Upstream

UPPER INTERMEDIATE

Teacher's Book

Bob Obee - Virginia Evans

Express Publishing

Contents

UNIT 1          Crossing Barriers      ...................................„.....                                                                          p.      5

UNIT 2           Moods and Feelings .                                                                                                                        p. 17

Self-Assessment Module 1 .p. 28 UNIT 3 Making a Living     p. 29

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3

Unit 1

b. Go through the list. ss do the exercise.

Unit I — Crossing Barriers

Lead-in (p. 7)

Read out the title. Discuss the meaning. First, elicit the general meaning of 'barrier'. A barrier stops something from happening e.g. an object, like a fence or a wall, or a law or a problem. It could also be a language e.g. 'a language barrier' people who don't speak the same language may not be able to communicate.

I Ask ss if they have any experience of the highlighted places on the map (if they've been there, if they know anyone who lives there etc) and what they know about them. Then ask them what they think the highlighted regions have in common.

Suggested Answer Key

I think the common element is that in all ofthe highlighted regions the English language is important: in some places it is a native language (e.g. Britain, Ireland, North America, Australia and New Zealand); in some places it is an official language (e.g. Papua New Guinea, Hong Kong) although different local languages exist too; in other places it is used widely as the language of administration and business (e.g. Singapore, India), and in some places it is simply an important second language that most people learn (eg. South America). Some of the regions include former British colonies (e.g. many African states, India, Hong Kong, parts of the Caribbean etc) and so have been influenced by the English language and culture. The native cultures and religions in the highlighted areas vary widely. English can be seen as a way of crossing the barriers created by different cultures, religions and native languages.

2     a. Explain the task and let ss look through the sentences and guess what the missing words/phrases could be. Play the cassette. ss do the exercise. Check ss' answers.

Answer Key

Answer Key

        The media   4

        International trade      5

        World politics             2

        Tourism      3

        The Internet

Elicit other factors from ss, then list their ideas on the board.

Suggested Answer Key

Other factors which have encouraged the use of English around the world: ss wanting to come to an English-speaking country to study; job prospects in their own country.

3     a. Go through the list. Allow ss two minutes to do the exercise. Then ss compaïe their list to their partner's.

b. Ask ss what they find difficult while learning English (e.g. pronunciation, phrasal verbs, grammar, idioms etc).  Write them on the board. Go through the table, then get two ss to read out the example. ss work in closed pairs. Check round the class then ask some groups to act out their dialogues.

Suggested Answer Key

A: I've gota problem with pronunciation.

B: IfI were you, rd watch films. A: That's a good idea.

4     Tell ss to look at the two quotations and explain what they mean. ss in pairs discuss which one they agree with Encourage ss to explain why.

Suggested Answer Key

The first one means that if people all over the world spoke one language, communication would be easier and so the world would be more peaceful.

The second one means that every single one of the world3 languages is very important, so when a language disappears because nobody speaks it any more, something important is lost. I agree with the second one,•because the first one gives the impression that it would be a good idea ifeveryone spoke the same language.

5, ss discuss in closed pairs. Check pairs round the class.

 Suggested Answer Key

A: I think that English will be more widely spoken in the future. More and more young people still want to learn English, and many want to go and study in an English-speaking country

B: That's true. In many countries, English is still the key to a successful career. I think that English will continue to be the language ofcomputers and the Internet.

Reading (pp. 8-9)

I a. Write 'the Internet' on the board. Ask the class the questions. Find out how many ss look up websites in English, and how many look up websites in their native language. Write the figures on the board. Ask for

3 holidaymakers                                                                                          comments on the results, e.g. Why do you think so many of

you prefer websites in

5

Unit 1

b.    Go through the statements and elicit ss' guesses. ss scan paragraphs Y and 4 of the text to check if their guesses were correct.

c.    Ask Ss to look at the title of the article and the headings in the box. Explain any unknown vocabulary items. Elicit ss' ideas about the contents of the article

Answer Key

1      True         2 True      3 True      4 False

2      Explain that ss will have to match the headings to the paragraphs. Draw ss' attention to the strategy box. Remind ss that it is not necessary to understand every word in the text to do this exercise.

Ask ss to skim the whole text for general meaning. Emphasise the importance of getting an overall idea of what the text is about before attempting the paragraphheading matching exercise. (Check general comprehension by asking 'What change is it about?' and 'Is it an easy change to make?' It is about the change from mainly English websites to websites in many different languages. Translating the sites into different languages will be difficult and a lot of work)

Tell ss to read the first headed paragraph of the text carefully. Ask ss to work out why heading B has been chosen for this paragraph. (The phrases 'it might make you think everyone in the world speaks English' and 'give you the impression that it is the worlds most widely spoken language'and 'If this were true, it would all fit the idea of false impressions' in heading B. Also the figures in the following paragraph show that the impression that everyonespeaks in English is indeed false.)

Tell ss to read the second headed paragraph carefully and choose a heading for it from the list. If ss find this difficult, draw their attention to all the that are mentioned ('Yet English is mother tongue for only 5.4% of the world's population', 'a further 79" areproficient', 'only around 12% can communicate well in English', This figure is nowhere near the total number of people speaking Chinese') and point out also how this information contrasts with the impression that •everyone in the world speaks English' in the previous paragraph (and is therefore u.2Lisjng). If ss easily found the answer (F) without help, ask them to explain which phrases helped them. Continue in the same way for the next paragraph — ask ss to read and choose a heading, and then ask them to justify their choice. If students are unsure, draw their attention to the phrase 'people would apparently rather buy things online if they can order in their own language', pointing out that 'would rather' means 'prefer' (so H 'Personal preferences' is the best heading). Repeat the procedure for the next paragraph. For the last four paragraphs, ask students to continue by themselves, underlining phrases that link to the headings they choose. Then ask ss to compare ther answers and the phrases they have underlined in pairs. Finally check ss' answers and the underlined phrases as a class.

Answer Key

I F YetEnglishis mother tongue for only 5.4% of the world3 population', ' a further 7% are proficient', 'only around

can communicate well in English', This figure is nowhere near the total number of people speaking

2      H •people would apparently rather buy things online if they can order in their own language'

6

3      D 'companies wanting to reach world markets are beginning to realise that they will have to translate their websites for their various customers'

4      C 'creating a multilingual website is not an easy task', 'Companies wishing to translate their sites face both technical and linguistic problems', 'unable to use automated translation systems', 'this huge challenge'

5      E Customers will need to discuss matters in their own language while prices will need to be in the local currency, Companies will need to adapt their advertising materials so as not to offend different cultures', 'have to change their way of doing business to suit certain customers - in Japan, for example '

6      G 'Such vast changes will not happen overnight',

'Companies need time to translate their sites

7      A 'local companies will certainly be at an advantage',

'offer more opportunities to smaller businesses'

3     Ask ss to do the exercise in pairs. Encourage them to try and guess the meaning of the words from the context. Check ss' answers. SuggestedAnswer Key benefits: advantages fields: areas proficient: excellent accessing: using local currency: money used in each country format: arrangement of information adapt: change slightly guaranteed: certain pace: speed local companies: businesses that operate only in the country where they are based expanding: growing

4     Point out to ss that these are all pairs of words that were used in the text they have read. Ask ss to find them in the text, then eliat/explain their meanings. Ask ss to work in pairs to write short sentences using the items.

Answer Key

Suggested Answer Key

My mother tongue is Poli§h.

'Immigrants bftng cultural diversity to a country.

'The fastpace Ofcity life is exhausting.

Soon we will be able to access the Internet from our mobile

Teenagers are an important target market for mobile phones. Many companies conduct business on the Internet.

5     Show ss how to work out the meaning of the first two items from the context surrounding the lines given. Remind ss that working out meaning from context is a very important reading skill, and will help them read texts more successfully. Then ask ss to work in pairs to work out items 3 to 6. Check ss' answers.

Answer Key

3                                   5

4                                   6

connected with different ways of communication. ss doperson you are talking to. exercise in pairs. Check ss' answers.

b. Choose two ss to the example aloud. Then ss do the exercise in pairs.

7

Answer Key                                                                                                      b. ss listen to each speaker/conversation twice. Stop the

For further practice, ss (in pairs or for homework) make up a dialogue using as many of the phrasal verbs from this exercise as possible.

Listening & Speaking (pp. 12-13)

I a. Tell ss they are going to listen to eight people talking. Draw their attention to the strategy box. Remind them how important it is to read the questions carefully. Emphasise how much information they can get from the questions. ss then do the exercise in pairs.

SuggestedAnswer Key

         Key words to be underlined: talking about the organisation

She works for; What service .„?; the blind     one person

• fairly formal language and vocabulary about the blind she will talk about a service for the blind

2       Key words to be underlined: conversation in an office; Why has the man gone there?  two or more people  fairly informal language  the reason why the man has gone to the office

3       Key words to be underlined: get connected to the Internet call a helpline; What do you have to do?  one or two people  fairly formal language  instructions about the Internet

4       Key words to be underlined: leaving a message; answerphone; What does he want the person to do tomorrow?  one person  fairly informal  a request about tomorrow

5       Key words to be underlined: radio interview; How does the man feel?             probably two people fairly informal

•        questions and answers, the man will express feelings

6       Key words to be underlined: news programme What is the report about?; new

•        probably one person  fairly formal

•        something new about means ofcommunication, perhaps mobile phones

7       Key words to be underlined: couple talking in a cafe; How does the man feel about what the woman is showing him?  two people  informal  the woman will talk about something she shows the man, he will express an opinion about it

8       Key words to be underlined: talking to a group ofpeople; the mans purpose?; a product

. probably one          fairly formal          the man will say something about a product, and will try cassette after the second playing of each one to check the answer. Also elicit evidence for the answers by asking ss to recall what they heard that helped them to choose the right answer. If necessary play each section again to check the evidence, or ask ss to look at the tapescript at the back of their books.

Answer Key

Evidence for answers:

 Braille literacy; no blindperson should be limited in choosing what she would like to read; access to whatever Braille publication they need

2 about the phones; we've had this problem; I can see to that 3 Ifyou need help with setting up your Anderson Online Internet connection, please press I

4      We taken the Fiat to the garage and it should be okay to pick it up tomorrow, so could you?

5      hesitation and repetition throughout

6      The new Wesley model; at the touch ofjust one button, you are instantly connected to another mobile; and you can leave a Short voice message

7      And how much would that be?; Probably about a hundred quid; Forget it.

8      The aerial about to be installed has been inspected and approved by scientists; copies of the certificate of safety are available; the aerial has been manufactured in compliance with the guidelines issued by the government

2 a. Tell ss that they are going to hear a report about public phone boxes in the UK, and about how people are using them less.

            I       Ask the whole class these questions.

2,3 Deal with questions 2 and 3 together as a Class. Draw ss' attention to the strategy box. Go through the incomplete sentences in Ex. 2b, explaining unknown vocabulary items, helping ss to paraphrase the sentences (e.g. 1 BT profits from public phones have fallen) and eliciting what type of information is missing.

 SuggestedAnswer Key

 adverb - describing how much the money has decreased, e.g. dramatically, a lot, etc, or a period of time, e.g. in the last 5

 2 A period oftirne e.g. 6 months, 2 years, etc. (number)

3      noun — maybe some word like 'bon

4      number - either a year dra place 5 adjective — possibly describing the colour ofkiosks 6 noun - society? way of life?

7 noun - name ofcolour 8 pastparticiple - increased? doubled?

9        number or adjective - public? new?

10     number - an amount ofmoney

b.    Play the cassette twice, while ss listen and write their answers. Check ss' answers as a class, if necessary replaying relevant sections of the recording until ss find the correct answers.

to affect the group's opinion

1

Answer Key

         by half/since 1999                    6 culture

2       8 years        7 silver

3       1884           8 doubled

4       call office   9 a thousand/ 1,000

5       wooden      10 more than £2,000

As an extension, direct ss to the tapescript on p. 240. Ask ss to work in pairs to underline the parts of the script that are paraphrased by the sentences they have completed in the exercise, and see how the information is worded differently.

c.    ss discuss the question in pairs for a few minutes. Then get feedback from the class.

Suggested Answer Key

See tapescript for Exercise 4 p. 13 in the SS Book

c. & d. Ask ss to look at the two pictures. Elicit the situation in each one, giving vocabulary input if necessary. Read out the rubrics and put ss in pairs to do Exs 3c and 3d (one should be Student A, the other Student B). Remind them that Student B should try and speak for I minute, without interruption from Student A (who can keep time), and then Student A should answer question d briefly.

Suggested Answer Key

See tapescript for Exercise 4 p. 13 in the SS Book

B: Sure, call me whenever.

d A: I'mheading oftothe meeting now. B: Seeyouthere.

Reading: Culture Clip (pp. 14-15)

I Write 'THEATRE' on the board and ask ss if they ever go, and what is enjoyable about the theatre. Use this discussion to check that ss know basic vocabulary to do with they theatre that will be used in the text (NB 'to act', 'actor', 'audience', •the stage', 'a play, 'a performance', 'a musical', 'lines' and 'producer').

Alternatively, ask ss, in pairs..to work out mindmaps with 'THEATRE'.

4 Explain that ss will hear a model interview based on the tasks in 3a-d. Ask ss to listen and think about what is good about the students' performance. Use class feedback to explain the assessment criteria. (The model candidates perørm very well on all the points.)

spotlights            stage directions       right answer (C) and check exactly where the information is in the text (lines 2-5 the Americans with Disabilities Act, which

technician requires that theatres become accessible to deaf people'). Also help ss to understand why the other answers are wrong (A' actor/actress not stated that deaf people were avoiding the theatre; B: theatres curtain were obliged by the law to become more accessible; D: not the audience reason why theatre interpreters are common).

ticketsdirector Repeat this procedure for the next question or two, then ask ss to continue on their own for the remaining questions. ss check their answers in pairs before class feedback. For each question focus particularly on the evidence in the text.

Answer Key

This wilt help ss revise vocabulary related to theatre.

a.     Ask ss to look at the poster. Elicit what is advertised (a performance for-the deaf) and if ss have attended one. Ask ss why deaf people might not normally go to the theatre, and how a performance specially for the deaf might be different.

b.    Elicit answers from the whole class. If necessary, explain

'sign language' and 'interpreters'.

Suggested Answer Key

The text will be about the work ofsign language interpreters, who probably help deaf people understand and enjoy the theatre by using sign language (Sign language is movements ofyour hands and arms used to communicate. The deaf have got their own 'official' sign language to communicate.)

c.     Write some of ss' suggested questions on the board, then ask ss to scan the text to see if their questions are answered there. Check ss' answers and help ss with vocabulary if necessary. Then elicit further basic information from the text that has not been covered by ss' questions. (e.g. where the interpreters are during the performance in relation to the actors — the three styles: 'placed', where they are away from the actors and don't move, 'zoned', where they are on stage and move a bit, and 'shadowed', where they follow the actors around. Make sure ss understand the word 'shadow' s)

Suggested Answer Key

        Do theatre interpreters have a lot of work? (not many performances, but a lot of work for each one, especially musicals)

        Do they need special training or qualifications? (not stated, but probably, as they are professionals)

        What do they actually do during the performance? (they stand somewhere where the audience can see them and use sign language to show what is being said)

2    

 C lines 2-5 'the Americans with Disabilities Act, which requires that theatres become accessible to deafpeople'

2       D lines 17-20 tickets are also sold to hearing people who are interested in seeing theatre interpreters at work'

3       A lines 26-30 The workload is immense we have to learn the whole play in as mech time'

4       B lines 42-50 ' 'placed', where interpreters do not move; 'zoned' where interpreters move only during a change of scene or act; 'shadowed', where interpreters move freely

5       A lines 59-61 The 'zoned' style of interpreting is a happy medium between the 'placed' and the 'shadowed' styles'

6       B lines 70-73 'placing the interpreters directly within the action The interpreters are 'blocked' into each scene, and literally shadow the actors'

7       A lines 86-88 'producers nowadays think of interpreters for the deafas a new avenue to creativity'

3     Remind ss of the importance of recording new vocabulary in context. ss reread the text to look at the items in context and match them to the meanings.

Answer Key audience: people who watch a performance rehearse: practise and prepare for a performance placed: fixed in one position zoned: limited to certain areas shadowed: following the actors stage right: right side ofa stage for an actor facing the audience stage left: left side ofa stage floor of the house: the area of the theatre where the seats are scene: a smaller section ofa play act: a larger section ofa play

As an extension, help ss with other useful vocabulary items from the text.

e.g. line 21 'a colossal project' (averybigtask) line 26 'entire' (whole) line 27 'immense' (verybig) line 55 'interact' (communicate) line 66 'patron' (memberoftheaudience) line 75 'in close proximity' (very near) 4 Help ss to work out the meaning of the phrases.

Answer Key  a big profit

2       in the area where the actors perform the play

3        in his mind sees the actor and the interpreter together as one person

5 a. Ask ss to underline Ian Cox's words and then, in pairs, to discuss the questions that the reporter asked him.

I

Suggested Answer Key 3 Elicit from/Remind ss of the relationship between the too Lines 24-35: How long does it take you to prepare for one play? Is it and enough structures. Write a couple of examples on the a lot of work? How does it compare with what an actor has to do board: e.g. It's too warm for snow. = It isnt cold enough for snow. for the same play? Is it different for musicals? Its too dark to see what; happening. = It isnt light enough to see Lilies 83-88: What is theatre, for you? And what is interpreted what's happening. ss work in pairs. theatre? How do producers see interpreters for the deaf? SuggestedAnswer Key Other possible questions: Do you feel as ifyou are an actor? Which

2 they're too heavy./fm not strong enough. style of interpreter placement do you prefer? Why? Do you think 3 1'm too poor/ I'm not rich enough. interpreted theatre will become more common in the future?

4 SheS too nervous]She; not brainy enough.

Optional activity: In pairs, ss can role play the interview

As an extension, ask ss to complete the following sentences between the reporter and Ian Cox.

using tooor enough. e.g. T: I can't see in here.

b. ss work in pairs. Ask some pairs to report back to the

Sl: It's too dark. class.

S2: There isn't enough light.

    Suggested Answer Key                                                                               Suggested sentences:

TV news, conferences and meetings, interviews, etc I don't feel like going out. I missed the appointment. I can't drive a car. English in Use (pp. 16-17) Close the window, please.

I Elicit from/Remind ss of some of the basic rules for articles:

•       When talking about people/things in general: no article. 4 a. Remind ss that the partitives can often be used with • We use 'the' when it's the only one, e.g. the moon. more than one noun, and that there is often an element

•       We use 'the' to refer to something/someone previously of collocation involved. ss do the exercise in pairs. mentioned. Refer ss to the Grammar Reference section Answer Key for more detailadvice ajar ofhoney

a piece of

     Answer Key                                                                                              SuggestedAnswer Key

I -,a, the, the, -  3 a, the, the             5              the, the, the             I found a sum of money on the ground and I handed it in to the 2 the, the          4              police station.

Mix a tablespoon ofhoney with youryoghurt: its.delicious! Elicit from/ Remind ss of the two main functions of In the middle of the storm, there was a huge clap of thunder which determiners: to identify things (a, the) and to say how made everybodyjump.

much or how many we are talking about (some, most). My friends brought me back ajar ofhoney from Greece. Tell ss that in this exercise they have to decide which Suddenly, a large drop ofrain fell on my nose.

             determiner goes with each class of noun. Refer ss to the            I can see a ray ofsunshine coming through the dark clouds.

Grammar Reference section for more detail. ss work in pairs. b. Explain to ss that they are going to look at nouns whose plural form has a different meaning or use from

     Answer Key                                                                                                                                           Show ss the example. ss use their

the singular.

Singular Nouns: every, a/an, each, either, any, neither, another                         dictionaries and work in pairs to do the exercise.

Plural Nouns: a few, many, any, both, fewer, enough, other, several, all, some           Suggested Answer Key

Uncountable Nouns: less, any, enough, other, much, little, a little,2 Work' is a task that you have to do; Works' means factory'. all, someI have a lot of work to do if/ want to pass this exam.  The men are on strike at the steel works.

b. Tell ss that they should choose from the determiners in 3 'Damage'is harm that i; done to an object or a situation; ifone the list to replace the determiners used in the sentences. person has harmed the property or reputation of another The meaning must be exactly the same. ss work in pairs. person, a court can order 'damages' (= money) to be paid by Check ss' answers round the class. the first person to the second person.

         The severe storm caused a lot ofdamage to the house.

Suggested Answer Key

         She was awarded £5,000 in damages.

2 Neither ofthe girls seems happy. 4 'People' is the plural of 'person'; 'peoples' is the plural of the 3 Fewer students came this time. singular noun 'a people', which means the men, women and 4 Several/ Many people called earlier. children ofa particular country

5        I'll need a little time to check my messages.There were a lot ofpeople at the market this morning.

6        Every room has a phone.She wrote a book about the native peoples of South 7 Another person asked for you afteryou left. America.

5 Wood' is the substance (from trees) that you can make things out of; 'woods' means a place in the countryside that is full of trees.

        Ifthe weather improves, let's go for a walk in the woods.

6 Content' is what is contained in something seen as a whole;

'contents' are what is contained in something seen as individual items.  

 Students were not happy with the course content.  Hes leaving the country, so hes selling the contents ofhis house.

5 ss do the exercise in pairs. Tell them they can refer to a dictionary, but only if really necessary.

4 one12 him

Writing: Letters (pp. 18-22)

Answer Key

Ask ss if they ever write letters, who to, why, whether they like

2      offence  5 allowance              8 preference

writing letters, whether they find it easy etc.

3      formation              6 inspection            9 interpretation

4      defence  7 resistance             10 information        Refer ss to the guidelines on letter writing. Explain any unclear points.

As an extension ss think of other abstract nouns with the same endings. 1 Go through the rubric withßs. Elicit the key information to underline and the answer to the questions.

6      Explain to ss that this section of the Use of English paper SuggestedAnswer Key tests their knowledge of different structures and that correct spelling is required. The rewritten sentences must   Key information to be underlined: Letteryou have received from a have exactly the same meaning, and the key word must not        penfriend; need to speak English better; havent got time extra be changed. Go through the strategy box. Do item one       lessons; regular study sessions; what else can I do; improve my With the class on the board. ss do the rest of the exerciseEnglish; whatyou suggest; letter individually. Check ss' answers.a letterofadvice Answer Key              2 a penfriend

3 informál wont anyone to answer4 to suggest ways he or she can improve his or her English didn't remember anything5 Points to be ticked: nobody I knewread books and magazines in English how much it cost

• write letters/emails in English there was anything else• watch films in English without subtitles

Point out to ss that the other suggestions are not

7      Explain to ss that this section of the Use of English paper practical for reasons of time or money. also tests their knowledge of structures. Draw their 6 (ss'own answers) attention to the strategy box. Ask ss to look at the title and listen to music with English lyrics, Suggested prompts:

read through the text quickly without paying attention to subscribe to an English-language newspaper, listen to English the gaps to get an idea of what it is about. Then ask a few radio/watch English programmes on TV questions to check general comprehension. (e.g. What is it 7 Each point could be put into a separate main body paragraph. about? Are text messages becoming more or less popular? ss should be encouraged to write two or three main

How fast are they? Who uses them? Why is it successful?) body paragraphs.

            ss do the task individually, then check their answers in pairs.              8 I could end by wishing my penfriend luck with an expression

Remind them that capital letters are not important, but that that I hope my advice works. they should spell correctly.

           Answer Key                                                                                      Refer ss to the information about Informal style.

               I was                 5 in                     9 which            13 by

i

2      can        6 every    10 for      14 but      a. Explain that ofthe two letters on p. 19, one is good and

3      than 7 that 11 their 15 any one is bad. Give ss a few minutes to read through the 4 the 8 of/in 12 with letters and decide which one is best and what is wrong with the other one.

8      Explain to ss that this section is an error correction task.        Answer Key

Most of the lines in this text contain errors. Draw ss' Model B is more suitable because attention to the strategy box and the kind of words thatare better organised. the paragraphs might be used incorrectly. Ask ss to look at the title of thethe letter closely follows the instructions in the rubric. text and check their understanding. Ask them to readsuited to the target reader (informal

the style is perfectly through the text quickly once, without looking for errors, to throughout). see what it is about. Check comprehension by asking a few questions. (e.g. Why did the lawyer decide to get a Model A on the other hand, has a lot ofproblems, such as: computer? What sort of computer did he get? Whatpoorly structured paragraphs (each paragraph in the main problem did he have at first? How did he change?) body 'jumps' from one subject to another).

the letter is not always relevant (suggestions are made but the writer wanders off the point).

the style is not consistent throughout (e.g. "Hi, in which ... ^N).

I

b. ss work in pairs and complete the task.

Suggested Answer Key

 Irrelevant information includes: references to extra lessons (it has been made clear in the rubric that this is not possible or practical); mention of the writer's French teacher.

2       The style is mixed — sometimes suitable and sometimes too formal (e.g. your letter in which .„", "a range Of options", "Furthermore", "l recommend thatyou accept ⁿ).

3       Each main body paragraph should contain one or two suggestions. In this letter, the subject of music is needlessly spread across the two main body paragraphs.

4       The target reader will not be very well informed and will probably be disappointed because the letter doesnt give very useful advice.

5       Corrected mistakes:

 I'm good but I'm well but  I write -4 lam writing  Iliketosay I'dliketosay  that it helped a lot that helped a lot  listen to the English music listen to English music  spend hours to listen -4 spend hours listening  iflwasyou—• iflwereyou  these advices this advice

c. ss work in pairs and answer the questions.

SuggestedAnswer Key  informal style  short forms: it's, dont, you'll, etc

• colloquial language it's great, practice makes perfect, etc  phrasal verbs: brush up, pick things up, give up, how you

get on, etc

2       The paragraphs are clear:

Para 1: introduction

Para 2: 1st suggestion (read more) and expected result

Para 3: 2nd suggestion (watch films without subtitles) and expected result

Para 4: 3rd suggestion and expected result (get Englishspeaking penfriends) Para 5: conclusion

3       Topic sentences to be underlined (with suggested alternatives):  First ofall, it would be a good idea to start reading more in English. (To begin with, one suggestion is to read more in English.)

• Another suggestion is to watch films on DVD without the subtitles. (Have you thought about watching English films with no subtitles?)

The best advice I can give you, though, is to get more English-speaking penfriends and email friends. (Why don t you try getting an English penfriend and writing to him in English?)

3      a. Go through the language for giving advice. Give ss a minute or two to highlight the advice phrases in model B

As an extension, ss can replace these phrases with other appropriate ones from the table.

Answer Key it would be a good idea to Another suggestion is to That way

The best advice I can give you is to

b.    Direct ss to the problems. Elicit which advice appropriate for each one.

Answer Key

c.     ss work in pairs to practise using the language of advice from the theory box for the problems.

Suggested Answer Key

2      Have you thought about getting a part-time job? Then you'll always have money ofyour own and it will give you a bit of independence from your parents.

3      You should speak to your teachers. That way, at least then know about the situation and the/ll respect you for trying to find a solution.

4      I think the best thing you could do would be to invite her out for a coffee. Ifyou do this, shell see that you want to make an effort to sort outyour differences.

4      a. Remind ss that the way a letter begins and ends is also very important. Go through the various ways of beginning (opening remarks) and ending (closing remarks) informal letters. Then, ss do the exercise.

Answer Key

5      6 b. ss write alternatives in pairs.

Suggested Answer Key

Alternative opening remarks:

Dear Dan,

Good to hear from you. Sorry I didn't reply straight away but I was away on a school trip. I'm writing with one or two suggestions on how to improve your English.

Alternative closing remarks:

Well I hope this helps. Give my regards to your mum and dad and write back soon. Love,

Pam

Refer ss to the information about semi-formal style

5 a. Allow the class a minute or two to decide on the style of each extract. Check ss' answers, then ss work in pairs to fill the gaps.

Answer Key

Extract A is informal (short forms, simple vocabulary)  Extract B is semi-formal (more polite, neutral style)

b.    Elicit answers from the class.

Answer Key

Extract A is to a close friend

Extract B is to a former colleague

c.    Explain that ss should decide which phrases fit in with the semi-formal style of extract B. Do the first two items with the class, then ss work in pairs to complete the exercise.

Answer Key  inappropriate - too informal

2   appropriate — polite and respectful

3   inappropriate - too informal

4   appropriate - polite and respectful

5   inappropriate - too informal

6   appropriate - polite and respectful

7   appropriate - polite and respectful

8   inappropriate - too informal

6 Explain the task. Help ss with the first item as an example, then ss complete the exercise in pairs.

Suggested Answer Key

       a informal — to a friend

2   b semi-formal -to someone you don't know very well (e.g. a familyyou are planning to stay with)

3   c semi-formal - maybe from a problem page

4   d informal - perhaps from a friend who lives faraway

5   a informal - to a friend or a penfriend

6   d semi-formal -maybe to a family you recently stayed with

ss do the exercise on their own. then check round the class, drawing attention to the difference between the informal and semi-formal expressions used.

Answer Key

2   asking for permission: D

Would it be all right ifl stayed atyour house next Friday night?

3   expressing a complaint: G

I                   was dissatisfied with the food.

4   correcting information: H

I                   think you might be mistaken about the price.

5   making a suggestion: A

It would be a good idea ifyou phoned the secretary and asked her.

6   refusing an invitation: C

I'm afraid I won't be able to come on Thursday night.

7   thanking someone: E

Thankyou very much for all your help at the reception.

8   apologising: B

Please accept my apologies for the damage toyourjacket.

b. ss work in pairs to write sentences. Then ask various ss round the class to read out any one of their sentences; for each one, the rest of the class should say whether it is informal or semi-formal and what its function is.

Suggested Answer Key

2   asking for permission

Informal: Can I callyou ifI dont understand something? Semi-formal: Would it be all right if I called you if there is something I don 't quite understand?

3   expressing a complaint

Informal: I didnt like the show at all.

Semi-formal: I was dissatisfied with the show.

4   correcting information

Informal: You're wrong about John, you know!

Semi-formal: I thinkyou might be mistaken aboutJohn.

5   making a suggestion

Informal: Why not to' going to bed an hour earlier? Semi-formal: It would be a good idea if you went to bed an hour earlier.

6   refusing an invitation

7   thanking someone

Informal: Thanks a million for being a shoulder to ay on. Semi-formal: Thank you very much for being there when I needed you.

8   apologising

Informal: I'm really sorry that I kept you waiting so long at the cinema that night.

Semi-formal: Please accept my apologies for having kept you waiting so long at the cinema that night.

Refer ss to the information about formal style. Elicit why one might write a formal letter (e.g. to mplyforajob, to complain about a product or service).

8 a. Allow ss a few minutes to read the extracts and discuss their answers in pairs. Then check ss' answers.

Suggested Answer Key

Extract A is informal. It is written to a close friend to ask permission to borrow their guitar.

Words and phrases to be underlined: Can I borrow; a couple of days; take very veo' good care of it; you see; get-together; be a laugh if; brought our guitars along; trouble is

Extract B is semi-formal. It is written to thank somebody, probably someone the writer does not know very well or someone much older oryounger

Words and phrases to be underlined: really appreciate; largely thanks to you; great opportunity; meet up; thank you again for

Extract C is formal. It is a letter complaining about the treatment the writer received on a recent visit to a restaurant, so it is probably written to the manager ofthe restaurant.

Words and phrases to be underlined: not only but also; specifically booked; I found this to be totally unacceptable; in addition to this

b. Ask ss to read the extract and establish that it is in informal style. Explain to ss that they have to imagine the extract is to become part of a letter to someone they have never met, so a much more formal style is needed. ss work in pairs to produce a more formal version using the language given. Monitor and help ss as they are doing this. Then ask one or two pairs to read out their version.

SuggestedAnswerKey

I suggest that we ask Marcos to help us. Not only does he have a car, but he also has experience in this type of thing. I am confident that he will be willing to help, especially if we Offer him some money for petrol. In addition to Marcos, my brother has offered to join us. With four of us, we will be able to finish the work very quickly.

9 Go through the rubrics with ss and elicit the key information. ss then underline it. ss work in groups of three or four to answer the questions. Monitor their work. Ask one group to report back for each rubric.

SuggestedAnswer Key

A Key information to be underlined: penfriend; recently written to you; unhapy with school and home life; write a letter of advice; offering yoursupport; making various suggestions and saying what results you expect

1   a letterofadvice

2   mypenfriend

3   I should say that I have received my penfriend's letter and maybe mention that I was sorry to hear that he/she is unhappy.

4   informal

5   different pieces ofadvice in separate paragraphs (l should also mention the expected result ofeach suggestion) 6 Beginning:

Dear Mark,

I've just received your letter. Sorry to hear that you havent been feeling so good. It happens to us all, though, so don't worry too much about it. I thought I would write back Straight away with a few suggestions I have thought of. Ending:

fm sure that ifyou try some of these things, you'll feel more in control and things will start to improve. Let me know howyou get on. Helen

B   Key information to be underlined: Your best friend; wrote to you to ask whatyou have been doing; write a letter; say what you have done lately; plans you have for the near future  a letter giving information

2   my best friend

3   I could say that I have received my best friend' letter and maybe make some comment on his/her news.

4   informal

5   My main body could be split into 2 paragraphs:

        What I have been doing.

        My plans for the near future.

6   Beginning:

Dear David,

Thanks for your last letter. It sounds as though you have settled in very well in your new environment. You asked what I'd been up to so I thought rd drop you a line with my latest news.

Ending:

Well, that's about it for now. I should really get back to my studies. Let me know if you're planning to be in the area - it would be great to see you again.

Max

C   Key information to be underlined: Last summer you stayed with a British family; ask how you are; whether your stay helped you with your studies; letter in reply

 a letter giving information

2   the British family I stayed with last summer

3   I could thank them for their letter and apologise for the delay in writing.

4   semi-formal

5   My main body could include paragraphs about my news and my thoughts about how much my stay with them helped with my English.

6   Beginning:

Dear Mr and Mrs Carter,

Thankyou foryour letter. Sorry it has taken me so long to reply but I have been doing exams at school and have been studying very hard.

Ending:

10 ss write the composition for homework. Remind ss that they must use what they have learnt in the writing section in their compositions. Before ss hand in their pieces of writing, ask them to go through the Checklist for Unit I at the back of the book and check their answers against it.

SuggestedAnswer Key

A DearKaren,

Thanks for your letter. I was really sorry to hear you're so unhappy at the moment and thought rd drop you a line to Cheeryou up and pass on some friendly advice.

First of all, it seems to he that both your problems are closely linked. Because you feel lonely at school you are unhappy at home. Why not join the school sports team? I know you're fond of sports so that would be an ideal opportunity to make new friends with people your age. And have you ever thought about joining an after-school club? I did that when we first moved to the city and believe me it works!

Now, as for the situation at home, I really think you should talk to your parents. Just explain how you feel; you'll be surprised how understanding theft/ be. As the situation is now they can only guess at why you're so sulky all day and they certainly cant help! Trust me, it will clear up the tension and they'll probably have some useful tips too!

If you follow my advice, I'm sure you'll feel much better soon. Anway let me know how it goes.

Lots oflove, Cynthia

B Dear Lee,

Thanks for your letter! It was great to hear all your news. Since we last spoke [ve been really busy too.

First of all, I finally got my drivers licence! You cant imagine how relieved I was after failing four times! I'm now working overtime to save up for my own car. Remember I was thinking about starting Spanish classes? Well, I finally decided to enrol in a language school in my area with lessons on Saturday. I'm really enjoying it but as you can imagine there hardly any free time left!

Fortunately, its already May and I've got my summer holiday to look forward to. On I st June I'm flying to Ibiza fot a week and I'll probably hire ajeep there. I know it's rather short notice, but would you care to join tne? Iffll be great fun! After my holiday I'll be very busy with some conferences I have to organise for work Then, in December {Il have my Spanish exam, so Ill really need to study hard after the summer!

Well, so much for my news. Don't forget to let me know if you canjoin me on Ibiza. Lots oflove,

C DearMr and Mrs Whitman,

Thank you very much for your letter. Since I left England a lot has happened.

To begin with, I have been very busy With my studies. NOW that I am in the last year of unwersity, we seem to have one exam after another. Fortunately, I only have one more month to go and then it will all be over! After the summer I will start looking for a job and hopefully I will soon be working as a psychologist. Furthermore, I am still fond of horse riding and have also been busy with that. Next year I even hope to take part in competitions.

My month in England with you really seems to have improved my English. According to my Scottish penfriend I now make hardly any mistakes in grammar. I have also found it very helpful with all the books in English I had to read for my studies! Once again I would like to say how grateful I am for your kindness and hospitality.

Thank you once again for your letter. I am looking foward to hearing from you again. Give my regards to Lucy. Best wishes,

Jennifer

Unit 2 — Moods and Feelings

Lead-in (p. 23)

1       a. Explain the task. Brainstorm with ss. Ask ss to say as  many adjectives as they can think of to do with feelings. Read out the adjectives and elicit their meanings. ss work in pairs and do the exercise. Check ss' answers.

Answer Key

Suggested Answer Key  fearful, terrified, troubled

2 drowsy, worn out, shattered

3  smiling, positive

4  concerned, anxious

5  irritated, upset, displeased

6  gloomy, depressed 7 stunned, dazed

b. Allow ss two or three minutes to make up sentences, then ask individual ss to read them out. Elicit why the people feel this way.

Suggested Answer Key

2       The man is this picture looks rather cross and annoyed.

3       The man in this picture looks exhausted.

4       The children in this picture look happy and cheerful.

5       The man in this picture looks rather worried and thoughtful.

c. Elicit how different ss feel about the situations given.

Read the example aloud. ss work in pairs and complete the task. Monitor ss' performance around the class.

Suggested Answer Key

A: I find traveling to work really stressful.

B: Really? I don't. In fact, I find it quite relaxing.

A: I find writing letters really dull.

B: Really? I don t. In fact, I find it quite enjoyable.

2  Read out the sentences one at a time and help ss to interpret them, then elicit which students agree/disagree and ask them to give reasons. As an extension, ask ss to find similar proverbs in their mother tongue and explain them in English.

(ss' own answers)

3  a. Explain the task. Play the cassette once. ss listen and do the exercise. Check ss' answers. Play the cassette again with pauses for ss to explain why each speaker feels the way he/she does.

Answer Key

      1 bored 2 surprised/excited   3 stressed

b. Elicit various situations from ss and write them on the board. ss work in pairs and talk about thé situations

and how they felt.

(ss' own answers)

Reading (pp. 24-25)

 Write 'Happiness' on the board and ask the class what makes them happy. Elicit a few answers, then refer ss to the items listed, explaining any unfamiliar words. ss complete the task. Ask some ss to read out their list to the class and to justi9 their choice for the most important item in the list.

 (ss' own answers)

2 a. Read the title and the first and last paragraphs aloud. Elicit answers to the questions from ss around the class.

Suggested Answer Key

 The article is about happiness and how, despite our efforts to achieve it, many people remain generally unhappy in their lives.

2 (ss' own answers) 3 Janet's steps are:

    get rid of doubts and learn to be more contented with yourselfand your life  change your outlook your relations with others and the choices you make  be an optimist  learn from-other people

    change how we interpret what happens to us

    see ourselves as acceptable to those around us and as valuable members ofsociety  don't criticise yourselfor demand too much ofyourself  focus on the present

b.    Allow ss two or three minutes to read the text quickly (not including paragraphs A-I) and check their answers.

c.     Explain the task and go through the strategy point. Explain that ss need to follow this advice in order to complete the task successfully. Ask ss to read the paragraphs (A-I). For each one, check that ss understand the main point. Then ask ss to read carefully the first and second paragraphs of the text, and try to decide why G is the correct answer. (G contains the reference words 'In the past', which contrast with 'these days' in the next paragraph and shows the passage of time. It also contains the word 'now', which relates to 'these days'. That particular group' in the next paragraph refers back to 'the younger generation' in paragraph G. Also 'feel comfortable talking openly' in the next paragraph contrasts with 'rarely discussed' in paragraph G.) Then ask ss to reread carefully the paragraphs before and after gap I and ask them to think what information is missing and then find which paragraph fits best. Check the answer (F) and why it fits, eliciting the connecting words, phrases and ideas. Continue in this way for one or two more gaps. Then ss complete the rest of the task individually. Check ss' answers, for each one eliciting the reasons why it fits.

Answer Key

I F

Connecting words, phrases and ideas:

 In paragraph F, 'nowadays' refers back to These days' in the paragraph before gap 1. In the paragraph aftergap 1, 'She' refers back to 'Janet' in F, and 'slowly achieve contentment when she realised her attitude was changing' refers back to 'slowly found that changing her outlook has brought her happiness' in F.

2       In paragraph B, 'She was, at one point, a definite pessimist' continues the description of Janet before she changed in the paragraph before gap 2, and refers back to 'she criticised herself endlessly, certain that she did not deserve success and happiness.' In paragraph B, 'she came to the realisation that ...'t and this idea is continued in the paragraph after gap 2, with 'The turning point in her life was when

3       In paragraph 'Change' refers back to Change many aspects of her life' in the paragraph before gap 3. In the paragraph after gap 3, 'Ifwe do decide to change things, however ' makes a contrast with 'Most of us have a tendency to stay with what we know rather than choosing any form ofchange :in paragraph A

4       In paragraph E, 'these findings' refers back to What she understood from her research was that in the paragraph before gap 4. In the paragraph after gap 4, 'how we feel about an event' refers back to 'the way we view it leads to happiness or unhappiness' in paragraph E.

5       In paragraph C, 'moments ofboth happiness and unhappiness' refers back to 'how we feel about an event' in the paragraph before gap 5. 'Janet herself.' makes the transition from generalisation in the paragraph before gap 5 to Janet's personal experience in paragraph C. In the paragraph after gap 5, 'that same level of contentment' refers back to 'being a contented individual' in paragraph C.

4

5

6       In paragraph H, 'however, happiness is not a goal ' makes a contrast with ' as long as we really want to succeed in the paragraph before gap 6. In the paragraph after gap 6, 'further advice' follows on from 'advise people that ' and the advice given in paragraph H.

7       In paragraph D, the negative consequences of 'thinking and worrying about the past and anxiously planning the future' fit in with the advice given in the paragraph before gap 7 to 'focus on the present'.

a.    Allow ss two or three minutes to read the article again. ss then explain the words in bold by giving examples or synonyms. ss can look up the words in their dictionaries.

Suggested Answer Key desire: wish achieve: get openly: freely contentment: happiness vulnerable: defenceless outlook: viewpoint upbringings: the way one was brought up criticise: put down, complain about demand: ask focus: concentrate deserve: earn, be worthy

b.    Explain the task. ss work in pairs and underline all the adjectives used to describe feelings and complete the task. Elicit answers around the class.

Answer Key comfortable: at ease - comfort contented: happy - contentment unhappy: sad - unhappiness sad: unhappy - sadness valuable: important - value

Explain the task. ss work in pairs and explain the phrases. ss may use their dictionaries to help them. Check ss' answers around the class.

Suggested Answer Key

1       surround us/come at us from every angle

2       acknowledge the truth    

3       takea course ofaction that we decide

4       interpret things in our own way

Allow ss time to read the text again and ask them to make notes about three of the writer's main points. When ss have prepared their answers, ask them to work in pairs and discuss them. Monitor ss' performance around the class. Choose some pairs to discuss the points in front of the class.

Suggested Answer Key

A: The writer suggests that we cannot be happy in life until we decide to stop being unhappy.

B: Yes, she believes that happiness comes when we change our outlook and attitude to life and concentrate on the present rather than the past or the future.

 That's right. She also states •that the way we interpret what happens to us can make a huge difference to how we feel. I think she makes a number ofvalid points and everyone can be happy if they always look on the bright side of things.

6 Read the questions and Allow ss time to prepare their answers. ss complete the task in pairs. Ask some pairs to report their answers back to the class.

Suggested Answer Key

A: When I need to cheer myself up, I usually read a good book or watch a comedy film. How aboutyou?

B: I usually go shopping and buy myself something nice like a pair of earrings or a bag, then I feel much better. Would you say you are an optimist or a pessimist?

A: I suppose lama bitofa pessimist because I always thinkabout the worst thing that can happen rather than the best thing. What about you?

B: lam more of an optimist because I always tell myself that no matter what happens I still have my family and my friends who can help and support me.

Language Focus (pp. 26-27)

1 a. Read out the list of adjectives and explain/elicit the  meaning of any unknown words. Write a table on the board and ask ss around the class to say which adjectives are positive/negative to complete the table. ss copy the completed table into their notebooks.

Answer Key

Positive: cheerful, generous, calm, glad, relaxed, joyful, happy, excited, optimistic, funny

Negative: depressed, stressed, frustrated, aggressive, lonely, worried, angry, nervous, sad, furious, shy, tense, lazy, proud, terrible

b. Explain the task and read out the sentences. ss complete the exercise. Check ss' answers, and check differences in meaning by asking ss to expand their sentences with an example.

SuggestedAnswer Key

1      Jackis in a cheerful mood today.

Jack is in a generous mood today.

Jack is in a relaxed mood today.

Jack is in ajoyful mood today.

Jack is in an optimistic mood today.

Jack is in a funny mood today.

Jack is in a tense mood today.

Jack is in a lazy mood today.

Jack is in a terrible mood today.

Jack is in an aggressive mood today

2      Maria feels happy today. Maria feels excited today.

Maria feels glad today.

Maria feels calm today.

Maria feels lonely today. Maria feels worried today Maria feels angry today.

Maria feels nervous today.

Maria is feeling sad today.

Maria feels furious today.

Maria is feeling shy today.

Maria feels proud today.

Maria is feeling depressed today.

Maria feels stressed today.

Maria feels frustrated today

3

a. Go through the lists of words and elicit their meanings. Elicit which physical sensations go with which feelings. ss make sentences. Check ss' answers by asking individual ss to read thetr sentences aloud.

Suggested Answer Key

I was so frightened my heart was pounding. I was so excited I had a rush ofadrenaline.

I was so hungry my stomach was rumbling.

I was so stressed my palms were sweating.

I was so nervous I had butterflies in mystomach.

b. Read out the questions and elicit answers around the class. As an extension, ask ss to guess what these actions might mean in another country. Alternatively, play a game. One student mimes a situation and performs one of the actions. The rest of the class try to guess how he/she is feeling and why. SuggestedAnswer Key

In my country people frown to show they are unhappy.

In my country people drum their fingers to show they are impatient.

In my country people lick their lips to show they are hungry.

In my countrypeople raise their eyebrows to show they are surprised. In my countrypeople wrinkle their nose to show they are disgusted.

a.    Explain the task. Read out the words in the box and explain any which are unknown. ss complete the task. Check ss' answers.

SuggestedAnswer Key

Words to be crossed out: fear, panic, obsessive

b.   Explain the task. Then ss talk in pairs about their own experiences.

Suggested Answer Key

I feel alive when I am on top ofa mountain. What aboutyou? I feel alive when I am running.

                                                                                                                         I feel healthy when I eata salad. What about you?

4 e fox

10 Do item I with ss and then ss work in pairs and complete the exercise. Divide the list and the class into four groups and ask each group to check six items in Appendix I at the back of the book. Check ss' answers, then ss make up sentences using the prepositional phrases. Alternatively, assign the exercise as written HW. ss prepare the sentences for the next lesson. Check ss' answers. ss should memorise these phrases.

Answer Key

Suggested Answer Key

           I am afraid ofspiders.

2        I was very amused by the clowns at the circus.

3        Tm is angry with me and he's not talking to me.

4        My mum was annoyed with me about my behaviour.

5        I am very anxious about my exam results.

6        I was ashamed ofJane for behaving so badly.

7        / am bored with this Computer game now; I need to buy a new one.

8        Philip is brilliant at chess.

9        I was very close to my grandma.

10     Bill was delighted with his birthday present.

11     I am disappointed with myselffor failing the exam.

12     Charlie is excited about the school trip.

13     Stuart has been faithful to his wife for forty years.

14     Jack is very friendly with the boy next door.

15     Harry is frightened ofsnakes.

16     Anne is furious with Andrew about what he said.

17     Diana is grateful to Eddie for lending her the money.

18     Liz isjealous ofEmma because she is more popular than she is. 19 I am very nervous about taking my driving test.

20       Chris is pleased with Jake because the teacher says he is trying very hard in class.

21       She is very proud ofher new house.

22       A man on the bus was very rude to me this morning.

23       Martin is very sensitive about his baldness. 24 Janet is upset about losing her watch.

Listening & Speaking (pp. 28-29)

(ss' own answers)

b.    Go through the exam strategy box. Explain that ss must follow this advice in order to complete the task successfully. Read the descriptions A-F once more and play the cassette. ss do the exercise. Stop the cassette after the second playing of each speaker to check ss' Answer Key

c.     Refer back to the notes on the board. Elicit which of these words ss heard on the cassette.

(ss' own answers)

2 a. Explain the task. Read out the questions and elicit answers around the class.

    Suggested Answer Key      

Body language is the messages we send out through the use of actions and gestures.

2      I think people can probably guess what cats are thinking and feeling through their body language. For example, ifa cat tilts its head to one side it may be showing that it is curious about something.

b.    Explain the task and read out the strategy box. Explain that ss must follow this advice in order to complete the task successfully. Play the cassette twice. ss listen and complete the exercise. Play the cassette again, pausing after the information for each question, and ss check their answers. Answer Key

c.    Read out the question and elicit examples around the class of body language which shows how we feel. Write these on the board. ss then work in pairs and discuss the question. Monitor ss' performance around the class.

Suggested Answer Key

Suggested Answer Key

See tapescript for Exercise 4 p. 29 in the S's Book

b. Read out the questions and ss complete the task in pairs. Check ss' answers by asking some pairs to report back to the class.

Suggested Answer Key

See tapescript for Exercise 4 p. 29 in the SS Book.

4      Explain the task. Explain/Elicit the meanings of the points to be assessed as well as what would represent an unsuccessful performance in each of the areas listed. Play the cassette: ss listen and complete the task in pairs.

answers.

Suggested Answer Key

Both students perform equally well in terms of grammar and vocabulary. The pronunciation of both students is equally good and they interact well together. They both answer the questions quite well although not as fully as they could have done.

5      a. Explain the task. Ask two ss to read the dialogue aloud.

ss complete the task. Check ss' answers.

Answer Key

Are you alright? - asking how somebody feels

We been in a bad mood all day, I'm really depressed. - expressing how somebody feels

b.    GO through the phrases in the box. Model a dialogue with a S. Then ss work in pairs and act out their dialogues. Monitor ss' performance. Then ask some pairs to act out their dialogues in front of the class.

SuggestedAnswer Key

A: Is everything alright?

B: Actually, no. I'm upset about having my car stolen.

A: Whats wrong with you?

B: To be honest, I've been in a bad mood all day because IVe lost my purse.

6      a. Explain the task and what is meant by the term 'exclamation'. Read the adjectives and explain/elicit the meaning of any that are unknown. ss do the exercise.

Check ss' answers.

Answer Key

2       Hes relieved.         5 He's annoyed.

3       He's confused. 6 She's disgusted. 4 Sheg grateful.

b.    Explain the task and read out the sentences. complete the task. Check ss' answers.

Answer Key

c.     Explain the task and model the exchange with a S. ss complete the task in pairs. Check ss' answers by asking various pairs to act out their exchanges in front of the class.

Suggested Answer Key

A: Look at that big roller coaster. B: Wow! That's amazing!          

 We've finished the project in time. B: Phew! What a relief!

A: What's fifty seven times eighteen?

B: Ed I dont know.

 I boughtyou this gift.  Oh! Thankyou!

A: Listen to my new CD. B: Shh! Be quiet!

Reading: Literature (pp. 30-31)

Suggested Answer Key

I think the novel is about life and manners in the 19th century.

b. Allow ss time to read the short text about the author, help them with vocabulary and then elicit what questions ss have. Write these on the board. ss read the extract. Elicit answers to the questions on the board from ss around the class.

(ss' own answers)

2      a. Go through the strategy point and explain the task. Explain that ss need to follow this advtce in order to complete the task successfully. Ask different students to read out the sentences (A-I). Ask ss to look at the example and elicit why D is the correct answer. (It contains the reference words 'After all, the house' which introduces the why 'no one could dispute her right to come' in the previous sentence.) ss complete the task. Check ss' answers.

Answer Key

b.    Explain the task then ask various ss to complete the task orally in class.

SuggestedAnswer Key

next sentence.

3      a. Explain the task and ask ss to find the collocations in the extract. ss then work in pairs to write sentences. Check ss' answers by asking various ss to read out their sentences. Suggested Answer Key hasty decisions (line 24) strong emotions (lines 34-35) thoughtless behaviour (line 5) good-humoured (lines 45-46) self-control (line 44)

I       try to avoid making hasty decisions whenever possible.

People who display strong emotions make me feel uncomfortable.

There is no excuse for his thoughtless behaviour. Sam is a good-humoured person.

J       know how to show self-control in emotional situations.

b.    Explain the task. ss complete the task. Check SS' answers around the class.

Answer Key  line 1 1 - Mrs John Dashwood's husband's family  line 19 - Mrs Dashwood's three children  line 32 - Marianne  line 37 - Mrs Dashwood and Marianne

c.     Allow ss two or three minutes to read the article again. ss then explain the highlighted words by giving examples or synonyms. Encourage ss to work out the meaning from the context before looking up the words in their dictionaries. Check ss' answers.

Suggested Answer Key

dispute: argue with inconsiderate: thoughtless impolite: rude hasty: quick similarity: resemblance striking: very noticeable cherished: appreciated inappropriate: out ofplace offence: insult disgusted: appalled

4      a. Allow ss time to find and underline all the adjectives. Explain/EIicit the meaning of any unknown words, then ss complete the task. Check ss' answers.

Answer Key

Mrs John Dashwood - inconsiderate, selfish

Mrs Dashwood - enthusiastic, generous

Elinor — affectionate

Marianne — sensible, clever, generous, likeable, interesting, not careful

Margaret — good-humoured agreeable, romantic

Mrs John Dashwood is an inconsiderate and selfish woman.

Mrs Dashwood is enthusiastic with a generous nature.

Elinor has an affectionate nature.

Marianne is sensible, clever and generous. She is also likeable interesting. However, she is not at all careful.

Margaret is a good-humoured agreeable and romantic girl.

b. Explain the task. ss work in pairs and do the task. Check ss' answers orally in class.

Suggested Answer Key

Mrs Dashwood - deeply hurt, absolutely disgusted, hated her daughter-in-law, her love for her children, overpowered by the pain

ofgrief, overwhelmed by sorrow

Elinor - concerned about her sister's strong emotions, suffering, her feelings were strong

Marianne - overpowered by the pain of grief, overwhelmed by sorrow, her sorrows and herjoys had no limits, strong emotions

5     Explain the task. Do the first item with ss, then ss complete the task. Check ss' answers.

Answer Key

6     a. Read out the question and elicit answers from various ss around the class. Ask ss to give reasons for the choices.

SuggestedAnswer Key

I sympathise with Elinor the most because she is also grieving for her father but keeps her feelings hidden to try to make their situation more bearable. She has to be the practical and sensible one in the family because everyone else is too emotional.

b. Explain the task. Play the cassette and elicit answers from various ss around the class.

           (ss' own answers)       

English in Use (pp. 32-33)

 Explain the task, then work through the exercise in class eliciting answers and explanations from different students. This serves to revise the present simple and continuous tense forms and their us6. Refer ss to the Grammar Reference section for more detail.

Answer Key    are playing - to show sth happening at the time ofspeaking

2      freezes - to show a law ofnature

3      is visiting - to show a fixed arrangement in the near future

4      catches - to show a habit

5      is looking - to show 5th happening around the time of speaking

6      is always interrupting - to show an irritating habit

2      Explain the task. ss do the exercise. Check ss' answers.

Answer Key

3      a. Explain the task. Revise state verbs and refer ss to the Grammar Reference section for more detail. ss work in pairs and complete the exercise. Ask ss to explain the changes in meaning. Check ss' answers.

Answer Key

1       is thinking - is considering

2       think - believe

3       doesnt taste - doesn't have a nice flavour

 4 is tasting - is testing

 5 see - understand

6      is seeing - is meeting

7      is - doesn't listen

8      is being - is behaving

b. Explain the task. Explain that ss must think of state verbs to do this exercise. ss work in pairs and complete the task. Check ss' answers.

Suggested Answer Key

I hate getting up early in the morning.

Jane loves eating ice-cream.

Tony wishes he had enough money to buy a new car.

Write I used to on the board and ask ss what it means, and how the sentence could end. Then read out the sentences in the exercise and elicit what each one refers to. Refer ss to the Grammar Reference section for more detail. SuggestedAnswer Key a- a past state b - a current situation c - a current changing situation d - a past habit

b. Explain the task. Do the first item with ss then ss work in pairs to complete the exercise. Check ss' answers.

Answer Key am getting used to waking up

2      used to play

3      used to go out 4 used to eat

c. Explain the task. Elicit suitable answers from ss around the class.

Suggested Answer Key

I am used to getting up early in the morning.

I am used to going to school on the bus.

I am used to living in a big city.

I am used to going to bed early.

I am used to sharing things with my brothers and sisters.

d. Explain the task. Go through the situations and start a class discussion. ss then complete the task. Elicit answers from ss around the class.

Suggested Answer Key

I'll have to get used to a new school if/ move to a different town. I'll have to get used to working for a new boss and working with new people if I get a new summerjob.

I'll have to get used to eating different food ifI go on a strict diet.

5           Explain the task. Help ss with the first two or three, then ss finish the exercise in pairs. Remind ss that the second sentence must have the same meaning as the first. ss complete the exercise. Check ss' answers and ask ss to identify the grammar structure being tested. Answer Key

1 not like Noel to be (be like sb+ to + inf)

2does not feel like going (feel like + ing form)

3avoid being recognised u. (avoid + ing form)

4has a tendency to criticise (tendency + to + inf)

5is always complaining about hjm (present continuous to show an irritating habit)

6           is used to sleeping until (be used to + ing form)

7           interested in learning Spanish than (interested in + ing

6     Write the adjective endings -ing, -ive, -able, -y and -ed on the board and ask ss to think of any adjectives that use these endings. Elicit a few for each ending and write them on the board leg. tiring, exciting, productive, attractive, enjoyable, likeable, rainy, sunny, excited, tired). Elicit the related verbs and/or nouns, and point out spelling changes such as the loss of the final e from the verb tire to tiring, the change from the verb produce to productive, the double

nn in sunny etc. Ask ss to look at the list of verbs in the exercise and check they understand them. Ask ss to work in pairs to decide which adjective endings can be used with each verb, and whether any spelling changes are needed Point out that in some cases more than one adjective can be formed from one verb. Check ss' answers, checking differences in meaning where there is more than one adjective. As an extension, elicit from ss the nouns related to the verbs and adjectives formed. For practice, ss write sentences using some of the adjectives formed.

Suggested Answer Key comfortable/comforting relieved trusted/trusting pressured/pressing irritating/irritablefirritated caring protective     scary/scared bored/boring satisfactory/satisfying/satisfied

7     Go through the strategy point and explain that ss must follow this advice in order to complete the task successfully. Follow the procedure outlined in the strategy point. Ask ss to look at the title and elicit their own ideas on what makes us happy, and what they think the text might include. Then ask ss to read through the whole text quickly, without paying attention to the gaps. Ask a few questions to check basic comprehension (e.g. Is there a link between happiness and peopleS situation? Is gratitude important?) and help ss with unknown vocabulary in the text. Then ask ss to read the first sentence again more carefully. Focus on the example, and establish that happiness is a noun, and is the object of the verb 'studying'. Then focus on gap I; elicit what part of speech is needed (an adjective to describe the noun 'conclusions') and elicit the answer (significant) and write it on the board. Remind ss that spelling is important in this exercise. Repeat the process for the next few gaps, reminding ss to look at whole sentences and to keep in mind the meaning of the whole text. For the remaining gaps, ss work in pairs to complete the task. Allow ss time to reread the whole text to check that it makes sense. Check ss' answers and spelling.

Answer Key

         7 significant              5 essentially                   9 realisation

2      reflection    6 ungrateful             10 activities

3      relatively     7 tendenty

4      miserable    8 complaint

8     Explain the task. Go through the strategy point and explain that ss must follow this advice in order to complete the task successfully. Read out the title and ask ss what they know about Feng Shui. Ask ss to quickly read the text silently, ignoring the gaps, to get the gist. Ask a few questions to check comprehension. Read out the example and explain that booming is a verb used to show a sudden increase and collocates with business. ElicitÆxpIain why the other alternatives do not fit. Then do item 1 with ss. Ask ss to look at the words before and after each gap then think of a word that would fit. They should then look to see which of the options matches what they think the missing word is. ss do the exercise. Check ss' answers.

Answer Key

Writing: Transactional Letters (I ) (pp. 34-38)

1       Go through the theory box and read out the rubric. Help ss to recognise and underline the key words. Then, elicit answers to the questions.

Answer Key

Key words to be underlined: class; organising; surprise birthday party; English teacher; Mr Smith; class prefect; invite his wife; ask her for advice on what to buy; as a gift; notes; use the information to write a letter to Mrs Smith

 Mrs Smith

2       semi-formal

3       to invite her to the party and to ask for her advice about what gift to buy

4       who I am and why I am writing

5       two

The party will take place after school on 10th May. It will be held in the school gym and it starts at 5pm. There will be a buffet and the guests will include Year 10 English students, the staffof the English Department and the Headmaster.

I would like to ask your advice regarding a suitable gift. We cannot decide whether to buy a book, a watch or a jumper. Perhaps you could tell us which you think he would prefer. On the Other hand, you may have a better idea. Any suggestions would be more than welcome.

6       If you have any questions, please do not hesitate to contact me. I look forward to seeing you at the party

Explain that this task tests ss' ability to recognise writing styles and that a semi-formal style is the most appropriate style for this type of letter. ss complete the task. Check ss' answers.

SuggestedAnswer Key

Could you help us to decide what present to buy?

We are holding the party after lessons on 10th May.

b. Read the questions aloud. ss complete the task. Check ss' answers.

SuggestedAnswer Key yes

2 As you know, On the otherhand - Asyou are aware, Alternatively 3 yes, semi-formal  no contractions or short forms e.g. I am writing, we cannot  no colloquialism or idioms  advanced vocabulary e.g. your presence would add, advice regarding a suitable gift

4 I think Mrs Smith will be pleased to attend the party and give her advice because the letter is well-written. It has a polite tone, addresses her properly and uses courteous language throughout.

C. Explain the task and remind ss that semi-formal style is needed. ss complete the task. Check ss' answers.

Answer Key

3 a. Explain the task and allow ss time to read the advertisements and notes. Point out that indirect questions are needed for a semi-formal style of writing Read out the phrases in the box and the example. Point out the grammatical change needed from direct to indirect questions. ss complete the task. Check ss' answers

I would like to know how far in advance I need to book.

Could you tell me which bands will be performing? I am interested in finding out whether there is a discount for students.

Could you tell me whether equipment will be provided?

I would like to know exactly when the holidays are.

I would appreciate it ifyou could let me know what other activities are available.

I would be grateful ifyou could tell me what the cost will be.

b. Explain the task and rèad out the example. ss do the task. Check ss' answers around the class. SuggestedAnswer Key

I would like to know how early I need to book.

Could you tell me which performers will be taking part? I am interested in finding out if there is a reduced ticket price for students.

Could you tell me whether the necessary sporting equipment will be supplied?

I would like to know in which months the adventure holidays take place.

I would appreciate it ifyou could let me know what other sports are offered.

I would be grateful if you could give me some more information about the prices.

4        a. Explain the task and read out the extract. ss complete the task in pairs. Check ss' answers.

Suggested Answer Key   a letter ofapology from a restaurant to a customer

2       to apologise for a mistake

3       the main body

4       by offering a free meal

b. Explain the task and point out that the style of the e¥tract is too informal. Ask ss to match the notes to the sentences in the extract. Elicit an answer for the first sentence and write it on the board. ss complete the task in pairs. Help ss where necessary. Check ss' answers.

SuggestedAnswer Key

Please accept our sincere apologies for the inconvenience caused. We take full responsibility. There was some confusion which caused a misunderstanding between our departments. I hope you will forgive the regrettable error and I assure you that we will do our  utmost to compensate you. Please accept a complimentary meal voucher to be used at your convenience.

5        Explain the task and reàd the rubric aloud. Help ss to recognise and underline the key words. ss complete the task. Check ss' answers.

SuggestedAnswer Key

Key words to be underlined: you, group of your friends; rented holiday apartment; number ofproblems; you left after three days; letter of complaint to the agency; read advertisement; and notes; whyyou are dissatisfied; What action you want taken

I the manager ofthe agency 2 a formal letter ofcomplaint 3 Opening remarks:

I am writing to express my extreme dissatisfaction with the holiday apartment I rented from you on 15th August. I believe your advertisement was misleading for a number ofreasons.

Closing remarks:

As you can imagine, I am extremely upset. I demand a partial refund in addition to an apology for the annoyance and discomfort I suffered. J insist that this matter be dealt with promptly.  

4 a strong tone because there were a lot of problems and my holiday was ruined

6        Explain the task. Allow ss some time to read the two models. Remind them that when choosing the most suitable model they should think about factors related to the style and tone of the letter, as well as how well it answers the question. ss do the task. Check ss' answers asking them to give reasons.

Suggested Answer Key

Model B is appropriate because it is written in a formal style and uses appropriate language. It covers all the points in the rubric and it rephrases all the information.

ModelA is not appropriate because it is written in an informal style which is not appropriate for this letter and it does not include all the information from the rubric ( balcony raling is not mentioned) and it does not rephrase the information at all.

7        Explain the task. ss complete the task in pairs. Check ss' answers.

Suggested Answer Key excessively strong language - 'how angry and disgusted I am', 'the ugliest apartment rve ever seen in my life' aggressive tone - 'ifyou don't you'll be in real trouble', 'hurry up and reply to this letter' overly informal/colloquial/idiomatic language — 'you've got a real cheek', 'wasn't room to swing a cat inside', 'I'd had enough' irrelevant information - 'l spent the first day of my holiday cleaning them' phrases taken word for word from the prompts - 'Not at all! Lots ofessential items were missing. ' points not covered in the rubric — dangerous balcony railing, view ofcar park

8        Explain the task and ask ss to read the phrases. ss work in pairs and complete the task. Check ss' answers.

Suggested Answer Key to complain about - to express my extreme dissatisfaction with misleading - totally inaccurate quite dangerous - extremely hazardous I felt I could not stay - I refused to remain

I am quite disappointed — I am extremely upset I feel I am entitled tb - I demand for the inconvenience caused — for the annoyance and discomfort I suffered

I look forward to receiving a prompt reply — I insist that this matter be dealt with promptly

9        Explain the task and do the first item with ss. ss complete the task. Check ss' answers.

Suggested Answer Key  strong - I would like my money back as soon as possible or I shall consider taking the matter further.

2       mild - I wish to complain in no uncertain terms about a faulty appliance / recently purchased from your store.

3       strong - I would like to make a complaint about the poor  service I received from your staff.

4       strong - I am writing to complain about your staff.

5      

6       mild - I wish to express my complete dissatisfaction with the appalling service I recently received from your company.

10    Explain the task. ss work in pairs and underline the key words and answer the questions. Check ss' answers.

SuggestedAnswer Key

A Key words to be underlined: you work for a mail order company; received a letter ofcomplaint from a customer; read the extract and notes you made; write a letter ofapology; give an explanation and details of what you will do to rectify the situation  a letter ofapology

2        the customer

3        formal

4        Dear Mr/Mrs (customer's name), Yours sincerely (my full name and position in company)

5        I would like to offer our sincere apologies for the unfortunate delay to the delivery of your goods and the inconvenience it has caused. I can assure you that we are doing our utmost to rectify this situation as soon as possible.

6        two

7        1 st - explanation for delay and solution

2nd - offer of compensation

8        We hope you will forgive the regrettable error, we take full responsibility, please accept a complimentary Please accept our apologies

9        will be sent by Express Delivery tomorrow — we Will despatch your order within twenty-four hours very sorry - good customer — We deeply regret this unfortunate situation and hope to retain your valued custom.

damaged on arrival - Unfortunately, it received some damage in transit.

we had to wait for the next delivery from suppliers - We were forced to wait for a replacement sent in the subsequent delivery from our suppliers.

offer free carry case and 3 films as compensation — By way of compensation we would like to offer you a complimentary carry case and three rolls offilm.

10     We apologise once again and hope to continue to receive your custom.

B Key words to be underlined: you are arranging an anniversary party for your parents; The Claremont Hotel; seems suitable you need more information; use the notes; write to the manager;giving details ofthe event and asking for further information

                    a letter requesting/giving information

2        the managerofthe hotel

3        formal

4        Dear Sir/Madam, Yours faithfully, (my full name)

5        I am in the process of making arrangements for an anniversary party for my parents and would like to request some information from you with a view to holding the party at your hotel.

6        two

7        1st- information about the party

2nd - questions I wish to ask

8        Could you tell me I would be grateful if you could tell me I am interested in finding out I would appreciate it ifyou could let me know

9        price list - Couldyou tell me the cost ofhiring the different  function rooms?

disco — I am interested in finding out whether a disco is available.

menu — Couldyou possibly send me a sample menu ofthe dishes available?

10     Thank you for your help in this matter. I look forward to hearing from you atyour earliest convenience.

C    Key words to be underlined: you want to improve English; advertisement; school notice board; read advertisement and notes; write a letter; giving details requested and asking for more information

            a letter requesting/giving information

2         Mr Thompson

3         formal

4         Dear Mr Thompson, Yours sincerely (my full name)

5         I am writing in reference to your advertisement on the notice board at Baines High School for private English lessons.

6         two

7         I st - information about myself

2nd - questions I wish to ask

8         Could you tell me I would be grateful ifyou could tell me I am interested in finding out I would appreciate it ifyou could let me know

9         where - I would like to know where the lessons will take place.

when — Couldyou tell me on what days and at what times the lessons will take place?

how much — I am interested in finding out the cost of the lessons.

course books provided - Could you tell me whether all the teaching materials will be provided?

one-to-one or groups - I am also interested in finding out whether the tuition will be individual or in small groups.

10      I can be contacted at the above address or by telephone on 01253-701514. I look forward to hearing from you.

D    Key words to be underlined: yoù ordered a gift from a mail order company; it was late you were not happy with it; read the advertisement and the notes; write a letter; explaining why you are not happy; and ashng foryour money back

 a letter ofcomplaint

2         the mail order company

3         formal

4         Dear Sir/Madam, Yours faithfully (my full name) 

5         I am writing to express my complete dissatisfaction with the gift I recently ordered from your company.

6         two

7         1st             first complaint and consequences/reasons/ justifications

2nd - second/third complaints and consequences/ reasons/justifications

8         Firstly, What is more, To make matters worse, As a result, In addition,

9         cracked - The figure was damaged and had a crack in it. wrong message - The message engraved on the figure was not the one I had chosen.

took 3 weeks - too late - The item was delivered three weeks after the date I placed the order and not within ten days as advertised. As a result, it arrived long after the occasion for which I purchased it.

10     

E     Key words to be underlined: letteryou received from your pen friend, look at the notes, write your letter in reply, giving advice and information

 letter giving advice

2         my penfriend

3         informal

4         Dear (my friendS first name), Love from (my first name)

5         Hi. How are you? Thanks foryour letter. I was glad to hear you are thinking of taking up tennis and heres the advice you asked for.

6         two

7         1st - first area of advice (how to learn) and examples/ suggestions 2nd - second area of advice (equipment) and examples/ suggestions

8         If I were you You should Have you thought about

Why don'tyou

 9 join a club - see if there is a local tennis club in your area and become a member find a friend to give you some lessons - perhaps you know someone who can giveyou some free tuition borrow a book from the library - the local library rnay have a useful 'how-to' guide buy a racquet & some balls (don't spend too much about £50-£75 — you might not like it) — As for equipment, a tennis racquet and a few balls Will be enough. You should stick to a budget ofno more than £75 in case you change your mind later.

trainers and a tracksuit are OK - you don't need special clothes - Dont wow about a tennis outfit. Your ordinary trainers and a tracksuit WIT do.

10 Well, I hope my advice will be of some help to you. Write back and let me know how you get on.

F     Key words to be underlined: you are going on a cycling holiday, with two friends, read Janes letter and the notes, using the map and the advertisement, write a letter answering her questions and making your suggestions

        a letter giving information and making suggestions

2         a friend ofmine

3         informal

4         Dear Jane, Love, (my first name)

5         Thanks foryour letter. I have thought about whatyou said and I've got some information and ideas for you to think about.

6         two

7         1st - make first suggestion (the route & what to see) and give information/reasons/examples/consequences 2nd - make second suggestion (where to stay) and give information/reasons/examples/consequences

8         What about I think it would be a good idea to Why  don't we„.?

9         too far - I think that it would be a long trip and we would get very tired.

I agree - I thinkAnne is right.

Queens Hotel is cheap - The Queens Hotel has reasonably priced rooms.

Yes - tell her places to visit — There are lots of interesting sights we can see and places we can go such

10 Well, I cant wait to hear from you so we can make all the arrangements. Talk to you soon.

Self-Assessment Module 1

Il When you are confident ss can complete the task successfully assign it as written HW. Before ss hand in their pieces of writing, ask them to go through the Checklist for Unit 2 at the back of the book and check their answers against it.

SuggestedAnswer Key

A Dear Mrs Brown,

I would like to offer our sincere apologies for the unfortunate delay to the delivery of your goods and the inconvenience it has caused. I can assure you that we ore doing our utmost to rectify this situation as soon as possible.

The reason for the delay is that unfortunately it received some damage in transit. As a result, we were forced to wait for a replacement to be sent in the subsequent delivery from our suppliers. However, it has now been delivered and we will despatch your order within twenty-four hours.

We deeply regret this unfortunate situation and hope to retain your valued custom. By way ofcompensation we would like to offer you a complimentary carry case and three rolls of film.

Yours sincerely,

Jane Thomson

Customer Service Manager

B       Dear Sir/Madam,

I             am in the process of making arrangements for an anniversary party for my parents and would like to request some information from you with a view to holding the party at your hotel.

I would like to hold the party on Saturday, 20th April. I expect there will be about 150 guests and I would like it to start at approximately 8pm and run until 12pm.

Could you tell me the cost Of hiring the different function rooms? I am also interested in finding out whether there is a disco available. Furthermore, could you possibly send me a sample menu of the dishes available?

Thank you for your help in this matter. I look forward to hearing from you at your earliest convenience.

Yours faithfully,

Emma Brown

C       Dear Mr Thompson,

I             am writing in reference to your advertisement on the notice board at Baines High School for private English lessons.

I am sixteen-year-old high school student and I have recently passed the First Certificate examination. I wish to improve my English further so I can sit the Proficiency examination which I believe will help me to find a well-paid job when I leave school.

There are a number ofquestions I would like to ask Firstly, I would like to know where the lessons will take place. Also, could you tell me on what days and at what times the lessons will take place? I am also interested in finding out whether the tuition will be individual or in small groups.

I can be contacted at the above address or by telephone on 01253-701514. I lookforwardtohearingfromyou. Yours sincerely,

James Green

D      Dear Sir/Madam,

I             am writing to express my complete dissatisfaction with the gift I recently ordered from your company.

Firstly, the figure was damaged and had a crack in it. What is more, the message engraved on the figure was not the one I had chosen. Therefore, it was totally unsuitable to give as a gift.

To make matters worse, the item was delivered three weeks after the date I had placed the order and not within ten days as advertised. As a result, it arrived long after the occasion for which I purchased it.

As you can imagine I am very disappointed. I insist on a full refund and an apology for the inconvenience caused. I await your prompt reply. Yours faithfully,

Mark Blackwell

E Dear Sam,

Hi. How are you? Thanks for your letter. I was glad to hear you are thinking of taking up tennis and herds the advice you asked for.

Firstly, ifI wereyou, I would see if there is a local tennis club in your area and become a member. Alternatively, perhaps you know someone who can give you some free tuition? Have you thought about seeing if the local library has a useful 'how-to' guide? This would help you get started.

Next, you dont have to wow about a tennis outfit. Your ordinary trainers and a tracksuit will do. As for equipment, a tennis racquet and a few balls will be enough. You should stick to a budget of no more than £75 in case you change your mind later.

Well, I hope my advice will be of some help to you. Write back and let me know how you get on. Love,

Emma

F DearJane,

Thanks foryour letter. I have thought about whatyou said and I've got some information and ideas for you to think about.

First of all, I think Anne is right. I think that it would be a long trip and we would get very tired. Instead, why don't we just cycle round Lake Windermere as you suggest? There are lots ofinteresting sights we can see and places we can go such as the castle, Wordsworth House, the Steamboat Centre and the Beatrix Potter Museum.

As for where to stay, the Queens Hotel has reasonably priced rooms. It is also conveniently located near the lake and would make a great starting point for our trip. It even offers home-cooked meals, and I think it would be a good idea to stay there.

Well, I cant wait to hear from you so we can make all the arrangements. Talktoyou soon. Love,

3        Answer Key

2          . there was anything else that

3          not like Duncan

4          I could not remember anything „Jdid not remember anything

5          does not feel like going

4        Answer Key

1       invention  3 reflection              5 importance

2       defendant 4 Happiness

5        Answer Key

1      the           35

2      After/later 4 her

6        Answer Key

                                 3 b                        5

7        Suggested Answer Key  eveorthing alright 4 don't think so

2          its been a 5 Why not

3          about

8        Answer Key

3       c   5

4          6

9        Answer Key

5               7

6               8 c

10    SuggestedAnswer Key

 I've been studying English for five years.

2          I think that my knowledge of English will help me to find a goodjob and I may then use English at work. Also, I want to travel, and I think that I will use English abroad becausepeople in many countries speak English.

3          Well, I speak some German and a little Italian.

11    a. Suggested Answer Key

Student A

Both pictures show women who look like they are usually very busy people. In picture A the woman is at home in casual clothes, Wheteoçin picture B thewornan is at-work in business Clothes. In picture A, the woaqnjs_trying to. do three different things at once: cany the laundry basket, talk on thephone and hold the baby. In contrast, the woman in picture B is only doing one thing. Also, the woman in picture B is getting paid for her work whereas the woman in picture A probably isn't.

b. Suggested Answer Key

Student B

I find it very tiring when I stay up late at night trying to finish my homework.

c. SuggestedAnswer Key

Student B

Both pictures show conversations which are taking place outdoorç The conversation in picture A is a face-to-face conversation between two men whereas the conversation in picture B is a telephone conversation between three people. Both the man in picture A and the couple in picture B are concentrating and listening carefully, In picture the conversation looks serious. Perhaps they are discussing a problem. In contrast, the conversation in picture B looks

cheerful. Perhaps they are on holiday and they are calling home. The conversation in picture A could end with: "Maybe there some way we can sort it out."

The one in picture B could end with: 'Wellseeyou all next week!"

d. Suggested Answer Key

Student A

I feel most comfortable discussing problems with my mum because she is a good listener and I trust her advice.

12 Suggested Answer Key

Dear Miss Diamond,

Thank you for your prompt reply. We are delighted that you are able to perform at our party.

The date which would be most suitable is 14th June, which is a Friday. We would like to start around 8.00 pm, if that is convenient foryou. The venue is the Great Hall on campus, which I am sureyou will remember, and we have sold approximately 200 tickets.

We would appreciate it ifyou could perform for an hour. Ifthis is not possible, please let me know so I can rearrange the programme. There are also a number of local bands in the programme, but you are top ofthe bill.

As to whether there are still some tutors here from when you were a studen(l think you may remember Dr Johnson and Mrs Peake They will be at the party, and are looking forward to meeting you again.

Please do not hesitate to contact me again if you have any other questions. We are all looking forward to meeting you.

 Yours sincerely,

John Duggan

A' I see what you mean. but not all chefs invent new dishes.a. Explain the task. Elicit how each person could help or not Some of them cook the same thing over and over again, when choosing a career, ss work in pairs and complete and that could be repetitive. Ask some pairs to report back to the class. the task.

           B' Tomyminda piano teacher'sjobiscreativeandrewarding.              Suggested Answer Key

WhatS your opinion? they know my academic strengths and weaknesses, and they A: I partly agree, but they must give the some lessons over me choose a career which would suit my abilities. could help and overagain, and that could be repetitive.

A• In myopinionanestoteagent'sþbis quite secure. Afteroll, the task and read out the options. Explain/Elicit b. Explain people will always want to buyandsellhouses, wont they? any unknown words. ss complete the the meaning of

B: That3 true. To me it's quite stressful though, because they task, then compare tfieir answers in pairs. Check ss' have to co-ordinate the needs ofthe house-buyers and the answers. house-sellers, and people may wantdifferent things!

(ss' own answers)

3 a. Explain the task. Play the cassette twice. ss listen and complete the task. Check ss' answers and ask them to c. Read out the question and elicit answers from various ss identify what helped them. ss can then look at the around the class.

tapescript at the back of the S's Book and check their              Suggested Answer Key words.

I think it's easier to get a good job nowadays. In my parents' day not so many people went on to higher education. Today, a good education is available to a greater number of people. If people have qualifications they have a better chance of getting a good job.

2 a. Read out the title of the article and the headings. Elicit answers around the class.

Suggested Answer Key

I think the article is going to be about young peoples career choices today.

b. Explain the task and allow ss some time to read the text quickly and complete the task. Check ss' answers.

Suggested Answer Key

Main ideas:

Answer Key

SpeakerA: a flight attendant (travel, cheaper air tickets, hours changing, never in one place very long)

Speaker B: a nurse (kind, patient, caring, careful, helping people need)

Speaker C: a chef (food, creative, hygiene, what I make, hours antisocial)

b. Explain the task. ss may choose a job from those already k presented or one of their own. Allow ss two to three mins to prepare their monologues. Choose a S to start The S that guesses correctly then chooses another job and continues the game.

O                        SuggestedAnswer Key

e

I deal with people and money. I need to be patient and careful.

n

Sometimes I give customers advice. My salary is quite good. I like my job because it is challenging and I like working with people.

Answer: bank clerk n

4 Explain the task. Read the quotations aloud. ExplainÆlicit what they mean. ss complete the task. Check ss' answers

s

around the class.

SuggestedAnswer Key

Td rather be poorand happy than rich and unhappy.

A Well, I couldnt agree more. Theres no point in being a millionaire if there's no joy in your life, is there? Material possessions are not more important than simple things, like b

feeling happy. rd

B: That's not quite the way/see itactually. To my mind being very rich solves more problems than it causes. I believe my life would be more comfortable if/ were a millionaire.

Whateverþb you have, you should do it well." lly A That's true. your attitude is the most important thing. If you work hard and try to do a goodjob, that's what counts, not the n? type of work you do. After all, isnt everyjob important in its own way?

ere           B: I don't agree at all. Of course it matters what kind ofjob you do! Some types of work are more important to society than se    others. I believe it's what you do, and not how you do it that is ety   important.

Para 1: Why do parents make terrible careers advisors?

Para 2: Today's 14 and 15-year olds - are optimistic about their prospects but their career ideas are rather vague (optimistic = positive - vague = unclear)

Para 3: A job for life is not in their vocabulary; neither is a deadend but secure job ( not in their vocabulary = what (they) dont want)

Para 4: In the past - guidance counsellors - their faith in rigid careerpaths (in the past = the old attitude)

Para5: But the world has changed. The future belongs to quickthinking people (the future = tomorrow's)

Para 6: she has to have the training and guidance to help her - no one is telling them how to turn the new rules of the employment game to their advantage (guidance = support)

Para 7: A good first step would be to change the way in Which schools prepare young people for adult life. (change = rethinking, schools prepare = we teach them)

Para 8: up-to-date information on new jobs and qualifications can help guidance counsellors to help their students (guidance counsellors = careers advisor)

Para 9: the best thing is to forget all the advice your parents gave you and step into your teenager's shoes (step into your teenager's shoes = see the world through their eyes)

3 a. Explain the task. Go through the tip. Allow ss some time

to read the text again and complete the task using their answers to Ex. 2b to help them. Check ss' answers.

Unit 3

Answer Key

7 c

b. Explain the task. ss complete the task in pairs. Check ss' answers.

Suggested Answer Key

Why can 't parents give good careers advice? Young people have different ideas about work from their parents.   

They want to do something that they will enjoy.

Attitudes were different in the past.

Modern careerpaths are charweable.

Different skills are needed to succeed in today'sjob market. Schools need to help young peope to develop a wider range of skills.

Careers advisors should offer positive encouragement and accurate information to today's job seekers.

Parents need to see things from their child's point of view.

4      a. ss work in pairs and complete the task using their dictionaries if necessary. Check ss' answers.

Suggested Answer Key prospects: chances ofbeing successful determined: decided upon sth rigid: unchangeable, fixed well-founded:justified dependable: reliable resourceful: able to use initiative pitfalls: things that may cause problems redundancy: loss ofone'sjob due to financial reasons freelancing: being self-employed, working for different employers obsessed: thinking about something constantly guidance counsellors: careers advisors optimism: positive outlook resilient: strong, able to recover easily from setbacks

b. Explain the task. ss work in pairs and complete the task. Check ss' answers.

Answer Key

Positive: practical, ambitious, optimistic, determined, diligent, dependable, quick-thinking, resourceful, independent, resilient Negative: obsessed, unrealistic

5      earn a decent living

6      can actas a remedy

7      put yourselfin theirposition

6      ss discuss the question in pairs. Check ss' answers.

Answer Key

The writer addresses parents of teenagers. The words and phrases which determine this are:

        Why do parents make terrible careers advisers?' (in relation to the previous four lines) (lines 4-5)  'we as parents' (line 55)

        'Step into your teenayer's shoes!' (line 57)

7     

(ss' own answers)

8      Divide the class into groups of three. ss complete the task. Ask some groups to act out their dialogues in front Of the class.

SuggestedAnswer Key

A: Have you decided what you are going to do when you leave school, Jane? B: Yes, I want to be a singer.

A: No, seriously.

B: I am serious. I want to sing in nightclubs. C: You are not being very practical. You need to think about getting a properjob with a steady wage.

B: Your father's right. Singing is not a very securejob, is it?

A: Maybe not, but its what I want to do.

C: You should think about getting an officejob with a pension so you will have a regular income and a pension at the end ofit.  I want to have ajob where I can travel and meet lots ofpeople.

I don't want to be stuck in a boring old office all my life!

 Why don'tyou give it a try? You can sing at the weekend.

 No, file made up my mind. I want to earn my living doing something I love, not something boring just because thereS a pay packet every week

Language Focus (pp. 48-49)

I Read out the list of qualities and elicit/explain the meaning

 A:

5 Explain the task. ss work in pairs and complete the task. Encourage ss to work out the meaning from the context. Check ss' answers.

Suggested Answer Key      B:  is not something they think or talk about

2       a job that leads nowhere and has no prospects             A:

3       shocked and appalled

 4 does not offer benefits

I think a door-to-door salesperson must be persuasive in order to encourage people to buy things from him. What do you think?

I agree. I think they also need to be persistent, because they must face rejection a lot. It would be good for the customers if the salesperson were honest too!

I think a tour guide has to be punctual and calm because he is responsible for seeing that a tour programme runs smoothly.

I see what you mean. What's more, they should be patient and caring because they are dealing with the public.

I believe that a firefighter needs to be courageous, as he needs to enter burning buildings to put out fires and save people from the flames.

 I quite agree with you. I think they also need to be intelligent and hardworking because it is a demanding job.

2 a. ss work on their own and complete the task, then compare their lists in pairs. Elicit ss' answers, and write them on the board.

Suggested Answer Key shop assistant, waitress/waiter, babysitter, hotel maid, pizza e      delivery boy, cleaner, kitchen porter, camp leader etc.

b. Explain the task and go through the useful language box. Read out the example dialogue, then ss work in pairs and complete the task. Monitor ss' performance around the class. ut

Suggested Answer Key

You'd be great as a babysitter betause you really love children. so

B: you might be right actually. I'll ask around and see if anyone needs my services.

         B: This would be ideal for you, a part-time sales assistant in your favourite shop!

ng A: No, that's not for me. I love shopping, but I dont think I could cope with standing up all day sering customers!

         A: You'd make a great bartender. You're so sociable. B: Yes, thars certainly a possibility. I'll 100k into it.

         B: I can just imagine you as a waiter in a good restaurant. You're very charming. Just think ofall the tips you'd make! ing A: You surprise me. It's not my kind of thing at all! I'd rather ple       work in a music shop.

the 3 a. Read out the reasons A-F. Elicit from ss what sort of jobs each reason might apply to. Play the cassette twice. ss listen and complete the task. Check ss' answers, and elicit the words they heard that helped them decide. Also elicit the job each speaker has. hat

Answer Key

use  Speaker C (lighthouse keeper) the Speaker 2 E (interpreter)

Speaker 3 A (primary school teacher) use    Speaker4 F (air-hostess) runs     Speaker 5 B (social worker)

tient b. Explain the task. ss work in pairs and do the task. Ask some pairs to report back to the class.

s he                             (ss' own answers)

sentences.

Answer Key

c. Elicit a variety of answes from ss around the class.

Suggested Answer Key

Most ofmy salary goes into my savings.

I pay a lot of interest on my credit card.

I am saving up my pocket-money for my holidays. I can't wait to get my first pay packet.

5      Elicit a variety of jobs for each place. Write these on the board. Check that ss understand what each skill means ane write it on the board. ss work in pairs and discuss the hours and skills required for each job. Check ss' answers by askinc various pairs to report their answers to the class.

Suggested Answer Key

        department store: stockroom assistant

A stockroom assistant could be part-time or full-time. They should have organisational skills to arrange the stock, anc mathematical skills to add and subtract the incoming and outgoing stock

        school: headteacher, teacher

A headteacher - This is a full-time position requiring managerial and organisational skills to administer the school and its staff. It also requires mathematical skills to organise the school budget, and communication skills in order to converse with teachers, parents and Students.

A teacher - Teaching can be a full- or part-time job. The skills required are: managerial to keep order in the classroom, organisational to create a syllabus for the students to study and communication to be able to pass on knowledge to his/her students and discuss matters with parents, and other teachers.

        cruise ship - ship's doctor, entertainment manager A ships doctor - This is a full-time job. Many special skills are needed including, communication and language skills in order to converse with patients, and organisational skills to manage his/her practice efficiently.

An entertainment manager - This is likely to be a full-time job. Managerial and organisational skills are essential for the coordination of the entertainment programme. Communication skills are also very important, as the manager deals with entertainers and the ship's passengers.

save               Unit 3

        hospital: nurse, doctor

A nurse — This job is usually full-time and requires very good communication skills. A nurse is in such close contact with his/her patients that he/she must be able to converse well. Organisational skills are also necessary as the nurse's duties must be performed in an organised manner.

A hospital doctor works full-time and needs excellent communication skills in order to attend to patients and deal with the nursing staff. Mathematical skills are also required to calculate the correct dosage for medicine.

        restaurant: chef, waiter/waitress

A chef is a full-time position in most cases. The job calls for good organisational skills to manage the food preparation in the kitchen well, communication skills to deal with the kitchen staff, waiters and restaurant manager, and mathematical skills to work out how much food to order for the dishes that he/she will prepare.

A waiter/waitress - This job can be full or part-time. Communication skills are very important as the waiter/ waitress takes orders from customers.

        supermarket: checkout assistant, store manager A checkout assistant - This job could be full- or part- time. Special skills are not really required as the cash register will calculate the total cost of peoples shopping and how much change is to be given. Good communication skills are an advantage as thejob involves close contact with the public.

A store manager - This is a full-time position which demands a combination of various skills. These include: managerial and organisational skills in order to run the supermarket efficiently, communication skills to handle both the supermarket staff and customers well, mathematical skills to calculate the profits and expenditure and telephone skills to communicate with the head office and suppliers.

6      ss complete the task looking up unknown words in their dictionaries if necessary. Check ss' answers.

9 ss work in pairs to fill in the prepositions they can, then refer to Appendix 1 at the back of the book to check and complete the rest. Check ss' answers, then ss continue in pairs to write sentences. Ask individual ss to read out their sentences.

     Answer Key             

Suggested Answer Key

2        Mrs Green is sixty years Old and will retire from her job next month.

3        Harry encouraged his friend to apply for the position because it was such a good opportunity.

4        When she finishes her law degree, she will specialise in company law.

5        I enjoy my job because I deal with the public, and this brings me satisfaction.

6        I have experience in marketing, but I prefer sales.

I have lots ofexperience with children.

7        Everyone was impressed by the new office assistant because he was so diligent.

I was very impressed with the new staffroom.

8        He is ambitious and very interested in promotion.

9        She is highly experienced in all kinds ofaccounting.

10     George is qualified in computing. He is a qualified computer engineer.

11     She was very suitable for thejob.

12     The new manager will be responsible for sales and marketing.

13     The chef is skilled at creating all kinds ofseafood dishes.

14     Do you think I would be good at dealing with difficult customers?

15     Please fill in an application form and hand it to the secretary

Answer Key

7      Do item 1 with ss then ss work in pairs and complete the task. Check ss' answers.

Answer Key

                                                                                      10 f

8      Do the first sentence with the class, showing them how to work out the meaning of the phrasal verb from the sentence. ss complete the exercise in pairs. Then, tell ss to check their answers using Appendix 2 at the back of the book. Check ss' answers. ss should then memorise the phrasal verbs.

Listening & Speaking (pp. 50-51)

I a. Explain the task. Point out that ss will hear eight unrelated dialogues and that there is one questior related to each one. Allow ss some time to reac through the questions and underline the key words. Ask ss to say what each }ituation is, who the speakers are and where it takes place, where they can for each question. Check ss' answers.

Suggested Answer Key

 Key words: place of work; owner; secretary; colleague The conversation takes places in a workplace. The speakers are a man and a woman.

2       Key words: news report; British employees; variety; reluctant tc have children; don 't like fixed schedules

It could be a TV or radio news report. There is probably one speaker. The language will be semi-formal/formal. It seems tc be about the likes and dislikes ofBritish employees.

3       Key words: advertisement; radio; purpose; young people learn music; musicians; holiday; recruit;young musicians Its a radio advertisement. There could be one or more speakers the language is probably quite informal and persuasive.

something about music.

undergo formal training - completed a special training course

3

4

7

8

9, 119 Il, 12 13, 14

c. Instruct ss to do the task one section at a time: read each section of the text carefully, go through the whole list of questions and decide which apply to that section; then, k go on to the next section of the text. Allow ss some time to read the texts silently and complete the task. Check ss' rs answers, asking ss to justify their answers

Answer Key

yet

3 Explain the task. Do the first item with ss, then ss complete the task in pairs. Check ss' answers. ny