are
encouraged to work out the rules for themselves. They are
supported by the Grammar tip boxes and cross-referred to
the corresponding Language reference and Extra practice
pages at the back of the book for reinforcement.
Vocabulary: vocabulary input is derived from the unit
topics and texts, allowing the teacher to build on words
and phrases the students already know to create lexical
sets. Additional attention is paid to word building and
lexical patterns. The vocabulary is recycled through
the speaking activities in each unit, revised in the Extra
practice and practised further in the MyEnglishLab.
Pronunciation: regular pronunciation sections are integrated
with the presentation of new language or included on the
Scenario spread as part of the communicative task. The
pronunciation syllabus covers word and sentence stress,
difficult sounds, contractions and intonation.
Reading: there is a wide range of reading material in
New Language Leader and a variety of exercise types
developing the reading skills. The informative texts have
been chosen for their interest and to provide a context for
the grammar and vocabulary items being studied. The
texts are based on real-life sources (magazines, websites,
etc) and related activities include comprehension,
vocabulary and reading sub-skills work, as well as a
strong focus on critical reading (see above).
ALIGNED WITH GLOBAL LANGUAGE
SCALES AND EXAMINATIONS
Common European Framework of Reference: the ethos of
the CEFR is reflected throughout New Language Leader in a
variety of ways. For example, the outcomes of the Scenario
lessons reflect the ‘Can do’ descriptors and help students
use the language they have learnt effectively. Also, great
emphasis is placed on the development of independent
learning across the course including the extensive work on
study skills, good study habits and self-assessment.
The Global Scale of English: New Language Leader is
informed by the descriptors of the Global Scale of English,
which sets out detailed descriptions of language skills and
competence on a scale, aligned to the CEFR, from 10 to 90.
Link to examinations: New Language Leader can be used
to help prepare students for a range of common exams,
especially those used internationally for university
entrance. Activities in the Coursebook, the MyEnglishLab and
the Testing and Assessment package reflect task types used
in IELTS (International English Language Testing System)
and PTE-A (Pearson Test of English – Academic). The
Teacher’s Notes also contain regular suggestions for lightly
adapting course material for exams-focused classes.
Listening: students are given many opportunities to
develop a wide range of listening skills in New Language
Leader, both in terms of text types and activity types
(e.g. checking predictions, table and note-completion).
Students have access to class audio for additional
practice, and there is more listening practice on the
MyEnglishLab to further build the learners’ confidence.
Speaking: opportunities for oral practice of language
and freer discussion appear regularly in every lesson.
There is at least one speaking activity per lesson (and
more opportunities for speaking embedded in other
activities), and a major communicative task in the Scenario
lesson. Many of the speaking and discussion activities are
designed to engage students’ critical thinking skills.
Writing: the writing syllabus introduces students to different
genres and develops students’ writing through analysis of
models and practice in producing different text styles.
Study skills: a systematic approach to developing
study skills fosters independent dictionary use, gives
students help in approaching exams, learning outside
the classroom, taking part in discussions, taking notes in
lectures, giving presentations, and so on.
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HOW A UNIT WORKS (UPPER INTERMEDIATE)
Introduction & input lesson
The contents of
each unit are
clearly labelled
at the top of the
opening page.
2 Environment
LOCAL ENVIRONMENT
4
Collocations Underline the main stress in each
collocation in Exercise 3. Then listen and check.
IN THIS UNIT
2.2
Noisy neighbours and all the
things that drive us mad
READING
GRAMMAR
• pre s e nt pe rfe ct s imple and
co ntinuo us
• indire ct que s tio ns
5
Work with a partner and discuss this list of
problems. Which are the worst, do you think?
Can you add any others?
VOCABULARY
• lo cal e nviro nme nt
co llo catio ns
• the e nviro nme nt
• adve rbs
•
•
•
•
•
SCENARIO
• ag re e ing and dis ag re e ing
po lite ly, po lite que s tio ns
• atte nding a fo rmal me e ting
Stimulating
topic-related
quotation to
engage learners.
noise from traffic
people drinking in the street
young people/children misbehaving
abandoned vehicles
noise from neighbours
BY ROSS LYDALL
Noisy neighbours, uncollected litter and graffiti are
among the things that really annoy us, according
to a new survey. The findings come from a Mori
poll of more than 2,000 residents in three UK
cities – London, Dundee and Newcastle.
• graffiti
• litter/rubbish
• dog mess
• vandalism
The government-commissioned survey revealed
that other issues, such as dog mess and
abandoned vehicles, also cause so much anxiety
that they can affect our quality of life. Designed
to measure how people respond to noise, the
survey also established the extent to which we are
troubled by other anti-social problems.
6
Read the article and answer the questions.
How many people took part in the survey?
Which groups of people have a particular problem
with noisy neighbours?
3 According to the survey, how many people have
protested to their local government, the police or to
their neighbours?
4 According to the article, why is transport noise not a
bigger problem?
1
2
STUDY SKILLS
• de s ig ning a que s tio nnaire
WRITING SKILLS
• writing a que s tio nnaire
Match words or phrases in the article with their
meaning s 1–8.
1 results (paragraph 1)
2 survey (paragraph 1)
3 subjects often discussed or argued about (paragraph 2)
4 size/level (paragraph 3)
5 become unaffected by (paragraph 4)
6 closely connected with (paragraph 4)
7 not thinking about other people’s feelings (paragraph 4)
8 something very important (paragraph 5)
The enviro nment is everything which isn’t me. Albert Einstein, 1879–1955, German-born physicist
3 Complete collocations 1–20 with the words in the
boxes. Listen ag ain to check.
LOCAL ENVIRONMENT COLLOCATIONS
Vocabulary
exercises present
and practise topicspecific lexis.
1
1
Work with a partner and answer the questions.
What sort of area do you live in? Choose words from
the box.
urban
rural
suburban
residential
traditional
smart
inner-city
coastal
up-and-coming
long-established
recently developed
2
How would you describe your area to a visitor?
2
2.1 Listen to three people taking part in a survey
about their local area. Complete the table.
1
2
3
Type of building
atmosphere
hour
rate
environment
1
2
3
4
5
6
7
8
9
10
abandoned friendly
transport
renewable
Where they live
Problems
area
points
pollution
activities
The study – carried out for the Department for
Environment, Food and Rural Affairs – found
that loud music, shouting and banging attracted
far more complaints than noisy parties. As
many as two in five people annoyed by noise
have complained to their council or the police,
while one in four have complained directly to
neighbours. The survey finds that while people
are able to develop ‘immunity’ to traffic and
trains, they see neighbourhood noise as being
synonymous with a ‘lack of consideration’.
The Environment Minister said tackling noise
pollution was a government priority.
7b
Match the hig hlig hted phrases in the article with
functions 1–4.
1
2
3
4
introduce who asked for the survey (2 phrases)
gives the purpose of the survey (1 phrase)
compare two results of the survey (2 phrases)
introduce facts from the survey (3 phrases)
8a
Identifying similarities and differences Look ag ain
at the facts in the article and make notes on the
similarities and differences between the article and
your country in g eneral, and your local area.
apartment mindlesss
environmental urban
8b
traffic
open
Writing exercises
practise short
contextualised
text construction.
Work with a partner to summarise your ideas.
SPEAKING AND WRITING
neighbourhood
spaces
connections
vandalism
congestion
energy
issue
cars
block
environment
11
12
13
14
15
16
17
18
19
20
What they like
house
farm
detached
rush
desirable
noise
natural
wind
cultural
cosmopolitan
crime
recycling
Pronunciation
exercises cover
problem areas
related to the
vocabulary being
studied.
While almost one in three people said noisy
neighbours were a problem, they placed it eighth
on a list of what troubled them most. They were
more than twice as concerned about litter and
rubbish – the main problem to affect their quality
of life. They said noise was a problem of similar
scale to abandoned cars and drinking in the
street. However, the effect of noisy neighbours
ranked much more highly among residents already
dissatisfied with their home – jumping to second
place. It is also the second biggest quality-of-life
issue among residents in medium- or high-rise flats.
7a
LISTENING AND VOCABULARY
2.1
PRONUNCIATION
2.1 LOCAL ENVIRONMENT
9
Work with a partner to discuss solutions to the
problems you identified in Exercise 5.
10 Write a parag raph summarising your solution to
one of the problems.
16
17
Input lesson (1)
The informative
reading text
provides a context
for the language
and vocabulary
being studied.
2.2
CHANGING ENVIRONMENT
CHANGING ENVIRONMENT
Climate change impacts
READING AND VOCABULARY
2.2
GRAMMAR
PRESENT PERFECT SIMPLE AND CONTINUOUS
1
Work in g roups and discuss these questions.
Can you give an example of extreme weather in
your country?
2 What are the causes of climate change?
3 What effects of global warming can be seen today?
1
2
1
2
3
4
5
a
b
c
d
e
Reading
exercises aid
comprehension
of the text and
develop skills.
f
g
h
i
j
Match words 1–10 with their meaning s a–j.
emissions
6 habitat
fossil fuels
7 ecosystem
deforestation
8 glaciers
species
9 drought
extinction
10 famine
a group of animals or plants of the same kind
when a type of animal or plant stops existing
the natural environment in which a plant or animal lives
a long period of weather when there is not enough water
fuels such as coal or oil that are produced by
animals or plants decaying over millions of years
when a large number of people have little food for a
long time and some people die
all the animals and plants in an area and their
relationship to each other and their environment
substances that are sent out into the air
a large mass of ice that moves slowly down a
mountain valley
when all the trees in an area are destroyed
T he e ffe cts o f warming o n o ur wo rld can be
se e n to d ay
1
Loss of species
Coral whitening
Thousands of species risk extinction from
disappearing habitat and changing ecosystem s.
According to the IPCC, clim ate change will put som e
20–30 percent of species globally at an increasingly
high risk of extinction, possibly by 2100.
Coral reefs are highly sensitive to sm all changes in water
tem perature. Heat causes corals to lose the algae that feed
them , which leaves coral white. Continued warm ing could
cause coral whitening to becom e an annual event within the
next few decades, destroying m any reef ecosystem s.
1
The US Geological Survey reports that slight changes in the
clim ate m ay result in sudden changes in ecosystem s. These
m ay be im possible to reverse. The Rocky Mountains in Canada
and the US have been losing their forests at a worrying rate
since 2000 due to the increase of tree-killing insects.
Arctic sea ice is the polar bear's feeding habitat. As
sea ice disappears, the death rate of bears rises. The
US Geological Survey has warned that two-thirds of
the world's polar bear populations could be lost by
the m id-century as sea ice continues to retreat.
f
g
h
i
j
3
4
A recent IPCC report predicts that sea levels could rise 25–38
centim etres by 2100 if current warm ing patterns continue.
5
A 2005 survey of 442 glaciers from the World Glacier
Monitoring Service found that 90 percent of the world's
glaciers are shrinking as the planet warm s.
4
Read the article ag ain and decide what these
numbers refer to.
1.1–6.4
20–30
90
2000–2009
Critical thinking
tasks encourage
students to
analyse and react
to the text.
two-thirds
50
2005
Threats to people around the globe
442
Extrem e weather will becom e m ore frequent – and m ore
dangerous. The World Meteorological Organisation reported
that 2000–2009 was the hottest decade on record, with
eight of the hottest 10 years having occurred since 2000.
5
Identifying sources Underline all the sources in the
article and answer the questions.
1 What information are they linked to?
2 What phrase (e.g. according to) is used?
6
1
2
3
4
Thinning ice, rising seas
Satellite im ages show that the extent of Arctic sum m er
sea ice has been m elting at an increasing rate and alm ost
9 percent of it has disappeared per decade since 1979.
More wildfires
Sea level rise
Increased flooding
More intense hurricanes
Threats to forests
6
The recent IPCC report concludes that very heavy rain has
increased in frequency during the last 50 years and that
global warm ing has been a factor.
Work with a partner and discuss the questions.
Which of the effects of global warming do you think
is the most dramatic?
If you could save one species at threat from
extinction (e.g. polar bears, tigers, gorillas, giant
pandas), which would it be?
‘Global warming is a myth.’ Do you agree?
What can people do to be more environmentally
friendly?
2
3
4
5
2
Rising seas are one of the m ost certain effects of
global warm ing, as warm ing ocean waters expand and
m elting glaciers, ice caps and ice sheets add m ore water
to the oceans.
Read the article and complete g aps 1–8 with
heading s a–j. There are two extra heading s.
Melting glaciers
Spread of disease
Arctic sea ice is shrinking
Decline in polar bears
Increased drought
Read these sentences that describe a similar situation
and answer the questions.
a I’ve been working for the US Geological Survey for
the last three months on a temporary contract.
b I’ve worked for the US Geological Survey for three
months now and this is my last day in the office.
Impacts on the world around us
3
a
b
c
d
e
7a
The E arth could warm between 1.1 and 6.4°C this
century if we fail to reduce em issions from burning
fossil fuels and deforestation – devastating the
natural world we love.
7
There have also been increased periods of drought,
particularly in parts of Africa and Asia suffering from
fam ine. According to the National Centre for Atm ospheric
Research, the percentage of the Earth's surface suffering
drought has m ore than doubled since the 1970s.
Which sentence uses the present perfect simple?
Which uses the present perfect continuous?
Do both sentences refer to the same period of time?
Do both sentences refer to a time starting three
months ago and lasting up to now?
Which sentence emphasises a completed action?
Which sentence sees the action as temporary and
incomplete at the moment that it is talked about?
7b
Underline examples of the present perfect simple
and the present perfect continuous in the article. Why
has the writer used these forms in each case?
Lang uag e reference and extra practice, pag es 126–149
¬¬
8 Complete the sentences with the present perfect
simple or present perfect continuous form of the verbs
in brackets. Sometimes both forms are correct.
1
2
3
4
5
6
7
8
(disappear) at an alarming rate.
In Iceland, the ice
The Dead Sea
(shrink) at the rate of one
metre per year.
Rising sea levels mean that some reclaimed land in
low-lying areas
(already/vanish).
I
(work) on the environmental project all year.
The Environment Agency
(send) over 115,000
warnings to people at risk of flooding.
The environmental lobby
(try) to get the
government to reduce CO2 emissions for ages.
Some scientists
(question) the impact of
climate change.
The IPCC
(just/publish) their latest report.
SPEAKING
9 Work in g roups. Talk about your environment using
the present perfect simple and continuous. Discuss
some of these topics.
• the weather
• the seasons
• wildlife
• endangered species
• sea levels
Our class has been paying a lot of attention to local
environmental news over the past couple of years, and
we now know that honey bees have been disappearing
at an alarming rate. A top scientist has warned that these
bees could be wiped out in a few years.
8
Diseases such as m alaria could becom e m ore difficult to
control in areas where it is currently too cold for them to
spread year round. As tem peratures rise, diseases can grow.
18
Clear
presentation
of grammar
followed by
useful practice.
Speaking
exercises
personalise
the language
and encourage
communication.
19
7
0
0
Input lesson (2)
2.3
EXTREME ENVIRONMENT
SPEAKING AND LISTENING
5c Look ag ain at the indirect questions in Exercise 5a.
Are these statements true or false?
1 We use the word order of affirmative statements in
indirect questions.
2 We use if or whether to introduce indirect
yes/no questions.
3 We do not use the auxiliary do in present simple
indirect questions.
4 Indirect questions always end with a question mark.
1
Work with a partner to brainstorm everything you
know about volcanoes in two minutes.
2
Guess the answers to this quiz.
What do you know about Volcanoes?
Decide if these statements are true or false.
1 Volcanoes are a natural way that the Earth and
other planets have of cooling off.
2 The biggest volcano on Earth is Mauna Loa in
6b Work with a partner. Ask and answer the indirect
questions in Exercise 6a. Look at Audio script 2.3 on
pag e 169 to help you.
READING
3
2.3 Listen to someone talking about volcanoes
and answer the questions.
3
4
a
b
c
d
e
Listen ag ain and check your answers to the quiz.
GRAMMAR
Look at the direct questions below. Then look at
Audio script 2.3 on pag e 169, find exactly how they were
asked and write them in the table.
Direct questions
Indirect questions
Can I ask what the
the biggest volcano
in the world is?
1 What is the biggest volcano in
the world?
a famous Italian volcano
the evacuation of Yellowstone
the width and thickness of the Yellowstone volcano
the author meeting the park geologist
earthquakes
8 Read the extracts ag ain and answer the questions in
your own words.
1 What does the title, dangerous beauty, mean?
2 What are the approximate dimensions of
Yellowstone Park?
3 Why, if Yellowstone blew, is ‘the cataclysm pretty well
beyond imagining’?
4 Does Doss know how much warning would be given
if Yellowstone was ‘going to go’?
5 Why does Doss say that warning signs of an eruption
would not be easy to predict at Yellowstone?
6 Why would evacuating Yellowstone ‘never be easy’?
INDIRECT QUESTIONS
5a
Concept-check
questions
encourage
students to work
out the grammar
rules themselves.
15
7 Read the extracts from Bill Bryson’s A Short History
of Nea rly Everything on pag e 21 quickly and number the
topics in the order they are mentioned.
What is the situation?
What is the relationship between the speaker and
the listeners?
How many questions are asked?
1
2
5
10
in the USA.
10 Vesuvius is a famous active volcano in Italy.
2 Can people go inside volcanoes?
3 Is Vesuvius an active volcano?
ADVERBS
5 Is the Chilean Copahue volcano
safe for local people?
20
25
YELLOWSTONE, IT TURNS
OUT, IS A SUPERVOLCANO.
It sits on top of an enormous
hot spot, a reservoir of molten
rock that begins at least 2,000
kilometres down in the Earth
and rises to near the surface,
forming what is known as a
superplume. The heat from the
hot spot is what powers all of
Yellowstone’s vents, geysers,
hot springs and popping mud
pots. Beneath the surface is a
magma chamber that is about
72 kilometres across – roughly
the same dimensions as the
park – and about 13 kilometres
thick at its thickest point. The
pressure that such a pool of
magma exerts on the crust
above has lifted Yellowstone
and its surrounding territory
about half a kilometre higher
than they would otherwise be. If
it blew, the cataclysm is pretty
well beyond imagining.
‘It may not feel like it, but you’re
standing on the largest active
volcano in the world,’ Paul Doss,
30 Yellowstone National Park
geologist, told me soon after
climbing off an enormous
Harley-Davidson motorcycle and
35
shaking hands when we met at the
park headquarters at Mammoth
Hot Springs early on a lovely
morning in June.
70
I asked him what caused
Yellowstone to blow when it did.
40
45
50
55
60
65
‘Don’t know. Nobody knows.
Volcanoes are strange things.
We really don’t understand
them at all. Vesuvius, in Italy,
was active for three hundred
years until an eruption in 1944
and then it just stopped. It’s
been silent ever since. Some
volcanologists think that it is
recharging in a big way, which
is a little worrying because two
million people live on or around
it. But nobody knows.’
‘And how much warning would
you get if Yellowstone was going
to go?’
9
Match the hig hlig hted adverbs in the extracts with
adverbs in the box with a similar meaning .
5b Why does the professor use a direct question (What deliberately mainly normally perhaps relatively
is a volcano?) and the students use indirect questions? slowly and carefully
75
80
85
He shrugged. ‘Nobody was
around last time it blew, so
nobody knows what the warning
signs are. Probably you would
have swarms of earthquakes
and some surface uplift and
possibly some changes in the
patterns of behaviour of the
geysers and steam vents but,
nobody really knows.’
90
95
‘So it could just blow without
warning?’
He nodded thoughtfully. The
trouble, he explained, is that
nearly all the things that
would constitute warning signs
already exist in some measure
at Yellowstone. ‘Earthquakes
are generally a precursor of
volcanic eruptions, but the park
already has lots of earthquakes
– twelve hundred and sixty of
them last year. Most of them
are too small to be felt, but they
are earthquakes nonetheless.’
Evacuating Yellowstone would
never be easy. The park gets
some three million visitors a
year, mostly in the three peak
summer months. The park’s
roads are comparatively few
and they are kept intentionally
narrow, partly to slow traffic,
partly to preserve an air of
picturesqueness, and partly
because of topographical
constraints. At the height of
summer, it can easily take half
a day to cross the park and
hours to get anywhere within it.
Extract from Bill Bryson's A Short
History of Nearly Everything
SPEAKING
MEET THE EXPERT
10a
VOCABULARY
4 Why do volcanoes stop erupting?
Cross reference
directs students
to the Language
reference and
Extra practice
spread at the
back of the book.
DANGEROUS BEAUTY
Chang e the direct questions into indirect questions.
Use introductory phrases from Exercise 5a.
1 How high is Mauna Loa?
I’d like to know how high Mauna Loa is.
2 How many volcanoes erupt each year?
3 What causes a volcano to erupt?
4 What is the biggest volcano in the USA?
5 Which volcano has been showing a lot of activity recently?
6 When did Vesuvius destroy Pompeii?
7 When did Vesuvius last erupt?
8 Do a lot of people live near Vesuvius?
Hawaii.
3 Most volcanoes are found around the rim of the
Atlantic Ocean.
4 There are volcanoes around the coastline of
Antarctica.
5 There are no underwater volcanoes.
6 About fifty volcanoes erupt each year.
7 The temperature of lava flows can reach 1,250°C.
8 People can never go inside volcanoes.
9 There is a large volcano under Yellowstone Park
Listening
exercises guide
students through
audio texts
and encourage
different styles of
listening.
Yellowstone:
Lang uag e reference and extra practice, pag es 126–149
¬¬
6a
Work in g roups of three. Read one short text each
about a volcano and make notes on the key points.
Student A: look at page 155.
Student B: look at page 157.
Student C: look at page 161.
Watch an interview with Dr Andrew
McGonig le, a volcanolog ist, about active
volcanoes.
Turn to page 150 for video activities.
Authentic video
interviews
provide
additional input
and discussion
material,
extending the
topic.
10b
Presenting Take turns to g ive a one-minute
presentation on your volcano from your notes. At the
end of each presentation, ask the presenter polite
questions about their volcano.
20
21
Scenario
Scenario lessons
practise Key
language from
the unit through a
meaningful final
task.
2.4
SCENARIO
2.4
SPARROW HILL WIND FARM
SITUATION
The situation
sets up the
background
information.
A British power com pany has identified a good
site for a wind farm in the north of England. The
proposal is for a wind farm of eighty turbines over
a large area. Each tower will be 60 m etres tall and
have a turbine which is 35 m etres in diam eter. The
wind farm will cover an area of several kilom etres
and take five years to com plete.
As fossil fuels such as coal, gas and oil are being used
up, governm ents are keen to find alternative sources
of energy, especially those that do not em it carbon
dioxide. Nuclear power is one possible source, but
m any people have doubts about its safety. Renewable
energy sources include solar, wave and wind power.
The UK Governm ent is keen to use these sources of
power, and hopes to generate 15 percent of its energy
needs from renewable sources by 2020. However,
som e people feel that onshore wind farm s spoil the
landscape, particularly in countryside areas where they
are usually sited. Many people argue that they are
unpleasant eyesores which dam age the enjoym ent
of areas of outstanding natural beauty. Other people
argue that wind power is sim ply not reliable as an
energy source, as wind is variable and unpredictable.
Students are
given preparation
for the task
through different
activities.
SPARROW HILL WIND FARM
2 2.4 Listen to a g overnment official talking to a
power company representative. They are discussing the
proposed wind farm. Answer the questions.
1
2
3
TASK
ATTENDING A FORMAL MEETING
What is the attitude of each speaker to a public meeting?
What is John Reynolds worried about?
What do they decide in the end?
PUBLIC MEETING
KEY LANGUAGE
AGREEING AND DISAGREEING POLITELY, POLITE
QUESTIONS
3a
Put words from the conversation in the correct
order. Use contractions where necessary.
1 looking / one / it / way / is / but / at / that / of
2 are / because / right / you / absolutely
3 like / I / know / to / would
4 point / you / have / but / a / think / do / not / you
5 interested / I / knowing / am / in
6 very / is / true / that / because
7 go / there / I / because / you / along / would / with
3b
Listen ag ain and check your answers.
4
Practise saying the expressions. Pay careful attention
o pronunciation and use contractions.
your opinions. Try to persuade the other people at the
meeting to accept your ideas.
5c Meet as a class. Report back on the result of your
meeting .
6 What do you think would happen in your country
with a similar proposal?
To discuss the Sparrow Hill wind farm proposals
USEFUL PHRASES
Date: 15 July
Asking polite questions
| Time: 7 p.m.
Venue: Merlin Sports Centre
Could you tell me (if/what) … ?
I was wondering (if/what) …
All welcome
Putting your point of view across forcefully
commited to greener energy
5a
Work in g roups of five. You are g oing to attend the
public meeting . Read your role cards and prepare for
the meeting . You can add your own ideas.
Student A: look at page 155.
Student B: look at page 157.
Student C: look at page 161.
Student D: look at page 163.
Student E: look at page 163.
I’m absolutely certain that …
I really believe that …
There’s no doubt in my mind that …
I’m totally convinced that …
Being diplomatic
That’s a good point, but …
Yes, I see what you mean, but …
The clear,
well-structured
communicative
Task enables
students
to practise
language in
a meaningful
context.
1
Read the situation and backg round information
above and answer the questions.
1 What sources of energy are mentioned? What
advantages and disadvantages are given for the
energy sources?
2 Which facts and figures indicate that the wind farm
will be large?
22
23
The Key
language of
the lesson is
presented and
practised.
8
0
0
Study and writing skills
The Study skills
section develops
students’ ability
to work on their
own and in
the classroom
environment.
STUDY AND WRITING SKILLS
2.5
STUDY SKILLS
DESIGNING A QUESTIONNAIRE
1 Questionnaires are used to g ather data for
surveys and reports. They usually provide up-to-date
information or find out people’s attitudes
and behaviour.
1 If you have answered a questionnaire recently, what
was it about?
2 Which organisations frequently use questionnaires to
gather information?
3 Which of the following are you most likely to
answer: postal, telephone, or online questionnaires?
Why?
2
STUDY AND WRITING SKILLS
Question types Look at extracts A–G from a
questionnaire and match them with the descriptions 1–7.
5a
Descriptions of question types
1 Closed questions requiring the answer ‘yes’ or ‘no’.
2 Questions which require a respondent to indicate
how frequently they do something.
3 Questions requiring respondents to tick items in lists
or boxes.
4 Questions requiring a choice between alternatives.
5 Questions which require a figure or limited number
of words.
6 Open questions beginning with what, who, why, etc.
7 Questions which require the respondent to choose a
number on a scale.
5b
Listen to a lecturer g iving a presentation
about questionnaires. Answer the questions.
1 What two key points does she mention about
designing questionnaires?
2 What two types of question are mentioned?
3 Which type of question will provide more
information?
Students are
given real life
tasks.
2.5
2
3
4
5
6
7
8
15–20 
30+ 
7 2.6 Lis ten to the firs t part of an SOE meeting .
What bas ic information about res pondents will
SOE as k for?
3
Do you have a gas boiler and is it new and
fuel-efficient?
4
Do you replace light bulbs in your house/flat?
8 Listen ag ain. Note down the issues they plan to
include in their questionnaire. Are they the same as the
ones you chose in Exercise 6?
5 Which of the following energy-saving activities
are you doing? Tick the appropriate boxes.
Wearing jumpers and cardigans in the house

to keep heating at a low temperature.

Having fewer baths and more showers.


Driving an energy-saving car (e.g. a hybrid car). 
Using as few lights as possible and turning
them off assoon as you don’t need them.
D Put a cross () on the scale to indicate your
level of stress.
Installing solar panels to light and heat
your house.
(1 = no stress, 5 = average stress, 10 = very stressed)


9 2.7 Listen to the next part of the meeting and
tick the questions which will be included in the
questionnaire.
1 How important each issue is for them.
2 Why they chose the most important issue.
3 What they do to protect the environment.
4 How aware and worried respondents are about
each issue.
5 If respondents are able to give money to SOE.
6 If respondents are willing to join SOE’s campaigns.
E What do you think are the main causes of stress
2
for students?
F Which would you prefer?
a fewer course assignments and more tests and
examinations
bfewer tests and examinations and more course
assignments
Students are
given model texts
to follow and
analyse.
Students are
given a guided
writing task.
10a Work in g roups of four and choose one of
these tasks.
1
10
5
1
20–30 
2 Do you believe it is necessary to save energy
C Do you feel stressed during your studies?
Yes
No
them to take action to protect the environment.
Members of SOE are meeting to prepare a questionnaire
which will be sent to young people aged 15–30. The
questionnaire will gather information about young
people’s attitudes to a number of environmental matters.
1 How old are you? Tick the appropriate box.
in the home? Tick the appropriate box.
No 
Yes 





1 undergraduate
postgraduate
other
2 course
research
Short questions are better because if you ask long
.
ones, people won’t bother
Open questions allow people to answer
.
With closed questions, the person answering
has
.
It takes a lot longer to analyse the answers to
.
When using open questions, it is important to ask for
only one
.
Questions should be clear and well structured so
that people can see the point
.
At the start of a questionnaire, you should
ask
.
When designing a questionnaire, you need to look
ahead and consider how you’re going to
.
6 Read about the Save Our Earth org anisation. What
issues do you think SOE will list in the questionnaire
they are g oing to prepare? Note down a few key
environmental issues.
Save Our Earth (SOE) is an environmental organisation
founded two years ago. It aims to raise awareness among
ENERGY QUESTIONNAIRE
How many students are in your class?
3 Listen ag ain and complete the sentences. Use a
maximum of three words for each sentence.
1
Work with a partner and discuss how to improve
the ‘poor’ questions. Sug g est alternatives.
A What department are you in?
B Tick the boxes which apply to you.
2.5
Look at these questions from a questionnaire. Tick WRITING SKILLS
the g ood questions and cross the poor questions.
WRITING A QUESTIONNAIRE
4a
Writing Skills
focus on a
different genre
of writing in each
unit.
You work for SOE. Each student chooses one issue
from Exercise 8. Write six questions to find out the
respondents’ attitude to your issue.
You are going to do a questionnaire about issues
in your place of study/work. Each student chooses
one issue that interests them (e.g. sports/catering/
parking facilities, how clean the building is, etc.).
Write six questions to find out the respondents’
attitudes to your issue.
10b Show your questions to other members of your
g roup. Correct the questions if there are any errors.
10c
G How often do you feel stressed? Circle the
Sug g est two more questions for each issue.
10d Prepare the questionnaire, adding the basic
questions about the respondents from Exercise 7.
appropriate letter.
a never
b rarely
c sometimes
d often
e always
4b Work with a partner and discuss the advantag es
and disadvantag es of using each type of question.
24
25
OTHER SECTIONS
Meet the Expert
Authentic video
interviews
provide
motivating, reallife input.
MEET THE EXPERT
Carefullyscaffolded
tasks make
the authentic
language
accessible.
7 ARCHITECTURE
3b Watch the interview ag ain and
complete the missing information.
1 Work with a partner. Look at the three building s in the photos
and answer the questions.
4
Work in g roups and discuss the
questions.
1 Are there any unusual buildings in your
city?
2 What are your favourite buildings? Why
do you like them?
3 If you could design a building for your
local area, what would you design?
8 GLOBALISATION
1a
Match the adjectives in the box with
their meaning s below.
egalitarian hierarchical stifling
relationship-oriented task-driven
3a
Work with a partner. Can you
remember Richard’s answers to these
questions? Make notes.
global business environment mean to
different companies?
2 What big differences are there between
working in a global environment and
‘business as usual’?
3 What different ways of communicating
do the two cultures he refers to have?
4 What do native English speakers do
when they communicate?
5 How does he suggest adapting the phrase
When in Rome, do as the Romans do?
3b
Watch the interview ag ain and check
your answers.
4a
Interviewees
are leading
professionals
and academics,
providing fresh
angles on the
course topics.
1 The Mac
1
2
3
4
2 Park Hill
3 Sesc Pompeia
Where do you think each building is?
What do you think it’s used for?
What adjectives would you use to describe each one?
Which one do you like best?
2
7 Watch an interview with Laura Mark, a journalist for a
mag azine on architecture, and tick which four of the sentences (a–g )
she says are unusual about the Sesc Pompeia building .
a It wasn’t common at the time it was built for women architects to
build large buildings.
b Lina Bo Bardi had already built many buildings like this.
c She changed a building that was there rather than building it fr
d Before that, concrete had rarely been used on such a large scale.
e She built the walls from plaster.
f The windows look very different from the rest of the building.
g The building was popular at the time, but not now.
3a
Work with a partner and look at the notes below. Can you
remember the missing information?
area of Sao Paulo.
in a
1 The Sesc Pompeia is located
.
where people can play
2 One of its uses is as a place
it, also built
3 The organisatio n that built
other centres across Brazil.
in order to
people
local
the
4 Lina Bo Bardi worked with
.
create a building which they
high.
5 The towers are
to the
were in
6 The colours of the windows
material of the rest of th e building.
e of the building
7 Laura describes the appearanc
.
as
when it first opened and
8 Local people loved th e building
they still
1 a system where people are divided into
levels of importance
2 focused more on results
3 a belief that everyone is equal and
should have equal rights
4 a situation which stops you developing
your own ideas and character
5 a belief that good contact with
colleagues is important
1b Work in g roups. Which words/phrases
would you use to describe the way people
communicate in your culture? Which other
words/phrases would you use?
8 Watch the interview with
2
Richard Cook, who talks about working
in a g lobal environment, and put the
quotes in the order he says them.
a ‘… and this is because they maybe have
different ways of communicating or
different styles of leadership.’
b ‘Well, a global business environment
can mean different things for different
companies.’
c ‘The biggest block for native English
speakers working globally is that they
believe they don’t have to do anything
differently when they communicate.’
d ‘The implications for people working in
a global environment are that it cannot
be business as usual. There are big
differences.’
Work with a partner. You are g oing
to g ive a short presentation on advice for
people coming to work in your country.
Make notes on these thing s, and think
about how you are g oing to present your
ideas.
• communication styles
• what people value most
• how to get the best out of people
4b
Give your presentation to the class.
Discuss which you liked the best.
9 ART
1
Work with a partner and discuss the
questions.
movies adverts
sculpture pottery
theatre street performance
jingles
modern art graffiti photography
1 Which of these things do you consider
to be art? What are the other things?
2 Which of them do you like most/least?
2
You are g oing to watch an interview with Yulia Podolska, a
sculptor. Before you watch, match the words in the box with their
meaning s 1–6 below.
carve
clay
maquette
marble
plasticine
sketch
a hard, white rock which becomes smooth when it is polished
a simple, quickly-made drawing which does not show much detail
a small scale model, or rough draft of a sculpture
a type of heavy, sticky earth that can be used for making pots and bricks
a soft substance that comes in many colours and is used by children
for making models
6 make an object or pattern by cutting a piece of wood or stone
1
2
3
4
5
9 Work in pairs. Put the stag es of the sculpting process in
3a
order, then watch the interview and check your answers.
a
b
c
d
e
f
Students are
encouraged to
discuss, react
and take the topic
in new directions.
She makes a bigger sculpture out of clay.
She has an idea in her head.
She uses that to make a cast out of plaster.
She makes a maquette.
She carves the sculpture in marble.
She plays with plasticine or does a pencil sketch.
3b Watch the interview ag ain and choose the correct option (a, b or c).
1 What inspired Yulia to become a sculptor?
a her work as a doctor
b a visit to a museum
c her university professor in Kiev
2 Why is marble her favourite material?
a you can make detailed sculptures with it
b you can transform it into something very different
c it’s easy to use
3 Which of these is not a material she has used in her work?
a plastic toys
b rubber
c ice
4 Why does she refer to Renaissance and contemporary collections in
Italy and France?
a she wants to create better pieces
b she wants to create something different
c she wants to create her own place within this world
5 Where does she get most of her ideas from?
a her emotions and political situations
b her relationships
c the TV
6 What does she say about the stone she used for The Cardinal?
a it was difficult to find
b she knew what it would be as soon as she saw it
c it was a difficult piece to carve
4 Work in g roups and discuss the questions.
1 Yulia gives lots of examples of things that have inspired her.
Can you think of an example of something which has inspired
you to do something?
2 If you were going to create a piece of art (e.g. painting, sculpture,
etc.), where do you think you’d get your ideas from?
3 Do you think people are born with artistic talent, or is it something
that can be learnt?
it in the same way now.
152
153
9
0
0
Language reference / Extra practice
There is one
Language
reference and
Extra practice
spread for each
unit at the back
of the book.
Grammar is
cross-referenced
to separate
grammar points
in each unit.
The students are
given a summary
of the Key
language and
Vocabulary they
have studied in
the unit.
1
LANGUAGE REFERENCE
GRAMMAR
G1 THE CONTINUOUS ASPECT
Use the continuous aspect to talk about:
• an action which is in progress.
Answer the door! I’m watching something.
• an unfinished action.
She was wo rking on a new novel when she died.
• a temporary action.
I’m us ing Jo’s laptop while mine is being repaired.
• a trend, changing action or situation.
Scientists say the weather is getting hotter.
Compare the present simple and continuous:
I live in a small flat. (permanent situation)
I’m living with a host family for six weeks. (temporary
situation)
EXTRA PRACTICE
PAST PERFECT
The past perfect looks back from a time in the past to
another time before that.
She’d applied for ten jobs before she got this one.
We can use the past perfect to describe a sequence
of events. The past perfect describes the first action.
When we arrived, the train had left. (First the train
left, and then we arrived.)
We can use just or already to show that the first
action happened recently or earlier than expected.
We arrived at six, but the train had jus t left.
When they arrived, the film had already s tarted.
We can use the past perfect for repeated earlier actions.
By 2006, Deborah Tannen had written twenty books.
G1
1
2
3
4
5
KEY LANGUAGE
I’m watching the new series of Breaking Bad. It’s
fantastic. (I watch it every Thursday evening.)
We often use the past continuous and the past
simple to talk about a long er backg round action in
the past when a shorter action happens during it or
interrupts it.
I was washing the car when the pho ne rang .
We can also use the present continuous to describe
future arrang ements.
We’re collecting our new car at the weekend.
G2 STATE VERBS
Some verbs describe something passive or a state.
Examples of these verbs are: agree, believe, belong, depend,
hate, hear, know, like, love, prefer, see, understand, want.
We rarely use state verbs in the continuous:
I’m not understanding this word. 
I don’t understand this word. 
G3 THE PERFECT ASPECT
Use the perfect aspect to look back from one time
to another.
PRESENT PERFECT
The present perfect looks back from now to a time
before now. There are four main uses.
• a state that started in the past and is still continuing
I’ve lived here all my life.
• a completed action in the past which has some
relevance to the present (e.g. a present result)
There has been a severe storm and the airport is
now closed.
• finished actions in a period of time that is still continuing
I’ve been there once already today.
• actions in the past which may happen again
Deborah Tannen has written several books on
communication. (She could write more books.)
!
KL OUTLINING PROBLEMS AND OFFERING
SOLUTIONS
OUTLINING PROBLEMS
The problem is …
The trouble is …
It’s a tricky situation because …
It’s a vicious circle.
6
1 Choose the best explanation for each sentence.
We were quite poor when I was growing up.
a I’m an adult now.
b I’m still a child.
She’s on a diet so she isn’t eating any ice cream.
a She ate ice cream in the past.
b She never eats ice cream.
By the end of the day we were feeling quite tired.
a We got more tired as the day went on.
b We felt tired all day.
I was checking my emails when my computer
stopped working.
a I managed to check all my emails.
b I only managed to check some of my emails.
Michael’s doing a project on wind farms.
a Michael has finished the project.
b Michael has not finished the project yet.
The family was living in a caravan at that time.
a The family lived there for a temporary period.
b The family always lived there.
G2 2 Make questions from the prompts. Use a
continuous form if possible.
1
2
3
4
5
6
7
8
OFFERING SOLUTIONS
One way of dealing with this could be …
Well, there’s an obvious solution.
We could talk to …
The best way to deal with it is to …
REACTING TO SUGGESTIONS
That might well solve the problem.
That seems the best way to deal with it.
you / prefer / chicken or fish ?
you / read / anything interesting at the moment ?
this mobile phone / belong / to you ?
your course / get / more difficult ?
anyone / know / the answer to this question ?
you / agree / with him ?
the students / learn / about / pollution this week ?
your parents / know / how to send emails ?
G3
VOCABULARY
V1 PHRASAL VERBS
bump into, catch up with, get in touch with, keep track
of, lose touch with, stay in touch with, track down
V2 SCIENTIFIC STUDY
concept, experiment, method, random, research, results,
sample, theory
analyse (v), confirm (v), prove (v), test (v)
V3 IDIOMS
actions speak louder than words, be on the same
wavelength, get a word in edgeways, get straight to the
point, have a quick word with someone, hear it on the
grapevine, think before you speak
V4 COLLOCATIONS
display similarities, establish connections, establish
rapport, exhibit knowledge, impart information,
maintain status, negotiate relationships, negotiate status
3
Complete the text with the correct form of the
verb in brackets.
John Gray is a famous US psychologist and author. His
best-known work is Men Are from Mars, Women Are
(write) in 1992. By 2007,
from Venus, which he 1
the book 2
(sell) over six million copies.
For over twenty years he 3
(lead) seminars and
courses on relationships and communication, and he
4
(appear) frequently on television shows,
including Oprah and The Today Show.
Gray was born in Houston, Texas, in 1951. He
5
(attend) high school and the University of Texas,
but instead of completing his degree he 6
(decide)
to move to Switzerland. After he 7
(be) in
Switzerland for nine years, Gray decided to return to
the USA, where he 8
(complete) a doctorate in
Psychology at Columbia Pacific University. The research
for his PhD formed the basis of Men Are from Mars,
Women Are from Venus.
Following the success of that book, Gray 9
(write)
several more best-selling guides to relationships and
communication. He now 10
(live) in California
with his wife and three children.
Use the past simple, not the present perfect, when
talking about a definite time in the past.
Our lesson has finished at four o’clock. 
Our lesson finished at four o’clock. 
126
KL
A:
B:
A:
B:
A:
B:
A:
B:
1
4
Complete the dialog ue with one word in each g ap.
What’s the problem?
situation because my boss keeps
Well, it’s a1
she expects – it’s a 2
circle.
Well, there’s an 3
solution. Why don’t you just
say ‘no’?
The 4
is that she’ll think I’m lazy and I might
lose my job …
One way of 5
with this could be to explain
your situation to her. I’m sure she’ll understand.
I’m not sure. It’s a very tricky 6
.
Well, maybe the best way to 7
with it is to talk
to the area manager. He’s very helpful.
OK. That might well 8
the problem.
Extra practice
exercises for
the Grammar,
Key language
and Vocabulary
studied in the
unit.
V1,2 5 Replace the words in italics with words from
V1 or V2 with a similar meaning .
It was great to meet my old boss by accident at the
conference.
It’s important to maintain a relationship with your
customers.
Can you help me find last year’s sales figures, please?
We need to know for sure how many people to cater for.
I’d like to tell you about the idea behind our new
design.
6 We can’t just say our product is the best – we need
to provide the facts to demonstrate it.
1
2
3
4
5
V3
6
1
2
3
4
5
Carol and Jim always have very different ideas.
I can’t get a word in edgeways.
They spend ages talking about irrelevant things.
Can I have a quick word with the manager?
It’s important to see what they’ve actually done.
a
b
c
d
e
After all, actions speak louder than words.
They’re just not on the same wavelength.
They should get straight to the point.
They never stop talking.
It won’t take very long.
V3
1
2
3
4
5
6
a
b
c
e
f
g
Choose a–e to continue the sentences.
7 Choose a–g to continue the sentences.
Although we want our products to look different,
they need to have
A big part of attending conferences is establishing new
Face-to-face meetings are the best way to establish a
He didn't get the job because he didn't exhibit enough
The more information you can
We have been working hard to maintain our
status as the world leaders in mobile technology.
connections with potential business partners.
good rapport with your employees.
knowledge of the construction industry.
some similarities to create a common identity.
impart, the more your employees will trust you.
127
MYENGLISHLAB
A blended and
personalised
learning
environment with
materials that
can be assigned
at the click of a
mouse.
Rich media
activities using
audio, video, and
‘record yourself’
functionality.
Interactive
practice
exercises with
instant feedback
and automatic
gradebook.
10
0
0
MYENGLISHLAB
Interactive
practice
exercises with
instant feedback
and automatic
gradebook.
Tips and
feedback that
direct learners
to reference
materials and
encourage
them to work
out answers for
themselves.
•
Achievement tests for each unit, and mid-course and end of course assessments.
•
Common error report that report that highlights mistakes that learners are making.
11
0
0
1
Communication
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
the continuous aspect; the perfect aspect
phrasal verbs; scientific study; idioms; collocations
outlining problems, offering solutions, reacting to suggestions; solving communication
problems
note-taking from listening to a talk
writing and checking written communication
SPEAKING AND LISTENING
1.1 CONNECTIONS
IN THIS LESSON
Lesson topic and staging
Students discuss the ways they currently
communicate with other people. They listen to five
people talking about their communication habits and
learn some phrasal verbs to describe them (e.g. catch
up with). Next, students read an article entitled Six
degrees of separation and focus on vocabulary
related to scientific study. Finally, students discuss
non-verbal communication and write a list of advice
about communicating in their own country.
Objectives
By the end of the lesson, students will have:
• discussed the ways they currently communicate
• extracted specific information from a listening and
reading text
• learnt phrasal verbs related to social media
• learnt about non-verbal communication and
written a list about it relating to their own country
1 Explain to students that they are going to discuss
communication in their everyday lives.
• Give students one minute to read the questions.
Check that they understand all the language
(e.g. online/virtual friends). Then put them in
groups of three or four.
• Students discuss the questions. Allow a maximum
of five minutes for this activity.
• For feedback, ask a few students to give one or
two answers in open class.
Answers will depend on students’ opinions.
2a Check that students know communication habits.
• Students read the questions before listening to the
recording. Explain that some questions can have
more than one answer.
• Student check their answers with a partner before
you check in class.
1 People 1, 5 2 Person 3 3 Person 4
4 Person 2 5 Person 5 6 Person 2
Timings
If short of time, omit Exercise 3 or set Exercise 11
for homework.
Possible lesson break: after Exercise 5.
Audio script 1.1
1
WARM-UP
• Ask students to look at the main photo on page 6
and elicit what kind of communication dolphins
use (i.e. whistling, tail slapping, visual signals –
posture).
• Give students one minute to write down as many
forms of communication as they know.
• Students compare their answers in pairs. Then
create a ‘class list’ on the board.
2
New Language Leader Upper Intermediate Communication
0
0
Well, I have two phones, which I‘m always
checking for messages, but actually I love
getting and making calls. It’s just more
personal than texting. I like hearing people’s
voices. I find there can be a lot of
misunderstandings with SMS and messaging
apps, even if you use emoticons. I guess I’m
addicted to my phones. They are the last
thing I check before I go to sleep and the first
thing I look at in the morning!
I do use social media at the university for
making arrangements with my classmates,
but I tend to send a lot of SMS messages as
well. I also like to use Facebook to keep track
12
3
4
5
of all my friends around the world. It’s fun –
last month someone got in touch with me
who I met on holiday two years ago. It was
completely out of the blue and it was quite a
surprise after all this time, but they tracked
me down on Facebook. I also follow a few
celebrities on social media. I think it’s funny,
but I know a lot of people think it’s stupid.
I’m a big fan of social media and I have my
own blog, but I do send people real cards for
birthdays and at Christmas. I really don’t like
those electronic greeting cards. They are so
impersonal. A funny thing happened to me
last year. I had lost touch with one of my
friends from school, but I bumped into them
by chance when I was shopping in Paris. We
stay in contact by using one of the various
messaging apps. They’re really great.
I keep track of all my friends on Facebook. I
also tend to Skype a lot as I’m a student
studying abroad. I Skype with my family at
least once a week. I can catch up with all the
news from home. Sometimes the connection
isn’t very good though, which can make it
difficult. Also, the time difference can cause
problems, if I wake people up!
I’m afraid I’m a bit unusual as I don’t use a
mobile phone. I mean, I have one, but it’s
only for emergencies. No one knows the
number. I’m not a technophobe, I just don’t
like phones! I tend to stay in touch with
people by email, but really, I prefer to speak
to people face to face. I think technology
sometimes gets in the way of real
communication, but I suppose I’m a bit oldfashioned. I mean, I still send real Christmas
cards to people through the post – snail mail,
I think it’s called, ha, ha!
2b Individually, students write down as many forms
of social media mentioned by each speaker as they
can remember before listening again.
• Students may not be aware of the names of the
forms of communication. Explain that they should
write down what they think they hear.
• When complete, students check their answers with
a partner and correct as necessary.
• In feedback, elicit the meaning of each answer.
Students create a table with five columns, headed
Person 1–5 and two rows. They write notes in the
relevant column.
Person 1: phones, SMS messages, messaging
apps Person 2: social media, SMS messages,
Facebook Person 3: social media, blog,
(electronic) cards, messaging apps Person 4:
Facebook, Skype Person 5: mobile phones,
email, face to face conversation, (Christmas)
cards
3 Students reflect on the questions individually
before explaining to a partner which person they
are most like, and why.
Write the same table as described in 2b above
on the board. Ask who was most like Person 1
and add their names to that column. Do the
same for people 2–5. See which person the
class is most like.
Try and get students to explain why this is so.
VOCABULARY: phrasal verbs
4 Ask the class to explain the meaning of phrasal verb
(a verb composed of a main verb and a
preposition) and when they are commonly used
(in social, less formal English).
• Individually, students match the phrasal verb with
its definition. If they do not know the answer, they
should make a ‘best guess’ based on the
component parts of the verb.
1g 2d
3a
4e
5b
6c
7f
5 Explain that students should complete the
sentences with relevant information. Allow them
three or four minutes to complete them
individually before they compare with a partner.
• Take one or two example answers for each
question from the class.
With weaker classes, do Q1 as an example
(e.g. to write them a letter/to contact their old school).
Answers will depend on students’ opinions.
READING
6a
Explain that predicting the content of a text
from its title is a useful skill, specifically in
English exams.
• Students discuss the title in pairs and guess what
the text will be about. Hold a quick class
discussion, asking each pair to explain the logic of
their prediction.
6b Give students four or five minutes to read the
article and check their prediction.
13
Communication
0
0
• Take class feedback. Discuss key points of the text,
but not in too much detail at this stage.
how closely related people are
7
Ensure that students have clearly read the
instructions (i.e. no more than three words). This
is a common requirement in English language
exams, so this is good practice for exams like
IELTS and PTE-A.
• Students complete the sentences individually
before checking with a partner.
• Take class feedback.
10b Discuss this question in a whole class situation.
Ensure students are clear why it is important (it
can help to build trust, engage people, show you
are interested, etc.)
Students discuss situations in their life where they
experienced good/bad non-verbal communication
and the impact it had.
11 As students write their list, encourage them to use
empathy (i.e. to think about the perspective of the
person reading the information).
• When students have finished writing their advice,
they should circulate it to other members of the
class, who may have questions to ask.
HOMEWORK OPTIONS
1 five to ten 2 1929 / a 1929 book 3 test the
theory 4 job and general 5 five and seven
6 Psychology Today 7 2003 8 721 million
Students do the vocabulary, listening and reading
exercises for this lesson in MyEnglishLab.
8 Do a couple of examples with the class before
students identify as many relevant nouns and
verbs individually. In feedback, get as many
answers as possible from the class.
Motivate students by making it a race. Allow one
minute for them to find as many as possible.
Students do Exercise V1,2–5 on page 127 in the
Language reference.
research, theory, concept, to prove, method,
to test , (random) sample, results, experiment,
to confirm, to analyse
9 Critical thinking: Reacting to the text. It is
important that students do not only read a text in
a passive way, but that they are encouraged to
actively reflect on its contents. These questions
enable them to do this.
• Students discuss in their groups before you take
one or two sample answers for each question.
SPEAKING AND WRITING
Since non-verbal communication is a key aspect of
communication, it is assessed in English speaking
tests such IELTS and PTE-A.
10a Ask the class to define non-verbal communication.
If necessary, provide your own definition (ways of
communicating without using language). Explain
that this is common in all languages, but that it is
often expressed differently.
• When forming groups for this activity, try to
ensure as good a cultural mix as possible. If your
class is multinational, this is easy. If it is not, then
perhaps try to mix people from different regions
together, to see if their answers are the same.
14
Communication
0
0
1.2 COMMUNICATING
CONFIDENTLY
IN THIS LESSON
Lesson topic and staging
This lesson looks at ways of improving how you
communicate in different situations. Students read a
leaflet about a course on communication skills and
learn idioms related to communication. Next, they
focus on and practise using the continuous aspect.
Finally, students use the continuous aspect to talk
about current trends in communication.
Objectives
By the end of the lesson, students will have:
• extracted specific information from a reading text
• extended their range of idioms related to
communication
• revised/extended their understanding of the
continuous aspect
• practised using the continuous aspect in a
speaking activity
Timings
If short of time, set Exercise 6a as homework and
then discuss the questions in Exercise 6b next lesson.
Possible lesson break: after Exercise 5.
READING
1a If you used the Warm-up activity, use this as a
lead-in to the three situations in this exercise.
• Put students in groups to discuss the situations.
Ask them to say why they feel the way they do.
• In feedback, ask two or three groups how they feel
about each situation and elicit reasons.
1b Do this activity as a whole class and elicit advice
on the board.
Answers will depend on students’ opinions.
2 Give students one minute to read the leaflet; refer
them to the ideas from Exercise 1b on the board.
• Tell students not to worry about unknown
vocabulary at this stage.
• Ask students to briefly compare with a partner
before you check answers with the class.
Answers will depend on students’ ideas in
Exercise 1b.
3 Ask students to read the five extracts before they
read the leaflet again. They can use their
dictionaries for unknown vocabulary.
• Ask students to briefly compare with a partner
before you check answers with the class.
Extract A: Week 3 Extract B: Week 11
Extract C: Week 5 Extract D: Week 1
Extract E: Week 2
WARM-UP
This activity introduces the topic of communicating
in different situations and how students feel about it.
• Ask students how easy they find speaking to other
people and elicit that it depends on the situation.
• Write the following situations on the board:
to an individual stranger at a party, to an individual
student in class, to a teacher, to a police officer, to a
stranger on the phone, to ask a stranger to do
something for you, to ask someone you know if you
could borrow a large sum of money, to a doctor when
you’re feeling ill.
• Ask students to rank the situations from most to
least stressful. Put them in pairs to compare.
• Finally, ask students if they agreed on the most
and least stressful situations. If possible, get the
class to agree on the most stressful situation.
4 Ask students to read the statements and check
they understand speech impediment (a problem
when speaking, e.g. a stammer – demonstrate a
stammer, but be careful not to offend anyone in
your class), assertive (being confident in what you
say), interact (communicate with and respond to
other people) and be yourself (behave naturally).
• Ask students to try to decide if the statements are
true or false before they read the leaflet again.
• Give students four minutes to re-read the leaflet to
check their ideas and answer any statements they
couldn’t do in the previous stage.
• Students compare with a partner before you check
answers with the class.
1 NG 2 NG 3 F 4 T 5 T
not makes this false.) 7 T
6 F (The word
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5 Give students two minutes to think about these
questions and then put them into pairs/small
groups to discuss. Encourage them to say why
they think they’re good at, or need to develop,
some skills.
To follow up, ask students if this is a course they’d
be interested in doing and why.
VOCABULARY: idioms
6a Elicit/Tell students that idioms may have a meaning
that is not conveyed by individual words.
• If students have good English–English
dictionaries, ask them to use these to check their
answers. Tell them to decide which the key words
are in the idioms to help them find the entry.
• Students work individually before comparing
their answers with a partner. If they don’t know
an idiom and aren’t using dictionaries, tell them to
make a best guess.
• Go through the answers with the class.
1f 2g 3d 4c
1 yes 2 no 3 no 4 temporary 5 while she
was studying for her MBA
8 Keep students in the same pairs as for Exercises 7a
and 7b. Students will benefit from having to think
through their answers with another student, so
don’t interrupt or prompt too much while they’re
working.
• Check answers with the class.
• For further practice, ask students to do Exercises
G1–1 and G2–2 on page 127 in the Language
reference.
For weaker groups, write up some of the key
language on the board (permanent, temporary,
habitual, etc.) so students learn the correct
terminology.
1a The writing is in progress. 1b The writing
is habitual. 2a permanent 2b temporary/in
progress 3a The having dinner happened first
and was in progress when the colleague
arrived. 3b The having dinner happened
second. 4a completed action in the past
4b background situation/setting the scene
5a permanent 5b temporary/in progress
6a habitual 6b temporary
5b 6a 7e
6b Give students a minute to think about their
answers before putting them in pairs to discuss.
• Encourage them to ask each other questions to
find out as much information as possible.
• Take class feedback. Ask three students for their
feedback for each question.
• For further practice, ask students to do Exercise
V3–6 on page 127 in the Language reference.
9a Ask students to predict what kind of word (i.e.
word class) will be the answer. They may be able
to guess it is an adverb by looking at the question
key word (how). Students answer the questions
individually before you check in class.
GRAMMAR: the continuous aspect
1 rapidly 2 dramatically
7a Elicit how the continuous aspect is formed (be +
-ing) and any uses students already know.
• Tell students to find the six remaining examples
and underline them in the texts. Help any students
that cannot find them all.
• Put students in pairs to try to decide the time
frame for each example (in progress, changing,
etc.) before they look at Exercise 7b.
is rising, is increasing, are taking, are talking, is
carrying out, was studying, is communicating
7b Students answer the questions individually and
then compare their answers with their partner
from Exercise 7a.
• If necessary, refer students to the Language
reference on page 126.
• Go through the answers with the class and check
that they understand.
• Read through the Grammar tip with the class.
Elicit the word trend so that they understand the
purpose of the tip (a general change in the way
people are behaving). Also elicit collocate (when
words are commonly used with other words).
9bEmphasise that students should use the language
in the Grammar tip for this exercise.
• Individually, students think of at least one
sentence for each question 1–7.
• Students then compare their answers in pairs or
small groups. Encourage partners to ask follow-up
questions (e.g. Why do you think that? What evidence
do you have for that?).
• For each question, ask two or three groups for an
answer. Provide sample answers where necessary.
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Sample answers
1 The use of tablets is increasing dramatically.
2 The web is changing our lives dramatically.
3 The universe is expanding constantly.
4 Hurricanes are occurring frequently.
5 Men are behaving differently.
6 The population is increasing rapidly.
7 Identity fraud is occurring frequently.
SPEAKING
10a Individually, students have a few minutes to
think about their ideas for some or all of the
current trends in the list.
• Put students in groups (of a maximum of four
students) to discuss the trends, saying how and
why they are in progress and/or changing.
• For feedback, ask two or three groups to tell the
class what they discussed for one of the items.
• Ask students which item they think is changing
most quickly and why.
10b Critical thinking: Considering consequences.
Understanding the link between cause and effect
is an important skill at this level – describing what
happens, but also what the result will be.
• Individually, students take two or three minutes
to decide which single trend they would like to
talk about. Emphasise that they can choose
whether it is important, worrying or interesting.
Also emphasise that they must say how this trend
affects a particular group in society.
• In groups of three or four, students then present
their opinion. They should be encouraged to ask
follow-up questions.
HOMEWORK OPTIONS
Students do the grammar, vocabulary and listening
exercises for this lesson in MyEnglishLab.
Students choose a trend in progress other than those
in Exercise 10a, research it and write a short
presentation (about 150 words) on how and why it is
changing. They can give their presentations in the
following lesson. Take the presentations in for
marking, paying particular attention to the present
continuous and present simple.
Students do Exercises V3–6, G1–1 and G2–2 on page
127 in the Language reference.
1.3 WHO DOES THE
TALKING?
IN THIS LESSON
Lesson topic and staging
This lesson looks at the differences between men's
and women’s communication. Students listen to a
radio programme about a socio-linguist (Deborah
Tannen), which contextualises the grammar for this
lesson: the perfect aspect. Next, students read two
extracts from Tannen’s book and focus on
collocations related to communication. Finally,
students do a speaking activity to practise using the
language from the lesson.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• revised/extended their understanding of the
perfect aspect, looking specifically at the present
and past perfect, and the past simple
• extended their range of collocations in the context
of communication
• participated in extended speaking practice on
communication between men and women
Timings
If short of time, set exercise 10a as homework.
Possible lesson break: after Exercise 6.
WARM-UP
This activity introduces the topic of differences
between men’s and women’s communication.
• Write the following two sentences on the board:
Men are good communicators because … ; Women are
good communicators because …
• Divide the class in half. Tell one group to think of
three reasons why men are good communicators
and the other to do the same for women. You can
either divide the class into groups of men and
women or mix the sexes, depending on the
number of each sex in your class.
• In groups of four, allow five minutes for
discussion. Encourage students to disagree!
• Finally, ask the class to vote on which sex they
think communicates better.
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LISTENING
R:
1 Where possible, ensure that groups for this
exercise are mixed (i.e. males and females). Do not
let this exercise take too long (unless students are
enjoying it). Take brief class feedback afterwards.
2 Get students to read the exercise instructions and
ensure that they are clear what they have to do.
• Play the recording. Students complete the exercise
individually and then check answers in pairs.
Audio script 1.2
1 Welcome to today’s call in programme. As
some of you may know, Deborah Tannen is
most famous for her books Talking from 9 to 5,
about women and men at work, and You Just
Don’t Understand, about women and men in
conversation. She has recently written a book
about how sisters communicate called You
Were Always Mom’s Favorite. However, in
today’s programme we’re focusing on an essay
she has recently written for the New York Times
about interrupting, called Would You Please Let
Me Finish? and I think a number of politicians
might like to read it.
I’ll just give a quick summary of what
Professor Tannen thinks and then I’ll take
some calls. A lot of Professor Tannen’s
research has focused on the fact that
conversation styles can vary greatly because of
different factors – for example, your age, your
gender, your culture. In this article she
concentrates on the issue of interrupting, and
how different ideas on what interrupting is
and when it is good and bad can also vary
greatly depending on gender, culture and so
on. To back Tannen up, some recent surveys
have shown that – surprise, surprise – women
tend to be interrupted more than men and that
women who interrupt others are seen more
negatively than men who do the same thing.
However, it has also been found that there are
more interruptions overall in conversations
when all the people involved are women.
Although these interruptions are often seen as
talking along with each other, rather than
talking over each other. OK, I’ll take the first
caller.
2 Rie, Mae
R: I’ve just made a nice pot of tea, Mae. Would
you like a cup?
M: Oh yes, please.
M:
R:
M:
R:
M:
R:
M:
R:
M:
R:
M:
How are you feeling at the moment? You said
on the phone yesterday that it’s been a bit
rough recently.
I don’t want to bore you, but the last few
months have been terrible, Rie.
I’m sorry to hear that.
We’ve been married for nearly five years, but
it has all gone wrong. We’ve had so many
arguments recently and he has moved out.
Oh, when did he leave?
This evening. He phoned me from a café at 5
p.m. and asked me to meet him there after
work to talk about our problems. But by the
time I arrived at the café he had left.
I’m sorry to hear that.
It was alright until he found out that I had
booked a vacation with all the girls.
Well, you went on vacation every year with
the girls before you got married.
Exactly. He’s so controlling and it’s my money.
I should have known that it wouldn’t have
worked. And his mother hates me. When he
introduced me to her, I knew I had seen her
somewhere before. She had been a classmate
of my mum and they had never been friends.
Oh, that’s not good.
And we … we just don’t do things together
anymore. I’ve always been a sociable person
but he just doesn’t like going out with me.
And when we do go out in a group, he always
dominates the conversation and shows off. He
thinks he knows everything and he’s so
insensitive. He interrupts me all the time in a
group, but when it’s just the two of us he
doesn’t talk and doesn’t listen. And he just
won’t talk about our relationship.
In extract 1 a radio presenter is talking about
an essay recently written by Deborah Tanner.
In extract 2, two women are talking together
over a cup of tea. One woman talks about how
her marriage has gone wrong.
3 Students read the questions and answer as many
as they can based on the first listening.
• Play the recording again. Students check/complete
their answers.
• Students check with a partner before you check
answers in class.
• Get students to correct each other if possible. You
should give the correct answer where needed.
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MYENGLISHLAB
Interactive
practice
exercises with
instant feedback
and automatic
gradebook.
Tips and
feedback that
direct learners
to reference
materials and
encourage
0
0
them to work
out answers for
themselves.
•
Achievement tests for each unit, and mid-course and end of course assessments.
•
Common error report that report that highlights mistakes that learners are making.
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0
1
Communication
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
the continuous aspect; the perfect aspect
phrasal verbs; scientific study; idioms; collocations
outlining problems, offering solutions, reacting to suggestions; solving communication
problems
note-taking from listening to a talk
writing and checking written communication
1.1 CONNECTIONS
IN THIS LESSON
Lesson topic and staging
Students discuss the ways they currently
communicate with other people. They listen to five
people talking about their communication habits and
learn some phrasal verbs to describe them (e.g. catch
up with). Next, students read an article entitled Six
degrees of separation and focus on vocabulary
related to scientific study. Finally, students discuss
non-verbal communication and write a list of advice
about communicating in their own country.
Objectives
By the end of the lesson, students will have:
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• discussed the ways they currently communicate
0
• extracted specific information from a listening and
reading text
SPEAKING AND LISTENING
1 Explain to students that they are going to discuss
communication in their everyday lives.
• Give students one minute to read the questions.
Check that they understand all the language
(e.g. online/virtual friends). Then put them in
groups of three or four.
• Students discuss the questions. Allow a maximum
of five minutes for this activity.
• For feedback, ask a few students to give one or
two answers in open class.
Answers will depend on students’ opinions.
2a Check that students know communication habits.
• Students read the questions before listening to the
recording. Explain that some questions can have
more than one answer.
• Student check their answers with a partner before
• learnt phrasal verbs related to social media
• learnt about non-verbal communication and
written a list about it relating to their own country
you check in class.
1 People 1, 5 2 Person 3 3 Person 4
4 Person 2 5 Person 5 6 Person 2
Timings
If short of time, omit Exercise 3 or set Exercise 11
for homework.
Possible lesson break: after Exercise 5.
Audio script 1.1
1
WARM-UP
• Ask students to look at the main photo on page 6
and elicit what kind of communication dolphins
use (i.e. whistling, tail slapping, visual signals –
posture).
• Give students one minute to write down as many
forms of communication as they know.
• Students compare their answers in pairs. Then
create a ‘class list’ on the board.
2
New Language Leader Upper Intermediate Communication
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Well, I have two phones, which I‘m always
checking for messages, but actually I love
getting and making calls. It’s just more
personal than texting. I like hearing people’s
voices. I find there can be a lot of
misunderstandings with SMS and messaging
apps, even if you use emoticons. I guess I’m
addicted to my phones. They are the last
thing I check before I go to sleep and the first
thing I look at in the morning!
I do use social media at the university for
making arrangements with my classmates,
but I tend to send a lot of SMS messages as
well. I also like to use Facebook to keep track
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3
4
5
of all my friends around the world. It’s fun –
last month someone got in touch with me
who I met on holiday two years ago. It was
completely out of the blue and it was quite a
surprise after all this time, but they tracked
me down on Facebook. I also follow a few
celebrities on social media. I think it’s funny,
but I know a lot of people think it’s stupid.
I’m a big fan of social media and I have my
own blog, but I do send people real cards for
birthdays and at Christmas. I really don’t like
those electronic greeting cards. They are so
impersonal. A funny thing happened to me
last year. I had lost touch with one of my
friends from school, but I bumped into them
by chance when I was shopping in Paris. We
stay in contact by using one of the various
messaging apps. They’re really great.
I keep track of all my friends on Facebook. I
also tend to Skype a lot as I’m a student
studying abroad. I Skype with my family at
least once a week. I can catch up with all the
news from home. Sometimes the connection
isn’t very good though, which can make it
difficult. Also, the time difference can cause
problems, if I wake people up!
I’m afraid I’m a bit unusual as I don’t use a
mobile phone. I mean, I have one, but it’s
only for emergencies. No one knows the
number. I’m not a technophobe, I just don’t
like phones! I tend to stay in touch with
people by email, but really, I prefer to speak
to people face to face. I think technology
sometimes gets in the way of real
communication, but I suppose I’m a bit oldfashioned. I mean, I still send real Christmas
cards to people through the post – snail mail,
I think it’s called, ha, ha!
2b Individually, students write down as many forms
of social media mentioned by each speaker as they
can remember before listening again.
• Students may not be aware of the names of the
forms of communication. Explain that they should
write down what they think they hear.
• When complete, students check their answers with
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a partner and correct as necessary.
0
• In feedback, elicit the meaning of each answer.
Students create a table with five columns, headed
Person 1: phones, SMS messages, messaging
apps Person 2: social media, SMS messages,
Facebook Person 3: social media, blog,
(electronic) cards, messaging apps Person 4:
Facebook, Skype Person 5: mobile phones,
email, face to face conversation, (Christmas)
cards
3 Students reflect on the questions individually
before explaining to a partner which person they
are most like, and why.
Write the same table as described in 2b above
on the board. Ask who was most like Person 1
and add their names to that column. Do the
same for people 2–5. See which person the
class is most like.
Try and get students to explain why this is so.
VOCABULARY: phrasal verbs
4 Ask the class to explain the meaning of phrasal verb
(a verb composed of a main verb and a
preposition) and when they are commonly used
(in social, less formal English).
• Individually, students match the phrasal verb with
its definition. If they do not know the answer, they
should make a ‘best guess’ based on the
component parts of the verb.
1g 2d
3a
4e
5b
6c
7f
5 Explain that students should complete the
sentences with relevant information. Allow them
three or four minutes to complete them
individually before they compare with a partner.
• Take one or two example answers for each
question from the class.
With weaker classes, do Q1 as an example
(e.g. to write them a letter/to contact their old school).
Answers will depend on students’ opinions.
READING
6a
Explain that predicting the content of a text
from its title is a useful skill, specifically in
English exams.
• Students discuss the title in pairs and guess what
Students create a table with five columns, headed
Person 1–5 and two rows. They write notes in the
relevant column.
the text will be about. Hold a quick class
discussion, asking each pair to explain the logic of
their prediction.
6b Give students four or five minutes to read the
article and check their prediction.
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Communication
• Take class feedback. Discuss key points of the text,
but not in too much detail at this stage.
0
how closely related people are
0
10b Discuss this question in a whole class situation.
Ensure students are clear why it is important (it
can help to build trust, engage people, show you
are interested, etc.)
Students discuss situations in their life where they
7
Ensure that students have clearly read the
instructions (i.e. no more than three words). This
is a common requirement in English language
exams, so this is good practice for exams like
IELTS and PTE-A.
• Students complete the sentences individually
before checking with a partner.
• Take class feedback.
experienced good/bad non-verbal communication
and the impact it had.
11 As students write their list, encourage them to use
empathy (i.e. to think about the perspective of the
person reading the information).
• When students have finished writing their advice,
they should circulate it to other members of the
class, who may have questions to ask.
HOMEWORK OPTIONS
1 five to ten 2 1929 / a 1929 book 3 test the
theory 4 job and general 5 five and seven
6 Psychology Today 7 2003 8 721 million
Students do the vocabulary, listening and reading
exercises for this lesson in MyEnglishLab.
8 Do a couple of examples with the class before
students identify as many relevant nouns and
verbs individually. In feedback, get as many
answers as possible from the class.
Motivate students by making it a race. Allow one
minute for them to find as many as possible.
Students do Exercise V1,2–5 on page 127 in the
Language reference.
research, theory, concept, to prove, method,
to test , (random) sample, results, experiment,
to confirm, to analyse
9 Critical thinking: Reacting to the text. It is
important that students do not only read a text in
a passive way, but that they are encouraged to
actively reflect on its contents. These questions
enable them to do this.
• Students discuss in their groups before you take
one or two sample answers for each question.
SPEAKING AND WRITING
Since non-verbal communication is a key aspect of
communication, it is assessed in English speaking
tests such IELTS and PTE-A.
10a Ask the class to define non-verbal communication.
If necessary, provide your own definition (ways of
communicating without using language). Explain
that this is common in all languages, but that it is
often expressed differently.
• When forming groups for this activity, try to
ensure as good a cultural mix as possible. If your
class is multinational, this is easy. If it is not, then
perhaps try to mix people from different regions
together, to see if their answers are the same.
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1.2 COMMUNICATING
CONFIDENTLY
IN THIS LESSON
Lesson topic and staging
This lesson looks at ways of improving how you
communicate in different situations. Students read a
leaflet about a course on communication skills and
learn idioms related to communication. Next, they
focus on and practise using the continuous aspect.
Finally, students use the continuous aspect to talk
about current trends in communication.
Objectives
By the end of the lesson, students will have:
• extracted specific information from a reading text
• extended their range of idioms related to
0
communication
0
• revised/extended their understanding of the
continuous aspect
READING
1a If you used the Warm-up activity, use this as a
lead-in to the three situations in this exercise.
• Put students in groups to discuss the situations.
Ask them to say why they feel the way they do.
• In feedback, ask two or three groups how they feel
about each situation and elicit reasons.
1b Do this activity as a whole class and elicit advice
on the board.
Answers will depend on students’ opinions.
2 Give students one minute to read the leaflet; refer
them to the ideas from Exercise 1b on the board.
• Tell students not to worry about unknown
vocabulary at this stage.
• Ask students to briefly compare with a partner
before you check answers with the class.
Answers will depend on students’ ideas in
Exercise 1b.
• practised using the continuous aspect in a
speaking activity
Timings
If short of time, set Exercise 6a as homework and
then discuss the questions in Exercise 6b next lesson.
Possible lesson break: after Exercise 5.
WARM-UP
This activity introduces the topic of communicating
in different situations and how students feel about it.
• Ask students how easy they find speaking to other
people and elicit that it depends on the situation.
• Write the following situations on the board:
to an individual stranger at a party, to an individual
student in class, to a teacher, to a police officer, to a
stranger on the phone, to ask a stranger to do
something for you, to ask someone you know if you
could borrow a large sum of money, to a doctor when
you’re feeling ill.
• Ask students to rank the situations from most to
least stressful. Put them in pairs to compare.
• Finally, ask students if they agreed on the most
and least stressful situations. If possible, get the
class to agree on the most stressful situation.
3 Ask students to read the five extracts before they
read the leaflet again. They can use their
dictionaries for unknown vocabulary.
• Ask students to briefly compare with a partner
before you check answers with the class.
Extract A: Week 3 Extract B: Week 11
Extract C: Week 5 Extract D: Week 1
Extract E: Week 2
4 Ask students to read the statements and check
they understand speech impediment (a problem
when speaking, e.g. a stammer – demonstrate a
stammer, but be careful not to offend anyone in
your class), assertive (being confident in what you
say), interact (communicate with and respond to
other people) and be yourself (behave naturally).
• Ask students to try to decide if the statements are
true or false before they read the leaflet again.
• Give students four minutes to re-read the leaflet to
check their ideas and answer any statements they
couldn’t do in the previous stage.
• Students compare with a partner before you check
answers with the class.
1 NG 2 NG 3 F 4 T 5 T
not makes this false.) 7 T
6 F (The word
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5 Give students two minutes to think about these
questions and then put them into pairs/small
groups to discuss. Encourage them to say why
they think they’re good at, or need to develop,
some skills.
To follow up, ask students if this is a course they’d
be interested in doing and why.
VOCABULARY: idioms
6a Elicit/Tell students that idioms may have a meaning
that is not conveyed by individual words.
• If students have good English–English
dictionaries, ask them to use these to check their
answers. Tell them to decide which the key words
are in the idioms to help them find the entry.
• Students work individually before comparing
their answers with a partner. If they don’t know
an idiom and aren’t using dictionaries, tell them to
make a best guess.
• Go through the answers with the class.
1f 2g 3d 4c
5b 6a 7e
6b Give students a minute to think about their
answers before putting them in pairs to discuss.
• Encourage them to ask each other questions to
find out as much information as possible.
• Take class feedback. Ask three students for their
feedback for each question.
• For further practice, ask students to do Exercise
V3–6 on page 127 in the Language reference.
1 yes 2 no 3 no 4 temporary 5 while she
was studying for her MBA
8 Keep students in the same pairs as for Exercises 7a
and 7b. Students will benefit from having to think
through their answers with another student, so
don’t interrupt or prompt too much while they’re
working.
• Check answers with the class.
• For further practice, ask students to do Exercises
G1–1 and G2–2 on page 127 in the Language
reference.
For weaker groups, write up some of the key
language on the board (permanent, temporary,
habitual, etc.) so students learn the correct
terminology.
1a The writing is in progress. 1b The writing
is habitual. 2a permanent 2b temporary/in
progress 3a The having dinner happened first
and was in progress when the colleague
arrived. 3b The having dinner happened
second. 4a completed action in the past
4b background situation/setting the scene
5a permanent 5b temporary/in progress
6a habitual 6b temporary
9a Ask students to predict what kind of word (i.e.
word class) will be the answer. They may be able
to guess it is an adverb by looking at the question
key word (how). Students answer the questions
individually before you check in class.
GRAMMAR: the continuous aspect
1 rapidly 2 dramatically
7a Elicit how the continuous aspect is formed (be +
-ing) and any uses students already know.
0
• Tell students to find the six remaining examples
0
and underline them in the texts. Help any students
that cannot find them all.
• Read through the Grammar tip with the class.
Elicit the word trend so that they understand the
purpose of the tip (a general change in the way
people are behaving). Also elicit collocate (when
words are commonly used with other words).
9bEmphasise that students should use the language
in the Grammar tip for this exercise.
• Individually, students think of at least one
sentence for each question 1–7.
• Students then compare their answers in pairs or
small groups. Encourage partners to ask follow-up
questions (e.g. Why do you think that? What evidence
do you have for that?).
• For each question, ask two or three groups for an
answer. Provide sample answers where necessary.
• Put students in pairs to try to decide the time
frame for each example (in progress, changing,
etc.) before they look at Exercise 7b.
is rising, is increasing, are taking, are talking, is
carrying out, was studying, is communicating
7b Students answer the questions individually and
then compare their answers with their partner
from Exercise 7a.
• If necessary, refer students to the Language
reference on page 126.
• Go through the answers with the class and check
that they understand.
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1.3 WHO DOES THE
TALKING?
Sample answers
1 The use of tablets is increasing dramatically.
2 The web is changing our lives dramatically.
3 The universe is expanding constantly.
4 Hurricanes are occurring frequently.
5 Men are behaving differently.
6 The population is increasing rapidly.
7 Identity fraud is occurring frequently.
IN THIS LESSON
Lesson topic and staging
SPEAKING
10a Individually, students have a few minutes to
think about their ideas for some or all of the
current trends in the list.
• Put students in groups (of a maximum of four
students) to discuss the trends, saying how and
why they are in progress and/or changing.
• For feedback, ask two or three groups to tell the
class what they discussed for one of the items.
• Ask students which item they think is changing
most quickly and why.
10b Critical thinking: Considering consequences.
Understanding the link between cause and effect
is an important skill at this level – describing what
happens, but also what the result will be.
• Individually, students take two or three minutes
to decide which single trend they would like to
talk about. Emphasise that they can choose
whether it is important, worrying or interesting.
Also emphasise that they must say how this trend
affects a particular group in society.
• In groups of three or four, students then present
their opinion. They should be encouraged to ask
follow-up questions.
HOMEWORK OPTIONS
Students do the grammar, vocabulary and listening
exercises for this lesson in MyEnglishLab.
Students choose a trend in progress other than those
in Exercise 10a, research it and write a short
presentation (about 150 words) on how and why it is
changing. They can give their presentations in the
following lesson. Take the presentations in for
marking, paying particular attention to the present
continuous and present simple.
Students do Exercises V3–6, G1–1 and G2–2 on page
127 in the Language reference.
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Communication
This lesson looks at the differences between men's
and women’s communication. Students listen to a
radio programme about a socio-linguist (Deborah
Tannen), which contextualises the grammar for this
lesson: the perfect aspect. Next, students read two
extracts from Tannen’s book and focus on
collocations related to communication. Finally,
students do a speaking activity to practise using the
language from the lesson.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• revised/extended their understanding of the
perfect aspect, looking specifically at the present
and past perfect, and the past simple
• extended their range of collocations in the context
of communication
• participated in extended speaking practice on
communication between men and women
Timings
If short of time, set exercise 10a as homework.
Possible lesson break: after Exercise 6.
WARM-UP
This activity introduces the topic of differences
between men’s and women’s communication.
• Write the following two sentences on the board:
Men are good communicators because … ; Women are
good communicators because …
• Divide the class in half. Tell one group to think of
three reasons why men are good communicators
and the other to do the same for women. You can
either divide the class into groups of men and
women or mix the sexes, depending on the
number of each sex in your class.
• In groups of four, allow five minutes for
discussion. Encourage students to disagree!
• Finally, ask the class to vote on which sex they
think communicates better.
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LISTENING
R:
1 Where possible, ensure that groups for this
exercise are mixed (i.e. males and females). Do not
let this exercise take too long (unless students are
enjoying it). Take brief class feedback afterwards.
2 Get students to read the exercise instructions and
ensure that they are clear what they have to do.
• Play the recording. Students complete the exercise
individually and then check answers in pairs.0
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Audio script 1.2
How are you feeling at the moment? You said
on the phone yesterday that it’s been a bit
rough recently.
M: I don’t want to bore you, but the last few
months have been terrible, Rie.
R: I’m sorry to hear that.
M: We’ve been married for nearly five years, but
it has all gone wrong. We’ve had so many
arguments recently and he has moved out.
R: Oh, when did he leave?
M: This evening. He phoned me from a café at 5
p.m. and asked me to meet him there after
work to talk about our problems. But by the
time I arrived at the café he had left.
R: I’m sorry to hear that.
M: It was alright until he found out that I had
booked a vacation with all the girls.
R: Well, you went on vacation every year with
the girls before you got married.
M: Exactly. He’s so controlling and it’s my money.
I should have known that it wouldn’t have
worked. And his mother hates me. When he
introduced me to her, I knew I had seen her
somewhere before. She had been a classmate
of my mum and they had never been friends.
R: Oh, that’s not good.
M: And we … we just don’t do things together
anymore. I’ve always been a sociable person
but he just doesn’t like going out with me.
And when we do go out in a group, he always
dominates the conversation and shows off. He
thinks he knows everything and he’s so
insensitive. He interrupts me all the time in a
group, but when it’s just the two of us he
doesn’t talk and doesn’t listen. And he just
won’t talk about our relationship.
1
Welcome to today’s call in programme. As
some of you may know, Deborah Tannen is
most famous for her books Talking from 9 to 5,
about women and men at work, and You Just
Don’t Understand, about women and men in
conversation. She has recently written a book
about how sisters communicate called You
Were Always Mom’s Favorite. However, in
today’s programme we’re focusing on an essay
she has recently written for the New York Times
about interrupting, called Would You Please Let
Me Finish? and I think a number of politicians
might like to read it.
I’ll just give a quick summary of what
Professor Tannen thinks and then I’ll take
some calls. A lot of Professor Tannen’s
research has focused on the fact that
conversation styles can vary greatly because of
different factors – for example, your age, your
gender, your culture. In this article she
concentrates on the issue of interrupting, and
how different ideas on what interrupting is
and when it is good and bad can also vary
greatly depending on gender, culture and so
on. To back Tannen up, some recent surveys
have shown that – surprise, surprise – women
tend to be interrupted more than men and that
women who interrupt others are seen more
negatively than men who do the same thing.
However, it has also been found that there are
more interruptions overall in conversations
when all the people involved are women.
Although these interruptions are often seen as
talking along with each other, rather than
talking over each other. OK, I’ll take the first
caller.
2 Rie, Mae
R: I’ve just made a nice pot of tea, Mae. Would
you like a cup?
M: Oh yes, please.
In extract 1 a radio presenter is talking about
an essay recently written by Deborah Tanner.
In extract 2, two women are talking together
over a cup of tea. One woman talks about how
her marriage has gone wrong.
3 Students read the questions and answer as many
as they can based on the first listening.
• Play the recording again. Students check/complete
their answers.
• Students check with a partner before you check
answers in class.
• Get students to correct each other if possible. You
should give the correct answer where needed.
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Communication
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1 • Talking from 9 to 5 is about men and women
at work. • You Just Don’t Understand is about
women and men in conversation. •You were
Always Mom’s favourite is about how sisters
communicate. 2 Would You Please Let Me
Finish? is about interrupting. 3 age, gender
and your culture 4 Women tend to be
interrupted more than men. 5 nearly five
years 6 Her marriage has gone wrong.
7 very badly 8 no
1 Tannen wrote has written many books.
2 In 2009, Tannen has written wrote You Were
Always Mom’s Favorite! 3 Correct 4 When
has this book been was this book published?
5 I realised that we met had met before.
6 Is this the first time she spoke has spoken in
public? 7 Last night there have been was an
all-women panel on the show. 8 When I
arrived at the conference, the main speaker
already finished had already finished.
GRAMMAR: the perfect aspect
4a Before students answer these questions
individually, explain that the purpose of the
exercise is to get them thinking about time (rather
than as a comprehension exercise).
• Allow students two or three minutes to complete
this individually before they compare in pairs.
• Ensure you go through the answers in class as
students will need the correct answers to do 4b.
1 no
2 yes
3 her husband 4 No
5 He left.
4b Students should discuss these questions with a
partner before you discuss with the class.
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1 the present perfect 2 the past perfect
0
Students may ask when a contraction of have/has
should be used. It is common after a subject
pronoun (I, you, he, she, etc.) and after the relative
pronoun who. It is not as common after a proper
noun (e.g. costs) in the written form. Generally, the
contracted form is more common in speaking.
6 Allow students a minute to read the questions and
think about (a) how they might form the questions
and (b) what responses they might give. This will
hopefully ensure a more fluent conversation.
Encourage them not to rush the conversation –
they should try and ask follow-up questions.
• Students create a dialogue in pairs. You should
monitor closely and help any groups who are
finding this difficult.
It may make the conversation more fluent and
accurate if at first you check students know the past
participle of each verb since some are irregular.
Draw timelines on the board to help students
understand the difference between the two tenses.
4c First, elicit the form of the present perfect (have +
past participle) and past perfect (had + past
participle), and a few examples of the past simple
(started, wrote, etc.).
• Then ask students to underline examples in the
audio script on page 168 and compare with a
partner before you check with the class.
• For further practice, ask students to do Exercise
G3–3 on page 127 in the Language reference.
If possible, reproduce the audio script so that the
whole class can see it (perhaps on the Interactive
Whiteboard or an OHP). When you check answers
with the class, mark the text to show examples.
5 Encourage students to think about the definitions
in Exercise 4b to help do this exercise.
• Students should complete the activity individually
before checking with a partner.
• Ensure that in class feedback, you (or the students)
clearly explain not only what the mistake is, but
also why it is a mistake.
READING
7a Explain to students that they are going to read
extracts from Deborah Tannen’s book. Quickly ask
again what the book is about.
• Put students in small groups to discuss the
statements. Ask them to support their opinions.
• In feedback, ask two students their opinion for
each statement and ask others if they agree.
7b Tell students not to worry about unknown
vocabulary at this stage.
• Give students four minutes to read and highlight
the parts of the text giving the answers.
• Ask them to compare with a partner before you
check answers with the class.
• To follow up, ask students if their own experience
supports the author’s ideas.
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Communication
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1 Women are believed to talk more than men
but the evidence shows the opposite. Men talk
more outside the home and in public, women
may talk more at home and in private. 2 They
don’t specifically mention sports or feelings,
but they do say women use conversation to
establish connections/negotiate relationships
(which may be connected to feelings). Men use
conversation to negotiate status and talk about
knowledge and skill (which may be connected
to sports). 3 The author claims that this is
true. See the examples given in 1 and 2 above.
8a Ask students to read the statements and try to
answer before they read the texts again.
• Allow five minutes for students to read the texts
and use their dictionaries if necessary.
• Don’t check answers with the class at this stage.
1M
2W 3M
4M
5W 6M
8b Give students two minutes to underline sections
of the text and then three minutes to compare with
their partner before you check answers.
9 Critical thinking: Identifying stylistic devices.
Stylistic devices can make writing and speech
more interesting for a reader or listener. This is a
particularly useful skill for academic presentations
because if a speaker can engage the audience’s
interest, they are more likely to enjoy the
presentation.
• Students work with a partner to find the devices in
the texts.
• In feedback, ensure you spend time explaining
each point in as much detail as needed.
anecdotes: I was sitting … question: Who talks
more, women or men? contrast: For most women,
… . For most men, … direct speech: ‘It’s true,’
he explained.
10b Students complete the sentences individually
and then check in pairs.
1 established connections 2 exhibit knowledge
3 negotiate relationships 4 display similarities
5 maintain status 6 impart information
SPEAKING
11a Give students a few minutes to think about what
advice they would give, then put them in pairs.
• Encourage students to give as much information
as possible and to ask each other questions. They
should also try and practise the new grammar and
vocabulary from this lesson.
• While students are speaking, monitor to note
mistakes when using the perfect aspect, the past
simple and the collocations from Exercise 10a.
• If necessary, prompt students with some of the
points noted in the initial discussions, the listening
and the reading.
11b Put pairs together. At first they should present
their ideas to each other. After that, they should
decide which three bits of advice are best.
• Finally, ask each group to present their one best
piece of advice to the rest of the class.
• If appropriate, correct some of the grammar and
vocabulary mistakes you noted earlier.
HOMEWORK OPTIONS
Students do the listening, vocabulary and grammar
exercises for this lesson in MyEnglishLab.
Students listen to conversations at home, in school,
while out with friends. They note who speaks more
(men or women) and what they speak about. They
then write a short letter or email to the producers of
the radio programme, saying whether their research
agrees or disagrees with Tannen’s claims.
Students do Exercise G3–3 on page 127 in the
Language reference.
VOCABULARY: collocations
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10a Give a strict time limit of two minutes for this 0
activity. Students should quickly scan the text for
the words listed and identify the collocations.
• Check answers in class. In feedback, check they
understand the meaning of all the phrases.
1 connections, rapport 2 relationships, status
3 similarities 4 status 5 knowledge/skill
6 information
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Communication
1.4 SCENARIO:
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SITUATION
FLAT-SHARING
1 Focus students on the poster and remind them
that one source of help suggested in the Warm-up
activity was a student counsellor.
• Put students in pairs to briefly discuss the
questions. If you think your students will find the
first part of question 2 too personal, change it to
Do you know anyone who has used a service like this?
• If you used the Warm-up activity, students will
already have listed different problems, so make
this exercise and the feedback brief.
2 Read through the introduction with the class and
get them to read the questions.
• Play the recording without pausing. Students
answer individually and then check in pairs.
IN THIS LESSON
Lesson topic and staging
This lesson focuses on outlining problems and
offering solutions. Students are introduced to the
scenario through a student advice centre and the
service it provides. They listen to counsellors
discussing a problem one student is having with
paying his rent and then focus on the Key language.
In the Task students read about four students
sharing a flat and discuss the advice given to each
of them by a counsellor. Finally, students decide on
the best solution.
1
2
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from reading and listening texts
• learnt useful phrases for outlining problems and
offering solutions
• used this language in a ‘real-life’ situation to
discuss problems faced by students living together
• participated in extended speaking practice
Timings
If short of time, omit Exercise 7.
Possible lesson break: after Exercise 4.
WARM-UP
This activity introduces the topic of problems.
• Ask the class what kind of problems students
(whether at university or school) often have.
• Write their ideas on the board and, if necessary,
add some of the following: can’t afford to eat
properly, can’t finish an essay, can’t find the book you
want, late handing in your work, failed an exam.
• Then write a second column containing the
following words: your parents, your best friend, your
teacher, a student counsellor.
• Tell students that they must decide which person
would be best to talk to about which problem.
Emphasise that there are no right answers, but
that students must justify their ideas.
• In pairs, students share their ideas. When finished,
ask each pair what they decided and why.
3
He has been spending too much.
He doesn’t have a lot of money for his
everyday expenses, so he works part-time,
quite long hours, to pay for his studies.
talk to the owner of the flat; stick to a
weekly budget; pay his rent by direct debit
Audio script 1.3
Carol, Jean
C: I saw Marco in your office again this
morning, Jean.
J:
Yeah, it was the usual thing, he needs money.
He shares a flat with two other students, as
you know, and the problem is, he’s been
spending too much money once again – he
can’t pay this month’s rent. The others aren’t
happy because they’ll have to pay more than
usual to stay in the flat.
C: Mmm, well, the way to sort it out, surely, is to
tell him to get a loan from the Student Union.
J:
I’m not sure it’s the right thing to do, Carol.
The trouble is, it’s the third time he’s run out
of money. It’s always the same story. He
spends too much, can’t pay the rent and then
gets a loan from friends or the Student Union.
C: Mmm, he’s not very good at managing his
money, is he? He can’t go on like that. You
know, one way of dealing with this could be
to look at his weekly expenses. Then work out
a budget and tell him he’s got to stick to it.
J:
Mmm, good idea. I’ll be seeing him again
tomorrow, I’ll suggest that. I’ve already
advised him to contact his bank to pay for his
rent by direct debit. That way, his rent will
always be paid regularly.
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Communication
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C:
Was he OK about that?
J:
Yes, he thought it was a good idea. But
unfortunately, he has another financial
problem. You see, they have a lot of parties in
his flat and during one of them, they broke an
expensive lamp. The owner of the flat wants
to charge them to replace it. Marco doesn’t
have the money to pay his share of the cost.
C: So, what are we going to do to help him?
J:
It’s not going to be easy, Carol, he’s in a
difficult situation. He doesn’t have a lot of
money for his everyday expenses, so he
works part-time, quite long hours, to pay for
his studies. But when he gets money, he likes
to spend it. I told him I’d talk to you and
we’d sort something out for him. What do
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0
you think?
C: Well, there’s an obvious solution. We could
outlining problems: 1, 4, 5
offering solutions: 2, 6, 8, 9
reacting to suggestions: 3, 7, 10
3c In pairs, students practise saying the expressions
to each other. Partners should say if they think
they got the pronunciation or emphasis wrong.
Monitor to check whether the pronunciation is
correct, and to be ‘referee’.
3dIndividually, students match the expression to the
function. They then check in pairs.
outlining problems: b, d, f
offering solutions: c
reacting to suggestions: a, d, e, g
Students practise saying these expressions, as per
Exercise 3c.
4 Emphasise that the purpose of this exercise is to
talk to the owner of the flat and ask her to
give Marco more time to pay for his share of
the lamp. You know the owner, she’s a
reasonable person; I’m sure she’ll be
understanding.
J:
Right. That makes sense to me. You know, if
Marco sticks to his weekly budget and pays
his rent by direct debit, we may not see him
here so often.
C: Let’s hope so.
practise the expressions that have just been taught.
Also explain that there is not one answer to this
situation – students should discuss all possibilities
and decide which is best.
Identify three possible solutions discussed by
students and get the class to vote on which one
they think is best.
TASK: solving communication problems
KEY LANGUAGE: outlining problems,
offering solutions, reacting to
suggestions
3a Students read the questions and, individually,
answer as many as they can based on the first
listening.
• Play the listening again. Students check/complete
their answers.
• Students check in pairs. Check answers together in
class. Get students to correct each other if possible.
You should give the correct answer where needed.
Expressions 7 and 10 are not mentioned. The
other expressions are found in the audio script.
3b Give students two minutes for this activity and
then ask them to compare with a partner before
checking answers with the class. Emphasise they
should use all the expressions (i.e. 1–10), not just
the ones which were actually in the text.
5 Read the introduction with the class and allow five
minutes for students to read the descriptions and
discuss the possible problems. If possible, students
do this activity in groups of four.
• In feedback, elicit ideas from two or three groups.
6a If possible, keep students in the same groups of
four as the previous exercises. If you have an odd
number in your class, form groups of three and
omit the Stewart text as most information was
introduced in Exercise 5.
• Give students three minutes to read their
information and note the key points.
6bAllow five minutes in total for students to present
their information.
6c Ask students to read the questions and then
remind them of the Key language on page 12.
• Allow at least 15 minutes for the discussion and
monitor to note errors with students’ use of the
Key language.
• When they have finished, correct some of the
mistakes you noted earlier. Don’t elicit solutions to
the problems students discussed as this is done in
Exercise 7 below.
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Communication
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6d This activity gives students an opportunity to use
the Key language again.
• If you have a large class, divide students into two
groups to discuss the solutions they thought of in
Exercise 6c.
• Allow about ten minutes for this activity and
when they have finished, ask the class to vote on
the best solution.
7dAllow students a short amount of time to think
about their answer before they discuss in pairs.
Emphasise that they should justify their answer.
Students could create a questionnaire, where they
ask some or all the members of the class these
questions. A ‘class response’ to the question could
then be identified.
HOMEWORK OPTIONS
Students do the Key language and listening exercises
for this lesson in MyEnglishLab.
Students use the problems and solutions they
discussed in Exercises 6c and 6d to write an advice
sheet from the student advice centre for students
sharing a flat. The advice sheet should give tips for a
harmonious life.
Students do Exercise KL–4 on page 127 in the
Language reference.
1.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on making notes while listening
and writing/checking emails. Students focus on the
structure of talks. They watch a lecture about public
speaking, focus on techniques for note-taking and
make notes of the main points. Next, students focus
on the formal and informal register of emails before
writing one themselves. Finally, students look at
criteria for judging writing and check their
partner’s email.
Study skills video
Watch the video to hear a lecture about public
speaking.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from reading and listening texts
• learnt (more) about techniques for note-taking and
practised taking notes while listening
• extended their knowledge of formal and informal
register in emails and practised writing one
• learnt criteria for checking written work and
practised on another student’s work
Timings
0
0
If short of time, omit Exercise 8 or set Exercise 15 as
homework, which can be checked in pairs next class.
Possible lesson break: after Exercise 8.
WARM-UP
To lead in to the activities on note-taking, ask
students if they find taking notes while listening
difficult (the answer will probably be ‘yes’!).
• In pairs, students list their reasons.
• Explain that students are going to look at ways of
taking notes. After Exercise 4, ask students if the
techniques they have used help them with the
difficulties they listed.
STUDY SKILLS: note-taking
1 Ensure the class is clear what is meant by public
speaking. Students discuss the questions in small
groups. Take brief feedback.
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Communication
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2a Structure of talks
• Read through the introduction with the class and
tell them that the examples (a–e) are ‘signposts’
(bits of language that point you in the right
direction).
• Check that students understand exemplifying
(giving an example) in item 5.
• Students match the headings with the examples
(signposts). Check answers with the class.
1b 2e 3d 4c
5a
2bStudents discuss in pairs/small groups. Then get
suggestions from the class and write them on the
board so that all students can copy them.
Suggested answers:
1 I’m going to talk about … ; This talk will look
at … 2 Secondly, … ; Then … ; Next, … ;
After that … 3 The crux of the matter is … ;
The main point is … 4 Alternatively, … ; To
put it another way, … 5 For example, … ; To
give an example, …3
Note-taking
• First ask students for a few suggestions for good
note-taking. Give general, brief feedback on these
points, but do not go into too much detail yet.
• Tell students not to worry if they find this activity
difficult. They will compare their notes with
another student.
• Refer students to the ideas discussed in Exercise 1
as this will help them predict the content.
• Play the video and get students to take notes.
Study skills video 1.1
Good evening, everyone. Did you know that in
many surveys the worst phobia for many people
is public speaking? Not spiders or rats or heights,
but having to face an audience and talk to them.
How do people react when put in this situation?
Well, there are a number of things which happen
to our bodies when we are put in stressful
situations, and making a speech is no different.
Basically, your body goes into the classic ‘fight or
flight’ response. In other words, your hands may
sweat and your mouth may go dry. Your heart
may beat faster and you may start feeling sick.
You may sound strained – for instance, the
audience will probably notice that you are
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0
speaking fast and that your voice is weak and
with a higher pitch than normal. You will want to
rush to the end of the talk and may even ignore
the audience. There is a strong feeling of wanting
to run away.
But making a speech to a group of people is, in
fact, a great opportunity to impress them and
really show what you can do, so why do so many
people have a phobia about it?
Well, there are several reasons. Firstly, people feel
they’ll make mistakes and lose their way.
Secondly, the speaker may fear that the audience
won’t like them personally. And finally, they may
worry that the audience will not like or really
understand what they’re trying to say. All of these
fears create a sense of looking a fool in front of
other people, which is the main reason for all of
our worries and fears – no one wants to look a
fool.
Now, this response is more than just nerves.
That’s normal and it would be strange not to feel
nervous. Nerves will keep you alert and stop you
feeling too relaxed. If controlled well, nerves can
make the difference between an average speech
and one which keeps people listening and
wanting to hear more.
4a Ask students to compare the main points and
then focus them on the questions in this exercise.
• Go through answers. Elicit useful note-taking
techniques to the board for use in Exercise 4b.
1 main points: Public speaking is the worst
phobia (much more than just nerves) for many
people. People react with a ‘fight or flight’
response. Making a speech is an opportunity to
impress/show what you can do. People worry
about making mistakes, not being liked or
understood. 2 Answers will depend on
students’ notes. 3 in other words, for instance
4bIn class discussion, talk about the techniques in the
coursebook and any other suggestions by the
students. Explain, as necessary, how each point
works. Depending on your class, they may have a
lot, or not much, understanding of these points.
Emphasise that note-taking is a personal issue and
students should make their own choices.
5 Emphasise that this is an opportunity for students
to try some new note-taking techniques.
• Play the recording and, if necessary, pause it two
or three times to allow students writing time. This
will be helpful if students are using new
techniques for the first time.
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Communication
main points: Rehearsal is essential. Practise
your speech. Memorise your introduction.
Begin with some kind of hook to get people’s
attention. Take deep breaths before you start.
Try and look confident. Focus on something
other than yourself. Use plenty of eye contact.
0
Change the pace of your delivery. Change the
volume of your voice and move around a bit.
Don’t worry about mistakes. Use humour.
0
voice and perhaps move around a bit. Don’t
worry too much about mistakes. A few mistakes
are all right – they show the audience you’re
human. One way you can really engage with your
audience is humour: tell a joke! If you aren’t good
at jokes, tell a story, or draw on your personal
experience to connect with your audience.
The main rule about public speaking is that there
are no rules! This seems a strange thing to say, but
it’s true. Everyone is an individual and so you
have to find what works for you in terms of
delivering a speech. The most important thing is
to control your nerves, build your confidence and
learn to enjoy it!
There are no rules – find what works for you.
Study skills video 1.2
So how can we control our nerves and become
more confident about making a speech? Well, the
most important thing is to get your nerves to
work for you rather than against you.
I intend to discuss a number of things you can do
to help. First of all, I can say that rehearsal is
essential. Nerves are caused by fear and being
unfamiliar with things, so take time to practise
your speech to feel comfortable with what you’re
going to say. Secondly, it’s a good idea to know
your introduction by heart. You’ll feel most
nervous at the beginning and may stumble over
words. If you learn the beginning, this will
become second nature and help you get into the
main part of the speech more comfortably.
Another good thing to do is begin with some kind
of interest hook, such as an anecdote or diagram
or photo. This will engage the audience and help
you get over the beginning of the speech.
Take some deep breaths before you start. This’ll
help control your nerves. Breathe in slowly, count
to three and then breathe out slowly. Finally,
remember you will always be more nervous than
you look. You can ‘trick’ your mind in a few
simple ways to help you – try and look confident
and you’ll become more confident. Stand in a
relaxed way, hold your head up and smile. Look
happy and enthusiastic, even if you’re not!
One other thing is to focus on something other
than yourself. Pay attention to the environment
you’re in to distract yourself. Notice the audience.
For example, how are they dressed? Who’s
wearing glasses? Who’s the most attractive? All of
this will help to trick your mind into not noticing
the situation you’re in. The less you concentrate
on how you’re feeling, the more confident you’ll
become.
You should use plenty of eye contact, change the
pace of your delivery, change the volume of your
6 Ask students to tell a partner if their notes are
clearer than the first attempt and why.
• If you used the Warm-up activity, ask students if
the techniques helped them with the difficulties
they listed at the start of the lesson.
7 Tell students not to read the video script during
this exercise, but to compare when done. In
feedback, ask if their versions were similar.
8 These questions would probably work best as a
short, whole-class discussion. Tell students that
they are free to disagree with James, but they must
justify their answer if they do.
WRITING SKILLS: writing and
checking written communication
9 Students discuss the questions in pairs.
10 Register. Elicit the meaning of register (the
different language/structures used in different
forms of communication). Explain that using the
right register is very important in written
communication.
• Give students one minute to read the emails and
then elicit answers from the class. Do not go into
too much detail as this is the focus of Exercise 11.
1 They don’t know each other. (formal register)
2 They know each other. (informal register)
11 Give students five minutes to complete the table
and then compare with a partner before you check
answers with the class.
25
Communication
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0
Greeting: Dear Mr Hammond (F/N); Hi James
(I) Request: I would like to invite you to
speak (F/N); Fancy giving a talk (I) Mention
of attachment: Please find attached a
document (F/N); See attached for the (I)
Additional information: Should you have any
further questions, please do not hesitate to
contact me (F/N); Any problems or queries,
just let me know (I) Future contact: I look
forward to hearing from you (F/N); Hope to
hear from you soon (I) Ending: Yours sincerely
+ full name (F/N); Best + first name (I)
Informal language: more contractions;
shortened words (e.g. invite for invitation) and
abbreviations (e.g. Mon for Monday, prog for
programme); elision: missing out words to
shorten (e.g. (It was a) Great talk on …); more
colloquial (e.g. let me know); informal form of
words (e.g. want, not wish; can, not could); more
similar to spoken language; short expressions
and sentences; vague language (e.g. stuff,
things); little use of passive voice. (Note: The
opposite is true of formal language.)
Students may find this easier if they do it in two
stages: first they identify which sentences are
formal/informal and then put them in order.
Email 1: a, i, d, k, c, m, g
12 Give students five minutes for this activity. Ask
them to compare with a partner before you check
answers in class.
Email 2: h, l, b, e, f, j, n
0
13 Students complete the table and then compare
0
15a Tell students they cannot choose the same email.
• Give 20–30 minutes to write the email and monitor
to help with vocabulary. Emphasise that they
should use the models in the book as necessary.
15b Peer checking.
• Elicit the benefits of peer checking.
• Read through the introduction and GRASP. Tell
students that the same procedure can be used
when they check their own work.
• Give students five minutes to read each other’s
emails and note the corrections that are necessary.
• Ask them to return the email to the student who
wrote it, who then makes the necessary changes.
• Students give their corrected emails back to their
with a partner. Check answers with the class.
partner to use in Exercise 15c.
15c Give students 20 minutes to write the reply. Tell
them to pay attention to the type of mistakes they
made in exercise 15a. Students then give the reply
to their partner.
Thanking: Thank you for your / inviting me to
(F/N); Thanks for the invite to (I) Giving bad
news: I am afraid that I will be unable to (F/N);
Sorry, but I won’t be able to (I) Offering help:
If you wish, I could (F/N); If you want, I can
see if (I) Apologising: Once again, I would
like to apologise (F/N); Anyway, sorry again
for (I) Future contact: Please do not hesitate to
contact me (F/N); Please let me know about (I)
HOMEWORK OPTIONS
Students do the vocabulary, listening, writing skills
and academic collocations exercises for this lesson in
MyEnglishLab.
14 Students think about this question individually
before discussing in pairs. Ensure all the answers
noted below are mentioned.
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Communication
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2
Environment
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
present perfect simple and continuous; indirect questions
local environment collocations; the environment; adverbs
agreeing and disagreeing politely, polite questions; attending a formal meeting
designing a questionnaire
writing a questionnaire
2.1 LOCAL
ENVIRONMENT
IN THIS LESSON
Lesson topic and staging
Students listen to three people talking about their
local area and learn a set of vocabulary related to
local environment. Students discuss local
environment issues and read an article about
noise/pollution. Students summarise similarities
and differences between the text and where they
live and write a solution to one of the problems.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language
items from listening and reading texts
• extended their range of vocabulary in the context
of local environment issues
• discussed urban and local environmental issues
Timings
If short of time, set Exercise 9 as homework.
Possible lesson break: after Exercise 4.
WARM-UP
This activity introduces the topic of urban versus
rural environments.
• Divide the class into Group A and Group B. 0
0
• Group A list three advantages of living in an urban
environment and three disadvantages of living in a
LISTENING AND VOCABULARY:
local environment collocations
1 Check students know all the words in the box.
They should know, or be able to guess, the
majority.
• If possible, put students together who live in
different areas (though this may be timeconsuming or not relevant to your class).
• Students discuss the questions in pairs. Ask
three or four pairs to feed back to the class.
2 Depending on your class, you may need to check
they understand the concept of a survey.
• Tell students not to worry about vocabulary at
this stage as it is covered in Exercise 2. They
should be able to guess most vocabulary from
the context.
• Play the recording without pausing. Individually,
students complete the table.
• Students compare with a partner before you
check answers with the class.
• Finally, ask students if any of the points made by
the different speakers were similar to their own
(or their partner’s) situation.
Type of building: 1 detached house 2 farm
cottage 3 apartment block
Where they live: 1 suburb of a major city
2 countryside, edge of a very small village
3 city centre
What they like: 1 access to facilities and
shops, local area is green, good public
transport connections 2 peace and quiet,
rural environment. Group B do the opposite.
• Put students in A–B pairs. Give them five
minutes to persuade each other that their
environment is better.
• Take a class vote on which environment they
would prefer to live in.
Albert Einstein quote: This means that when
compared against the wider environment, an
individual is not very important.
fresh air, no traffic congestion, little noise and
light pollution, pace of life is slower, fantastic
views 3 cosmopolitan atmosphere, plenty to
do, wide range of shops, get whatever I want
any time, liveliness, surrounded by people all
the time, loads of police so feel very safe
Problems: 1 mindless vandalism 2 wind
farm for some, abandoned cars 3 litter
New Language Leader Upper Intermediate Environment
0
0
27
People talk about the crime rate in the city,
but where I live there always seems to be
loads of police, so I feel very safe. The one
thing that gets me down is the amount of
litter people drop on the streets. It’s so
unnecessary and just makes me feel
depressed. Most of it could be recycled, it
seems to me, if there were more recycling
points. I guess a lot of people don’t really
care about the way the urban environment
looks. I sometimes feel like saying to them,
‘I have to live here with all your rubbish.’
The council could do more to keep the
streets clean as well, I suppose, but we all
have to pay for it in higher taxes.
Audio script 2.1
1
2
3
Well, I live in a detached house in a suburb
of a major city. Mmm, what do I like about
it? Mmm, well, for a start it’s a friendly
neighbourhood. I also like the access to all
the facilities and shops, but what I really
like is the fact that my local area is very
green – you know, lots of parks and open
spaces for the kids. The public transport
connections are very good too, so I can be in
the city centre in a very short time if I avoid
the rush hour. So I guess you could say I
have the best of both worlds! I suppose it’s
what people call a ‘desirable area’. The only
real problem, I think, is the mindless
vandalism that goes on, you know, damage
to cars and bus stops, which we all have to
pay for in the end. It’s bored young people
with nothing to do. I suppose it’s the price
you pay for living in a city.
I live in a farm cottage on the edge of a very
small village, almost a hamlet, really, in the
countryside. It really is very rural – about 25
kilometres to the nearest town. It’s the peace
and quiet I like really, and the fresh air.
There aren’t many vehicles on the roads – so
no traffic congestion … the air’s very clean,
and there’s very little noise and light
pollution. The whole pace of life is much
slower – no one rushes anywhere. Oh yes,
and the fantastic views. The beautiful
natural environment with the hills means
I’m surrounded by magnificent scenery.
There’s a bit of trouble with a wind farm
which could spoil it for some people, but I
guess renewable energy is the future. The
main environmental issue we have at the
moment is abandoned cars. People are
dumping old cars they don’t want any more
in the village at night. We then have to wait
for ages before they’re taken away.
I live in an apartment block in the city
centre. It’s the cosmopolitan atmosphere I
like. There’s always plenty to do and such a
wide range of shops. I can go out at any
time of the day or night and get whatever I
want, either food and drink or
entertainment. The cultural activities are
endless. I love the liveliness of the city and
being surrounded by people all the time –
you know, that constant buzz of activity.
3 Students make as many combinations as they
can before they compare with a partner.
• Tell students to try to guess the meaning from
the context and then play the recording again.
• Check answers with the class and provide the
meaning of unknown words if necessary.
• For further practice, ask students to do Exercise
V1, 2–6 on page 129 in the Language reference.
(Stressed words/syllables are underlined.)
1 detached house 2 rush hour 3 desirable
area 4 noise pollution 5 natural
environment 6 wind farm 7 cultural
activities 8 cosmopolitan atmosphere
9 crime rate 10 recycling points 11 friendly
neighbourhood 12 open spaces 13 transport
connections 14 mindless vandalism
15 traffic congestion 16 renewable energy
17 environmental issue 18 abandoned cars
19 apartment block 20 urban environment
PRONUNCIATION
4 Critical thinking: Collocations. Understanding
words that commonly collocate with other
words will help students to sound more like
native speakers.
• Do the first item with the class. Agree the system
for marking stress (e.g. underlining), then put
them in pairs to mark the others.
• When finished, play the recording, pausing after
each item to allow students to check the stress.
• Write the collocations on the board and mark
stress as you check answers with the class.
See answer key to Exercise 3 above.
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Environment
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In compound nouns (e.g. noise pollution, crime rate)
the stress is usually on the first word or the first
part if it is written as one word (e.g. whiteboard). If
the phrase is adjective + noun (e.g. detached house,
abandoned cars), the stress is mostly on the second
word (i.e. the noun). However, this is dependent
on context.
READING
5 Put students in pairs to discuss the list and add
other examples. Monitor to help with vocabulary
if necessary.
• Elicit answers and write useful additions on the
0
0
board so all students can copy them. Students
must justify their answers in each case.
1 The government-commissioned survey, The
study – carried out for 2 designed to
measure 3 was a problem of similar scale,
ranked much more highly 4 according to a
new survey, the survey also established, the
survey finds
8a Critical thinking: Identifying similarities and
differences. Put students in small groups to
identify the main facts of the article. Elicit the
facts from them and write them on the board
(e.g. Dog mess affects the quality of life. Noisy
neighbours are not that much of a problem.).
• Students make two sets of notes, about their
country as a whole and their local area. Ask them
to note if some points are the same for both.
6
•
•
•
This exercise may work best if you ask groups to
rank the problems 1–9 (where 1 = worst and
9 = least worst).
Focus students on the photo and the title of the
article and elicit what they think it is about.
Tell students to read the questions before they
read the article and not to worry about
vocabulary as this will be covered in Exercise 7a.
Ask them to compare with a partner before you
check answers with the class.
Finally, ask students which ideas they discussed
in Exercise 5 were mentioned in the article.
8bWhen making pairs, put students from different
countries (or different local areas) together.
• Take feedback from a sample of the class.
Students could write their own newspaper story
for their own area, based on the model on page
17 and using the language in Exercise 3.
SPEAKING AND WRITING
9 Ideally, students should work with the same
partner as in Exercise 5.
• If time allows, put two pairs together to compare
their answers. Encourage students to identify
what they think is the best answer in each case.
If possible, give students a sheet of paper which
lists the nine points in Exercise 5 in a two-column
table. This will make it easier for them to add
their solutions next to each problem.
10 Encourage students to choose the problem which
is most relevant to their particular country.
• Ensure students plan the paragraph before
writing it.
1 more than 2,000 2 residents who were
already dissatisfied with their home,
residents in medium- or high-rise flats
3 two in five (local council/police), one in four
(neighbours) 4 because people are able to
develop ‘immunity’ to it; they consider it part
of the environment
7a Give students five minutes to find the
vocabulary. They compare answers with a
partner before you check with the class.
HOMEWORK OPTIONS
Students do the vocabulary and pronunciation
exercises for this lesson in MyEnglishLab.
1 findings 2 poll 3 issues 4 scale
5 develop ‘immunity’ (Note: ‘immunity’ is in
inverted commas because it is normally
associated with disease.) 6 synonymous
7 lack of consideration 8 priority
Students do exercise V1, 2–6 on page 129 in the
Language reference.
7b Students work individually and then compare
answers with a partner before you check with
the class. Ensure they note that for questions 1, 3
and 4 more than one answer is needed.
29
Environment
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2.2 CHANGING
ENVIRONMENT
forest in deforestation, the prefix ex- in extinction).
• Students check their answers with a partner.
They can use a dictionary if necessary.
• Check answers with the class.
IN THIS LESSON
1 h 2 e 3 j 4 a 5 b 6 c 7 g 8 i 9 d 10 f
Lesson topic and staging
3
Explain that this kind of ‘matching paragraph
headings’ activity is common in many English
reading exams such as the IELTS Reading test.
• Ask students to outline the best strategy for
answering this kind of question (i.e. read all ten
headings, read the paragraph, identify the main
theme of the paragraph, choose heading).
• Students match the headings individually before
checking answers with a partner.
• Check answers with the class.
Students look at language connected to the
changing environment and then read an article
about the effects of global warming. Next, students
look at the use of the present perfect simple and
continuous in the article and practise using these
tenses. Finally, they use this grammar to discuss
environmental changes in their local environment.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language
items from a reading text
• expanded their range of vocabulary in the
context of environmental change
• revised/extended their knowledge of the present
perfect simple and continuous
• discussed changes in their own environments
1d 2j 3c 4g 5a 6h 7e 8b
4 Ask students to scan the text for the numbers
and underline them.
• Individually, students find the numbers in the
text. and then write down briefly what they refer
to. Do 2005 as an example.
Timings
If short of time, omit Exercise 6. Exercise 8 could be
set as homework.
Possible lesson break: after Exercise 6.
WARM-UP
0
This activity introduces the topic of environmental
change.
0
1.1–6.4 degrees centigrade that the earth
could warm this century
20–30 % of species that climate change will
put at risk
two-thirds amount of the world’s polar bears
that could be lost by mid-century
2005 the year a glacier survey was published
442 number of glaciers surveyed in 2005
90 % of the world’s glaciers that are shrinking
2000–2009 hottest decade on record
50 number of years in recent time very heavy
rain has increased in frequency
• Write the folllwing on the board:
recycle, use public transport, fly less, become
vegetarian, insulate your house, buy food grown
locally. Check students understand each term.
• Students work in groups to discuss which things
they already do, which things they think they
should do and which things they think are a
waste of time.
• Finally, ask students to vote who is the ‘greenest’
person in their group.
5 Critical thinking: Identifying sources.
Sources are very important in formal writing,
since they provide authority and strengthen
your argument.
• Check that students understand what is meant
by source by identifying the first one together.
• Students do this exercise in stages. First, they
underline the sources and then answer the
two questions.
• Students compare answers in pairs before you
take class feedback.
READING AND VOCABULARY:
the environment
1 Students work in groups of three or four and
discuss the questions.
• Set the activity. Encourage students to use clues
in each word to guess meanings (e.g. the word
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Environment
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• Students compare answers in pairs, discussing
why each form is used in each case.
• Take class feedback for all the examples.
• Refer students to the Language reference on
page 128 if they need further help.
(source: underlined; key phrases: in bold)
According to the IPCC, climate change will
put some 20–30 percent of species globally at
an increasingly high risk of extinction,
possibly by 2100. The U.S. Geological Survey
has warned that two-thirds of the world’s
polar bear populations could be lost by midcentury as sea ice continues to retreat.
The U.S. Geological Survey reports that slight
changes in the climate may result in sudden
changes in ecosystems. A recent IPCC report
predicts that sea levels could rise 25–38
centimetres by 2100 if current warming
patterns continue. A 2005 survey of 442
glaciers from the World Glacier Monitoring
Service found that 90 percent of the world’s
glaciers are shrinking as the planet warms.
The World Meteorological Organisation
reported that 2000–2009 was the hottest
decade on record. The recent IPCC report
concludes that very heavy rain has increased
in frequency during the last 50 years.
According to the National Centre for
Atmospheric Research, the percentage of the
Earth’s surface suffering drought has more
than doubled since the 1970s.
present perfect simple: used because the
action is completed; examples: has warned,
has disappeared, has increased, has been, has
more than doubled
present perfect continuous: used because the
action is ongoing – started in the past and is
still continuing; examples: have been losing,
has been melting
8 Make sure students are aware that both tenses are
possible for two of the questions. They complete
the task individually, then check in pairs.
Students may use the wrong form of have as an
auxiliary. They need to check whether the
subject is singular or plural in this exercise.
1 has been disappearing 2 has shrunk/has
been shrinking 3 has already vanished
4 have been working 5 has sent 6 has
tried/has been trying 7 have questioned
8 has just published
6 Students work in pairs to discuss the questions.
Take two or three sample answers for each
question in class. Encourage students to justify
their answers.
SPEAKING
9 Put students in small groups for this activity.
• Elicit the pronunciation for contracted have (’ve)
and tell students to try to use this in their
discussions. They can refer to dictionaries for
unknown vocabulary.
• Monitor to note common mistakes using the
present perfect or continuous.
• Finally, take class feedback and correct some of
the mistakes you noted earlier.
GRAMMAR: present perfect
simple and continuous
7a First, ask students to read the sentences and
emphasise that they should focus on the small
differences between them.
• Students answer the questions individually.
• Put students in pairs to check/agree on answers.
• Go through the answers carefully with the class.
Students often find the distinction between these
two tenses very difficult, so careful explanation
may be needed. You might also explain that in
reality, there is often not much distinction
between the two.
1 a = present perfect continuous; b = present0
perfect simple 2 yes 3 yes 4 b 5 a
HOMEWORK OPTIONS
Students do the grammar, reading and vocabulary
exercises for this lesson in MyEnglishLab.
0
Students write a letter to their local newspaper
describing the changes they have noticed in their
local environments, saying either how concerned
they are or if they think the changes aren’t a
problem. They can use the ideas they discussed in
Exercise 9.
7b Individually, students find as many examples of
the two tenses as possible in two minutes.
Students do Exercises G1–1, G1–2 and V3–7 on
page 129 in the Language reference.
31
Environment
2.3 EXTREME
ENVIRONMENT
IN THIS LESSON
SPEAKING AND LISTENING
0
0
1 Ensure that books are closed for this exercise. In
feedback, get students to explain how they know
that their suggestions/facts are true (i.e. what is
the source).
2 Give students three minutes to guess the answers.
They then compare answers with a partner.
• Answers will be checked in the listening.
3 Ask students to read the questions. Play the
recording and get the students to listen for the
answers. Explain they will get a chance to listen
again and check their answers to Exercise 2 later.
Lesson topic and staging
Students check their knowledge of volcanoes before
listening to a related lecture. They then look at
indirect questions used in the listening text and
practise using the grammar themselves. Students
read about Yellowstone Park in the USA and focus
on adverbs contained in the text. Finally, students
read/take notes on different texts about volcanoes
and give a short presentation on the topic.
Audio script 2.3
Professor, Students
P: Finally, to check you’ve all been listening,
I’m going to ask you a question. So, what is a
volcano? Yes, the young man in the red shirt.
S1: Erm, volcanoes are a natural way that the
Earth has of cooling off … well, the Earth
and other planets.
P: Yes, that’s right. OK. Do you have any
questions for me? Yes, the woman in the
green jacket.
S2: Professor, can I ask what the biggest
volcano in the world is?
P: Right, that’s easy. The biggest volcano on
Earth is Mauna Loa in Hawaii and it’s about
8.5 kilometres high – that’s from the bottom
of the ocean to its top. It’s interesting that
most of the volcanoes on Earth are found
around the rim of the Pacific Ocean. But
there are volcanoes around the coastline of
Antarctica and there are even volcanoes
underwater. There are probably more
volcanoes and eruptions than people think.
Out of an estimated 1,500 active volcanoes
around the world, 50 or so erupt every year.
Another question … yes, you.
S3: Umm, is it true that people can go inside
volcanoes?
P: That’s an interesting question. Obviously,
you can’t go inside an erupting volcano. As
I told you, extremely high pressures under
the Earth cause volcanoes to erupt – the
pressure forces very hot lava up out of the
volcano. Lava flows can have temperatures
up to 1,250 degrees centigrade. But actually,
the answer to your question is yes. You can
go inside volcanoes. Some people live inside
volcanoes as some of them don’t erupt for a
Meet the expert video
Watch the video to hear from a volcanologist.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language
items from listening and reading texts
• revised/learnt about indirect questions and
practised using these
• revised and/or extended their range of adverbs
• given a short presentation about volcanoes
Timings
If short of time, omit Exercise 6b.
Possible lesson break: after Exercise 6b.
WARM-UP
This activity introduces extreme environments.
• Write on the board:
Group 1: volcanoes, sea/water, land, air, forest
Group 2: lava, flood, hurricane, blaze, earthquake,
tsunami, eruption, tornado.
• Put students in pairs and tell them to match the
words in Group 1 with the words in Group 2.
Note that multiple answers may be possible.
• In feedback, check answers and vocabulary. Ask
the class if anyone has experienced any of these.
volcanoes, lava, eruption
sea/water, flood, hurricane, tsunami
land, earthquake
air, tornado, hurricane forest, blaze
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Environment
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0
long time. In the USA people live in three
volcanoes, the most famous being the large
volcano under Yellowstone National Park,
which, incidentally, has been showing a lot
of activity recently. Yes, the young man
with the beard.
S4: Could you tell me if Vesuvius is an active
volcano?
P: Well, an active volcano is one that has
erupted in historical time. Vesuvius, which
is east of Naples in Italy, famously
destroyed Pompeii in AD 79 and it is the
only volcano on the European mainland to
have erupted within the last hundred years –
I think it was 1944. So yes, it is an active
volcano; and a lot of people live near it. In
fact, one in ten of the world’s population
live within volcanic danger zones. Another
question ... yes?
S5: I’d like to know why volcanoes stop
0
erupting.
P: That’s a good question. There are three
possible reasons. Maybe the heat runs out
2 It is true that people can go inside volcanoes?
3 Could you tell me if Vesuvius is an active
volcano? 4 I’d like to know why volcanoes stop
erupting. 5 Do you know whether the Chilean
Copahue volcano is safe for the local people?
5b Students discuss this question in pairs before
you elicit ideas from the class.
Due to the relationship between the professor
and the students. Direct questions are less
formal and therefore show the professor is in
a ‘powerful’ position. Indirect questions are
more formal/polite/tentative and show the
students are in a less powerful position.
0
5c Students work individually, using examples in
5a. You may need to explain grammar words.
• Ask students to compare with a partner and use
the Language reference on page 128 if they need
extra help.
• Check answers with the class and elicit the
relevant examples from Exercise 5a.
when the rocks are melted. Or the hot rocks,
which, if you remember, we call magma,
solidify on their way up. Or the magma
can’t generate enough pressure to crack the
rock above it. OK, last question … yes?
S6: Do you know whether the Chilean Copahue
volcano is safe for the local people?
1 T 2 T 3 T (except where the indirect
question begins with Do you know 4 F (we use
a question mark only when the introductory
sentence is a question, e.g. Do you know …?)
6a Re-elicit the introductory phrases from 5a (Can I
ask, Is it true, Do you know, Could you tell me I’d like
to know) and go through the example with the
class.
• Students work individually and then compare
answers with a partner. Encourage them to use
the examples in Exercise 5a, the information in
Exercise 5c and the Language reference if they
need help. Try not to correct students yourself.
• While they are working, write the direct
questions on the board. When checking answers,
write the indirect versions to show the changes.
1 the end of a lecture, when students ask the
professor questions 2 professor–students,
therefore quite formal 3 five
4 Students work with the same partner as in
Exercise 2. They correct any of their answers
based on the first listening. They then listen
again and correct any as necessary.
1 T 2 T 3 F 4 T 5 F 6 T 7 T 8 F 9 T 10 T
Example answers:
2 Can you tell me how many volcanoes erupt
each year? 3 Could you tell me what causes a
volcano to erupt? 4 Can you tell me which is
the biggest volcano in the USA? 5 Do you
know which volcano has been showing a lot of
activity recently? 6 I’d like to know when
Vesuvius destroyed Pompeii. 7 Could you tell
me when Vesuvius last erupted? 8 Can you tell
me whether a lot of people live near Vesuvius?
GRAMMAR: indirect questions
5a Remind students about the relationship
discussed in Exercise 3.
• Before students read the audio script, ask them
to discuss with a partner how they think the
questions in the table were asked.
• Give them four minutes to check the audio script
and fill in the table before checking answers.
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6bPut students in pairs to ask and answer the
questions, referring to the audio script on page
169 if they don’t know the answer.
• For further practice, set Exercises G2– 3 and G2–4
on page 129 in the Language reference.
VOCABULARY: adverbs
9 Introduce this exercise by eliciting the function
of adverbs (to modify the meaning of verbs and,
occasionally, adjectives and other adverbs).
• Give students three minutes to match the
adverbs. Then allow them to use dictionaries if
necessary (e.g. after 90 seconds).
• Students compare with a partner before you
check answers with the class.
• For further practice, ask students to do Exercise
V4– 8 on page 129 in the Language reference.
1 about 8.5 km 2 about 50 3 high pressures
under the Earth 4 the one under Yellowstone
National Park 6 AD 79 7 1944 8 yes
READING
7 Focus students on the photo and title on page 21
Ask if any of them have been to Yellowstone Park
and if they have heard of Bill Bryson or read any
of his books (see background information below).
• Allow two minutes for this activity. Students
read the text quickly and highlight the five topics
before working out the correct order.
1c
deliberately – intentionally; mainly – mostly;
normally – generally; perhaps – possibly;
relatively – comparatively; slowly and
carefully – thoughtfully
SPEAKING
10a Put students in groups of three (similar ability
if possible). Ensure they turn to the correct page
and do not see the other texts.
• Allow students two to three minutes to read the
text and make notes. Tell them that these notes
will be used to give a presentation. Monitor to
help with language or content as needed.
If you are concerned that your students might find
the texts difficult, put together groups of students
in As, Bs and Cs so that they can compare notes on
the text before they go on to Exercise 10b.
10b Critical thinking: Presenting. Ensure that
students read the instructions and that they are
clear they must ask questions afterwards.
• In turn, students give their short presentations
and the other students ask questions.
2d 3a 4e 5b
8 Set the activity and check students understand
cataclysm (a huge and terrible disaster).
• Ask students to read the extracts again. Emphasise
that they should answer in their own words.
• Students compare with a partner before you
check answers with the class.
• Finally, ask students if they are interested in
visiting the park and why/why not.
Yellowstone Park is located mostly in Wyoming,
USA and was the world’s first national park (1872).
Bill Bryson is a best-selling writer of humorous
travel and language books. In 2003 he published
A Short History of Nearly Everything, which
explains areas of science in everyday language.
1 It means Yellowstone Park is a beautiful 0
place but is also very dangerous because of the
volcanic activity. 2 about 72 km across, i.e.
0
MEET THE EXPERT
1 In pairs, students briefly discuss the questions.
• Take class feedback.
2 Individually, students read the topics and
predict the order they might come in.
• Students watch the video and check their
answers with a partner.
• Take class feedback.
from one side to the other, and about 13 km
thick 3 Because the explosion would be
enormous but nobody can predict exactly how
bad it would be. 4 No. Nobody was there the
previous time it exploded, so they don’t know
what the warning signs are. 5 Because there
are already all the usual warning signs
(earthquakes, etc.) but nothing has happened
yet. 6 Because more than three million people
visit it each year, the roads are narrow, which
slows traffic down, and it can take half a day
to drive across the park.
e, b, d, a, c
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I’ve worked on approximately fifteen of the
world’s active volcanoes. I’ve worked in various
different locations; in Central America, the
Caribbean, uh, Papua, New Guinea.
Meet the expert video
Andrew McGonigle, volcanologist
Uh, my name is Andrew McGonigle, I’m an
academic scientist at the University of Sheffield
and my specialism is in volcanism. I study
volcanoes to try and understand how they work
in order to help us predict eruptions.
Most of my work there was focussed on Italy, in
particular Etna and uh Stromboli. Both of these
volcanoes have got fascinating eruptive styles.
Etna has these uh large lava flow eruptions
which happen once a year or once every few
years or so, where Stromboli erupts every ten
minutes or so creating these wonderful natural
fireworks if you like, these, these jets of, of
molten red rocks which are, which are shot up
into the sky, a few hundred metres into the air.
And these are particularly spectacular to
view at night time.
Volcanoes have a very great appeal to me as a
scientist in the sense that they provide us an
almost unique possibility to look down at, into
processes occurring within the centre of the
earth. They’re like a keyhole or a window if you
like through which we can, we can understand
these, these otherwise entirely hidden processes.
Volcanoes affect us in so many ways. Uh an, an
excellent example of this was the, the 2010
Spring eruption of the volcano in Iceland, which,
of course, caused such big disruption to, to air
travel, really all across the world, but especially
between North America and Europe. It seemed
as if almost everyone knew someone who’d had
their travel plans disrupted as a consequence of
that and I think for a lot of people that was a, a
real shock to realise that even if we don’t live
right next to a volcano, we can still be very
affected by an eruption.
Another important Italian volcano is, is
Vesuvius which is potentially Europe’s most
dangerous volcano. We’re aware of this from the
archaeological record because of what happened
in ad 79 during the very famous eruption during
the Roman period, during which the towns of
Pompeii and Herculaneum were destroyed.
Those styles of eruption didn’t just happen
there, they’ve happened many times
subsequently and the people living within the
Bay of Naples region uh of whom there are
millions are potentially at risk for these kind of
eruptions happening again in the future.
There are a number of ways of, of studying
volcanic gasses. Um the, the, the traditional
approach has been for scientists to climb to the
summit of volcanoes, descend into craters to
active vents, then collect gas samples in, in glass
bottles, take them back to the laboratory and
analyse them to gain subsequent information.
Italy is subject to a number of natural disasters;
for instance, earthquakes and volcanoes.
Therefore, the Italian government has set in place
an agency which is responsible for responding
to those, the Department for Civil Protection.
Whilst this provides very detailed information
the clear drawback is that it’s exceptionally
dangerous and in fact a number of scientists
have died uh collecting these, these forms of
data. So my work and that of a number of my
colleagues has been to try and pioneer remote
methods of doing these measurements i.e. safe
ways of, of, of doing this.
In the case of Vesuvius where, where an
eruption is due to take place the Department for
Civil Protection is responsible for the evacuation
plans, which I believe at present takes seventytwo hours, although there are constant efforts to,
to improve upon those and to get that time
down even further.
One of these has involved um some work that
I’ve been involved in using remotely controlled
helicopters which carry gas sensors from a safe
distance from the volcano. We then fly these into
the crater. They collect gas samples. They do
measurements and then they return back to us,
all the while with the scientists remaining at safe
distances from source.
Environment
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Within science, we can apply probabilities to
various future events taking place, and that’s the
information that we will then provide to uh civil
protection agencies and policy making agencies
as well. Therefore, there’s a real need for
dialogue between the scientists who are telling
us about what’s happening underground and
0
35
then the policy makers who need to make
strategic decisions about remo-, about getting
people out from the volcano.
There have been some excellent examples of this
dialogue going very well. For instance, uh,
during the last big eruption, uh, in 1991 Mount
Pinatubo eighty thousand people were
evacuated successfully. Equally, in the past there
have been examples where this dialogue hasn’t
gone so well. So there’s a constant need to make
0
this, this dialogue where these two parties often 0
speak quite different languages to work very,
2.4 SCENARIO:
SPARROW HILL
WIND FARM
IN THIS LESSON
Lesson topic and staging
This lesson focuses on the language of agreeing/
disagreeing politely and asking polite questions.
Students are introduced to the scenario of a
company who wants to build a wind farm. They
listen to a government official and a company
representative talking about the farm, which leads
to a focus on the Key language. Finally, in the Task,
they take part in a meeting to discuss the proposal.
very well.
3a In pairs, students complete as many of the gaps
as they can. Do not take feedback at this stage.
3b Students watch again and check/complete.
• Take class feedback.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language
items from a reading and a listening text
• learnt useful phrases for agreeing, disagreeing
and asking questions politely
• used this language in a ‘real-life’ situation to
discuss a proposal to build a wind farm
1 predict 2 centre of 3 affect 4 detailed
information 5 remotely controlled
helicopters 6 erupting 7 hundred metres
8 dangerous volcano 9 72 hours 10 policy
makers
4a The same pairs guess/look up the meaning of the
words and match the pairs.
1c
Timings
If short of time, omit Exercise 4, but make sure you
model pronunciation and monitor its use during
Exercise 5.
Possible lesson break: after Exercise 4.
2e 3a 4d 5b
4b In pairs, students discuss which job they think
would be most interesting and explain why.
WARM-UP
HOMEWORK OPTIONS
This activity introduces the topic of renewable
resources.
Students do the grammar, listening, reading and
vocabulary exercises for this lesson in
MyEnglishLab. They can also do the MyEnglishLab
video activities after this point.
• Write on the board: fossil fuels (gas, oil, coal), wind
energy, solar energy (sun), wave energy (the sea),
nuclear energy.
• Put students in pairs and give one resource to
each pair.
• Ask students to think of as many advantages of
their resource as possible and one disadvantage
for each of the other resources.
• Put students in groups of three to six so that each
student in a group represents a different
resource. Ask them to argue why their resource
is better than the others and to disagree with
other students.
• Monitor and note the language they use for
disagreeing.
Students do Exercises G2–3, G2–4 and V4–8 on
page 129 in the Language reference.
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• Ask students which resource had the most
advantages in their group and write some of the
phrases they used for disagreeing. Tell students
that they will be looking at other phrases for
disagreeing (as well as agreeing) in this lesson.
Audio script 2.4 and answer key to Exercise 3b
Switchboard, Deborah Rydell, John Reynolds
S:
DR:
SITUATION
S:
1 Focus students on the photo on pages 22–23 and
elicit that this is a wind farm. Pre-teach turbine.
• Ask students to name some other kinds of
alternative power (e.g. wave, solar). Then elicit
renewable sources from wave and solar.
• Explain that students are going to discuss
building a wind farm later in the lesson.
• Ask students to read the questions before they
read the text, using their dictionaries if necessary.
• Students compare answers with a partner before
you check with the class.
• Finally, ask the class if wind farms are common
in their country and/or what kind of renewable
sources of power are used or could be used.
1 Sources of energy and advantages (+) and
disadvantages (–) mentioned: fossil fuels
(+ none mentioned, – being used up, emit
carbon dioxide); nuclear power (+ none
mentioned, – doubts about safety); solar 0
(+ renewable, – none given); wave
(+ renewable, – none given); wind power
DR:
S:
DR:
JR:
DR:
JR:
DR:
JR:
0
DR:
Good morning, Power Gas and Electricity,
how can I help you?
Good morning. Can I speak to John
Reynolds, please?
Certainly. Who’s calling, please?
It’s Deborah Rydell, from the Department of
Energy.
Putting you through now.
Hello, is that John?
Speaking.
Hi, John. It’s Deborah from the Energy
Department. I wanted to have a chat with
you about the wind farm proposal – you
know, the one at Sparrow Hill.
OK, Deborah. You’re still in favour of it, I
hope. You’re not going to cancel it, are you?
Well, it’s not really my decision, John.
Personally, there’s no doubt in my mind
that wind farms are the future, although
some of my colleagues seem to think we
should be doing more with nuclear power.
It’s much more cost effective at the moment,
they say.
Well, that’s one way of looking at it, but we
need to think long term. We just can’t go on
in the same old way.
You’re absolutely right, because oil and gas
(+ renewable, – spoil the landscape, not
reliable) 2 80 turbines, 60 metres tall,
turbine of 35 m diameter, an area of several
kilometres (Students may also say that the fact
it will take five years to complete is evidence
that it will be large. Accept if suggested, but
don’t give this as an answer yourself.)
will run out, eventually. Well, really, my
reason for calling, John, is that I’d like to
know when you think we should have the
first public meeting about Sparrow Hill –
you know, to stop any rumours.
JR: Well, it’s a bit too early. I’m totally
convinced that we should wait until we get
further with the process, as there’s likely to
be a lot of trouble about this.
DR: You have a point, but don’t you think we
should have a meeting and put our case
early? I mean, I’m sure we’ll be able to get
some supporters to attend. I was wondering
if holding a public meeting sooner rather
than later could really help.
JR: Mmm, I see what you mean, but I’m just
worried that it could get very noisy – you
know a lot of people feel strongly about this
sort of thing. Though, thinking about it, I’m
interested in knowing what sort of local
support you think we’re likely to get. It
2 Read the introduction and questions with the
class. Tell students that Deborah is the
government official and John is the power
company representative.
• Play the recording without pausing. Give
students two minutes to compare answers with a
partner before you check with the class.
1 John is initially against the idea, but
changes his mind as it will show how people
in the areas feel. Deborah supports the idea.
2 He thinks it’s too early and that it’ll cause
trouble; it could get out of hand. 3 They
decide to call a public meeting in July.
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DR:
JR:
DR:
JR:
DR:
JR:
could also be a great chance to see how
people who live in the area really feel.
Yes, exactly. I just think if we want it to get
public approval, we need to persuade
people it’s right for the area from the start,
and this would be a good opportunity.
That’s very true, because without local
support, we’re probably not going to get
much further very quickly.
OK, I’ll sort out a venue for some time in
July and organise some publicity and
security. I think that’s important in case
things get out of hand.
I’d go along with you there, because some
of these environmental groups can get quite
violent. But don’t worry, I’m sure it will be
OK. I really believe all the really great ideas
are unpopular at first.
Yes, OK, John. Goodbye.
Goodbye.
• In their groups, students prepare what they want
to say at the meeting and brainstorm any other
ideas. Monitor to help with vocabulary and
prompt with ideas if necessary.
5b Put students in five new groups so that there is
one of each student (A–E) in each group.
• Ask students to look again at the Key language
in Exercise 3. Go through the Useful phrases box,
checking pronunciation.
• Give the groups 20–30 minutes to have their
meeting, emphasising that they must ask
questions, give opinions and persuade others in
their group that their opinion is right.
• Monitor and note mistakes. These will be
corrected in Exercise 5c.
5c The groups have five minutes to summarise the
results of their meeting and elect a spokesperson.
• Give each group’s spokesperson two minutes to
report to the rest of the class.
• The class votes on whether they think the wind
farm should be built or not.
• Finally, correct some of the more common
important mistakes you noted in Exercise 5c.
6 Put students in groups. Give them five minutes
to discuss the question. Encourage them to ask
questions and give reasons for their answers.
• Ask two or three students to say what would
happen in their own country.
KEY LANGUAGE: agreeing
and disagreeing politely,
polite questions
3a Tell students to guess/work out the order from
their knowledge of grammar if they are unclear.
They will hear the recording again in Exercise 3b.
• Students work individually and then compare
with a partner. Monitor to make sure students
have used contractions when possible.
3b Play the recording without pausing and then
ask students to compare their answers.
• When you check answers, write the sentences on
the board so that students can see the order.
• Finally, ask students to decide if the phrases are
used for agreeing (sentences 2, 6, 7), disagreeing
(1, 4) or asking polite questions (3, 5).
• For further practice, ask students to do exercise
KL–5 on page 129 in the Language reference.
4 Put students in pairs to practise while you
monitor to correct pronunciation.
TASK: attending a formal meeting
0
The kind of language and skills practised in this
task are very useful preparation for university
HOMEWORK OPTIONS
Students do the Key language, listening,
vocabulary and pronunciation exercises for this
lesson in MyEnglishLab.
Tell students that they are a journalist who
attended the meeting in Exercise 5b. Ask them to
write a short article on the different opinions at the
meeting and what was decided.
Students do exercise KL–5 on page 129 in the
Language reference.
0
life, e.g. seminars and tutorials, where this kind
of language is common.
5a Divide the class into five groups, As, Bs, Cs, Ds
and Es. Tell the As to look at their role card on
page 155, the Bs to look at page 157 and so on.
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Environment
2.5 STUDY AND
WRITING SKILLS
0
0
• Students read the introduction to this activity.
Put students in pairs to discuss the questions
before eliciting ideas from three or four students.
To motivate students and show the relevance of
this lesson, point out that students at university
often have to design and use questionnaires as
part of their research.
IN THIS LESSON
Lesson topic and staging
This lesson focuses on designing and writing a
questionnaire. Students listen to a lecturer giving
advice on designing a questionnaire before looking
in detail at different question types. Next, students
read about and listen to members of an
environmental organisation who want to design a
questionnaire. Finally, students design the
questionnaire for the organisation.
Answers depend on students’ own ideas and
experiences.
2 Set the context and ask students to read the
questions. Then play the recording without
pausing.
• Students compare with a partner before you
check answers with the class. Their answers do
not need to be too specific as they will listen
again and answer more questions in Exercise 3.
Objectives
By the end of the lesson, students will have:
• extracted specific information from reading and
listening texts
• learnt about techniques for designing
questionnaires and the types of question to use
• designed and written a questionnaire for use by
an environmental organisation
1 ask the right questions to get the information
you want, get enough data to analyse 2 open
and closed questions 3 open questions
Audio script 2.5
Lecturer, Student
Timings
If short of time, set Exercise 10d as homework.
Possible lesson break: after Exercise 5b.
L:
WARM- UP
S:
• Tell students that they are going to ask each
other one question. It must get the most
interesting answers possible.
• Give students two minutes to think of their
question. Help with topic areas if necessary (e.g.
life, favourite things, happiest memory).
• Students ask their question to as many other
students as possible.
• When they have finished, ask three or four
students to tell the class what they found out.
• Finally, ask the class to vote on the most
interesting/the best question.
L:
S:
L:
STUDY SKILLS: designing a
questionnaire
1 With books closed, write questionnaire on the
board. Ask students what it is and what it does.
• Pre-teach data (the information you get) and
analyse (study and think about the significance
of data).
S:
L:
It’s not easy to design a good questionnaire,
Paula. I’m not surprised you’re having
problems. How can I help?
Well, a few tips would be useful. I mean,
what are the key points?
Erm, OK, when you design your
questionnaire, remember two things. Firstly,
you need to ask the right questions so you
get the information you’re looking for. And
secondly, you want to make sure you get
enough data to analyse. You need as many
questionnaires as possible to be completed
and returned to you. OK?
OK, so I have to choose good questions and
get as many responses as possible.
Exactly. Now would you like me to give
you a few tips about the wording of
questions? Of course, the type of question
depends on what the aims of the
questionnaire are, but there are certain
rules, I’d say.
Oh, yes?
Mmm, first of all, use simple, short
sentences. And avoid questions which are
too long. Some people just won’t bother to
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S:
L:
S:
L:
answer them if they’re long, and other
people just won’t understand them.
OK, short and snappy questions, I’ve got it.
Another thing, Paula. Try to use open and
closed questions in your questionnaire. Mix
them if possible.
Hold on, can you explain, erm, open and
closed questions?
Sure. Open questions, well, they allow
people to answer as they wish, for example,
if you ask people, ‘How do you feel about
the quality of the teaching you received?’ ,
it’s an open question. You’ll probably get a
variety of answers. But closed questions are
questions to which the answers are given, so
the person answering has a limited choice.
For example, a question like, ‘How satisfied
are you with your course? a) satisfied, b) not
0
satisfied, c) don’t know. Circle the
appropriate answer.’ Well, that’s a closed
and they find out they can’t analyse the data
very easily. It’s too late then!
3 Individually, students try and complete the
sentences based on the first listening.
• Get them to listen again, pausing after each
sentence so they can check/complete.
• Take feedback in class.
1 to answer them 2 as they wish 3 a limited
choice 4 open questions 5 piece of
information 6 of the question 7 fairly
simple questions 8 analyse the data
4a Question types. Set the activity. Give students
three minutes to complete it.
• Students compare with a partner before you
check answers with the class.
0
1C 2G
3B 4F 5A 6E 7D
S:
L:
S:
L:
S:
L:
S:
L:
question; the choices are given to you. OK?
Right. I suppose you get more information
with open questions.
Yes, you do, but it takes a lot longer to
analyse all the answers!
Yeah, I can see that.
Oh, a word of warning about open
questions: ask for only one piece of
information at a time. For example, if you
ask, ‘What is your opinion of the course
materials and teaching method?’, that’s not
really a good question. It’s really two
questions and it would be better to use two
separate questions, not one, to get your
information.
I see, OK.
Another thing about questions. All
questions should be clear and well
structured. In other words, respondents
should be able to see the point of the
question; they shouldn’t be thinking, ‘What
on earth does that mean?’ Also, it’s good to
start with fairly simple questions which
people can answer easily. This encourages
them to complete the questionnaire.
Yes, I see! OK, I’ve got all that.
One final piece of advice: before designing
your questionnaire, you need to look ahead
and think carefully about how you’re going
to analyse the data. People often forget to
do this when they design a questionnaire,
4b Elicit brief answers from the class as most points
have already been covered in Exercise 3.
Open questions
Advantages: people can answer as they wish,
get a variety of answers, get more
information; Disadvantages: takes a long time
to analyse data
Closed questions
Advantages: easier to analyse; Disadvantages:
they limit the responses
5a Give students a few minutes to decide if they
think the questions are good or poor. Some
questions may have good and poor elements.
• Students compare with a partner before you
check answers with the class. (Note: The answers
below are the ideal ones. However, you should
accept reasonable answers and suggestions.)
1 good: it’s easy to tick and put respondents
into an age category; poor: categories are
uneven and respondents to this questionnaire
are more likely to be over 20; suggestion:
20–30, 30–40, 40–50, 50–60, 60–70, over 70
2 good: (Students from some cultures may
say this question is too obvious because the
accepted answer in their culture is yes.)
3 Poor: there are three questions; first part is
fine, but ‘is it new and fuel-efficient’ may lead
to a lot of ‘don’t knows’ 4 poor: does not
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provide useful information as everyone
replaces light bulbs 5 a good question
E:
5b Put students in small groups. Give them five
minutes to discuss why they labelled some
questions as ‘poor’ and to suggest alternatives.
• Elicit ideas and one alternative for each question
labelled as ‘poor’ in Exercise 5a.
D:
S:
The following are better questions:
3 Do you have a gas boiler?
Yes
No
Tick the appropriate box.
If you have a gas boiler, is it:
new? fuel efficient?
Put a tick () for ‘Yes’ and a cross (×) for ‘No’.
4 How often do you replace your light
bulbs?
D:
S:
WRITING SKILLS: writing a
questionnaire
D:
8 Students note down as many issues as they can
recall from the first listening. They listen again
and note down any remaining issues.
• In feedback, get them to compare their notes
with the ideas written on the board in Exercise 6.
6 Set the context and read through the
introduction with the class. Students note their
ideas and then compare with a partner.
• Elicit ideas to the board so that students can refer
to them in Exercise 8.
7 Ask students to read the question. Then play the
recording without pausing.
• Students compare with a partner before you
check answers with the class.
nuclear power, climate change, air pollution,
real food (i.e. not genetically engineered)
9 Ask students to read the questions. Then play
the recording without pausing.
• Check answers with the class or ask students to
check the audio script on page 170.
age, marital status, sex, educational
qualifications, nationality, employment status
Audio script 2.6
Donna, Eduardo, Sophie
0
Exactly. And I’d add a question about their
nationality – that could be very useful for us
to know.
True, let’s get that as well. OK, the next
thing is … what issues do we want to
include? Sophie, I think you’ve got some
ideas about that.
Yeah, I’ve done a bit of research. The key
issues are … let’s see … in no particular
order: nuclear power, climate change, air
pollution, real food; in other words, there’s
a lot of concern about genetic engineering of
food products – GMOs. Those are the four
key issues. OK?
It’s a good list. How about protecting
rainforests?
It’s an important issue, I agree, but I think
four issues are enough.
OK, we’ll go with those. Now, what other
questions …
0
The following should be ticked: 1, 2, 4, 6
D:
OK, let’s talk about the questions we’ll put
in our questionnaire. Eduardo, you’ve done
some work on this. What have you come
up with?
E: OK, well, I think we all agree that we need
to get some basic data about the
respondents in our sample. You know, we’ll
need to know their age, sex, marital status,
that sort of thing. And their educational
qualifications, of course.
D: Yes, and also get something about their
current employment situation. Are they
employed or still students?
Audio script 2.7
Donna, Eduardo
D:
E:
Now, what other questions shall we
include? Any suggestions, Eduardo?
Yes. We’ll need to know how important
each issue is for our respondents; that’ll be
the first question. So, I think we should ask
them to rank the issues in order of
importance, with one being the top issue.
And then we should have a second question
asking them to give reasons for their choice.
Of course, that would be an open question
and the answers might be more difficult to
analyse.
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Environment
0
0
D:
Yes, but it’d be a useful question, so let’s
include it. Anything else?
E: We’ll need to find out how aware they are of
all the issues and how worried they are
about them. Those could be questions three
and four. Probably, for question four, they
could fill in a chart with headings like ‘Very
worried’, ‘Fairly worried’, ‘Not worried at
all’, and they put ticks in the appropriate
boxes to show their opinion.
D: Great idea. Just one final point: I’d like to
have a question asking if they’re prepared
to help us – you know, by working in the
office, interviewing people, taking part in
campaigns or raising money for us – that’s
very important. Let’s put one in – a final
question – to find out if they want to join us.
Right, time to get started writing the
questionnaire.
10a Put students in groups of four and set the
activity. Make sure each student chooses a
different issue.
• Give students 15–20 minutes to write their
questions and refer them to Exercises 3 and 4 to
remind them of features of good questions.
• Monitor to point out mistakes and help with
vocabulary.
10b Give students a maximum of five minutes to
correct each others’ mistakes.
10c Give students five minutes to add suggestions
to each others’ questionnaires.
10d Students elect one member of their group to
write the questionnaire. Other students give
ideas and suggestions.
• When they have finished, ask students to show
their questionnaire to others in the class.
• Finally, get students to vote on the best
questionnaire, based on how good the
questions are.
HOMEWORK OPTIONS
Students do the writing skills and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
Students use their questionnaires on groups of
respondents they select themselves (e.g. family,
friends, another class in the school). They then
write a report for the class analysing the results.
0
0
42
Environment
3
Sport
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
quantifiers; definite and zero articles
idioms; self-, abstract nouns
using emphasis and comparison; giving a presentation
understanding essay questions
0
a for and against essay
0
3.1 FAIR PLAY
SPEAKING
IN THIS LESSON
Lesson topic and staging
Students brainstorm what they know about different
sports. They read an article about football and extract
vocabulary about different aspects of sports, focusing
particularly on idioms (e.g. be on the ball). Finally,
students practise this language to talk about their
own experiences.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading text
• extended their range of vocabulary and idioms
related to sport
• practised this language in group discussions.
1a Read the instructions and list of prompts. Focus
students on the photo on page 26 as an example of
a sport (downhill skiing) in which people compete
against the clock (question 8).
• Put students in pairs and set the time limit.
1bStudents compare ideas with a different partner.
• If students don’t know the name of the sport in
English, tell them to draw a picture or say how
and where the sport is played.
• Elicit students’ ideas to the board so that the class
can copy the vocabulary they want to keep.
Students’ own answers.
Timings
If short of time, set Exercises 7a and 7b as homework.
Possible lesson break: after Exercise 6.
WARM-UP
• Write on the board: prefers rugby to football (soccer),
doesn’t like tennis, likes watching football but can’t
play, understands the rules of baseball, used to play
basketball at school.
• Students have to find someone for whom the
statements are true by asking questions. Encourage
them to ask follow-up questions (e.g. Did you play
in a team at school?).
• In feedback, ask students to tell you any other
information they found out.
George Orwell quote: This quote suggests that
when played at a high/professional level, sport
becomes a very serious matter and people are only
interested in winning.
2 Check students know complicated (a lot of rules,
hard to understand) and take up (start doing).
• Put students back in their pairs from Exercise 1a.
Give them five minutes to discuss the questions.
• Elicit one answer from six different pairs. For
question 3, elicit/give cricket as this appears in the
article in Exercise 3.
Take this opportunity to revise which verb (play,
do or go) collocates with each sport (e.g. play
football, do judo, go swimming). Ask students to label
each of the sports on the board with one of the
verbs and then check answers with the class.
Students’ own answers.
READING
3 Ask students whether anyone knows the person in
the picture on page 27 (Charles Miller) or what the
beautiful game is. If not, see if they can guess.
• Ask students to read the headings (a–h) and give
them two minutes to read the article and match.
• Ask students to compare with a partner before
you check answers with the class.
1f 2d 3c
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New Language Leader Upper Intermediate Sport
0
4a 5h 6e
0
4 Give students five to eight minutes to read the
article again and answer the questions. They can
use their dictionaries if necessary.
Ensure students understand the not given option as
this is a common source of confusion.
If appropriate for your class, remind students that
this exercise is similar to the IELTS Reading task,
where there are true/false/not given options.
• Ask students to compare with a partner before
you check answers with the class.
1 F (He was amateur.) 2 T 3 NG 4 F
(Argentina) 5 NG 6 NG (Although they’ve
won more times than any other country.) 7 T
(the chaleira) 8 F (The club already existed,
but played mainly cricket.)
Pelé was given the title Athlete of the Century by
the International Olympic Committee and was
awarded the title of Greatest Ever Player by the
International Football Association (FIFA).
5 Give students a maximum of two minutes to
underline all the relevant words they can find.
• Put them in pairs to match the words with the
categories (1–5), using dictionaries if necessary.
0
• Check answers with the class and check students’ 0
pronunciation of amateur.
• Do question 1 as an example. Give students two
minutes to complete the gaps and tell them to
guess if they don’t know.
• Ask students to compare with a partner before
you check answers with the class.
• Finally, ask students if they know the meaning of
any of the idioms, but don’t give the answers as
these are checked in Exercise 7b.
1 ball 2 goalposts
6 goal 7 ball
3 eye 4 field 5 game
7b Students do this activity in pairs before you check
answers with the class.
• Tell students that these idioms are used in many
situations, not just sport, and give examples to
reinforce the meaning (e.g. in business, start the
ball rolling means ‘start something/a process).
• For further practice, ask students to do Exercise
V1– 5 on page 131 in the Language reference.
a5 b1 c7 d2 e3 f6 g4
SPEAKING
8 Put students in groups of three. Emphasise that
they should practise some of the idioms from
1 spectator
5 amateur
Exercise 7.
• Students should take a moment to consider their
experiences before sharing with their group.
• In feedback, ask one member from each group to
share one of the experiences with the class.
2 fan 3 coach 4 referee
6 Critical thinking: Justifying opinions. Giving
reasons and justifying opinions is a good habit to
establish, especially at the higher levels.
This is a key skill in many academic and exam
tasks.
• In pairs, students discuss the questions. Try to
ensure that at least one person in each pair knows
about football. If this is not possible, do as group
or class discussion.
• Remind students that they should explain/justify
their views for each question.
HOMEWORK OPTIONS
Students do the vocabulary exercises for this lesson
in MyEnglishLab.
Students research a famous sportsperson and write
an article similar to the one in this lesson.
Students do Exercise V1–5 on page 131 in the
Language reference.
VOCABULARY: idioms
7a Ask or tell students what an idiom is (a phrase
that has a meaning not necessarily given by the
individual words in the phrase).
• Check that students understand goalposts (draw
this on the board), field (a flat area of grass), level
(flat) and score (get a point; in football = kick the
ball through the goalposts).
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3.2 MARTIAL ARTS
IN THIS LESSON
Lesson topic and staging
Students listen to a karate teacher talking about his
experiences and then read a leaflet for a karate club.
Next, students focus on vocabulary contained in the
leaflet: combinations with self- and abstract nouns.
Finally, students study the grammar focus
(quantifiers) and practise using these to discuss true
statements about exercise in their country.
Objectives
Students’ own answers.
2 Introduce the context. Ask if any students do
karate or would like to. Check they understand
belts (show the black belts in the photos).
• Play the recording once, then check the answer.
He is a karate teacher and fifth level black belt.
Audio script 3.1
Interviewer, Mr Cole
I:
C:
By the end of the lesson, students will have:
• extracted specific information and language items
from a listening and a reading text
• extended their range of word combinations
beginning with self- and abstract nouns
• revised/extended their knowledge and use of
different quantifiers (none, almost none, etc.)
Timings
If short of time, set Exercise 13 or 14 as homework.
Possible lesson break: after Exercise 8.
WARM-UP
This topic introduces different martial arts (along
with other sports/exercises).
• Write on the board:
Group 1: t’ai chi, karate, kick boxing, cricket, boules,
curling, bullfighting, lacrosse
Group 2 : Japan, Thailand, China, Scotland, Spain,
France, India, Canada/the USA.
• Students work in pairs and match the sport/
exercise with the country it’s most strongly
associated with. Each country can only be used
once. They can use their dictionaries if necessary.
• In feedback, use karate as a lead in to Exercise 1.
t’ai chi: China; karate: Japan; kick boxing: 0
Thailand; cricket: India; boules: France; curling: 0
Scotland; bullfighting: Spain; lacrosse: Canada/
I:
C:
How long have you been doing karate?
OK. My time in karate is just over 32 years
now. I started back in 1981 in my final year at
university down in Bath and I’ve been
training ever since on the basis of something
like between two and five times a week. So, 32
years in karate. Like, we say it takes about
five to six years to get to black belt – that’s
what we say is the beginning of karate. So I
achieved my black belt in 1987 and since then
I’ve been working my way as a black belt
through the various levels and I’m now at the
fifth level of black belt.
What gives you the most satisfaction in
teaching karate?
Well, I think I’m going to sum it up with one
word. Impact; having an impact on people –
our students – students who now these days
range from four to … I was going to say 64,
but we’ve had someone of 73 in one of our
clubs. We can measure progress through
different belts – something which was
introduced in the West. These days people
need to measure their achievement and that’s
good. It’s a way to distinguish different
levels. And when students achieve their new
belt, I take tremendous joy in seeing their
reaction – you get smiling faces, you get some
children coming up and saying, ‘Wow, it’s
the best day of my life!’ I mean, for the adults
it may be simply an expression of relief – the
fact that they’ve got through an exam 20
1 preliminary findings 2 carbon emissions
3 significant impact 4 distant future 5 traffic
congestion 6 rush hour 7 technological
advances 8 human error
GRAMMAR: modal verbs: ability,
possibility and obligation (future)
9 Elicit the meaning of ability, possibility and
obligation. Then ask students to work with a
partner and search both texts for examples. When
they find them, they should underline them.
• Go through the answers and notes below with the
class and elicit the negative forms of each.
• Students should refer to the Language reference
on page 134 for more support.
Ability: will be able to (A), won’t be able to (B)
Possibility: could, might, may (A), could,
may (B)
Obligation: will need to, will have to (A), will
have to (B)
Be able to and have to are modal in meaning, but not
in form, e.g. they have a past form (was able to) and
are inflected in the third person (he has to), unlike
pure modals, which do not (musted and he mights
are wrong). Need can be used as a modal (e.g. he
needn’t go) or as a main verb (e.g. he needs to go).
10 Before students do this activity, ask them to read
the Language reference on page 134 for
information on form.
• Give pairs five to ten minutes to find and correct
the grammar errors in six of the sentences.
• Monitor to point out mistakes, but encourage
students to refer to the Language reference and
self-correct if necessary.
• Check answers with the class.
• Put students in pairs to discuss their sentences and
ask each other follow-up questions (e.g. Why do
you think that might happen?).
• Monitor to note mistakes when using the different
form of modals.
• In feedback, ask students the most interesting/
surprising thing they heard.
• Finally, correct some of the more common or
important mistakes you noted earlier.
• For further practice, ask students to do Exercise
G1–1 on page 135 in the Language reference.
SPEAKING
12 Put students in pairs and give them five minutes
to discuss the statements and agree on how to
complete them.
• Put students in groups of four (i.e. two pairs in
each group) and ask them to compare.
• Tell students to give reasons for the modal they
have used and to disagree with each other if
necessary.
• Finally, elicit one idea for each statement from the
class and ask other students if they agree and
why/why not.
HOMEWORK OPTIONS
Students do the listening, reading, grammar and
vocabulary exercises for this lesson in
MyEnglishLab.
Students write a letter to a local newspaper
complaining about transport in their city and making
suggestions/recommendations for improvements.
They can use their ideas from the Warm-up and
elsewhere in this lesson.
Students do Exercises G1–1 and V3–7 on page 135 in
the Language reference.
1 Security will must improve 2 correct
3 We might have to/will have to work
4 we will all have to be able to travel 5 many
of us can will be able to travel 6 I’ll be able to
I’ll have to drive 7 We will need to find
8 correct
11 Tell students to complete the sentences so that
they are true for themselves.
• Monitor to help with vocabulary or ask students to
use their dictionaries.
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Tell students to look for words with capital letters
to help them find the answers more quickly.
5.3 GREAT RAILWAY
JOURNEYS
the Orient Express, the Trans-Siberian Express,
the Quinghai–Tibet line
IN THIS LESSON
Lesson topic and staging
Students read an article about three famous railway
journeys and focus on vocabulary from the text.
Next, students look at past modal verbs in the text
and then study the form and meaning of these.
Finally, students use this grammar to describe a
journey they made to another student in the class.
2 Read through the list (1–8) and check that students
understand ruler (e.g. a king or queen) and
luxurious (very comfortable and expensive).
• Give students three minutes to find the items in
the list and underline them in the text.
• Ask students to compare with a partner before
you check answers with the class. Go through the
notes in brackets in the answer key below.
Meet the expert video
1 China, Russia, Japan, Mongolia, Italy, Austria,
Switzerland, France 2 Agatha Christie (a British
crime/thriller writer), Graham Greene (a British
writer of fiction) 3 Tsar Alexander the Third (he
ruled 1881–1909) 4 Lake Baikal 5 the Orient
Express 6 the Trans-Siberian Express (9,198 km)
7 the Quinghai–Tibet line (5,072 m above sea
level) 8 the Fenghuosha Tunnel (4,905 m above
sea level)
Watch a video about a travel writer talking about an
Indian train journey.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading text
• revised/learnt about how modal verbs of ability,
possibility and obligation are used in the past and
practised using these
• talked to another student about a journey they
made in the past
Timings
If short of time, omit Exercise 6.
Possible lesson break: after Exercise 6.
3 Give students five to eight minutes to read the text
again and note their answers.
• Tell students to use their dictionaries to help them
answer question 4 if necessary.
• Students compare with a partner before you check
answers with the class.
WARM-UP
1 to prevent it freezing 2 the views of the
Himalaya mountains, the scenic Lake Baikal
3 only the wealthiest, rich and famous, writers,
royalty 4 unmatched comfort, extravagantly
elegant, opulence, restaurant and saloon cars
with ladies’ drawing rooms, we didn’t need to
lift a finger, food was out of this world
This activity focuses on the advantages and
disadvantages of travelling by train on holiday.
• Focus students on the photos on pages 50–51. Ask
if anyone has travelled by train to go on holiday.
• Students work in pairs and list the advantages/
disadvantages of travelling by train rather than
by plane.
• Finally, elicit ideas from the class and ask students
to vote on whether they prefer trains or planes
when they travel on holiday.
READING AND VOCABULARY:
words from the text
1a Encourage students to use visual clues in the
photos to make their predictions. Discuss in class.
1b Give students one minute to read the article and
find the journeys mentioned.
4 Give students one minute to scan the text to find
and underline the words in the box.
• Give them three minutes to complete the gaps.
• Encourage them to use the context of the article to
help with meaning, and then use their dictionaries
if necessary. Students compare answers in pairs.
• In feedback, check students’ pronunciation of any
difficult words (e.g. gruelling).
• For further practice, ask students to do Exercise
V4–8 on page 135 in the Language reference.
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1 gruelling 2 impeccable 3 era 4 opulence
5 altitude 6 nomads 7 icon 8 nostalgia
5 Critical thinking: Identifying attitude. Ask
students to read the first paragraph and identify
any words/phrases which show the writer’s
attitude. Go through a few examples with them
and explain why they are positive.
• Give students three minutes to look through the
rest of the text and find more examples.
• Get 5–10 examples in feedback.
When students read academic texts, understanding
the tone and attitude as well as the content is
important. How people write is often as important
as what they write, because of the importance of
subtext.
The writer loved all the journeys as indicated
by: golden era, nostalgia, romance, beautiful
views, absolutely breathtaking, live long in my
memory, stylish and luxurious sleeping
carriages, impeccable service and cuisine,
scenic, my memories will always stay with me,
unmatched comfort, railway heaven, stylish,
finest window seats, icon of passenger rail,
extravagantly elegant, opulence, food was out
of this world
Ability: wanted to go, as we did, we couldn’t
get, we succeeded in, they didn’t speak, we
managed to communicate
Possibility: were able to eat, could afford
Obligation: we had to get, had to be heated
7b Check that students understand the language
used in the instructions.
• Students individually check their answers from
Exercise 7a and then compare with a partner.
• Take class feedback.
couldn’t, could
Was able to and had to are modal in meaning, but
not in form (i.e. they have a past form). Can is a
pure modal, but is the only one which has its own
past form (could).
7c Give students a few minutes to decide their
answers and then ask them to compare with a
partner, discussing reasons for each.
• Refer students to Exercises 7a, 7b and the
Language reference on page 134 if they need help.
• Go through answers and the notes. Ensure that
students clearly understand each of the points.
Refer to the information in brackets in the answer
key below.
• Read through the Grammar tip with the class.
6 Put students in small groups. They discuss the
question and give reasons for their answers.
• Take feedback from three or four students, then
ask the class to vote on the most popular choice.
1 was able to/could (note the form: could/
couldn’t + infinitive without to) 2 had to (note
the form: had to + infinitive without to; had to be
heated in the text is a passive structure, i.e. have
to + infinitive be + past participle) 3 managed
to 4 succeed in 5 succeed in (note the form:
manage to + infinitive without to)
GRAMMAR: ability, possibility and
obligation (past)
7a Tell students to find all the ways of talking about
ability, possibility and obligation in the past, not
just the modal verbs.
• Give students three minutes to find and underline
the examples.
• Ask students to compare with a partner and say if
each one expresses ability, possibility or obligation.
• Go through the answers and write each example
on the board for analysis in Exercises 7b and 7c.
Check that students understand managed to (it was
difficult, but we succeeded).
If possible, reproduce the article so that all
students can see it (perhaps on an interactive
whiteboard or an overhead projector). When you
check answers, underline the examples in the text.
8
•
•
•
Grammar tip: we can use couldn’t to talk about a
single action that we did in the past (e.g. We
couldn’t get tickets at first.).
To orient students to the text, ask them to read it
quickly and list the problems the author had in
organising the journey.
Ask students to compare with a partner and then
elicit answers from the class (i.e. didn’t organise the
train journey before they left London; didn’t get much
access to the internet in China, so didn’t get much
information).
Students work individually to choose the most
appropriate alternative forms in the text.
Ask students to compare with a partner before
you check answers with the class. Refer to the
notes in brackets in the answer key below.
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0
• For further practice, ask students to do Exercises
G2–2 and G2–3 on page 135 in the Language
reference.
1 had to (This is a personally felt obligation.)
2 manage to 3 weren’t able to 4 managed to
5 managed to/were able to 6 were able to
7 didn’t need to 8 succeeded in 9 could/
were able to 10 couldn’t 11 had to (because
there was no alternative)
SPEAKING
9a Re-elicit the problems students found in the text in
Exercise 8 as a lead-in to this activity.
• Read through the instructions with the class and
tell them to imagine a memorable journey if they
have never experienced one themselves.
• Give students a maximum of ten minutes to make
notes. Monitor to help as necessary.
9bPut students in pairs to describe their journeys
and ask each other questions to get as much
information as possible.
• Monitor to note mistakes with verbs to express
possibility, ability and obligation.
• Ask each pair who had the more memorable
journey and why.
• Finally, correct some of the more common or
important mistakes you noted earlier.
MEET THE EXPERT
1 Students discuss the questions in pairs. Take brief
class feedback.
2a Introduce the video by showing the image at 0:29.
Without looking in the coursebook, get them to
predict what they think it will be about.
• Students read the instructions and then tick the
four things they think she will talk about. They
should then compare in pairs and justify their
decision in each case.
2bPlay the video. Students check their answers.
• Check answers with the class. Elicit a few points
about each of the four topics mentioned.
a, c, d, f
Meet the expert video
Monisha Rajesh, travel writer
My name is Monisha Rajesh and I’m a Londonbased journalist. I’m also a travel writer for
newspapers in the UK and abroad and I’ve just
written my first travel book, Around India in
80 trains.
I decided to go around India by train because I
was reading an article at work one day about how
India’s domestic airlines could reach 80 different
cities. And I was quite curious about this because
I had lived in India very briefly, when I was nine,
and I had really not seen any of the country as a
tourist. I looked at the map and I could see that
this network rippled out across the country into
all the nooks and crannies into places that the
airlines couldn’t reach. And so I decided that
travelling by train would be much nicer because I
could reach much further and I could also talk to
people in a way that you can’t on planes. I decided
to travel by 80 trains because I took inspiration
from Jules Verne’s book Around the world in 80 days
and decided to recreate the adventure for myself.
I did some basic planning for this trip. Um, I met
a friend of a friend, who’s a photographer, who
was also planning to travel in Asia at the same
time. So we decided to combine our trips. And we
spent five weeks with a map of India spread out
on a table and a handful of pins that we put into
different spots in the country, depending on
certain events rather than places.
I think travelling by train in India is a very special
experience because the Indian railways are like no
other in the rest of the world. Uh, people will talk
to you all the time, they always want to ask
questions, they want to know where you live,
what you do, how much you earn, what your
parents do, why you’re aren’t married and you’re
never alone, um, in a way that I think when you
travel in England, uh, you always are.
And the Indian railways are a microcosm of
society because they really teach you how Indian
so- society is structured. You can go from one end
of the train, in first class, and see ambassadors
and politicians and businessmen. And then you
can walk 37 carriages down to the other end and
be sitting on wooden slats with farmers and a
class of 30 children all sharing fruit and
chattering in the doorways.
It’s very easy to travel by train in India because
almost everybody speaks English; uh, in the south
most people will talk to you in English straight
away. The further north you go, the fewer people
will speak in English, but everybody always
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wants to practise with you.
I made sure that I included a good variety of
trains when I travelled around the country to
make sure that people could see both extremes. So
I travelled on luxury trains, including the Indian
Maharaja – Deccan Odyssey and the Golden
Chariot, which is a lesser known train in the
south. And I also travelled on Mumbai commuter
trains and travelled at rush hour, just to see what
it was like. And I also found, um, a hospital train
called the Lifeline Express, which has been
running for just over 20 years and invites poor
people on board to do surgery for afflictions from
polio or for cataract surgery, ear surgery, and
they’ve now started counselling people for
epilepsy as well. And I think that was the most
eye-opening train for me because it made me see
that the Indian railways really is the lifeline of a
nation, which is its nickname. And it also travels
across one of the highest bridges in the world and
it’s, ur, quite a stunning route.
There are a lot of different routes and itineraries
that you can choose in India, depending on how
much time you have or who you’re travelling
with. One particular route that I would
recommend is along the Konkan railway, which is
on the western coast of India, and it starts up in
Mumbai and goes down to Goa. And it’s a
particularly lovely route because it has the
Arabian Sea on one side and the Western Ghat
hillsides on the other. And you can also travel
with the doors open and you can squeeze past
coconut grooves and mango grooves, and
sometimes you can actually reach out and grab
leaves through the windows.
I met an incredible variety of people during my
four months; for example, I met three members of
parliament, who were travelling in my
compartment once from Delhi to Chennai, which
was a 31-hour journey. So you do end up chatting
a lot about everything that you’re doing. And
they were very curious about my journey and
wanted to know which bits of the country I had
travelled to. And I said I wanted to go to Assam,
uh, in the north east of the country, and it turned
out that one of them was from Assam, and he
promised to arrange a journey for me and to
organise tours around the tea estates. And after
they’d gone, a woman in the compartment next to
me was laughing at me and said, ‘Oh, you will
never hear from them again. And you’re foolish to
think that they will help you.’ And I was quite
disappointed by this.
It turned out that they did help me and when I
arrived in Assam, there was an armoured jeep
waiting for me with police guards. And I was
taken to a beautiful tea estate and given a tour
around Assam for four days.
3 Students answer as many of the questions as they
can based on their first viewing.
• Play the video again. Students check their answers
and then compare with a partner.
• Take class feedback, referring to the specific part
of the video script as necessary.
1b 2c
3a 4a 5c
6b 7c
Show students some or all of the following images
from the video. In pairs, they should discuss what
aspect of her presentation they represent:
• 1:19 (She travelled on trains by herself.)
• 2:02 (Railways are a microcosm of society.)
• 2:12 (how the rich travel by train)
• 2:19 (how the poor travel by train)
• 3:03 (Mumbai rush hour train)
• 3:13 (hospital train)
4a Put students in pairs from the same country
(where possible). Give them five minutes to create
a tour, using the three prompts given. Wherever
possible, it should be based on fact.
4bEnsure that when pairs make their presentations,
they both have equal time speaking.
Get students to mark each presentation out of ten.
The pair with the highest mark ‘wins’.
HOMEWORK OPTIONS
Students do the vocabulary, listening, grammar and
pronunciation exercises for this lesson in
MyEnglishLab. They can also do the MyEnglishLab
video activities after this point.
Students use the journey they discussed in Exercise 9
to write an email to a friend describing the problems
they had and what was good about the journey. They
can use the text in Exercise 8 as a model.
Students do Exercises G2–2, G2–3 and V4 – 8 on page
135 in the Language reference.
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5.4 SCENARIO:
BEAUCIEL
IN THIS LESSON
Lesson topic and staging
This lesson focuses on transport problems in urban
areas. Students read and listen to the scenario about
transport problems in the city of Beauciel. They listen
to three consultants discussing the problems and
then focus on the Key language. Finally, in the Task,
they discuss ideas for solving the traffic problems.
Objectives
By the end of the lesson, students will have:
• extracted specific information from reading and
listening texts
• learnt useful phrases for summarising in meetings
• used this language in a ‘real-life’ situation to
discuss solutions for a city’s transport problems
• Students think about the problems there might be
in this city. They compare ideas with a partner.
• Do not give any specific feedback at this stage as
this city is the focus of Exercise 3.
3 Set the context and tell students that the city in the
listening is the one they read about in Exercise 2.
• Students read the list of problems. Check
understanding of traffic jams (main photo) and peak
times (rush hour, the busiest times of the day).
• Play the recording without pausing and get
students to tick the problems mentioned.
• Now ask students to write down as many of the
percentages as they can remember.
• Play the recording again so students can check/
complete their answers. They then compare
answers with a partner.
• Take feedback. Finally, ask students if the city’s
problems are similar to the ones they discussed in
Exercise 2 earlier.
traffic jams: 80% open-air markets air
pollution on-street parking: 45% too many
cars: 75% not enough car parks: 70% too
much noise: 60% unreliable bus services: 40%
Timings
If short of time, omit Exercise 4.
Possible lesson break: after Exercise 6b.
Quickly discuss with students different ways in
which the statistics could be expressed (e.g. 45% =
just less than half; 75% = three-quarters).
WARM-UP
This activity revises vocabulary for describing
transport problems.
Audio script 5.3
• Focus students on the photos on pages 52–53.
In pairs, they identify as many problems as
possible in one minute. (Note: Some problems
cannot be physically seen, but can be guessed
from the situation in the photos.)
• Elicit ideas and write them on the board.
And now some news for all you tourists who are
planning to go to the beautiful city of Beauciel for
a vacation. The results of a survey about the
transport system in the city have just been
published. They make interesting reading.
Possible answers:
traffic congestion, nowhere to park, exhaust
fumes/pollution, noise pollution, dangerous:
too many vehicles on the road, journey times
for commuters increasing
SITUATION
1 If you used the Warm-up activity, students can
use some of the vocabulary in this discussion. If
not, focus students on the photos and ask them to
discuss the questions in Exercise 1 in pairs.
• Elicit a few ideas from two or three pairs and check
that students understand the vocabulary used.
2 Introduce the text. Tell students to read it quickly
and look at the map on page 52.
As many people know, Beauciel has serious
transport problems. According to the survey,
there are too many cars in the city, traffic jams at
peak times, insufficient car parks, too much noise,
especially from motorbikes, and slow, unreliable
buses. Residents also mentioned on-street
parking, which slows down traffic, especially the
buses. For most people in the survey – that’s over
80 percent – traffic jams are the biggest problem.
At peak times in the morning and evening, there
are often serious traffic jams when people enter
and leave the city. Over 75 percent of the residents
consider there are too many cars in the city.
Many residents – about 70 percent of those
surveyed – feel the city needs more car parks.
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There is only one car park near the city centre, and
that is always full early in the morning. The other
car parks, dotted around the city, are generally
small and insufficient for the number of cars.
Many residents – roughly 60 percent in the
survey –, mentioned the unacceptable noise
levels, not just from cars, but also from
motorcycles. This is having a bad effect on
people’s quality of life.
Audio script 5.4
Florence, Daniel, Kirsten
F:
K:
Just over 45 percent drew attention to the problem
of on-street parking. There are too many private
cars parked on the streets. This causes problems
for people who have to park on the roads, such as
ambulance drivers, taxis, school buses, road
maintenance vehicles and so on.
The unreliable bus services were criticised by 40
percent of the residents. Many complained also
about the time it takes by bus to travel across the
city from east to west. The journey, a distance of
about five kilometres, usually takes more than
an hour.
The survey results have come at the right time.
The city planners are now considering how to
solve the problems and have set up a website
where people can give their opinions and voice
their complaints. That’s all from me. I’ll be back
again tomorrow morning at 11 o’clock.
F:
K:
F:
D:
K:
4 Students discuss the questions in small groups.
Ensure that they write down some ideas for
question 2 so they can use them in Exercise 7a.
KEY LANGUAGE: the language of
meetings – summarising
5 Check that students understand international
consultants. Students read the questions.
• Play the recording. Students answer individually
and then check in pairs.
• Play the recording again if necessary.
1 how to get from east to west in the city
2 new tram system, buses/more bus routes, no
on-street parking, a ring road
3 improve the bus system, stop on-street
parking, further discussion of the ring road
D:
F:
D:
F:
K:
F:
OK, I’d like to move on. But first, let me
recap, please. We’ve talked about having
bicycle lanes. We think it’s a good idea and
we’d like to discuss it at the next planning
meeting. But Kirsten, you’re not convinced
it’s worth doing, right?
Well, I know it’s been tried in other cities and
hasn’t really worked.
So, just to confirm, you won’t support the
proposal if it goes to a vote.
Exactly.
Right. Now what about our biggest problem?
How to get from the harbour to the city
centre. It took me almost an hour yesterday to
get there. It’s not good enough – the journey’s
only three kilometres and the bus was
stopping every five metres. It’s so frustrating,
especially when the weather’s hot. What do
you think, Daniel? What’s the answer?
Mmm, it’s a big problem getting from east to
west, no doubt about that. In the long term,
we’ll need to have a tram system or build a
ring road. But either solution will cost a lot of
money and there’ll be environmental
problems. What do you think, Kirsten?
You’re right, a ring road or tram system,
they’re long-term solutions. Do we need to
spend time discussing them? I think we
should focus on a short-term solution. I’d like
to have more exclusive bus routes and more
buses, for that matter. And let’s get rid of
on-street parking on the busy routes.
Well, they’re interesting ideas. Right,
Francoise?
Yes, very interesting. A better bus system is
definitely worth considering. But still, I’d like
to discuss the ring road proposal at the next
meeting. If we could build that ring road, a
lot of cars would go round the city instead of
through it. And that’d greatly reduce traffic
congestion. OK?
Well, OK. I suppose you’re right.
OK, do we essentially have agreement, then?
OK.
Right, I’ll now sum up. We talked about
bicycle lanes and agreed to discuss this
proposal at our next meeting. But Kirsten is
not in favour of them. We think a short-term
solution could be to improve the bus system,
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have more buses and stop on-street parking
on some routes. And we’d also like to discuss
a long term solution at the meeting: building
a ring road which will take cars round the
southern part of the city. Everyone happy
with my summary?
K: Yeah, fine.
6a Emphasise that students should be listening
specifically to Francoise in this exercise.
• Play the recording again and ask students to tick
the phrases they hear.
6bGive students a maximum of two minutes to check
their answers against the audio script.
• In feedback, elicit from students the meaning/
usage/pronunciation of these phrases.
all the expressions except 1 and 4
5.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on the skills of describing graphs,
charts and information in a table. Students match
charts, a graph and a table with their descriptions
and discuss which is best for different information.
They draw a table and a pie chart to describe
information and statistics from a holiday brochure,
before focusing on phrases for comparing figures.
Next, students read a chart comparing statistics for
passenger traffic at international airports. Finally,
students summarise statistics contained in a table.
Objectives
TASK: evaluating proposals
7a Elicit the function of the planning department of a
city council (an organisation which decides on
what should be built in the urban area).
• Keep pairs together from Exercise 4 and join with
another pair. Give students two minutes to read
the proposals and discuss ideas. Take class
feedback about any additional points to include.
7bStudents discuss each proposal. Ensure that they
are clear about the meaning of short, medium and
long term. Tell them that the best choices may not
necessarily be the ones that work now, but the
ones that might work in the future.
7c It may be helpful to do to this as a class discussion.
Whilst the text contains a number of suggestions
for increasing funding for these proposals, you
could also prompt students with some of your own.
7dPut two groups together for this exercise. Appoint
a chairperson to ensure everybody participates
and all points are covered.
• Finally, identify which proposals are most popular
in the whole class and why.
HOMEWORK OPTIONS
Students do the Key language, vocabulary and
listening exercises for this lesson in MyEnglishLab.
Students do exercise KL–4 on page 135 in the
Language reference.
By the end of the lesson, students will have:
• extracted specific information and language items
from reading texts and different graphs and charts
• practised interpreting and representing
information and statistics in graphs and charts
• revised/extended phrases for comparing and
contrasting information and statistics
• written a summary of statistics found in a table
Timings
If short of time, set Exercise 7 as homework.
Possible lesson break: after Exercise 3c.
WARM-UP
This activity introduces students to statistics for
holiday destinations.
• Tell students that they are going to find out about
other students’ holiday destinations.
• Elicit the following questions: Did you stay in your
country for your holiday last year? Have you ever been
abroad?
• Divide the class in two: ask one half to ask the first
question and the other half to ask the second.
• Students move round the room asking their
question to everyone in the class and noting the
number of people who say yes.
• Students compare their results with another
student who asked the same question and decide
how to report this to the class (e.g. a percentage, a
fraction, using the words most, not many, nearly all).
• Finally, elicit ‘reports’ from three or four students
and ask others if their reports are the same.
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STUDY SKILLS: using graphs,
charts and tables
• Students’ pie charts should look like the one below,
but their tables may vary depending, for example,
on whether or not they included the ranking.
This section is useful for students preparing for
the IELTS exam. In the first section of the writing
task students may be asked to describe the key
features of a graph.
1 Ask students which of the types of chart, graph
and table they have used before.
• Give them three minutes to read the descriptions
and match them with the diagrams.
• Ask students to compare with a partner before
you check answers with the class.
1 pie chart 2 bar chart 3 table 4 line graph
2 Give students two minutes to think about their
choices.
• Put students in pairs to explain their choices and
disagree with each other if necessary.
• Go through answers with the class. The answers
below are ideal, but accept reasonable alternatives.
Students should justify their answers.
Destination Rank two
years ago
1 bar chart 2 pie chart 3 line graph 4 table
3a If you have a strong class, students can design the
table and fill in the statistics.
• If your students need help, draw a table on the
board with just the headings and ask students to
fill in the destinations and statistics.
• If you provide the table below 3c for students to
use, tell them that n/a means not applicable and that
you can’t give a rank because these figures are not
for one country, but a collection of countries.
• Allow fifteen minutes for this activity and monitor
to check students are filling in the table correctly.
• Students can use their dictionaries to check
vocabulary if necessary.
• Answers are checked after Exercise 3c.
3bRemind students of the pie chart in Exercise 1 and
give them a maximum of five minutes to draw
their own.
• Monitor to check students are drawing a reasonably
clear chart.
• Answers are checked after Exercise 3c.
3c Give students five minutes to compare the table
(Exercise 3a) and the pie chart (Exercise 3b) and
suggest improvements to each other if necessary.
• Draw the table and pie chart below on the board
and ask students to compare them with their own.
% two
years ago
Rank
last year
% last
year
Italy
1
18%
1
24%
North
America
4
11%
2
22%
Spain
2
17%
3
20%
North
Africa
3
15%
4
12%
France
6
5%
5
7%
Denmark
8
and Sweden
2%
6
6%
Germany
7
5%
7
4%
The
5
Netherlands
9%
8
2%
Other
destinations
16%
n/a
5%
n/a
One of the questions in the PTE-A speaking test is
to describe an image (often a pie chart). If students
are preparing for this test, you could give them
one minute to study the chart and one minute to
describe what it shows.
Students should work in pairs and describe the
changes in different language from the text (e.g.
The proportion of people going to Italy has increased by
six percent.) Students could even try and suggest
(real or made-up) reasons for this.
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WRITING SKILLS: describing
information in a table
1 Hartsfield-Jackson Atlanta International
airport is based in Atlanta, Georgia, not in
Jackson. 2 Beijing Airport’s change in total
passengers was slightly more, not less, than
Hartsfield-Jackson Atlanta Airport.
3 Frankfurt Airport did not have a similar
boost in passengers. Its increase was far less
than Dubai Airport. 4 Atatürk Airport is in
Istanbul, not Ismir. 5 Atatürk Airport handled
slightly more, not slightly less, than 45 million
passengers. 6 Shanghai Airport did not
increase its ranking.
4a Give students two minutes to underline the
phrases and then compare with a partner.
• Check answers with the class.
compares with, similarly, compared with, in
comparison with, however, on the other hand,
compared with, by contrast, whereas
4bComparison and contrast. Students do this
activity individually, then compare with a partner.
• Check answers with the class. Accept reasonable
alternatives.
1 while/whereas 2 In comparison with/In
contrast to 3 significantly more 4 Far more
5 However/By contrast/On the other hand
6 Far more/Significantly more
4c Encourage students to use words and phrases
which they are not familiar with or did not use in
the previous exercise.
• Individually, students write the sentences. Ask
them to show their sentences to a partner, who
should check whether they have used the
language correctly.
• Monitor and act as referee if students are not sure
whether the language is correct.
• Take a few sample sentences in class feedback.
5 Students may be worried about reading tables and
figures, so allow plenty of time for this activity
and, if necessary, tell students to work in pairs.
• Check answers with the class and elicit/show
where in the table the information comes from.
1 Atatürk International 2 London Heathrow
3 London Heathrow 4 Frankfurt, Hong Kong
International 5 London Heathrow 6 Dubai
International
Develop students’ critical thinking skills for the
academic context by asking them to try and
interpret some of the data. For example, ask: Why
is Atlanta so popular? (It is a transport hub.) Why
did Beijing increase so much? (Olympics in 2008).
6 Tell students to read the summary and stop after
each sentence to check the table and compare
information.
• Ask students to compare with a partner before
you check answers with the class.
7 Give students five minutes to look at the table on
page 166 and monitor to help clarify if necessary.
• Give students 30–40 minutes to write their
summaries.
• Students use Exercises 3 and 6 as models for
organisation, and some of the phrases in Exercise 4.
• Monitor while students are writing to help with
vocabulary and ideas if necessary.
• When they have finished, ask them to compare
summaries with another student and make
suggestions for improvement.
• Finally, take the summaries in for marking, paying
particular attention to the organisation and the use
of language for comparison and contrast from
Exercise 4.
HOMEWORK OPTIONS
Students do the writing skills and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
Students conduct a survey on a topic of their choice,
but it must have a contrast of time (two different
years, days, months, etc.). They draw a table, pie
chart or line graph to show the results and then write
a summary of these. Alternatively, students give
their table/pie chart/line graph to another student,
who has to interpret it and write the summary.
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6
Literature and Film
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
narrative tenses; used to, would, get used to
genres; literature and film; adjectives; idiomatic expressions; collocations; words from the text
persuading; making a persuasive presentation
making an effective presentation
an online review
6.1 READING OR
WATCHING?
VOCABULARY AND READING:
genres
IN THIS LESSON
Lesson topic and staging
Students read an article about the relationship
between literature and film and learn vocabulary
connected with this topic. Next, students listen to a
discussion about a well-known book (The Da Vinci
Code) before participating in a speaking activity
about books and films.
Objectives
1 Check that students understand fiction (not real,
about imaginary people/events) and non-fiction.
• Set the activity. Students work individually, using
their dictionaries if necessary.
• Ask students to compare with a partner before
you check answers with the class.
• Check students’ pronunciation of the stress on the
following: novels, poetry, romcom, biography,
autobiography, biopic.
• For further practice, ask students to do Exercise
V1–5 on page 137 in the Language reference.
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading and listening text
• expanded their range of vocabulary in the context
of literature and film
• discussed their opinions about books and films
autobiography: books biography: books crime:
books/films biopic: films costume drama: films
romcom: films novel: books horror: books/films
play: books science fiction (sci-fi): books/films
psycho drama: films poetry: books short story:
books thriller: books/films travel writing: books
(film = road movie)
Timings
If short of time, omit Exercise 5.
Possible lesson break: after Exercise 7.
WARM-UP
This activity introduces the topic of when and what
people read.
• Write on the board: a newspaper every day, a book on
holiday, a book in the evening, an e-book.
• Students move round the room asking questions.
(Elicit: Do you read … ?). If someone answers ‘yes’,
they should ask follow-up questions (e.g. Which
paper do you prefer? What kind of book do you like?).
• When most students have found someone who
does the things on the board, stop the activity and
conduct brief feedback.
2 Students discuss in pairs before sharing ideas with
the class.
3 Give students five minutes to read the article.
• Take brief feedback about some of the main points
(e.g. Most film adaptations are considered worse
than books. It is hard to turn some books into
films.).
• Students work with the same partner as Exercise 2
and discuss whether they made the same points.
A useful exam strategy is to predict what an article
is going to be about based on its title. Ask students
to close their books and write from page to screen on
the board. Students guess the content of the
article. They then read and confirm.
4 Critical thinking: Inferring opinion. This task is
good practice for students when reading academic
texts. The ‘meaning’ of a text may not always be
obvious and students will need to apply critical
thinking skills to understand what point is being
made. This skill is also required in the IELTS
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•
•
•
•
Reading task with Yes/No/ Not given questions and
for some of the multiple-choice questions in the
PTE-A Reading section.
Elicit the meaning of inferring opinion (making
sensible predictions based on knowledge which
you already have).
Do question 1 as an example. Ask students to
explain why the answer is yes. (e.g. The author
says, ‘There are very many times I have been
disappointed by a film of a book I love.’).
Students work individually. They then compare
with a partner and agree upon their answers.
In feedback, ask students to provide evidence for
their answers.
1 yes 2 no 3 no
8 no 9 yes
4 no
5 no
6 yes
• Check answers, but do not focus on any difficult
vocabulary because students will study this in
Exercises 8b and 9.
Michael liked it because it’s a page-turner, a
good and fast moving story, easy to read. He
also liked the film because of Tom Hanks.
Jenny liked it because the plot was exciting,
really riveting.
Paul didn’t like it because he felt his
intelligence was insulted, it was tedious, the
ending was a real let-down. He also didn’t like
the film because Tom Hanks did not look like
the main character in the book.
Erika didn’t like it because it was really dull
and didn’t make her think, not a good story,
hard-going at the beginning. She also found the
film disappointing and worse than the book.
7 no
5 Put students in pairs to discuss. They should
justify their answers in each case.
• In feedback, choose five of the items and ask the
class for their opinions and reasons.
VOCABULARY: literature and film
6 Students work individually, using a dictionary if
necessary. Ask them to compare with a partner
before you check answers with the class.
• In feedback, check students’ pronunciation of any
difficult words (e.g. biographer).
• For further practice, ask students to do Exercise
V2–6 on page 137 in the Language reference.
1 author 2 novelist 3 biography,
autobiography 4 ghost writer 5 screenwriter
6 critic 7 plot 8 dialogue 9 remake
10 actors
7 Allow groups five minutes for this discussion.
LISTENING AND SPEAKING
8a Write The Da Vinci Code on the board. Ask students
if they have read the book or seen the film. (It is an
international, best-selling thriller by Dan Brown.)
• Set the activity. Check that students understand
discussion group (people meet to discuss a book
they have all read – a popular idea in the USA
and Europe).
• Warn students that they need to listen carefully to
find out who is speaking. Sometimes the name is
mentioned after a person has spoken.
• Play the recording without pausing and then ask
students to compare with a partner.
Audio script 6.1
Jenny, Michael, Erika, Paul
J:
Now, if everyone’s got a coffee, I think we
should begin. Has everyone read this month’s
book and seen the film?
E/P: Yes, sure.
J:
Well, Michael, I suppose as you chose this
book for us to read, you should start us off.
Why did you choose it?
M: Yes, well … OK. I chose it because we have a
book and a film which I think people will
have strong opinions about. Also his latest
book, Inferno, has just come out – again,
seems to be dividing opinion. Critics are often
not keen, but people buy his books. He is one
of the world’s most read authors. I thought I
would choose one of his earlier works and the
one which perhaps made him so popular.
Well, The Da Vinci Code, by Dan Brown. What
can I say? I really thought it was brilliant! It’s
a real page turner. I read the whole thing in a
day. I thought the film was great too, but I
suppose I just really like Tom Hanks. He’s a
fantastic actor.
P: Really? I thought it was dreadful!
M: Oh come on, Paul!
P: All that stuff about the Louvre being a
museum, which is in Paris, which is in
France. I felt insulted. And what was all that
romantic stuff in the middle? No, I’m sorry,
it’s not my kind of thing. And in the film Tom
Hanks looks nothing like the main character
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in the book, Robert Langdon, should. It’s
ridiculous. Jenny, what did you think?
J:
OK, Paul, I agree that was a bit odd, but you
must agree the plot was riveting – all those
twists and turns? I couldn’t put it down.
P: Really, Jenny, I’m surprised at you. It was
really tedious. And the ending was a real letdown. After 500 pages nothing really
happened. I found that Stephen King book
we read last month much more tense and at
least the characters were written with some
imagination.
E: I agree with you, Paul – I just couldn’t get
into it. It was really dull and just not thoughtprovoking, which I was surprised about,
considering the subject matter. And as for the
film – oh dear, what a disappointment! It was
just awful. In fact, I think the film is worse
than the book, if that’s possible!
M: Come on, Erika, it’s a thriller. It’s light and
easy to read, just a good story.
E: Well, not for me. It was very hard-going at the
beginning and then I just gave up. There were
just too many people in it for me. And all
those really short chapters about the different
people – I suppose that was to make it easier
to follow, except that for me it didn’t work. I
don’t know if it was the way it was written.
J:
Well, for me it certainly lived up to all the
hype; I’d definitely read one of his others now.
I agree with Michael. It was really gripping. I
couldn’t wait to see what would happen next.
P: Not me. I mean, I like a good mystery, but
this was definitely overrated.
E: Yes, just awful. Anyway, let’s agree to differ
on this one, but it’s my turn to choose for next
month and it’s going to be something a bit
less lightweight. How about a classic, perhaps
something by Charles Dickens – you know,
with interesting characters?
J:
Great. A lot of his stories have been made
into films as well.
M: Yes, I’ve never read any of his, but I’m sure I
seen some of the film versions.
J:
Sounds good.
• Play the recording without pausing. Students
compare with a partner before you check answers
with the class. Replay the recording if necessary.
awful, brilliant, dreadful, dull, riveting, tense,
gripping, lightweight, overrated, tedious,
thought-provoking
9 Give students a few minutes to complete the
sentences before they check the audio script on
page 174.
• Check answers with the class. Ask if each one is
positive or negative and elicit/read out the notes in
brackets in the answer key below.
1 page-turner (positive – very exciting) 2 kind
(negative – not what I normally like) 3 put
(positive – very exciting, interesting) 4 letdown (negative – really disappointing) 5 into
(negative – from the start I didn’t find the story
interesting) 6 light, easy (positive in the
context of this track, but light can be a negative
comment, i.e. not serious) 7 hard going
(negative – difficult to read because of the story
or writing style) 8 lived, hype (positive – the
advertising said it was good, and it was)
10 Put students in groups of three. They identify at
least one book/film they liked and one they did
not like. Give them fifteen minutes for the activity.
• Encourage students to ask questions for further
information.
• Monitor to note mistakes with the vocabulary and
phrases from this lesson.
• In feedback, ask if students heard about any books/
films that they would like to read/see from other
students.
HOMEWORK OPTIONS
Students do the vocabulary exercises for this lesson
in MyEnglishLab.
Students do Exercises V1–5 and V2–6 on page 137 in
the Language reference.
8b Ask students to check any unknown vocabulary
from the box in their dictionaries. You may also
need to clarify the meaning of some of the
harder words.
• Set the activity and warn students that the words
in the text are not in the same order as the list.
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6.2 IMPACT
• Go through the questions with the class, by book/
film, rather than question.
Some groups may find it easier to take notes by
making a table with four columns (for the four
questions) and four rows (for the four speakers).
IN THIS LESSON
Lesson topic and staging
Students listen to people talking about their favourite
books, films or characters, including The Great Gatsby
by F. Scott Fitzgerald. Students read an extract of the
book and study referencing words. Next, they focus
on narrative tenses and the form and meaning of the
past perfect continuous. Finally, they discuss books
and films they feel have had a significant impact.
1
1 One Flew over the Cuckoo’ s Nest 2 Jack
Nicholson as McMurphy, Nurse Ratchet
3 yes, based on a book 4 prefers the film
2
1 Zatoichi 2 Takeshi Kitano as Zatoichi
3 doesn’t say 4 doesn’t say
3
1 Crouching Tiger Hidden Dragon 2 Michelle
Yeoh and Zhang Ziyi 3 yes, based on a book
4 hasn’t read book, so can’t say
4
1 Sherlock Holmes 2 Holmes, played by Peter
Cushing, Christopher Lee, Robert Downey; Dr
Watson recently played by Lucy Liu 3 yes,
based on books 4 prefers the books
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• extended their understanding of the use of
narrative tenses and the past perfect continuous
• discussed the impact of important books and films
Timings
If short of time, omit Exercise 8.
Possible lesson break: after Exercise 8.
Audio script 6.2 and answer key to Exercise 3
1
WARM-UP
This activity introduces the topic of characters in
books.
• Write on the board: Sherlock Holmes, Harry Potter,
James Bond (007).
• Ask students to discuss in pairs what they know
about each character. Elicit answers from the class.
Example answers:
Sherlock Holmes: a detective; his friend is
Dr Watson; lives at 221B Baker Street, London
Harry Potter: a boy wizard; goes to Hogwarts
School James Bond: a British spy
SPEAKING AND LISTENING
1 Elicit the meaning of impact in this context (a deep,
long-lasting impression). Students explain why
these films/books/characters have had an impact.
2 Emphasise that for this listening, students should
focus on the who and the what (i.e. the facts). They
will shortly listen again to focus on the why.
• Play the recording and get students to take notes.
• Students compare their answers and add
information to their own notes as necessary.
2
Which film has had the biggest impact on
me … Mm … I’d have to say Jack Nicholson’s
performance in One Flew Over the Cuckoo’s
Nest. Trying to choose just one of Nicholson’s
great performances is difficult and he was
amazing in The Shining. But he is heroic,
funny and menacing as McMurphy, who
ends up in a prison ward for the mentally ill
and leads a fight against Nurse Ratchet. This
film isn’t only great entertainment. It goes
much deeper than this and gives us a
wonderful insight into society. Everything
about the film is brilliant: the plot, direction,
filming, casting and, of course, the acting.
Rarely can a film make you laugh and gasp
with horror and shock at the same time.
Rarely can a film leave you so entertained yet
thinking about its disturbing scenes. The
book by Ken Kesey is brilliant, but I believe
the film is better than the book.
I really enjoyed the Japanese film Zatoichi,
which starts as a straightforward samurai
movie, turns into a comedy and ends as a
dance scene. I love it mainly because the lead
actor and director is Takeshi Kitano, who
some may know as Beat Takeshi. Kitano is
famous as an actor, director, comedian, kid’s
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3
4
TV favourite, novelist, poet, cartoonist and
painter, and he seems to have made a film
that combines a number of his talents. Kitano
plays the blind masseur Zatoichi, who turns
out to be incredibly skilled with a sword. He
wanders into a town harassed by a criminal
gang and helps two geishas take revenge on
the men who murdered their parents. I loved
Kitano’s performance as the chuckling,
shuffling, friendly masseur who turns into a
revenging warrior when required. He makes
an intensely likeable main character while
speaking very few words throughout the film.
In terms of visual impact, I think I’d have to
say Crouching Tiger Hidden Dragon with
excellent performances from Michelle Yeoh
and Zhang Ziyi, two of Asia’s greatest
actresses. This movie has breathtaking fight
scenes and contains beautiful landscapes. The
cinematography is outstanding and I think it
won an Oscar for art direction. I also loved
the beautiful musical score and especially the
use of the cello. The film was based on a
novel by novelist Wang Dulu, but I can’t say
which I preferred as I haven’t read the book.
The film was a Chinese, Hong Kong,
Taiwanese, American co-production directed
by Ang Lee. The dialogue is in Mandarin,
with subtitles, and in my opinion, that
version is much better than the version with
English voiceovers.
I’ve enjoyed many of the Sherlock Holmes
films and Holmes is the most portrayed
movie character, with more than 70 actors
playing the part in over 200 films. I enjoyed
watching Peter Cushing and Christopher Lee
portraying Holmes and also recent versions
with the brilliant Robert Downey Jr. I also like
the modern series set in New York, which
stars Lucy Liu as Dr Watson. But to be
honest, I prefer the books, which made a
huge impression on me when I first read
them, and the reason’s simple. Sherlock
Holmes himself is a fascinating person –
someone we can all admire. He’s got a
brilliant intellect and incredible analytical
powers. He’s also got amazing powers of
observation – just by looking at people, he
can deduce all kinds of things about them
and their lives. He’s supremely talented as a
detective and can solve the most difficult
cases. But he has human failings as well. He
has character flaws – like, he can be very
arrogant, especially in his relations with his
sidekick, Dr Watson. Watson accompanies
him on most cases and he isn’t stupid, but
Holmes is so brilliant! And he’s a very
courageous person, especially when dealing
with some very dangerous men. He’s
knowledgeable and he’s talented musically.
He often plays the violin when he’s in an
unhappy mood. He’s very believable as the
main character in the stories. When I was
young, my uncle used to read extracts from
the stories to me and he could quote pages of
the stories by heart. I love Sherlock Holmes
and I’ve re-read the stories many times.
3 Play the recording again. Students compare with a
partner before you check answers with the class.
4 Ask if anyone has read or seen The Great Gatsby or
what they know about it.
• Ask students to read the questions, then play the
recording.
• Students check with a partner before you check
answers with the class.
1 The book is extremely well written. The
language is evocative. The main characters,
especially Jay Gatsby, are fascinating.
2 Possibly he realises that Nick may be able to
help him meet Daisy again. 3 the reasons for
its great impact: fascinating plot and characters;
asks interesting questions; portrays brilliantly
and accurately the lives of wealthy people in
the 1920s
Audio script 6.3
One book that has made a huge impression on me
is The Great Gatsby, by the American writer F. Scott
Fitzgerald. It’s always been my favourite novel.
I’ve re-read it many times and each time I find
new meaning in it. There have been two
impressive films based on the novel: one with
Robert Redford and Mia Farrow, and a more
recent one with Leonardo di Caprio and Carey
Mulligan.
The book is about a wealthy man, Jay Gatsby,
who tries to win back the love of Daisy, a
beautiful woman he first met when he was young
and penniless. Instead of marrying Gatsby, Daisy
marries a rich man, Tom Buchanan, from her own
social class and years later, Gatsby, who’s now
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very wealthy, wants to revive their romance. The
narrator of the story, Nick Carraway moves to
Long Island where his cousin Daisy lives. He
rents a small house close to the magnificent
mansion of Jay Gatsby. Gatsby holds lavish
parties every Saturday. Hundreds of people come
to them and most of them are not invited and
have never met their host. Nick is surprised to
receive a written invitation to one of the parties,
even though he’s never met Gatsby. In a key
scene, Nick wanders around the party and meets
a man who turns out to be Gatsby. Later on,
Gatsby uses his friendship with Nick to meet
Daisy again, the woman he loved and lost. The
story doesn’t have a happy ending for Gatsby. He
manages to have a romantic relationship with
Daisy. However, she chooses to remain with her
husband rather than start a new life with Gatsby.
I like this book for several reasons. First, it’s
extremely well-written. Fitzgerald is so skilful at
describing the characters and their emotions. And
his language is very evocative. You really get the
feel of how upper class people lived in the 1920s
in America. He sees this as a period of declining
social and moral values. People are greedy and
pursue pleasure and money at all costs. The novel
holds a mirror up to this corrupt society.
I find the main characters, especially Jay Gatsby,
absolutely fascinating. Gatsby has a romantic
view of life. He believes that you can repeat the
past and achieve happiness. He is a mysterious
person. There are all kinds of rumours about his
past. As the story unfolds, you are not sure about
his character. He is undoubtedly charismatic with
a charming smile, but you wonder if he is not
what he seems. For example, he did not inherit his
fortune, as he says, but made money from selling
alcohol, which was illegal at the time. Your
feelings about him change as you learn more
about his past. The characters in the book are all
richly drawn and that is one of the book’s greatest
strengths. I have a favourite bit of dialogue about
Gatsby, which reveals his character. Nick says to
him, ‘You can’t repeat the past.’ Gatsby replies,
‘Of course you can. Of course you can.’
The Great Gatsby was published in 1926, just a few
years after the Great War. The novel had a great
impact. This was not just because of the novel’s
fascinating plot, but because it poses interesting
questions like, ‘Can you get back the past? Is there
such a thing as true love?’ It was also, I think,
because in the novel, Fitzgerald depicted
brilliantly and accurately the lives and behaviour
of wealthy people in America.
5 Students should try and match the words based
on their first listening and their own knowledge.
• Play the recording again. Students check existing
answers and look for ones they do not know.
• In feedback, ask students to explain the meaning /
usage of each phrase.
1h 2b 3e 4f 5c
6a 7d 8g
READING
6 Remind students that this is an example of fiction,
so the way the text is written is different to most of
the other texts they have read so far on this course.
• Students read the questions and then the text.
• Tell students to be concise in their answers.
• Take feedback.
1 the narrator (Nick Carraway) 2 Jordan
Baker (the narrator’s friend), Jay Gatsby (the
host) 3 at a party (at Gatsby’s house)
4 elegant, young (30–32 year-old) man with a
charming smile 5 Gatsby leaves to take a call.
7 Critical thinking: Referencing. Ask what kind of
words are highlighted (pronouns).
• Ask students to make predictions about pronouns
without looking at the extract (e.g. ‘She’ must refer
to a female. ‘We’ to the narrator plus another/others.).
• Students answer the questions individually and
then check in pairs. Take class feedback.
1 Jordan Baker and the narrator 2 the
hydroplane 3 Jordan Baker 4 Gatsby’s
5 his smile 6 Gatsby 7 Gatsby 8 Jordan
Baker and the narrator (Nick Carraway)
8 Due to the complexity of this question, it would
probably be best to discuss in a class situation.
GRAMMAR: narrative tenses
9a Ask students if they know the meaning of narrative
and/or can name any narrative tenses.
• Students work in pairs before you check answers
with the class. You may need to revise the form/
function of some of these tenses, depending on
your class.
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11c Students should work in pairs to answer these
questions. Ensure that you give clear feedback
when going through the answers. Get students to
explain why the false answers are incorrect.
1 were sitting = past continuous 2 looked,
smiled = past simple 3 introduced = past
simple; had got = past perfect; was picking =
past continuous 4 hurried = past simple;
was calling = past continuous
9b Students work with the same partner as in
Exercise 9a. They should match these descriptions
with both the tense and the examples in 9a.
• Tell students that it may help them to draw
timelines to work out the answers here.
• Go through the answers. Elicit/Teach all the
information in brackets in the answer key below.
a past simple; sentence 2 b past continuous;
sentence 1 c past continuous (first action),
past simple (action interrupting the first action);
sentence 4 (Note: In some sentences, the first
action can continue simultaneously with the
second, e.g. We were sitting in the park when we
saw the boy.) d past perfect; sentence 3 (The
impression came before the introduction).
10 Give students five minutes to do this activity
individually and then compare with a partner.
• Tell students to look at Exercise 9 and the
Language reference on page 136 if they need help.
• Check answers with the class and if there is
disagreement, ask why students chose a form.
1 was playing, ran 2 was trying, had seen
3 were ticking, could not
Ask students if they have read any of the novels
quoted in this exercise or another novel by this
writer. If not, would they like to, based on the
extract given here?
11a Direct students to the example in the text (had
been hovering). Students work individually and
then compare with a partner before you check
answers with the class.
1 F (past simple/continuous used more often)
2 T 3 T 4 F (past perfect)
12 Give students five minutes to do this activity
individually and then compare with a partner.
• Tell students to look at Exercises 9 and 11 and the
Language reference on page 136 if they need help.
• Check answers with the class and if there is
disagreement, ask why students chose a form.
• For further practice, ask students to do Exercises
G1–1 and G1–2 on page 137 in the Language
reference.
1 was sitting 2 was shaking 3 had been
waiting 4 heard 5 came 6 told 7 had
happened 8 had borrowed 9 had crashed
10 had been driving 11 rang 12 was
SPEAKING
13 Put students in groups of four or five for this
activity. First, direct them towards the five
adverbs listed in the coursebook and check that
they understand what each means.
• Then direct them towards the example and read it
aloud. You may want to give another one or two
examples if you think your class need them.
• Students discuss the questions for between five
and ten minutes. Monitor the discussions and
prompt/direct students as necessary.
HOMEWORK OPTIONS
Students do the vocabulary, reading and grammar
exercises for this lesson in MyEnglishLab.
Students do Exercises V3,4–7, G1–1 and G1–2 on
page 137 in the Language reference.
before
11b Students use the example in Exercise 11a to help
them complete the gaps.
• Elicit the form from the class, write it on the board
and highlight the possible contractions of had (I’d,
you’d, he’d/she’d, we’d, they’d).
had + been + -ing form of the verb
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6.3 READING HABITS
IN THIS LESSON
Lesson topic and staging
Students begin by reflecting on how and when they
read, focusing on a questionnaire. Next, they read
about reading habits around the world. After some
vocabulary work, they listen to people talking about
their reading habits. Students focus on the meaning
and form of used to, would and get used to before
discussing things they used to do as children.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• learnt more about used to, would and get used to
• practised this language in a discussion
READING
3 Allow students five minutes to read the text.
Emphasise that they are reading for the main idea,
and to answer the question. Students might find it
useful to underline the most important information
in each summary.
• Students compare answers and identify the textual
evidence supporting their view.
summary 3
4 Elicit from the class the best way to approach this
activity (i.e. to scan the text for the country names,
underline them and work out the answer).
• Students should complete activity individually,
and then check in pairs.
• Take class feedback. Ensure they identify specific
evidence in the text to support their answers.
1 Japanese girls 2 Japanese boys
4 Indonesian girls
Timings
If short of time, omit Exercise 6.
Possible lesson break: after Exercise 7b.
WARM-UP
This activity introduces the topic of the importance
of reading in everyday life.
• Give students one minute to think about everything
they have read in the last 24 hours (e.g. instructions,
recipes, timetables). Students share this information
with a partner and compare notes.
• Elicit answers from the class and write them on
the board. Discuss with students why reading is
important in all aspects of life.
SPEAKING
1a Students rank the statements about reading.
Emphasise that they should be honest rather than
giving what they think is the right answer.
• They can rank 1–9 or if there are some which are
not appropriate, just rank as many as are relevant.
1bStudents compare their answers in pairs. In
feedback, ask three or four pairs if their answers
were similar or different to each other.
2 Students stay in the same pairs to ask the
questions. Encourage questions like Is it the same
for you? to avoid repetition.
3 Thai boys
5 Critical thinking: Identifying facts and opinions.
The ability to distinguish fact (information which
is unarguably true) and opinion (a viewpoint,
which may or may not be true) is a key skill at
higher levels. This is especially true in academic
life, where making this distinction is critical, and
in exams. You may want to point out that IELTS
and the PTE-A Reading may ask about the purpose
of a text and what the writer’s view is.
• Give students one minute to find one opinion and
one fact. Ask one student for feedback and get the
others to confirm whether they are correct. When
you are certain students can identify the
difference, give them three minutes to find three
more facts and three more opinions.
• Students check in pairs. Partners should check
each other’s ‘facts’ and ‘opinions’ and discuss
whether they agree or disagree with them. You
should monitor and be referee.
• Take three further examples of each in feedback
from the class.
Example opinions: 1 Policy makers in
countries where there this gap is particularly
pronounced should … reading proficiency
levels. 2 Policy makers should take into
account boys’ preference for reading different
types of material. 3 There could be far more
potential for strengthening boys’ reading skills
by encouraging other types of reading in
addition to literature.
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Example facts: 1 Boys have different reading
habits than girls. 2 In every country except
Korea, girls reported reading for enjoyment
more than boys. 3 In 14 countries, only a
minority of boys said that they read for
enjoyment. 4 In Japan … only 54 percent of
boys and 58 percent of girls … enjoy reading.
5 90 percent of Thai girls read for enjoyment.
1 speaker 3 2 speakers 4 and 5 3 speaker 1
4 speakers 4 and 5 5 speakers 1 and 3
6 speaker 2
Audio scripts 6.4 and 6.5
1
6 Where possible, create small groups with students
from different countries.
• Students discuss the questions for three or four
minutes. Take feedback from a few groups.
Emphasise that the second part of the question is
important in an academic context. Explain that
when trying to understand why something
happens, it is important to really establish that one
thing happens because of something else – not just
that it happens after it in time.
VOCABULARY: words from the text
Matching words and phrases is a common
question in IELTS reading tests. For students
preparing for IELTS, you might make this exercise
more authentic/tricky by asking them to close their
books and looking at the highlighted words. They
should try and write a definition of these terms.
They then do the exercise as in the coursebook.
7a Give students five minutes to match the words
and definitions. You might allow them to use a
dictionary in the last two minutes.
• Students compare answers with a partner, using a
dictionary if necessary. Check answers in class.
2
3
1 proportion 2 preference 3 associated
4 virtually 5 gender gap 6 typically
7 outperform 8 relatively 9 pronounced
7bStudents complete the activity individually and
then check with a partner. Take class feedback.
• In feedback, pay close attention to pronunciation
and stress, since the words are multi-syllabic.
1 outperform 2 proportion 3 pronounced
4 associated 5 relatively 6 preference
7 virtually 8 gender gap 9 typically
LISTENING
4
8 Tell students that some questions might have
more than one answer.
• Play the recording. Students answer individually
and then check in pairs. Take class feedback.
When I was in elementary school, I was a
devoted reader and a good student. I used to
read in bed for an hour every night before I fell
asleep. And at school I would go to the library
every afternoon. I loved reading. Then my
dad lost his job and we kept moving schools.
As soon as I got used to the new school and
new friends I would have to leave. And finally
I ended up in a school where reading was not
cool, certainly not for boys. My grades got
worse and I would only read one or two books
a year. When I left school, I joined a band and
started composing songs. I started reading
again because reading helped me understand
the world and understand myself, and helped
me find ideas for my songs.
I used to read more than one book at a time
and sometimes I’d have three or four on the
go. But in recent years, I’ve mainly stuck to
one book at a time, although if I’m reading a
hardcover, I’ll sometimes have a paperback
on the side to bring on the train or to read in
the bath. And that’s my favourite place for
reading – the bath – and if it’s a really good
book, I’ll keep reading till the water goes
cold. Life would be a much less interesting
place if I didn’t read.
As a child I loved to read and I would read in
bed almost every night. But now I seem to
have lost my love of reading. I used to love it.
And I mean love it. I was a bookworm. I used
to read, like, a whole novel in one day or less
than a day. I loved imagining myself in the
book. But now I’ve lost interest in them –
even my favourite books that I would read
over and over. To be honest, I think it’s down
to the internet. I seem to have lost my
attention span and focus. I used to read entire
books in one sitting, now I put them down to
check my phone, forget about them, only read
the beginning and then lose interest.
I didn’t use to read a lot. It once took me a
year to read Martin Johnson, the ex-England
Rugby Captain’s autobiography. I used to
read a page a night and I would get bored
really quickly. I hated reading at school
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5
because I’m dyslexic. However, I’m reading a
lot more now. Recently, I’ve been reading the
Lee Childs novels and I read two chapters a
night and actually, I’m really proud of myself.
Before I became a librarian, I used to read
pretty exclusively within the fantasy/sci-fi
genres. Even now those are my go-to book
choices. However, I try to continuously
remind myself to read across as many genres
as possible because advising readers is a big
part of my job. And actually I really enjoyed
reading George Eliot’s Middlemarch. It’s not
the sort of book I would normally read, but it
had everything – great characters, great
stories and great descriptions of the scenery
and countryside. It was warm and funny and
gripping. I’m reading more now than I did
when I was younger … and I’m reading
different genres as well.
9 Students read the text and complete anything they
remember from the first listening.
• Play the recording again. Students complete as
much as they can by themselves and then check
answers with the same partner as in Exercise 8.
• Go through the text in class.
1 was 2 used to read 3 fell 4 would go
5 loved 6 lost 7 got use to 8 ended 9 got
10 would 11 joined 12 started 13 helped
GRAMMAR: used to, would, get
used to
10a Tell students to find and read all the examples in
the text before they choose True or False.
• Check that students understand state, habit and
accustomed to.
• If students find this activity very difficult, ask
them to read the Language reference on page 136.
• Ask them to compare with a partner before you
check answers and elicit examples from the class.
• In feedback, emphasise that we can’t use used to
for single actions/events in the past; we have to
use the past simple (e.g. I used to go to the cinema
last week is wrong).
1F 2T
3F 4T
• In feedback, write the examples on the board and
underline the relevant parts to highlight form.
Negative: We use auxiliary didn’t + used to +
infinitive (e.g. read).
Questions: We use auxiliary did + used to +
infinitive (e.g. read).
In pairs, students ask two or three of the questions.
This is good preparation for Exercise 15.
11 Students work in pairs and refer to Exercise 10
and the Language reference if they need help.
• Monitor to point out mistakes if necessary.
• Check answers with the class. Ensure students
explain why answers are wrong.
1 would used 2 was 3 is 4 at the moment
5 didn’t used to wouldn’t 6 used to got used
to 7 would used to 8 Did you used to
Would you
Ask students to look again at question 1 and ask
them whether it is a fact or opinion (fact). Get
them to practise their critical thinking skills by
discussing with them why women had to write
anonymously at that time.
12 Set this as a challenge. Students read the text as
fast as possible. As soon as they think they know
the problem, they put their hand up. After 30
seconds, ask the student who put their hand up
first to say what the problem is. If they are wrong,
ask the second person, and so on, until you get the
correct answer.
• Ask the class to identify a solution.
There is no variety. Only used to is used.
Students rewrite this text so that it is more
interesting, by using different forms.
13 Students should make brief notes about what/
how they used to read. Give them seven minutes
to write a short text.
• Students compare answers in pairs. Each partner
should give feedback to the other about whether
they have used the different verb forms well.
5T
10b Tell students to look at the examples carefully
before answering the question.
• Ask them to compare with a partner before you
check answers with the class.
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PRONUNCIATION
Exercises like this are good practice for the PTE-A
Speaking section. In the exam, students must
listen to and repeat a sentence exactly as they hear
it, using correct pronunciation.
14 Play the recording. Students compare with a
partner before you elicit answers from the class.
• Play the recording again. Pause after each sentence
to allow students to repeat. Correct pronunciation.
• Finally, point out that the pronunciation of used to
and use to is exactly the same in English, i.e. the /d/
sound disappears. In the second sentence the /d/
sound is pronounced, which is why it is incorrect.
6.4 SCENARIO: THE
NEW FILM PROJECT
IN THIS LESSON
Lesson topic and staging
Students read the scenario about making a pitch for a
new film to a production company. They listen to
two people discuss their idea for a film and then
focus on the Key language. In the Task, students
work in pairs to make a presentation to other
members of the class about a film project.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• learnt useful phrases related to the language of
persuasion.
• used this language in a ‘real life’ situation to give a
presentation about a film they would like to make
The first sentence is correct.
Audio script 6.6
I used to read in bed for an hour every night
before I fell asleep.
15 Put students in small groups and give them ten
minutes to discuss their ideas. Monitor to note
mistakes when using the target language.
• When finished, get a few ideas from the class.
• Finally, correct some of the more common or
important mistakes you noted earlier.
Timings
Possible lesson break: after Exercise 3b.
WARM-UP
This activity introduces the idea of a film pitch
(a short summary of the main points of a film).
HOMEWORK OPTIONS
Students do the vocabulary, reading, listening and
grammar exercises for this lesson in MyEnglishLab.
Student do Exercise G2–3 on page 137 in the
Language reference.
• Ask students to think about a film they like.
• Students have two minutes to make notes. They
then give a short (30–60-second) summary of the
plot to a partner. Their partner can ask questions if
they wish.
SITUATION
1 This exercise revises the topic of genre, which was
introduced in lesson 6.1.
• Students read the email and questions individually.
They then answer the questions in pairs.
• Take feedback from three or four pairs. Try and
elicit several common film genres and write them
on the board (e.g. horror, comedy, thriller, action).
KEY LANGUAGE: persuading
2 Elicit the meaning of persuading. Since this is a
central concept for the task, it is important that
students are clear what it means (convincing
somebody that you are correct about something so
that they accept your argument).
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• Students read the questions.
• Play the recording. Students answer individually
and then check with a partner.
• Take brief class feedback.
1 thriller and horror 2 two women returning
from college 3 the 20–40-year-old group
Audio script 6.7
Jerry, Francesca
J:
F:
J:
F:
J:
F:
J:
I’ve got a great idea for a film, Francesca. I’m
sure it’ll be a winner.
Really? OK, try it out on me. Imagine I’m the
management listening to your pitch. If it’s
really good, we can work on it and enter the
competition.
OK, I’m confident you’ll like my idea.
I hope so.
OK, I’ll start. Good morning, everyone, I’m
sure you’ll find our concept exciting and
original. I’ll start with the storyline. Two
women are returning from college to their
parents’ houses. On the way, they find the
road’s closed, with a notice saying ‘Do not
enter’. A local man explains that there was an
awful murder last night at the house on the
hill. The women are in a hurry. They ignore
the notice and go down the road. They’re
never seen again. I think you’ll agree, it’s a
really interesting and creative idea.
Of course, we’ll have to work out the details.
It’s just a storyline at the moment. But it’s got
a lot of potential and it could be a real
winner. A woman disappears and no one
knows what’s happened to her. It’s really …
intriguing.
Turning now to the actors. We’d like to get
stars, if possible – young actors who’ve
already proved themselves. We’re thinking of
Naomi Watts and Jennifer Lawrence – the one
who was in Hunger Games. They’re both really
attractive and good actors. They’d be perfect.
The budget, I think, would allow us to use
well-known actors. They’re bound to appeal
to the audience who’d go to the film.
OK, so, who is our target audience? Who do
we have in mind?
I’d say the 20- to 40-year-old group. They’re
the ones that go regularly to the cinema.
They’ll love our concept. It’s got such a wide
appeal: two female characters, mystery and
F:
J:
F:
J:
F:
danger. Its biggest selling point would be that
it’s a thriller and also a horror film. OK, to
summarise, our concept has a fascinating
storyline. We think it’s got tremendous
potential. The audience will want to know
what’s happened to the two women. Have
they disappeared for ever? That’s the mystery
the film will solve. There’ll be all kinds of
twists and turns in the plot and a lot of
human interest. We really believe in our
concept and hope we’ve managed to convince
you, too. What do you think, Francesca? Do
you like the idea?
I absolutely love it! It’s a fantastic plot. Well
done!
Great, I thought you’d like it.
I do. You’ve convinced me, totally. Nice
presentation, too. Let’s start working on it
because the management will ask a lot of
questions and expect more details. I’d say
we’ve got a winner, Jerry, with this concept.
OK, let’s meet tomorrow after work in the
canteen. OK with you?
Fine. See you roundabout six.
3a Students tick as many of the statements as they
can remember from the first listening.
• Play the recording again. Students complete the
exercise individually.
• In feedback, ask which statements were not
mentioned, to speed up the process.
+ Ask students to identify which of the language in
the questions is less formal (question 1: it’ll be a
winner; question 3: really interesting; question 6:
they’ll love; question 9: great).
tick: 1, 2, 3, 4, 5, 6, 8; cross: 7, 9
3b Students turn to page 175 and look for statements
which are similar to 7 and 9 in Exercise 3a.
• Take class feedback. Explain that being able to say
what you want in more than one way can be
useful in terms of increasing the variety of what
you say, and to restate your position.
7 It’s got such a wide appeal. 9 We really
believe in our concept and hope we’ve
managed to convince you, too.
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6.5 STUDY AND
WRITING SKILLS
TASK: making a persuasive
presentation
4a Set the activity. In pairs, students brainstorm their
ideas and develop a rough outline of the story.
Give them ten minutes for this.
4bGive students a minute to read the notes and the
useful phrases. Check in class that everything is
understood. If not, clarify as needed.
• In pairs, students check they’ve discussed all the
key information. They must also work out how to
divide the five-minute presentation equally.
Some groups may benefit by an additional five
minutes to do a ‘dummy run’ rehearsal.
5a Explain the marking system to be used. Ask
students to describe the kind of things they would
expect to see in a ‘brilliant’ presentation.
• Students give their presentation to the class.
Monitor time and do not allow students to go (too
far) over the five-minute limit.
• Get students to ask questions. You may need to do
this at first to encourage the others.
If your class is reluctant to ask questions,
nominate people before each presentation.
5b Add up the scores and declare the winner. It
would probably be best to do this in secret and not
reveal everybody’s final scores, so as to avoid
demotivating weaker groups.
• Give general feedback about the presentations.
HOMEWORK OPTIONS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on making effective presentations
and writing an online review. Students listen to five
people talking about effective presentations and look
at rhetorical techniques which help improve the
quality of a presentation. They watch a video which
illustrates some of these techniques and practise
using them. Next, students consider key features of
an online review, focusing in particular on adjectives
and adverbs. Finally, students write their own
review of a film they have seen.
Study skills video
Watch the video to see a talk about the film The Girl
with the Dragon Tattoo.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• developed their understanding of rhetorical
techniques and practised how they can improve
presentations
• extended their range of adverbs and adjectives
• written an online review of a recent film
Timings
Students do the Key language, listening, vocabulary
and academic collocations exercises for this lesson in
MyEnglishLab.
Students do Exercise KL–4 on page 137 in the
Language reference.
If short of time, omit Exercise 7.
Possible lesson break: after Exercise 7.
WARM-UP
To introduce the theme of the first half of the lesson,
students should reflect on the presentation they gave
at the end of lesson 6.4.
In pairs or small groups, students discuss how they
think they did in their film presentation and how
other people said they did.
STUDY SKILLS: making an effective
presentation
Extended speaking, whether in the form of a
presentation or discussion, is a common means of
assessing a student’s English speaking ability (e.g.
IELTS Speaking task 3).
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1 Check students understand memorable (something
you can remember for a long time because it was
so good). Students then read the statements.
• Play the recording. Students answer individually
and then check in pairs. Take class feedback.
1d 2c
3e 4a 5b
Audio script 6.8
1 I went to a lecture on English Literature. To
make her key point, the lecturer quoted two
lines from the American poet Robert Frost:
‘Home is where you go to and they can’t turn
you away.’ She repeated the two lines several
times during her talk to make her points. I
heard that presentation 25 years ago and I
still remember the quote. Her presentation
was truly outstanding.
2 The lecturer was talking about trends in the
current economic climate. Her presentation
could have been boring, but the slides she
used to illustrate her points were striking and
incredibly imaginative. So everyone listened
to her very intently.
3 There was another presenter at the conference
on the current economic climate. He started
by telling us an anecdote – something about a
train coming through a tunnel and almost
crashing when it came out the other side. He
took about two minutes to come to the
punchline. He took so long to tell the story
that the audience were amused and listened
carefully to the rest of his talk.
4 The presenter had worked for years for the
BBC. His talk was on how to give an effective
presentation. He spoke in a low but powerful
voice which carried to the back of the room
without the need of a loudspeaker. He had
such a magnificent voice that his presentation
was memorable.
5 It was the best presentation I’ve ever heard.
The speaker used all kinds of rhetorical
devices – you know, techniques to get across
his ideas in a memorable way, like tripling –
that’s using words in threes – contrasting
ideas, repetition, alliteration, quotes from
literature. It was an amazing demonstration
of how to make a presentation effective.
2 Students swap partners and discuss the questions.
Emphasise that they must give reasons as to why
it was impressive. When done, ask three or four
students to share their experiences.
3a Rhetorical techniques. Students read the
explanation of this term. Ask them whether they
can think of an example. Prompt them with what
they just heard in the listening (e.g. a quotation).
Explain that the use of rhetorical techniques is
useful for improving the quality and effectiveness
of a presentation. However, if they are used too
much, the effect may be lost.
Presentations are a common feature of higher
education. Students may need to do them at the
beginning of seminars, in class or for assessment.
3b Students should work in pairs for this exercise.
Monitor closely and help where needed.
• Tell students not to get stuck on one question if
they are not sure. They should do the easier ones
first and then move on to the more difficult ones.
1 c 2 d 3 e 4 g, k 5 i
10 j 11 a
6b 7e 8h 9f
In pairs, groups or with the whole class, create
additional examples of each rhetorical technique.
Elicit/Check dragon (a large, mythical, scary
creature, like a dinosaur) and tattoo (body art).
Students read the description and then discuss the
questions in pairs. Take brief class feedback.
Students read the questions.
Play the video. Students complete individually
and then check in pairs.
Take class feedback.
4
•
5
•
•
1 They are trying to find out what happened to
Vanger’s niece, Harriet, who disappeared 40
years ago. 2 Lisbeth. There are so many
contrasts in her character. She is a fascinating
person. 3 outstanding actors in the two main
roles; the film is based on a superb book
Study skills video
Hi, everyone. The film you’re going to see tonight
is The Girl with the Dragon Tattoo. It’s based on the
first of three Swedish novels written by Stieg
Larsson and it features two main characters, an
investigative journalist, Mikael Blomkvist, and a
young female researcher, Lisbeth Salander. The
books were a huge success internationally. Their
sales to date have been well over $100 million.
The film has been equally successful. One critic,
comparing it to the book wrote, ‘This mystery is
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just as devastating, suspenseful and satisfying on
screen.’ And another one wrote, ‘This dynamite
thriller shivers with suspense. In a word, wow!’
OK, I’ll start by outlining the plot of the film. It’s
very complicated and I hope my summary will
make it easier for you to understand the twists
and turns in the story. After that, I’ll talk about
the two main characters. And finally, I’ll suggest a
couple of reasons why the film has been so
popular and highly praised.
Right, let’s start with the plot. The film’s about an
investigation by a journalist, Mikael Blomkvist.
He’s hired by a millionaire, Henrik Vanger, to
find out what happened to Vanger’s niece,
Harriet, who disappeared 40 years ago. Henrik
suspects that someone in the family, the powerful
Vanger family, murdered Harriet.
by two extraordinarily talented actors, Daniel
Craig and Rooney Mara – they’re perfect for their
roles. And the second reason is that the film’s
based on a superb novel that millions of people
have enjoyed.
OK, I hope you’ve found my presentation useful
and informative. Let’s watch the film.
6a Working in the same pairs as Exercise 5, ask
students to discuss what techniques they can
remember and note them down.
• Play the video again and get students to note
down any additional techniques they notice.
• Take feedback and write correct rhetorical
techniques on the board for use in Exercise 7.
Tripling: a computer hacker, very anti-social,
looks like a punk; a serious person, with a
journalist’s curiosity and a strong social
conscience; She has a tattoo, nose ring and
many earrings.
Alliteration: twists and turns; strong, singleminded and stubborn
Quotation: ‘This mystery is just as devastating,
suspenseful and satisfying on screen’; ‘This
dynamite thriller shivers with suspense. In a
word, wow!’
Simile: looks like a punk; looks like a frightened
animal; her skin is pale like porcelain china.
Imagery: This dynamite thriller shivers with
suspense.
Repetition: Henrik suspects that someone in
the family, the powerful Venger family,
murdered Harriet.
Contrast: a single event/a series of terrible
murders; often a victim, she always takes
revenge on her enemies
Rhetorical questions: Who wouldn’t find her
fascinating? Why has the film been so
successful?
In his investigation, Mikael gets help from a
young female researcher, Lisbeth Salander. She’s
a computer hacker, very anti-social and looks like
a punk. They soon realise that Harriet’s
disappearance isn’t a single event, but rather
linked to a series of terrible murders in the area.
They begin to discover a dark and appalling
family history and when they do this, they put
themselves in great danger.
So, I’ve given you an idea of what the film’s
about. Moving on now to the two main characters,
Mikael Blomkvist and Lisbeth Salander. They’re
an interesting contrast. On the one hand, there’s
Mikael, the journalist, played by Daniel Craig,
who’s better known for playing James Bond in the
Bond films. Mikael’s a serious person, with a
journalist’s curiosity and a strong social
conscience. He’s 20 years older than Lisbeth.
On the other hand, there’s Lisbeth Salander, by
far the most interesting character in the film. Who
wouldn’t find her fascinating? A small woman, at
times she looks like a frightened animal. But at
other times she’s strong, single-minded and
stubborn. She’s a very troubled person because
she had a difficult childhood. Physically, she’s
very attractive in an unusual way. She has shiny,
spiky, black hair, yet her skin is pale like
porcelain china. She has a tattoo, nose ring and
many earrings. Often a victim, she always takes
her revenge on her enemies.
So, Why has the film been so successful? Probably
for two reasons. The main characters are played
6b If students found the first exercise difficult, tell
them which techniques can be found. They should
then try and find at least one example of each.
• In pairs, students check the audio script, either
confirming what they have already found or
finding additional answers.
• Take class feedback. Write up any remaining
techniques on the board.
7 Students will need some time to prepare this, as
they need to create five minutes of material as well
as including rhetorical techniques.
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• Monitor closely during this exercise, since
students may need help in identifying how to use
rhetorical techniques.
• When they are ready, students make their
presentation in groups of three or four. You might
ask them to assess these presentations using the
same criteria as on page 63.
Some groups may find this exercise easier if they
only have to do a three-minute presentation, so
they can focus more on the rhetorical techniques.
• Check answers with the class and get two or three
reasonable suggestions for each adjective.
Suggested answers:
interesting → gripping, fascinating, absorbing,
compelling
funny → humorous, amusing, hilarious
exciting → thrilling, dramatic, exhilarating,
nail biting
stupid → crazy, absurd, laughable, ridiculous
nice → pleasant, lovely, beautiful
good → excellent, brilliant, outstanding,
terrific
boring → dull, tedious, monotonous, repetitive
bad → terrible, appalling, awful, dreadful
WRITING SKILLS: an online review
8 Elicit the meaning of online review (an opinion of a
film put on a website). Students then discuss the
questions in pairs. Take brief feedback for each.
9 Students discuss the questions with a partner.
All the items are possible in an online review,
except what happens at the end.
10 Tell students that the film review is for Skyfall, the
2012 James Bond film. Ask if anyone has seen this
film and if they have an opinion about it.
• Give students two minutes to skim-read the text to
answer the question. Then put students in pairs to
discuss. Encourage them to underline/highlight
specific language which shows the author’s view.
• Take class feedback.
13a Adverbs. Elicit why adverbs are important and
what their purpose is (they add considerable
meaning to language, helping it to be more
specific/focused).
• Explain to students that they should find matching
pairs of adverbs. You should say that they do not
have exactly the same meaning, but can often be
used in a similar way.
• Check answers with the class. Check pronunciation
of the final -ly sound. Do not focus on meaning as
this is the focus of Exercise 13b.
completely – totally, definitely – certainly,
really – truly, particularly – especially,
generally – usually
positive, but with some negative points
11 Students read the information in the coursebook.
Check their understanding of cast (people who act
in a film) and setting (the location of a film).
• Ask students to predict where some of the
aspects might be found (e.g. that the
recommendation comes at the end, in para D).
• Individually, students match the aspects with the
paragraphs. They then check in pairs.
• Take class feedback. Ask students to provide
evidence that supports their answer in each case.
1 A, C 2 A 3 A 4 C 5 A, B 6 A, C, D
7 B, C 8 D
13b Students quickly match the adverbs with their
meanings. Check answers with the class.
In pairs, students create their own sentences using
the target language.
1 totally, completely 2 definitely, certainly
3 generally, usually 4 particularly, especially
5 really, truly
14 If there is time, students write their review in
class. They will need at least 30 minutes to do this.
HOMEWORK OPTIONS
12 Adjectives. Check that students understand the
additional information in the instructions.
• If necessary, explain what a thesaurus is (a book
which groups words that have similar meanings).
Allow them to use their mobile devices if desired.
• Ask students to try and think of at least one
synonym for each adjective. When they have done
this, they compare their answers in pairs.
Students do the study skills, reading, reading and
listening and writing skills exercises for this lesson in
MyEnglishLab.
Students do Exercise 14.
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7
Architecture
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
the passive
describing buildings; idioms; prefixes
talking about requirements; deciding on facilities in a hotel
identifying fact and opinion
an opinion-led essay
7.1 ICONIC BUILDINGS
IN THIS LESSON
Lesson topic and staging
This lesson looks at architecture and people’s
favourite buildings. Students read about three famous
buildings and focus on vocabulary connected with
architecture and construction. Finally, they discuss
iconic buildings and write a paragraph describing one.
Meet the expert video
Watch a video of an architectural journalist talking
about innovative designs.
Objectives
By the end of the lesson, students will have
• extracted specific information and language items
from reading texts
• extended their vocabulary related to architecture
and construction, and practised using this
• participated in a discussion to express their
opinions about an iconic building and written
a paragraph about it
Timings
If short of time, set Exercise 10 as homework.
Possible lesson break: after Exercise 5b or 7.
• Elicit answers from the class.
• Finally, ask students if they have visited,
like/dislike each building.
Le Corbusier quote: This quote suggests that the
main purpose of a house is ‘function. The idea of
‘aesthetics’ is therefore less important. You might
discuss with students whether they share this
view or hold the opposite.
VOCABULARY: describing
buildings
1 To give students some ideas for this activity, you
could focus them on the photos on pages 66–67 or
refer them to the Warm-up activity.
• Students discuss the question in pairs before you
elicit a few ideas from the class.
2a Tell students to do as many adjectives as possible
before using a dictionary.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, elicit that classical is a European
style from the Roman/Greek period (ca. AD 1000–
500 BCE), but some modern buildings use this style.
• Tell students that the neutral adjectives can be
either positive or negative, depending on the
opinion of the speaker/writer.
Positive: elegant, graceful, impressive,
magnificent, stylish, imposing, innovative
Negative: derelict, dilapidated, run-down, ugly
Neutral: ancient, classical, contemporary,
ornate, traditional
WARM-UP
This activity introduces the topic of iconic buildings.
• Write the following buildings on the board, but
not the dates in brackets: the Colosseum (ca. AD 80),
the Eiffel Tower (1889), Tower Bridge, London (1894),
the Sydney Opera House (1973), the Empire State
Building (1931), the Taj Mahal (1648), the Great Wall
of China (building began 500 BCE).
• Check that students know each building. It may
help to elicit/tell students which cities they are in,
take in photos/use the photos on pages 66–67.
• In pairs, students order the buildings from the
earliest construction date to the latest.
Ask students whether they know any more words
which could be placed in these categories. Allow
them to look some up in a thesaurus or online.
2bWarn students that more than one adjective goes
in some categories and a couple of adjectives can
go in more than one category.
• Students work individually and then compare
answers with a partner.
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• Check answers with the class and write the words
on the board in preparation for Exercise 3.
1 dilapidated, derelict, run-down
2 traditional, ancient, classical 3 ugly
4 innovative 5 elegant, stylish, graceful
6 ornate 7 contemporary 8 imposing,
impressive, magnificent
• In feedback, elicit the stressed syllable on each
word and ask students to mark this in their books.
The main stress is marked in the answers below.
1 g damage 2 e rebuild 3 c construct
4 h demolish 5 b maintain 6 a restore
7 d commission 8 f design
PRONUNCIATION
3 Word stress. Elicit the importance of word stress
in English (to be clear and to make your spoken
English follow the ‘rhythms’ of English).
• Focus students on the first adjective you wrote on
the board in Exercise 2b, elicit the main stress and
mark it on the word (see answer key below).
• In pairs, students mark stress on the other words.
They can say the word to each other if necessary.
• Check answers with the class.
• Ask students to work individually to group the
words according to their syllable stress.
• Students compare answers with a partner. Play
the recording, pausing after each word for
students to check.
• Play the recording again, pausing after each word
for students to repeat, and correct if necessary.
First-syllable stress: ancient, classical, derelict,
elegant, graceful, innovative, stylish, ugly
Second-syllable stress: contemporary,
dilapidated, imposing, impressive,
magnificent, ornate, run-down, traditional
4 Give students one minute to look at the photos
and decide their opinions.
• Put students in pairs to describe the buildings and
discuss which they like.
Students describe one of the buildings. Their
partner must guess which is described.
Give students a few minutes to think of a building
they know (it doesn’t need to be famous). In small
groups, students describe their buildings and ask
each other questions for more information if
necessary. Alternatively, you could provide some
photos of buildings for use in discussion.
5a Tell students to match as many words as possible
before using their dictionaries to check meaning.
• Ask students to compare with a partner before
you check answers with the class.
5bTo help students get started, elicit the first stage
(commission) and then give them two minutes to
order the other words.
• The order is not obvious, so put students in pairs
to compare their lists and discuss the options.
• Elicit answers and write them on the board. Ask
students if they agree with the order as you write
each item. Accept any reasonable answers.
• Finally, give students the suggested order below.
Monitor for use of the passive structure while
students are discussing the order of the verbs. This
will help assess their ability before the grammar
focus in the next lesson.
• For further practice, ask students to do Exercises
V1–5 and V2–6 on page 135 in the Language
reference.
Suggested answers:
1 commission 2 design 3 construct 4 maintain
5 damage 6 restore 7 demolish 8 rebuild
READING
6a To lead in, (re)elicit the name of each building and
where it is (Colosseum: Rome, Italy; Taj Mahal:
Agra, India; Eiffel Tower: Paris, France).
• Explain that students will read about each
building later. This is a prediction activity.
• Set the activity and give students one minute to
guess the answers.
• Ask students to compare with a partner.
• Elicit a few guesses from the class.
Making predictions about what you are going to
read is a good technique to use in exam tasks, such
as the IELTS or PTE-A Reading. This will help to
provide clues to the content and structure of the
text, e.g. using the title of a text to predict content
or using topic sentences to get the gist of a text.
6b Give students five minutes to read the texts and
check their answers.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, check that students understand
gladiators (Roman fighters for entertainment).
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• Finally, ask students if they have visited/would
like to visit any of the buildings and why/why not.
1 F (opened in AD80) 2 T (gladiator and
animal fights) 3 T 4 F (recently renovated
and partly restored) 5 F (built in memory of
an Emperor’s wife) 6 F (less than 500 years
ago) 7 T (from environmental pollution)
8 F (there was a lot of opposition from the
public when it was built) 9 T (until about
1930) 10 T (built as a temporary structure)
Make Exercises 6a and 6b more communicative by
dividing the class in three and getting each group
to focus on only one text. In 6b, students read their
text to check their guesses and swap information
with students who read the other texts. In Exercise
7, either ask students to find the words in their
text only and then swap information or ask
everyone to read all three texts.
7 Students do this activity individually and then
compare answers with a partner.
This kind of matching task is commonly found in
IELTS Reading and Listening exams.
• Go through the answers and check pronunciation
of any difficult words (e.g. amphitheatre).
1 amphitheatre 2 survived 3 renovate (Note:
renovate: in good condition; restore: to original
condition) 4 tomb 5 dome 6 exterior
7 interior 8 landmark 9 temporary
10 eyesore
• Take class feedback from three or four students,
or from one student from every country (if your
class is multinational).
10 Give students fifteen minutes to write their
paragraph using the notes they made earlier.
• Monitor to help with vocabulary if necessary.
• Take the work in for marking, paying particular
attention to the use of vocabulary from this lesson.
• Alternatively, post the paragraphs round the room
and ask students to read them all. Then ask them
which buildings they already know and which
they would like to visit.
MEET THE EXPERT
1 Students discuss the questions in pairs. Encourage
them to give reasons for all the points.
1 a Belfast (Northern Ireland) b Sheffield
(England) c Sao Paulo (Brazil) 2 a music,
theatre, dance and art; b housing; c culture and
leisure 3–4 Students’ own answers
2 Follow on from Exercise 1 by asking the class what
they discussed about the Sesc Pompeia building.
Encourage students to comment on the opinions of
other students, but do not clarify or correct yet.
• Students read the sentences in the book.
• Play the video. Individually, students tick the
sentences they hear.
• Ask students to compare with a partner before
you check answers with the class.
a, c, d, f
SPEAKING AND WRITING
8 Students should take a few minutes to think about
which building they would like to describe. This
exercise may work best if they have some time to
research the building online.
• Students talk for around 30 seconds on each topic
with a partner.
The research stage means you will need to give
students lots of time in the lesson. Alternatively,
they could research and make notes in their own
time and write the paragraph in class.
9 Critical thinking: Interpreting ideas. In this
activity students reflect on what they have read
and listened to about buildings and apply it to
their own context.
• Students discuss the questions, ideally with
someone from a different country.
• You should monitor discussions, as the concepts
under discussion are quite complex.
Meet the expert video
Laura Mark, architectural journalist
I’m Laura Mark. I’m a technical reporter for The
Architects’ Journal, which is a weekly magazine for
architects. I studied architecture before I joined
The Architects’ Journal and I also worked in
practice for six years before then.
My three favourite buildings are the The Mac, in
Belfast, which is a cultural art centre, Parkhill in
Sheffield, which is a social housing scheme, and
the Sesc Pompeia in Sao Paolo Brazil, which is a
community centre.
The Sesc Pompeia is a social scheme, a
community centre, built in the slum area of Sao
Paolo for the people who live there. It was built
between the years of 1977 and 1986. And it
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housed many different uses, including, um, an
exhibition centre, uh, community use and sports
hall, sports centres, churches and a kind of a
restaurant space as well. It was built by an
organisation that wanted to bring education,
culture and sports to the local people. They built
several centres like this across Brazil.
The Sesc Pompeia was designed by Lina Bo Bardi
and its quite unusual because at the time, women
architects didn’t really build that much in Brazil
and this is quite a large of example of a project by
a woman architect. And, um, what makes it even
more unusual was that she was designing, using
an existing factory building – which was, had
been on the site for a long time and had already
been, um, kind of used by a local community.
They already were kind of using the building and
playing in it, and so she had to work with them to
create a space which they wanted. And I think a
big key to that was that she moved onto the site
whilst the building was in progress. And she had
her office there, she worked with the local people,
she worked with the crafts people working on a
project and kind of really got in there and got
building, I think.
The existing factory was built out of red brick and
concrete. The concrete used was, uh, quite unusual
at the time; it was one of the early examples of it
being used in Brazil at that scale. And what Lina
Bo Bardi did was she uncovered these materials.
She took away the plaster that had been covering
them up for so many years and revealed them.
So the materials had, like, a raw aesthetic and
were kind of on view just as they were. And then
next to this existing factory she built two concrete
towers, very tall, 70 metres high. And then,
within these towers, she punched windows
through and these were then, the openings of
these windows were then painted bright red,
which is a kind of stark contrast to the, uh, raw
concrete of the building.
lacking in many of today’s buildings; they don’t
quite manage to get that right, but she did.
Um, and I think what, another thing, another
aspect which is really important is that she reused
this existing building and it already had a
community about it. And she didn’t just go in
there and get rid of it. And I think a lot of
architects could learn from that today.
The building was really popular when it first
opened; people loved it. And it still remains that
way to this day, it still has the community uses
that were originally there. And Lina Bo Bardi
even us-, still used the building right up until her
death in 1992.
3a Individually, students complete as much as they
can based on the first viewing.
3bReplay the video. Students check their answers,
and confirm with a partner. Take class feedback.
1 slum 2 sport 3 several 4 wanted
5 70 metres 6 stark contrast 7 visually
appealing 8 use
4 Students work in groups of three or four and
discuss the questions for five to ten minutes. Take
feedback from three groups for each question.
HOMEWORK OPTIONS
Students do the writing skills and vocabulary
exercises for this lesson in MyEnglishLab. They can
also do the MyEnglishLab video activities after this
point.
Students think about a building they visited on
holiday in the past and write an email to a friend
telling them why they liked/didn’t like the building.
Students do exercises V1 5 and V2 6 on page 139 in
the Language reference.
I really like the Sesc Pompeia because it’s, it’s
striking, it’s visually appealing, but at the same
time it’s got this community feel about it. And
when you look at the building, the concrete and
the kind of materials could, could be really harsh.
But, actually, it’s quite maternal, it’s loving and
it’s got this fun feeling about it, which is kind of
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7.2 SOLVING
PROBLEMS
IN THIS LESSON
Lesson topic and staging
Students read a text about four innovative solutions
to housing problems. They study passive structures
in the article and focus on meaning and form. Next,
students listen to an architect talking about solutions
to housing problems. Finally, they discuss housing
problems specifically related to young people having
to live at home for longer.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading and a listening text
• developed evaluating skills
• revised/extended their understanding of the use of
the present simple, future simple and present
continuous passive
• discussed housing problems faced by young
people still living with their parents
• Emphasise that the key word for discussion is
interesting (they do not necessarily have to like it).
• Students discuss with a partner which building is
most interesting. They must give reasons.
• Go through the photos one by one and ask who
thinks each building is the most interesting.
2b Give students two minutes to skim-read the
article. They should be looking for key words to
help match the photos with parts 1–4.
• Take class feedback. Explain as necessary.
A2 B1 C4 D3
3 Students complete as much of the table as possible
based on their first reading. Give them a further
five minutes to re-read and complete as much as
they can. Explain that there may not be answers
for every question.
• Students check in pairs. Take class feedback.
Building A: Yasuhiro Yamashita; Tokyo; n/a;
146 m2; clever use of space made use of every
centimetre
Building B: dRMM; UK; glass; n/a; glass cover
transforms the building giving extra space
Building C: Etgar Keret; Poland; iron; 91 cm
across; Poland’s narrowest house
Building D: Gary Chang; Hong Kong; polished
chrome; 32 m2; each space can change into 24
configurations
Timings
If short of time, omit Exercise 5 or set it as homework.
Possible lesson break: after Exercise 7.
+ In pairs/small groups, students discuss which of
WARM-UP
This activity introduces the topic of living spaces.
4
• Give students three minutes to note down all the
places they have lived in their lives. They should
make brief notes about each.
• In groups of three, students discuss the places –
their size, location, features, etc. They should focus
on both the positive and negative aspects.
• Take class feedback from three or four students.
•
SPEAKING AND READING
1 Students may not have a lot of background
knowledge about this topic, so may need some
support/guidance.
• If possible, ask students to work with a partner
from a different country (where appropriate).
• Take feedback from three of four students, or from
a student of every nationality (if appropriate).
2a Students look at the photos. Explain that they are
all strange or unusual buildings.
5
•
•
the buildings they would most like to live in.
Critical thinking: Evaluating. In this exercise,
students work with other students to evaluate
information and decide which is more important.
Put students in groups to discuss the questions.
Ask one or two groups to share their ideas.
Evaluating is an important skill when writing
academic essays, since students must read and
assess the importance of information. Evaluating
the quality and usefulness of texts is one of the
reading skills tested in the PTE-A.
Individually, students match the words with
their meanings.
Students compare answers in pairs. They should
try replacing the words in the text with the
definitions, to check whether their answers still
make sense (e.g. for question 1: This excellent and
unusual building …).
Check answers with the class.
1 remarkable 2 ingenious 3 numerous
4 cramped 5 configuration 6 miniscule
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GRAMMAR: the passive (1)
LISTENING
6a Introduce the idea of the passive by asking
students what the normal word order in English is
(subject, verb, object). Elicit/Teach the structure of
the passive: object, verb, (subject).
• Check that students understand agent (subject,
doer of the verb).
• Ask students to read the passive sentences and
match them with the descriptions.
• Take class feedback and check understanding.
8a Set the context and play the recording.
• Tell students not to worry if they cannot write
the complete questions at this stage; a close
approximation is sufficient.
• Also tell students not to worry about the answers
the speaker gives at this stage. They will listen
again for these.
• Students check answers with a partner and work
together to get the language right.
• Check answers with the class and write them on
the board.
a experts think it will soon be recognised as a
landmark in its own right; is wedged
b At present, several sliding houses are being
manufactured by dRMM.
1 What do architects find interesting when
designing buildings?
2 What type of architecture has particularly
impressed you in terms of solving problems?
3 What’s your next project?
6b Discuss the question with the class. As revision,
ask what the purpose of each of the tenses is and
why they are being used in this situation.
Audio script 7.2
Marta, Students
present simple: is wedged
present continuous: are being manufactured
future simple: will soon be recognised
S1:
For weaker groups, write up the three verb forms
on the board so that students can analyse them
and not be confused by irrelevant detail.
6c In pairs, students work out the constructions of
the passive forms.
• Take class feedback. Write the forms on the board.
• Direct students to the Language reference if
needed (page 138).
present simple: am/is/are + past participle
present continuous: am/is/are being + past
participle
future simple: will be + past participle
7 Students do this activity individually and then
compare with a partner.
• Tell students to look at Exercise 6 and the
Language reference on page 138 if they need help.
• Monitor to point out mistakes, but encourage
students to self-correct if possible.
• Check answers with the class and if necessary,
elicit the reasons for each one.
1 are being manufactured 2 will be built
3 is made 4 are being built/will be built
5 will be converted 6 is being carried out
7 will not/ won’t be finished
What do architects find interesting when
designing buildings?
M: A good question. I’d say the most interesting
thing relates to our role as an architect. In
most cases, what are architects trying to do?
Well, we’re trying to design an ideal place to
meet human needs. That’s really our main
motivation. It’s our ‘duty’ if you like, to create
a place that integrates interior design with the
needs of the people who’ll be using the
building. It’s, how can I say, a relationship in
which the individual and the place are
integrated. They depend on each other.
S2: What type of architecture has particularly
impressed you in terms of solving problems?
M: That’s an interesting question. I’ve lived in
and visited a lot of hot climates and I really
like the way that Islamic architecture deals
with the problem of extreme heat. Houses are
often built around a central open courtyard
which ventilates them. And they often have a
central basin or fountain, which provides a
cooling effect and the soothing sound of
falling water. When you visit the old mosques
and palaces, which did not have electricity,
you notice that the temperature is often just
right. I sometimes use some of the central
features of Arab architecture, which include
patios, open courtyards and water features,
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when designing hotels. Those features are
really useful in regulating heat and cooling
buildings during long, hot summer days.
S3: What’s your next project?
M: Well, it seems that affordable housing is the
new buzzword and we’ve just won a contract
to deliver 300 housing units on sites in and
around Copenhagen. These will be very
reasonably priced and a large proportion will
be reserved for essential workers such as
nurses, police officers and teachers. Most
affordable housing looks very boring, but our
project offers a huge variation of housing
sizes and configurations. The project is based
on a prefab basis module of wood which
surrounds a central core for a wet room or
shower and technical installations and a
staircase. Then the modules can be put
together horizontally and vertically, like
building blocks. We’re really looking forward
to getting started.
8b Check students are clear that they are identifying
the answers to the questions from Exercise 8a.
• Students work with the same partner. They
discuss whether they can remember what the
answers to the questions were.
• Play the recording again. Students check/note
down their answers.
8c In the same pairs, students compare notes. Take
class feedback.
For weaker groups, you might let students check
the audio script on page 176 to ensure they have
the correct language.
SPEAKING
9 Ask students to read the statements and then give
them five minutes to make some notes with
examples to support their opinions. If students do
not have much knowledge of this topic, you might
let them search online at first.
• Students work in groups of three or four and
discuss these questions for between ten and
fifteen minutes.
• In feedback, ask one or two groups to share their
ideas with the rest of the class.
In many speaking exams, such as IELTS, students
have to discuss this kind of issue, i.e. those with
personal relevance and interest to young people.
HOMEWORK OPTIONS
Students do the grammar and vocabulary exercises
for this lesson in MyEnglishLab.
Students write up a report about their discussions in
Exercise 9.
1 trying to design an ideal place to meet
human needs
2 Islamic architecture which deals with the
problem of extreme heat built around a
central courtyard which ventilates the rooms
on the outside
3 affordable housing in Copenhagen
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7.3 BUILDING BRIDGES
IN THIS LESSON
Lesson topic and staging
This lesson looks at bridges around the world.
Students read an article about important bridges and
then discuss how these compare. Students then focus
on idioms related to bridges and the use of prefixes
with words in the text. Next, students look at passive
structures in the text and focus on the meaning of
these before practising them. Finally, students
discuss two bridges, using information provided,
and write a paragraph to describe one of them.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading text
• revised and/or extended their range of idioms
and prefixes
• revised/learnt about the past simple and present
perfect passive
• discussed two different bridges and written about
one of them.
Timings
If short of time, set Exercise 5 as homework.
Possible lesson break: after Exercise 6b.
WARM-UP
This activity introduces the topic of bridges and why
people like/dislike them.
• Focus students on the photos on pages 70–71 and
ask if they like the designs of these bridges.
• Ask students to think of a bridge they like or
dislike and think about why.
• Put students in pairs to talk about their bridges,
giving information such as where it is, what river
it crosses, how old it is, what it looks like, what it’s
used for, as well as why they like/dislike it.
Students should ask each other questions for
further information.
• Finally, ask a few students to tell the class about
their bridges and why they like/dislike them.
READING
1 Focus students on the photos and ask them if they
know anything about these bridges. They may
already have touched on this in the warm-up.
• Ask students to briefly discuss the second
question in pairs. Elicit a few ideas from the class.
2 Read through the instructions with the class. Give
students three minutes to read the introduction
(the text in the right-hand column on page 70) and
tick the reasons.
• Students compare with a partner before you check
answers with the class.
2, 4, 5
3 Read through the questions with the class and
check they understand resist (prevent the effects of
something), dimensions (length, width, etc.).
• Give students five minutes to read the rest of the
article and answer the questions.
• Monitor to help with vocabulary (words students
must know to answer the questions, e.g. harp) or
ask students to use their dictionaries.
• Students compare with a partner before you check
answers with the class.
1 Charles Bridge 2 Akashi Kaikyo Bridge
3 Golden Gate Bridge 4 Alamillo Bridge
4 Critical thinking: Comparing features. Students
must use the knowledge learnt in the lesson so far
to critically evaluate the different bridges. They
must identify the specific features which are
similar or different.
• Give students two minutes to read the information
on the bridges again.
• Put students in pairs to discuss the similarities
and differences.
• Ask two or three students to tell the class what
similarities and differences they talked about with
their partner.
You could take this opportunity to monitor for
students’ use of comparative structures and
phrases. In feedback, elicit corrections to some of
the mistakes you noted and/or give students
alternative ways of expressing themselves.
The ability to compare and contrast is a key skill in
many exams, when both writing and speaking
(e.g. IELTS Writing task 2).
VOCABULARY: idioms, prefixes
5 Elicit/Teach idiom (a group of words whose
meaning is difficult to predict from its contents).
• When students read the first paragraph of the
article, ask them to underline all the idioms they
can find. Tell them the idioms all contain bridge.
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• Check that students have found four idioms and
elicit them from the class.
• Tell students to use the idioms to complete
sentences 1–4. Remind them that they may need to
change the form.
• Ask students to compare with a partner before
you check answers with the class.
• In pairs, students try to express the idioms in other
words. They can read the article for clues.
• Elicit ideas from the class (see below).
• For further practice, ask students to do Exercise
V3–7 on page 139 in the Language reference.
1 burn my bridges 2 cross that bridge when
we come to it 3 all water under the bridge
4 build (some) bridges
Idioms in other words: 1 lose something I’ve
got when I may still need it 2 deal with that
when it happens 3 it’s already happened, let’s
forget about it 4 make friends and form
relationships
GRAMMAR: the passive (2)
7a Give students three minutes to underline examples.
• Ask students to compare answers with a partner.
In feedback, check that they have underlined all
the correct examples.
• Give students a few minutes to find any unknown
vocabulary from the examples. Then put them in
pairs to discuss the form.
• In feedback, write examples of the past simple and
present perfect passive on the board and highlight
the relevant parts to show the form.
• Finally, remind students of the contractions of have
(’ve) and has (’s) and then elicit/explain that
adverbs generally come after the auxiliary (was,
were, have or has), e.g. has never been.
(Note: tragically is after been in the text because
there are two adverbs in this sentence (occasionally
is the other). It is a choice of style and makes the
sentence easier to read.)
Past simple passive:
Examples: was destroyed, was built, (was)
named (Note: The auxiliary was is not used
here, but the form is still passive.), was opened
Form: was/were + past participle
Present perfect passive:
Examples: has since been rebuilt, has … been
tragically misplaced, has never been shattered,
has been built
Form: have/has + been + past participle
6a Do the first part of this activity with the whole
class. Write each word on the board and underline
the prefix.
• Give students one minute to match the prefixes
with the meanings. Check answers in class.
1 re- 2 in-, un- 3 mis- 4 over6bStudents do this activity individually and then
compare with a partner.
• In feedback, elicit/give the stress on the original
words (e.g. important) and then on the word with
the prefix (e.g. unimportant).
• For further practice, ask students to do exercise
V4–8 on page 139 in the Language reference.
1 unimportant 2 misunderstand
3 overcrowded 4 insignificant 5 redefine
6 insensitive
Show students that prefixes are contained in the
information about a word in a good dictionary.
Understanding prefixes can be a big help when
faced with unfamiliar vocabulary in reading and
listening exams. Knowing what prefixes refer to
can help students guess the approximate meaning.
If possible, reproduce the article so that all students
can see it (perhaps on an interactive whiteboard or
an overhead projector). When you check that
students have underlined the correct examples, to
highlight the form and for feedback in Exercise 6b,
highlight the relevant parts of the text.
7bAsk students if they found any other passive
forms in the text and elicit examples (including
those in this exercise if possible).
• Give students 30 seconds to match the sentences
with the forms and elicit answers from the class.
• Then elicit the form of each from the class and
write it on the board (see answer key below).
• For further information, ask students to read G2 in
the Language reference on page 138.
1b 2a
Form 1: was/were + being + past participle
Form 2: to be + past participle
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8 Explain that the report is about complaints made
by local residents during the building of a hotel.
• Orient students to the text by asking them to
brainstorm what the complaints might be and then
quickly read the text to check. (The complaints in
the text are noise and pollution).
• Give students five minutes to do the activity.
• Ask them to compare with a partner and use
Exercise 7 and the Language reference for help.
• Check answers with the class and ask students to
give reasons.
• For further practice, ask students to do Exercises
G1,2–1 and G1,2–2 on page 139 in the Language
reference.
1 have been received 2 was completing
completed 3 was constructing being
constructed 4 were delivering being delivered
5 were digging being dug 6 were making
being made/made 7 was doing done 8 have
been were closed 9 have been received
10 has now been built 11 is to be done
12 to be publish published
9a First, elicit/tell students that the subject in a
passive sentence comes at the end of the sentence.
• Students do this activity in pairs before you check
answers with the class.
• In feedback, ask students to underline the long
subject expression (the strange-shaped building in the
City of London) in sentence 2 and the known
information (it was designed) in sentence 1.
• For further information, ask students to read G3
on page 138 of the Language Reference.
1b 2a
The Gherkin (or 30 St Mary Axe or the Swiss Re
Tower) is a building in London, completed in
2004. It has a strange shape (curved sides and
pointed at the top) and is sometimes lit in green
at night. People think it looks like a small
cucumber (a gherkin).
9bGive students a few minutes to do this activity
individually, then ask them to compare answers
with a partner.
• Check answers with the class and elicit the long
subject expression or the known information in
each highlighted passive.
• Give students a few minutes to find difficult
words from the sentences in their dictionaries.
• For further practice, ask students to do Exercise
G3–3 on page 139 in the Language reference.
The bridge is supported by a pylon and cables
which form the graceful shape of a harp: a
this bridge has been built to: b
The bridge was opened on 21 May: b
It was opened to traffic: b
SPEAKING AND WRITING
10 Ask students to look at the photo of their bridge.
• Tell them that the information below the photo is
about their bridge or about another student’s
bridge.
• Give them a few minutes to tick the pieces of
information they think are about their bridge,
using their dictionaries if necessary.
• Then put students in pairs to tell each other the
information they didn’t tick in the previous stage.
• Students must not look at each other’s photos, but
can ask questions. They should take notes while
they are talking.
• When students have all the information about
their bridge, give them 20 minutes to write their
paragraphs, using the notes they made in the
previous stage and the information they ticked
earlier.
• Monitor to help with vocabulary and point out
mistakes with the passive structures, if necessary.
• Finally, take the paragraphs in for marking,
paying particular attention to the use of passive
structures.
HOMEWORK OPTIONS
Students do the listening, vocabulary, reading and
grammar exercises for this lesson in MyEnglishLab.
Students write an account of a situation in their past
using at least two of the idioms in Exercise 5.
Students do exercises G1,2–1, G1,2–2, G3–3, V3–7
and V4–8 on page 139 in the Language reference.
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7.4 SCENARIO: ON
THE HORIZON
IN THIS LESSON
Lesson topic and staging
This lesson focuses on the language of requirements.
Students discuss facilities they expect to find at a good
hotel. They are introduced to the scenario by reading
an invitation to tender for a contract to design a
luxury hotel. Next, students listen to architects talking
about designing part of the hotel and focus on the Key
language. Finally, in the Task, students discuss and
finalise the facilities for the ground floor of the hotel.
• Put students in small groups to do the activity. Get
ideas from a few groups.
2 Focus students on the title of the text and check
they understand Invitation to Tender (a company
invites others to try to win a contract by putting
together a proposal, including costs, etc.).
• Ensure that students understand the meaning of
facilities in this context (rooms/equipment/services
provided by the hotel).
• Give students one minute to quickly scan the text
for the names of facilities. You might tell them
that there are four mentioned. Check answers with
the class.
conference room, meeting rooms, seminar
room, restaurant
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading and listening text
• learnt phrases for talking about requirements
• used this language in a ‘real-life’ situation to
discuss and finalise facilities at a luxury hotel
• participated in extended speaking practice
Timings
If short of time, omit Exercise 5c.
Possible lesson break: after Exercise 5c.
WARM-UP
This activity introduces the topic of required facilities
at luxury hotels.
• Ask students if they often stay/have ever stayed in
hotels and if they like them.
• Put students in pairs and ask them to describe the
best hotel they have stayed at or know of.
• Elicit different facilities to the board and include
the following: cable/satellite TV in all rooms,
swimming pool, restaurant, shops, hairdresser, gym.
• In pairs, students rank the facilities on the board
from absolutely essential to not important.
• Elicit lists from a few pairs, with reasons, and ask
the class if they agree and why/why not.
SITUATION
1 If you used the Warm-up activity, students can
re-use some of the vocabulary here, but they will
need to add ideas for the conference centre.
• If you didn’t use the Warm-up, ask students if
they have stayed at/know of a top hotel and what
facilities it had/has.
3a Ask students to read the questions and check that
they understand reputation (people’s opinion of
you). Tell them that HHCC is the name of the
company giving the invitation.
• Give students four minutes to read the text and
answer the questions.
• Students compare with a partner before you check
answers with the class.
• In feedback, check that students understand the
difference between conferences (large meetings to
discuss topics of interest, e.g. academic) and
congresses (similar to conferences, but to make
important decisions on particular issues, e.g. a
United Nations Congress).
1 famous for providing luxury accommodation
and outstanding service
2 It will be L-shaped.
3 to be used for conferences and congresses by
groups from all over the world
4 The contract will be given to the architectural
firm which produces the best plan.
3bGive students two minutes to discuss this question
in pairs and then elicit ideas from the class.
KEY LANGUAGE: talking about
requirements
4
With strong classes, put students in pairs to
start with and ask them to discuss what they think
would make a good ground floor of a hotel.
• Focus students on the photos and the floor plan
and ask them what the two people in the smaller
photo on page 72 are doing (discussing plans).
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• Read through the introduction and questions
with the class and check that they understand
health-conscious (when you care about your health).
• Tell students that question 1 needs specific
suggestions and explain that the architects want to
put in a tender to HHCC.
• Play the recording without pausing and ask
students to compare answers with a partner.
• Check answers with the class and check that they
understand games room (somewhere to play table
tennis, snooker etc.).
R:
C:
1 a sports facility, an area where people can
relax, an aerobics and dance studio, a stand
with free newspapers
2 to get ideas from other members of the team
G:
Audio script 7.3 and answer key to Exercise 5a
Carlos, Gabriela, Richard
C:
G:
C:
R:
C:
G:
C:
G:
Let’s talk about our plans for the ground
floor. Gabriela, what ideas do you have?
Well, I need a little more time to think about
it, but seeing that space won’t be a problem,
in my opinion, it’s vital we have some sort of
sports facility on the ground floor. Also, we’ll
need an area where people can relax.
How about you, Richard? What do you think?
I agree with Gabriel. She’s right. It’s
absolutely essential to offer a facility for
people who want to forget work for a while,
just, you know, chill out, and the ground
floor’s the best place to provide it. But I’m not
sure what sort of facility it should be.
So, Gabriela, any ideas?
Mmm, well, people are very health-conscious
these days, they do want to relax, they’re
often very stressed. So we’ve got to offer
them something, that’s for sure. Off the top of
my head, I suggest we have a games room on
the ground floor – you know, table tennis,
snooker, that sort of thing. It’d be very
popular with some of our guests.
Mmm, I don’t know, Gabriela. We certainly
need some kind of area where people can
take it easy, let their hair down a bit. But I’m
not sure a games room is the answer. I mean,
is it really the right choice for a business hotel?
OK, maybe not a games room, but we should
offer them something to help them relax –
maybe a sauna, a jacuzzi, a sun deck. Don’t
you agree, Richard?
Yeah, a sauna, why not? And, erm, I’ve just
thought of something. It might be a good idea
to have an aerobics and dance studio. Of
course, we’d have to find out first if our
guests really wanted that kind of facility. We
could also consider having a stand with free
newspapers for guests – that’d be popular.
Mmm, I like that idea, Richard – aerobics and
dancing. It’d probably appeal to all age
groups. And it’d be good to offer guests free
newspapers. Nice idea. But we need to think
this through. There are plenty of options to
meet the needs of groups who want to keep
fit and others who’ll want to wind down.
Let’s talk about it tomorrow and get ideas
from the rest of the team.
Right, they’ll have plenty of ideas. Let’s see
what they come up with.
5a Students read the statements. Check that they
understand the difference between essential,
desirable and possible.
• In pairs, students discuss which phrases they
think they have already heard and tick them.
• Play the recording again. Individually, students
tick the phrases they hear. Check briefly in class.
The following phrases are used (and underlined
in the audio script): 2, 3, 5, 6, 7, 8, 9, 10
5b Having already listened twice, students should be
able to complete quite a lot of information.
• Emphasise that students should try and write the
additional information as close as possible to the
original, but they should not worry if it is not 100
percent accurate.
• Students check their sentences individually
against the audio script on page 176. Give them
time to make any corrections.
5c Give students a couple of minutes to look again at
the phrases in Exercise 5a. Encourage them to ask
you if they need help pronouncing any words.
• Put students in pairs to predict where the main
stress will be in each phrase.
• Play the recording, pausing after each phrase and
ask students where the main stress is. Highlight
the intonation of each phrase, if necessary
modelling it yourself.
• Play the recording again, pausing after each
phrase for students to repeat. Correct if necessary.
• Students practise in pairs. They correct each other
as necessary. Monitor and act as a referee.
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TASK: deciding on facilities in a
hotel
6a Read through the introduction with the class.
• Divide students into three groups of equal size. If
you do not have the right number of students to
form equal groups, make sure A and B are equal
and put any extra students into Group C.
• Students read their instructions and ask you if
they need clarification.
• Give students 10–15 minutes to discuss facilities
and plans. Give the class regular time checks so
that all the groups finish at about the same time.
• Monitor to note mistakes using the Key language.
• When students have finished, correct a selection of
the mistakes you noted earlier.
6b Groups A and B present their plans. Group C
should make notes and ask questions at the end of
each presentation.
• Monitor to note improvements in students’ use of
the Key language.
6c When they have finished, ask Group C who
should get the contract and why.
• Ask the losing group (A or B) what changes they
could have made to help them win the contract.
• Finally, tell students how their use of the target
language improved in this activity.
7.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
Students discuss a question for an opinion-led essay.
They work with a text to divide statements into facts
and opinions and then analyse language to identify
the writer’s opinion. In the writing section, students
look at strategies for avoiding repetition in essays.
Finally, they write an opinion-led essay.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading text
• developed the ability to differentiate between facts
and opinions
• extended their range of language used to avoid
repetition when writing and practised using this
• written an opinion-led essay
Timings
If short of time, set Exercise 10 for homework.
Possible lesson break: after Exercise 6.
WARM-UP
HOMEWORK OPTIONS
Students do the listening, dictation, reading,
grammar and Key language exercises for this lesson
in MyEnglishLab.
From Exercise 6: Group C writes an email to the
winning architects saying why they won. The winning
group writes an email to HHCC accepting the contract
and outlining their proposal again. The losing group
writes an email to HHCC saying how they could
change their proposal. Students should write their
emails individually at home. Remind them about the
language in this type of email (formal).
Students do exercise KL–4 on page 139 in the
Language reference.
This activity (re)introduces the topic of facts and
opinions.
• Read these statements to the class and ask them to
identify whether they are facts (F) or opinions (O):
1 Brazil will win the next football world cup.
2 London is the capital of the UK.
3 Water boils at 100 degrees Centigrade.
4 Travelling by train is the best form of travel.
5 Bill Clinton has been president of the USA.
6 Bill Clinton was a good president of the USA.
• Ask students to explain their answer in each case.
1O 2F 3F 4O 5F 6O
STUDY SKILLS: identifying fact
and opinion
1a With books closed, write high-rise apartment block
on the board. Ask the class to brainstorm ideas
connected to this. Students then open their books
and check their predictions against the definition.
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• Ask students to look at the essay title on page 74.
Put them in groups of three or four and give them
five minutes to discuss the question. Emphasise
that at this stage they should give their own
opinion, not read the author’s.
• Ask one or two groups to share their ideas.
1b Give students three minutes to quickly skim-read
the essay. They should underline key parts which
indicate the author’s opinion.
• In the same groups, students firstly agree on what
the author’s argument is and then discuss whether
they agree or disagree with it.
2 Explain that this essay is an example of an
opinion-led essay.
• Students read the three descriptions and circle a, b
or c accordingly.
• In the same groups, students compare answers.
Take feedback.
• Emphasise that students should look at the
sentences in their specific context in the essay.
• Take class feedback. Students should justify their
decisions.
Groups look again at the opinions (1, 7, 8) and say
whether they agree or disagree with them.
1O 2F 3F 4F 5F 6F 7O 8O
6 Ask students to find and underline the phrases.
They need to use the context to understand exactly
how they are used.
• Check that students understand infer (work out
from the context) and intention (a plan in your
mind to do something).
• This is a slightly tricky exercise, so ensure you
discuss the example in class.
• Students complete individually, then check in
pairs. Take class feedback.
c
2 The writer will challenge the claim.
3 The writer believes there is some truth in the
statement, but will present an opposing view.
4 The writer will present a much stronger
argument than the previous one.
5 The writer will present us with a very
persuasive opinion.
6 The writer wants to persuade us their view is
right and should not be questioned.
3 Note that students may have already highlighted
some of these points from Exercise 1b.
• Elicit the meaning of counter-argument (argument
which reflects the opposite view to the writer).
• Ask students to read the five statements and then
read the essay in more detail to find out which
paragraph they are in.
• In feedback, ask students to identify some of the
specific language which illustrates their point.
a 2 b 4 c 5 d 1, 5 e 3
4 Fact and opinion. First, elicit definitions of each of
the words in the box. You might do this with
books closed and write the words on the board.
• Following this, students complete the gaps with
an appropriate word. Ask them to compare with a
partner before you check answers with the class.
• Finally, get students to close their books. To check
their understanding, ask them what a fact is and
what an opinion is. Clarify as necessary.
A famous British newspaper called The Guardian
has the slogan Facts are sacred. Comment is free. Ask
students what they think this means and if they
agree with the idea behind it.
1 scientific 2 belief 3 subjective 4 emotions
5 proved 6 evaluation
5 In groups of three or four, students look at the
questions and discuss whether they are facts or
opinions. Allow five minutes for this exercise.
WRITING SKILLS: an opinion-led
essay
This whole section is very relevant to students
doing IELTS and PTE-A exams. In the IELTS
exam, students may have to write an opinion-led
essay in Task 2. Likewise, Write essay is one of the
components of the PTE-A Writing test.
7a Avoiding repetition – nouns. Focus students on
the examples in the list, to remind them what a
pronoun is.
• Students work in pairs to come up with as many
pronouns as they can.
• Take class feedback and write up all correct
pronoun suggestions on the board.
Put a table on the board which has four columns
(Subject, Object, Possessive, Reflexive) and seven
rows. Complete the column for subject pronouns
(I, you, he, she, it, we, they). Ask students to fill in
the rest.
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S:
We’ve got to be careful how we deal with
this. We want to support him, but we need to
look at the implications of doing it. If we
support him too strongly, the press may get
hold of the story. They’ll start digging around
and perhaps suggest we do this sort of thing
all the time, I mean, not informing patients,
using them as guinea pigs.
H: Yeah, it could be really bad for our
reputation. What do you think we should do,
then?
S:
Well, I don’t know. I suppose we could offer
the patient some sort of financial
compensation and persuade her not to make
a fuss. But it’s a risky option. One
consequence could be she’ll start negotiating
with us. Asking for more cash. We don’t want
to get into that scenario, do we?
H: No, we certainly don’t. How about if we meet
her, say we’re really sorry and explain that
the doctor was trying to give her the very best
treatment available? We could say it’s a
wonderful drug and it’s had great results in
0
clinical trials. The doctor was very busy at the 0
time and he simply forgot to tell her that
3a Individually, students predict the order based on
the first listening. Get them to think about how
the sentences might connect with each other
(e.g. e cannot be first because of the word but).
• Play the recording again. Students check/complete
their answers and then compare with a partner
before you check with the class.
c, a, d, e, h, I, g, b, f
3b Put students in pairs. Ask them to read the
scenario in the book and elicit/teach dose (amount
of medicine to be taken).
With weaker groups, brainstorm two or three
possible actions so that they have a starting point.
• Students discuss what actions are possible. Ask
them to come up with a consensus decision.
Encourage students to continue practising the
language used in previous exercises.
• Take class feedback from three or four pairs.
TASK: making difficult decisions
4a Divide students in groups of three or four.
Together, they decide which of the situations on
page 165 they are going to work on. Alternatively,
tell students which problem to work on.
• Students read their problem and make notes about
the content. Emphasise that these should be notes,
not word-for-word transcriptions.
4b Allow around four minutes per problem – one
minute for the summary and three minutes for
discussion. Ensure that students understand the
meaning of implication (a conclusion which can be
drawn) and that they discuss the implications.
• Go through each of the problems and take brief
feedback from two or three groups about the
action they would take in each case.
4c These evaluation questions are important as they
allow students to reflect on the process they have
just gone through. Take class feedback on each
question.
the drug was still being trialled.
It might work, but it has a serious
disadvantage.
H: Oh, what’s that?
S:
Well, will she believe it’s a wonder drug? It
seems she had some bad side effects when
she took it. She often felt dizzy and her blood
pressure went up. According to her, she
didn’t feel at all well.
H: Mmm, that could be a big problem for us. It
would have a huge impact on our profits if
that information was made public. It would
also result in other patients coming forward
with complaints.
S:
Yes, it would be very damaging. But let’s face
it: all drugs have side effects; she’s just been
unlucky. I think we need to go softly with this
one. We should talk to her, be very honest.
And remind her that she has a wonderful
doctor to treat her. I think she’s been with
him for some years.
H: True, but she’s not very happy with him at
the moment.
S:
It’s understandable, I suppose.
S:
HOMEWORK OPTIONS
Students do the vocabulary, pronunciation, Key
language and academic collocations exercises for this
lesson in MyEnglishLab.
Students do exercise KL– 4 on page 133 in the
Language reference.
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4.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on evaluating resources on the
internet and writing short reports. Students listen to
a lecture on evaluating internet resources and use
suggestions they have considered to evaluate three
websites themselves. Next, students read and
analyse a website report on homeopathy. Finally,
they write a report of their own.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• extended their range of techniques for evaluating
internet resources
• learnt (more) about the organisation and language
used in report writing
• written a short report for a website
Timings
If short of time, set Exercise 8 or 13 as homework.
Possible lesson break: after Exercise 8.
WARM-UP
This activity introduces the topic of evaluating
internet resources.
• Give students three minutes to think about their
favourite website and make notes on why they
like it.
• Put students in pairs to compare ideas.
• Encourage students to ask each other questions to
get as much information as possible.
• If any students have chosen the same website, ask
them to compare why they like it and see how0
0
many of their reasons are the same.
• Finally, ask students if they are interested in
2 In class, ask students to predict some of the ways
in which Jeffrey Davies might use the internet.
Write these on the board.
• Play the recording. In feedback, ask students to
identify the three reasons he uses the internet for
work. Ask them to say whether these reasons were
predicted or not.
research, networking, keeping up-to-date
Audio script 4.7
My name is Jeffrey Davies and I’m a business
consultant. My job is to advise individuals and
companies on ways in which they can improve
their performance in terms of work processes, team
building and better customer and client service.
I use the internet all the time – for research, for
contact-building and networking and generally
for keeping up-to-date with trends and issues in
areas of business that are relevant to my work.
In terms of research, I read a lot of studies and
articles written by academics and researchers on
topics that are linked to what I do – workplace
efficiency, staff training and development and so
on. There is a huge amount of material out there,
of course, and the hard part is finding out what I
need to learn about and not spending time
reading through what I already know. I follow a
number of management professionals online –
their blogs and articles – and I often look up the
reading which they recommend. I also often use
an RSS news feed. This lets me know if there are
any new and relevant blogs, articles and other
publications that’ll be useful to me.
As far as networking goes, services like LinkedIn
and more specialised professional sites are very
useful for making new contacts, letting people
know what I do and sharing information with
other professionals. In some cases, it leads to new
working relationships – working with other
STUDY SKILLS: evaluating
resources on the internet
consultants in order to share our experience and
offer an expanded service to potential clients. You
can learn a great deal from fellow professionals in
this way.
1 Ensure that groups focus on one question (rather
than getting stuck) by giving one minute per
question. After each minute say, ‘Move on.’
• Take brief class feedback – get two or three
comments per question.
It’s so important to keep up-to-date with trends
and issues in business and the internet offers so
much with its truly global reach. The problem,
always, is the sheer amount of information and
the lack of time to wade through it. So people
looking at any of the websites they heard about.
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who can design really good information selection
systems – which filter out key content and let you
access it quickly and easily – are going to make a
lot of money in future, I’m sure!
If you think your class will find this difficult,
allow them to refer to an atlas/world map.
3a Students read the sentences and quickly recall any
information they can remember.
• Students may find it easier to make notes if they
draw a five-column table in their books, headed 1,
2, 3, 4, 5, and make notes accordingly.
If students find this difficult, play the recording
again. You can also prompt with the sample notes.
Sample notes:
1 He follows a lot of management professionals
online and looks up the reading the recommend.
2 He uses an RSS news feed to learn about new
blogs, articles and other publications. 3 He uses
LinkedIn and more specialised professional sites.
He shares information with other professionals
and sometimes works with them. 4 It is difficult
to keep up-to-date because there is so much
information and he lacks the time to read it all. 5
People will make money by designing good
information selection systems.
3b Students work in pairs to discuss each point (1–5)
in turn. They should clarify what Jeffrey Davies
says in each case, before discussing whether his
use is similar or different to their own.
• In feedback, ask the class to identify three
similarities and three differences between
themselves and Davies.
3c Briefly discuss this question with the whole class.
4 With books closed, elicit any techniques students
have for evaluating the websites they look at. Try
and elicit the term domain suffix and explain.
• Students open their books. Give them two minutes
to complete the gaps individually.
• Take class feedback.
1 .com, .co
2 .org 3 .net 4 .edu, .ac
5 .gov
Students can discuss websites they know with
these suffixes.
5 Before introducing this activity, ask students to
close their books (so no team can get a head start).
Paraphrase/Read out the instructions. Then tell
students that they can only make one guess per
suffix, and that they will get one point per
correct answer.
• Teams should have no more than four people.
.ru Russia .de Germany .tr Turkey
.us United States .cz Czech Republic .fr France
.ch Switzerland .cn China .dk Denmark
.uz Uzbekistan .in India .jp Japan .ar Argentina
.br Brazil .ua United Arab Emirates
.sg Singapore .th Thailand .vn Vietnam
.hu Hungary
6a Ask students to read the sentences and mark them
with a tick, cross or question mark according to
how useful they think they are.
• Students compare their ideas in groups of three
and identify the six most useful suggestions.
6b Join the original groups together to make groups
of six. Appoint one student as chair in each group
to ensure decisions are reached in a timely fashion.
• Each group chair reports back to the class.
• Discuss the merits of each strategy with the class.
When students have decided which suggestions
they agree with, ask them to rank them from 1 (=
most useful) to 6 (= least useful).
7 Play the recording and get students to note down
the six key points made.
• In the same groups as in Exercise 6a, students
agree upon the six points the lecturer makes.
• Check in class that students have correctly
identified the six points before the groups
compare these answers with their own.
1 Consider who has made the website 2 Find
out why the website was created and what its
purpose is. 3 Decide whether the website is
providing facts or giving the author’s opinion.
4 Check the age of the website – how old it is and
if it has been well maintained. 5 Check the
information you find and try to locate other
sources of the information. 6 See if the website
provides links to other relevant information and
check that the links work.
Audio script 4.8
Remember, anyone can create a website, so there’s a
lot of information out there and it’s not easy to know
if your source of information is reliable and
appropriate for your research. But I can give you
some tips to help you.
First, consider who has made the website. Is the
author a recognised authority on the subject? Can
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you trust the person behind the website? So, look for
clues which point to the credibility of the writer
or the organisation who created the website.
Secondly, you need to know why the website was
created and what its purpose is. For example, if you
want to find factual information about a new drug,
you’ll want to know if the webpage is produced by
the company making the drug or by an independent
research group. The information from the
independent research group may be
more trustworthy.
Thirdly, you need to consider whether the website is
0
providing facts or if it is clearly giving the author’s
0
opinion. If it’s providing facts, ask yourself what
evidence the author gives to back
• Tell students to use the suggestions from Exercises
1, 2 and 3 to help them evaluate the sites and to
make notes.
• When students have chosen, ask them to compare
their findings with two or three others in the class.
• Finally, ask the class which websites seem to be
the best for researching hypnotherapy. (Note:
students can use this information for the second
homework option at the end of this lesson.)
WRITING SKILLS: a short report
9 Focus students on the report and the photo on
page 45 and ask what they think the report is
about. Students don’t need to be specific.
• Ask them to read the introduction to this activity
and check that they understand alternative therapies
(alternative medicine and treatments, not
common/standard medicine).
• Individually, students read the report and answer
the questions. Allow a maximum of five minutes.
• Students compare with a partner before you check
answers with the class.
up his or her facts.
My next tip is about the age of the website. You’ll
want to know how old the website is and if it’s been
well maintained. It’s important that the information
you obtain is up-to-date. You don’t want to use outof-date information in your
research.
1 F 2 F 3 NG
My fifth tip concerns the need to check the
information you find. Does the writer indicate where
their information comes from? Can you check the
information from other sources, for example, from
an encyclopaedia, an authoritative
report or article or from some published statistics?
4T
5 F 6 NG
7F
10 Give students four minutes to read the report and
identify each section.
• Ask students to compare with a partner before
you check answers with the class.
• To follow up, ask students if they would be
interested in trying homeopathy.
Finally, see if the website provides links to other
relevant information. And if it does, check that all
the links work. You may also want to check if the
website has a real postal address and telephone
number so that you can respond to the author or
organisation.
d, c, b, e, a
11Critical thinking: Making recommendations.
Elicit from students what is meant by an impersonal
style (a style which is not subjective, which
introduces information in a neutral way). Ask the
class to quickly to identify the phrase which
introduces the recommendations.
You know, evaluating website information is all
about critical thinking. You need to be constantly
asking yourself questions while you read a webpage
so that you can decide if you want to use the
information in your research.
It is recommended that patients …
8 Write hypnotherapy on the board and ask students
to check the meaning in their dictionaries.
• Ask students if they know anyone who has tried
hypnotherapy, what for and why.
• Students read the instructions for this activity.
• If you have computers and an internet connection
in the school, ask students to use this to find their
three websites – or to use their personal electronic
device. If not, ask students to use the connection
they have at home or in an internet café.
12 Read through the instructions and alternative
grammatical structures with the class.
• Elicit that the passive uses be + past participle and
that if to is used, it is followed by the infinitive.
• Elicit which alternative grammatical structures are
strong or weak (strong: must + verb, It is vital that;
weak: It is advisable to, should/might/could + active/
passive verb, It is a good idea to).
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• Read through the example with the class and elicit
that must understand has been used because the
recommendation is strong and must + verb is a
strong alternative grammatical structure.
• Give students ten minutes to rewrite the other
recommendations from the report, making any
necessary adjustments to the original sentence.
• Monitor to check that students are using a weak/
strong alternative structure to rewrite a weak/
strong recommendation and make sure that the
grammatical form is used correctly.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, write the answers on the board so all
students can see the structure.
Answers depend on the grammatical structure
students use to rewrite the recommendations.
13 Read through the instructions with the class and
ask them if they have tried herbal remedies (you
may already have discussed hypnotherapy in
Exercise 8) .
• Elicit any facts students know about herbal
remedies/hypnotherapy and ask them to read the
notes on page 166 to compare their ideas.
• Tell students to choose either 1 or 2.
• Remind students of the organisation of the report
in Exercise 10 and the structures used for weak/
strong recommendations.
0
• Give students 20–30 minutes to write their reports.
0
• Monitor to prompt with ideas and correct
grammatical structures if necessary.
HOMEWORK OPTIONS
Students do the writing skills, reading and listening
exercises for this lesson in MyEnglishLab. This is also
a good time to do the MyEnglishLab video activities.
Students write a short report on two of the websites
they looked at in Exercise 8, evaluating how useful
these are.
14 When students have finished, ask them to swap
reports with a partner and give them five
minutes to note any suggestions for improvements
(e.g. grammar, vocabulary, organisation).
• Students explain the suggestions to their partner
before giving the report back for any necessary
changes.
• When students have finished, take the reports in
for marking, paying particular attention to the
organisation and use of structures for weak/
strong recommendations.
Alternatively, post the reports around the room
so that all students can read them and decide
which is the most useful, most complete report.
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Medicine
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5
Transport
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
modal verbs and ways of expressing ability, possibility and obligation (future and past)
transport; safety features; collocations; words from the text
the language of meetings – summarising; evaluating proposals
using graphs, charts and tables
describing information in a table
5.1 GETTING FROM
A TO B
LISTENING AND VOCABULARY:
transport
1 Focus students on the photo of the plane on page
46 and ask them if, and how often, they fly.
• Give students two minutes to discuss in pairs.
2a Give students three minutes to write as many
words on the word web as possible.
• Draw the word web on the board and elicit ideas.
2bDivide the class into as many groups as the types
of transport you identify and get each group to
discuss the advantages/disadvantages of that type
of transport.
• Get one spokesperson from each group to report
back to the rest of the class.
3 Set the activity. Remind students to take notes.
• Play the recording. Students compare notes with a
partner and answer the questions. Take feedback.
IN THIS LESSON
Lesson topic and staging
Students listen to people talking about the different
transport they use and learn vocabulary connected
with transport. Next, they read an article about road
accidents and focus on safety-related vocabulary.
Finally, students discuss how to make roads safer
before writing a report with recommendations.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a listening and a reading text
• extended their range of vocabulary in the context
of transport and road safety
• discussed their opinions on road safety
• written a set of recommendations for a report on
improving road safety
1 air (dislikes) 2 rail (likes) 3 road (mixed
feelings – likes and dislikes) 4 sea (likes)
Audio script 5.1
Timings
1
If short of time, set Exercise 12 as homework.
Possible lesson break: after Exercise 5.
WARM-UP
• Write the word transport and the following on the
board: nairt, cra, alnep, pish, ceylbci, ahcco, ramt.
• Tell students that the items are all forms of
transport with the letters mixed up. They have
two minutes to put the letters in the correct order.
train, car, plane, ship, bicycle, coach, tram
0
0
I’m afraid I’ve had a lot of bad experiences and
this was more of the same. It’s not that it’s
inefficient, it’s just for me; there is too much
waiting around. The last time was a nightmare.
Admittedly, it did involve a stopover and a
missed connection, but even so, it seemed like
everything went wrong. I’m just glad I didn’t
use one of the budget carriers – it could have
been even worse. The weather started it all. A
fogbound runway meant nothing was leaving,
and it’s true you couldn’t see a thing. When we
were finally cleared for departure, it took almost
fifteen minutes to walk to the gate! I had
priority boarding and I’d booked an aisle seat,
so that was OK, but there was a lot of
turbulence shortly after take-off, which scared a
lot of people. Then the transit lounge was closed
due to a security alert and when I finally arrived
New Language Leader Upper Intermediate Transport
2
at my destination, guess what. Lost baggage!
My luggage had gone to Hong Kong instead of
Jakarta!
It’s a great way to travel, really. You can work
0
0
easily on board and the fares are reasonable if
you can book early enough. I know a lot of
74
docked about twelve hours late and I was glad
to get
back on dry land. As voyages go, it was one of
the worst!
4a Give students five minutes to match the words
3
4
with the correct method of transport.
4bPlay the recording again. Students check their
answers and then compare with a partner. They
can use a dictionary if necessary.
• In feedback, ask students for the meaning of each
problem and check pronunciation.
• For further practice, ask students to do Exercise
V1–4 on page 135 in the Language reference.
people complain and for some people it has a
bad image. You know, they are always going on
about the delays because of signalling problems
and engineering work, but I guess I’ve been
lucky. Having said that, the last journey I made
was almost a disaster as there was a last minute
platform alteration, so I had to run like crazy,
but luckily, I made it. It seemed to be something
to do with the change to the winter timetable
and some late running due to the weather. It is
supposed to be a high-speed line, but it wasn’t
that day, I’m afraid. It hasn’t put me off though.
Given the choice, it’s how I like to travel.
The main problem is it is very unpredictable as
a way to travel – sometimes it’s fantastic, fast
and door-to-door, but other times it can be
awful, although getting out of the city is better
since they introduced the congestion charge. It
just depends. Last week I had a terrible journey.
There was a long tailback due to a big accident.
They talked about it on the news – a multivehicle pile-up, so that really delayed things.
Because of the lane closures, it caused a
bottleneck, so the traffic was very slow. You
know, crawling along – slower than walking –
and very stop-start. After about 45 minutes we
started to move properly again, but then there
was another problem. Someone had a
breakdown. It looked like a puncture and was
blocking the carriageway, and right near a
junction as well! I don’t know – some days
nothing goes my way, but as I say, at other
times it’s just the best way to travel!
It’s not something I have used often, but a few
times, and generally, I like it. It can be very
relaxing and comfortable. The last time was a
bit different though. Well, there had been
engine trouble on the previous crossing, so
everything was delayed. The captain was very
apologetic and we did get an upgrade to a first
class cabin. Of course, by this time it was low
tide and we had to wait again – delayed sailing,
they call it. Once we finally left the harbour,
there was more rough weather, because of the
time of year. Most of the passengers and crew
were ill. It wasn’t pleasant, I can tell you. We
fogbound runway: air lane closure: road
low tide: sea platform alteration: rail
engineering work: rail (but can be used for road
as well) lost baggage: air delayed sailing: sea
rough weather: sea signalling problems: rail
long tailback: road turbulence: air
congestion charge: road
5 Elicit the meaning of the criteria. Allow students
two minutes to think and make notes.
• Students compare their answer in pairs.
• Get feedback from two or three students.
READING
6 Students discuss the questions in small groups.
Take brief class feedback.
7a Set the activity. Check they understand crash
(vehicles hitting each other or an object).
• Individually, students choose the three causes
they think are most important.
• Students compare ideas in pairs and agree on the
three most important causes.
Students’ own answers.
Encourage students to give reasons for each
answer (e.g. for 1: Younger drivers may cause more
crashes because they are inexperienced and are more
likely to suffer from peer pressure.).
7b Students have two minutes to read the article. Tell
them not to worry about vocabulary at this stage.
• Check answers with the class.
The writer feels the most important cause is the
psychology of drivers. (paragraph 4).
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Transport
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8 Students read the methods listed and try to
remember if any were mentioned in the text.
• Then give them five minutes to re-read the article
and tick the methods mentioned.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, check that students understand traffic
signals (draw on board), speed cameras (cameras that
take your picture if you’re driving too fast),
anti-lock brakes (when using brakes, the wheel
slows down gradually, not suddenly). Do not
write these items on the board because this will
help students too much in Exercise 10a below.
The following methods are mentioned
(examples in brackets):
1 (The Locomotive and Highways Act of 1865
introduced the idea of speed limits – paragraph
2) 2 (traffic signals, speed cameras –
paragraph 2) 4 (seat belts, traction control,
anti-lock brakes, air bags – paragraph 3) 0
0
5 (fines for breaking motoring laws –
paragraph 2) 7 (compulsory driver testing
• Students can use their dictionaries to check
meaning if necessary.
• Check answers with the class and (re-)elicit the
meaning of each item.
• For further practice, ask students to do Exercise
V2–6 on page 135 in the Language reference.
1 speed limits 2 one-way streets 3 traffic
signals 4 speed cameras 5 seat belts
6 traction control 7 anti-lock brakes 8 airbags
10b Students discuss the questions in pairs. Take
brief class feedback on the main points raised.
SPEAKING AND WRITING
11a Divide the class into As, Bs and Cs. Ask students
to read the information given on the relevant page.
• Tell students to summarise the main points in
their information and help each other with
vocabulary if necessary.
11b Put students in groups of three with an A, a B
and a C student in each group.
• Give students fifteen minutes to swap their
and licensing – paragraph 2)
9 Critical thinking: Analysing arguments. Students
think about the questions by themselves before
comparing with a partner.
• Discuss the answers in class. Ensure students refer
specifically to the text to support what they say.
This is a particularly useful skill in academic
reading, where it is necessary to ‘go under the
surface’ to understand what the author is saying.
Some of the main points:
Travelling by road is dangerous. Fatalities on
the road in the UK are decreasing. Many driving
controls have been increasingly introduced.
Cars have become safer. Drivers feel safer in
their cars. It is surprising that the number of
crashes is not decreasing. Since drivers feel
safer, they drive more aggressively. To make
driving safer, cars should be more dangerous.
Give students fifteen minutes to swap their
information and decide the most effective method.
11c Ask a student in each group to report their
decision and the reasons for it. Write the decisions
on the board. Do not encourage other groups to
disagree or argue at this stage.
11d If you have a very large class, divide students
into two groups.
• Ask the class to discuss the decisions on the board,
decide which recommendations they should make
and how strong these should be.
12 Remind students of the structures for writing
recommendations in lesson 4.5.
• Give students fifteen minutes to write their
recommendations.
• Monitor to help with ideas and language if asked.
• Ask students to compare recommendations with a
partner and correct each other’s work if necessary.
HOMEWORK OPTIONS
Students do the vocabulary exercises for this lesson
in MyEnglishLab.
VOCABULARY: safety features
10a Students should not look back at the article again.
• Give students one minute to complete as many of
the safety features as they can remember.
• Ask students to compare with a partner and then
read the article again to check their answers.
Students write a short newspaper article reporting
the recommendations they decided on in Exercise 12.
Students do Exercises V1–5 and V2–6 on page 135 in
the Language reference.
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Transport
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5.2 TRANSPORT IN
THE FUTURE
LISTENING
1a Elicit ideas in class about what students think the
news report will be about.
1b Play the recording. Afterwards, discuss with the
class whether their predictions were correct. Do
not discuss or take other feedback at this stage.
IN THIS LESSON
Lesson topic and staging
This lesson looks at how transport might change in
the future. Students listen to a news report about
space tourism. After that, they read the introduction
to an article on changes in transport, then read two
more extracts and swap information. Next, students
develop their understanding of future modal verbs,
focusing on meaning and form. Finally, students
predict how transport might change in the future.
space tourism: space train and space elevator
Audio script 5.2
Space tourism using ordinary rocket ships has
been talked about for a number of years. We’ve all
heard about Virgin’s plans to send rich people
into space. But recently a range of new
technologies to help people into space has been
suggested. In today’s technology report, we’re
going to look at two of them.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• extended their range of collocations
• revised/learnt how modal verbs of ability,
possibility and obligation are used in the future,
and practised using these
• discussed their predictions on changes to
transport in the future
The first is the space train or Orbital Maglev. A
train carriage would be levitated by magnets and
would be contained inside a vacuum tube. The
final 20 km of the 1,609 km-long track would
point upwards, launching the carriage into space.
The space train is the idea of Dr George Maise
and Dr James Powell, who is one of the inventors
of the superconducting Maglev. It is hoped that
this system could significantly reduce the cost of
putting space tourists and commercial cargo
into space.
Timings
If short of time, set Exercise 8c or 10 as homework.
Possible lesson break: after Exercise 7.
WARM-UP
This activity gets students talking about different
types of energy, an issue that will be very relevant
over the next 50 years, especially with regard to
transport.
• Elicit the names of as many different forms of0
energy as possible and write them on the board
(e.g. coal, oil, gas, ethanol, solar, wind, tidal,
0
Let’s move on to another idea to get people into
space. Let’s look at the space elevator, which was
first talked about over 100 years ago. The idea is
to use a cable tied to a base station to send
elevators climbing into space at a fraction of the
cost of rocket-based launch systems. A thin cable
made from light material would stretch from a
base station near the Equator to a point 95,560 km
hydroelectric).
• In pairs, students discuss the advantages and
disadvantages of each type of energy. You could
do one as an example (e.g. Coal is affordable,
abundant and profitable, but it is also finite (= won’t
last forever) and causes global warming.).
• Take class feedback on the other sources of energy.
into space. The Earth’s rotation and a weight on
the upper end of the cable would keep the line
tight and elevators travelling as fast as trains
would be sent up into space. Tokyo-based
construction company Obayashi Corporation is
hoping to have a space elevator capable of
carrying 30 passengers a time working by 2050.
2 Students answer as many of the questions as they
can based on their first listening.
• Play the recording again. Students then check/
complete their answers.
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Transport
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0
• Students check their answers with a partner.
Allow dictionaries for words they do not know.
• Take feedback, focusing on both content and
vocabulary (e.g. conventional, vacuum).
1F 2T
3T
4 NG
5T
6 F 7 NG
3 Put students in pairs for this activity and
emphasise they must give reasons for their ideas.
• Elicit possible developments and reasons for these
from the class and write them on the board.
READING
4 Focus students on the picture on pages 48–49. Ask
them if they can guess what it might be.
• Give students one minute to read the introduction
and remind them that their ideas from Exercise 3
are on the board.
• Elicit reasons from the class and write them on the
board for students to refer to in Exercise 5.
• Students compare with their ideas from Exercise 3.
• Check that students understand pander to (provide
someone with anything they want) and thrillseeking (looking for excitement).
5 Divide the class into As and Bs. Tell them to read
their text only.
• Remind students that the six reasons are on the
board and give them one minute to read the text
and answer the question.
• Tell students not to worry about vocabulary at
this stage.
• Elicit answers from the class.
7 Critical skills: Evaluating projects. Here, students
practise thinking for themselves, assessing the
strengths and weaknesses of the information.
• Allow about ten minutes (two minutes per
question) for this exercise. Take brief class
feedback on each question.
VOCABULARY: collocations
1 significant contribution 2 traffic congestion
3 preliminary findings 4 automated system
5 carbon emissions 6 rush hour
7 technological advances 8 distant future
9 significant impact 10 human error
A reduce traffic congestion, depend less on
fossil fuels B reduce traffic accidents, save on
wasted commute time
6a Students may find note-taking easier if they create
a table with three columns. They then take notes
under the relevant headings. Explain that they will
use the notes to tell their partner about their text.
If you think your class would benefit, put students
who have read the same text in pairs and get them
to check their understanding of their text.
0
Text A: 1 a giant bus which runs on wheeled
legs that cars can drive underneath 2 China
3 reduces traffic congestion; reduces fuel use;
carries 300 passengers; reduces traffic jams
Text B: 1 driverless cars 2 USA 3 no drinking;
no distractions; better reflexes and awareness
of other vehicles; reduces traffic accidents and
commute time; reduces human error
8a Explain that all the collocations were given in texts
A and B in Exercise 5.
• Without looking, students try and remember the
collocations and make a note in their books. Do
not take feedback at this stage.
8bGive students two minutes to individually check
their answers. In feedback, elicit the meaning of
each collocation.
we will need to depend less on fossil fuels (e.g.
oil); society is getting faster; some people want
more excitement; need to reduce traffic
congestion; need to reduce traffic accidents;
need to save on wasted commute time
Transport
6bEmphasise that students should be brief (only 30
seconds) and must only look at their notes.
• In feedback, ask the half of the class who did not
read the text to tell you the key facts. Then do the
same for the other half of the class.
Get students to repeat their presentation. Task
repetition is a way of ensuring improvement.
0
8c Individually, students complete the gaps. Tell
them that two collocations will not be used.
• Students compare in pairs before you check
answers with the class.
For weaker classes, tell students to focus on the
grammatical clues which are in the text to help
them (e.g. question 3: must be a singular countable
noun because of a).
• For further practice, ask students to do Exercise
V3–7 on page 135 in the Language reference.
78
1 preliminary findings 2 carbon emissions
3 significant impact 4 distant future 5 traffic
congestion 6 rush hour 7 technological
advances 8 human error
GRAMMAR: modal verbs: ability,
possibility and obligation (future)
9 Elicit the meaning of ability, possibility and
obligation. Then ask students to work with a
0
partner and search both texts for examples. When 0
they find them, they should underline them.
• Put students in pairs to discuss their sentences and
ask each other follow-up questions (e.g. Why do
you think that might happen?).
• Monitor to note mistakes when using the different
form of modals.
• In feedback, ask students the most interesting/
surprising thing they heard.
• Finally, correct some of the more common or
important mistakes you noted earlier.
• For further practice, ask students to do Exercise
G1–1 on page 135 in the Language reference.
SPEAKING
• Go through the answers and notes below with the
class and elicit the negative forms of each.
• Students should refer to the Language reference
on page 134 for more support.
Ability: will be able to (A), won’t be able to (B)
Possibility: could, might, may (A), could,
may (B)
Obligation: will need to, will have to (A), will
have to (B)
Be able to and have to are modal in meaning, but not
in form, e.g. they have a past form (was able to) and
are inflected in the third person (he has to), unlike
pure modals, which do not (musted and he mights
are wrong). Need can be used as a modal (e.g. he
needn’t go) or as a main verb (e.g. he needs to go).
10 Before students do this activity, ask them to read
the Language reference on page 134 for
information on form.
• Give pairs five to ten minutes to find and correct
the grammar errors in six of the sentences.
• Monitor to point out mistakes, but encourage
students to refer to the Language reference and
self-correct if necessary.
• Check answers with the class.
12 Put students in pairs and give them five minutes
to discuss the statements and agree on how to
complete them.
• Put students in groups of four (i.e. two pairs in
each group) and ask them to compare.
• Tell students to give reasons for the modal they
have used and to disagree with each other if
necessary.
• Finally, elicit one idea for each statement from the
class and ask other students if they agree and
why/why not.
HOMEWORK OPTIONS
Students do the listening, reading, grammar and
vocabulary exercises for this lesson in
MyEnglishLab.
Students write a letter to a local newspaper
complaining about transport in their city and making
suggestions/recommendations for improvements.
They can use their ideas from the Warm-up and
elsewhere in this lesson.
Students do Exercises G1–1 and V3–7 on page 135 in
the Language reference.
1 Security will must improve 2 correct
3 We might have to/will have to work
4 we will all have to be able to travel 5 many
of us can will be able to travel 6 I’ll be able to
I’ll have to drive 7 We will need to find
8 correct
11 Tell students to complete the sentences so that
they are true for themselves.
• Monitor to help with vocabulary or ask students to
use their dictionaries.
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5.3 GREAT RAILWAY
JOURNEYS
IN THIS LESSON
Tell students to look for words with capital letters
to help them find the answers more quickly.
the Orient Express, the Trans-Siberian Express,
the Quinghai–Tibet line
2 Read through the list (1–8) and check that students
understand ruler (e.g. a king or queen) and
luxurious (very comfortable and expensive).
• Give students three minutes to find the items in
the list and underline them in the text.
• Ask students to compare with a partner before
you check answers with the class. Go through the
notes in brackets in the answer key below.
Lesson topic and staging
Students read an article about three famous railway
journeys and focus on vocabulary from the text.
Next, students look at past modal verbs in the text
and then study the form and meaning of these.
Finally, students use this grammar to describe a
journey they made to another student in the class.
Meet the expert video
1 China, Russia, Japan, Mongolia, Italy, Austria,
Switzerland, France 2 Agatha Christie (a British
crime/thriller writer), Graham Greene (a British
writer of fiction) 3 Tsar Alexander the Third (he
ruled 1881–1909) 4 Lake Baikal 5 the Orient
Express 6 the Trans-Siberian Express (9,198 km)
7 the Quinghai–Tibet line (5,072 m above sea
level) 8 the Fenghuosha Tunnel (4,905 m above
sea level)
Watch a video about a travel writer talking about an
Indian train journey.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading text
• revised/learnt about how modal verbs of ability,
possibility and obligation are used in the past and
practised using these
• talked to another student about a journey they
made in the past
Timings
If short of time, omit Exercise 6.
0
0
3 Give students five to eight minutes to read the text
again and note their answers.
• Tell students to use their dictionaries to help them
answer question 4 if necessary.
• Students compare with a partner before you check
9.2 PHOTOGRAPHY
IN THIS LESSON
Lesson topic and staging
Students read an article about photography and
discuss whether they think it’s art. They study adverbadjective collocations in the text and practise using
these. Next, students focus on gradable/ungradable
adjectives and adverbs used with them. Finally,
students discuss photos they have taken.
Objectives
By the end of the lesson, students will have:
• extracted specific information from a reading text
and focused on identifying arguments
• extended their knowledge of common adverbadjective collocations
• revised/extended their understanding of
gradable/ungradable adjectives and the adverbs
that collocate with these
• described photos they have taken
3
Critical thinking: Identifying arguments.
Since the purpose of many texts is to persuade the
reader of a particular position and arguments are
the way in which you persuade people, it is
important to be able to identify these arguments.
This skill is needed in many exams (e.g. in IELTS
Writing Task 2, where students are often asked to
write an agree/disagree essay). If you have
students preparing for IELTS, you could set them
question 3 of Exercise 4 as an essay question.
• Give students two minutes to find and underline
the parts of the text that support this idea.
• Elicit answers from the class and then give
students three minutes to check vocabulary in the
parts of the text they have underlined. Students
need to understand moving (affecting you
emotionally) for Exercise 5.
the photographer is creative; the camera can’t
decide between an ordinary, functional,
regular photo and a really excellent, cleverly
composed photo (but the photographer can);
it is the photographer who picks out the
essential qualities of the subject at a particular
moment; photos taken for other purposes, e.g.
news photography, can be iconic works of art;
[the photo described at the end of the article] is
deeply moving (and this is an aspect of art).
Timings
If short of time, omit Exercise 6 or 10.
Possible lesson break: after Exercise 6.
WARM-UP
This task introduces the topic of appreciating photos.
• Bring a set of photos to the lesson (from the
internet, projected on an interactive whiteboard or
from photos you have at home).
• Ask students to look at the photos and decide why
they like/dislike them.
• Put students in small groups and ask them to tell
the others, in turn, why they like/dislike a
particular photo. Students must not point at or
hold the photo they are talking about.
• The other students in the group guess which
photo is being talked about and then
agree/disagree with the first student’s opinion.
4
•
•
READING
1 If you did not use the Warm-up, focus students on
the photos on page 88 and ask if they like them.
• Students discuss the questions in small groups.
• Get a few ideas from two or three groups
2 Give students two minutes to read the text.
• Ask them to briefly compare with a partner before
you check answers with the class.
•
•
If possible, reproduce the text so that the whole
class can see it (perhaps on an interactive
whiteboard or an overhead projector). As you
check answers to this and subsequent exercises,
highlight the relevant information and language
items in the text.
In pairs or small groups, students discuss whether
they agree or disagree with the arguments given.
Tell students to do questions 1 and 2 first,
underlining the relevant parts of the text.
Warn students that answers to these questions
may overlap.
Ask students to compare with a partner before
you check answers to these two questions with the
class. (Note: Because answers to questions 1 and 2
overlap, they are shown together below.)
Put students in pairs or small groups to discuss
question 3. They must justify their opinion.
Elicit some ideas from the class.
c
139
Art
0
0
1 /2 More can be captured in a photograph than
intended by the photographer (unlike a
painting). The photograph has not passed
through the brain of the photographer (unlike
painting and painters). The painter decides
what and how to paint, and how to make it
interesting. Photo-taking can be an automatic
process. 3 Students’ own answers.
VOCABULARY:
adverb-adjective collocations
5 Elicit/Tell the class what a collocation is: words that
commonly go together e.g. deeply (not heavily) sad).
Show that deeply is the adverb in this example.
• Give students one minute to find the words and
adverbs and underline them in the text.
• Elicit answers and explain that these are common
collocations, but students may see other adverbs
used with these adjectives.
• Finally, explain that there are no definite rules for
which adverb commonly collocates with an
adjective. Therefore, it is important to learn them.
entirely unexpected, completely different,
completely wrong, deeply moving
good – excellent, important – essential,
unusual – unique
Remind students that synonyms are words which
often have a similar (not the same) meaning. To
demonstrate this, put them in pairs and get them
to discuss how these words differ. Take feedback.
7b Give students two minutes to do this activity
individually. Ask them to compare with a partner
before you check answers with the class.
• In feedback, check students’ pronunciation of
furious, exhausted, fascinating and tiny.
• Read through the information below the box with
the class and check that students understand the
end of the scale (the coldest it is possible to be).
angry – furious, bad – terrible, big – enormous,
cold – freezing, hungry – starving,
interesting – fascinating, small – tiny,
tired – exhausted, upset – devastated
8 Students do this activity individually and then
compare with a partner.
• Write the table on the board, then elicit answers
and write them in the table.
6 First, elicit/tell students that all the adverbs have
the same meaning (completely).
• Give students three minutes for the activity and
tell them to guess the answers if necessary.
• Students can use their dictionaries to check the
meaning of the adjectives.
• Elicit answers to the board so that students can
copy the correct collocations.
• For further practice, ask students to do exercise
V2–6 on page 143 in the Language reference.
1 highly praised 2 highly qualified 3 totally
unbelievable 4 painfully shy 5 heavily
criticized 6 totally unjustified
GRAMMAR: gradable and
ungradable adjectives
7a Read the instructions and adjectives with the class
and tell students that unusual here means not the
usual/normal kind, not strange in a negative way.
• Give students 30 seconds to match the adjectives
and compare answers with a partner.
• Check answers with the class and explain that the
adjectives in pairs have similar meanings.
Gradable
Ungradable
unusual
good
tired
hungry
cold
upset
bad
big
important
small
interesting
unique
excellent
exhausted
starving
freezing
devastated
terrible
enormous
essential
tiny
fascinating
9a Give students two minutes to find the examples
and underline the correct option.
• Read through the Grammar Tip with the class.
Warn students that putting an adverb before
ungradable adjectives is sometimes unnecessary
and can lead to redundant language (e.g. completely
destroyed or totally unique).
the essential, really excellent, a good, extremely
important, absolutely unique, very unusual
1 gradable 2 ungradable
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Tell students that absolutely (and other adverbs
that go with ungradable adjectives) emphasise the
adjective, but cannot change the degree because
the adjective is already the most it can be.
• For further information, ask students to read G1 in
the Language reference on page 142.
9b Students do this exercise individually and then
compare answers with a partner.
• Check answers with the class.
1 pretty, a little, slightly 2 completely, totally
• Finally, ask students to tell you the most interesting
(or funniest/strangest) photo they heard about.
Many people can access photos on the internet.
You could ask students to sit at a computer and
show other students the photos or print them out
at home and show them in the next lesson.
HOMEWORK OPTIONS
Students do the reading, vocabulary, listening and
grammar exercises for this lesson in MyEnglishLab.
Students write a description of one of the photos
they chose in Exercise 12. In the next lesson, post
these round the room and ask students to read them
all and decide which photo they think they like best.
10 Students do this exercise individually and then
compare answers with a partner.
• Check answers with the class.
1 a very really excellent photograph (absolutely
here does not sound right) 2 correct 3 I was
very absolutely/really devastated 4 were
extremely absolutely/really terrible 5 correct
Students do exercises G1–1 and V2–6 on page 143 in
the Language reference.
11 Tell students to underline the adverb-adjective
combinations and then check they are correct.
• Put students in pairs to answer the questions and
give reasons for their answers.
• Elicit answers and reasons from the class.
• For further practice, ask students to do Exercise
G1– 1 on page 143 in the Language reference.
very excellent (Very collocates with gradable
adjectives; excellent is ungradable.); very cheap
(correct); very enormous (Very collocates with
gradable adjectives; enormous is ungradable.);
absolutely hungry (Absolutely collocates with
ungradable adjectives; hungry is gradable.);
extremely fascinating (Extremely collocates with
gradable adjectives; fascinating is ungradable.);
absolutely interesting (Absolutely collocates
with ungradable adjectives; interesting is
gradable.); really wonderful (Correct: wonderful
is an ungradable adjective.)
SPEAKING
12 Give students one minute to reflect on the
question and think of a relevant photo.
• Put students in small groups to describe the
photos and ask each other questions.
• Students can ask about the photo itself (e.g. Why
do you think the photographer chose that angle?) or
about the situation (Where were you when you took
it? Was it a nice day?).
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9.3 CONTEMPORARY
SCULPTORS
IN THIS LESSON
Lesson topic and staging
This lesson looks at different contemporary sculptors.
Students read texts on three sculptors, study
adjectives in the text and focus on adjective order.
Next, students focus on the position of adverbs in a
sentence, using the texts as a source before practising
themselves. Finally, students discuss whether they
think public art is a waste of money.
Meet the expert video
Watch a video about a contemporary sculptor talking
about her work and influences.
READING
1 Since sculpture is an area which students may not
be familiar with, you may need to guide students
in this discussion. To help, you could show them
some pictures of famous sculptures.
• Students discuss in pairs. Take class feedback.
To make Exercises 2 and 3 more communicative,
you could put students in groups of three and ask
each student to read a different text. After each
exercise, they swap the information they found.
You should, however, ask students to look at all
three texts from Exercise 3 onwards.
2 Focus students on the names at the top of each
profile and ask if they’ve heard of these people.
• Give students three minutes to read the texts and
answer the question. Take class feedback.
Anish Kapoor: sculpture and architecture;
Antony Gormley: sculpture; Yoko Ono:
sculpture, installation art, film, poetry, music
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from reading texts
• revised and/or extended their range of vocabulary
using the reading text as a source
• revised/learnt about the order of adjectives and
the positioning of adverbs in sentences
• discussed their opinions on public works of art,
focusing on the skill of developing arguments
3 Ask students to read the sentences. Tell them that
criticism in question 5 means negative comments.
• Give students eight minutes for this activity.
• Ask them to compare with a partner before you
check answers with the class.
1 Antony Gormley 2 Yoko Ono 3 Yoko Ono
4 Anish Kapoor 5 Yoko Ono 6 Antony
Gormley 7 Anish Kapoor (Note: Yoko Ono
often mixes art with poetry and music, but the
text does not specifically say she is currently
doing this.)
Timings
If short of time, cut the number of items students do
in Exercises 5 and 7, as this is not a complicated
language area for students to grasp.
Possible lesson break: after Exercise 6.
WARM-UP
This activity reintroduces some vocabulary related to
people in the broader area of art.
• Write the following on the board: renaipt,
grphrhopotae, clportsu, epto, nstiooract, ftiiafgr rittsa.
• Tell students that these are all artists in a broad
sense (i.e. not only painters).
• In pairs, students rearrange the letters to make
words. The first pair to finish wins.
painter, photographer, sculptor, poet,
cartoonist, graffiti artist
Students practise summary writing (a further
practice of what they did in lesson 8.5). In groups
of three, each student chooses a different sculptor
and writes a 50–75-word summary of the
sculptor’s background and artistic work.
4 Give students a minute to look at each photo and
then put them in pairs to discuss the questions.
VOCABULARY: order of adjectives
5a First, ask students to identify the adjectives in each
highlighted phrase.
• Tell students that some of the words can also be
nouns in other contexts (e.g. metal, steel), but they
are used as adjectives here.
• Tell students that some categories may not have
any adjectives in them.
• Give students three minutes to put the adjectives
in groups, using their dictionaries if necessary.
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• Ask students to compare with a partner before
you check answers with the class. In feedback, get
them to explain the meaning of each adjective.
age: none material: steel, metal, clay
colour/pattern: brown opinion: none
nationality: none size: small, huge, enormous
shape: fully-extended other qualities:
famous, rich, aristocratic
GRAMMAR: position of adverbs
7a Tell students to find all the examples before they
add them to the lists.
• They can use their dictionaries if necessary.
• Ask students to compare with a partner before
you check answers with the class.
1 in 1972; until 1974 2 in Hampstead,
England; to New York 3 creatively;
dramatically 4 frequently; often 5 probably;
certainly 6 mainly; strongly, primarily
5b Ask students to add the adjectives to the headings
in Exercise 5a and check answers with the class.
age: antique material: silk, bronze
colour/pattern: colourful, dark opinion:
beautiful nationality: Japanese size: huge
shape: none other: well-known
• Move on to the second part of the exercise. Set the
activity and give students five minutes to decide
on the order by using the examples as reference.
• Students compare with a partner before you check
answers with the class.
• To reinforce the answers, write one of the example
sentences on the board and demonstrate the order.
7bStudents work with a partner and look at the
examples in the text and answer questions 1–4.
• When they have finished, ask them to check by
reading G2 in the Language reference on page 142.
• Elicit answers and examples from the class.
• Finally, read through the Grammar tip with the
class and elicit/explain that if the adverbial is at
the beginning of a sentence, it is normally
followed immediately by a comma.
1 at the end 2 in the middle 3 before the
verb (and after the subject), but after the verb
be and auxiliaries (e.g. I have often seen that
artist.) 4 If the sentence uses been as part of a
perfect structure, the adverb comes after the
auxiliary have/has/had, but before been.
The order is: opinion, size, most other qualities,
age, colour/pattern, nationality, material,
function/class.
6
•
•
•
•
Students sometimes think they will get extra marks
in speaking and writing exams if they use more
adjectives. Whilst this is an important area, it is
worth stressing that nouns with three or more
adjectives before them are very rare in English.
Put students in pairs so they can discuss answers
as they do them, rather than compare at the end.
Students can use their dictionaries if necessary.
Monitor to point out mistakes with word order
and refer students to the table on page 166.
Finally, elicit answers to the board so that all
students can clearly see the order.
Students come up with their own examples. Try to
get them to describe three nouns: one with two
adjectives, one with three and one with four. Then
share and discuss in class.
For further practice, ask students to do exercise
V3–7 on page 143 in the Language reference.
8 First, ask students to read sentences 1–6 and
discuss with a partner how many of these artists
and art types they know.
• They can use their dictionaries if necessary.
• Elicit answers and then refer to the tip below.
• Set the activity and give students five minutes to
order the adverbs.
• Ask students to compare with a partner and
refer them to Exercise 7, the Grammar tip and
G2 on page 142 in the Language reference if they
need help.
• Check answers with the class. In feedback, elicit or
refer to the notes in brackets in the answer key
below for questions 4 and 6.
You could suggest that students use the internet to
find out more about the artists and types of art in
Exercise 8.
1 fabulous, large, bronze 2 large, rectangular,
coloured 3 wonderful, antique, Javanese
4 fantastic, shiny, stainless-steel 5 hard,
coloured, heat-resistant 6 dreary, modern,
urban 7 square, Japanese, origami
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1 Rahmi Pehlivanli, the famous Turkish
painter, often painted portraits. 2 Many
artists have been strongly influenced by
Picasso. 3 Leonardo da Vinci sketched
technical designs very skilfully. 4 The French
post-impressionist Paul Gauguin died alone in
Tahiti. (Note: We can’t put in Tahiti at the
beginning of this sentence because we don’t
want to emphasise the place more than the
action died.) 5 Katushika Hokusai is probably
the most famous Japanese artist ever.
6 Nowadays, the batik effect is produced by
machines rather than being hand made.
(Note: nowadays can go at the end of the
sentence, but it is usually more natural to use it
at the beginning.)
SPEAKING
9a Critical thinking: Developing arguments. As
students develop their critical thinking skills, it is
important that they consider both arguments in
favour and counter-arguments. By doing this, they
can clearly identify their own position. This is also
a useful skill for exams and in everyday life.
• In pairs, students identify three supporting and
three counter-arguments.
If your class finds it difficult to come up with
arguments either way, identify an example for
each of them (e.g. in favour: Many people do not like
them. against: They can bring colour and interest to a
dull environment).
9b Mix pairs so that students are working with a
new partner. Students share ideas. They should
identify what they think of each argument and
what their overall position is.
Students write an opinion-led essay about the
statement in the coursebook.
MEET THE EXPERT
1 Students have already discussed some of these
issues before, so this exercise should not take too
long. Elicit the meaning of jingles (short bits of
music played on radio/TV before adverts).
• Students take three minutes to discuss the
questions in pairs. Take brief class feedback.
2 Students match the words with the meanings
using their existing knowledge or language clues,
then check answers with a partner. They can use
their dictionaries if necessary.
• In feedback, check pronunciation.
1 marble 2 sketch 3 maquette 4 clay
5 plasticine 6 carve
3a In pairs, students predict the order in which the
stages come. Only allow 90 seconds for this.
• Play the video. Students check their predictions.
• Elicit answers from the pairs. Confirm the order.
b, f, d, a, c, e
Meet the expert video
Yulia Podolska, sculptor
My name is Yulia Podolska and I’m a sculptor. I
have a studio at Rye, which is a little town on the
south coast of England.
I grew up in Ukraine and, uh, I had a plan to, I
wanted to be a doctor, a surgeon. So I went, uh,
then for holiday we went to St Petersburg with
my mum; I went to Hermitage, which is bu-, big
beautiful museum, with a beautiful art collection.
It inspired me and I was so amazed by beauty of,
uh, sculpture. So I decided to be a sculptor.
Um, I was offered a place, uh, in academy of fine
arts in Kiev – I was one of the youngest, uh,
students there, and really good traditional
education course.
My favourite material is marble because its so
beautiful and so translucent and you can carve,
uh, such detailed pieces that it’s just amazing. But
as well working with bronze, wood, uh, all sort
of, like, fabrics, rubber, plastic toys even.
I went to Europe and I saw beautiful national
collections of, uh, in Italy and in France. Um, I
was so inspired by renaissance art and, um, by
some modern contemporary collections. Uh, I just
want to join to this art world and make my point.
I’m getting my ideas, uh, from all sorts of, uh,
places – mainly from my emotions and, uh, when
I’m, uh, looking at, uh, different political situations
at, uh, different social occasions. Uh, for example,
uh, I’ve been very upset about political situation
in Ukraine and I made the sculpture out of fabric.
Um, I based it on traditional Ukrainian dolls. It
was, um, solid fabric, um, and just done by
sewing it and, uh, adding ribbons. So I transferred
it from little dolls, like mothers used to make for
their daughters to a big scale sculpture, made out
of fabric, and, uh, with ribbons, which, um, the
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sculpture’s unravelling. Um, usually I’m thinking
and I have this clear image in my head and I start
playing with plasticine. Well, sometimes I do a
little, uh, pencil sketch.
Um, after I would make a maquette, um, I will
start making a bigger sculpture out of clay, and
then make a cast, uh, from plaster and then I can
start working on a big block of marble, I will
start carving it and making it exactly like I made it
in clay.
Um, I love walking and I love travelling as well.
So when I’m going to Italy and walking on the
river banks, uh, up above in the Cora mountains, I
can find a beautiful natural shape of stone, so I’ve
been doing that, and, uh, found a few, make a
sculpture out of it, got inspired and started to
walk on the English river banks and, uh, beaches
like in Dorset, um, in south coast of England.
HOMEWORK OPTIONS
Students do the dictation, reading, vocabulary and
grammar exercises for this lesson in MyEnglishLab.
They can also do the MyEnglishLab video activities
after this point.
Students research one of the artists mentioned in this
lesson (Ayrton, Pehlivanli, Picasso, da Vinci, Gaugin,
Hokusai) on the internet. In the next class, they can
make a short presentation about them.
Students do Exercises G2–2 and G2–3 and V3–7 on
page 143 in the Language reference.
My favourite piece is a sculpture called Cardinal.
Uh, I love, uh, the natural beauty of the stone. I
went to Portugal and I saw it in hills, just laying
on earth and straight on I saw a sculpture in it. It
has this perfect shape for, for a sculpture. I saw
the, uh, where should be head and where I can
carve hands. And it would have exactly right
position for what I want to say.
Currently I’m working on different sculptures
made out of different materials. For example, I’m
working, uh, on Kinder Surprise toys, uh,
sculptures. And, um, making a sculpture straight
on from toys, gluing them together and, uh,
making this bright, um, funny little sculptures.
Um, I was invited to, uh, make a piece for
childhood exhibition in Rye Gallery. So I thought
about them and a teddy bear, which is, um, such a
classical image from childhood. So I made a teddy
bear out of, uh, Kinder Surprise toys.
3bGive students two minutes to read the statements
and answer any questions they can remember
from the first viewing.
• Play the video again. Individually, students
answer the questions. They then check in pairs.
1b 2a 3c
4c
5a 6b
4 Students discuss the questions in groups of three
or four. Allow between five and ten minutes,
depending on their level of interest.
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9.4 SCENARIO: THE
RUSSEL DRAKE
GALLERY
IN THIS LESSON
Lesson topic and staging
Students read the scenario about a contemporary art
gallery which is having problems. They listen to the
gallery owners discussing the problem and then
focus on the Key language. Finally, in the Task,
students work in small groups to decide on an action
plan for the gallery.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• learnt useful phrases to discuss implications and
offer counter-arguments
• participated in extended speaking practice
Timings
Possible lesson break: after Exercise 5b.
WARM-UP
This activity revises adjective order from lesson 9.3.
• Write on the board: shape, age, size, colour, style.
• Put students in pairs and tell them to describe an
object in the room where the lesson is taking place.
• Stop the activity after a minute and elicit sentences
from the pairs. The pair with the most creative/
inventive/ interesting sentence wins.
SITUATION
1 Focus students on the photo on page 92 and the
reading text at the top of the page.
• Give students three minutes to read the text and
answer the questions. Students compare with a
partner before you check answers with the class.
Ask if any students have been to a contemporary
gallery of modern art such as this. If they have,
how did they find it? If not, would they like to?
1 famous for over 300 galleries of modern art
2 to stand out from the crowd and offer
something different 3 8–10 pieces a month
4 It has not met its sales targets.
2a Lead in by asking whether any students have
posted a review online about a place of culture
which they have visited. If so, was it positive or
negative?
• Students read the instructions and then, in pairs,
decide on the three most serious criticisms.
• Emphasise that whilst it is clear some criticisms
are more important than others, it is for students
to decide themselves.
2bJoin pairs together to make groups of four.
• Students should justify their opinions in each case.
• Tell the groups of four to agree upon a set of three
answers which they are all happy with.
To start preparing students for the task, you might
discuss their initial thoughts about how they
might deal with some of the problems.
3 Elicit what kind of graph this is (a bar chart).
• Individually, students read the instructions and
decide on their opinion.
• Take a class vote on the options. Ask one person
who votes for each option to say why they think it
is correct.
• Guide them towards the answer and feedback in
the answer key below.
Talking or writing about charts such as this is a
requirement in many English exams, such as the
PTE Speaking (Describe image) and IELTS Writing
(Part 1).
Suggested answer:
too low (Although there are more ‘very good’
than ‘poor’ responses, lots of ‘average’
responses is not really acceptable. Students
could also make a case for it being ‘acceptable’.)
KEY LANGUAGE: discussing
implications, offering counterarguments
4 Check that students understand the meaning of
commission (a percentage of money which is paid
for a service).
• Students read the instructions. Ensure they
understand the scenario. Paraphrase if necessary.
• Students read the statements. Quickly check to
make sure there is no unknown vocabulary.
• Play the recording. Students tick the arguments
they hear. They then check with a partner.
• Confirm answers with the whole class.
1, 2, 5, 6
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Audio script 9.2
Russell, Dennis, Vanessa
R:
D:
V:
D:
V:
D:
R:
D:
R:
D:
One of the things we’re considering, Dennis,
is to lower our commission. At the moment,
we charge 50 percent – that’s confidential, by
the way. But if we lowered the commission,
we’d attract quite a few younger artists and
that could be helpful for us.
Maybe, but consider the implications. At the
moment, your artists are paying 50 percent
and not complaining – they’re accepting your
terms of sale. If you lower your commission,
other galleries might start doing the same
thing; then you’ll be in a price war. How do
you feel about lowering commissions,
Vanessa?
Well, I think there’s a strong argument for
doing it. We do need to have more young
artists on our books – I’ve said it for some
time. It’d be a way of attracting them. It’d be
quick and very effective.
But think of the consequences, Vanessa. It’ll
affect your profits if you lower your
commission rate. Also, you need to take into
account the reactions of the other gallery
owners. They won’t be pleased if they hear
you’re price-cutting. They’ll start doing the
same thing and that won’t be in anyone’s
interests.
That may be true, but our situation’s getting
pretty desperate. We’ve got to do something
if we want to survive.
Well, the effect of a lower commission rate
will be harmful to your business, in my
opinion.
I’ve had a few thoughts about this, Dennis.
You say that it’ll affect our profits. But it
wouldn’t if we charged variable commission
rates – I mean, charge different rates to
different artists. Keep the rates we’ve got for
artists who are popular with collectors and
people who pay top prices, but give up-andcoming artists a lower rate. How about that?
The problem with that is that it could really
upset your best customers – the cash cows, if
I can put it like that, who are keeping your
gallery afloat.
Mmm, I don’t know, maybe you’re right. OK,
well then, what are we going to do if we don’t
lower our commission?
You’ve got a lot of options, believe me. There
are plenty of things you could do that’ll get
more people coming to your gallery and
improve your bottom line. You can’t do all of
them. Some, I’m sure, you’ll reject
immediately. You’ll have to make up your
minds and choose the best ones. Some will be
expensive, others won’t cost too much. I’ve
jotted down some ideas for you. Let’s talk
about them. I hope you’ll feel some are
worth considering.
5a Allow students two minutes to read the phrases.
They should reflect back on the listening and see if
they can remember where the phrases came.
• Play the recording again. You may need to pause
to allow students to catch up. Students number the
statements in the order they hear them.
• In feedback, play the recording once again. Stop
after each statement has been said. Students
correct themselves. (The phrases are in bold in the
audio script above.)
f, h, b, g, a, l, d, i, j, c, k, e
5b Discuss with the class what is meant by
implication (a prediction of what will happen) and
counter-argument (argument on the other side).
• Students discuss the statements in pairs. They
should focus on the Key language.
• Take class feedback.
Implications: a, f, h
Counter-arguments: b, c, d, e, g, i, j, k, l
TASK: deciding on an action plan
6 Give students 30 seconds to individually write a
definition of action plan (a list of things which an
organisation is going to do in order to solve
problems). Then check understanding.
• Ask students to read the instructions and set the
activity.
• Put students in groups of three or four. Since there
are multiple stages for this exercise, ensure that
the groups give an appropriate amount of time to
each by telling them to move on when necessary.
• Stage 1: Students have two minutes to individually
read the list of ideas. They should tick or cross the
ten ideas. In their group, they have a further three
minutes to agree upon the best five.
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• Stage 2: Students take five minutes to identify the
costs for each of their ideas. Monitor and help as
necessary. Some groups may find this difficult and
need more help.
• Stage 3: Give groups a further five minutes to come
up with ideas for other fundraising initiatives. Try
to get them to think of three good ideas.
• Stage 4: Before students discuss their action plan,
brainstorm some of the things they will need to
include in it (e.g. timelines, list of people involved,
the order in which things happen). Groups then
have 10–15 minutes to work out their action plan.
7 The best way to do this exercise is to get each
group to present their action plan to the rest of the
class. The ‘audience’ then ask questions. Set a time
limit of two or three minutes per group.
8 The vote could be done as a ‘secret ballot’ so that
people can really say what they think. When you
have collected in all the votes, you tell the class
who the winner is. After announcing the decision,
ask the class to identify the strong points of the
winning action plan.
HOMEWORK OPTIONS
9.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on expanding students’
vocabulary and writing an online review. Students
read a short text about expressing yourself well and
look at alternatives for nice and other basic
adjectives. In the writing section, students listen to an
expert talking about travel blogs. Finally, students
write their own travel blog for a place they have
enjoyed visiting.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a listening and two reading texts.
• learnt about extending their range of vocabulary
and practised this with different basic adjectives
• written a travel blog
Timings
Students do the listening and Key language exercises
for this lesson in MyEnglishLab.
If short of time, set Exercise 10 as homework.
Possible lesson break: after Exercise 5.
Students do Exercise KL–4 on page 143 in the
Language reference.
WARM-UP
This activity introduces the topic of travelling.
• Students should think of a place (in their own
country or abroad) which they have enjoyed
visiting. They should make brief notes about it.
• In pairs, students make a brief (one-minute)
presentation about the place.
• Students can ask follow-up questions if desired.
STUDY SKILLS: expanding your
vocabulary
1 Ask students if they overuse any particular
adjective and elicit good/nice and other examples.
• Read the instructions with the class and give
students five minutes to decide the meaning of
nice in the different phrases.
• Ask students to compare with a partner before
you elicit answers from the class.
• Finally, tell students that phrases 1, 2 and 5 are
fixed expressions and not normally used with
adjectives other than nice.
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Possible answers:
1 enjoyable, productive 2 pleasant, enjoyable
3 friendly, charming, I like her 4 fashionable,
it suits you 5 refreshing, to make us feel better
6 friendly neighbours, pleasant environment
2 Give students one minute to read the text and then
elicit if it is true of their language.
• Focus on the fact that precision is more important
in writing than in speaking.
3 Set the activity and tell students that they can use
their dictionaries if necessary.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, check students’ pronunciation of
difficult words (e.g. picturesque, stylish).
1 beautiful, picturesque 2 delicious, tasty
3 relaxing, restful 4 stylish, trendy
5 charming, friendly 6 productive, useful
4
•
•
•
•
A problem in many academic essays is that
students repeat the same words again and again.
Learning how to use synonyms correctly will help
with this, and also help students to paraphrase.
Give students eight minutes for this activity. Tell
them to use their dictionaries if necessary. Elicit
the meaning of precise (exact, specific).
Warn them that some adjectives are more difficult
to put in the lists than students will initially think.
Ask students to compare with a partner before
you check answers with the class.
Check students’ pronunciation of difficult words
(e.g. monotonous, appalling).
Ask students to read the paragraph. Check they
understand the difference between a dictionary
and a thesaurus (bring in copies of each).
1 brilliant, outstanding, terrific 2 appalling,
awful, dreadful 3 absorbing, compelling,
gripping 4 heartbreaking, moving, touching
5 monotonous, repetitive, tedious 6 amusing,
hilarious, witty 7 exhilarating, nailbiting,
thrilling 8 absurd, laughable, ridiculous
Put students in pairs and give each pair one or
two sets of these words. They then write four
sentences showing the exact meaning of the words.
5 Collocations. This activity practises students’
ability to match adjectives with nouns.
• Put students in pairs or small groups so they can
brainstorm the collocations.
• Go through answers and the notes in brackets
below with the class.
• Finally, emphasise that the adjectives here all have
the same basic idea and it is the collocations that
show the use of each.
1 absorbing, gripping, compelling (A book can
be fascinating if factually based.) 2 fascinating
3 gripping, compelling, absorbing (A film can
be fascinating if factually based.)
WRITING SKILLS: an online review
6 Ask students if they have ever booked a holiday
by themselves and if so, how they did it. Also
elicit travel blog (a piece of informal online writing
about travel) and guidebook (a travel book which
provides more information about a place).
• Individually, students read the statements. They
should try and identify at least one advantage and
disadvantage of each. Allow five minutes for this.
• In pairs, students compare their answers. They
should add relevant information to their own list.
• Take brief class feedback.
• In the same pairs, students discuss the second
question. Explain that they do not have to choose
just one option. Take brief class feedback.
7 Students read the introduction and questions.
• Play the recording. Students note down answers.
• In the same pairs as Exercise 6, they compare their
answers. Take brief class feedback.
1 To create a social environment. Friends and
family can follow you during the trip. You can
keep in touch with a bigger group of people.
You save money. You can tell your friends how
the trip is going. People will know that you are
safe. A blog is a permanent record of your
journey. A blog provides good writing practice.
Audio script 9.5
If you go on a fairly long holiday, maybe to a
faraway destination, I think it’s a really good idea
to write a travel blog. You see, one advantage of
doing it is you can create a social environment
with your blog. What do I mean by that? Well,
you’ll create a group of people who are interested
in what you’re doing. Your family and your
friends can read your diary entries and respond to
them, so they become part of your holiday. With
your blog, you can keep in touch with a much
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bigger group of people – you won’t need to buy
dozens of postcards to let them know what you’re
doing. So you’ll save money – that’s always a
good thing, I’m sure you’ll agree.
Blogs are a great way of telling your family and
friends about your holiday and how it’s going –
you know, the interesting places you’re visiting,
the people you’re meeting. And everyone who’s
following you will know you’re safe because
they’re constantly reading your messages. They’ll
also be able to look at your photos and videos.
Oh, one other advantage I want to mention: your
travel blog is a permanent record of your trip –
something you can look at again when you’re
back home.
So, I’m encouraging you all to write a travel blog.
It’s good practice for improving your writing and
you can tell everyone about the amazing
experiences you’re having and maybe even about
things that have gone wrong, especially if they’re
funny and not too serious.
8 Introduce the exercise by asking students whether
they know anything about the places mentioned.
• Give students five minutes to read the blog and
answer the questions.
With weaker groups, elicit definitions of tourist
sites (places people like to visit on holiday) and
general impression (overall feeling).
• Students compare with a partner before you check
answers with the class.
Ask if anyone knows anything else about Chagall
or Matisse. You might even show students an
example of both artists and discuss in more detail.
1 the market area, Cours Saleya; the Chagall
and Matisse museums 2 They enjoyed the
visit, were impressed with the food and
Brazilian street performers in the market area.
Their impressions of the Chagall and Matisse
museums: It was exhausting to get to the two
sites, but they were both ‘outstanding’ and
‘brilliant’. The Chagall museum had lovely
gardens and a peaceful café. The Matisse
museum was in a beautiful park and had a
fantastic view of the city. In both museums the
paintings were colourful and full of light.
3 In common: They lived in Nice at the same
time and were both inspired by the light and
colours of the area. Different: Chagall was born
in Russia, whereas Matisse was born in
Northern France. They had totally different
styles of painting.
9 Give students one minute to look through the
adjectives which are highlighted in bold and to
think of any synonyms. They should not write
anything down at this stage.
• Put students in small groups. At first, they should
share the words they have already thought of.
When they cannot think of any more, they can use
a dictionary. Give one student in each group the
responsibility to write down the synonyms.
Students write sentences that show the slight
differences in meaning between each of these
words. Each group could be given one word and
its synonyms. In feedback, you should be the
judge about the acceptability of synonyms.
Suggested answers:
trendy: popular, fashionable
nice: delicious, excellent, superb, outstanding
charming: friendly, attractive
great: interesting, wonderful, fascinating
exhilarating: exciting, thrilling
funny: amusing, hilarious
thrilling: exhilarating, exciting, nailbiting
dreadful: awful, terrible
outstanding: exceptional, impressive,
magnificent
peaceful: quiet, relaxing
fantastic: wonderful, marvellous, outstanding
brilliant: outstanding, superb
terrific: brilliant, amazing, fantastic
10 Before students begin writing, get them to make
brief notes about their trip. Check that they know
a sufficient amount about the country/trip they are
going to describe, otherwise their blog will be
inadequate. You could direct them back to the
Warm-up activity, if you did it.
Students may benefit from telling a partner about
their location before they start writing. Talking
about it can help them clarify ideas and even come
up with new ones.
• Students will need a minimum of 30 minutes to
write their blog.
HOMEWORK OPTIONS
Students do the study skills and academic
collocations exercises for this lesson in
MyEnglishLab. This is also a good time to do the
MyEnglishLab video activities.
Students do Exercise 10.
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10
Psychology
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
relative clauses; reduced relative clauses
personality adjectives; phrasal verbs; word formation; idioms with mind; words from the text
giving and reacting to advice; taking part in an advice phone-in
writing a bibliography; referencing
an advantages and disadvantages essay
10.1 GROUP
PSYCHOLOGY
READING AND VOCABULARY:
personality adjectives
IN THIS LESSON
Lesson topic and staging
This lesson looks at how well groups work together.
Students discuss teams they’ve been in and then focus
on adjectives to describe people before practising the
pronunciation of these. Students then read a
webpage about how teams function and listen to a
lecture about group dynamics. Next, students focus
on vocabulary from the listening and finally discuss
who in the class would take different roles in a team.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading and a listening text
• extended their range of vocabulary related to
describing people’s personalities and working
together
• participated in an extended speaking activity
Timings
If short of time, omit Exercise 10b.
Possible lesson break: after Exercise 6 or 9.
WARM-UP
This activity introduces the idea of describing
people’s personalities (and appearance).
1 Focus students on the title of this lesson (Group
psychology) and elicit that this is about how people
in groups relate to one another.
• Give students a few minutes to think of their
answers to questions 1–4 before putting them in
groups of three or four for the discussion.
• Tell them question 3 means Did the people work/play
well together or were there problems?
• Get a few ideas from the class and take this
opportunity to elicit/give group dynamics.
2 Ask students to read the adjectives and tick any
they used.
• Set the second question and tell students that they
can use their dictionaries if necessary.
• Ask students to compare ideas with a partner
before you elicit a few ideas from the class. In
feedback, ask students to give a brief definition of
each word.
3 Do the first example with the class (ambition –
ambitious) to demonstrate what the rubric means
by nouns related to these adjectives.
• Give students ten minutes to find the nouns and
write adjective – noun pairs.
• If you are short of time, put students in pairs and
ask them to do half the words each.
• When they have finished, ask them to compare
their answers with a partner (or another pair).
• Elicit answers from the class and write them on
the board for use in Exercise 4.
• Write the names of four famous people on the
board who your students will know.
• Students think of three adjectives to describe one
of the people. They must use at least two
personality adjectives and can use their
dictionaries.
• Students work in small groups and take it in turns
to say their three adjectives. The other students
must guess who they are describing.
ambitious – ambition, authoritative – authority,
conscientious – conscientiousness,
creative – creativity, diplomatic – diplomacy,
energetic – energy, knowledgeable – knowledge,
objective – objectivity, practical – practicality,
resourceful – resourcefulness
Students could look up other nouns associated
with these adjectives (e.g. authorities, conscience,
creation, diplomat, practicalities).
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PRONUNCIATION
4 Critical thinking: Stress patterns. Give students a
few minutes to write down all the words from
Exercise 3 and to mark where they think the
stress is.
• Ask students to compare with a partner.
• Students may not know if the stress pattern
changes if it is marked incorrectly. This won’t
happen until they have listened and checked their
answers. It may be better to tell students to answer
the question after they have listened to check.
• Set the question about changing stress patterns
and, if possible, elicit a few answers from the class.
• Play the recording, pausing after each pair of
words to allow students to check their answers.
• Go through answers with the class, marking the
correct stress on the board and eliciting/showing
students where the stress pattern changes.
• Play the recording again. Pause after each pair of
words for students to repeat. Correct if necessary.
See Exercise 3 (above) for stress.
READING
5a Focus students on the title of the introductory
paragraph in the text (Belbin model) and ask them if
they have heard of this.
• Students work individually to read the table and
answer the questions in Exercise 5.
• Emphasise that students should be honest in their
appraisal.
• Monitor and clarify vocabulary items as necessary.
Quite a lot of the language used may be unknown.
5bNote: Only put students in pairs to say if they
agree with their partner’s choices if your students
know each other fairly well. Students may not be
happy if their partner does not agree.
• Ask the class if anyone would like to explain their
choices to the whole group. Make this an open
activity and do not force anyone to speak.
Since students may have to work in groups at
university in many different situations (e.g.
projects, seminars), it is important to think about
the best ways that groups can function.
6 Give students five minutes to match the adjectives.
• Ask them to compare with a partner before you
check answers with the class.
plant = creative (comes up with ideas);
resource investigator = resourceful (developing
contacts, finding opportunities); coordinator =
authoritative (leading teams, delegating);
shaper = energetic (dynamic); monitorevaluator = objective (fair, has good judgement);
teamworker = diplomatic (peacemaker and
mediator); implementer = practical (makes
things happen); completer-finisher =
conscientious (perfectionist, strong sense of
duty); specialist = knowledgeable (special skills
and expertise). The extra adjective is ambitious.
LISTENING
7a Set the context and give students a few minutes to
order the stages.
• Ask them to compare with a partner.
• Answers are checked in Exercise 7b.
7b Give students two minutes to match the names
with the stages, but tell them not to worry if they
are unsure.
• Play the recording without pausing. Ask students
to compare answers in pairs.
• Check answers with the class.
• Ask students if they experienced any/all of these
stages in the teams they discussed in Exercise 1.
1 forming – b 2 storming – c 3 norming – a
4 performing – e 5 adjourning – d
Audio script 10.2
Good morning, everyone. Our topic today is
group dynamics. I want to talk about how groups
develop over a period of time. So I’ll describe the
stages that groups often go through.
Erm, first of all, I’d like to mention an academic
who did some interesting early work on groups.
His name’s Kurt Lewin, you spell Kurt K-U-R-T,
by the way. Lewin was one of the first researchers
to study groups scientifically, so he’s important.
He published his results during the 1940s and
1950s. And he created the term ‘group dynamics’
to describe how groups and individuals act and
react in changing situations.
OK, the next really important contribution came
from a researcher, Bruce Tuckman. Tuckman
developed a theory about groups in 1965. He
argued that groups went through four stages. Now
I’d like to look briefly at each of the stages in turn.
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First, ‘forming’. This is the stage when the group
pretends to get on well with each other and
everyone seems to be happy. It’s a kind of
honeymoon period.
Next is the ‘storming’ stage. As the name
suggests, at this stage, members of the group are
less polite to each other and they try to resolve
their issues, even if they lose their tempers at
times. Individual group members may fall out
with each other as the true personalities of group
members become clearer at this time.
‘Norming’ is the stage after that. Members get
used to each other at this stage. They begin to
trust each other, share information and are much
more productive as they get down to the job of
working together.
often the most interesting part of these sorts of
programme, and why people watch them. So
Tuckman’s model is a good one, and it’s useful
for analysing group dynamics.
Now are there any questions so far?
8 Ask students to read the questions and try to
answer them from memory.
• Then play the recording again and ask students to
compare answers in pairs. Go through answers
and the notes in brackets below with the class.
One of the skills tested in the PTE-A Speaking
component is the ability to re-tell lectures. Here,
you could ask students to give a ten-second
summary of the key points of the lecture.
1 a 1940s, 1950s b 1960s
2 the period when everyone likes everyone else
at the beginning of something (A honeymoon is
literally the holiday a married couple take
immediately after their wedding, i.e. when
they are completely happy and in love.)
3 pop groups, football teams, reality TV shows
The final stage is ‘performing’. The members of
the group have common goals. The atmosphere in
the group is good. They work efficiently together
and cooperate effectively with each other.
These are the four stages in Tuckman’s original
theory about how groups develop. I should say
that later on he added a fifth stage. He called it
‘adjourning’. That’s the stage when the group
breaks up. Of course, some groups never even
reach the ‘norming’ stage. If they don’t trust each
other, and members find they cannot put up with
each other, the group may break up early, before
the ‘norming’ stage.
Tuckman’s theory is useful and of practical value.
Think for a moment about pop groups or bands
you know. A classic example for me, although not
from my generation is The Beatles, for example.
They went through all five stages. During the
‘performing’ stage, they were very effective, and
wrote and performed some of their best songs,
but eventually, John Lennon moved away from
the group and after Paul McCartney left, the band
began to break up. You can also think of
successful football teams which go through those
stages. After early struggles, they have a period of
success, with a core of the same team members,
although a few individuals will leave and join.
This stable team may do well and win
championships and trophies. Then the team
breaks up – for whatever reason – perhaps due to
the age or the ambition of the players. Finally, a
very contemporary example would be in reality
TV, where the way the group works together is
9 Critical thinking: Evaluating ideas. Students gain
further practice of reflecting on what they have
learnt in the lesson and discussing their opinions
of what they have learnt.
• Students discuss the questions in groups of three
or four. Take two or three pieces of feedback for
each question.
VOCABULARY: phrasal verbs
10aElicit the meaning of phrasal verb (a verb which is
composed of a main verb and preposition).
• Students do this activity individually and use their
dictionaries if necessary.
• Ask students to compare with a partner before
you check answers with the class.
1f 2e 3c
4a 5d 6b
10b Check that students know the form (get used to +
-ing/noun) for question 2.
• Students do this activity individually and then
compare answers with a partner.
• Get students to ask follow-up questions to get as
much information as possible for each sentence.
• Elicit answers from a few students and ask them
for further information if possible.
• For further practice, ask students to do Exercise
V1–6 on page 145 in the Language reference.
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10.2 PEER PRESSURE
SPEAKING
11a When creating groups for this exercise, try to
make groups where you think students will work
well, but where the personalities might represent
different roles in the Belbin model.
• Ensure that students read the introduction and
points 1–3, and that they understand what they
have to do. Clarify as necessary.
• Give groups three minutes to discuss task 1.
• For task 2, students should think back to Exercise
5a, where they discussed this question. This task
would probably work best if the group has a good
chair (e.g. someone who is a ‘coordinator’), to
ensure that everyone participates.
• Students discuss task 3 and identify who will do
which of the tasks. Emphasise that each student
should have roughly the same amount of work.
• Groups will probably need at least 20 minutes to
come up with their plans. It is for the groups to
decide how best to manage this process.
• Emphasise that by the end of the time limit, they
need to have a finalised action plan to share with
another group.
11a When joining groups together, try and ensure
that they complement each other (i.e. that they
have as many of the nine roles as possible).
• Take feedback from four groups on the strengths/
weaknesses of their partner group’s plan.
+ Ask students to evaluate how effective their
discussions in 11a were. What went well? What
could have been improved? What was missing?
HOMEWORK OPTIONS
Students do the vocabulary exercises for this lesson
in MyEnglishLab.
Students do Exercise V1–6 on page 145 in the
Language reference.
IN THIS LESSON
Lesson topic and staging
This lesson looks at peer pressure and how it affects
people. Students read a webpage about peer pressure
and teenage bullying. They study idioms with the
word mind and practise using these. Next, students
look at relative clauses taken from the text, focus on
their use and practise using them. Finally, students
take part in discussions related to peer pressure.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading text
• extended their range of idioms using mind
• revised/extended their knowledge of relative
clauses
• participated in an extended speaking activity
Timings
If short of time, set Exercises 7a and 7b as homework.
Possible lesson break: after Exercise 7b.
WARM-UP
This activity introduces the topic of whether we do
things because we want to or because other people
want us to.
• Ask students if they always do what they want to
or if they sometimes do what others want.
• Give students three minutes to think of two things
they regularly do because they want to and two
things they do because other people want them to.
• Students compare their answers in pairs.
• Finally, ask who chose similar activities and elicit
why we do things because others want us to.
READING AND VOCABULARY:
word formation
1 Focus students on the title of this lesson (Peer
pressure). Elicit that peers are people around your
age in the same social group and peer pressure is
the influence that others have on your actions
and opinions.
• Discuss the question in class. Write up a few
examples that the students provide (e.g. wearing
fashionable clothes, joining in with bullying, doing
something dangerous).
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2 Focus students on the URL and phone numbers
and elicit who it is for (parents and children).
• Students underline the questions on the webpage.
Give them one minute to read the text, but tell
them not to underline answers or take notes.
• Put students in pairs to discuss answers to the four
questions. Tell them not to read the text in detail.
• Elicit possible answers from the class, but do not
insist on complete accuracy at this stage.
1 doing/thinking something that others want
you to do/think because you want to be
accepted 2 how they dress/talk, music they
listen to, attitudes they adopt (their opinions),
how they behave 3 yes, definitely
4 They need to know who their children are
socialising with and encourage them not to
enter situations where they will be pressurised.
3 Students read the instructions. Check that they are
clear about what they need to do.
• Students read comments a–d. They then skim-read
paragraphs 1–4 and match them together.
• Students check in pairs and agree on the answers.
• Take feedback. Check that students understand
self-esteem (the level of confidence you feel about
your own abilities), conform/conformity (behaving
the same as the majority of people) and going
against the grain (not conforming).
a4 b3 c2 d1
4a Set a time limit of one minute for students to find
these nouns. In feedback, ensure the word stress is
correct (underlined in the answer key below).
5 Critical thinking: Evaluating effectiveness. In
this exercise students reflect on the webpage and
decide whether its contents match its goals (i.e. Is
it successful in achieving what it wants to achieve?)
• Students discuss with a partner for three minutes.
• Take class feedback. If students disagree with a
point which has been made, encourage them to
challenge it, in order to develop critical thinking.
6 Take a brief definition of each type of bullying.
• Students discuss the question in small groups.
• Take class feedback. Since all these forms of
bullying are bad, there is no ‘right’ answer, but
take time to explore each of the three types.
VOCABULARY: idioms with mind
7a If necessary, elicit what an idiom is (an expression
where the meaning is not completely clear from
the individual words).
• First, give students 30 seconds to write a definition
of mind. Take feedback. Guide students towards a
definition: a person’s ability to think and reason.
• Give students three minutes to do this activity and
compare answers with a partner.
• Check answers with the class and tell them that
out of your mind can also mean extremely worried.
1b 2d 3c
7b Tell students they will need to change the form of
some idioms when they put them in the gaps.
• Give students three minutes to do this activity and
compare answers with a partner. Check in class.
• For further practice, ask students to do Exercise
V4–8 on page 145 in the Language reference.
1 make up my mind (about something)
2 peace of mind 3 keep an open mind
4 out of your mind (with worry/fear)
5 in two minds (about something)
approval, behaviour, conformity, suggestion
4b Elicit the four suffixes used (-al, -our, -ity, -ion) and
write them on the board. Explain that these are
often used to make nouns from verbs.
• Individually, students predict what the nouns may
be and then check in pairs. If they are unsure,
allow them to use a dictionary. Check answers
with the class.
To help students, tell them how many of each
type there are (3 x -ity, 2 x -ion; 2 x -al; 1 x -our).
association, continuity, definition, disability,
proposal, refusal, saviour, security
4e 5a
GRAMMAR: relative clauses
8 Remind students that a relative clause adds more
information to a sentence. Elicit an example
(e.g. He’s the man that I spoke to yesterday.).
• Do not elicit/give any further information about
relative clauses at this stage.
• Students underline the clauses in the text. Ask
them to compare with a partner.
• Elicit answers from the class. Note the relative
pronoun that in part 2 is not actually written.
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Part 1: when we are influenced to do
something; who are about the same age; with
whom they socialise; which is the most
common form of social influence
Part 2: which means peer pressure can be
powerful and hard to resist; who are low on
confidence and unsure of themselves; (that)
they would not normally do; who knew the
correct answer to a question
Part 3: which means others are less likely to call
the behaviour bullying; when their children are
being bullied
Part 4: with whom their children are associating;
in which they know they would be pressurised
11 Set the task. Focus students on the example (1 f).
• Tell them some relative clauses may come in the
middle of sentences 1–9. Monitor for mistakes, but
encourage students to look at Exercises 8–10 and
the Language reference to help them self-correct.
• Ask students to compare with a partner before
you check answers with the class.
1 f We are seeking a counsellor to whom we
can refer special cases. 2 e Even the bullies
were crying, which was surprising.
3 i Kurt Lewin, who many see as the father of
social psychology, fled to the USA from
Germany. 4 h Teenagers like to turn for
advice to other young people who they
sympathise with. 5 d People who are easily
influenced will follow someone else’s lead first.
6 c The type of peer pressure that leaves you
feeling confused or hurt is never good.
7 g Peers are the individuals with whom a
child or an adolescent identifies most.
8 b We took all the teenagers to the seaside,
which made a good break for them. 9 a The
bullying problem(,) about which we had a lot
of discussion(,) has now been resolved. (Note:
this could be defining or non-defining.)
9a Ask students to underline the correct word in
definitions 1 and 2. (This should be revision.)
• Ask them to identify which clauses from
Exercise 8 are defining/non-defining.
• Finally, check answers with the class, but do not
elicit further information about these clauses at
this stage.
1 non-defining 2 defining
All clauses are defining relative clauses, except
which means peer pressure can be powerful … and
which means others are less likely … .
9bEmphasise that students do not need to use all the
words in the box.
• Give students five minutes to complete the rules,
referring to the examples in the text for help.
• Students compare with a partner and if necessary
look at G1 on page 144 in the Language reference.
• Check answers with the class. Refer to the
webpage for examples.
• Read through the Grammar tip with the class.
1 non-defining 2 whom 3 which 4 before
5 that
10a Give students one minute to think about the
question. Elicit the answer from the class.
If possible, produce the complete sentences so that
all students can clearly see where the relative
clause is inserted and the punctuation.
12a The focus of this exercise is to get information
which will be used in Exercise 12b. Students have
two minutes each to ask and answer questions.
12b Encourage students to use both defining and
non-defining clauses if possible. They should also
try and use a range of relative pronouns.
• Three or four students read out their profiles. Other
students say whether the sentences are correct.
• For further practice, ask students to do Exercises
G1–1, G1–2 and G1–3 on page 145 in the Language
reference.
SPEAKING
2
13 Students discuss the questions in small groups. If
your class is made up of teenagers, question 4 may
be redundant. Take feedback.
10b Give students one minute to find the example
and then briefly compare with a partner.
• In feedback, remind students that this kind of
relative clause is non-defining.
HOMEWORK OPTIONS
Students do the vocabulary, reading and grammar
exercises for this lesson in MyEnglishLab.
… which means others are less like to call the
behaviour bullying.
Students do exercises G1–1, G1–2, G1–3, V2,3–7 and
V4–8 on page 145 in the Language reference.
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10.3 PSYCHOLOGY
AT WORK
READING
IN THIS LESSON
Lesson topic and staging
This lesson looks at the psychological profiling of
criminals. Students read about criminal profiling
before focusing on vocabulary related to this topic.
Next, students look at the use of reduced relative
clauses in the text and practise using them. They
discuss a book/film they have read/seen about
profiling or serial killers. Finally, students write a
summary of the text on psychological profiling they
read earlier.
Meet the expert video
Watch a video of Dr. Jack Lewis, a neuroscientist,
talking about working in this field.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from reading texts
• revised and/or extended their range of vocabulary
related to criminal profiling
• revised/learnt about reduced relative clauses and
practised using these
• discussed a book or film about profiling or serial
killers
• written a summary of a text about criminal
profiling
Timings
If short of time, set Exercise 9 or 11 for homework.
Possible lesson break: after Exercise 5.
WARM-UP
1a Use the Warm-up as a lead-in to this exercise
and/or explain that the short text is about a person
we wouldn’t normally expect to commit a crime.
• Ask students to quickly read the profile. Elicit why
we wouldn’t expect him to commit a crime.
• Check students understand devoted to his mother
(loved very much, always did things for her) and
stable marriage (no problems with the relationship).
• Then give students three minutes to discuss the
possible crime before checking on page 167.
• Ask students if they are surprised he committed
this crime and why/why not.
• Finally, tell students that this is a true case that
happened in the UK.
1b Set the question and elicit ideas from the class.
2 Focus students on the title of the article and check
they understand it (looking at the background,
habits, interests of a person and deciding what
they are like and what they might do).
• Give students two minutes to read the article and
answer the questions by themselves.
• Check answers with the class.
1 A criminal profiler is someone who
investigates the behaviour, motives and
background of criminals. 2 They can identify
actual or potential offenders.
3 Give students eight minutes for this activity.
• Tell them to underline the relevant information in
the paragraphs they identify.
• Ask students to compare with a partner before
you check answers with the class.
• Finally, ask students if they have read books or
seen films/TV shows about criminal profiling, if
they liked them and why.
This activity introduces the topic of people we think
wouldn’t commit crimes.
• First, elicit a few reasons why people commit
crimes (e.g. they are angry about something,
depressed, need money, insane).
• Then write on the board: politician, business person,
police office, lawyer, prison guard.
• Tell students to rank the people from most to least
likely to commit a crime.
• Students discuss in pairs and justify their answers.
• Finally, elicit ranking from one student in the class
and ask the others if they agree and why/why not.
1 para D: by investigating behaviour, motives
and background of criminals 2 para D: place
of residence 3 para B: serial killers, mass
murderers 4 para C: James Brussels 5 para D:
minute details of the crime scene 6 paras B, C,
E: serial killers, aeroplane hijacking, suicide
bombers, mass murderers, bomber 7 para A:
criminal profiling 8 para E: at best useless, at
worst harmful, no real-world value, wastes
police time
4 Get students to re-read the final paragraph. Check
that they understand what it says.
• In pairs, students discuss their reactions.
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• In feedback, elicit opinions from one or two
students. Encourage others to say whether they
agree or disagree.
5 Give students a maximum of five minutes for this
activity. Check answers with the class and check
their pronunciation of psychiatrist.
1 motive 2 deduce 3 psychiatrist 4 profile
5 case file 6 assessment
GRAMMAR: reduced relative
clauses
6a Give students one minute to find the sentences in
the text.
• Write them on the board (or see the tip below).
1 a number of letters mailed by the suspect
2 the crime scene, enabling them to describe
the specific methods of operation
6bStudents discuss this question in pairs.
• Elicit answers from the class and highlight the
relevant parts of the sentences on the board.
• Explain that reduced relative clauses are often
used to improve the style of a piece of writing.
Also, we can use reduced relatives for clauses
which use other relative pronouns (e.g. who, that).
Sentence 1: (Note: this is a passive structure.)
The relative pronoun which and the auxiliary
were are dropped. Only the past participle
mailed is used here. Sentence 2: The relative
pronoun which is dropped and the verb
(enables) is changed to the -ing form.
7
•
•
•
If possible, reproduce the text so that the whole
class can see it (perhaps on an interactive
whiteboard or an overhead projector). As you
check answers to Exercises 6b and 7, highlight
the relevant parts of the text.
Tell students there are seven reduced relative
clauses in the text (in addition to the two examples
in 6a), but they only need to find four. They
should, however, try to find some which use the
past participle and some which use the -ing form.
Put students in pairs to answer questions 1 and 2
(see the tip below).
Check answers with the class and in each case
elicit the full relative clause.
This is a fairly complicated area of language, so
give students time to read the information in
G2 on page 144 in the Language reference.
past participle/passive clauses: also referred to
as criminal profiling, methods used to detect
criminals -ing form/active clauses: lead
detective profiling the offender, delaying the
identification of the real culprit
Students may find question 2 difficult. If necessary
use the first sentence in Exercise 6a and lead
detective profiling the offender as examples. Show
students how the full relative clause is formed
(i.e. 1 which were mailed by the suspect, and 2 lead
detective who profiles the offender). Then ask which is
passive (1) and which active (2). Ask students to
look again at how these are written in the text and
answer question 2 in Exercise 7.
8 Give students five minutes for this activity. They
can refer to Exercises 6 and 7 and the Language
reference if necessary.
• Ask students to compare with a partner before
you check answers with the class.
2 a taken 2 b taking 3 a making 3 b made
4 a causing 4 b caused
9 Focus students on the photo and ask if they have
seen this image before. Elicit that it is from the film
The Silence of the Lambs and ask students to tell you
if they have seen it and, briefly, what it is about. If
they have not seen it, ask them to predict from the
previous content of this lesson and the photo what
they think it’s about.
• Students read the text to check their ideas.
• Read the instructions and remind students that the
present participle is the -ing form. Give them five
minutes to do the activity. Most examples simply
involve crossing out the pronoun and auxiliary.
• Ask students to compare with a partner before
you check answers with the class.
• Finally, ask students who have not seen the film if
they would like to and/or ask the class if they have
seen films or read books similar to this.
• For further practice, ask students to do Exercise
G2–4 on page 145 in the Language reference.
profilers who are investigating criminal cases; a
film which is directed by Jonathan Demme;
Clarice Starling, who is, played by Jodie Foster;
serial killer, who is named Hannibal Lecter;
Lecter, who is currently serving; performance
of Lecter, who was played by Anthony
Hopkins; the Kay Scarpetta series, which was
written by Patricia Cornwell; a criminal
profiler who works working for the FBI
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6.2 IMPACT
IN THIS LESSON
Lesson topic and staging
• Go through the questions with the class, by book/
film, rather than question.
Some groups may find it easier to take notes by
making a table with four columns (for the four
questions) and four rows (for the four speakers).
Students listen to people talking about their favourite
books, films or characters, including The Great Gatsby
by F. Scott Fitzgerald. Students read an extract of the
book and study referencing words. Next, they focus
on narrative tenses and the form and meaning of the
past perfect continuous. Finally, they discuss books
and films they feel have had a significant impact.
1
1 One Flew over the Cuckoo’ s Nest 2 Jack
Nicholson as McMurphy, Nurse Ratchet
3 yes, based on a book 4 prefers the film
2
1 Zatoichi 2 Takeshi Kitano as Zatoichi
3 doesn’t say 4 doesn’t say
3
1 Crouching Tiger Hidden Dragon 2 Michelle
Yeoh and Zhang Ziyi 3 yes, based on a book
4 hasn’t read book, so can’t say
4
1 Sherlock Holmes 2 Holmes, played by Peter
Cushing, Christopher Lee, Robert Downey; Dr
Watson recently played by Lucy Liu 3 yes,
based on books 4 prefers the books
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• extended their understanding of the use of
narrative tenses and the past perfect continuous
• discussed the impact of important books and films
Timings
If short of time, omit Exercise 8.
Possible lesson break: after Exercise 8.
WARM-UP
Audio script 6.2 and answer key to Exercise 3
1
This activity introduces the topic of characters in
books.
• Write on the board: Sherlock Holmes, Harry Potter,
James Bond (007).
• Ask students to discuss in pairs what they know
about each character. Elicit answers from the class.
Example answers:
Sherlock Holmes: a detective; his friend is
Dr Watson; lives at 221B Baker Street, London
Harry Potter: a boy wizard; goes to Hogwarts
School James Bond: a British spy
SPEAKING AND LISTENING
1 Elicit the meaning of impact in this context (a deep,
long-lasting impression). Students explain why
these films/books/characters have had an impact.
2 Emphasise that for this listening, students should
focus on the who and the what (i.e. the facts). They
will shortly listen again to focus on the why. 0
• Play the recording and get students to take notes. 0
• Students compare their answers and add
2
Which film has had the biggest impact on
me … Mm … I’d have to say Jack Nicholson’s
performance in One Flew Over the Cuckoo’s
Nest. Trying to choose just one of Nicholson’s
great performances is difficult and he was
amazing in The Shining. But he is heroic,
funny and menacing as McMurphy, who
ends up in a prison ward for the mentally ill
and leads a fight against Nurse Ratchet. This
film isn’t only great entertainment. It goes
much deeper than this and gives us a
wonderful insight into society. Everything
about the film is brilliant: the plot, direction,
filming, casting and, of course, the acting.
Rarely can a film make you laugh and gasp
with horror and shock at the same time.
Rarely can a film leave you so entertained yet
thinking about its disturbing scenes. The
book by Ken Kesey is brilliant, but I believe
the film is better than the book.
I really enjoyed the Japanese film Zatoichi,
which starts as a straightforward samurai
movie, turns into a comedy and ends as a
dance scene. I love it mainly because the lead
actor and director is Takeshi Kitano, who
some may know as Beat Takeshi. Kitano is
information to their own notes as necessary.
Literature
TV favourite, novelist, poet, cartoonist and
painter, and he seems to have made a film
that combines a number of his talents. Kitano
plays the blind masseur Zatoichi, who turns
out to be incredibly skilled with a sword. He
0
wanders into a town harassed by a criminal 0
gang and helps two geishas take revenge on
famous as an actor, director, comedian, kid’s
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has character flaws – like, he can be very
arrogant, especially in his relations with his
sidekick, Dr Watson. Watson accompanies
him on most cases and he isn’t stupid, but
Holmes is so brilliant! And he’s a very
courageous person, especially when dealing
with some very dangerous men. He’s
3
4
the men who murdered their parents. I loved
Kitano’s performance as the chuckling,
shuffling, friendly masseur who turns into a
revenging warrior when required. He makes
an intensely likeable main character while
speaking very few words throughout the film.
In terms of visual impact, I think I’d have to
say Crouching Tiger Hidden Dragon with
excellent performances from Michelle Yeoh
and Zhang Ziyi, two of Asia’s greatest
actresses. This movie has breathtaking fight
scenes and contains beautiful landscapes. The
cinematography is outstanding and I think it
won an Oscar for art direction. I also loved
the beautiful musical score and especially the
use of the cello. The film was based on a
novel by novelist Wang Dulu, but I can’t say
which I preferred as I haven’t read the book.
The film was a Chinese, Hong Kong,
Taiwanese, American co-production directed
by Ang Lee. The dialogue is in Mandarin,
with subtitles, and in my opinion, that
version is much better than the version with
English voiceovers.
I’ve enjoyed many of the Sherlock Holmes
films and Holmes is the most portrayed
movie character, with more than 70 actors
playing the part in over 200 films. I enjoyed
watching Peter Cushing and Christopher Lee
portraying Holmes and also recent versions
with the brilliant Robert Downey Jr. I also like
the modern series set in New York, which
stars Lucy Liu as Dr Watson. But to be
honest, I prefer the books, which made a
huge impression on me when I first read
them, and the reason’s simple. Sherlock
Holmes himself is a fascinating person –
someone we can all admire. He’s got a
brilliant intellect and incredible analytical
powers. He’s also got amazing powers of
observation – just by looking at people, he
can deduce all kinds of things about them
and their lives. He’s supremely talented as a
detective and can solve the most difficult
cases. But he has human failings as well. He
knowledgeable and he s talented musically.
He often plays the violin when he’s in an
unhappy mood. He’s very believable as the
main character in the stories. When I was
young, my uncle used to read extracts from
the stories to me and he could quote pages of
the stories by heart. I love Sherlock Holmes
and I’ve re-read the stories many times.
3 Play the recording again. Students compare with a
partner before you check answers with the class.
4 Ask if anyone has read or seen The Great Gatsby or
what they know about it.
• Ask students to read the questions, then play the
recording.
• Students check with a partner before you check
answers with the class.
1 The book is extremely well written. The
language is evocative. The main characters,
especially Jay Gatsby, are fascinating.
2 Possibly he realises that Nick may be able to
help him meet Daisy again. 3 the reasons for
its great impact: fascinating plot and characters;
asks interesting questions; portrays brilliantly
and accurately the lives of wealthy people in
the 1920s
Audio script 6.3
One book that has made a huge impression on me
is The Great Gatsby, by the American writer F. Scott
Fitzgerald. It’s always been my favourite novel.
I’ve re-read it many times and each time I find
new meaning in it. There have been two
impressive films based on the novel: one with
Robert Redford and Mia Farrow, and a more
recent one with Leonardo di Caprio and Carey
Mulligan.
The book is about a wealthy man, Jay Gatsby,
who tries to win back the love of Daisy, a
beautiful woman he first met when he was young
and penniless. Instead of marrying Gatsby, Daisy
marries a rich man, Tom Buchanan, from her own
social class and years later, Gatsby, who’s now
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very wealthy, wants to revive their romance. The
narrator of the story, Nick Carraway moves to
Long Island where his cousin Daisy lives. He
rents a small house close to the magnificent
mansion of Jay Gatsby. Gatsby holds lavish
parties every Saturday. Hundreds of people come
to them and most of them are not invited and
have never met their host. Nick is surprised to
receive a written invitation to one of the parties,
even though he’s never met Gatsby. In a key
scene, Nick wanders around the party and meets
a man who turns out to be Gatsby. Later on,
Gatsby uses his friendship with Nick to meet
Daisy again, the woman he loved and lost. The
story doesn’t have a happy ending for Gatsby. He
manages to have a romantic relationship with
Daisy. However, she chooses to remain with her
husband rather than start a new life with Gatsby.
I like this book for several reasons. First, it’s
extremely well-written. Fitzgerald is so skilful at
describing the characters and their emotions. And
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his language is very evocative. You really get the 0
feel of how upper class people lived in the 1920s
in America. He sees this as a period of declining
such a thing as true love?’ It was also, I think,
because in the novel, Fitzgerald depicted
brilliantly and accurately the lives and behaviour
of wealthy people in America.
5 Students should try and match the words based
on their first listening and their own knowledge.
• Play the recording again. Students check existing
answers and look for ones they do not know.
• In feedback, ask students to explain the meaning /
usage of each phrase.
1h 2b 3e 4f 5c
6a 7d 8g
READING
6 Remind students that this is an example of fiction,
so the way the text is written is different to most of
the other texts they have read so far on this course.
• Students read the questions and then the text.
• Tell students to be concise in their answers.
• Take feedback.
1 the narrator (Nick Carraway) 2 Jordan
Baker (the narrator’s friend), Jay Gatsby (the
in America. He sees this as a period of declining
social and moral values. People are greedy and
pursue pleasure and money at all costs. The novel
holds a mirror up to this corrupt society.
host) 3 at a party (at Gatsby’s house)
4 elegant, young (30–32 year-old) man with a
charming smile 5 Gatsby leaves to take a call.
7 Critical thinking: Referencing. Ask what kind of
words are highlighted (pronouns).
• Ask students to make predictions about pronouns
without looking at the extract (e.g. ‘She’ must refer
to a female. ‘We’ to the narrator plus another/others.).
• Students answer the questions individually and
then check in pairs. Take class feedback.
I find the main characters, especially Jay Gatsby,
absolutely fascinating. Gatsby has a romantic
view of life. He believes that you can repeat the
past and achieve happiness. He is a mysterious
person. There are all kinds of rumours about his
past. As the story unfolds, you are not sure about
his character. He is undoubtedly charismatic with
a charming smile, but you wonder if he is not
what he seems. For example, he did not inherit his
fortune, as he says, but made money from selling
alcohol, which was illegal at the time. Your
feelings about him change as you learn more
about his past. The characters in the book are all
richly drawn and that is one of the book’s greatest
strengths. I have a favourite bit of dialogue about
Gatsby, which reveals his character. Nick says to
him, ‘You can’t repeat the past.’ Gatsby replies,
‘Of course you can. Of course you can.’
1 Jordan Baker and the narrator 2 the
hydroplane 3 Jordan Baker 4 Gatsby’s
5 his smile 6 Gatsby 7 Gatsby 8 Jordan
Baker and the narrator (Nick Carraway)
8 Due to the complexity of this question, it would
probably be best to discuss in a class situation.
GRAMMAR: narrative tenses
9a Ask students if they know the meaning of narrative
and/or can name any narrative tenses.
• Students work in pairs before you check answers
with the class. You may need to revise the form/
function of some of these tenses, depending on
your class.
The Great Gatsby was published in 1926, just a few
years after the Great War. The novel had a great
impact. This was not just because of the novel’s
fascinating plot, but because it poses interesting
questions like, ‘Can you get back the past? Is there
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1 were sitting = past continuous 2 looked,
smiled = past simple 3 introduced = past
simple; had got = past perfect; was picking =
past continuous 4 hurried = past simple;
was calling = past continuous
9b Students work with the same partner as in
Exercise 9a. They should match these descriptions
with both the tense and the examples in 9a.
• Tell students that it may help them to draw
timelines to work out the answers here.
• Go through the answers. Elicit/Teach all the
information in brackets in the answer key below.
a past simple; sentence 2 b past continuous;
sentence 1 c past continuous (first action),
past simple (action interrupting the first action);
sentence 4 (Note: In some sentences, the first
action can continue simultaneously with the
second, e.g. We were sitting in the park when we
saw the boy.) d past perfect; sentence 3 (The
impression came before the introduction).
10 Give students five minutes to do this activity
individually and then compare with a partner.
• Tell students to look at Exercise 9 and the
Language reference on page 136 if they need help.
• Check answers with the class and if there is
disagreement, ask why students chose a form.
1 was playing, ran 2 was trying, had seen
3 were ticking, could not
Ask students if they have read any of the novels
quoted in this exercise or another novel by this
writer. If not, would they like to, based on the
extract given here?
11a Direct students to the example in the text (had
been hovering). Students work individually and
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0
then compare with a partner before you check
answers with the class.
11c Students should work in pairs to answer these
questions. Ensure that you give clear feedback
when going through the answers. Get students to
explain why the false answers are incorrect.
1 F (past simple/continuous used more often)
2 T 3 T 4 F (past perfect)
12 Give students five minutes to do this activity
individually and then compare with a partner.
• Tell students to look at Exercises 9 and 11 and the
Language reference on page 136 if they need help.
• Check answers with the class and if there is
disagreement, ask why students chose a form.
• For further practice, ask students to do Exercises
G1–1 and G1–2 on page 137 in the Language
reference.
1 was sitting 2 was shaking 3 had been
waiting 4 heard 5 came 6 told 7 had
happened 8 had borrowed 9 had crashed
10 had been driving 11 rang 12 was
SPEAKING
13 Put students in groups of four or five for this
activity. First, direct them towards the five
adverbs listed in the coursebook and check that
they understand what each means.
• Then direct them towards the example and read it
aloud. You may want to give another one or two
examples if you think your class need them.
• Students discuss the questions for between five
and ten minutes. Monitor the discussions and
prompt/direct students as necessary.
HOMEWORK OPTIONS
Students do the vocabulary, reading and grammar
exercises for this lesson in MyEnglishLab.
Students do Exercises V3,4–7, G1–1 and G1–2 on
page 137 in the Language reference.
before
11b Students use the example in Exercise 11a to help
them complete the gaps.
• Elicit the form from the class, write it on the board
and highlight the possible contractions of had (I’d,
you’d, he’d/she’d, we’d, they’d).
had + been + -ing form of the verb
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6.3 READING HABITS
3 Allow students five minutes to read the text.
Emphasise that they are reading for the main idea,
and to answer the question. Students might find it
useful to underline the most important information
in each summary.
• Students compare answers and identify the textual
evidence supporting their view.
IN THIS LESSON
Lesson topic and staging
Students begin by reflecting on how and when they
read, focusing on a questionnaire. Next, they read
about reading habits around the world. After some
vocabulary work, they listen to people talking about
their reading habits. Students focus on the meaning
and form of used to, would and get used to before
discussing things they used to do as children.
summary 3
4 Elicit from the class the best way to approach this
activity (i.e. to scan the text for the country names,
underline them and work out the answer).
• Students should complete activity individually,
and then check in pairs.
• Take class feedback. Ensure they identify specific
evidence in the text to support their answers.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• learnt more about used to, would and get used to
• practised this language in a discussion
1 Japanese girls 2 Japanese boys
4 Indonesian girls
Timings
If short of time, omit Exercise 6.
Possible lesson break: after Exercise 7b.
WARM-UP
This activity introduces the topic of the importance
of reading in everyday life.
• Give students one minute to think about everything
they have read in the last 24 hours (e.g. instructions,
recipes, timetables). Students share this information
with a partner and compare notes.
• Elicit answers from the class and write them on
the board. Discuss with students why reading is
important in all aspects of life.
SPEAKING
1a Students rank the statements about reading.
Emphasise that they should be honest rather than
giving what they think is the right answer.
• They can rank 1–9 or if there are some which are
not appropriate, just rank as many as are relevant.
1bStudents compare their answers in pairs. In
feedback, ask three or four pairs if their answers
were similar or different to each other.
2 Students stay in the same pairs to ask the
questions. Encourage questions like Is it the same
for you? to avoid repetition.
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READING
0
3 Thai boys
5 Critical thinking: Identifying facts and opinions.
The ability to distinguish fact (information which
is unarguably true) and opinion (a viewpoint,
which may or may not be true) is a key skill at
higher levels. This is especially true in academic
life, where making this distinction is critical, and
in exams. You may want to point out that IELTS
and the PTE-A Reading may ask about the purpose
of a text and what the writer’s view is.
• Give students one minute to find one opinion and
one fact. Ask one student for feedback and get the
others to confirm whether they are correct. When
you are certain students can identify the
difference, give them three minutes to find three
more facts and three more opinions.
• Students check in pairs. Partners should check
each other’s ‘facts’ and ‘opinions’ and discuss
whether they agree or disagree with them. You
should monitor and be referee.
• Take three further examples of each in feedback
from the class.
Example opinions: 1 Policy makers in
countries where there this gap is particularly
pronounced should … reading proficiency
levels. 2 Policy makers should take into
account boys’ preference for reading different
types of material. 3 There could be far more
potential for strengthening boys’ reading skills
by encouraging other types of reading in
addition to literature.
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Example facts: 1 Boys have different reading
habits than girls. 2 In every country except
Korea, girls reported reading for enjoyment
more than boys. 3 In 14 countries, only a
minority of boys said that they read for
enjoyment. 4 In Japan … only 54 percent of
boys and 58 percent of girls … enjoy reading.
5 90 percent of Thai girls read for enjoyment.
6 Where possible, create small groups with students
from different countries.
• Students discuss the questions for three or four
minutes. Take feedback from a few groups. 0
0
Emphasise that the second part of the question is
important in an academic context. Explain that
1 speaker 3 2 speakers 4 and 5 3 speaker 1
4 speakers 4 and 5 5 speakers 1 and 3
6 speaker 2
Audio scripts 6.4 and 6.5
1
When I was in elementary school, I was a
devoted reader and a good student. I used to
read in bed for an hour every night before I fell
asleep. And at school I would go to the library
every afternoon. I loved reading. Then my
dad lost his job and we kept moving schools.
As soon as I got used to the new school and
new friends I would have to leave. And finally
when trying to understand why something
happens, it is important to really establish that one
thing happens because of something else – not just
that it happens after it in time.
VOCABULARY: words from the text
Matching words and phrases is a common
question in IELTS reading tests. For students
preparing for IELTS, you might make this exercise
more authentic/tricky by asking them to close their
books and looking at the highlighted words. They
should try and write a definition of these terms.
They then do the exercise as in the coursebook.
7a Give students five minutes to match the words
and definitions. You might allow them to use a
dictionary in the last two minutes.
• Students compare answers with a partner, using a
dictionary if necessary. Check answers in class.
2
3
1 proportion 2 preference 3 associated
4 virtually 5 gender gap 6 typically
7 outperform 8 relatively 9 pronounced
7bStudents complete the activity individually and
then check with a partner. Take class feedback.
• In feedback, pay close attention to pronunciation
and stress, since the words are multi-syllabic.
1 outperform 2 proportion 3 pronounced
4 associated 5 relatively 6 preference
7 virtually 8 gender gap 9 typically
LISTENING
4
8 Tell students that some questions might have
more than one answer.
• Play the recording. Students answer individually
and then check in pairs. Take class feedback.
I ended up in a school where reading was not
cool, certainly not for boys. My grades got
worse and I would only read one or two books
a year. When I left school, I joined a band and
started composing songs. I started reading
again because reading helped me understand
the world and understand myself, and helped
me find ideas for my songs.
I used to read more than one book at a time
and sometimes I’d have three or four on the
go. But in recent years, I’ve mainly stuck to
one book at a time, although if I’m reading a
hardcover, I’ll sometimes have a paperback
on the side to bring on the train or to read in
the bath. And that’s my favourite place for
reading – the bath – and if it’s a really good
book, I’ll keep reading till the water goes
cold. Life would be a much less interesting
place if I didn’t read.
As a child I loved to read and I would read in
bed almost every night. But now I seem to
have lost my love of reading. I used to love it.
And I mean love it. I was a bookworm. I used
to read, like, a whole novel in one day or less
than a day. I loved imagining myself in the
book. But now I’ve lost interest in them –
even my favourite books that I would read
over and over. To be honest, I think it’s down
to the internet. I seem to have lost my
attention span and focus. I used to read entire
books in one sitting, now I put them down to
check my phone, forget about them, only read
the beginning and then lose interest.
I didn’t use to read a lot. It once took me a
year to read Martin Johnson, the ex-England
Rugby Captain’s autobiography. I used to
read a page a night and I would get bored
really quickly. I hated reading at school
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5
because I’m dyslexic. However, I’m reading a
lot more now. Recently, I’ve been reading the
Lee Childs novels and I read two chapters a
night and actually, I’m really proud of myself.
Before I became a librarian, I used to read
pretty exclusively within the fantasy/sci-fi
genres. Even now those are my go-to book
choices. However, I try to continuously
remind myself to read across as many genres
as possible because advising readers is a big
part of my job. And actually I really enjoyed
reading George Eliot’s Middlemarch. It’s not
the sort of book I would normally read, but it
had everything – great characters, great
stories and great descriptions of the scenery
and countryside. It was warm and funny and
gripping. I’m reading more now than I did
when I was younger … and I’m reading
different genres as well.
• In feedback, write the examples on the board and
underline the relevant parts to highlight form.
Negative: We use auxiliary didn’t + used to +
infinitive (e.g. read).
Questions: We use auxiliary did + used to +
infinitive (e.g. read).
In pairs, students ask two or three of the questions.
This is good preparation for Exercise 15.
11 Students work in pairs and refer to Exercise 10
and the Language reference if they need help.
• Monitor to point out mistakes if necessary.
• Check answers with the class. Ensure students
explain why answers are wrong.
9 Students read the text and complete anything they
remember from the first listening.
• Play the recording again. Students complete as
much as they can by themselves and then check
answers with the same partner as in Exercise 8.
• Go through the text in class.
1 was 2 used to read 3 fell 4 would go
5 loved 6 lost 7 got use to 8 ended 9 got
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10 would 11 joined 12 started 13 helped
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1 would used 2 was 3 is 4 at the moment
5 didn’t used to wouldn’t 6 used to got used
to 7 would used to 8 Did you used to
Would you
Ask students to look again at question 1 and ask
them whether it is a fact or opinion (fact). Get
them to practise their critical thinking skills by
discussing with them why women had to write
anonymously at that time.
12 Set this as a challenge. Students read the text as
fast as possible. As soon as they think they know
the problem, they put their hand up. After 30
seconds, ask the student who put their hand up
first to say what the problem is. If they are wrong,
ask the second person, and so on, until you get the
ask the second person, and so on, until you get the
correct answer.
• Ask the class to identify a solution.
GRAMMAR: used to, would, get
used to
10a Tell students to find and read all the examples in
the text before they choose True or False.
• Check that students understand state, habit and
accustomed to.
• If students find this activity very difficult, ask
them to read the Language reference on page 136.
• Ask them to compare with a partner before you
check answers and elicit examples from the class.
• In feedback, emphasise that we can’t use used to
for single actions/events in the past; we have to
use the past simple (e.g. I used to go to the cinema
last week is wrong).
1F 2T
3F 4T
There is no variety. Only used to is used.
Students rewrite this text so that it is more
interesting, by using different forms.
13 Students should make brief notes about what/
how they used to read. Give them seven minutes
to write a short text.
• Students compare answers in pairs. Each partner
should give feedback to the other about whether
they have used the different verb forms well.
5T
10b Tell students to look at the examples carefully
before answering the question.
• Ask them to compare with a partner before you
check answers with the class.
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PRONUNCIATION
Exercises like this are good practice for the PTE-A
Speaking section. In the exam, students must
listen to and repeat a sentence exactly as they hear
it, using correct pronunciation.
14 Play the recording. Students compare with a
partner before you elicit answers from the class.
• Play the recording again. Pause after each sentence
to allow students to repeat. Correct pronunciation.
• Finally, point out that the pronunciation of used to
and use to is exactly the same in English, i.e. the /d/
sound disappears. In the second sentence the /d/
sound is pronounced, which is why it is incorrect.
6.4 SCENARIO: THE
NEW FILM PROJECT
IN THIS LESSON
Lesson topic and staging
Students read the scenario about making a pitch for a
new film to a production company. They listen to
two people discuss their idea for a film and then
focus on the Key language. In the Task, students
work in pairs to make a presentation to other
members of the class about a film project.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• learnt useful phrases related to the language of
persuasion.
• used this language in a ‘real life’ situation to give a
presentation about a film they would like to make
The first sentence is correct.
Audio script 6.6
I used to read in bed for an hour every night
before I fell asleep.
15 Put students in small groups and give them ten
minutes to discuss their ideas. Monitor to note
mistakes when using the target language.
• When finished, get a few ideas from the class.
• Finally, correct some of the more common or
important mistakes you noted earlier.
Timings
Possible lesson break: after Exercise 3b.
WARM-UP
This activity introduces the idea of a film pitch
(a short summary of the main points of a film).
HOMEWORK OPTIONS
• Ask students to think about a film they like.
• Students have two minutes to make notes. They
then give a short (30–60-second) summary of the
plot to a partner. Their partner can ask questions if
they wish.
Students do the vocabulary, reading, listening and
grammar exercises for this lesson in MyEnglishLab.
Student do Exercise G2–3 on page 137 in the
Language reference.
SITUATION
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1 This exercise revises the topic of genre, which was
introduced in lesson 6.1.
• Students read the email and questions individually.
They then answer the questions in pairs.
• Take feedback from three or four pairs. Try and
elicit several common film genres and write them
on the board (e.g. horror, comedy, thriller, action).
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KEY LANGUAGE: persuading
2 Elicit the meaning of persuading. Since this is a
central concept for the task, it is important that
students are clear what it means (convincing
somebody that you are correct about something so
that they accept your argument).
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• Students read the questions.
• Play the recording. Students answer individually
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and then check with a partner.
• Take brief class feedback.
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danger. Its biggest selling point would be that
it’s a thriller and also a horror film. OK, to
summarise, our concept has a fascinating
storyline. We think it’s got tremendous
potential. The audience will want to know
1 thriller and horror 2 two women returning
from college 3 the 20–40-year-old group
Audio script 6.7
Jerry, Francesca
J:
F:
J:
F:
J:
F:
J:
I’ve got a great idea for a film, Francesca. I’m
sure it’ll be a winner.
Really? OK, try it out on me. Imagine I’m the
management listening to your pitch. If it’s
really good, we can work on it and enter the
competition.
OK, I’m confident you’ll like my idea.
I hope so.
OK, I’ll start. Good morning, everyone, I’m
sure you’ll find our concept exciting and
original. I’ll start with the storyline. Two
women are returning from college to their
parents’ houses. On the way, they find the
road’s closed, with a notice saying ‘Do not
enter’. A local man explains that there was an
awful murder last night at the house on the
hill. The women are in a hurry. They ignore
the notice and go down the road. They’re
never seen again. I think you’ll agree, it’s a
really interesting and creative idea.
Of course, we’ll have to work out the details.
It’s just a storyline at the moment. But it’s got
a lot of potential and it could be a real
winner. A woman disappears and no one
knows what’s happened to her. It’s really …
intriguing.
Turning now to the actors. We’d like to get
stars, if possible – young actors who’ve
already proved themselves. We’re thinking of
Naomi Watts and Jennifer Lawrence – the one
who was in Hunger Games. They’re both really
attractive and good actors. They’d be perfect.
The budget, I think, would allow us to use
well-known actors. They’re bound to appeal
to the audience who’d go to the film.
OK, so, who is our target audience? Who do
we have in mind?
I’d say the 20- to 40-year-old group. They’re
the ones that go regularly to the cinema.
They’ll love our concept. It’s got such a wide
appeal: two female characters, mystery and
F:
J:
F:
J:
F:
potential. The audience will want to know
what’s happened to the two women. Have
they disappeared for ever? That’s the mystery
the film will solve. There’ll be all kinds of
twists and turns in the plot and a lot of
human interest. We really believe in our
concept and hope we’ve managed to convince
you, too. What do you think, Francesca? Do
you like the idea?
I absolutely love it! It’s a fantastic plot. Well
done!
Great, I thought you’d like it.
I do. You’ve convinced me, totally. Nice
presentation, too. Let’s start working on it
because the management will ask a lot of
questions and expect more details. I’d say
we’ve got a winner, Jerry, with this concept.
OK, let’s meet tomorrow after work in the
canteen. OK with you?
Fine. See you roundabout six.
3a Students tick as many of the statements as they
can remember from the first listening.
• Play the recording again. Students complete the
exercise individually.
• In feedback, ask which statements were not
mentioned, to speed up the process.
+ Ask students to identify which of the language in
the questions is less formal (question 1: it’ll be a
winner; question 3: really interesting; question 6:
they’ll love; question 9: great).
tick: 1, 2, 3, 4, 5, 6, 8; cross: 7, 9
3b Students turn to page 175 and look for statements
which are similar to 7 and 9 in Exercise 3a.
• Take class feedback. Explain that being able to say
what you want in more than one way can be
useful in terms of increasing the variety of what
you say, and to restate your position.
7 It’s got such a wide appeal. 9 We really
believe in our concept and hope we’ve
managed to convince you, too.
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TASK: making a persuasive
presentation
4a Set the activity. In pairs, students brainstorm their
ideas and develop a rough outline of the story.
Give them ten minutes for this.
4bGive students a minute to read the notes and the
useful phrases. Check in class that everything is
understood. If not, clarify as needed.
• In pairs, students check they’ve discussed all the
key information. They must also work out how to
divide the five-minute presentation equally.
Some groups may benefit by an additional five
minutes to do a ‘dummy run’ rehearsal.
5a Explain the marking system to be used. Ask
students to describe the kind of things they would
expect to see in a ‘brilliant’ presentation.
• Students give their presentation to the class.
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Monitor time and do not allow students to go (too0
far) over the five-minute limit.
• Get students to ask questions. You may need to do
6.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson focuses on making effective presentations
and writing an online review. Students listen to five
people talking about effective presentations and look
at rhetorical techniques which help improve the
quality of a presentation. They watch a video which
illustrates some of these techniques and practise
using them. Next, students consider key features of
an online review, focusing in particular on adjectives
and adverbs. Finally, students write their own
review of a film they have seen.
Study skills video
Watch the video to see a talk about the film The Girl
with the Dragon Tattoo.
Get students to ask questions. You may need to do
this at first to encourage the others.
If your class is reluctant to ask questions,
nominate people before each presentation.
5b Add up the scores and declare the winner. It
would probably be best to do this in secret and not
reveal everybody’s final scores, so as to avoid
demotivating weaker groups.
• Give general feedback about the presentations.
HOMEWORK OPTIONS
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from listening and reading texts
• developed their understanding of rhetorical
techniques and practised how they can improve
presentations
• extended their range of adverbs and adjectives
• written an online review of a recent film
Timings
Students do the Key language, listening, vocabulary
and academic collocations exercises for this lesson in
MyEnglishLab.
Students do Exercise KL–4 on page 137 in the
Language reference.
If short of time, omit Exercise 7.
Possible lesson break: after Exercise 7.
WARM-UP
To introduce the theme of the first half of the lesson,
students should reflect on the presentation they gave
at the end of lesson 6.4.
In pairs or small groups, students discuss how they
think they did in their film presentation and how
other people said they did.
STUDY SKILLS: making an effective
presentation
Extended speaking, whether in the form of a
presentation or discussion, is a common means of
assessing a student’s English speaking ability (e.g.
IELTS Speaking task 3).
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1 Check students understand memorable (something
you can remember for a long time because it was
so good). Students then read the statements.
• Play the recording. Students answer individually
and then check in pairs. Take class feedback.
1d 2c
3e 4a
5b
Audio script 6.8
1 I went to a lecture on English Literature. To
make her key point, the lecturer quoted two
lines from the American poet Robert Frost:
‘Home is where you go to and they can’t turn
you away.’ She repeated the two lines several
times during her talk to make her points. I
heard that presentation 25 years ago and I
still remember the quote. Her presentation
was truly outstanding.
2 The lecturer was talking about trends in the
current economic climate. Her presentation
could have been boring, but the slides she
used to illustrate her points were striking and
incredibly imaginative. So everyone listened
to her very intently.
3 There was another presenter at the conference
on the current economic climate. He started
by telling us an anecdote – something about a
train coming through a tunnel and almost
crashing when it came out the other side. He
took about two minutes to come to the
punchline. He took so long to tell the story
that the audience were amused and listened
carefully to the rest of his talk.
4 The presenter had worked for years for the
BBC. His talk was on how to give an effective
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presentation. He spoke in a low but powerful 0
voice which carried to the back of the room
without the need of a loudspeaker. He had
it was impressive. When done, ask three or four
students to share their experiences.
3a Rhetorical techniques. Students read the
explanation of this term. Ask them whether they
can think of an example. Prompt them with what
they just heard in the listening (e.g. a quotation).
Explain that the use of rhetorical techniques is
useful for improving the quality and effectiveness
of a presentation. However, if they are used too
much, the effect may be lost.
Presentations are a common feature of higher
education. Students may need to do them at the
beginning of seminars, in class or for assessment.
3b Students should work in pairs for this exercise.
Monitor closely and help where needed.
• Tell students not to get stuck on one question if
they are not sure. They should do the easier ones
first and then move on to the more difficult ones.
1 c 2 d 3 e 4 g, k 5 i
10 j 11 a
4
•
5
•
•
6b 7e 8h 9f
In pairs, groups or with the whole class, create
additional examples of each rhetorical technique.
Elicit/Check dragon (a large, mythical, scary
creature, like a dinosaur) and tattoo (body art).
Students read the description and then discuss the
questions in pairs. Take brief class feedback.
Students read the questions.
Play the video. Students complete individually
and then check in pairs.
Take class feedback.
1 They are trying to find out what happened to
Vanger’s niece, Harriet, who disappeared 40
years ago. 2 Lisbeth. There are so many
contrasts in her character. She is a fascinating
person. 3 outstanding actors in the two main
5
roles; the film is based on a superb book
such a magnificent voice that his presentation
was memorable.
It was the best presentation I’ve ever heard.
The speaker used all kinds of rhetorical
devices – you know, techniques to get across
his ideas in a memorable way, like tripling –
that’s using words in threes – contrasting
ideas, repetition, alliteration, quotes from
literature. It was an amazing demonstration
of how to make a presentation effective.
2 Students swap partners and discuss the questions.
Emphasise that they must give reasons as to why
Study skills video
Hi, everyone. The film you’re going to see tonight
is The Girl with the Dragon Tattoo. It’s based on the
first of three Swedish novels written by Stieg
Larsson and it features two main characters, an
investigative journalist, Mikael Blomkvist, and a
young female researcher, Lisbeth Salander. The
books were a huge success internationally. Their
sales to date have been well over $100 million.
The film has been equally successful. One critic,
comparing it to the book wrote, ‘This mystery is
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just as devastating, suspenseful and satisfying on
screen.’ And another one wrote, ‘This dynamite
thriller shivers with suspense. In a word, wow!’
by two extraordinarily talented actors, Daniel
Craig and Rooney Mara – they’re perfect for their
roles. And the second reason is that the film’s
based on a superb novel that millions of people
have enjoyed.
OK, I’ll start by outlining the plot of the film. It’s
very complicated and I hope my summary will
make it easier for you to understand the twists
and turns in the story. After that, I’ll talk about
the two main characters. And finally, I’ll suggest a
couple of reasons why the film has been so
popular and highly praised.
OK, I hope you’ve found my presentation useful
and informative. Let’s watch the film.
6a Working in the same pairs as Exercise 5, ask
students to discuss what techniques they can
remember and note them down.
• Play the video again and get students to note
down any additional techniques they notice.
• Take feedback and write correct rhetorical
techniques on the board for use in Exercise 7.
Right, let’s start with the plot. The film’s about an
investigation by a journalist, Mikael Blomkvist.
He’s hired by a millionaire, Henrik Vanger, to
find out what happened to Vanger’s niece,
Harriet, who disappeared 40 years ago. Henrik
suspects that someone in the family, the powerful
Vanger family, murdered Harriet.
Tripling: a computer hacker, very anti-social,
looks like a punk; a serious person, with a
journalist’s curiosity and a strong social
conscience; She has a tattoo, nose ring and
many earrings.
Alliteration: twists and turns; strong, singleminded and stubborn
Quotation: ‘This mystery is just as devastating,
suspenseful and satisfying on screen’; ‘This
dynamite thriller shivers with suspense. In a
word, wow!’
Simile: looks like a punk; looks like a frightened
animal; her skin is pale like porcelain china.
Imagery: This dynamite thriller shivers with
suspense.
Repetition: Henrik suspects that someone in
the family, the powerful Venger family,
murdered Harriet.
Contrast: a single event/a series of terrible
murders; often a victim, she always takes
revenge on her enemies
Rhetorical questions: Who wouldn’t find her
fascinating? Why has the film been so
successful?
In his investigation, Mikael gets help from a
young female researcher, Lisbeth Salander. She’s
a computer hacker, very anti-social and looks like
a punk. They soon realise that Harriet’s
disappearance isn’t a single event, but rather
linked to a series of terrible murders in the area.
They begin to discover a dark and appalling
family history and when they do this, they put
themselves in great danger.
So, I’ve given you an idea of what the film’s
about. Moving on now to the two main characters,
Mikael Blomkvist and Lisbeth Salander. They’re
an interesting contrast. On the one hand, there’s
Mikael, the journalist, played by Daniel Craig,
who’s better known for playing James Bond in the
Bond films. Mikael’s a serious person, with a
journalist’s curiosity and a strong social
conscience. He’s 20 years older than Lisbeth.
On the other hand, there’s Lisbeth Salander, by
far the most interesting character in the film. Who
wouldn’t find her fascinating? A small woman, at
times she looks like a frightened animal. But at
other times she’s strong, single-minded and
stubborn. She’s a very troubled person because
she had a difficult childhood. Physically, she’s
very attractive in an unusual way. She has shiny,
spiky, black hair, yet her skin is pale like
porcelain china. She has a tattoo, nose ring and
many earrings. Often a victim, she always takes
her revenge on her enemies.
So, Why has the film been so successful? Probably
for two reasons. The main characters are played
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6b If students found the first exercise difficult, tell
them which techniques can be found. They should
then try and find at least one example of each.
• In pairs, students check the audio script, either
confirming what they have already found or
finding additional answers.
• Take class feedback. Write up any remaining
techniques on the board.
7 Students will need some time to prepare this, as
they need to create five minutes of material as well
as including rhetorical techniques.
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• Monitor closely during this exercise, since
students may need help in identifying how to use
rhetorical techniques.
• When they are ready, students make their
presentation in groups of three or four. You might
ask them to assess these presentations using the
same criteria as on page 63.
Some groups may find this exercise easier if they
only have to do a three-minute presentation, so
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they can focus more on the rhetorical techniques. 0
WRITING SKILLS: an online review
• Check answers with the class and get two or three
reasonable suggestions for each adjective.
Suggested answers:
interesting → gripping, fascinating, absorbing,
compelling
funny → humorous, amusing, hilarious
exciting → thrilling, dramatic, exhilarating,
nail biting
stupid → crazy, absurd, laughable, ridiculous
nice → pleasant, lovely, beautiful
good → excellent, brilliant, outstanding,
WRITING SKILLS: an online review
good
excellent, brilliant, outstanding,
terrific
boring → dull, tedious, monotonous, repetitive
bad → terrible, appalling, awful, dreadful
8 Elicit the meaning of online review (an opinion of a
film put on a website). Students then discuss the
questions in pairs. Take brief feedback for each.
9 Students discuss the questions with a partner.
All the items are possible in an online review,
except what happens at the end.
10 Tell students that the film review is for Skyfall, the
2012 James Bond film. Ask if anyone has seen this
film and if they have an opinion about it.
• Give students two minutes to skim-read the text to
answer the question. Then put students in pairs to
discuss. Encourage them to underline/highlight
specific language which shows the author’s view.
• Take class feedback.
positive, but with some negative points
11 Students read the information in the coursebook.
Check their understanding of cast (people who act
in a film) and setting (the location of a film).
• Ask students to predict where some of the
aspects might be found (e.g. that the
recommendation comes at the end, in para D).
• Individually, students match the aspects with the
paragraphs. They then check in pairs.
• Take class feedback. Ask students to provide
evidence that supports their answer in each case.
13a Adverbs. Elicit why adverbs are important and
what their purpose is (they add considerable
meaning to language, helping it to be more
specific/focused).
• Explain to students that they should find matching
pairs of adverbs. You should say that they do not
have exactly the same meaning, but can often be
used in a similar way.
• Check answers with the class. Check pronunciation
of the final -ly sound. Do not focus on meaning as
this is the focus of Exercise 13b.
completely – totally, definitely – certainly,
really – truly, particularly – especially,
generally – usually
13b Students quickly match the adverbs with their
meanings. Check answers with the class.
In pairs, students create their own sentences using
the target language.
1 totally, completely 2 definitely, certainly
3 generally, usually 4 particularly, especially
5 really, truly
14 If there is time, students write their review in
class. They will need at least 30 minutes to do this.
1 A, C 2 A 3 A 4 C 5 A, B 6 A, C, D
7 B, C 8 D
HOMEWORK OPTIONS
12 Adjectives. Check that students understand the
additional information in the instructions.
• If necessary, explain what a thesaurus is (a book
which groups words that have similar meanings).
Allow them to use their mobile devices if desired.
• Ask students to try and think of at least one
synonym for each adjective. When they have done
this, they compare their answers in pairs.
Students do the study skills, reading, reading and
listening and writing skills exercises for this lesson in
MyEnglishLab.
Students do Exercise 14.
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7
Architecture
Unit Objectives
Grammar:
Vocabulary:
Scenario:
Study skills:
Writing skills:
the passive
describing buildings; idioms; prefixes
talking about requirements; deciding on facilities in a hotel
identifying fact and opinion
an opinion-led essay
7.1 ICONIC BUILDINGS
IN THIS LESSON
Lesson topic and staging
This lesson looks at architecture and people’s
favourite buildings. Students read about three famous
buildings and focus on vocabulary connected with
architecture and construction. Finally, they discuss
iconic buildings and write a paragraph describing one.
Meet the expert video
Watch a video of an architectural journalist talking
about innovative designs.
Objectives
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By the end of the lesson, students will have
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• extracted specific information and language items
from reading texts
• Elicit answers from the class.
• Finally, ask students if they have visited,
like/dislike each building.
Le Corbusier quote: This quote suggests that the
main purpose of a house is ‘function. The idea of
‘aesthetics’ is therefore less important. You might
discuss with students whether they share this
view or hold the opposite.
VOCABULARY: describing
buildings
1 To give students some ideas for this activity, you
could focus them on the photos on pages 66–67 or
refer them to the Warm-up activity.
• Students discuss the question in pairs before you
elicit a few ideas from the class.
2a Tell students to do as many adjectives as possible
before using a dictionary.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, elicit that classical is a European
style from the Roman/Greek period (ca. AD 1000–
500 BCE), but some modern buildings use this style.
• Tell students that the neutral adjectives can be
either positive or negative, depending on the
opinion of the speaker/writer.
• extended their vocabulary related to architecture
and construction, and practised using this
• participated in a discussion to express their
opinions about an iconic building and written
a paragraph about it
Timings
If short of time, set Exercise 10 as homework.
Possible lesson break: after Exercise 5b or 7.
WARM-UP
This activity introduces the topic of iconic buildings.
• Write the following buildings on the board, but
not the dates in brackets: the Colosseum (ca. AD 80),
the Eiffel Tower (1889), Tower Bridge, London (1894),
the Sydney Opera House (1973), the Empire State
Building (1931), the Taj Mahal (1648), the Great Wall
of China (building began 500 BCE).
• Check that students know each building. It may
help to elicit/tell students which cities they are in,
take in photos/use the photos on pages 66–67.
• In pairs, students order the buildings from the
earliest construction date to the latest.
Ask students whether they know any more words
which could be placed in these categories. Allow
them to look some up in a thesaurus or online.
2bWarn students that more than one adjective goes
in some categories and a couple of adjectives can
go in more than one category.
• Students work individually and then compare
answers with a partner.
New Language Leader Upper Intermediate Architecture
0
Positive: elegant, graceful, impressive,
magnificent, stylish, imposing, innovative
Negative: derelict, dilapidated, run-down, ugly
Neutral: ancient, classical, contemporary,
ornate, traditional
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• Check answers with the class and write the words
on the board in preparation for Exercise 3.
1 dilapidated, derelict, run-down
2 traditional, ancient, classical 3 ugly
4 innovative 5 elegant, stylish, graceful
6 ornate 7 contemporary 8 imposing,
impressive, magnificent
PRONUNCIATION
3 Word stress. Elicit the importance of word stress
in English (to be clear and to make your spoken
English follow the ‘rhythms’ of English).
• Focus students on the first adjective you wrote on
the board in Exercise 2b, elicit the main stress and
mark it on the word (see answer key below).
• In pairs, students mark stress on the other words.
They can say the word to each other if necessary.
• Check answers with the class.
• Ask students to work individually to group the
words according to their syllable stress.
• Students compare answers with a partner. Play
the recording, pausing after each word for
students to check.
• Play the recording again, pausing after each word
for students to repeat, and correct if necessary.
First-syllable stress: ancient, classical, derelict,
elegant, graceful, innovative, stylish, ugly
Second-syllable stress: contemporary,
dilapidated, imposing, impressive,
magnificent, ornate, run-down, traditional
4 Give students one minute to look at the photos
and decide their opinions.
• Put students in pairs to describe the buildings and
discuss which they like.
Students describe one of the buildings. Their
partner must guess which is described.
Give students a few minutes to think of a building
they know (it doesn’t need to be famous). In small
groups, students describe their buildings and0ask
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each other questions for more information if
necessary. Alternatively, you could provide some
• In feedback, elicit the stressed syllable on each
word and ask students to mark this in their books.
The main stress is marked in the answers below.
1 g damage 2 e rebuild 3 c construct
4 h demolish 5 b maintain 6 a restore
7 d commission 8 f design
5bTo help students get started, elicit the first stage
(commission) and then give them two minutes to
order the other words.
• The order is not obvious, so put students in pairs
to compare their lists and discuss the options.
• Elicit answers and write them on the board. Ask
students if they agree with the order as you write
each item. Accept any reasonable answers.
• Finally, give students the suggested order below.
Monitor for use of the passive structure while
students are discussing the order of the verbs. This
will help assess their ability before the grammar
focus in the next lesson.
• For further practice, ask students to do Exercises
V1–5 and V2–6 on page 135 in the Language
reference.
Suggested answers:
1 commission 2 design 3 construct 4 maintain
5 damage 6 restore 7 demolish 8 rebuild
READING
6a To lead in, (re)elicit the name of each building and
where it is (Colosseum: Rome, Italy; Taj Mahal:
Agra, India; Eiffel Tower: Paris, France).
• Explain that students will read about each
building later. This is a prediction activity.
• Set the activity and give students one minute to
guess the answers.
• Ask students to compare with a partner.
• Elicit a few guesses from the class.
Making predictions about what you are going to
read is a good technique to use in exam tasks, such
as the IELTS or PTE-A Reading. This will help to
provide clues to the content and structure of the
text, e.g. using the title of a text to predict content
photos of buildings for use in discussion.
5a Tell students to match as many words as possible
before using their dictionaries to check meaning.
• Ask students to compare with a partner before
you check answers with the class.
or using topic sentences to get the gist of a text.
6b Give students five minutes to read the texts and
check their answers.
• Ask students to compare with a partner before
you check answers with the class.
• In feedback, check that students understand
gladiators (Roman fighters for entertainment).
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• Finally, ask students if they have visited/would
like to visit any of the buildings and why/why not.
• Take class feedback from three or four students,
or from one student from every country (if your
1 F (opened in AD80) 2 T (gladiator and
animal fights) 3 T 4 F (recently renovated
and partly restored) 5 F (built in memory of
an Emperor’s wife) 6 F (less than 500 years
ago) 7 T (from environmental pollution)
8 F (there was a lot of opposition from the
public when it was built) 9 T (until about
1930) 10 T (built as a temporary structure)
Make Exercises 6a and 6b more communicative by
dividing the class in three and getting each group
to focus on only one text. In 6b, students read their
text to check their guesses and swap information
with students who read the other texts. In Exercise
7, either ask students to find the words in their
text only and then swap information or ask
everyone to read all three texts.
7 Students do this activity individually and then
compare answers with a partner.
This kind of matching task is commonly found in
IELTS Reading and Listening exams.
• Go through the answers and check pronunciation
of any difficult words (e.g. amphitheatre).
1 amphitheatre 2 survived 3 renovate (Note:
renovate: in good condition; restore: to original
condition) 4 tomb 5 dome 6 exterior
7 interior 8 landmark 9 temporary
10 eyesore
class is multinational).
10 Give students fifteen minutes to write their
paragraph using the notes they made earlier.
• Monitor to help with vocabulary if necessary.
• Take the work in for marking, paying particular
attention to the use of vocabulary from this lesson.
• Alternatively, post the paragraphs round the room
and ask students to read them all. Then ask them
which buildings they already know and which
they would like to visit.
MEET THE EXPERT
1 Students discuss the questions in pairs. Encourage
them to give reasons for all the points.
1 a Belfast (Northern Ireland) b Sheffield
(England) c Sao Paulo (Brazil) 2 a music,
theatre, dance and art; b housing; c culture and
leisure 3–4 Students’ own answers
2 Follow on from Exercise 1 by asking the class what
they discussed about the Sesc Pompeia building.
Encourage students to comment on the opinions of
other students, but do not clarify or correct yet.
• Students read the sentences in the book.
• Play the video. Individually, students tick the
sentences they hear.
• Ask students to compare with a partner before
you check answers with the class.
a, c, d, f
SPEAKING AND WRITING
8 Students should take a few minutes to think about
which building they would like to describe. This
exercise may work best if they have some time to
research the building online.
• Students talk for around 30 seconds on each topic
with a partner.
The research stage means you will need to give
students lots of time in the lesson. Alternatively,
they could research and make notes in their own
time and write the paragraph in class.
9 Critical thinking: Interpreting ideas. In this
activity students reflect on what they have read
and listened to about buildings and apply it to
their own context.
• Students discuss the questions, ideally with
someone from a different country.
• You should monitor discussions, as the concepts
under discussion are quite complex.
Meet the expert video
Laura Mark, architectural journalist
I’m Laura Mark. I’m a technical reporter for The
Architects’ Journal, which is a weekly magazine for
architects. I studied architecture before I joined
The Architects’ Journal and I also worked in
practice for six years before then.
My three favourite buildings are the The Mac, in
Belfast, which is a cultural art centre, Parkhill in
Sheffield, which is a social housing scheme, and
the Sesc Pompeia in Sao Paolo Brazil, which is a
community centre.
The Sesc Pompeia is a social scheme, a
community centre, built in the slum area of Sao
Paolo for the people who live there. It was built
between the years of 1977 and 1986. And it
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housed many different uses, including, um, an
exhibition centre, uh, community use and sports
hall, sports centres, churches and a kind of a
restaurant space as well. It was built by an
organisation that wanted to bring education,
culture and sports to the local people. They built
several centres like this across Brazil.
The Sesc Pompeia was designed by Lina Bo Bardi
and its quite unusual because at the time, women
architects didn’t really build that much in Brazil
and this is quite a large of example of a project by
a woman architect. And, um, what makes it even
more unusual was that she was designing, using
an existing factory building – which was, had
been on the site for a long time and had already
been, um, kind of used by a local community. 0
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They already were kind of using the building and
lacking in many of today’s buildings; they don’t
quite manage to get that right, but she did.
Um, and I think what, another thing, another
aspect which is really important is that she reused
this existing building and it already had a
community about it. And she didn’t just go in
there and get rid of it. And I think a lot of
architects could learn from that today.
The building was really popular when it first
opened; people loved it. And it still remains that
way to this day, it still has the community uses
that were originally there. And Lina Bo Bardi
even us-, still used the building right up until her
death in 1992.
3a Individually, students complete as much as they
can based on the first viewing.
3bReplay the video. Students check their answers,
playing in it, and so she had to work with them to
create a space which they wanted. And I think a
big key to that was that she moved onto the site
whilst the building was in progress. And she had
her office there, she worked with the local people,
she worked with the crafts people working on a
project and kind of really got in there and got
building, I think.
and confirm with a partner. Take class feedback.
1 slum 2 sport 3 several 4 wanted
5 70 metres 6 stark contrast 7 visually
appealing 8 use
4 Students work in groups of three or four and
discuss the questions for five to ten minutes. Take
feedback from three groups for each question.
The existing factory was built out of red brick and
concrete. The concrete used was, uh, quite unusual
at the time; it was one of the early examples of it
being used in Brazil at that scale. And what Lina
Bo Bardi did was she uncovered these materials.
She took away the plaster that had been covering
them up for so many years and revealed them.
HOMEWORK OPTIONS
Students do the writing skills and vocabulary
exercises for this lesson in MyEnglishLab. They can
also do the MyEnglishLab video activities after this
point.
So the materials had, like, a raw aesthetic and
were kind of on view just as they were. And then
next to this existing factory she built two concrete
towers, very tall, 70 metres high. And then,
within these towers, she punched windows
through and these were then, the openings of
these windows were then painted bright red,
which is a kind of stark contrast to the, uh, raw
concrete of the building.
Students think about a building they visited on
holiday in the past and write an email to a friend
telling them why they liked/didn’t like the building.
Students do exercises V1 5 and V2 6 on page 139 in
the Language reference.
I really like the Sesc Pompeia because it’s, it’s
striking, it’s visually appealing, but at the same
time it’s got this community feel about it. And
when you look at the building, the concrete and
the kind of materials could, could be really harsh.
But, actually, it’s quite maternal, it’s loving and
it’s got this fun feeling about it, which is kind of
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7.2 SOLVING
PROBLEMS
IN THIS LESSON
Lesson topic and staging
Students read a text about four innovative solutions
to housing problems. They study passive structures
in the article and focus on meaning and form. Next,
students listen to an architect talking about solutions
to housing problems. Finally, they discuss housing
problems specifically related to young people having
to live at home for longer.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading and a listening text
• developed evaluating skills
• revised/extended their understanding of the use of
the present simple, future simple and present
continuous passive
• discussed housing problems faced by young
people still living with their parents
Timings
If short of time, omit Exercise 5 or set it as homework.
Possible lesson break: after Exercise 7.
• Emphasise that the key word for discussion is
interesting (they do not necessarily have to like it).
• Students discuss with a partner which building is
most interesting. They must give reasons.
• Go through the photos one by one and ask who
thinks each building is the most interesting.
2b Give students two minutes to skim-read the
article. They should be looking for key words to
help match the photos with parts 1–4.
• Take class feedback. Explain as necessary.
A2
B1 C4 D3
3 Students complete as much of the table as possible
based on their first reading. Give them a further
five minutes to re-read and complete as much as
they can. Explain that there may not be answers
for every question.
• Students check in pairs. Take class feedback.
Building A: Yasuhiro Yamashita; Tokyo; n/a;
146 m2; clever use of space made use of every
centimetre
Building B: dRMM; UK; glass; n/a; glass cover
transforms the building giving extra space
Building C: Etgar Keret; Poland; iron; 91 cm
across; Poland’s narrowest house
Building D: Gary Chang; Hong Kong; polished
chrome; 32 m2; each space can change into 24
configurations
+ In pairs/small groups, students discuss which of
WARM-UP
This activity introduces the topic of living spaces.
0
• Give students three minutes to note down all the 0
places they have lived in their lives. They should
make brief notes about each.
the buildings they would most like to live in.
4 Critical thinking: Evaluating. In this exercise,
students work with other students to evaluate
information and decide which is more important.
• Put students in groups to discuss the questions.
make brief notes about each.
• In groups of three, students discuss the places –
their size, location, features, etc. They should focus
on both the positive and negative aspects.
• Take class feedback from three or four students.
SPEAKING AND READING
1 Students may not have a lot of background
knowledge about this topic, so may need some
support/guidance.
• If possible, ask students to work with a partner
from a different country (where appropriate).
• Take feedback from three of four students, or from
a student of every nationality (if appropriate).
2a Students look at the photos. Explain that they are
all strange or unusual buildings.
Ask one or two groups to share their ideas.
Evaluating is an important skill when writing
academic essays, since students must read and
assess the importance of information. Evaluating
the quality and usefulness of texts is one of the
reading skills tested in the PTE-A.
5 Individually, students match the words with
their meanings.
• Students compare answers in pairs. They should
try replacing the words in the text with the
definitions, to check whether their answers still
make sense (e.g. for question 1: This excellent and
unusual building …).
• Check answers with the class.
1 remarkable 2 ingenious 3 numerous
4 cramped 5 configuration 6 miniscule
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GRAMMAR: the passive (1)
LISTENING
6a Introduce the idea of the passive by asking
students what the normal word order in English is
(subject, verb, object). Elicit/Teach the structure of
the passive: object, verb, (subject).
• Check that students understand agent (subject,
doer of the verb).
• Ask students to read the passive sentences and
match them with the descriptions.
• Take class feedback and check understanding.
8a Set the context and play the recording.
• Tell students not to worry if they cannot write
the complete questions at this stage; a close
approximation is sufficient.
• Also tell students not to worry about the answers
the speaker gives at this stage. They will listen
again for these.
• Students check answers with a partner and work
together to get the language right.
• Check answers with the class and write them on
the board.
a experts think it will soon be recognised as a
landmark in its own right; is wedged
b At present, several sliding houses are being
manufactured by dRMM.
1 What do architects find interesting when
designing buildings?
2 What type of architecture has particularly
impressed you in terms of solving problems?
3 What’s your next project?
6b Discuss the question with the class. As revision,
ask what the purpose of each of the tenses is and
why they are being used in this situation.
Audio script 7.2
Marta, Students
present simple: is wedged
present continuous: are being manufactured
future simple: will soon be recognised
S1:
For weaker groups, write up the three verb forms
on the board so that students can analyse them
and not be confused by irrelevant detail.
6c In pairs, students work out the constructions of
the passive forms.
• Take class feedback. Write the forms on the board.
• Direct students to the Language reference if
needed (page 138).
present simple: am/is/are + past participle
present continuous: am/is/are being + past
participle
future simple: will be + past participle
7 Students do this activity individually and then
compare with a partner.
• Tell students to look at Exercise 6 and the
Language reference on page 138 if they need help.
• Monitor to point out mistakes, but encourage
students to self-correct if possible.
• Check answers with the class and if necessary,
elicit the reasons for each one.
1 are being manufactured 2 will be built
3 is made 4 are being built/will be built
5 will be converted 6 is being carried out 0
7 will not/ won’t be finished
0
What do architects find interesting when
designing buildings?
M: A good question. I’d say the most interesting
thing relates to our role as an architect. In
most cases, what are architects trying to do?
Well, we’re trying to design an ideal place to
meet human needs. That’s really our main
motivation. It’s our ‘duty’ if you like, to create
a place that integrates interior design with the
needs of the people who’ll be using the
building. It’s, how can I say, a relationship in
which the individual and the place are
integrated. They depend on each other.
S2: What type of architecture has particularly
impressed you in terms of solving problems?
M: That’s an interesting question. I’ve lived in
and visited a lot of hot climates and I really
like the way that Islamic architecture deals
with the problem of extreme heat. Houses are
often built around a central open courtyard
which ventilates them. And they often have a
central basin or fountain, which provides a
cooling effect and the soothing sound of
falling water. When you visit the old mosques
and palaces, which did not have electricity,
you notice that the temperature is often just
right. I sometimes use some of the central
features of Arab architecture, which include
patios, open courtyards and water features,
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Architecture
when designing hotels. Those features are
really useful in regulating heat and cooling
buildings during long, hot summer days.
S3: What’s your next project?
M: Well, it seems that affordable housing is the
new buzzword and we’ve just won a contract
to deliver 300 housing units on sites in and0
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around Copenhagen. These will be very
reasonably priced and a large proportion will
SPEAKING
9 Ask students to read the statements and then give
them five minutes to make some notes with
examples to support their opinions. If students do
not have much knowledge of this topic, you might
let them search online at first.
• Students work in groups of three or four and
discuss these questions for between ten and
fifteen minutes.
• In feedback, ask one or two groups to share their
ideas with the rest of the class.
In many speaking exams, such as IELTS, students
have to discuss this kind of issue, i.e. those with
personal relevance and interest to young people.
be reserved for essential workers such as
nurses, police officers and teachers. Most
affordable housing looks very boring, but our
project offers a huge variation of housing
sizes and configurations. The project is based
on a prefab basis module of wood which
surrounds a central core for a wet room or
shower and technical installations and a
staircase. Then the modules can be put
together horizontally and vertically, like
building blocks. We’re really looking forward
to getting started.
HOMEWORK OPTIONS
Students do the grammar and vocabulary exercises
for this lesson in MyEnglishLab.
Students write up a report about their discussions in
Exercise 9.
8b Check students are clear that they are identifying
the answers to the questions from Exercise 8a.
• Students work with the same partner. They
discuss whether they can remember what the
answers to the questions were.
• Play the recording again. Students check/note
down their answers.
8c In the same pairs, students compare notes. Take
class feedback.
For weaker groups, you might let students check
the audio script on page 176 to ensure they have
the correct language.
1 trying to design an ideal place to meet
human needs
2 Islamic architecture which deals with the
problem of extreme heat built around a
central courtyard which ventilates the rooms
on the outside
3 affordable housing in Copenhagen
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7.3 BUILDING BRIDGES
IN THIS LESSON
Lesson topic and staging
This lesson looks at bridges around the world.
Students read an article about important bridges and
then discuss how these compare. Students then focus
on idioms related to bridges and the use of prefixes
with words in the text. Next, students look at passive
structures in the text and focus on the meaning of
these before practising them. Finally, students
discuss two bridges, using information provided,
and write a paragraph to describe one of them.
Objectives
By the end of the lesson, students will have:
• extracted specific information and language items
from a reading text
• revised and/or extended their range of idioms
and prefixes
• revised/learnt about the past simple and present
perfect passive
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• discussed two different bridges and written about
one of them.
• Ask students to briefly discuss the second
question in pairs. Elicit a few ideas from the class.
2 Read through the instructions with the class. Give
students three minutes to read the introduction
(the text in the right-hand column on page 70) and
tick the reasons.
• Students compare with a partner before you check
answers with the class.
2, 4, 5
3 Read through the questions with the class and
check they understand resist (prevent the effects of
something), dimensions (length, width, etc.).
• Give students five minutes to read the rest of the
article and answer the questions.
• Monitor to help with vocabulary (words students
must know to answer the questions, e.g. harp) or
ask students to use their dictionaries.
• Students compare with a partner before you check
answers with the class.
1 Charles Bridge 2 Akashi Kaikyo Bridge
3 Golden Gate Bridge 4 Alamillo Bridge
4 Critical thinking: Comparing features. Students
Timings
If short of time, set Exercise 5 as homework.
Possible lesson break: after Exercise 6b.
WARM-UP
This activity introduces the topic of bridges and why
people like/dislike them.
• Focus students on the photos on pages 70–71 and
ask if they like the designs of these bridges.
• Ask students to think of a bridge they like or
dislike and think about why.
• Put students in pairs to talk about their bridges,
giving information such as where it is, what river
it crosses, how old it is, what it looks like, what it’s
used for, as well as why they like/dislike it.
Students should ask each other questions for
further information.
• Finally, ask a few students to tell the class about
their bridges and why they like/dislike them.
READING
must use the knowledge learnt in the lesson so far
to critically evaluate the different bridges. They
must identify the specific features which are
similar or different.
• Give students two minutes to read the information
on the bridges again.
• Put students in pairs to discuss the similarities
and differences.
• Ask two or three students to tell the class what
similarities and differences they talked about with
their partner.
You could take this opportunity to monitor for
students’ use of comparative structures and
phrases. In feedback, elicit corrections to some of
the mistakes you noted and/or give students
alternative ways of expressing themselves.
The ability to compare and contrast is a key skill in
many exams, when both writing and speaking
(e.g. IELTS Writing task 2).
VOCABULARY: idioms, prefixes
5 Elicit/Teach idiom (a group of words whose
meaning is difficult to predict from its contents).
• When students read the first paragraph of the
article, ask them to underline all the idioms they
can find. Tell them the idioms all contain bridge.
1 Focus students on the photos and ask them if they
know anything about these bridges. They may
already have touched on this in the warm-up.
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• Check that students have found four idioms and
elicit them from the class.
• Tell students to use the idioms to complete
sentences 1–4. Remind them that they may need to
change the form.
• Ask students to compare with a partner before
you check answers with the class.
• In pairs, students try to express the idioms in other
words. They can read the article for clues.
• Elicit ideas from the class (see below).
• For further practice, ask students to do Exercise
V3–7 on page 139 in the Language reference.
1 burn my bridges 2 cross that bridge when
we come to it 3 all water under the bridge
4 build (some) bridges
Idioms in other words: 1 lose something I’ve
got when I may still need it 2 deal with that
when it happens 3 it’s already happened, let’s
forget about it 4 make friends and form
relationships
6a Do the first part of this activity with the whole
class. Write each word on the board and underline
the prefix.
• Give students one minute to match the prefixes
with the meanings. Check answers in class.
1 re- 2 in-, un- 3 mis- 4 over6bStudents do this activity individually and then
compare with a partner.
• In feedback, elicit/give the stress on the original
words (e.g. important) and then on the word with
the prefix (e.g. unimportant).
• For further practice, ask students to do exercise
V4–8 on page 139 in the Language reference.
1 unimportant 2 misunderstand
3 overcrowded 4 insignificant 5 redefine
0
6 insensitive
Show students that prefixes are contained in the
0
GRAMMAR: the passive (2)
7a Give students three minutes to underline examples.
• Ask students to compare answers with a partner.
In feedback, check that they have underlined all
the correct examples.
• Give students a few minutes to find any unknown
vocabulary from the examples. Then put them in
pairs to discuss the form.
• In feedback, write examples of the past simple and
present perfect passive on the board and highlight
the relevant parts to show the form.
• Finally, remind students of the contractions of have
(’ve) and has (’s) and then elicit/explain that
adverbs generally come after the auxiliary (was,
were, have or has), e.g. has never been.
(Note: tragically is after been in the text because
there are two adverbs in this sentence (occasionally
is the other). It is a choice of style and makes the
sentence easier to read.)
Past simple passive:
Examples: was destroyed, was built, (was)
named (Note: The auxiliary was is not used
here, but the form is still passive.), was opened
Form: was/were + past participle
Present perfect passive:
Examples: has since been rebuilt, has … been
tragically misplaced, has never been shattered,
has been built
Form: have/has + been + past participle
If possible, reproduce the article so that all students
can see it (perhaps on an interactive whiteboard or
an overhead projector). When you check that
students have underlined the correct examples, to
highlight the form and for feedback in Exercise 6b,
highlight the relevant parts of the text.
7bAsk students if they found any other passive
forms in the text and elicit examples (including
those in this exercise if possible).
• Give students 30 seconds to match the sentences
with the forms and elicit answers from the class.
information about a word in a good dictionary.
Understanding prefixes can be a big help when
faced with unfamiliar vocabulary in reading and
listening exams. Knowing what prefixes refer to
can help students guess the approximate meaning.
with the forms and elicit answers from the class.
• Then elicit the form of each from the class and
write it on the board (see answer key below).
• For further information, ask students to read G2 in
the Language reference on page 138.
1b 2a
Form 1: was/were + being + past participle
Form 2: to be + past participle
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8 Explain that the report is about complaints made
by local residents during the building of a hotel.
• Orient students to the text by asking them to
brainstorm what the complaints might be and then
quickly read the text to check. (The complaints in
the text are noise and pollution).
• Give students five minutes to do the activity.
• Ask them to compare with a partner and use
Exercise 7 and the Language reference for help.
• Check answers with the class and ask students to
give reasons.
• For further practice, ask students to do Exercises
G1,2–1 and G1,2–2 on page 139 in the Language
reference.
1 have been received 2 was completing
completed 3 was constructing being
constructed 4 were delivering being delivered
5 were digging being dug 6 were making
being made/made 7 was doing done 8 have
been were closed 9 have been received
10 has now been built 11 is to be done
12 to be publish published
9a First, elicit/tell students that the subject in a
passive sentence comes at the end of the sentence.
• Students do this activity in pairs before you check
answers with the class.
• In feedback, ask students to underline the long
subject expression (the strange-shaped building in the
City of London) in sentence 2 and the known
information (it was designed) in sentence 1.
• For further information, ask students to read G3
on page 138 of the Language Reference.
1b 2a
The bridge is supported by a pylon and cables
which form the graceful shape of a harp: a
this bridge has been built to: b
The bridge was opened on 21 May: b
It was opened to traffic: b
SPEAKING AND WRITING
10 Ask students to look at the photo of their bridge.
• Tell them that the information below the photo is
about their bridge or about another student’s
bridge.
• Give them a few minutes to tick the pieces of
information they think are about their bridge,
using their dictionaries if necessary.
• Then put students in pairs to tell each other the
information they didn’t tick in the previous stage.
• Students must not look at each other’s photos, but
can ask questions. They should take notes while
they are talking.
• When students have all the information about
their bridge, give them 20 minutes to write their
paragraphs, using the notes they made in the
previous stage and the information they ticked
earlier.
• Monitor to help with vocabulary and point out
mistakes with the passive structures, if necessary.
• Finally, take the paragraphs in for marking,
paying particular attention to the use of passive
structures.
HOMEWORK OPTIONS
Students do the listening, vocabulary, reading and
grammar exercises for this lesson in MyEnglishLab.
Students write an account of a situation in their past
using at least two of the idioms in Exercise 5.
The Gherkin (or 30 St Mary Axe or the Swiss Re
Tower) is a building in London, completed in
2004. It has a strange shape (curved sides and
pointed at the top) and is sometimes lit in green
at night. People think it looks like a small
cucumber (a gherkin).
9bGive students a few minutes to do this activity
individually, then ask them to compare answers
with a partner.
• Check answers with the class and elicit the long
subject expression or the known information in
each highlighted passive.
• Give students a few minutes to find difficult
words from the sentences in their dictionaries.
• For further practice, ask students to do Exercise
G3–3 on page 139 in the Language reference.
Students do exercises G1,2–1, G1,2–2, G3–3, V3–7
and V4–8 on page 139 in the Language reference.
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7.4 SCENARIO: ON
THE HORIZON
IN THIS LESSON
Lesson topic and staging
This lesson focuses on the language of requirements.
Students discuss facilities they expect to find at a good
hotel. They are introduced to the scenario by reading
an invitation to tender for a contract to design a
luxury hotel. Next, students listen to architects talking
about designing part of the hotel and focus on the
0 Key
language. Finally, in the Task, students discuss and 0
finalise the facilities for the ground floor of the hotel.
• Put students in small groups to do the activity. Get
ideas from a few groups.
2 Focus students on the title of the text and check
they understand Invitation to Tender (a company
invites others to try to win a contract by putting
together a proposal, including costs, etc.).
• Ensure that students understand the meaning of
facilities in this context (rooms/equipment/services
provided by the hotel).
• Give students one minute to quickly scan the text
for the names of facilities. You might tell them
that there are four mentioned. Check answers with
the class.
conference room, meeting rooms, seminar
• Play the video. Students take notes.
• Take class feedback. Get students to compare the
answers with their earlier suggestions.
Video script 12.3, answer key to Exercise 6
Sophia, George, Karim, Li
7
•
S:
OK, here’s an interesting question sent in by
one of you. ‘Why do students plagiarise?’
Karim, what’s your opinion?
K: I think, erm, often, it’s because they don’t
have confidence in their own ability or ideas.
So they feel safer using the ideas of other
writers or speakers. Or it could be that the
student’s studying in a very competitive
environment. So they feel they have to copy
the work of a well-known writer to get a good
mark or high grade.
S:
What do you think, Li?
L: Well, you know, some students are just too
lazy to think about the material they’re
reading. It’s too much effort to write notes in
their own words. You look surprised, Sophia,
but it’s a fact.
S:
Mmm, maybe there’s some truth in what you
say, Li, but you’re being a bit harsh. It may be
the case sometimes. George, any thoughts on
this question?
G: I think there’s a cultural angle. Students from
certain parts of the world may not
understand that they’re plagiarising when
writing an essay. In their countries, perhaps
they are expected to quote the ideas of great
writers – it’s a sign of respect and good
scholarship; and perhaps they don’t have to
reference their sources. So, when they come
to study in the UK, they don’t do it – and
that’s very understandable.
S:
An interesting thought, George. Well, we’ve
come to the end of our time. I’d just like to
say that these days everyone uses the internet
a lot for research, so it makes plagiarism very
easy. But it’s risky to do it, or to plagiarise
from other sources such as books, because
there’s software available now to spot
plagiarism, like Turnitin. Staff can check
quickly and effectively if they feel someone
has copied material. So the answer is, don’t
plagiarise, you’ll probably be caught.
Thanks, everyone. I hope you’ve enjoyed this
round-table discussion on plagiarism and
that you’ve learnt something from it.
•
8
•
•
Turnitin has a vast database of academic
materials, students’ previous essays and internet
sources. It checks students’ essays against this
database to see what percentage has been stolen
without reference.
Elicit what Turnitin is and if possible, show their
website in class. If you do not have access to the
internet, explain how the software works.
In pairs, students discuss the question. In
feedback, discuss ideas with the class.
Students work in groups of three or four. They
should read and discuss each question. Allow a
maximum of eight minutes for the exercise.
This exercise would work best if one student is the
chair. If they feel the debate for one question is
going on too long, they should take a vote.
Take class feedback. Ask students to explain their
answers.
(P = Plagiarism; NP = Not plagiarism)
1 P 2 P 3 NP 4 P (source must be
acknowledged) 5 NP 6 P 7 NP (as long as
it is clearly common knowledge) 8 NP (but
this is careless practice) 9 NP (if the teacher
has agreed that you may do so) 10 NP
9 Read through the introduction and instructions.
Ask students to find out the topic of these texts by
quickly reading the original paragraph.
• Give students eight minutes to read the four texts
and discuss which are examples of plagiarism.
• Go through answers with the class. Elicit the
additional points made in the answer key below.
Version A: Paraphrase. The writer has used
his/her own words to paraphrase the original
text. Version B: Plagiarism. There’s too much
use of the original words and the information
is in the same order as the original. Version C:
Paraphrase. There’s a significant amount of
rewriting of the original text. Version D:
Plagiarism. There’s little attempt to change
the order of ideas or the words used in the
original text.
WRITING SKILLS: an opinion article
10 Introduce this part of the lesson by eliciting what
students think an opinion article is (a piece of
writing, e.g. in a newspaper or magazine, which
puts forward a particular argument).
• In pairs, students have one minute to discuss the
title and the question in the coursebook.
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• Take brief feedback from three or four pairs.
11 Ask students to spend a couple of minutes reading
the article before looking at the paraphrases.
• Elicit from the class the main characteristics of a
good paraphrase (accurately reflects what the
writer says; changes the original language).
• Give students ten minutes for this exercise. If they
find it difficult, extend the time limit.
• Go through the statements, asking in each case
whether or not the paraphrase is accurate. If
students have different opinions, let them argue
and put forward their viewpoints.
HOMEWORK OPTIONS
Students do the reading, writing skills and academic
collocations exercises for this lesson in
MyEnglishLab.
Students do Exercise 13.
1, 2, 4, 8, 9, 10
12a Stylistic features. Elicit the meaning of stylistic
features (language, grammar and style choices
which are found in particular types of text). Point
out the examples.
• In pairs, students try to find at least one example
of each stylistic feature from the text.
1 dangers, tragic, dramatically, widespread,
frightening, tremendous, excited 2 paras 2, 7,
8 (two examples in each) 3 paras 1, 2, 3, 5, 7 4
It’s (para 1), mustn’t (para 6), I’m (para 8) 5
screen-based, two-dimensional 6 our brains
now under such a widespread attack
12b Students work with another pair to compare
their answers. They should try and list as many
examples as possible.
You could make this into a competition with the
groups of four, with one point available for each
correct answer.
13 This type of writing task is typical of IELTS
Writing Part two and the Write essay question in
the PTE-A Writing test.
• Students read the statement. Explain that they
have to write in favour of this opinion (whether
they actually agree with it or not).
• Give them fifteen minutes to brainstorm ideas and
organise these into paragraphs.
• When writing, students should refer to the text on
page 125 and the list of features in Exercise 12a to
help them. Give them 30–45 minutes to write this.
• If done in class, monitor to point out mistakes and
help with vocabulary if necessary.
• Encourage students to write a first draft and to
check it for mistakes before writing a final one.
• Take the articles in for marking, paying attention
to positioning and plagiarism.
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Extra Practice key
4 will have arrived; 5 won’t have left; 6 will have returned;
Unit 1
1 1 a; 2 a; 3 a; 4 b; 5 b; 6 a
7 will have listened; 8 will have spent
2 1 Do you prefer chicken or fish? 2 Are you reading anything
interesting at the moment? 3 Does this mobile phone belong
3 1 c; 2 f; 3 b; 4 h; 5 g; 6 e; (not used: a, d)
4 1 … look at the implications of …; 2 It has a serious
to you? 4 Is your course getting more difficult? 5 Does
disadvantage; 3 it’s a risky option; 4 it could be really bad …;
anyone know the answer to this question? 6 Do you agree
5 That could be a big problem for us; 6 … have a huge impact
on our sales (not used: consequence, disadvantages)
with him? 7 Are the students learning about pollution this
week? 8 Do your parents know how to send emails?
5 1 diagnosis; 2 authoritative; 3 reassuring; 4 sensitive;
3 1 wrote; 2 had sold; 3 has led; 4 has appeared; 5 attended;
6 decided; 7 had been; 8 completed; 9 has written; 10 lives
4 1 tricky; 2 vicious; 3 obvious; 4 problem; 5 dealing;
5 symptom; 6 knowledgeable; 7 complication; 8 sociable
6 1 f; 2 g; 3 c; 4 a; 5 d; 6 h; 7 b; 8 e
Unit 5
1 1 d; 2 c; 3 e; 4 b; 5 a
6 situation; 7 deal; 8 solve
5 1 bump into; 2 stay in touch with; 3 track down; 4 confirm;
2 1 managed; 2 didn’t have to; 3 couldn’t; 4 in getting;
5 concept; 6 prove
5 couldn’t; 6 to find; 7 was able to; 8 could
6 1 b; 2 d; 3 c; 4 e; 5 a
3 1 couldn’t/wasn’t able to; 2 could/was able to; 3 didn’t have
7 1 e; 2 b; 3 c; 4 d; 5 f; 6 a
to; 4 were able to; 5 had to; 6 succeeded
Unit 2
1 1 b; 2 a; 3 a; 4 a; 5 b
4 1 recap; 2 sum; 3 confirm; 4 summarise; 5 summary;
2 1 ’ve looked at; 2 ’ve been reading/’ve read; 3 ’ve been
5 1 fogbound runway; 2 turbulence; 3 rough weather;
6 agreement; 7 covered
worrying; 4 ’ve been living/’ve lived; 5 ’s been raining;
4 puncture; 5 tailback; 6 platform alteration
6 ’ve bought
6 car: airbag; anti-lock brakes; seat belt; traction control
3 1 he works; 2 if they are; 3 it is; 4 we can get; 5 it is;
road: one-way street; speed cameras; traffic signals
6 she does
law: speed limit
4 1 Could you tell me how much it costs? 2 I’d like to know
7 1 impact; 2 automated; 3 preliminary; 4 human; 5 distant;
when the film starts. 3 Do you know whether she’s coming to
6 advances
the party? 4 Can you tell me if this model is available?
8 1 d; 2 a; 3 f; 4 b; 5 c; 6 e
5 I wonder where they put the keys; 6 I’d like to know what
causes earthquakes.
Unit 6
1 1 b; 2 a; 3 a; 4 a
2 1 was sitting; 2 looked; 3 had been sitting; 4 had/had brought;
5 1 e; 2 a; 3 f; 4 c; 5 g; (not used: b, d)
5 was; 6 had been working 7 hadn’t had; 8 went; 9 brought;
6 1 inner; 2 vandalism; 3 crime; 3 detached; 4 blocks; 5 open;
10 sat; 11 was looking; 12 had/had brought
6 connections; 7 abandoned; 8 abandoned
3 A When I was a child I use used to read …; Then I would to
7 1 carbon emissions; 2 fossil fuels; 3 endangered species;
read …; B Years ago I would used to live …; It would used to
4 natural habitat; 5 faces extinction; 6 of glaciers
be …; C Didn’t you used use to live …; I would used to live
8 1 relatively; 2 deliberately; 3 comparatively; 4 mainly;
…; D … get used to live living in the city …; He would
5 pensively; 6 normally
thought think …
Unit 3
1 1 a few; 2 students; 3 hardly any; 4 none of; 5 Several of;
4 1 … it’ll be a winner; 2 I think you’ll agree …; appeal to the
6 a little; 7 little; 8 Few; 9 much
audience; 4 … it’s got tremendous potential; 5 … persuade to
2 Quidditch is a fictional sport invented by the author J.K.
you, too 6 correct
Rowling for the best-selling Harry Potter books. It is a ball
5 1 blog; 2 poetry; 3 biography; 4 short story; 5 psycho drama;
game in which the players try to score goals. There are four
6 autobiography; 7 romance; 8 novel
balls and two teams of seven players. Usually the players are
6 1 autobiographer; 2 poet; 3 biographer; 4 dramatist; 5 critic;
wizards and witches and play the game by flying on their
broomsticks. The goals are ring-shaped and are above the
7 1 awful, dreadful; 2 dull, tedious; 3 evocative language;
6 novelist
ground. The object of the game is to score more goals than
the opposing team.
4 heart-warming; 5 perspective
Unit 7
1 1 has been stolen; 2 was being watched; 3 am being kept
3 1 the; 2 the; 3 The; 4 the; 5 –, – ; 6 the
awake at night; 4 was given a watch; 5 is required; 6 can’t
be explained
4 truly remarkable; 2 exceptional; extraordinary; outstanding;
astonishing; There seems to be no end; undoubtedly;
2 1 was being established; 2 was given; 3 was built; 4 being
admirable 1 d; 2 a; 3 c; 4 f; 5 h; 6 e; 7 g; 8 b
allowed; 5 have been influenced; 6 have been constructed;
5 1 Steve; 2 Caroline; 3 Lucy; 4 David; 5 Miranda; 6 Walter
7 was/is inspired; 8 is being damaged; 9 to be restored
6 1 d; 2 b; 3 e; 4 a; 5 c
7 1 agility; 2 coordination; 3 flexible; 4 tolerant;
3 1 a; 2 b; 3 b; 4 a
5 determination; 6 make; 7 obsessive; 8 apart
Unit 4
1 1 1b 2a; 2 1b 2a; 3 1a 2b; 4 1b 2a; 5 1b 2a
4 1 got; 2 through; 3 vital; 4 absolutely; 5 idea; 6 find; 7 offer;
8 need
5 1 ornate; 2 innovative; 3 ancient; 4 ugly
2 1 won’t have seen; 2 will have had; 3 won’t have finished;
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6 1 rebuilt; 2 damaged; 3 commission; 4 demolish; 5 designed;
work; 7 … the team for which my brother plays football;
6 maintain; 7 restore; 8 construct
8 … the project on which we used to work together
7 1 d; 2 a; 3 c; 4 b
3 1 … the person about who whom I am talking; 2 This phone,
8 1 insoluble; 2 overcrowded; 3 revitalised; 4 misunderstood;
that which was …; 3 … the place where I grew up in;
5 unimportant
4 Michael, who is very intelligent …; 5 The students, who are
Unit 8
1 1 … allowed us to use …; 2 We stopped the car to look at …;
from many, …; 6 … a woman that she never admits …
4 1 designed; 2 left; 3 standing; 4 recommended; 5 giving;
3 Would you consider give giving us …; 4 … I forgot locking
6 bought
to lock …; 5 The door seems to be locked …; 6 … I’ll try send
5 1 c; 2 g; 3 d; 4 h; 5 f; 6 a; 7 e; 8 b
sending him …; 7 Did you remember turning to turn off …;
6 1 get on with; 2 get used to; 3 broke up; 4 fall out with;
8 I always try to stay …
5 put up with; 6 get down to
2 1 1b, 2a; 2 1a, 2b; 3 1b, 2a; 4 1a, 2b
7 1 diplomatic; 2 conform; 3 indecisive; 4 conscientious;
3 1 has had his/her house searched; 2 am having my car
6 objectivity
washed; 3 had his watch repaired; 4 have my hair cut;
8 1 c; 2 b; 3e; 4 d; 5a
5 has had her contract cancelled; 6 had our bags searched
9 1 psychiatrists; 2 case files; 3 assessment; 4 profiles / profiling;
4 1 d; 2 f; 3 a; 4 h; 5 b; 6 g; 7 e; 8 c
5 motive; 6 deduce
5 Across: 1 networking; 3 hierarchy; 5 curiosity; 7 creativity;
8 sensitivity; 9 collaboration
Unit 11
1 1 was working; 2 had lived; 3 should see; 4 would see us
Down: 2 intuition; 4 adaptability; 5 consensus; 6 influence
there, the next/following day; 5 had been, his, their; 6 his, had
received, the day before/the previous day
6 1 phenomenon; 2 profound; 3 cutting edge; 4 pushing the
boundaries; 5 dynamic; 6 collaborate; 7 synergy
2 1 she doesn’t have a job …; 2 the weather there is always …;
3 they’re going to France …; 4 had been to a terrible school …;
Unit 9
1 1 absolutely; 2 really; 3 absolutely; 4 really/very;
5 they had watched the final episode of Emergency! the night
5 slightly/extremely; 6 very; 7 good; 8 enormous/big;
before; 6 pollution from cars causes …
9 interesting; 10 hotter; 11 starving; 12 upset
3 1 warned; 2 refused; 3 apologised for; 4 offered; 5 persuaded;
2 Bridget Riley is probably the most …; These are works which
usually feature patterns …; … she skilfully used black and
6 agree
4 1 to carry my case; 2 getting married so young; 3 me not to
white …; Her first big exhibition was in London in 1962; …
buy anything in that shop; 4 for shouting at me; 5 me to learn
the guitar
viewers frequently complained …; she used colour
imaginatively; In the late 1980s, she began to experiment …
5 Suggested answers: 1 Why is Cambridge worth seeing?
3 1 is mainly; 2 opened the envelope carefully; 3 In 2004 I;
2 It is an important educational, cultural and business centre.
4 usually get home; 5 certainly know; 6 have often seen;
3 Facilities for tourists are getting better and better each year;
7 did you get there; 8 finished his essay quickly
4 Its buildings, parks and countryside make it a beautiful
4 1 … it could really upset …; 2 But it wouldn’t if we …;
place to live; 5 The university is becoming more and more
3 That may be true …; 4 … take into account the …;
5 might start doing …; 6 to do something if we …
popular with international students; 6 What are the main
historical sights of the city?
5 1 artist, art lover, collector, critic, painter, sculptor;
6 1 language; 2 institutions; 3 cuisine; 4 religion; 5 the arts;
2 abstract, contemporary, realist, modern; 3 controversial,
6 architecture 7 rituals/traditions; 8 climate
groundbreaking; thought-provoking, 4 preview,
7 1 d; 2 a; 3 e; 4 b; 5 f; 6 c
retrospective; 5 masterpiece
8 1 valuable; 2 responsible; 3 international; 4 multicultural;
6 1 moving; 2 painfully;3 useless; 4 criticised; 5 highly;
5 misunderstanding; 6 antisocial; 7 predates; 8 timeless
6 entirely; 7 totally; 8 highly; 9 totally; 10 different;
Unit 12
1 1 d; 2 a; 3 c; 4 c; 5 c; 6 b; 7 c; 8 b
11 wrong; 12 utterly
7 1 gripping; 2 heart-breaking; 3 dreadful; 4 monotonous;
2 1 If I’ll go …; 2 … we are were rich …; 3 … if I can could play
5 critical; 6 outstanding
… ; 4 As long as you would look …; 5 ... if she would bring
brings …; 6 … won’t wouldn’t it be …
Unit 10
1 1 the man I met yesterday; 2 the DVD player which/that
3 1 h; 2 c; 3 f; 4 b; 5g; 6a; 7e; 8 d
doesn’t work very well; 3 is the woman whose house was
4 1 would have talked; 2 had done; 3 had had; 4 would be;
destroyed in the earthquake; 4 sister, who is a doctor, lives in
an old house/sister, who lives in an old house, is a doctor;
5 1 … as much as money; 2 … not in good shape …; 3 It’s true
5 had gone; 6 wouldn’t have been
what you say …; 4 these objections plenty; 5 ; 6 That’s a fair
5 the computer game I told you about; 6 course, which began
in September, is very difficult/course, which is very difficult,
began in September
point …; 7 … I think you’ll agree …; 8 
6 1 appliances; 2 device; 3 apparatus; 4 equipment; 5 gadget
2 1 … the problem on which he’s working; 2 … a cause in
7 1 user-friendly; 2 state-of-the-art; 3 durable; 4 obsolete;
which she really believes; 3 … the bill about which we
5 handy; 6 environmentally friendly
disagreed; 4 … the course for which they applied; 5 … the
8 1 unable; 2 inequality; 3 dislikes; 4 inaccurate; 5 mistrust;
one in which we often stayed; 6 … the architect for whom I
6 unnecessary; 7 inefficient; 8 inappropriate
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